AP® (ADVANCED PLACEMENT) U.S. HISTORY COURSE
This course is taught at the college level. The major difference between a high school and college history course is the amount of reading and depth of focus. Moreover, the AP® curriculum stresses higher order thinking skills within a rigorous academic context.
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CURRENT EVENTS: HOW DO THESE ISSUES DEFINE US AS AMERICANS?
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HOW DO CHARACTERISTICS DEVELOPED ON THE FRONTIER DEFINE WHO WE ARE AS AMERICANS?
Frederick J. Turner
HOW DO DEMOCRATIC IDEALS & SELF-GOVERNMENT DEFINE WHO WE ARE AS AMERICANS?
General Washington reviews his troops
DOES CAPITALISM AND THE REACTION TO IT DEFINE WHO WE ARE AS AMERICANS?
New York Stock Exchange
HOW DOES THE FEDERAL GOVERNMENT BECOME A REFORMER AND HOW DOES IT DEFINE WHO WE ARE AS AMERICANS?
HOW DO IMMIGRANTS DEFINE WHO WE ARE AS AMERICANS?
HOW DOES RACE DEFINE WHO WE ARE AS AMERICANS?
HOW DOES THE CIVIL WAR AND RECONSTRUCTION ISSUES & PLANS DEFINE WHO WE ARE AS AMERICANS?
HOW DOES THE UNITED STATES RELATIONSHIP TO THE REST OF THE WORLD DEFINE US AS AMERICANS?
HOW DOES COLD WAR POLICY DEFINE AMERICAN CHARACTER?
HOW DOES GENDER DEFINE WHO WE ARE AS AMERICANS?
HOW DO CHOICES ABOUT LEISURE TIME REFLECT ON WHO WE ARE AS AMERICANS?
Times Square
HOW DO CHOICES ABOUT THE ENVIRONMENT IMPACT WHO WE ARE AS AMERICANS?
Advanced Placement US History:
Advanced Placement United States History is designed to provide students with the analytical skills and factual knowledge necessary to deal critically with the problems and materials in United States History. Students will analyze historical material, synthesize their own ideas, and evaluate those of others. The AP® United States History course will develop the skills necessary to arrive at conclusions on the basis of an informed judgment and to present reasons and evidence clearly and persuasively in essay format.
Strands: Geographic Relationships, Historical Perspectives, Economics, Development of Government, Global Connections, Influences of Technology, Social Development, and Cultural Diversity.
Texts:
Bailey, Thomas et al. The American Pageant. 11th ed. New York: Houghton Mifflin, 1998.
Zinn, Howard. A People's History of the United States. New York: Harper & Row, 1980.
Supplementary Readings:
Billington, Ray A. ed. The Frontier Thesis: Valid Interpretation of American History? Malabar, Krieger Publishing Company, 1966.
Browning, Peter ed. John Muir In His Own Words: A Book of Quotations. LaFayeyye: Great West Books, 1988.
Douglass, Frederick. Narrative of the Life of Frederick Douglass: An American Slave. New York: Penguin Books, 1968.
Franklin, Benjamin. The Autobiography of Benjamin Franklin. New York: Pocket Books, 1938.
Fried, Richard M. The McCarthy Era in Perspective: Nightmare in Red. New York: Oxford University Press, 1990.
Holzer, Harold ed. The Lincoln-Douglas Debates: The First Complete Unexpurgated Text. New York: Harper Perennial, 1993.
Landau, David. Kissinger; The Uses of Power. Boston: Houghton Mifflin, 1972.
Paine, Thomas. Common Sense. New York: Penguin Books, 1976.
Riordon, William L. Plunkitt of Tammany Hall: A Series of Plain Talks on Very Practical Politics. New York: Penguin Books, 1995.
Schaller, Michael. Reckoning with Reagan: America and its President in the 1980s. New York: Oxford University Press, 1992.
Sinclair, Upton. The Jungle. New York: Barnes & Noble Books, 1995.
Terkel, Studs. The “Good” War. New York: The New Press,1984.
Thoreau, Henry David. Walden. London: J.M. Dent & Sons, 1937.
Wakatsuki-Houston, Jeanne and James D. Houston. Farewell to Manzanar & Related Readings. Evanston: McDougal Littell, 1998.
Course Essentials:
Exams- Approximately ten major multiple-choice and/or essay exams will be given during the first semester. A cumulative midterm exam will be given at the end of the first semester. In the second semester about six major multiple-choice or essay exams will be given. The second semester final is the AP® Examination. Tests will be rigorous as they are intended to challenge the student at the college level. Moreover, tests are designed to give students frequent experience with the types of multiple-choice questions, free-response essays, and Document Based Questions (DBQs) that will appear on the AP® Exam. Frequent exams also insure that students read the textbook and supplementary readings, consistently check for understanding, and take copious notes that are thorough and well organized. Following the AP® Examination there will be a research project.
