COURSE DESCRIPTION

Advanced Placement United States History is a fast-paced survey course spanning the pre-colonial period to the present-day.  This course prepares the student for intermediate and advanced college courses by making demands upon them equivalent to those made in full year introductory college courses (the method and pace of instruction will be at the COLLEGIATE LEVEL).  It is a survey course with extensive chronological coverage of a broad variety of topics and themes in American history.  It is strongly recommended that students have honors or advanced placement level placement in English.  In the study of United States history, students should gain an historical perspective about our nation’s past in order to determine how events of the past exert an influence on our own time.  The course concentrates on a development of an understanding of cause and effect and an awareness of why things are the way they are.  It is intended that this will lead students beyond the mere memorization of names, dates, and facts to a deeper understanding of overarching trends, themes, movements, events, and a sense of how and why things happened in the course of American history.  Classroom lectures, discussions, visual presentations, and outside readings will serve to augment and buttress the textbook.  The reading load is considerable and it is expected that the student should have the ability to READ FOR CONTENT as opposed to mere exposure.  The student is responsible for ALL of the reading material for testing.  Students will also be expected to analyze, interpret, and synthesize information (such as primary sources, political cartoons, maps, works of art, statistical tables, and historical scholarship by leading American historians) in great depth, complete assignments such as writing persuasive essays in which they must take a stand on an issue and support it with facts.  This type of outside assignment might include outside research that requires bibliographical documentation within the essay as well as a standard bibliography (utilizing standard M.L.A. format).  Students will also read supplemental source material other than the textbook and analyze information from a variety of perspectives. 

By the end of this course, students will have developed the following skills and abilities:

·          Demonstrate mastery of historical chronology and historiography (political, economic, diplomatic, and social changes).

·          Knowledge of facts, concepts and theories pertaining to United States History.

·          Understanding its principal themes including changes in political organization, long-term social trends, the interaction of various ideas, cultures, and social practices, and trends in American literacy and cultural expression.

·          Analysis and interpretation of primary sources, data, and pictorial evidence of historical events.

·          Use historical data effectively to support an argument or position.

·          Written analysis and interpretation of the subject matter of United States History and information from a variety of perspectives.

·          Differentiate, compare and/or contrast political, social, and economic themes throughout United States History.

·          Develop both geographic knowledge and map skills.

The amount of time required for homework for this class will vary with your reading speed and comprehension.  Assignments also vary in length and complexity (so plan ahead).  Time management is an essential skill for this class, and the student must take responsibility for budgeting their own time (both in and outside of school).  As you become accustomed to the format, pace and depth of the class, things will fall into place.  It is important not to become discouraged early in the course (many have successfully trod this same path before you).  The two most important success factors in this class are consistent effort and improvement. 

NOTE:  At the end of the course, ALL students are required to take the AP exam which is comprised of eighty (80) multiple choice questions (55 minutes) and three (3) essays (130 minutes).  Students who are successful on the AP exam may have the opportunity to gain college credit (check with colleges as you apply).  

NOTE:  Advanced Placement United States History Exam is given in early to mid-May.

INSTRUCTIONAL PHILOSOPHY

A general goal for all classes is for all students to gain confidence in their own abilities; develop problem solving skills;  make historical and geographical connections, and learn to correctly communicate (both in writing and verbally) within a social science context.  This course complies with South Carolina Social Studies Standards for high school United States History.  The following SCANS Skills Competencies will be reinforced on a weekly and daily basis:  Reading, Speaking, Decision Making, Reasoning, Acquiring Information, Organizing Information, Writing, Listening, Evaluating Information, Interpreting Information, Individual Responsibility, Teamwork, and Visualizing.

1.                    Students should come to class everyday expecting meaningful, bell-to-bell instruction.  It is especially important that students are active learners and as such each student is expected to participate in class discussions, and other activities.

2.                    Students need to be prepared to work both independently, and in groups.

3.                    Instructional strategies will vary based on the teacher’s assessment of their students’ strengths; but will provide the students the opportunity to learning course content verbally, visually, and with hands on activities. 

4.                    Instructional activities will vary based on the teacher’s assessment of their students’ strengths, and as the content changes throughout the year.  Students should expect to participate in a variety of instructional activities.  These will include, but are not limited to; lecture/discussion, various debate formats, cooperative learning, technology based instruction, use of primary source documents, current events, and student driven activities such as projects.

At the completion of the course, students should have:

1.             experienced success in social studies;

2.             interpreted the data contained in and use tables, charts and graphs;

3.             gained an understanding and appreciation of the importance of social studies as it relates to the

modern world scene, their everyday lives, their education, and their future careers;

4.             improved their basic skills;

5.             communicated and made connections through writing about social issues;

6.             used appropriate source materials (primary and secondary) to solve problems;

7.             developed a working knowledge of social science terminology, concepts, and facts;

8.             developed (social science) communication skills; and

9.             worked successfully in groups of various sizes and compositions.

UNITED STATES HISTORY STANDARDS

S.C. Standard USHC-1.1: Summarize the distinct characteristics of each colonial region in the settlement and development of America, including religious, social, political, and economic differences.

S.C. Standard USHC-2.1: Summarize the early development of representative government and political rights in the American colonies, including the influence of the British political system, the rule of law and the conflict between the colonial legislatures and the royal governors.

S.C. Standard USHC-2.2: Explain the impact of the Declaration of Independence and the American Revolution on the American colonies and on the world at large.

S. C. Standard USHC-2.3: Explain the development and effectiveness of the Articles of Confederation.

S.C. Standard USHC-2.4: Summarize the creation of a new national government, including the new state constitutions, the country’s economic crisis, the Founding Fathers and their debates at the Constitutional Convention, the impact of the Federalist Papers, and the subsequent ratification of the Constitution.

S.C. Standard USHC-2.5: Analyze underlying political philosophies, the fundamental principles, and the purposes of the United States Constitution and the Bill of Rights, including the ideas behind the separation of powers and the system of checks and balances and the influence of the Magna Carta, the English Bill of Rights, and the colonial charters.

S.C. Standard USHC-2.6: Compare differing economic and political views in the conflict between Thomas Jefferson and Alexander Hamilton that led to the emergence of the American two-party political system.

S.C. Standard USHC-2.7: Summarize the origins and the evolution of the United States Supreme Court and the power it has today, including John Marshall’s precedent-setting decisions such as that in Marbury v. Madison.

S.C. Standard USHC-3.1: Explain the impact and challenges of westward movement, including the major land acquisitions, people’s motivations for moving west, railroad construction, the displacement of Native Americans, and its impact on the developing American character.

S.C. Standard USHC-3.2: Explain how the Monroe Doctrine and the concept of manifest destiny affected United States’ relationships with foreign powers, including the role of the Texas Revolution and the Mexican War.

S. C. Standard USHC-3.3: Compare economic development in different regions of the country during the early nineteenth century, including agriculture in the South, industry and finance in the North, and the development of new resources in the West.

S.C. Standard USHC-4.1: Compare the social and cultural characteristics of the North, the South, and the West during the antebellum period, including the lives of African Americans and social reform movements such as abolition and women’s rights.

S.C. Standard USHC-4.2: Explain how the political events and issues that divided the nation led to civil war, including the compromises reached to maintain the balance of free and slave states, the successes and the failures of the abolitionist movement, the conflicting views on states’ rights and federal authority, the emergence of the Republican Party and its win in 1860, and the formation of Confederate States of America.

S.C. Standard USHC-4.3: Outline the course and outcome of the Civil War, including the role of African American military units; the impact of the Emancipation Proclamation; and the geographic, political, and economic factors involved in the defeat of the Confederacy.

S.C. Standard USHC-4.4: Summarize the effects of Reconstruction on the southern states and the roles of the Thirteenth, Fourteenth, and Fifteenth Amendments in that era.

S.C. Standard USHC-4.5: Summarize the progress made by African Americans during Reconstruction and the subsequent reversals brought by Reconstruction’s end, including the creation of the Freedmen’s Bureau, gains in educational and political opportunity, and the rise of anti–African American factions and legislation.

S. C. Standard USHC-5.1: Summarize developments in business and industry, including the ascent of new industries, the rise of corporations through monopolies and corporate mergers, the role of industrial leaders such as John D. Rockefeller and Andrew Carnegie, the influence of business ideologies, and the increasing availability of consumer goods and the rising standard of living.

S.C. Standard USHC-5.2: Summarize the factors that influenced the economic growth of the United States and its emergence as an industrial power, including the abundance of natural resources; government support and protection in the form of tariffs, labor policies, and subsidies; and the expansion of international markets associated with industrialization.

S.C. Standard USHC-5.3: Explain the transformation of America from an agrarian to an industrial economy, including the effects of mechanized farming, the role of American farmers in facing economic problems, and the rise of the Populist movement.

S.C. Standard USHC-5.4: Analyze the rise of the labor movement, including the composition of the workforce of the country in terms of gender, race/ethnicity, and skills; working conditions for men, women, and children; and union protests and strikes and the government’s reactions to these forms of unrest.

S.C. Standard USHC-5.5: Explain the causes and effects of urbanization in late nineteenth-century America, including the movement from farm to city, the continuation of the women’s suffrage movement and the migration of African Americans to the North and the Midwest.

S.C. Standard USHC-5.6: Explain the influx of immigrants into the United States in the late nineteenth century in relation to the specific economic, political, and social changes that resulted, including the growth of cities and urban ethnic neighborhoods, the restrictions on immigration that were imposed, and the immigrants’ responses to the urban political machines.

S.C. Standard USHC-5.7: Compare the accomplishments and limitations of the progressive movement in effecting social and political reforms in America, including the roles of Theodore Roosevelt, Jane Addams, W. E. B. DuBois, and Booker T. Washington.

S.C. Standard USHC-6.1: Analyze the development of American expansionism, including the change from isolationism to intervention, the rationales for imperialism based on Social Darwinism and expanding capitalism, and domestic tensions.

S.C. Standard USHC-6.2: Explain the influence of the Spanish-American War on the emergence of the United States as a world power, including reasons for America’s declaring war on Spain, United States interests and expansion in the South Pacific, debates between pro- and anti-imperialists over annexation of the Philippines, and changing worldwide perceptions of the United States.

S.C. Standard USHC-6.3: Compare United States foreign policies in different regions of the world during the early twentieth century, including the purposes and effects of the Open Door policy with China, the United States role in the Panama Revolution, Theodore Roosevelt’s “big stick diplomacy,” William Taft’s “dollar diplomacy,” and Woodrow Wilson’s “moral diplomacy.”

S.C. Standard USHC-6.4: Outline the causes and course of World War I, focusing on the involvement of the United States, including the effects of nationalism, ethnic and ideological conflicts and Woodrow Wilson’s leadership in the Treaty of Versailles and the League of Nations.

S.C. Standard USHC-7.1: Explain the social, cultural, and economic effects of scientific innovation and consumer financing options in the 1920s on the United States and the world, including the advent of aviation, the expansion of mass production techniques, the invention of new home appliances and the role of transportation in changing urban life.

S.C. Standard USHC-7.2: Explain cultural responses to the period of economic boom-and-bust, including the Harlem Renaissance; new trends in literature, music, and art; and the effects of radio and movies.

S.C. Standard USHC-7.3: Explain the causes and effects of the social conflict and change that took place during the 1920s, including the role of women and their attainment of the right to vote, the “Red Scare” and the Sacco and Vanzetti case, the resurgence of the Ku Klux Klan, immigration quotas, Prohibition, and the Scopes trial.

S.C. Standard USHC-7.4: Explain the causes and effects of the stock market crash of 1929 and the Great Depression, including the disparity in incomes, limited government regulation, stock market speculation, and the collapse of the farm economy; wealth distribution, investment, and taxes; government policies and the Federal Reserve System; and the effects of the Depression on human beings and the environment.

S.C. Standard USHC-7.5: Compare the first and second New Deals as responses to the economic bust of the Great Depression, including the rights of women and minorities in the workplace and the successes, controversies, and failures of recovery and reform measures such as the labor movement.

S.C. Standard USHC-8.1:Analyze the United States’ decision to enter World War II, including the rise and aggression of totalitarian regimes in Italy under Benito Mussolini, in Germany under Adolf Hitler, and in Japan under Hideki Tojo; the United States’ movement from a policy of isolationism to international involvement; and the Japanese attack on Pearl Harbor.

