Official Course Description

The political, economic, and social development of the United States from the Pre-Columbian period through the end of the Civil War (186
None.

Official Course Prerequisites

Official Course Competencies

1. Review the "push factors" in England and the "pull factors" in the colonies creating a current of immigration to America. (I)
2. Describe the early and the permanent settlements in the colonies and their role in the larger economic scheme of the emerging B
3. Compare the increasing economic and social importance of the New England, Middle, and Southern colonies and note their cultu
denominational differences. (I)
4. Describe the growing political and economic differences between the crown and the colonies, including Parliament laws and colon
compliance with imperial decrees leading to the American Revolution. (II)
5. Describe the major military events of the American Revolution leading to the collapse of British military forces at Yorktown, Virgini
6. Describe the role of Hamiltonian federalism and Jeffersonian democracy in creating a strong central government based on 1787 c
7. Review the economic bonds reinforcing the Union as noted in government land policy, tariffs, role of banks, emergence of a free e
and the industrial North, including the development of the plantation economy of the South. (V)
8. Describe the salient features of westward expansion in the ante-bellum period and the growth of Jacksonian democracy. (VI)
9. Describe the plight of the American natives, the War of 1812, and the Battle of New Orleans. (VI)
10. Describe President Jackson's spoils system and the rise of sectional tension. (VI)
11. Describe the emergence of the middle class in early America, the growth of a national culture, and the urban life style generated b
expansion. (VII)
12. Describe public and private education and the birth of a new national literary renaissance. (VII)
13. Describe the doctrine of Manifest Destiny, the Oregon acquisition, the Texas annexation, and the military conquest of the Southw
14. Review the 1850 Compromise, the Kansas-Nebraska Act, and sectional tensions leading to Lincoln's election and the formation o
South. (VIII)
15. Describe the salient features of the Civil War and the turning points at Antietam, Shiloh, Gettsburg, and Vicksburg that saved the
16. Review the demographic and industrial advantage of the North, the Emancipation Proclamation, and the surrender at Appomatox
17. Review the political significance of Reconstruction and the Freedmen's Bureau, including the congressional passage of the 13th,
constitutional amendments. (X)
18. Review the administration of President Grant. (X)
19. Describe the political reforms and economic revival of the South leading to the white counter-revolution and to the Compromise o
Course Materials

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Required Course Materials

Title Edition Author
THE AMERICAN PAGEANT: A HISTORY OF THE REPUBLIC 13th edition David M. Kennedy, Lizabeth Cohen, Thomas A. Bailey. 0
Supplemental Texts

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Supplemental Texts:
Hofstadter, Richard. Great Issues in American History, Vol. 1, 2 & 3 (New York:Vintage, 1982).
Madaras, Larry and SoRell, James M. Taking Sides: Clashing Views on Controversial Issues in American History Volumes 1 & 2 (Guilford
Newman, John J. and Schmalbach, John M. United States History: Preparing for the Advanced Placement Examination (New York: AMSC
Publications, 2002).
Piehl, Mel. The American Pageant: Guidebook: A Manuel for Students. Twelfth Edition (Boston: McDougal Littell/Houghton Mifflin, 2002)
Zinn, Howard. A People's History of the United States. Accessed on-line at www.historyisaweapon.com
Various articles and handouts
Course Calendar

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Week # Assignment
1 Unit 1: Course introduction, expectations & contract. Success in AP courses, exam format.
Three Worlds Meet Objectives:
July 26-30 1. Students will have an understanding of the pre-Columbian Americas, before European exploration
2. Students will gain a chronology of the voyages of Columbus & other world explorers
3. Students will analyze the ecological impact of European contact on the New World
4. Students will examine Spanish conquest and subsequent conquering of New World cultures in creatin
empire.
Textbook Readings:
Intro to course readings- pg. xxxv- x1viii
Pageant, Chapter 1--New World Beginnings pg. 2-26B

2 Unit 1: What is a DBQ?

Colonization & Settlement
August 2-6
Objectives:
1. Students will identify territorial expansion & imperialism as a continuing theme in American history and
frequently on the AP exam.
2. Students will contrast the English colonization with that of Spain and France
3. Students will examine England pursuit of a world empire and compare and contrast the development o
in different regions (NE, Middle, Southern) especially in terms of economy & society
4. Students will analyze the religious underpinnings of American colonies & the First Great Awakening
5. Students will examine political development in the colonies
Textbook Readings:
Pageant, Chapter 2--The Planting of English America pg. 27-45B
Pageant, Chapter 3--Settling the Northern Colonies pg. 46-67B
Pageant, Chapter 4--American Life in the Seventeenth Century pg. 68-87B
Pageant, Chapter 5--Colonial Society on the Eve of Revolution pg. 88-108B

3August 9- 13
4August 16-20 Test- Unit 1 Chapters 1-5 Multiple Choice / Free Response essay
Take Home DBQ

