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Advanced Placement United States History

Star Valley High School

Course Disclosure Statement 2010-2011
Teacher: Christopher Howell, Room 107

Faragher, John Mack, et al. Out of Many, A History of the American People: AP Edition.
Upper Saddle River, NJ: Pearson/Prentice Hall. 2011. Sixth Edition.

COURSE OBJECTIVES AND EXPECTATIONS: In this course the student will

*develop an appreciation for and an understanding of United States History;
*improve writing, research, critical thinking, and reading skills;
*enjoy the learning process;
*prepare for the A.P. United States History Exam in May.

*You are now enrolled in a college level course in American History. The reading
requirements will be assigned from numerous books and sources used in American
colleges and universities. The teaching and study techniques have been chosen to
prepare you to do superior work. This class is specifically for students desiring a
college-level survey class in American History. Passing the AP test will give you 8
semester hours of college credit (6 at BYU). It requires seriously committed
students who are willing to work far above the level required in a “regular” high school
U.S. history class. I expect every one in this class to attend all the time, to come
prepared all the time, to participate all the time in a constructive and cooperative
manner, and to shoulder the responsibility for the class work in a mature and diligent
way without whining and complaining. This is a difficult course with potentially great
benefits. If you are unwilling to do the work, you should be in another class.


AP United States History provides students a generally chronological survey of U.S. history that
emphasizes the historical ideas and events important to the development of the United States
government, its laws, economic system, foreign policy, and social movements. Although course
content is presented primarily in a chronological format, a variety of themes and concepts are
developed within the chronological presentation. Periodically, the chronological survey is
suspended for a short time in order that students will have an opportunity to explore selected
topics, themes, and concepts in depth.

While examining course content students are asked to focus their attention on the development
of academic skills necessary for success in the fields of history and social science. These skills
include an extensive analysis of primary source documents and the development of analytical
thinking. In short, analytical thinking involves the development of three academic skills; 1)
making an assertion, 2) defending and assertion with specific, accurate, and relevant information,
and 3) anticipating counter arguments. In AP U.S. History, students are asked to develop their
analytical thinking skills through a variety of reading assignments, daily activities, simulations,
and document analysis. Students in AP U.S. History are required to analyze and synthesize
information at a high level of analytical thought while learning the process of gathering
information, sorting through relevant and irrelevant ideas, and expressing historical conclusions
in a logical, organized manner. These skills are demonstrated in a variety of activities and
assignments, but primarily through the writing of a standard thematic essay and essays that
address document-based questions.
*Come to class with a positive attitude and a desire to learn--knowledge is power!
*Actively take part and participate.
*You are expected to be in class each day; on time.
*Come to class prepared each day with the necessary items--pen or pencil, spiral binder,
paper, your text and/or whatever we are currently reading.
*Be respectful of self, peers, teacher, school, etc.
*Be honest in all that you do.
*Do not disrupt the learning environment of the class by talking, making noises, or using
any other behavior intending to disrupt the class. NO cell phones, pagers, headphones,
or any other electronic devices will be permitted in the classroom. ALL CELL


Late work will not be accepted after the date it was due unless you have a school excused
or parent excused absence. Tests may only be taken on test days unless you are school
excused. The final AP test is only given on once day, so are the rest of your tests.

*If a student is late to class (without a note from another teacher, administrator,
counselor, or parent) on a day when a quiz or bellwork assignment has been assigned,
that student will not be able to take the quiz or complete the bellwork assignment!


*Please take care of your out-of-class needs before the tardy bell rings. You are expected
to get drinks, use the restroom, and get needed materials during passing times.


It is an academic program of college-level courses and examinations for secondary school students
throughout the United States. The AP program is sponsored by the College Board. Participation in the
program is offered to all secondary schools through a variety of content areas.

The AP program gives students the opportunity to pursue college-level studies while still in high school;
with the possibility of earning college credit. Over 1200 colleges and universities participate in the AP
program by offering college credit to AP students who score at a certain level on the national AP
The curriculum of an AP course is challenging and requires more effort on the part of the student and
teacher than a standard or honors level high school course. Students develop critical thinking skills,
writing abilities, expertise in absorbing masses of material, academic organization, discipline, and self-
confidence. Everyone who is enrolled in AP United States History is encouraged to take the
national exam in May. Everyone!--The test is given here at the school during the first week of
May. It is the same test given nationally and all U. S. History students take it on the same day unless
there are extenuating circumstances. The test begins at 8:00 a.m. on test day. The entire test takes
approximately 3 hours to take.