S.C. Standard USHC-8.2: Summarize and illustrate on a time line the major events and leaders of World War II, the turning points of the war for the Allies; the dropping of atomic bombs on Hiroshima and Nagasaki; and the roles of FDR, Winston Churchill, Joseph Stalin, and Charles de Gaulle.

S.C. Standard USHC-8.3: Summarize the impact of World War II and war mobilization on the home front, including war bond drives, rationing, the role of women and minorities in the workforce and racial and ethnic tensions such as those caused by the internment of Japanese-Americans.

S.C. Standard USHC-8.4: Summarize the responses of the United States and the Allies to war crimes, including the Holocaust and war crimes trials.

 S.C. Standard USHC-8.5: Explain the lasting impact of the scientific and technological developments in America after World War II, including new systems for scientific research, medical advances, improvements in agricultural technology, and resultant changes in the standard of living and demographic patterns.

S.C. Standard USHC-9.1: Explain the causes and effects of social and cultural changes in postwar America, including educational programs, expanding suburbanization, the emergence of the consumer culture, the secularization of society and the reemergence of religious conservatism, and the roles of women in American society.

S.C. Standard USHC-9.2: Summarize the origins and course of the Cold War, including the containment policy; the conflicts in Korea, Africa, and the Middle East; the Berlin Airlift and the Berlin Wall; the Bay of Pigs and Cuban missile crisis; the nuclear arms race; the effects of the “Red Scare” and McCarthyism; and the role of military alliances.

S.C. Standard USHC-9.3: Summarize the key events and effects of the Vietnam War, including the Gulf of Tonkin Resolution and the Tet offensive; the protests and opposition to the war; and the policies of presidents John Kennedy, Lyndon Johnson, and Richard Nixon.

S.C. Standard USHC-9.4: Compare the domestic and foreign policies of the period—including Kennedy’s New Frontier, Johnson’s Great Society, and Nixon’s establishment of environmental protection and rapprochement with China—as well as relations with the Soviet Union and the continuing crises in the Middle East under all administrations from Harry Truman to Jimmy Carter.

S.C. Standard USHC-9.5: Explain the movements for racial and gender equity and civil liberties, including their initial strategies, landmark court cases and legislation, the roles of key civil rights advocates, and the influence of the civil rights movement on other groups seeking ethnic and gender equity.

S.C. Standard USHC-10.1:   Summarize key events in United States foreign policy from the end of the Reagan administration to the present, including changes to Middle East policy, the impact of United States involvement in the Persian Gulf, and the rise of global terrorism.

S.C. Standard USHC-10.2: Summarize key economic issues in the United States since the fall of communist states, including recession, the national debt and deficits, legislation affecting organized labor and labor unions, immigration, and increases in economic disparity.

ASSESSMENT ANDGRADING

Overall grades are broken into two categories:  major and minor. 

Major Grades (Unit Tests, Projects, Formal Essays, etc.) approximately five (5) per nine weeks. (60%)

Minor Grades (Notebook Checks, Quizzes, Worksheets, Homework, Classroom Activities, etc.) approximately twenty-five (25) per nine weeks. (40%)

Please see the Grading and Classroom Routines page of my web-site for specific details and breakdowns of grade weights by class academic levels.

SOUTH CAROLINA GRADING SCALE

A             93-100

B             85-92

C             77-84

D             70-76

F              50-69

PRIMARY TEXTSBOOKS, SUPPLEMENTAL READINGS, ANCILLARY MATERIALS, AND REQUIRED MATERIALS

Primary Textbooks:

Kennedy, David M., Lizabeth Cohen and Thomas Bailey.  The American Pageant: A History of the Republic, 12^th ed.  Boston: Houghton Mifflin Co., 2002.  This is the course textbook that complements the material in the lectures and all

projects and activities completed for the course.

Kennedy, David M. and Thomas Bailey.  The American Spirit: Volume I: To 1877, 10^th ed.  Boston: Houghton Mifflin Co., 2002.

This is compatible with the 12^th edition of The American Pageant.  Every chapter in The American Pageant has a corresponding chapter of the same title in the The American Spirit.  This is the course reader that contains primary sources as well as contemporary commentary.  These readings add to the content we are learning.  These readings are designed to make you think critically on the course material and are a prime source for our class discussions.

Kennedy, David M. and Thomas Bailey.  The American Spirit: Volume II: Since 1865. , 10^th ed. Boston: Houghton Mifflin Co., 2002.  This is compatible with the 12^th edition of The American Pageant.  Every chapter in The American Pageant has a corresponding chapter of the same title in The American Spirit.  This is the course reader that contains primary sources as well as contemporary commentary.  These readings add to the content we are learning.  These readings are designed to make you think critically on the course material and are a prime source for our class discussions.

Supplemental Readings (available in the classroom [some will be photocopied] for student use):

Bruun, Erik and Jay Crosby, eds.  Living History America:  This History of the History of the United States in Documents, Essays, Letters, Songs, and Poems.  New York:  Black Dog & Leventhal Publishers, Inc., 1999.

Davidson, James W. and Lytle, Mark H., After the Fact: The Art of Historical Detection, 5^th ed.  New York: McGraw-Hill, 2005.

Henry, Michael. Threads of History: A Thematic Approach to Our Nation’s Story for AP U.S. History. New Jersey: The Peoples Publishing Group, Inc. 2006.

Johnson, Paul. A History of the American People. New York: HarperCollins Publishers Inc., 1998.

Kovacs, Mary Anne, Roberta Leach, Douglas Miller, and John C. Ritter. Advanced Placement U.S. History   2: Twentieth-Century Challenges, 1914-1996. The Center for Learning, 1999.

Leach, Roberta J. and Augustine Caliguire. Advanced Placement U.S. History1: The Evolving American Nation-State, 1607-1914., The Center for Learning, 1999.

Ravitch, Diane, The American Reader: Words That Moved a Nation, 2^nd ed.  New York: HarperCollins Publishers Inc., 2000.      

Schlesinger, Arthur M., The Imperial Presidency., New York: HarperCollins Publishers Inc., 2004.

Schlesinger, Arthur M., War and The American Presidency. W. W. Norton & Company, 2004.

Ancillary Materials:

1.             Videos and DVDs which are topically relevant to the content under study.

2.             United Streaming videos on elections, important historical figures from past and present.

3.             Various Internet sites (accessed by the teacher or by students).

4.             Jackdaw Kits: The American Revolution, Immigration: 1870-1930, The Great Depression in America, Rationing in World War II, World War II: Atomic Bomb, Korean War, Brown v. Board of Education of Topeka, Rosa Parks and the Montgomery Bus Boycott.

Required Materials:

1.             A notebook specifically devoted to United States History (Advanced Placement)

2.             Outside readings as required and directed.

3.             Handouts and outlines provided by the teacher.

UNITS OF INSTRUCTION (TENTATIVE)

Unit One:  Exploration and Colonization, 1492-1763 (Tentatively Scheduled for Three Weeks)

AP U.S. History Themes:

1)             American Diversity – Roles of race, class, ethnicity, and gender in U.S. History.

2)             Globalization – colonialism, mercantilism, global hegemony, development of markets, imperialism, and cultural exchange.

3)             Politics and Citizenship – legacy of the colonial and revolutionary era, rise of political parties, growth of democracy, development and expansion of the modern state, evolving definition of citizenship and civil rights.

4)             Religion and Faith – variety of religious beliefs and practices in U.S. from prehistory to 21st century, influence of religion on politics, economics and social changes.

5)             Slavery and Its Legacy in North America – systems of slave labor, development of racism, economics of slavery.

Topical Themes:

1)             Establishment of English Colonies of North America: motives in founding colonies (economic and religious); when and how the colonies were established.

2)             Puritan Intolerance; Quakers and Catholics.

3)             Congregationalism and the Roots of Democracy in the North.

4)             Emergence of Regional Patterns/Economic basis of colonies: Northern Colonies, Middle Colonies, and Southern Plantation Colonies.

5)             Representative Assemblies and the Roots of Democracy in the South.

6)             Indentured Servants, Slavery, Barbados Code and the Roots of Racism in the South.

7)             Demographic Changes – birth, marriage, death rates, life expectancy, and population size – the impacts of immigration and internal migration upon the development of U.S.

8)             Economic Transformations – Changes in trade, commerce, and technology and impact on U.S. development; impacts of capitalism, labor unions, and consumerism.

9)             Globalization/The Economics of Mercantilism –development of markets, cultural exchange.

Unit One Readings:

The American Pageant—Chapter 2: The Planting of English America; Chapter 3: Settling the Northern Colonies; Chapter 4: American Life in the Seventeenth Century; Chapter 5: Colonial Society on the Eve of Revolution: Chapter 6: The Duel for North America.

Frederick Jackson Turner—The Significance of the Frontier in American History.

The American Reader: Words That Moved a Nation—The Mayflower Compact, William Bradford: The Landing, Benjamin Franklin: Poor Richard’s Almanack, Andrew Hamilton: Defense of Freedom of the Press.

After The Fact—Serving Time in Virginia, The Visible and Invisible Worlds of Salem.

The American Spirit—A Slave is Taken to Barbados (c. 1750), Richard Hakluyt Calls for an Empire (1582), The Starving Time (1609), The Intolerant Act of Toleration (1649), Anne Hutchinson Is Banished (1637), A Contract for Indentured Service (1635), George Whitefield Fascinates Franklin (1739), Jonathan Edwards Paints the Horrors of Hell (1741), The Proclamation of 1763.

A History of the American People—Raleigh, the Proto-American, and the Roanoke Disaster, Jamestown: The First Permanent Foothold, Roger Williams: The First Dissentient, Cotton Mather and the End of the Puritan Utopia, The Great Awakening and Its Political Impact, George Washington and the War against France.

DBQ (1993):  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?

DBQ (2004):  What ways did the French and Indian War (1754-63) alter the political, economic, and ideological relations between Great Britain and its American colonies? Use the documents and your knowledge of the period 1740-1766 in constructing your response.

FRQ (1998):  Analyze the extent to which religious freedom existed in the British North American colonies prior to 1700.

FRQ (1995):  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, Commerce, Religion

Key Terms/Concepts:  Mercantilism, New England Colonies, Middle Colonies, Southern Colonies, joint stock company, primogeniture, headright system vs. indentured servitude, House of Burgesses, New England Confederation, Mayflower Compact, Fundamental Orders of Connecticut, Separatists vs. Puritans, Middle Passage, Navigation Laws, The Great Awakening, Salem Witch Trials, Antinomianism, “City Upon a Hill,” enumerated articles, triangular trade, Great Migration, Half-Way Covenant, Bacon’s Rebellion, King Philip’s War, Albany Plan of Union,  Pontiac’s Rebellion, Paxton Boys, Proclamation of 1763, Treaty of Paris (1763).

Activities:

1.             Develop and complete a chart comparing and contrasting the political, economic and social aspects of the English settlements in the New England, Mid-Atlantic and the South regions (founders, reason for founding, political, social, and economic organization of each colony).

2.             Read documents to interpret religious diversity (Quakers, Protestants, Puritans, and Catholics etc.) in the colonies, write a thought piece on diversity in modern America compared to the colonial times.

3.             Evaluate how the Enlightenment, the Great Awakening and Puritanism impacted society and the individual’s relationship with government and religion.  Divide the class into groups and have each group compare/contrast the attitudes of the above three demonstrating change over time and recognizing the importance of the changes.  Afterwards, a class discussion on the contributions of each of these philosophies to the political development of the nation.

4.             Create a chart which defines and assesses the attempts of Colonial union with the:  New England Confederation, Albany Plan of Union, King Phillip’s War, Pontiac’s Rebellion and the Halfway Covenant.

Debates / Discussions:

1.             Was the Colonial Period a “Golden Age” for Women in America?

Unit Two:  The American Revolution, 1763-1783 (Tentatively Scheduled for Two Weeks)

AP U.S. History Themes:

1)                   Globalization – colonialism, mercantilism, global hegemony, development of markets, imperialism, and cultural exchange.

2)                   Politics and Citizenship – legacy of the colonial and revolutionary era, rise of political parties, growth of democracy, development and expansion of the modern state, evolving definition of citizenship and civil rights.

3)                   War and Diplomacy – impact of war and diplomacy on U.S. foreign policy, politics, economics and social development.

4)                   Social and Cultural Developments—slavery, status of women, growth of religious toleration.

Topical Themes:

1)                   The impact of the French and Indian War; Growing Colonial Resentments & the effects of Salutatory Neglect.