5 Unit 2:
Dual for North America, Road
to Revolution & War for
Independence
August 23- 27
Objectives:
1. Students will analyze the competition among France, Britain and Spain for North America and examin
Indian War and the redistribution of power of the empires.
2. Students will assess how the French and Indian War led to an increasing American sense of identity.
3. Students will analyze the increasing tensions between Britain and its colonies and how these tensions
split, revolution and war for independence.
4. Students will understand the complexities of fighting a major European power, the leadership involved
unify the population to the cause of liberty and the eventual victory in the War for Independence.
Textbook Readings:
Pageant, Chapter 6--The Duel for North America pg. 109-125B
Pageant, Chapter 7--The Road to Revolution pg. 126-145B
Pageant, Chapter 8--America Secedes from the Empire pg. 146-171B
6August 30-Sept 3 Summer Reading Assignment due August 30
7Sept 6- Sept 10 Test- Unit 2 Chapters 6-8 Multiple Choice/ Free Response essay

8 Unit 3:
Building the New Republic,
Jefferson & Second War for
Independence
Sept 13- Sept 17
Objectives:
1. Students will examine the failure of the Articles of Confederation to adequately address the issues of t
the development of the New Republic through the Constitution and Bill of Rights.
2. Students will examine the development, growth and potential problems of political parties and assess
they represented the true intentions of the founding fathers.
3. Students will examine the notions of equality and whether the New Republic addressed these issues.
4. Students will analyze foreign policy under the early administrations of the New Republic and assess th
5. Students will understand the War of 1812 and assess whether it can be considered a "second war for
Textbook Readings:
Pageant, Chapter 9--The Confederation and the Constitution pg. 172-198B
Pageant, Chapter 10--Launching the New Ship of State pg. 199-223B
Pageant, Chapter 11--The Triumphs and Travails of the Jeffersonian Republic pg. 224-247B
Pageant, Chapter 12--The Second War for Independence & the Upsurge of Nationalism pg. 248-271B

9Sept 20-Sept 24
10Sept 27-Oct 1 Test- Unit 3 Chapters 9-12 Multiple Choice/Free Response/DBQ
Mid Term Exam

11Oct 4- 8 Fall Break

12Oct 11-15 Fall Break- Read Chapters 13 & 14

13 Unit 4: Objectives:
Expansion, Reform & The Age 1. Students will examine the political atmosphere and changes surrounding the administration of Jackso
of Jackson 2. Students will assess the presidency of Jackson in terms of democratic involvement & extending demo
Oct 18-22 (10/18-19-Fall Break "common man" and assess the failure to extend civil rights to various groups.
cont) 3. Students will analyze the constitutional issues raised by the Nullification crisis and the Indian Remova
the rights of the minority being governed by the majority rule.
4. Students will examine various reform movements of this time period and assess their impact on Amer
culture and economy.
5. Students will analyze the transportation revolution and discuss the benefits to the economy and the ef
of the US.
Textbook Readings:
Pageant, Chapter 13--The Rise of Mass Democracy pg. 272-304B
Pageant, Chapter 14--Forging the National Economy pg. 305-339B
Pageant, Chapter 15--The Ferment of Reform and Culture pg. 340-369B

14Oct 25-29
15Nov 1-5 Test- Unit 4 Chapters 13-15 Multiple Choice/Free Response/DBQ

16 Unit 5: Objectives:
The Road to Disunion 1. Students will examine the institution of slavery, the division the issue creates across the country and s
Nov 8-12 the abolition movement.
2. Students will define and discuss the concept of Manifest Destiny and assess the success of Manifest
2. Students will examine how territorial acquisition leads to a resurrection of issues that would eventually
3. Students will analyze how the path to Civil War unfolded as a series of compromises took hold and ult
Textbook Readings:
Pageant, Chapter 16--The South and the Slavery Controversy pg. 370-395B
Pageant, Chapter 17--Manifest Destiny and Its Legacy pg. 396-415B
Pageant, Chapter 18--Renewing the Sectional Struggle pg. 416-436B
Pageant, Chapter 19--Drifting Towards Disunion pg. 437-461B

17Nov 15-19
18Nov 22-24 (11/25-26- Test- Unit 5 Chapters 16-19 Multiple Choice/Free Response/DBQ
Thanksgiving)
19Nov 29- Dec 3 Objectives:
 1. Students will examine the events during the 1850s leading up to the Civil War and analyze whether th
been avoided.
2. Students will analyze the impact of Lincoln and Congress regarding the end of slavery and assess the
the actions of both.
3. Students will examine the role of the government during the war and analyze changes that occured.
4. Students will assess the strengths and weaknesses of the North and the South and debate why the N
and argue why the Civil War can be called the most critical event in American History.
5. Students will examine the successes and failures of Reconstruction and assess whether or not a "New
emerged or if reconstruction was simply a continuation of the "Old South".
Textbook Readings:
Pageant, Chapter 20--Girding for War: The North and the South pg. 462-480B
Pageant, Chapter 21--The Furnace of Civil War pg. 481-512B
Pageant, Chapter 22--The Ordeal of Reconstruction pg. 513-535B