*The AP student experiences a challenging and enriched academic program.
*Collegiate admissions departments recruit AP students–this includes students who don’t earn college
credit from the AP examination.

*AP can lead to college credit hours for courses taken in high school.

*AP students can save time and money in completing college and career goals while in high school.

*AP students develop valuable academic skills and work toward high expectations needed for college.

*AP students tend to do better in the college and/or university setting then non-AP students.

*The AP program tends to foster strong academic achievement within the entire high school.

*Grades will be determined on the total number of accumulated points. Minimal
amounts of Extra credit will be offered in the form of additional assignments and
activities relevant to our topics of study, and will be announced in class and made
available to each student that is currently up to date on required assignments. No “D”
grades will be given in this course; students must earn a minimum of 70% on course
work to pass the class.

Grade Scale
A 94-100 C+ 77-79
A- 90-93 C 74-76
B+ 87-89 C- 70-73
B 84-86 F 0-69
B- 80-83

Notice of Nondiscrimination:

Lincoln County School District #2 agrees to ensure equitable participation in all district courses/classes. All
district schools will effectively manage and creatively utilize resources necessary to support student learning.
The district’s Board of Trustees is committed to a policy of nondiscrimination in relation to race, gender, age,
national origin, color, or disability in admission to, or access to, or treatment in its educational programs or

I have read, understand and agree to abide by the rules, procedures, and expectations for
Mr. Howell’s Advanced Placement United States History class.

Student___________________________________ Date_____________
Parent/Guardian____________________________ Date_____________
A.P. United States History
Syllabus/Unit Mapping
Unit I
Exploration to Colonization
Major Themes & Content:
*Exploration & Colonization of North America
*Clash of Cultures (“Columbian Exchange”)
*English Colonization
^Compare & Contrast Purpose for Settlement, Economy, Geography/Climate,
Religion of New England, Chesapeake, Southern, & Middle Colonies
*Puritan New England
^ Calvinism, Theocracy, Town Meeting, Religious Dissent, Witchcraft Hysteria
*Plantation South
^Cash Crop Economy, Labor (Indentured Servitude & Slavery)
*Colonial Society
^Great Awakening, Impact of Enlightenment on American Thought, Colonial
Education, Free Press & Zenger Trial

Textbook: Out of Many, A History of the American People, Revised Sixth Edition,
John Mack Faragher, Mari Jo Buhle, Daniel Czitrom, Susan H. Armitage
(Chapters 1-5)
America, A Narrative History, Sixth Edition
Columbus, the Indians, and Human Progress
Drawing the Color Line
The American Spirit, Volume I:
Hakluyt Sees England’s Salvation in America
The Starving Time
The Baconite Grievances
Anne Hutchinson Is Banished
The Salem Witchcraft Hysteria
Edwards Paints the Horrors of Hell: Sinners in the Hands of an Angry God
Other Primary Sources & Documents:
Virginia Slave Codes

Essay Questions
1. For the period before 1750, analyze the ways in which Britain’s policy of salutary neglect influenced the
development of American society as illustrated in the following:
Legislative assemblies

2. Why did indentured servitude give way to racial hereditary slavery in the Plantation South?

Document Based Question

1993 National Exam DBQ
Although New England and the Chesapeake region were both settled largely by people of English origin, by 1700
the regions had evolved into two distinct societies. Why did this difference in development occur?