2)                   Mercantilism and Rising Colonial Resentments – Navigation Acts, policies of Grenville, Townshend, and Lord North, Declaratory Act.

3)                   The “Rights of Englishmen”—actual representation vs. virtual representation.

4)                   Conservative v. Radical movement, Loyalists v. Patriots.

5)                   Key political and military events of the American Revolution.

6)                   Social consequences of the Revolution—slavery, status of women, growth of religious toleration.

Unit Two Readings:

The American Pageant—Chapter 7: The Road to Revolution; Chapter 8: America Secedes from the Empire.

Thomas Jefferson—The Declaration of Independence.

Thomas Paine—Common Sense.

The American Reader: Words That Moved a Nation—James Otis: A Demand to Limit Search and Seizure; John Dickinson: The Liberty Song; Patrick Henry: Speech to the Second Virginia Convention; Thomas Jefferson: A Bill for Establishing Religious Freedom in Virginia; Thomas Paine: The American Crisis; Abigail Adams: Correspondence with John.

After The Fact—Declaring Independence.

The American Spirit—Benjamin Franklin Testifies Against the Stamp Act (1766); Connecticut Decries the Boston Port Act (1774), Two Views of the British Empire (1767, 1775), Conflicting Views of the Outbreak (1777).

A History of the American People—Patriots and Loyalists: America’s First Civil War.

DBQ (1999)—To what extent had the colonists developed a sense of their identity and unity as Americans by the eve of the Revolution? Use the documents and your knowledge of the period 1750-1776 to answer the question.

FRQ (1992)—Evaluate the relative importance of the following as factors prompting the Americans to rebel in 1776: Parliamentary taxation, Restrictions of civil liberties, British military measures, and the legacy of colonial and religious ideas

Key Terms/Concepts—Indirect vs. Direct taxes, non-importation, Sugar Act, Currency Act, Stamp Act, Quartering Act, Townshend Acts, “No Taxation Without Representation,” Tea Act, Intolerable (Coercive Acts), Boston Tea Party, First Continental Congress, Letters from a Farmer in Pennsylvania, Lexington and Concord, Regulator Movement, Sons of Liberty, Boston Massacre, Gaspee Incident, Committees of Correspondence, Circular Letter, Olive Branch Petition, Bunker Hill, Saratoga, Treaty of Alliance (1778), Yorktown, General Cornwallis, Treaty of Paris (1783).

Activities:

1.             Create a British policy chart detailing the British policies enacted after the French & Indian War through the Intolerable Acts. Indicate the content of the act     and the colonial response. Include the Proclamation of 1763, Grenville Acts, Townshend Acts, Tea Act, Boston Tea Party, and Intolerable Acts.

2.                    Create a chart that lists the Britain’s rationale for the taxes enacted on America during this time period and their imperialistic policy. 

3.                    In groups, assess the Declaration of Independence and evaluate the political and ideological roots behind the document.

4.                    Group dissection of The Declaration of Independence to create an essay answering “Was it propaganda, philosophical justification for the revolution, a foreign policy document or an eloquent statement of the late Renaissance mind?”

5.                    Through the analysis of symbols and political cartoons, assess the points of view and bias present between the colonists and the English.  Use this to identify    the changing mood in the colonies before the Revolution.

6.                    Jackdaw Kit and Study Guide—The American Revolution.

Debates / Discussions:

1.                    Was the assistance of the French necessary for the achievement of American independence?

2.                    Is the criticism of Washington with regard to his fight and retreat methodology valid?

Unit Three:  Building a Nation, 1776-1800 (Tentatively Scheduled for Two Weeks)

AP U.S. History Themes:

1)                   American Identity – National Identity and Character and the roles of regional differences.

2)                   Politics and Citizenship – legacy of the colonial and revolutionary era, rise of political parties, growth of democracy, development and expansion of the modern state, evolving definition of citizenship and civil rights.

3)                   War and Diplomacy – impact of war and diplomacy on U.S. foreign policy, politics, economics, and social development.

Topical Themes:

1)                   Strengths and Weaknesses of the Articles of Confederation; Taxation, Executive Powers, Land Ordinance, Northwest Ordinance.

2)                   Ratification Debates – Federalists v. Anti-Federalists.

3)                   Development of the US Constitution and the Bill of Rights.

4)                   The Emergence of Political Parties: Jefferson and Hamilton.

5)                   Conflict between national power and states’ rights.

Unit Three Readings:

The American Pageant:  Chapter 9: The Confederation and the Constitution; Chapter 10: Launching the New Ship of State.

The Federalist Papers:  Federalist No. 1 and Federalist No. 10.

The American Reader: Words That Moved a Nation:  George Washington: Farewell Address.

The American Spirit:  Daniel Gray Explains the Shaysites’ Grievances (1786), George Washington Expresses Alarm (1786), The Debate on Representation in Congress (1787), The Argument over Slave Importations (1787), James Madison Defends the New Constitution (1787), Alexander Hamilton Versus Thomas Jefferson on Popular Rule, The Clash over States’ Rights, Jefferson versus Hamilton on the Bank (1791), The French Revolution: Conflicting Views (1790s).

A History of the American People:  The Presidency, Hamilton, and Public Finance.

DBQ (1985):  “From 1781 to 1789 the Articles of Confederation provided the United States with an effective government.”  Using the documents and your knowledge of the period, evaluate this statement.

DBQ (1977):  The debate over the Alien and Sedition Acts of 1798 revealed bitter controversies on a number of issues.  Discuss the issues involved and explain why these controversies developed.

DBQ (2005):  To what extent 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.

FRQ (1994):  Evaluate the relative importance of domestic and foreign affairs in shaping American politics in the 1790s.

Key Terms/Concepts:  Critical Period, Sovereignty, western land claims, states’ rights, , Electoral College, Land Ordinance of 1785, Northwest Ordinance of 1787, Annapolis Convention, Constitutional Convention, Virginia vs. New Jersey Plan, Connecticut Compromise, three-fifths compromise, Federalists vs. Anti-Federalists, The Federalist Papers, Founding Fathers, Hamilton’s Financial Program, 1^st cabinet, strict v. loose interpretation, Compact Theory, Nullification, Shays’ Rebellion, Bill of Rights, Whiskey Rebellion, French Revolution, Neutrality Proclamation, Jay’s Treaty, Pinckney’s Treaty, XYZ Affair, Alien and Sedition Acts, Virginia and Kentucky Resolutions, Convention of 1800.

Activities:

1.             Create a political cartoon illustrating one of the weaknesses of the Articles of Confederation. Create a chart comparing Federalists and Anti-Federalists, their leaders, their views and their present-day political affiliations.

2.             Trace the development and formation of political parties. 

3.             Three early uprisings were sparked by economic and political grievances against authority.  Divide the class into three groups, one for each of the uprisings   (Bacon’s, Shays’, and the Whiskey Rebellion) and discuss how each played a transformational role in their era. (date, cause, events, and significance).

4.             In groups, defines the true meaning of Washington’s “Farewell Address” and if the United States has been true to his words in our foreign policy throughout our history.

Debates / Discussions:

1.             Did John Adams put the nation above his party or did he put his party above the nation? 

2.             Were the Founding Fathers Democratic Reformers?

Unit Four:  The Republican Era, 1800-1824 (Tentatively Scheduled for Two Weeks)

AP U.S. History Themes:

1)                   American Identity – National Identity and Character and the roles of regional differences.

2)                   Demographic Changes – birth, marriage, death rates, life expectancy, population size, impact of immigration and internal migration upon development of U.S.

3)                   Economic Transformations – Changes in trade, commerce, and technology and impact on U.S. development; impacts of capitalism, labor unions, and consumerism.

4)                   Globalization – colonialism, mercantilism, global hegemony, development of markets, imperialism, cultural exchange.

5)                   Politics and Citizenship – legacy of the colonial and revolutionary era, rise of political parties, growth of democracy, development and expansion of the modern state, evolving definition of citizenship and civil rights.

6)                   Slavery and Its Legacy in North America – systems of slave labor, development of racism, economics of slavery.

7)                   War and Diplomacy – impact of war and diplomacy on U.S. foreign policy, politics, economics, and social development.

Topical Themes:

1)                   The Peaceful Transfer of Political Power between Parties.

2)                   The Expansion of the Nation & Growing Sense of Nationalism.

3)                   Causes and Effects of the War of 1812.

4)                   Economic and Political Developments: Embargo Act, Non-intercourse Act, Macon’s Bill No. 2, Hartford Convention, Henry Clay’s American System, Panic of 1819.

5)                   Era of Good Feelings—Why was it called this? What led to the end of this? What did it result in?

Unit Four Readings:

The American Pageant:  Chapter 11: The Triumphs and Travails of the Jeffersonian Republic; Chapter 12: The Second War for Independence and the Upsurge of Nationalism.

Francis Scott Key:  The Star-Spangled Banner

The American Reader: Words That Moved a Nation:  Thomas Jefferson: First Inaugural Address.

The American Spirit—Marshall Sanctions the Bank (1819), Marshall Asserts the Supremacy of the Constitution (1803), Jefferson Stretches the Constitution to Buy Louisiana (1803), Lewis and Clark Meet a Grizzly (1805), Causes of the War (1812, 1813), Tecumseh Challenges William Henry Harrison (1810), The Hartford Convention Fulminates (1814).

A History of the American People:  Central Importance of John Marshall, The Louisiana Purchase, The Missouri Compromise.

DBQ (1998):  With respect to the federal Constitution, the Jeffersonian Republicans are usually characterized as strict constructionists who were opposed to the broad constructionism of the Federalists.  To what extent was this characterization of the two parties accurate during the presidencies of Jefferson and Madison?  In writing your answer, use the documents and your knowledge of the period 1800-1817. 

FRQ (2004 Form B):  To what extent was the election of 1800 aptly named the “Revolution of 1800”?  Respond with reference to TWO of the following areas: Economics, Foreign policy, Judiciary, and Politics

FRQ (1983):  Early U.S. foreign policy was primarily a defensive reaction to perceived or actual threats from Europe.  Assess the validity of this with reference to U.S. foreign policy on TWO major issues during the period from 1789 to 1825.

Key Terms/Concepts:  “Revolution of 1800”, Judiciary Act of 1801, judicial review, John Marshall, Marbury v. Madison, Fletcher v. Peck, Dartmouth College v. Woodward, McCulloch v. Maryland, Gibbons v. Ogden, War hawks (Clay and Calhoun), Impressment, American Neutral Rights (commercial sea trade), Midnight judges, Embargo Act, Louisiana Purchase, Non-Intercourse Act, War of 1812, Battle of New Orleans, Hartford Convention, Treaty of Ghent, Monroe Doctrine, American System, Maysville Road Veto, Era of Good Feelings, Bank of the United States, 12^th Amendment, Tecumseh’s Curse, Expansion of Slavery, The Missouri Compromise

Activities:

1.             Create a chart of Supreme Court cases from the Marshall court showing their name, ruling, and effect on the development of the Judicial Branch of government.

2.             Evaluate Jefferson’s presidency with his “Empire of Liberty” ideal and his call for the ‘yeoman’ farmer as the ideal American citizen. 

3.             Define the short and long-range impact of the Monroe Doctrine.

4.             Appraise the emerging nationalism in the United States and Era of Good Feelings thorough analysis of the readings.  

Debates / Discussions:

1.             Assess through class debate Jefferson’s dilemma with the Louisiana Purchase based upon his ideals of “strict interpretation” of the 
                 constitution. 

Unit Five:  Jacksonian Democracy, 1824-1840 (Tentatively Scheduled for Two Weeks)

AP U.S. History Themes:

1)                   American Diversity – Roles of race, class, ethnicity, and gender in U.S. History.

2)                   American Identity – National Identity and Character and the roles of regional differences.

3)                   Politics and Citizenship – legacy of the colonial and revolutionary era, rise of political parties, growth of democracy, development and expansion of the modern state, evolving definition of citizenship and civil rights.

4)                   Slavery and Its Legacy in North America – systems of slave labor, development of racism, economics of slavery.

Topical Themes:

1)                   The Growth of New Democracy and its Effects.

2)                   Causes and Effects of Jacksonian Controversies: Bank, Tariff, Indian Removal, Florida, and Internal      Improvements.

3)                   Rise of Mass Political Parties, Expanding Suffrage Rights, and the Spoils System.

4)                   Sectional Conflict (Tariff Issue), Nullification.

Unit Five Readings:

The American Pageant:  Chapter 13:  The Rise of a Mass Democracy.