20Dec 6- 10
21Dec 13- 17 Test- Unit 6 Chapters 20-22 Multiple Choice/Free Response/DBQ
Final Exam
End Semester 1
22Dec 20-24 Holiday Break
23Dec 27- 31 Holiday Break

24 Unit 7: Objectives;
Forging an Industrial Society- 1. Students will compare the economic and social conditions of the population during the Gilded Age
Development of the Industrial 2. Students will analyze changes immigration/migration patterns and the effect on America politically, so
US economically.
Jan 3-7 (1/3-no school) 3. Students will analyze the growth of business and industry during the Gilded Age.
4. Students will examine the expansion of the US and the impact on the frontier and the farmers.
5. Students will understand and assess federal government policies towards Native Americans from the
1900s.
Textbook Readings:
Pageant, Chapter 23--Political Paralysis in the Gilded Age pg. 536-564B
Pageant, Chapter 24--Industry Comes of Age pg. 565-594B
Pageant, Chapter 25--America Moves to the City pg. 595-632B
Pageant, Chapter 26--The Great West & the Agricultural Revolution pg. 633-668B

25Jan 10-14
26Jan 17- 21 (1/17-no school) Test- Unit 7 Chapters 23-26

27 Unit 8: Objectives:
Emergence of Modern 1. Students will identify problems the Progressives addressed and analyze reforms designed to deal with
America 2. Students will examine the successes and failures of the Progressives to achieve genuine reform of go
Jan 24-28 economy and society.
3. Students will compare and contrast the presidencies of T. Roosevelt and Wilson
4. Students will study reasons for US imperialism and explain the reasons for this wave of expansion.
5. Students will examine the reasons the US entered into WWI and assess the influence of various group
the war.
6. Students will examine the society overhaul of the 1920s in terms of material expansion that transforms
consumer society as well as address the problems that these changes brought.
Textbook Readings:
Pageant, Chapter 27-- Empire and Expansion pg. 669-699B
Pageant, Chapter 28--Progressivism & the Republican Roosevelt pg. 702-727B
Pageant, Chapter 29--Wilsonian Progressivism at Home and Abroad pg. 728-745B
Pageant, Chapter 30--The War to End War pg. 746-769B
Pageant, Chapter 31--American Life in the "Roaring Twenties" pg. 770-797B

28Jan 31- Feb 4

29Feb 7-11
30Feb 14-18 Test- Unit 8 Chapters 27-31
31 Unit 9: Objectives:
The Great Depression & 1. Students will examine the long term & short term causes of the Great Depression and analyze how th
World War II of Coolidge, Hoover, & FDR impacted the nation.
Feb 21-25 2. Students will examine the effectiveness of the New Deal in ending the Depression and assess whethe
result of American involvement in WWII.
3. Students will assess the contribution of the US in making the world "safe for democracy".
4. Students will debate Truman's use of the atomic bomb.
Textbook Readings:
Pageant, Chapter 32--The Politics of Boom and Bust pg. 798-822B
Pageant, Chapter 33--The Great Depression and the New Deal pg. 823-852B
Pageant, Chapter 34--Franklin D. Roosevelt & the Shadow of War pg. 853-874B
Pageant, Chapter 35--America in WWII pg. 875-907B

32Feb 28-Mar 4
33Mar7-11 Test- Unit 9 Chapters 32-35

34Mar14-18 Spring Break- Read Chapters 36-38 over break

35Mar21-25 Spring Break

36 Unit 10: Objectives:

Postwar US 1945-1968 1. Students will examine the 1950s as an era of “conformity and complacency.”
Mar28-Apr 1 2. Students will analyze the effectiveness of American foreign policy in terms of the growth & a
expansion of the Soviet influence.
3. Students will assess what accounted for the growth between 1940 and 1965 of popular and
concern for the position of blacks in American society, as well as the struggle for civil rights am
minority groups.
4. Students will compare and contrast the military foreign policy of President Johnson to that o
Nixon and analyze the handling of the Vietnam War by their administration.
Textbook Readings:
Pageant, Chapter 36--The Cold War Begins pg. 910-942B
Pageant, Chapter 37--The Eisenhower Era pg. 943-971B
Pageant, Chapter 38--The Stormy Sixties pg. 972-1001B