Additional Activities/Assessments
Colonization Chart – a breakdown of each colony, who settled and impact
How To Write A Historical Essay and Document Based Question
Anthony Johnson & Virginia Slave Codes Activity & Class Debate
Quiz over Colonial America
Three “S” Analysis – How to analyze Primary Source Documents
Chapter Reading Guides/Notes
Reading Quizzes
Key Term Flash Cards
Unit Test
Unit #1 Exit Card
PBS DVD: Africans in America
Unit II
Revolution and New Nation
Major Themes & Content:
*French & Indian War
^Causes & Impact
*Change in British Colonial Policy
^Salutary Neglect, Mercantilism, Navigation Acts
^Post 1763 Relationship Between England & Colonists (“The Acts” & Colonial
*American Revolution
^Causes & Impact, Key Events in American Revolution
*Revolutionary War
^Strengths & Weaknesses of Britain and the Colonies, Major Battles, Loyalists vs.
Patriots, Treaty of Paris
*Articles of Confederation
^ System of Government, Successes & Failures, Why Change?
^Shay’s Rebellion
*Constitutional Convention & Constitution
^Delegates, Major Issues & Compromises, System of Government Created,
Ratification, Federalist Papers, Anti-Federalist Arguments, Bill of Rights
*Critical Period/New Nation
^Washington Administration, Hamilton vs. Jefferson (Two-Party System), Adams
Administration, Election of 1800

Textbook: Out of Many, A History of the American People, (Chapters 6-8)
America, A Narrative History, Sixth Edition
Rise To Rebellion, Jeff Shaara (First Semester Outside Reading Assignment)

The American Spirit, Volume I:

Franklin Characterizes General Braddock
The Stono River Rebellion in South Carolina
Paine Talks Common Sense
Reaction to Shay’s Rebellion…Washington Expresses Alarm
Hamilton vs. Jefferson on Popular Rule
Other Primary Sources & Documents:
The Declaration of Independence
Common Sense
United States Constitution

Essay Questions:
1.“This history of the present King of Great Britain is a history of repeated injuries and usurpations, all having, in
direct object, the establishment of an absolute tyranny over these states.” Evaluate this accusation made against
King George III in the Declaration of Independence
2. For the period before 1750, analyze the ways in which Britain’s policy of salutary neglect influenced the
development of American society as illustrated in the following:
Legislative assemblies

Document Based Question

2005 National Exam DBQ
To what extend did the American Revolution fundamentally change American society? In your answer, be sure to
address the political, social and economic effects of the Revolution in the period from 1775 to 1800.

Additional Activities/Assessments
French and Indian War Summary Chart
“The Acts” Activity—Breakdown Individual British Acts & Colonial Responses to Each
Revolutionary War Timeline (from 1st Continental Congress to Battle of Yorktown)
Events of 1776 Activity
Loyalist vs. Patriot Primary Source Analysis Activity
Articles of Confederation vs. Constitution (Successes vs. Failures/How Does Constitution Solve Problems?)
Understanding the Constitution Scavenger Hunt
Hamilton vs. Jefferson mock reenactment (Evolution of American Two-Party System)
Quiz over French and Indian War
Quiz over American Revolution
Revolutionary War Writing Assignment
Reading Guides/Notes
Reading Quizzes
Key Term Flashcards
Unit Test
Unit #2 Exit Card
PBS DVD: Liberty

Unit III
Age of Jefferson and Jackson
Major Themes & Content:
*Election of 1800
^Marbury vs. Madison, Jefferson Administration, Agrarian Republicanism,
Louisiana Purchase and Lewis & Clark Expedition, American Neutrality &
Embargo Act of 1807
*War of 1812
^Causes & Impact, Major Battles, Treaty of Ghent, Nationalism
*Era of Good Feelings
^Sectionalism, Missouri Compromise, Clay’s American System, Marshall Court
*Monroe Doctrine
^American Neutrality & Isolationism
*Jacksonian America
^Election of 1824 & Corrupt Bargain, Election of 1828, Democritization/Rise of
Common Man, Nullification, Indian Removal, Jackson’s War w/National Bank, 2nd
Two Party System/Rise of Whigs
*Transportation Revolution
^Impact, National Road, Erie Canal

Textbook: Out of Many, A History of the American People, (Chapters 9-10)
America, A Narrative History, Sixth Edition
Smithsonian Magazine, “Election of 1800” by John Ferling
The American Spirit, Volume I
Jefferson Alerts Livingston.
Jefferson Favors an Unconstitutional Act
Adams Confers with Clay. Clay Protests His Innocence.
Cooper Castigates Parties
The Webster-Hayne Debate
Other Primary Sources & Documents:
Journals of Lewis & Clark, DeVoto
Star Spangled Banner

Essay Questions:
1. Discuss the impact of territorial expansion on national unity between 1800 and 1850

2. Analyze the extent to which two of the following influenced the development of democracy between 1820 and
Jacksonian economic policy
Changes in electoral politics
Second Great Awakening
Westward movement

Document Based Question

1990 National Exam DBQ
Jacksonian Democrats viewed themselves as the guardians of the United States Constitution, political democracy,
individual liberty, and equality of economic opportunity. In light of the following documents and your knowledge of
the 1820’s and 1830’s, to what extent do you agree with the Jacksonians’ view of themselves?