The American Reader: Words That Moved a Nation:   Daniel Webster:  Against Nullification.

The American Spirit:  South Carolina Threatens Secession (1832); Alexis de Tocqueville Defends Parties (1830); Cartooning the Banking Crisis (1833, 1837).

Living History America:  Daniel Webster:  Reply to Jackson’s Bank Veto; Andrew Jackson:  “Compared to disunion all other evils are light.”

DBQ (1980):  “The decision of the Jackson administration to remove the Cherokee Indians to lands west of the Mississippi River in the 1830s was more a reformulation of the national policy that had been in effect since the 1790s than a change in that policy.”  Assess other validity of this generalization with reference to the moral, political, constitutional, and practical concerns that shaped national Indian policy between 1789 and the mid-1830s.

DBQ (1990):  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 1820s and 1830s, to what extent do you agree with the Jacksonians’ view of themselves?

FRQ (1976):  The Jacksonian Democrats during the years 1824-1840 attacked and sought to root out special privilege in American life.  Assess the validity.

FRQ (1999):  How did TWO of the following contribute to the reemergence of a two party system in the period 1820 to 1840?

                Major political personalities

                States’ Rights

                Economic issues

Key Terms/Concepts:

The Corrupt Bargain, Spoils System, Eaton Affair, Kitchen Cabinet, Specie Circular, Bank of the United States, King Caucus, Tariff of Abominations, Calhoun’s South Carolina Exposition, Whig Party, Indian Removal, Trail of Tears, The Texas Revolution, Nullification, Pet Banks, Wildcat Banks, Compromise of 1833, Cherokee Nation v. Georgia, Worchester v. Georgia, Election of 1836, Martin van Buren, Webster-Hayne Debate, and the Election of 1840.

Activities:

1.                    Appraise the successes and failures of Andrew Jackson’s presidency in a detailed chart. 

2.                    Complete “The Evolution of Democracy from Jefferson to Jackson.” to lead our discussion of the political, economic and social changes during this period.

3.                    Analysis of the reasons behind the forced removal of the Native Americans.

4.                    Describe the continuing conflict between the expanding population and the Native Americans.

5.                    Identify the sectional conflict with the National Bank and the Tariff controversy with the South. 

Debates / Discussions:

1.                    Was Jacksonian democracy available to all or just the chosen few?

2.                    Was Andrew Jackson’s Indian removal policy motivated by humanitarian impulses?

Unit Six:  Shaping the American Economy and Society, 1790-1860 (Tentatively Scheduled for Two Weeks)

AP U.S. History Themes:

1)                   American Diversity – Roles of race, class, ethnicity, and gender in U.S. History.

2)                   American Identity – National Identity and Character and the roles of regional differences.

3)                   Culture – Literature, art, philosophy, music, theater, film, popular culture, and cultural conflict.

4)                   Economic Transformations – Changes in trade, commerce, and technology and impact on U.S. development; impacts of capitalism, labor unions, and consumerism.

5)                   Environment – Impact of consumption vs. conservation of natural resources; impact of population growth, industrialization, pollution, and urban/suburban expansion on U.S. development.

6)                   Globalization – Colonialism, mercantilism, global hegemony, development of markets, imperialism,       cultural exchange.

7)                   Reform – Abolition (antislavery), labor, education, temperance, women’s rights, civil rights, war, and politics.

8)                   Religion and Faith – Variety of religious beliefs and practices in U.S. from prehistory to 21st century, influence of religion on politics, economics and social changes.

Topical Themes:

1)                   Religious, Theoretical and Societal Reforms & Effect on American Character.

2)                   Industrial Revolution & Changes in Transportation and Communication.

3)                   Growth of American Literature and Art.

Unit Six Readings:

The American Pageant:  Chapter 14:  Forging the National Economy; Chapter 15:  The Ferment of Reform and Culture.

The American Reader: Words That Moved a Nation:  Ralph Waldo Emerson:  Self-Reliance; Henry David Thoreau:  Walden; Elizabeth Cady Stanton:  Address to the Legislature of New York on Women’s Rights; Seneca Falls Declaration of Sentiments and Resolutions.

The American Spirit:  Dorothea Dix Succors the Insane (1843); T. S. Arthur’s Ten Nights in a Barroom (1854) and Lucy Stone Protest Traditional Marriage (1855).

Living History America:  Lowell Woman’s Protest, “A Real Picture of Factory Life”; John Noyes:  “Sexual love is not naturally restricted to pairs.”

DBQ (2002)   “Reform movements in the United States sough to expand democratic ideals.”  Assess the validity of this statement with specific reference to the years 1825-1850.  Use the following documents and your know knowledge of the period 1825-1850 in constructing your response.

FRQ (2003) In what ways did developments in transportation bring about economic and social change in the United States in the period 1820 to 1860?

Key Terms/Concepts: 

Cotton gin, Industrial Revolution, “Schoolmaster of the Republic,” cult of domesticity, Nativism, Tammany Hall, Burned-over District (western New York), Mormons, Utopians, American Temperance Society, Seneca Falls Convention, Second Great Awakening, Transcendentalism, Emerson and Thoreau, mechanical reaper, Erie Canal, Lowell System, Hudson River School of Art, John J. Audubon, Knickerbocker Group, James Fenimore Cooper, Washington Irving, William Cullen Bryant, Walt Whitman, Louisa May Alcott, Edgar Allan Poe, Nathaniel Hawthorne, Herman Melville, and Deism.

Activities

1.             Evaluate the change in transportation and its effect on the people.

2.             State the impact of the new immigration into the west and the resulting conflict between the sections of the country.

3.             Examine the Age of Reform in antebellum America and evaluate how it affected all people in the nation. 

4.             Create a chart of the new wave of religious revivalism that swept the nation in the 1800s. 

5                     Appraise the reforms in American education, the utopian experiments, the growing abolition movement, the women’s rights movement as well as                 Prohibition. 

6.                    Discuss how the writers and painters of the time expressed their views with utopian optimism while some explored darker side of life and their society. 

7.                    Define the concept of transcendentalism and how it is reflected in New England literature and overall how this exemplifies a new American form of                 literature.

Debates / Discussions

1.             Compare and contrast the First and Second Great Awakenings, which one met with the highest level of success?

Unit Seven:  Sectionalism and Expansion, 1820-1861 (Tentatively Scheduled for Three Weeks)

AP U.S. History Themes:

1)                   American Diversity – Roles of race, class, ethnicity, and gender in U.S. History.

2)                   Culture – Literature, art, philosophy, music, theater, film, popular culture, and cultural conflict.

3)                   American Identity – National Identity and Character and the roles of regional differences.

4)                   Politics and Citizenship – legacy of the colonial and revolutionary era, rise of political parties, growth of democracy, development and expansion of the modern state, evolving definition of citizenship and civil rights.

5)                   Reform – Abolition (antislavery), labor, education, temperance, women’s rights, civil rights, war, and politics.

6)                   Slavery and Its Legacy in North America – systems of slave labor, development of racism, economics of slavery.

7)                   War and Diplomacy – impact of war and diplomacy on U.S. foreign policy, politics, economics, and social development.

Topical Themes:

1)                   Sectional differences based on social, political, & economic issues

2)                   Positive & negative effects of “peculiar institution” on blacks and whites

3)                   Abolitionism & its effects

4)                   Impact of Literature on Slavery Issue – Helper and Stowe

5)                   Causes & Effects of the Mexican War

6)                   Political Impact of Mexican War on Slavery Issue - Geographic expansion & effects on sectionalism

Unit Seven Readings:

The American Pageant:  Chapter 16:  The South and the Slavery Controversy; Chapter 17:  Manifest Destiny and its Legacy; Chapter 18:  Renewing the Sectional Struggle; Chapter 19:  Drifting Toward Disunion.

The American Reader: Words That Moved a Nation:  William Lloyd Garrison:  Prospectus for The Liberator; Angelina Grimke:  Bearing Witness Against Slavery; Frederick Douglass:  Independence Day Speech at Rochester; John Brown:  Last Statement to the Court; Abraham Lincoln: The House Divided Speech.

The American Spirit:  David Wilmot Appeals for Free Soil (1847); Stephen Douglas’s Popular-Sovereignty Plea (1854); Charles Sumner Assails the Slavocracy (1856).

Harriett Beecher Stowe: Excerpts from Uncle Tom’s Cabin

Living History America:  Henry Clay:  The Compromise of 1850; John Caldwell Calhoun:  “The South has little to surrender”; Roger B. Taney:  Dred Scott v. Sandford.

DBQ (1987):  By the 1850s the Constitution, originally framed as instrument of national unity, had become a source of sectional discord and tension and ultimately contributed to the failure of the union it had created.  Using the documents and your know knowledge of the period 1850-1861 assess the validity of this statement.

FRQ (1984):  Slavery was the dominating reality of all southern life.  Assess the validity for TWO of the following aspects of southern life from about 1840 to 1860:  political, social, economic or intellectual.

FRQ (1995):  Analyze in which the supporters of slavery in the 19^th century used legal, religious and economic arguments to defend the institution of slavery.

FRQ (1997):  Discuss the impact of territorial expansion on national unity between 1800-1850.

Key Terms/Concepts: 

Abolitionism, Cotton Kingdom, Manifest Destiny, Webster-Ashburton Treaty, Treaty of Guadalupe Hidalgo, Aroostook War, Wilmot Proviso, “spot resolution,” Compromise of 1850, Kansas-Nebraska Act, popular sovereignty, “Bleeding Kansas,” Underground Railroad, Fugitive Slave Law, Gadsden Purchase, Republican Party, Dred Scott Decision, Raid on Harper’s Ferry, Lincoln-Douglass Debates, Sumner-Brooks Affair, Harriet Beecher Stowe’s Uncle Tom’s Cabin, Hinton Helper’s Impending Crisis of the South, New England Emigrant Aid Society, Brown and the Pottawatomie Creek Massacre, Crittenden Compromise, Election of 1860, Constitutional Union Party, Republican Party, Southern Democrats, and Northern Democrats.

Activities

1.                    Discussion of was American expansion across North America an “inevitable” development?

2.                    Assess the reasons that supported Manifest Destiny and how it was used to justify expansionism.

3.                    Complete a chart which identifies the treaty’s or purchases, etc. by which America gained the land from the Atlantic Ocean to the Pacific Ocean.

4.                    Compare this chart to the idea of Manifest Destiny to assess the validity of the reasons behind expansion.

5.                    Identify the resulting argument over slavery that ensues and relate this to the growing economic, political and social differences between the North, South and West. 

6.              Examine sectionalism in the mid 19^th Century United States by completing a chart on the clash of political, economic and social interests and ideals between the North, South and West. 

7.              Develop an understanding of demographics and how it affected the regional views on:  tariffs, slavery, government spending on infrastructure, government spending on internal improvements, and the spread of slavery with the addition of new lands.  

8.                    Assess the Compromise of 1850 as a last step to solve the issues raised by addition of lands due to the Mexican War and the result of popular sovereignty.  

9.              Evaluate the conflict of the abolitionist and slavery through examination of  “The Peculiar Institution:  Slaves Tell Their Own Story”.

10.                Analysis of the economics of Slavery which leads to the creation of a thought piece to answer the question of “Was slavery profitable?” 

11.                Analyze the threat the “gag resolution” posed to society. 

12.                 Create a thought piece that supports which of the following had the greatest impact as a cause of the Civil War:  Kansas-Nebraska Act, John Brown’s raid on Harper’s Ferry, The Dred Scott decision or the Election of Abraham Lincoln. 

13.                 Analyze in groups how slavery becomes a political issue from 1844 to 1860 by investigating the various political parties and their platforms; discussion of the Free Soil Party, Democratic and the emergence of the Republican Party.  

14.                 Assess the final stages that led to the Civil War by completing “The Path to Disunion,” which requires an examination of the final events of the 1850s and interpreting them from the Northern and Southern viewpoints. 

15.                 Chart and diagram the sectional compromises that were enacted in 1820 and 1850 and evaluate why compromise was no longer possible in 1860. 

Debates / Discussions

1.             Assess the effects of the Mexican War and answer “Was it first step toward the Civil War?”

2.             Were the abolitionists “unrestrained fanatics?”

3.             Was U.S. foreign policy in the early 19^th century imperialistic?

Unit Eight:  Civil War and Reconstruction, 1860-1877 (Tentatively Scheduled for Two Weeks)

AP U.S. History Themes

1)                   American Diversity – Roles of race, class, ethnicity, and gender in U.S. History.