37 Unit 11: Objectives:

Contemporary US 1968- 1. Students will examine how the role of women change in the post war period and what econom
Present cultural changes are evident in this period.
Apr 4-8 2. Students will analyze the changes to the role of African Americans during the decades of th
and 1970s (civil rights, voting, desegregation, Affirmative Action)
3. Students will analyze how Watergate help to shape American politics and society in the sub
decades and assess the effect of Watergate on the American people's trust.
4. Students will examine whether Reagan’s election was a true revolution.
5. Students will debate the impact of the “Religious Right” on American politics and society.
Textbook Readings:
Pageant, Chapter 39--The Stalemated Seventies pg. 1002-1030B
Pageant, Chapter 40--The Resurgence of Conservatism pg. 1031-1055B
Pageant, Chapter 41--America Confronts the Post-Cold War Era pg. 1056-1082B
Pageant, Chapter 42--The American People Face a New Century pg. 1083-1107B

38Apr 11-15 Test- Unit 10 & 11 Chapters 36-42

39Apr 18-22 Review for AP Exam
40Apr 25-29 Review for AP Exam
41May 2-6 MAY 6 AP EXAM
42May 9-13
43May 16-20
44May 23-27
45May 30-June1 Final Exams
 End Semester 2
Standards and Expectations

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Standards And Expectations

Course Requirements:

This AP US History class is a challenging and rigorous course designed to be the equivalent of US History 103/104 at the Freshmen level.
semesters long and will cover American History from early exploration to the present day. There will be class discussions over every chap
Power Point presentations that consist of a variety of Historical documents which will be analyzed during the discussions enabling the stud
clear understanding of how to interpret Historical works. Students will also be required to complete document analysis exercises, class rea
different sources including primary and secondary sources, study guides over every chapter, as well as complete several DBQ essays and
essays. Over the course of the year, students will also create DBQ's to have the understanding of the mechanics of a DBQ, creating a que
documents and answering their question using their documents and knowledge gained from their research about the subject. Upon compl
textbook, class discussions, document analysis and other class activities, the students will have a better understanding of American Histor
to take the AP US History Exam which is administered yearly in early May. In order to be successful in this class, students must be prepar
themselves to a considerable amount of homework that will consist of reading, writing, historical analysis and research. This class does fu
state US History requirements for graduation.

Course Outline:
Unit 1 New World Beginnings & Colonial America - Beginnings to 1775
American Pageant Chps. 1-5
Essential Questions:

• Analyze the social and economic impact of contact between Indian peoples and early explorers-To what extent did a
civilization exist in the Americas prior to contact with Europeans?
• Analyze Spanish, French, and British motives for colonization. What accounts for their differing levels of success in t
• Compare and contrast the political, economic, social, and religious development of the New England, Middle Atlantic
colonies.
• To what extent did colonists attempt to create a "shining light, a City on a Hill"-and were they successful?
• To what extent did the patterns of regional economic development interplay in future sectional conflict?
• How did early slave systems in North American colonies develop, & how were they similar or different from those tha
parts of the New World?

Content: pre-Columbian Indian culture and society; worlds collide; transatlantic contact and exploration; purposes of colonization; the deve
European empires in the Americas; the establishment of English colonies in the New World; a comparison of southern, northern, and midd
(religion, economics, politics, and culture); mercantilism and salutary neglect; Great Awakening of 1730s

Themes: The various consequences of contact across frontiers (cultural, social, economic, and religious); the diversity of early America; de
various regional identities as distinct from any specific "American Identity"; the birth of slavery and its relationship to racism

Unit 2 Dual for North America, Road to Revolution & War for Independence-1608-1783
American Pageant Chps. 6-8
Essential Questions:

• Compare and contrast the American and British views regarding the British policy of “salutary neglect” toward the co
French and Indian War.
 • To what extent can the American Revolution be called a "Civil War"?
• What barriers did colonists face in uniting to fight a war against a major European power? How did colonial leadershi
population behind the independence movement, & subsequent efforts to establish a constitutional republic?
• It can be argued that “America lost the Revolutionary War but won the peace.” Assess the validity this statement.

Content: French and Indian War; Changes in British imperial policy following the Great War for Empire; colonial reactions to those changes
declare independence; the involvement of all
levels of society in protest and fighting; the War itself; the Treaty of Paris

Themes: The role of religion in the coming of the Revolution; the emergence and solidification of an American identity; the vital importance
the establishment of a new nation; the place of the American Revolution in a global context; state governments; the development of a fede
the issue of states’ rights ideology; sectionalism and regionalism; the Constitution as either a continuation of the Revolution or a counterrev
relationship between the Founders and slavery

Unit 3 Building the New Republic-Constitution, Jefferson & Second War of Independence 1776-1824
American Pageant Chps. 9-12
Essential Questions:

• Did the development of the party in power and the party in oppositition represent a failure of the founding fathers' atte
working government free of fractious influences?
• What was the role of women in the new Republic? (Republican Motherhood)
• Why is this period often called the "Critical Period" in American history?
• Compare and contrast the views of Thomas Jefferson and Alexander Hamilton while they were members of Washing
• How did the Judiciary Power assert itself during the period between constitutional ratification & 1824?
• Analyze the primary focus of American foreign policy under the Washington and Adams administrations.
• Discuss foreign policy under Jefferson’s administration. Include foreign intervention and decisions made for domestic
• Discuss to what extent the Federalists assumed support for state rights as opposition to the Democratic-Republicans
of the War of 1812.
• From Madison’s point of view, the War of 1812 achieved none of its original aims. Explain why its consequences wer
the future development of the United States.
• How can the War of 1812-1814 be called "the Second War for Independence"?