Additional Activities/Assessments
Marbury vs. Madison Court Brief
War of 1812 War Summary Chart
Lewis and Clark Journals Primary Source Activity & Webmapping
Jacksonian Era Powerpoint (Student Created)
Jeffersonian Era Quiz
Reading Guides/Notes
Reading Quizzes
Unit Test
Key Term Flashcards
Unit #3 Exit Card
Presidential Listing #1
PBS DVD: Lewis & Clark

Unit IV
Sectionalism and Reform
Major Themes & Content:
*Rising Sectionalism
^Plantation South, Slave Labor System, Slave Revolts, Positive Good Theory
^Industrial North, Free Labor, Immigration, Cult of Domesticity, Rise of Factory
*Age of Reform (Issues, People, Motives, Impact)
^Abolition, Temperance Crusade, Women’s Rights, Prison & Asylum Reform,
Religious Revivalism, Utopianism, Transcendentalism, Education Reform, Literary
Romanticism, Transportation Developments
Textbook: Out of Many, A History of the American People, (Chapters 11-13)
America, A Narrative History, Sixth Edition
To Be A Slave, Julius Lester (Newberry Honor Book)
The American Spirit, Volume I
The “Utopian” Lowell Looms
Chattel Slavery versus Wage Slavery
The Lowell Mill Girls Go on Strike, 1836
I Must of Course Have Something of My Own Before Many More Years Have Passed
Factories Are Talked About as Schools of Vice
Other Primary Sources & Documents:
Lincoln’s Speech to Wisconsin Agricultural Society
Mudsill Theory, James Henry Hammond
Godey’s Lady’s Book, January, 1852
Mrs. Hales Poems
The American Woman’s Home, Harriet Beecher Stowe
Essay Questions
1. “American reform movements between 1820 and 1860 reflected both optimistic and pessimistic views of human
nature and society.” Assess the validity of this statement in reference to reform movements in three of the following
Education Utopian Experiments
Temperance Penal Institutions
Women’s rights

2. Analyze the ways in which supporters of slavery in the nineteenth century used legal, religious, and economic
arguments to defend the institution of slavery.

Document Based Questions

1. When Thomas Jefferson entered the White House in 1800, he had a clearly defined idea of what form the
American nation should take. This concept was called agrarian republicanism. By the time Jefferson died in 1826,
he was filled with fears for the survival of his country. Define agrarian republicanism and identify the issues and
forces that threatened its survival by 1826.

2. 2002 National Exam DBQ

Reform Movements in the United States sought to expand democratic ideals.” Assess the validity of this statement
with specific reference to the years 1825-1850.

Additional Activities/Assessments:
Book In A Day Activity, To Be A Slave, by Julius Lester
Metaphorical Representation Activity (“Slavery is like…”)
Free vs. Slave Labor Readings/Discussion/Debate
Cult of Domesticity Primary Source Analysis Activity
Reformers Storybook Group Activity (Student Created Storybook on Reform Era—Issue, People, Impact)
Age of Reform Quiz
Reading Guides/Notes
Reading Quizzes
Unit Test
Unit #4 Exit Card
Key Term Flashcards
PBS DVD: Africans in America
PBS DVD: Fighting For Freedom
PBS DVD: Ken Burns Civil War
Unit V
Civil War and Reconstruction
Major Themes & Content:
*Manifest Destiny & Westward Expansion
^Territorial Expansion, Mexican War (Causes & Impact), Compromise of 1850,
Expansion of Slavery, Kansas-Nebraska & Bleeding Kansas, John Brown, Dred
Scott Decision, Sectionalism
*Election of 1860 & Southern Secession
*Civil War (Causes, Conduct, Impact—social, political, & economic)
^Objectives (Anaconda Plan vs. King Cotton Plan), Major People, Battles, Foreign
Assistance, Strengths & Weaknesses of North/South, Emancipation Proclamation,
End of War, Lincoln’s Assassination
^Presidential Restoration (Lincoln vs. Johnson) vs. Radical Republican
Reconstruction, Economic Development, Impact on Ex-Slaves/Politics of Race,
Election of 1876/Compromise of 1877, Home Rule