2)                   American Identity – National Identity and Character and the roles of regional differences.

3)                   Economic Transformations – Changes in trade, commerce, and technology and impact on U.S. development; impacts of capitalism, labor unions, and consumerism.

4)                   Politics and Citizenship – legacy of the colonial and revolutionary era, rise of political parties, growth of democracy, development and expansion of the modern state, evolving definition of citizenship and civil rights.

5)                   Reform – Abolition (antislavery), labor, education, temperance, women’s rights, civil rights, war, and politics.

6)                   Slavery and Its Legacy in North America – systems of slave labor, development of racism, economics of slavery.

7)                   War and Diplomacy – impact of war and diplomacy on U.S. foreign policy, politics, economics, and social development.

Topical Themes

1)                   Strengths & Weaknesses of the Union in the Civil War.

2)                   Strengths & Weaknesses of the Confederacy in the Civil War.

3)                   Foreign Impact of Antietam and Emancipation Proclamation.

4)                   Lincoln’s Suppression of Constitutional and Civil Rights to Save the Union.

5)                   Plans of Reconstruction, Lincoln v. Radical Republicans.

6)                   Political, Social & Economic Changes in Post-war South.

Unit Eight Readings

The American Pageant:  Chapter 20:  Girding for War:  The North and the South; Chapter 21:  The Furnace of Civil War; Chapter 22:  The Ordeal of Reconstruction. 

The American Reader: Words That Moved a Nation:  Abraham Lincoln:  First Inaugural Address; Abraham Lincoln Gettysburg Address.

The American Spirit:  Clement Vallandigham Flays Despotism (1863); A Report from Antietam (1862); The Hell of Andersonville Prison (1864); General William Sherman Dooms Atlanta (1864); Senator Lyman Trumbull Defends Johnson (1868).

Living History America:  Mary Boykin Chestnut:  The Assassination of Mr. Lincoln; 13^th Amendment; 14^th Amendment, 15^th Amendment; Congressional Report on the Freedman’s Bureau; Frankfort Kentucky Congressional Petition (Descriptions of the Ku Klux Klan); First Reconstruction Act.

DBQ (1996)   In what ways and to what extent did constitutional and social developments between 1860 and 1877 amount to a revolution?

FRQ (1992)   Discuss the political, economic and social reforms introduced in the South between 1864 and 1877.  To what extent did these reforms survive the Compromise of 1877?

FRQ (1997)   Analyze the economic consequences of the Civil War with respect to any TWO of the following in the United States between 1865 and 1877:  agriculture, labor, industrialization, and transportation.

Key Terms/Concepts: 

Battles of Bull Run, Gettysburg, Antietam, Vicksburg and Sherman’s March to the Sea, Gettysburg Address, Emancipation Proclamation, Copperhead Democrats, Union Party, Freedmen’s Bureau, Civil Rights Act of 1865, Lincoln’s 10% Plan, Johnson’s Reconstruction Plan, Radical Republicans, Congressional Reconstruction, Military Reconstruction Act, Scalawags, Carpetbaggers, KKK, Tenure of Office Act, Compromise of 1877, Impeachment, Wade-Davis Bill, and the Tenure of Office Act.

Activities

1.                    Work in partners to complete the questions associated with the DBQ on “The Delay of Crisis” to assess the final reasons why the nation becomes divided     politically, economically and socially during the time period. 

2.                    Assess the final stages that led to the Civil War by completing “The Path to Disunion” which requires an examination of the final events of the 1850s and           interpreting them from the Northern and Southern viewpoints. 

3.                    Chart and diagram the sectional compromises that were enacted in 1820 and 1850 and evaluate why      compromise was no longer possible in 1860. 

Debates / Discussions

1.                    Was the impeachment of Andrew Johnson a result of his refusal to appease the Radical Republicans?

2.                    Was the Election of Abraham Lincoln the final straw that led to secession?

Unit Nine:  The Gilded Age, 1865-1900 (Tentatively Scheduled for Four Weeks)

AP U.S. History Themes

1)                   American Diversity – Roles of race, class, ethnicity, and gender in U.S. History.

2)                   American Identity – National Identity and Character and the roles of regional differences.

3)                   Economic Transformations – Changes in trade, commerce, and technology and impact on U.S. development; impacts of capitalism, labor unions, and consumerism.

4)                   Politics and Citizenship – legacy of the colonial and revolutionary era, rise of political parties, growth of democracy, development and expansion of the modern state, evolving definition of citizenship and civil rights.

5)                   Reform – Abolition (antislavery), labor, education, temperance, women’s rights, civil rights, war, and politics.

6)                   Slavery and Its Legacy in North America – systems of slave labor, development of racism, economics of slavery.

7)                   War and Diplomacy – impact of war and diplomacy on U.S. foreign policy, politics, economics, and social development.

Topical Themes

1)                   Political growth in the Gilded Age outside the established parties.

2)                   Industrial growth through combination—causes and effects.

3)                   The impact of the industrial city on American society and efforts to reform it.

4)                   The impact of immigration on the United States at this period.

5)                   The nature of the cultural conflicts & battles as white Americans “settled” the West.

6)             Economic forces that drove farmers & their response.

Unit Nine Readings

The American Pageant:  Chapter 23:  Political Paralysis in the Gilded Age; Chapter 24:  Industry Comes of Age; Chapter 25:  America Moves to the City; Chapter 26:  The Great West and the Agricultural Revolution. 

The American Spirit:  Tom Watson supports a black-white political alliance (1892); Mrs. Mary Lease Raises More Hell (1890); Pullman defends his company (1894); Chief Joseph: I will fight no more forever (1879); The Shock of Darwinism (1896); Frederick Law Olmstead applauds the city’s attractions (1871)

Living History America:  Henry Grady:  The New South; Mark Twain:  The Adventures of Huckleberry Finn; Congress:  Dawes Act; Jane Addams:  Forty Years of Hull House: Andrew Carnegie:  The True Gospel Concerning Wealth; Jacob Riis:  How the Other Half Lives; Edward Bellamy:  Looking Backward; Horatio Alger:  Rags to Riches; Congress:  Sherman Anti-trust Act; William Jennings Bryan:  The Cross of Gold; The Populist Party Platform; Frederick Jackson Turner:  The Frontier has Gone.

The American Reader: Words That Moved A Nation—I’ve Been Working on the Railroad; The Ballad of John Henry; Helen Hunt Jackson: A Century of Dishonor; Samuel Gompers: What Does The Working Man Want?; Booker T. Washington: The Atlanta Exposition Address; John Marshall Harlan: Dissent from Plessy v. Ferguson; Susan B. Anthony: Women’s Right to Vote.

Frederick Jackson Turner—The Significance of the Frontier in American History.

After The Fact—The Invisible Pioneers: Ecological Transformations along the Western Frontier.

DBQ (1992):  To what extent did the natural environment shape the development of the West beyond the Mississippi and the lives of those who lived and settled there? How important were other factors?  Use BOTH evidence from the documents AND your knowledge of the period from the 1840’s through the 1890’s to compose your answer.

DBQ (1979):  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.

DBQ (1983):  Documents A-H reveal some of the problems that many farmers in the late nineteenth century (1880-1900) saw as threats to their way of life.  Using the documents and your knowledge of the period, (a) explain the reasons for agrarian discontent and (b) evaluate the validity of the farmers’ complaints.

DBQ (2000):  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.  Use the documents and your knowledge of the period from 1875 to 1900 to construct your response.

DBQ (2007):  Analyze the ways in which technology, government policy, and economic conditions changed American agriculture in the period 1865-1900.  In your answer be sure to evaluate farmers’ responses to these changes.

FRQ (1995):  Analyze the reasons for the emergence of the Populist movement in the late nineteenth century?

FRQ (1994):  Compare and contrast the attitudes of THREE of the following toward the wealth that was created in the United States during the late nineteenth century:

                Andrew Carnegie

                Eugene V. Debs

                Horatio Alger

                Booker T. Washington

                Ida Tarbell

FRQ (1998):  Analyze the impact of any TWO of the following on the American industrial worker between 1865 and 1900:

                Government actions

                Immigration

                Labor unions

                Technological changes

FRQ (1999):  How were the lives of the Plains Indians in the second half of the nineteenth century affected by technological developments and government actions?

FRQ (1988):  “Although the economic growth of the United States between 1860 and 1900 has been attributed to a governmental policy of laissez-faire, it was in fact encouraged and sustained by direct government intervention.”  Assess the validity of this statement.

FRQ (2001):  How and why did transportation developments spark economic growth during the period from 1860 to 1900 in the United States?

FRQ (2003 Form B):  Analyze the ways in which farmers and industrial workers responded to industrialization in the Gilded Age (1865-1900).

Key Terms/Concepts: 

Compromise of 1877, “Jim Crow”, “Gilded Age”, Populism, Boss Tweed, Tammany Hall, Thomas Nast, transcontinental railroad (Union Pacific-Central Pacific RR), Credit Mobilier Scandal, Whiskey Ring, trust, socialism, anarchism, “New South,” sweatshop, yellow dog contracts, scabs, black lists, Homestead Strike, Pullman Strike, Great Railroad Strike of 1877, Panic of 1873, Panic of 1893, unions, Knights of Labor, American Federation of Labor, Andrew Carnegie, John D. Rockefeller, Thomas Edison, J.P. Morgan, tenement, Gospel of Wealth, Social Darwinism, Plessy v. Ferguson, Booker T. Washington, W.E.B. DuBois, the Grange, The Farmer’s Alliances, the Populist Party, Frederick Jackson Turner, Little Big Horn, William Jennings Bryan, and Mark Hanna.

Activities

1.             Compare the problems and people in The Wizard of Oz to problems and people from the Populist Movement.

3.                    Define “robber baron” and entrepreneur. Then identify industrialists of the Gilded Age and classify them as either robber baron or entrepreneur. Defend your reasons for classification.

4.                    Trace the origins of the Populist movement, starting with the Grange and the Farmers’ Alliance.

5.                    Explain the problems of racism that existed within the Farmers Alliance.

6.                    Use the “Party of Patches” political cartoon, Populist Party Omaha Platform of 1892 and The Boy Orator of the Platte to define the political and economic issues of the 1890s, the formation of the Populist Party and what groups were part of the party.

7.                    Identify the factors that were the source of the farmer’s economic and political difficulties during this age. 

8.                    Create a chart that states the Populist Party’s goals, presidential candidates, members, successes and       failures.

9.                    Describe the reasons for the decline of the Populists.

10.                 Through readings explain the Bimetallism issue of the Populists as seen in The Wizard of Oz.

Debates / Discussions

1.                    Was John D. Rockefeller a “Robber Baron?”

2.                    Booker T. Washington v. W.E.B. DuBois, who was right?

Unit Ten:  The United States at Home and Abroad, 1896-1920 (Tentatively Scheduled for Three Weeks)

AP U.S. History Themes:

1)                   American Diversity – Roles of race, class, ethnicity, and gender in U.S. History.

2)                   American Identity – National Identity and Character and the roles of regional differences.

3)                   Economic Transformations – Changes in trade, commerce, and technology and impact on U.S. development; impacts of capitalism, labor unions, and consumerism.

4)                   Politics and Citizenship – legacy of the colonial and revolutionary era, rise of political parties, growth of democracy, development and expansion of the modern state, evolving definition of citizenship and civil rights.

5)                   Reform – Abolition (antislavery), labor, education, temperance, women’s rights, civil rights, war, and politics.

6)                   Slavery and Its Legacy in North America – systems of slave labor, development of racism, economics of slavery.

7)                   War and Diplomacy – impact of war and diplomacy on U.S. foreign policy, politics, economics, and social development.

Topical Themes:

1)                   General reasons for abandonment of isolation and turn to expansionism at the end of the 19th century.

2)                   Causes and effect of the Spanish American.

3)                   Causes and effects of American expansion in the Far East and the Caribbean.

4)             Origins and nature of the progressive movement.

5)             Role of women in the progressive movement.

6)             Differences in Roosevelt’s and Wilson’s progressivism.

7)             Causes of WW I.

8)             Causes and effects of United States entry into WW I.

9)             Social and economic effects of WW I.

10)           Mobilization of United States for war.

11)           Treaty of Versailles—its proposal and opposition.

Unit Ten Readings:

The American Pageant:  Chapter 27:  The Path of Empire; Chapter 28:  America on the World Stage; Chapter 29:  Progressivism and the Republican Roosevelt; Chapter 30:  Wilsonian Progressivism at Home and Abroad; Chapter 31:  The War to End War. 