Content: Trace the evolution of government in America from the Albany Congress to the creation of the Articles of Confederation; developm
ratification of the US Constitution/Bill of Rights; The Washington presidency; the emergence of the first two-party system; clashes over fore
policy; “The Revolution of 1800;” the Louisiana Purchase; the Second Great Awakening; the War of 1812 (causes and consequences); for
(including the Monroe Doctrine); the emergence of slavery as a controversial issue in national politics; the Marshall Court

Themes: The transference of political power; national expansion; nationalism; the continued evolution of the global economy; the role of w
place of religion in American culture and society

Unit 4 Expansion, Reform & The Age of Jackson 1824-1860

American Pageant Chps. 13-15
Essential Questions:

• Believed to be unqualified both politically and socially to be president of the United States, Jackson’s presidency is c
the most influential in American history. Explain the factors that changed the political atmosphere and made his elect
• How can Jackson's Presidency be evaluated? To what extent was it formative in extending democracy to the "comm
did it fail to fully extend civil rights to various groups (women, native Americans, blacks)? How did it contribute to the
sectional storm?
• Discuss who benefited from the transportation revolution and why the issue of government support for internal impro
controversial.
• Constitutional issues were raised by the Nullification Crisis and Indian removal. Discuss the rights of the minority bein
majority rule concerning each issue.
 • What impact did various reform movements have on American society and economy?

Content: Democratization; the Market Revolution; the Election of 1824; the Corrupt Bargain; the emergence of a second two-party system;
the Bank of the United States; Texas Revolution; immigration and nativism; religious revivals; reform and cultural movements

Themes: Democratization; the development of capitalism; role of reform movements in American society; reemergence of the two-party sy
religion in politics; role of executive power; reaction to expansion and economic change

Unit 5 The Road to Disunion 1793-1861

American Pageant Chps. 16-19
Essential Questions:

• Define and discuss the concept of Manifest Destiny.

• Assess and identify the ways that the success of Manifest Destiny and expansion of the United States would lead to
issues that would eventually divide the nation.
• “The sectional compromises of the first half of the nineteenth century were not in fact compromises but rather “sectio
which the North gave in to the insistent demands of the slaveholding South.” Assess the validity of this statement.

Content: King Cotton; Abolitionist crusade; Texas annexation; the Mexican War; the Compromise of 1850; popular sovereignty; Bleeding K
John Brown; the caning; Lincoln-Douglas debates; Election of 1860; secession

Themes: Geographical expansion; nationalism; sectionalism; regionalism; the politics, economics, and culture of slavery; the causes of the

Unit 6 The Civil War and Reconstruction 1861-1877

American Pageant Chps. 20-22
Essential Questions:

• Could the Civil War have been avoided had various developments in the 1850s gone differently?
• Analyze the impact of two of the following in the ending of slavery during the Civil War. (a) President Lincoln, (b) U.S
Slaves and former slaves
• Explain why and how the role of the federal government changed as a result of the Civil War during the period 1861
• Why did the North win the war? Why is the Civil War called the most critical event in American History?
• After the end of Reconstruction, can the South be best understood as a continuation of the Old South under new circ
was it truly a New South?
• To what extent did Reconstruction succeed or fail? How might history have proceeded differently had Lincoln not be
or Johnson or Grant been more effective?

Content: The beginnings of the War; the economics, politics, and diplomacy of the War; its major turning points; the impact of the War on b
the North; Reconstruction; “The New South;” the development of sharecropping; Freedmen's Dilemma

Themes: War and diplomacy & its role in national politics; expansion of executive power in times of crisis; the end of slavery; the relationsh
culture, economics, and politics; the place of the War in a global context; Reconstruction as continuity or change; the evolution of racial thi
civil rights & freedom

Unit 7 Forging an Industrial Society-Development of the Industrial US 1869-1909

American Pageant Chps. 23-26
Essential Questions:
• Compare and contrast the economic patterns and lifestyles of middle class urbanites with the working class urbanite
Gilded Age.
• How did changes in migration/immigration effect American society in terms of economy, industry, society and politics
• The term “robber barons” or “captains of industry’ are often used to describe the “prime movers” of the second indus
period. Are they criminals or visionaries? Choose one of the descriptors and defend your position.
• How did the rise of organized sports and commercial amusements reflect and shape social divisions at the end of the
• What types of groups led the opposition to the concentration of political & economic power at the end of the 19th cen
their motives? How successful were they?
 • To what extent is Frederick Jackson Turner's thesis regarding the impact of the frontier correct?
• To what extent were the problems of the American farmers in the period of 1865– 1900 caused

(a) by big business and government policy and

(b) by the decisions of farmers themselves?