Textbook: Out of Many, A History of the American People (Chapters 14-17)
America, A Narrative History, Sixth Edition
We Take Nothing By Conquest, Thank God
Slavery Without Submission, Emancipation Without Freedom
American History Magazine: “A Day To Remember; April 14, 1865
The American Spirit, Volume I
Calhoun Demands Southern Rights
Webster Urges Concessions
Pro Southern Court Speaks
The North Breaths Defiance
Southern Blacks Ask For Help
Other Primary Sources & Documents:
Lincolns First Inaugural Address
Emancipation Proclamation
Gettysburg Address
“O Captain, My Captain, Walt Whitman

Essay Questions:
1.Discuss the THREE most significant causes of the Civil War. Justify your selections and indicate which one you
believe to be the most important and why?

2. Discuss how Manifest Destiny impacted THREE of the following in the United States during the 1840s.
Territorial Expansion
Slavery and Sectionalism
Native Americans
The West
American Culture and Society

Document Based Question

For the period between 1863 and 1877, evaluate how the Emancipation Proclamation (1863), the Thirteenth
Amendment (1865) and other federal civil rights legislation altered the lives of African Americans. Was
this change genuine and permanent or simply a beginning?

Additional Activities/Assessments:
Mexican American War Primary Source Analysis
Mexican War DBQ Activity Sheet
Slavery & Sectionalism Primary Source Activity & Debate
Compromise & Conflict Activity (1850s: A Decade of Turmoil)
Reading Guides/Notes
Civil War Battles Project
Gettysburg, changing the tide of war
Strengths and Weaknesses Chart (North vs. South)
Reconstructing the American South Matrix Activity
Reading Quizzes
Unit #5 Exam
Key Term Flashcards
Unit #5 Exit Card
Presidential Listing #2
PBS DVD: Ken Burns Civil War
PBS DVD: Fighting For Freedom
PBS DVD: Rise and Fall of Jim Crow
Unit VI
Gilded Age
Major Themes and Content
*Conquest of the Far West & Continued Expansion Westward
^Turner Thesis, Industries of the Far West, Impact of Westward Expansion on Native
Americans, Indian Wars, Dawes Act
*Industrial Growth in the United States
^Age of the “Robber Barons”, Social Darwinism, Monopoly/Trusts (Horizontal vs. Vertical
Integration), Union Movement (K of L vs. AFL)
*Urbanization and Immigration
-“New” Immigrants, Assimilation (Nativism & Xenophobia)
*Political Corruption During the Gilded Age
^The Boss System/Political Machine (Tweed), Civil Service Reform (Pendleton Act)
*Rise of Peoples’ Party/Populism
^Grange, Farmers, The Farmers’ Alliance, Omaha Platform
^Causes/Reasons For American Imperialism, Spanish American War, Impact of
American Imperialism

Textbook: Out of Many, A History of the American People (Chapters 18-20)
America, A Narrative History, Sixth Edition
The American Spirit, Volume II, Tenth Edition, David M. Kennedy and Thomas A. Bailey
Pg. 176 President McKinley Submits War Message (1898)
Pg. 179 Rough Times for Rough Rider (1898)
Other Primary Sources & Documents
White Mans Burden, Rudyard Kipling
Cross of Gold Speech, William Jennings Bryan
A Century of Dishonor, Helen Hunt Jackson
The Rocky Mountains, Lander’s Peak, Painting by Albert Bierstadt’s
A Day To Remember, Charles Phillips out of American History pg. 16,18,20 & 68
Various Political cartoons by Thomas Nast featuring Boss Tweed

Essay Question
Analyze the impact of any two of the following on the American industrial worker between 1865 and 1900.
Government actions
Labor unions
Technological changes

Analyze the reasons for the emergence of the Populist movement in the late 19th Century.