The American Spirit:  Roosevelt Corollary (1904) ; Article X (1919); Gentlemen’s Agreement (1908); Theodore Roosevelt roasts muckrakers (1906);  The Triangle Shirtwaist Fire claims 146 lives (1911)

Living History America:  Treaty of Paris (1898); William Rockhill:  Open Door Policy; Panama Canal Treaty; Federal Reserve Act; Zimmerman Note; George M. Cohan:  “Over There”; Fourteen Points; Eugene V. Debs:  While there’s a lower class, I am in it; Henry Cabot Lodge:  I must think of the United States first; Ida M. Tarbell:  The Oil War of 1872; Sixteenth Amendment; Seventeenth Amendment; Eighteenth Amendment; Nineteenth Amendment.

The American Reader: Words That Moved A Nation—George Frisbie Hoar: Against Imperialism; John Muir: The Mountains of California; Charlotte Perkins Gilman: Women and Economics;  Jacob A. Riis: The Battle with the Slum; Carrie Chapman Catt: Prejudice Against Women; W.E.B. DuBois: The Talented Tenth; The Niagara Movement Declaration of Principles; Woodrow Wilson: The New Freedom; Robert Frost: “The Road Not Taken”; Woodrow Wilson: War Message to Congress; George M. Cohan: “Over There”; “The Marines’ Hymn.”

After The Fact:  USDA Government Inspected: The Jungle of Political History.

DBQ (2003 Form B):  Evaluate the effectiveness of Progressive Era reformers and the federal government in bringing about reform at the national level.  In your answer be sure to analyze the successes and limitations of these efforts in the period 1900-1920.

DBQ (1989):  Booker T. Washington and W.E.B. DuBois offered different strategies for dealing with the problems of poverty and discrimination faced by Black Americans at the end of the nineteenth and beginning of the twentieth centuries.  Using the documents and your knowledge of the period 1877-1915, assess the appropriateness of each of these strategies in the historical context in which each was developed.

DBA (1994):  To what extent was late nineteenth-century and early-twentieth century United States expansionism a continuation of past United States expansionism and to what extent was it a departure?  Use the documents and your knowledge of United States history to 1914 to construct your answer.

DBQ (1975):  Analyze the factors that influenced the Senate in ratifying the Treaty of Paris in 1988 and assess their relative significance.  Your analysis and assessment should take into account the complexities and/or contradictions presented by the evidence.

DBQ (1978):  In the twentieth century prohibition spread by states’ passing local option laws, which permitted a unit of local government, such as a county, to prohibit the sale or consumption of alcoholic beverages.  After an intensive campaign by the Anti-Saloon League and other prohibitionist organizations and reform groups, national prohibition was achieved by the ratification of the Eighteenth Amendment to the federal Constitution in 1919.  What accounts for the success of the prohibition movement in the United States during the era of progressive reform, 1900-1919?  Consider the social composition of the prohibitionists, their motives, strategy, and pressure-group tactics, and the relationship of prohibitionism to progressive reform.

DBQ (1991):  It was the strength of the opposition forces, both liberal and conservative, rather than the ineptitude and stubbornness of President Wilson that led to the Senate defeat of the Treaty of Versailles.  Using the documents and your knowledge of the period 1917-1921, assess the validity of this statement.

FRQ (1993):  Analyze the ways in which state and federal legislation and judicial decisions, including those of the Supreme Court, affected the efforts of any TWO of the following groups to improve their position in society between 1880 and 1920. 

                African Americans

                Farmers

                Workers

FRQ (1995):  Assess the relative influence 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

FRQ (2000):  To what extent did the United States achieve the objectives that led it to enter the First World War?

FRQ (2005 Form B):  How successful were progressive reforms during the period 1890 to 1915 with respect to TWO of the following?

                Industrial conditions

                Urban life

                Politics

Key Terms/Concepts: 

Jingoism, “yellow journalism,” Joseph Pulitzer, William Randolph Hearst, imperialism, the Maine, the Teller Amendment, the Platt Amendment, the Rough Riders, insular cases, Walter Reed, “Open Door” policy, the Boxer Rebellion, the Panama Canal, the Roosevelt Corollary to the Monroe Doctrine, Emilio Aguinaldo, The Gentlemen’s Agreement, Russo-Japanese War, the Treaty of Portsmouth, Alfred Thayer Mahan, Josiah Strong, Progressivism, direct primary, initiative, referendum, recall, conservation, suffrage, “dollar diplomacy,” Jacob Riis, Lincoln Steffens, Ida Tarbell, William Howard Taft, Robert La Follette, Pure Food and Drug Act, reclamation, consumer, conservation, “triple wall of privilege,” Federal Reserve System, Square Deal, New Freedom, Federal Trade Commission, Pancho Villa, John J. Pershing, Zimmerman note, sinking of the Lusitania, the Arabic and the Sussex, unrestricted submarine activity, assassination of Franz Ferdinand, Triple Entente, Central Powers, Treaty of Versailles, Lodge Reservations, League of Nations, Espionage and Sedition Act, Fourteen Points, 18^th amendment, War Mobilization Act, Selective Service Act, Public Information Act, and “Meatless Mondays.”

Activities

1.                    Group analysis to trace the change in American Foreign Policy during the 1800s using the War of 1812, the Mexican War and the Spanish-American War.

2.                    Identify the reasons for America’s change from isolationism to becoming expansionistic and imperialistic:  political and economic.

3.                    Evaluate the underlying causes for the Spanish-American War through readings.

4.                    Debate the conduct of war by the military, especially the Philippine Insurrection.  What effects does this have on how the military conducts war in the short-term and long-term?  Cite the Wars of the 20^th and 21^st Century to answer this question.

5.                    Identify the reasons of the Anti-Imperialists?  State modern day parallels with American foreign policy.

6.                    Assess the reasons behind American policy in the Pacific with the Open Door Policy, opening up Japan and the Hawaiian annexation.

7.                    Explain Social Darwinism as a corollary to Manifest Destiny and how this was used to support global expansion.

8.                    Define the Roosevelt Corollary to the Monroe Doctrine and create a thought piece that describes the    relations between Latin America and the United States.

9.                    Identify and evaluate the foreign policy concepts of “the Big Stick,” “Dollar Diplomacy” and “Moral Diplomacy.”

10.                 Describe the factors that led America into World War I.

11.                 Evaluate Wilson’s idealism that led to the war being fought based on ideology and resulting fervor as well as suppression of anti-patriotic feeling.

12.                 Discuss the parallels between the Espionage Act, Sedition Act and the modern day USA-Patriot Act.

13.                 Explain the impact that World War I had upon women, labor and African-Americans.

14.                 Assess the reasons for the failure of the League of Nations and the failure of the approval of the Treaty of Versailles.

15.                 State the origins and nature of the Progressive Movement.

16.                 Identify specific examples of how the Progressive movement started at the municipal and state level in terms of primary elections, direct election of senators.

17.                 Describe the key role that women played within the Progressive movement; their issues (women suffrage) and their role in bringing about reform.

18.                 Evaluate the Muckrakers and their motives in exposing the ills of society.

19.                 Identify the start of the Civil Rights movements through the readings of Booker T. Washington and W.E. B. Dubois.  Compare and contrast these leaders      and their plans.

20.                 Complete a chart on the Square Deal policies of Theodore Roosevelt identifying the impact of Progressivism on the national level.   

21.                 Research the Progressive Acts and Amendments that were passed under Roosevelt, William Howard Taft and Woodrow Wilson.

22.                 Compare and contrast the New Freedom of Theodore Roosevelt with the New Nationalism of Woodrow Wilson.  Identify the influence that New Freedom   had upon Wilson’s Progressive Reforms after 1914.

Debates / Discussions

1.             Was the U.S. intervention in Nicaragua in the Early Twentieth Century motivated by “Dollar Diplomacy?”

2.             Was city government in the late nineteenth century American a “Conspicuous Failure?”

3.             Did Woodrow Wilson fail as Commander-in-Chief during World War I?

Unit Eleven:  Prosperity and Depression, 1920-1941 (Tentatively Scheduled for Two Weeks)

AP U.S. History Themes

1)                   American Diversity – Roles of race, class, ethnicity, and gender in U.S. History.

2)                   American Identity – National Identity and Character and the roles of regional differences.

3)                   Economic Transformations – Changes in trade, commerce, and technology and impact on U.S. development; impacts of capitalism, labor unions, and consumerism.

4)                   Politics and Citizenship – legacy of the colonial and revolutionary era, rise of political parties, growth of democracy, development and expansion of the modern state, evolving definition of citizenship and civil rights.

5)                   Reform – Abolition (antislavery), labor, education, temperance, women’s rights, civil rights, war, and politics.

6)                   Slavery and Its Legacy in North America – systems of slave labor, development of racism, economics of slavery.

7)                   War and Diplomacy – impact of war and diplomacy on U.S. foreign policy, politics, economics, and social development.

Topical Themes

1)             The rise of the mass consumption economy and its effects on American society.

2)             Cultural changes & their effects on values, women, and African-Americans.

3)             Domestic political conservatism and economic prosperity.

4)             Causes of the Great Depression.

5)             New federal view of responsibility as seen through the 3 R’s.

6)             New Deal’s effect on business, labor, and agriculture.

Unit Eleven Readings

The American Pageant:  Chapter 32:  American Life in the Roaring Twenties; Chapter 33:  The Politics of Boom and Bust; Chapter 34:  The Great Depression and the New Deal.

John Steinbeck:  Excerpts from The Grapes of Wrath.

The American Spirit:  Father Coughlin demands Social Justice (1934, 1935); Dr. Francis E. Townsend promotes old-age pensions (1933); Dorothy Thompson dissents (1937).

Living History America:  Volstead Act; Franklin D. Roosevelt:  First Inaugural Address; Wall Street Journal Reports October, 1929 Stock Market Crash; Huey Long:  Everyman a King; Norman Rockwell:  Commonplace; Bartolomeo Vanzetti:  I have suffered because I am a radical; Herbert Hoover:  Bonus Army; Charles A. Lindbergh:  Which way to Ireland?; Joint Resolution of Congress Respecting Prosecution for Cancellation of Oil: Tea Pot Dome.

The American Reader: Words That Moved A Nation—Margaret Sanger: The Right To One’s Body; Langston Hughes: The Negro Speaks of Rivers; Franklin D. Roosevelt: First Inaugural Address; E.Y. Harburg and Jay Gorney: Brother, Can You Spare a Dime?; Irving Berlin: God Bless America;  Woody Guthrie: This Land Is Your Land.

After The Fact:  Sacco and Vanzetti: The Case of History versus Law and Dust Bowl Odyssey: The Collective History of a Migration.

DBQ (2003):  Analyze the responses of Franklin D. Roosevelt’s administration to the problem of the Great Depression.  How effective were these responses? How did they change the role of the federal government?  Use the documents and your knowledge of the period 1929-1941 to construct your essay.

DBQ (1986):  The 1920s 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?

DBQ (1973):  Relying on a critical evaluation of the accompanying documents, analyze the factors that probably influenced Congress to pass the Immigration Act of 1924.

DBQ (1984):  President Franklin D. Roosevelt is commonly thought of as a liberal and President Herbert C. Hoover as a conservative.  To what extent are these characterizations valid?

DBQ (1997):  To what extent did economic and political developments as well as assumptions about the nature of women affect the position of American women during the period 1890-1925?  Use the documents and your knowledge of the history of the years 1890-1925 to construct your response.

FRQ (1993):  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

FRQ (1999):  In what ways did economic conditions and developments in the arts and entertainment  help create the reputation of the 1920’s as the Roaring Twenties?

FRQ (1996):  Analyze the ways in which the Great Depression altered the social fabric in the 1930s.

FRQ (2001):  Describe and account for the rise of nativism in American society from 1900 to 1930.

FRQ (2004):  Compare and contrast the programs and policies designed by reformers of the Progressive Era to those designed by reformers of the New Deal period.  Confine your answer to programs and policies that addressed the needs of those living in poverty.

FRQ (2006):  Historians have argued that Progressive reform lost momentum in the 1920s.  Evaluate this statement with respect to TWO of the following: Regulation of business, Labor, and Immigrants

FRQ (2004 Form B):  Analyze the primary causes of the population shift from a rural to an urban environment in the United States between 1875 and 1925.