• Discuss the federal government’s policies toward Native Americans from the 1830s to the 1900s.

Content: The westward surge; warfare in the West; the economic system of the West -the New Frontier(mining, ranching, the cattle kingdo
culture in the West; The Industrial Revolution; Railroads, Steel, Oil; the Robber Barons; urbanization; gold standard; rise of labor unions; s
anarchism;The Grange & populist reaction

Themes: Indian relations; the role of the frontier in American life and American identity; individualism and mythology; the role of technolog
policy in industrialization; the impact of industrialization on American life; economic transformation; presidential ineffectiveness in era of big
nativism; Social Darwinism; Reform movements in America; the struggle for equality; the far-reaching effects of technological and econom
relationship between religion and politics

Unit 8 Emergence of Modern America- 1890-1930

American Pageant Chps. 27-31
Essential Questions:

• Identify two problems that Progressives addressed and, for each, describe a democratic reform that was designed to
problem.
• To what extent did the Progressives succeed or fail in achieving genuine reform of government, the economy & socie
early part of the 20th century?
• Compare and contrast the philosophies of Booker T. Washington and W. E. B. Du Bois regarding their objectives and
• Compare and contrast the domestic policies of the various presidents between 1901 and 1920.
• How did presidential power expand during the presidencies of Teddy Roosevelt & Woodrow Wilson?
• In the late 1800s, the United States embarked on a new wave of expansionism during which it acquired overseas ter
the reasons for this new wave of expansionism.
• World War I began in 1914. The United States entered the War in 1917. Chronologically explain the events the led th
into the War.
• Assesses the influence of two of the following on the United State’s involvement in World War I:
• Civil Liberties
• African Americans
• Business
• Women
• To what extent did Americans in various segments of society participate in the tremendous material expansion of the
transformed America into a consumer society? What role did various cultural movements (Jazz, Harlem Renaissance
pictures, literature) contribute to these changes?
Content: The Progressive movement and its local, state, and national reform proposals; the Square Deal; the New Freedom; muckrakers;
temperance movements; the election of 1912; role of third parties & political impact; American imperialism; the Spanish-American War; Wo
Fourteen Points; the Treaty of Versailles; the aftermath of World War I in the United States; Red Scare; Roaring Twenties; organized crime
growth of technology

Themes: reform movements; the emergence of environmentalism; the place of the United States on the world scene; political power in the
role of diplomacy in domestic politics and foreign relations; war; cultural and social transformation; changing role of women & minority grou
reemergence of isolationism in American foreign policy

Unit 9 The Great Depression & World War II

American Pageant Chps. 32-35
Essential Questions:
• “The business of America is business!” Explain the significant of President Coolidge’s statement in terms of United S
government policies in the 1920s and the long term impact of these policies.
 • What caused the Great Depression? Why was this Depression so much different than previous economic cycles & w
prolonged? What was the role-for good or bad- in causing and/or solving the Depression in terms of Harding, Coolid
Roosevelt?
• What were the underlying causes of the Great Depression? What consequences did it have for ordinary Americans?
• How effective was the New Deal in ending the Great Depression? Did Roosevelt's program of governmental control
bring about recovery or prolong the Depression? To what extent did the recovery come with American involvement in
• To what extent did Isolationism in the 1920s and 1930s play a part in American foreign policy in Asia & Europe?
• Analyze the discrimination two of the following groups faced during World War II:
o African Americans
o Japanese Americans
o Women
• What was the essential contribution of the US to WWII, and what was the cost of making the world "safe for democra
again (economic, human)
• Argue either for or against this statement: “Because of his decision to use the atomic bomb, President Truman was a

Content: The stock market crash; the social, economic, political, and cultural aspects of the Depression; the Depression in literature and ar
administration; the election on 1932; the first and second New Deals; the New Deal and the Supreme Court; radical political and social mo
foreign policy during the 1930s and early 1940s; Pearl Harbor; mobilization and strategy; total war; diplomacy; the major turning points of t
aftermath

Themes: The role of the government in the economy; the effect of economics on culture and society; the demographic changes of the Dep
reform movements in American politics; shifts in American foreign policy; War as an instrument of politics and foreign policy; total war and
economics of war; America’s changed role in the world following the war; the effects of the war on domestic politics