Document Based Question

1979 DBQ – To what extent and for what reasons did the policies of the federal government from 1865 to 1900
violate the principles of laissez faire, which advocated minimal governmental intervention in the economy?
Consider with specific reference to the following three areas of policy: railroad land grants, control of interstate
commerce, and antitrust activities.

2000 DBQ-How successful was organized labor in improving the position of workers in the period from 1875 to
1900? Analyze the factors that contributed to the level of success achieved.

Additional Activities/Assessments
Mid-term Final Exam
Reading Guides/Notes
Reading Quizzes
Impact of Industrialization on American Lives Simulation
Password Game –utilizing key terms from unit
Unit #6 Multiple Choice & Matching Test
Unit #6 Key Term cards Due
Philosophy of the Industrialists, Center For Learning Activity pg. 177
Unit #6 Exit Card
PBS DVD: The West

Unit VII
Progressivism, World War I and the Roaring Twenties
Major Themes & Content
^Roots of Progressivism, Goals of Progressivism, Progressive Issues, Muckrakers,
Women’s Rights, Temperance Crusade, African-American Progressivism (Washington vs.
Du Bois), Plessy vs. Ferguson
*Progressive Era Presidents
^Roosevelt the Progressive, National Legislation, “Trustbusting, “The Square Deal”, Big
Stick Diplomacy, Roosevelt Corollary
^Taft Administration, Dollar Diplomacy
^Election of 1912, Wilson’s New Freedom, American Exceptionalism
*World War I
^Causes, Impact on Homefront, CPI, Espionage & Sedition Acts (Schenk vs. U.S.), Great
^End of War, Wilson’s Fourteen Points, League of Nations, Treaty of Versailles, Ratification
of Treaty (Irreconcilables vs. Reservationists)
*Roaring Twenties
^Economic Boom, Plight of American Farmer
^Old vs. New—Harlem Renaissance, Women of the 1920s (Flapper), Red Scare, The
Lost Generation, Sports Mania, Prohibition & Organized Crime, Intolerance & KKK,
Religious Fundamentalism vs. Science & Reason
*Harding & Coolidge Administrations
^”The Do-Nothings”, Laissez-Faire Economics, Harding Scandals

Textbook: Out of Many, A History of the American People (Chapters 21-23)
The American Spirit, Volume II, Tenth Edition David M. Kennedy and Thomas A. Bailey
Senator Robert Owen Support Women (1910) pg. 223
Theodore Roosevelt Proposes Government Regulation (1912) pg. 231
President Wilson Breaks Diplomatic Relations (1917) pg. 248-250
Other Primary Sources & Documents
Treaty of Versailles
Wilson’s Fourteen Points

Essay Question
Assess the relative influence of three of the following in the American decision to declare war on Germany in 1917:
German naval policy
American economic interests
Woodrow Wilson’s idealism
Allied propaganda
America’s claim to world power

To what extent and why did the United States develop an isolationist policy in the 1920’s and the 1930’s

Document Based Question

1986 DBQ The 1920’s were a period of tension between new and changing attitudes on the one hand and
traditional values and nostalgia on the other. What led to the tension between old and new AND in what ways was
the tension manifested?

Additional Activities/Assessments
“New Immigrants” Paideia Seminar
Washington vs. Dubois Debate & Discussion
Progressive Presidents Domestic & Foreign Policy Password
Unit 7 Multiple Choice Test
Unit 7 Note Cards
Reading Quizzes
Reading Guides/Notes
Causes of WWI Chart (using acronym MAIN)
Reading of the Treaty of Versailles and Reparations
Wilson’s Fourteen Points
Causes of the Great Depression, Lesson 8 Center for Learning, pg. 37-40
Unit #7 Exit Card

Great Depression and World War II
Major Themes & Content
*Causes & Impact of the Great Depression
*Hoover’s Response to Depression
^RFC, Bonus Army
*Election of 1932
^FDR & the New Deal, Goals of New Deal, First & Second New Deal Policies/Organizations,
Critics of New Deal, Women of Roosevelt Administration
*Foreign Policy of 1930s
^Good Neighbor Policy, American Neutrality & Isolationism, Nye Committee,
Lend-Lease, Rise of Foreign Dictators/Totalitarian Rule
^Start of World War II, Pearl Harbor, American Declaration of War
^Japanese Internment, Economy (Rosie the Riveter), National War Labor Board,
Civil Rights (Double V), Manhattan Project
*War in Europe and the Pacific
^D-Day, Island Hopping Campaign, Nazi Holocaust, Atomic Bomb
^War-Time Conferences,End of War—Iron Curtain, United Nations, Beginnings of Cold