Key Terms/Concepts: 

Bible Belt, racketeer, Red Scare, Sacco-Vanzetti case, KKK, 18^th amendment, Scopes Trial, Henry Ford, Jazz, prohibition, speakeasies, Al Capone, Bruce Barton, flapper, F. Scott Fitzgerald, Marcus Garvey, Charles Lindbergh, talkies, Teapot Dome Scandal, Al Smith, talkies, movie stars, National Origins Act, Stock market crash, “rugged individualism,” New Deal, relief, recovery, reform, alphabet agencies, deficit spending, “pump priming,” “boon doggle,” first hundred days, court-packing, polio, Federal Reconstruction Act, Jesse H. Jones, Dust Bowl, Oakies, banking holiday, lame duck, and the repeal of Prohibition.

Activities

1.                    Create a time-line that identifies the factors that caused the Great Depression. 

2.                    Identify how the attempts by Herbert Hoover to bring the nation out of the Depression were a combination of old-time rugged individualism and the new idea of federal intervention.

3.                    Chart to identify the 3 R’s of Franklin D. Roosevelt’s New Deal. The chart will divide the programs into the First and Second New Deals.

4.                    Evaluate the success and failures of the New Deal programs.

5.                    Describe the impact that the New Deal programs had on labor, unions, African-Americans and Women.

6.                    State the reasons for the Supreme Court deciding that parts of the New Deal were unconstitutional and explain why FDR’s “Court packing” plan failed.

7.                    Identify the Dust Bowl and the resulting Demographic shifts.

8.                    Analysis on the demigods of the day: Fr Charles Coughlin, Dr. Charles Townsend and Huey Long.

9.                    Assess the overall impact of the Great Depression on a variety of population groups.

10.                 Define the political coalition that Roosevelt mobilized on behalf of the New Deal and Democratic Party.

11.                 State the criticisms, by both the Left and the Right, of FDR’s policies which will lead to a class debate to assess whether or not their claims were justified.

12.                 Analyze the arguments presented by the critics and defenders of the New Deal.

13.                 Evaluate various historians’ viewpoints of the New Deal

Debates / Discussions

1.                    Did the Women’s Movement die in the 1920s?

2.                    Was the New Deal an effective answer to the Great Depression?

Unit Twelve:  Isolationism and America at War, 1920-1945 (Tentatively Scheduled for Two Weeks)

AP U.S. History Themes

1)                   American Diversity – Roles of race, class, ethnicity, and gender in U.S. History.

2)                   American Identity – National Identity and Character and the roles of regional differences.

3)                   Economic Transformations – Changes in trade, commerce, and technology and impact on U.S. development; impacts of capitalism, labor unions, and consumerism.

4)                   Politics and Citizenship – legacy of the colonial and revolutionary era, rise of political parties, growth of democracy, development and expansion of the modern state, evolving definition of citizenship and civil rights.

5)                   Reform – Abolition (antislavery), labor, education, temperance, women’s rights, civil rights, war, and politics.

6)                   Slavery and Its Legacy in North America – systems of slave labor, development of racism, economics of slavery.

7)                   War and Diplomacy – impact of war and diplomacy on U.S. foreign policy, politics, economics, and social development.

Topical Themes

1)             Causes of WW II.

2)             From isolationism to war.

3)             Military strategy to win the war.

4)             Domestic mobilization for war.

5)             The war’s effects on American society including regional migration, race relations, internment of Japanese-Americans, and women’s roles.

Unit Twelve Readings

The American Pageant:  Chapter 35:  Franklin D. Roosevelt and the Shadow of War; Chapter 36:  America in World War II.

The American Spirit:  Roosevelt and Stalin meet face-to-face (1943);  FDR proclaims Shoot-at-Sight (1941); War warnings from Washington (1941).

Living History America:  Congress:  Neutrality Act of 1937; Lend-Lease Act; Charles A. Lindbergh:  We are on the verge of war, but it is not yet too late to stat out; Franklin D. Roosevelt:  A date which will live in infamy; Japanese Relocation Order; Colonel Paul W. Tibbets, Jr.:  I think this is the end of the war; Edward R. Murrow: This is London; Albert Einstein:  Extremely powerful may this be constructed.

The American Reader: Words That Moved A Nation—Franklin D. Roosevelt: The Four Freedoms; Franklin D. Roosevelt: War Message to Congress.

After The Fact-The Decision to Drop the Bomb: The Uses of Models in History.

DBQ (1988):  The United States decision to drop an atomic bomb on Hiroshima was a diplomatic measure calculated to intimidate the Soviet Union in the post-Second World War era rather than a strictly military measure designed to force Japan’s unconditional surrender.  Evaluate this statement using the documents and your knowledge of the military and diplomatic history of the years 1939 through 1947.

DBQ (2004 Form B):  How and for what reasons did United States foreign policy change between 1920 and 1941? Use the documents and your knowledge of the period 1920-1941 to construct your response.

FRQ (1998):  To what extent did the United States adopt an isolationist policy in the 1920s and 1930s?

FRQ (1988):  Why did Socialism fail to become a major force in American politics between 1900 and 1940 despite dissatisfaction with the social and economic order and significant support for radical movements during that period?

Key Terms/Concepts: 

Good Neighbor Policy, Dawes Plan, Young Plan, Washington Disarmament Conference, Charles Lindbergh, Isolationism, America First Committee, quarantine, Axis Powers, Neutrality Acts of the 1930s, Lend-Lease Act, Atlantic Charter, Vichy France, appeasement, Munich Conference, Bracero , rationing, island hopping, Big Three, OPA, Fair Employment Practices commission, unconditional surrender, WACS, WAVES, D-Day, Battle of the Bulge, Battle of Midway, Pearl Harbor, Hiroshima, Nagasaki, the Manhattan Project, and the War Production Board.

Activities

1.                    Identify the economic policies during the 1920s and 1930s (tariffs, Dawes Plan, Young Plan, etc.) that demonstrate American Isolationism.

2.                    Evaluate American diplomatic and military policies during the 1920s and 1930s (Nye Committee, Washington Naval Conference, etc.) that demonstrate American Isolationism.

3.                    Describe the problems created in Europe by the United States failure to approve the Treaty of Versailles and the League of Nations.

4.                    Assess the factors that led to the rise of fascism and militarism in Germany, Italy and Japan.

5.                    Identify the steps along the road to World War II.

6.                    Evaluate Franklin Roosevelt’s actions to keep us out of War:  Compare it to Wilson’s policy?  Was FDR neutral in thought and action? 

7.                    Create a time line which develops our relationship with Japan from our Age of Imperialism to Pearl Harbor.  

Debates / Discussions

1.             Was the Yalta Accord in the best interest of the United States?

2.             Truman’s decision to drop the bomb, right or wrong?

Unit Thirteen:  Cold War Begins, 1945-1960 (Tentatively Scheduled for Two Weeks)

AP U.S. History Themes

1)                   American Diversity – Roles of race, class, ethnicity, and gender in U.S. History.

2)                   American Identity – National Identity and Character and the roles of regional differences.

3)                   Economic Transformations – Changes in trade, commerce, and technology and impact on U.S. development; impacts of capitalism, labor unions, and consumerism.

4)                   Politics and Citizenship – legacy of the colonial and revolutionary era, rise of political parties, growth of democracy, development and expansion of the modern state, evolving definition of citizenship and civil rights.

5)                   Reform – Abolition (antislavery), labor, education, temperance, women’s rights, civil rights, war, and politics.

6)                   Slavery and Its Legacy in North America – systems of slave labor, development of racism, economics of slavery.

7)                   War and Diplomacy – impact of war and diplomacy on U.S. foreign policy, politics, economics, and social development.

Topical Themes

1)             Post-war growth of tension between the United States and the Soviet Union.

2)             United States foreign policy to “fight” the Cold War—including the Truman Doctrine, the Marshall Plan, NATO, “massive retaliation”, flexible response.

3)             Post war economic growth and prosperity.

4)             Changes in American culture.

5)             Second Red Scare.

Unit Thirteen Readings

The American Pageant:  Chapter 37:  The Cold War Begins: Chapter 38:  The Eisenhower Era.

The American Spirit:  The Move to Suburbia (1954);  Harry Truman appeals to Congress (1947); NSC-68 offers a Blueprint for the Cold War (1950); President Eisenhower calls for “open skies” (1955); John Kenneth Galbraith criticizes the “Affluent Society” (1958); Eisenhower sends federal troops (1957).

Living History America:  Marshall Plan; North Atlantic Treaty; Dr. Benjamin Spock:  Trust Yourself; Richard M. Nixon:  Checkers Speech; Chief Justice Earl Warren:  Brown v. Board of Education; Joseph Welch, Senator Joseph McCarthy:  Have you no sense of decency, sir?:  Harry S. Truman:  Entry into the Korean War; Executive Order 9981:  Eliminates Military Segregation:  George Keenan:  Containment Policy; Lucille Ball on “I Love Lucy”: Dwight D. Eisenhower:  Guard against the military industrial complex.

The American Reader: Words That Moved A Nation—Margaret Chase Smith: Declaration of Conscience; William Faulkner: Nobel Acceptance Speech: Brown v. Board of Education of Topeka; Douglas MacArthur: Duty, Honor, Courage.

After The Fact:  From Rosie to Lucy: The Mass Media and Images of Women in the 1950s.

DBQ (2001):  What were the Cold War fears of the American people in the aftermath of the Second World War? How successfully did the administration of President Dwight D. Eisenhower address these fears?  Use the documents and your knowledge of the years 1848-1961 to construct your response.

DBQ (2006 Form B):  Analyze developments from 1941 to 1949 that increased suspicion and tension between the United States and the Soviet Union.  Use the documents and your knowledge of the period 1941-1949 to construct your response.

FRQ (1997):  How do you account for the appeal of McCarthyism in the United States in the era following the Second World War?

FRQ (1996):  Analyze the influence of TWO of the following on American-Soviet relations in the decade following the Second World War.

                Yalta Conference

                Communist Revolution in China

                Korean War

                McCarthyism

FRQ (1994):  To what extent did the decade of the 1950s deserve its reputation as an age of political, social, and cultural conformity?

FRQ (2002):  Compare and contrast United States foreign policy after the First World War and after the Second World War.  Consider the periods 1919-1928 and 1945-1950.

FRQ (2003):  Compare and contrast United States society in the 1920s and the 1950s with respect to TWO of the following:

                Race relations

                Role of women

                Consumerism

FRQ (2006):  While the United States appeared to be dominated by consensus and conformity in the 1950’s, some Americans reacted against the status quo.  Analyze the critiques of United States society made by TWO of the following:

                Youth

                Civil Rights Activists

                Intellectuals

Key Terms/Concepts: 

Cold War, containment, Domino Theory, Marshall Plan, MAD, superpower, Red, Pinko, military industrial complex, Truman Doctrine, “baby boom,” Korean Conflict, two Chinas, “white flight,” Berlin Airlift, Berlin Wall, McCarthyism, Sputnik, Cuban Missile Crisis, Bay of Pigs invasion, U-2 spy plane, Suez Crisis, creation of the state of Israel, UN, Peaceful coexistence, television, and “rock ‘n roll.”

Activities

1.                    Create a chart that outlines the events between the Soviet Union and the United States (Bolshevik Revolution of 1919, WW II Conferences, etc.)  that led to the Cold War.

2.                    Describe the containment policy has outline by George Kennan and explain why he held the belief that the Soviet Union would eventually collapse.

3.                    Evaluate the Truman Doctrine as an effective implementation of containment.

4.                    Identification of the application of containment (NATO, Korean War, Berlin Airlift, etc.) in Europe, Korea, China, Vietnam, Latin America and the Soviet Union.

5.                    Describe the beginning of the civil rights movement under Harry S Truman’s Fair Deal

6.                    Assess the impact of Truman’s Fair Deal policies of the GI Bill of Rights and the FHA

7.                    Identify Truman’s attempts to reform the economy through a National Health Insurance, increase in    minimum wage, the Employment Act of 1946 and the Economic Advisory Council.

Debates / Discussions

1.             Was the conflict between the United States and Soviet Union inevitable?

2.             Sputnik:  The Response

3.             Rosie to Lucy:  Transformation of American Womanhood.

Unit Fourteen:  New Frontiers, Politics and Social Change in the 1960s and 1970s (Tentatively Scheduled for Three Weeks) 

AP U.S. History Themes

1)                   American Diversity – Roles of race, class, ethnicity, and gender in U.S. History.

2)                   American Identity – National Identity and Character and the roles of regional differences.