Unit 10 Postwar United States- 1945-1968

American Pageant Chps. 36-38
Essential Questions:
• To what extent did President Eisenhower continue the containment policy of Harry Truman?
• The 1950s were an era of “conformity and complacency.” Give reasons for agreeing or disagreeing with this stateme
• How effective was American foreign policy in terms of the growth & aggressive expansion of the Soviet influence?
• To what extent did the involvement of the US in World War II lead to economic growth at home and abroad, and to th
position it would assume in the post war world?
• It is often said that the return to "normal society" following WWII meant a culture that was complacent, compliant and
some historians have recently argued that radical shifts in the 1960s were all seeded in the post-war period. To wha
1950s be seen as the "sea-change" in American culture?
• What accounted for the growth between 1940 and 1965 of popular and governmental concern for the position of bla
society?
• How did black communities challenge legal segregation in the South? Compare the strategies of key organizations, s
NAACP, SNCC, SCLC, and CORE.
• What relationship did the black struggle for civil rights have with other American minorities? How did these commun
build their own versions of the Civil Rights Movement.
• Compare and contrast the military foreign policy of President Johnson to that of President Nixon.
• What impact did the Vietnam War protesters have on the outcome of the war? What impact did they have on the evo
American culture and society?

Content: “Winning the peace;” the foreign policy of the Truman administration; the election of 1948; containment; NATO and the Warsaw P
Baby Boom; the GI Bill; the Eisenhower administration; McCarthyism; the emergence of modern media and advertising; the popular emerg
modern civil rights movement; the Warren Court; the civil rights movement; the Kennedy administration and the New Frontier; Kennedy’s f
Cuba; the Kennedy assassination; the Great Society and the War on Poverty; Vietnam; protest movements and the counterculture

Themes: Changes in the American economy; the role of the post-World War II state in American life; civil liberties; civil rights; the emergen
popular culture; developments in literature and art; Reform movements; the relationship between religion and politics; American diplomacy
protest; social change
Unit 11 Contemporary United States- 1968- present
American Pageant Chps. 39-42
Essential Questions:
• How did the role of women change in the post war period, and what evidences of charge in terms of occupation, eco
civil rights, and sexuality can be seen from 1946-1979?
• How did the role of African Americans change during the decades of the 1950s, 1960s and 1970s (civil rights, voting
Affirmative Action)
• Why are the 1970s often referred to as the decade of malaise?
• How did Watergate help to shape American politics and society in the subsequent decades?
• To what extent was Reagan’s election a true revolution?
• Describe the impact of the “Religious Right” on American politics and society.
Content: Vietnam; the election of 1972; Watergate; the election of 1976; mass culture; the Carter administration; stagflation; OPEC; foreign
Camp David Accords; the Iran Hostage Crisis; The election of 1980; Reaganomics; Reagan’s foreign policy; the rise of religious conservat
Contra Affair; the end of the Cold War; the First Iraq War; the Clinton administration; 9-11 and the “war on terror”

Themes: Economic stagnation and its effects on American politics and society; foreign policy; new developments in American religious cul
movements; the relationship between politics and religion; globalization; economic prosperity; new forms of popular culture

Grading Standards:
Student grades will be determined through reading quizzes, homework, note checks, graded discussions, classroom participation, group w
small writing assignments.Tests, and essays will also be included in determining a student's grade. Exams will be a combination of Object
Free Response Essay Questions based and timed on the standard set by the College Board for the US History Exam. All exams will have
Essay Question based on the essential questions and your outside readings.
Document Based Questions(DBQs) will also be used as essay assignments and in-class exams. All DBQs will be based on College Bo
exams.
A 90-100%
B 80-89%
C 70-79%
D 60-69%
F Below 60%

STI Availability/Access:
Parents can access their child's grades and assignments by going to the school's website and clicking on Parent Connect. Students' inform
accessible by using an individualized password assigned by the school. Parents may contact office personnel/counselor for their child's pa

Attendance Standards:
Regular and engaged attendance is important. Quality of participation in class discussions and other activities will be noted. Students are r
material covered in class, as well as any announcements, handouts, or other information, whether or not they are present. The dates and t
chapter/unit outlines are subject to change, and any such changes will be announced in class.

Reading the textbook chapters and supplemental readings is essential. It is most effective if you complete your first reading of the texts in
classes for which they are scheduled. The core reading for the course is in the textbook.

Conference Period:
Students will not leave their conference period classroom without a pass signed by a teacher or a properly designated color club pass.
Late/Missed Work Policy:
Submission of assignments past due dates is not acceptable. Students are expected to complete assignments in a timely manner. All work
specified (except for excused absences). Extenuating circumstances will be evaluated at my discretion. If an assignment is accepted, teac
to deduct points. This does not affect excused absences which are governed by district policy. Excused absences are governed by CUSD
absent, check the file folders for missing work. You have one class period to make up the work for each day absent. It is important to main
attendance. State law mandates that students attend 90% of all classes. Students, who fail to do so, may be dropped from the class. Stu
referred to Administration after the tenth absence.