Textbook: Out of Many, A History of the American People (Chapters 24-25)
The American Spirit, Volume II, Tenth Edition David M. Kennedy and Thomas A. Bailey
A Boy in Chicago Writes President Roosevelt
Senator Huey Long Wants Every Man to be a King
Two Views of Isolationism
A Woman Remembers the War
The Christian Century Deplores Dropping the Bomb
Other Primary Sources & Documents
My Brothers Voice, Stephen Nasser
I Have Lived A Thousand Years, Livia-Biton Jackson
Night, Elie Wiesel
United States Constitution

Essay Question
Identify three of the following New Deal measures and analyze the ways in which each of the three attempted to
fashion a more stable economy and a more equitable society.
Agricultural Adjustment Act
Securities and Exchange Commission
Wagner National Labor Relations Act
Social Security Act

Document Based Question

2003 DBQ Analyze the responses of Franklin D. Roosevelt’s administration to the problems of the Great
Depression. How effective were these responses? How did they change the role of the federal government?

Additional Assessments and Activities

Reading Guides/Notes
Reading Quizzes
First & Second New Deal Matrix Chart (Major New Deal Legislation)
Great Depression Document Analysis Activity
Unit Test
Unit Note Cards
Causes of WWII
Comparison of Three Dictators
Guest Speaker: Stephen Nasser (Holocaust Survivor)
Preparing for AP Exam
Black Tuesday/New Deal Powerpoint
Decision to Drop the Bomb Paideia Activity
Unit #8 Exit Card

Unit IX
Cold War to Current America
Major Themes & Content
*The Cold War (Causes & Impact)
^Containment Policy, Truman Doctrine
^Communist Revolution in China, Korean War, McCarthyism & Second Red Scare
^John Foster Dulles Foreign Policy, Nuclear Brinksmanship
^Space Race (Sputnik)
*Civil Rights Movement of the 1950’s
^Rosa Parks & Montgomery Bus Boycott, Brown vs. Board of Education
Little Rock Nine, Sit Ins
*American Society
^The Beats, Baby Boom, Federal Highway Act (1956), Levittown
*Kennedy’s New Frontier & Johnson’s Great Society
^Tax Cut, Social Welfare, Space Race
*Civil Rights Movement of the 1960’s
^Leadership of MLK, Freedom Riders (1961), March on Washington, 24th
Amendment, Civil Rights Act of 1964, Freedom Summer of 1964, Voting Rights Act
of 1965
*Foreign Policy During Kennedy & Johnson Administration
^Bay of Pigs, Cuban Missile, Vietnam
*American Society of 1960’s
^Hippies, Woodstock, Rise of Feminism, New Right, Miranda vs. Arizona
*Nixon Years
^Vietnamization, Détente, New Federalism, Roe vs. Wade, Watergate Crisis
*Ford and Carter Administration
^Energy Crisis and Economy, Iranian Hostage Crisis, Malaise Speech
*Reagan Administration
^Reaganomics, Increased Defense Spending, Iran-Contra Scandal
^End of Cold War, Fall of Communism, Break-Up of Soviet Union
*Modern American Society
^Aids, Urban Problems
*Bush, Clinton and Bush Administration
^Gulf War I, Clinton Scandals, NAFTA, Sept. 11, 2001, War on Terror

Textbook: Out of Many, A History of the American People (Chapters 26-28)

The American Spirit, Volume II, Tenth Edition David M. Kennedy and Thomas A. Bailey
George Kennan Proposes Containment
Joseph McCarthy Upholds Guilt By Association
President Johnson Declares War on Poverty
The First Article of Impeachment & Nixon Incriminates Himself
The Reagan Revolution in Historical Context
Other Primary Sources & Documents
Martin Luther King I Have A Dream Speech
President Jimmy Carter’s Malaise Speech

Essay Question
Analyze the influence of two of the following on American-Soviet relations in the decade following the Second World
Yalta Conference
Communist revolution in China
Korean War

Document Based Question

1995 DBQ Analyze the changes that occurred during the 1960’s in the goals, strategies, and support of the
movement for African American civil rights.