3)                   Economic Transformations – Changes in trade, commerce, and technology and impact on U.S. development; impacts of capitalism, labor unions, and consumerism.

4)                   Politics and Citizenship – legacy of the colonial and revolutionary era, rise of political parties, growth of democracy, development and expansion of the modern state, evolving definition of citizenship and civil rights.

5)                   Reform – Abolition (antislavery), labor, education, temperance, women’s rights, civil rights, war, and politics.

6)                   Slavery and Its Legacy in North America – systems of slave labor, development of racism, economics of slavery.

7)                   War and Diplomacy – impact of war and diplomacy on U.S. foreign policy, politics, economics, and social development.

Topical Themes

1)             The Civil Rights Movement.

2)             Cultural Revolution of the 1960s.

3)             The Vietnam War.

4)             The Great Society.

5)             Watergate Scandal.

6)             Middle East crises: the Oil Embargo, the Arab-Israeli wars, and the Iranian Hostage Crisis.

Unit Fourteen Readings

The American Pageant:  Chapter 39:  The Stormy Sixties; Chapter 40:  The Stalemated Seventies.

The American Spirit:  The Cuban Missile Crisis; Secretary McNamara Opposes further escalation (1966); A war protester decides to resist the draft (1966); Phyllis Schafly upholds traditional gender roles (1977); The Case for the Equal Rights Amendment (1970); Betty Friedan has second thoughts (1981).

Living History America:  Nixon-Kennedy Debate: Harper Lee:  To Kill a Mockingbird; Rachel Carson:  Silent Spring; Students for a Democratic Society:  Port Huron Statement; Michael Harrington:  The Other America; George Wallace:  Segregation now, segregation tomorrow, segregation forever; Martin Luther King, Jr.:  Letter from a Birmingham Jail; Warren Commission Report; Lyndon B. Johnson:  The Great Society / The War on Poverty;  Gulf of Tonkin Resolution; Voting Rights Act of 1965; Ralph Nader:  Unsafe at any speed; Betty Friedan: Feminine Mystique; Gloria Steinem:  Hippity-hop, I’m a bunny: Black Panther Party Platform;  Helen Reddy:  “I am Woman”; Title IX.

The American Reader: Words That Moved A Nation:  John F. Kennedy: Inaugural Address; Tom Hayden: The Port Huron Statement; John F. Kennedy: Speech at the Berlin Wall; Martin Luther King, Jr.: The March on Washington; Betty Friedan: The Feminine Mystique;  We Shall Overcome; O Freedom; Bob Dylan: “Blowin’ in the Wind.”

After The Fact:  Breaking into Watergate: Plumbing a Presidency through Audiotapes and Where Trouble Comes: History and Myth in the Films of Vietnam.

DBQ (2007 Form B):  In what ways did the administration of President Lyndon B. Johnson respond to the political, economic, and social problems of the United States?  Assess the effectiveness of these responses.  Use the documents and your knowledge of the period 1960-1970 to construct your answer.

DBQ (1995):  Analyze the changes that occurred during the 1960s in the goals, strategies, and support of the movement for African American civil rights.  Use the documents and your knowledge of the history of the 1960s to construct your response.

FRQ (2005):  Analyze the extent to which TWO of the following transformed American society in the 1960’s and 1970’s.

                The Civil Rights Movement

                The antiwar movement

                The women’s movement

FRQ (2004):  Analyze the successes and failures of the United States Cold War policy of containment as it developed in TWO of the following regions of the world during the period 1945 to 1975.

                East and Southeast Asia

                Europe

                Latin America

                Middle East

FRQ (2004 Form B):  “Between 1960 and 1975, there was great progress in the struggle for political and social equality.”  Assess the validity of this statement with respect to TWO of the following groups during that period.

                African Americans

                Asian Americans

                Latinos

                Native Americans

                Women

FRQ (1998):  “1968 was a turning point for the United States.”  To what extent is this an accurate statement? In your answer discuss TWO of the following:

                National politics

                Vietnam War

                Civil Rights

FRQ (2000):  Discuss, with respect to TWO of the following, the view that the 1960’s represented a period of profound change.

                Education

                Gender Roles

                Music

                Race Relations

FRQ (1993):  Describe THREE of the following and analyze the ways in which each of the three has affected the status of women in American society since 1940.

                Changing economic conditions

                The rebirth of an organized women’s movement

                Advances in reproductive technology

                The persistence of traditional definitions of women’s roles

FRQ (1994 prelim):  Analyze the ways in which THREE of the following called into question United States preeminence as a global power.

                The postwar reconstruction of Germany and Japan

                Nuclear proliferation

                The Vietnam War

                The Organization of Petroleum Exporting Countries (OPEC)

FRQ (1992):  In 1945 Winston Churchill said that the United States stood at the summit of the world.  Discuss the developments in the thirty years following Churchill’s speech which called the global preeminence of the United States into power.

FRQ (1992):  In what ways did the Great Society resemble the New Deal in its origins, goals, and social and political legacy?  Cite specific programs and policies in support of your arguments.

Key Terms/Concepts: 

Brown v. Topeka Board of Education, NAACP, Birmingham Bus Boycott, MLK, sit-ins, Malcolm X, Freedom Riders, Civil Rights Act of 1965, Voting Rights Act, Peace Corps, hippies, cultural counter-revolution, Medicare, War on Poverty, Operation Head Start, Domino Theory, military advisers, 1954 Geneva Peace Treaty, Ho Chi Minh, Gulf of Tonkin Resolution, escalation, the Tet Offensive, Eugene McCarthy, anti-war movement, 1968 Democratic National Convention, bombing halt, POWs and MIAs, moratorium, “Vietnamization”, détente, My Lai Massacre, Kent State, War Powers Act, Immigration and Nationality Act of 1965, The Feminine Mystique, Watergate, impeachment, “Silent Majority”, obstruction of justice, executive privilege, inflation, Camp David Peace Accords, human rights, Panama Canal, oil embargo, OPEC, Soviet invasion of Afghanistan, détente, Equal Rights Amendment, Ayatollah, and the Shah of Iran.

Activities

1.             Explain how Vietnam was “Containment’s Crisis” and create an essay that defines how this War changed American Foreign Policy.

2.             Create a time-line which traces United States involvement in Vietnam from 1950-1975.

3.                    Identify the similarities between: Lyndon Johnson’s Gulf of Tonkin Resolution, Polk’s Rio Grande attack and the explosion of the USS Maine.

4.                    Explain Johnson’s policy of American escalation in Vietnam, the resulting protests and turmoil in American society which led to problems for the Democrats and his decision to not run for office in 1968.

5.                    Define Détente and explain how this was practiced by Richard Nixon, focusing on his recognition of The People’s Republic of China.

6.                    Identify Nixon’s policy in Vietnam, his bombing of Cambodia, Watergate and his resignation from office.

7.                    Assess the reasoning behind the War Powers Act and give examples of its application in the 1980s, 1990s and present-day.

8.                    Compare Jimmy Carter’s Moral Diplomacy with Woodrow Wilson’s policy. 

9.                    Evaluate Carter’s Détente, his successes such as the Camp David Accords and his failures such as The Iranian Hostage Crisis.

10.                 Complete a chart which identifies the successes and failures of John F Kennedy’s New Frontier programs.

11.                 Identify Kennedy’s attempts to continue the fight for Civil Rights.

12.                 Define the purpose and message of the Peace Corps and the Alliance for Progress.

13.                 Analyze Lyndon Johnson’s “War on Poverty” speech and how this translated into his Great Society      programs.

14.                 Create a time-line which describes the programs of Johnson’s Great Society.

15.                 Indicate the acts passed under Johnson which focused on the Civil Rights Movement,

16.                 Complete a chart which describes the major cases of the Warren Court in the 1950s and 1960s.

17.                 Use the above chart to analyze how these decisions further gave rights to individuals with regard to freedom of speech, rights of the accused and their role with regard to Civil Rights.

Debates / Discussions

1.                    Nixon’s Impeachment and Ford’s Pardon

2.                    Was Martin Luther King, Jr.’s leadership essential to the success of the Civil Rights Movement?

Unit Fifteen:  Resurgence of Conservatism and Post Cold War Challenges, 1980 to Present (Tentatively Scheduled for One Week)

AP U.S. History Themes

1)                   American Diversity – Roles of race, class, ethnicity, and gender in U.S. History.

2)                   American Identity – National Identity and Character and the roles of regional differences.

3)                   Economic Transformations – Changes in trade, commerce, and technology and impact on U.S. development; impacts of capitalism, labor unions, and consumerism.

4)                   Politics and Citizenship – legacy of the colonial and revolutionary era, rise of political parties, growth of democracy, development and expansion of the modern state, evolving definition of citizenship and civil rights.

5)                   Reform – Abolition (antislavery), labor, education, temperance, women’s rights, civil rights, war, and politics.

6)                   Slavery and Its Legacy in North America – systems of slave labor, development of racism, economics of slavery.

7)                   War and Diplomacy – impact of war and diplomacy on U.S. foreign policy, politics, economics, and social development.

Topical Themes

1)             The resurgence of conservatism.

2)             The end of the Cold War and its foreign policy implications.

3)             Continuing problems in the Middle East and its effects on the United States.

4)             Changing social values of Americans.

5)             Constitutional crises: the Clinton impeachment and the 2000 presidential election.

6)             The threat to “homeland security.”

Unit Fifteen Readings

The American Pageant:  Chapter 41:  The Resurgence of Conservatism; Chapter 42:  The American People Face a New Century.

The American Spirit:  Supply-side Gospel (1984); The “Gender Gap” in politics (1996); A Christian Conservative urges Moderation (1996); Women Assault the Citadel (1995); An Editor analyzes the Iran-Contra Affair (1987); The Agonizing Debate over abortion (1984); The Reagan Revolution in Historical Context (1982).

Living History America:  Ronald W. Reagan:  Government is not the solution to our problems:  Government is the problem; A Nation at Risk, Iran-Contra Hearings; The Americans with Disabilities Act; Jesse Helms:  He is not an artist, he is a jerk:  George H. W. Bush:  Announces the Invasion of Kuwait: Newt Gingrich:  Contract with America; Chief Justice William Rehnquist:  William Jefferson Clinton is Acquitted.

The American Reader: Words That Moved A Nation: Ronald Reagan: Speech at Moscow State University;  Theodore H. White: The American Idea.

After The Fact:  The Body in Question: Culture and History in the Shaping of Gender Identities.

FRQ (2007):  Landslide presidential victories do not ensure continued political effectiveness or legislative success.”  Assess the validity of this statement by comparing TWO of the following presidential administrations.

                Franklin Roosevelt (1936)

                Lyndon Johnson (1964)

                Richard Nixon (1972)

                Ronald Reagan (1984)

FRQ (2005):  Describe the patterns of immigration in TWO of the periods listed below.  Compare and contrast the responses of Americans to immigrants in these periods.

                1820 to 1860

                1880 to 1924

                1965 to 2000

Key Terms/Concepts: 

Affirmative Action, supply-side economics, “New Right,” glasnost, perestroika, Persian Gulf War, Saddam Hussein, NAFTA, GATT, WTO, impeachment, Monica Lewinsky Affair, Columbine, Ralph Nader, Oklahoma city bombing, the “genetic revolution,” income gap, “hanging chads,” 2000 presidential election results, 9/11, War on Terror, and the USA-Patriot Act.

Activities

1.                    Define how Ronald Reagan’s returned American foreign policy to containment and confrontation with the Soviet Union.

2.                    Describe the end of the Cold War and the results on America and the West. 

Debates / Discussions

1.                    Clinton:  Impeachment Justified or Unjustified?

2.                    The Reagan Revolution: Is the United States in a period of decline?

Unit Sixteen:  AP Exam Review (Tentatively Scheduled for Two Weeks)  

MAJOR ASSESSMENTS AND PROJECTS

1.             Students will be expected to write often in an AP class.  The majority of the essays written in this class will utilize either a three-paragraph or four-paragraph format.

2.             Students should expect a formal multiple-choice test at the end of each unit of instruction.  Tests will also utilize previously released DBQs (Document Based Questions) and FRQs (Free Response Questions = Essay).

3.             Reading quizzes will be utilized throughout the course to ensure that students are keeping up with the assigned readings and to check the student’s ability to read for content as opposed to reading for exposure.

4.             Due to the time consuming nature of an AP history class and the enormity of the content to be covered before the AP exam in May, there will be no quarterly projects.  However, the students will have a project following the AP exam.