*A major assignment, such as an essay or other project which is given to you with 5 or more days of advance notice is due on the date ass
absent, someone must hand it in on that day (in my mailbox or via email). Because you have an excused absence does not mean the ass

Classroom requirements:

Classroom decorum is expected. Behavior such as, being disrespectful, using offensive (profanity) or hateful language, sleeping, talking w
by the teacher, loud side conversations, eating, and other such activities are prohibited. You are invited to learn in this room, but not allowe
anyone else’s learning. I will also not allow anything to interfere with my desire to teach you. Class will begin and end promptly--please be
ready to participate at the beginning, and do not loudly make preparations to bolt out of the room until the end.

Academic Honesty:
Work should be a reflection of individual student ideas. Students should not look at another student’s work or share their work with others.
providing answers for an assignment, essay, quiz, or test is cheating and academic dishonesty—regardless of its form. Any such action w
referral to the office for further review and possible additional disciplinary action.

Cheating includes:
Copying, faxing, emailing, or in any way duplicating assignments that are turned in, wholly or in part, as original work.
Exchanging assignments with other students, either handwritten or computer generated, whether you believe they will be cop
Using any form of memory aid during tests or quizzes without the express permission of the instructor.
Giving or receiving answers during tests of quizzes.
Taking credit for group work when you have not contributed and equal or appropriate share toward the final result.

Class Rules and Expectations

1. Come to class prepared -- This means having all assignments completed prior to the beginning of class and being seated and re
the second bell rings.
2. Respect the rights of others -- Only one person talks while everyone else listens. Treat others with dignity and respect. Students
exchange ideas. No question is a "stupid” question! Professional courtesy should always prevail.
3. Respect school property as well as the property of others -- This includes returning any borrowed materials to the owner in a
lecture notes, handouts).
4. Tardies and truancies are unacceptable -- Excessive tardies or truancies may result in loss of the class in accordance with scho
tardies a phone call will be made & after school detention will be assigned. After the 5th tardy an office referral will be submitted.
5. Cell Phones -- The use of cell phones and MP3 player is prohibited during class. All cell phones and MP3 player being used d
confiscated and delivered to the front office. This is a parent pick-up. Our classroom is a little different than others due to our tall, group ta
that your backpacks stay on the floor and you only have what you need for class in front of you-book, notebook, pencil, pen, etc. Too eas
backpacks to hide behind!
6. No Food or Drink in the classroom- wate

Failure to follow classroom rules and procedures may result in phone calls home, an office referral or other disciplinary action b

CUSD Diversity Statement:

All individuals have a right to an educational environment free from bias, prejudice and bigotry. As members of the Basha High School edu
community, students are expected to refrain from participating in acts of harassment that are designed to demean another student's race,
religious preference, disability or sexual orientation.
Required Disclaimer

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 • Add Above
• Move Up
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Extra Credit Policy:

Extra Credit is not available for this class. It is the belief of Rio Salado College that all work done for a class should receive regular credit a
sufficient to assess the understanding of material presented in the course.

Plagiarism Warning:
Plagiarism includes, but is not limited to, the use of paraphrase or direct quotation of the published or unpublished work of another person
clear acknowledgment. It also includes the unacknowledged use of materials prepared by another person or agency engaged in the selling
papers or other academic materials. Information gathered from the Internet and not properly identified is also considered plagiarism. We e
to produce his/her original, independent work. Any student whose work indicates a violation of the MCCCD Academic Misconduct Policy (i
and plagiarism) can expect sanctions as specified in the college catalog (2.3.11), or online at the following site:
http://www.maricopa.edu/publicstewardship/governance/adminregs/students/2_3.php

Rio Salado College uses software that uncovers plagiarism from student to student and other data sources on the Internet. If a student is f
plagiarized content, grade consequences will be applied in accordance with departmental policies.

Civility Policy:
The faculty of Rio Salado place a high value on the importance of general ethical standards of academic behavior and expect that commun
students and instructors or among students shall maintain the level of formality and mutual respect appropriate to any college teaching/lea
Language or behavior that is rude, abusive, profane, disruptive, or threatening will not be tolerated. Activity of this type is Academic Miscon
MCCCD Policy AR 2.3.11. Students engaging in such behavior will be removed from the course with a failing grade. Additional sanctions m
pursuant to AR 2.3.11.

Refund Policy:
Refunds are not automatic. Students who drop courses within the refund period are eligible for a reimbursement of appropriate tuition and
the refund policy online for deadlines and details.

Disability Statement:
Rio Salado College will make reasonable accommodations for persons with documented disabilities. Notify Disability Services and Resour
instructor of any special needs. Contact Disability Services and Resources at (480) 517-8562.

Tuition Assistance is available to students enrolled in a Rio Salado College dual enrollment course who demonstrate financial need. Pleas
http://www.riosalado.edu/dual/

The student is responsible for the information outlined in the syllabus. The student is also responsible for knowing the Rio Salado College
college catalog and the student handbook. Please refer to: http://www.riosalado.edu/dual/

Course content and syllabus may vary from the course calendar listed above in order to meet the needs of the particular group in this cour