“1968 was a turning point for the United States.” To what extent is this an accurate assessment? In your answer,
discuss tow of the following.
National Politics
Vietnam War
Civil Rights

Additional Assessment and Activities

National Exam Review Sessions & Practice Testing
Unit Test
Unit Notecards
Reading Guides/Notes
Reading Quizzes
Cold War Matrix
Comparison of Kennedy and Johnson
Powerpoint Presentation of Cold War
Unit Exit Card

Course Outline & Map

Advanced Placement United States History
Month Course Content/Theme Skills Assessment
Aug-Sept. Introduction to Course Learning Pace of Reading Quizzes
Exploration/Expansion Course/Expectations. Reading Guides & Notes
Colonial America Reading Skills–What’s Unit “Key Terms”
Important. DBQ Essay
Primary Source and Unit Tests
Document Analysis. Analysis/Interpretation of
October American Revolution DBQ Writing Skills Reading Quizzes
Constitution Reading Skills Reading Guides & Notes
New Nation/Critical Period Primary Source Analysis Unit “Key Terms”
Jeffersonian Era Study Skills DBQ Essay
Critical Thinking Skills Unit Tests
Analysis of Documents
Acts Presentation Activity
November War of 1812 DBQ Writing Skills Reading Quizzes
Jacksonian Era Reading Skills Reading Guides & Notes
Age of Reform Primary Source Analysis Unit “Key Terms”
Study Skills DBQ Essay
Critical Thinking Skills “Paideia Seminar”
Unit Tests
Jacksonian Power Point
Reformers Presentation
Analysis of Documents
Presidential Listing #1
Semester Outside Reading
December Manifest Destiny DBQ Writing Skills Reading Quizzes
Mexican War Reading Skills Reading Guides & Notes
Sectional Crisis Primary Source Analysis Unit “Key Terms”
The Civil War Study Skills DBQ Essay
Reconstruction Critical Thinking Skills Unit Tests
Analysis of Documents
Semester Outside Reading
Civil War Battles Activity
Presidential Listing #2
Semester Exam
January Westward Migration DBQ Writing Skills Reading Quizzes
Indian Wars Free Response Writing Reading Guides & Notes
Industrialization Reading Skills Unit “Key Terms”
Urbanization Study Skills DBQ Essay
Immigration Critical Thinking Skills Free Response Essay
Unit Tests
Analysis of Documents
“People of
Simulation” Activity.
“Paideia Seminar”

February American Imperialism DBQ Writing Skills Reading Quizzes

Progressivism Free Response Writing Reading Guides & Notes
World War I Era Reading Skills Unit “Key Terms”
The Roaring Twenties Study Skills DBQ Essay
Critical Thinking Skills Free Response Essay
Unit Tests
Presidential Listing #3
Outside Reading
March The Great Depression DBQ Writing Skills Reading Quizzes
The New Deal Free Response Writing Reading Guides & Notes
World War II Era Reading Skills Unit “Key Terms”
The Cold War Study Skills DBQ Essay
Critical Thinking Skills Free Response Essay
Unit Tests
“Paideia Seminar”
Document Analysis
Outside Reading
Presidential Listing #4
April-May Korean War DBQ Writing Skills Reading Quizzes
Civil Rights Movement Free Response Writing Reading Guides & Notes
Vietnam Reviewing Skills Unit “Key Terms”
The 1960s Preparation For National DBQ Essay
Modern American Domestic Free Response Essay
and Foreign Affairs Unit Tests
AP National Exam Document Analysis
Outside Reading
National Exam Review
Final Exam

Course Textbook: Faragher, et al. Out of Many. Revised Second Edition

Prentice Hall, 2003

Supplemental Texts: Boyer, et al. The Enduring Vision.

Houghton Mifflin
Kennedy, Bailey, Cohen. The American Pageant.
Houghton Mifflin
Brinkley. American History: A Survey.
McGraw Hill
Tindal, Shi. America: A Narrative History
Garraty. Historical Viewpoints Volumes I and II
Harper Collins

Primary Source Readings: Kennedy, Bailey. The American Spirit: Volumes I and II
Houghton Mifflin
Beschloss. Our Documents
Oxford Press