The Document-based Question (DBQ)- requires the construction of a coherent essay that integrates interpretation of the supplied documents with a demonstrated knowledge of the historical period in question. Higher scores are earned with essays that successfully incorporate primary evidence from the documents with traditional historical themes and maxims. The student who simply describes the contents of the documents and fails to place them into historical perspective will receive a low score on the DBQ essay.
Document Based Question:
1. You will be given a prompt which you must respond to using the provided documents and outside knowledge of the time period.
2. Use most if not all of the 15 minutes to read through the documents, take notes, and plan your essay.
3. When reading documents, underline key ideas and jot notes next to each document. Also circle key people and dates. This will help you organize your paper and allow you to draw inferences between the documents and your outside knowledge.
4. Pace yourself. Do not stress on the time. Write the start and end time on the top of your essay. That will allow you to focus on your essay and not how much time which you have to write.
5. When you finish writing, reread your paper, checking for any errors in historical information. Do not try to make big corrections in your paper, such as deleting or inserting whole paragraphs.
6. Make sure your introduction and conclusion agree with each other, By checking this you will save yourself from possibly taking point deductions with an essay that contradicts itself.
7. Practice, practice, practice!. You’ll receive practice at school and at home. Use this time to your advantage. The point is to improve your writing skills.
The Free Response Question (FRQ)- The Free Response Essay, which is much less talked about, is not unlike essays you already know how to write. With practice you can write a successful essay. This class attempts to prepare you through documents, handouts, writing tips, and FRQ samples and responses. Remember that it takes time to receive a score of six or seven when you write a response. Do not feel discouraged if you score less when you begin writing. You are here to learn and learn you will!
Free Response Question:
1. You are given four essay choices. You must write on two of them. One will be from before the Civil War and the second from after the Civil War.
2. Choose your first prompt to answer. Underline key dates and parts of the prompt that have to be answered.
3. Jot down a few pieces of knowledge you remember about that time period. This may help trigger additional information. Writing down names, events, and dates also helps to keep the prompt clear in your mind as you write your essay.
4. Write your essay, making sure to pace yourself.
5. Reread your work when finished, making sure all parts of your essay agree.
6. Repeat the same procedure for the second essay.
Lecture Notes- Students are required to take notes and keep them in a three ring binder. Notes will be turned in and graded based on a check score and given back to be put into the binder. Additionally, notebooks will be checked at the end of each grading period and a participation grade will be assigned based on how well binders are kept up to date. Notes will become a chronological record of U.S. history from Colonial America to the present and should be completed using a basic outline format. Included in the lecture for notes will be visual data such as past AP® Exam documents from released DBQs as well as selected maps, charts, quotes, graphs, political cartoons, and pictures.
Homework Policy- Identification & significance assignments (ID/SIGs) are to be submitted by the given due date by e-mailing them to the proper address montclairapush@hotmail.com. Do not send attachments; submit your answers in the text of your e-mail. The daily reading assignment is shown on the homework board. Late assignments will not be accepted. For excused absences, assignments are due the day the student returns to class unless prior arrangements have been made for emergencies. Students are expected to keep a well-organized three ring binder with all course-related materials (e.g. syllabus, lecture notes, study guides, handouts, etc.)
Missed Exams- Students who are absent legitimately on a day a test is given must make up the test at lunch on the following Wednesday. An alternate exam will be given. If a student is absent for an extended period (e.g., more than five days), an appointment for making-up the test will be made. Complete loss of credit for an exam may result if the exam is not completed by the end of the quarter.
Participation- Students are expected to contribute in class discussions and effectively participate in class activities. Many of the class sessions will be lecture based. In order for lectures to work, student preparation and participation is critical. Students who are "on the border" between grades at the semester may be given the higher grade if their overall participation has been commendable.
The Document-based Question (DBQ)- requires the construction of a coherent essay that integrates interpretation of the supplied documents with a demonstrated knowledge of the historical period in question. Higher scores are earned with essays that successfully incorporate primary evidence from the documents with traditional historical themes and maxims. The student who simply describes the contents of the documents and fails to place them into historical perspective will receive a low score on the DBQ essay.
Document Based Question:
1. You will be given a prompt which you must respond to using the provided documents and outside knowledge of the time period.
2. Use most if not all of the 15 minutes to read through the documents, take notes, and plan your essay.
3. When reading documents, underline key ideas and jot notes next to each document. Also circle key people and dates. This will help you organize your paper and allow you to draw inferences between the documents and your outside knowledge.
4. Pace yourself. Do not stress on the time. Write the start and end time on the top of your essay. That will allow you to focus on your essay and not how much time which you have to write.
5. When you finish writing, reread your paper, checking for any errors in historical information. Do not try to make big corrections in your paper, such as deleting or inserting whole paragraphs.
6. Make sure your introduction and conclusion agree with each other, By checking this you will save yourself from possibly taking point deductions with an essay that contradicts itself.
7. Practice, practice, practice!. You’ll receive practice at school and at home. Use this time to your advantage. The point is to improve your writing skills.
The Free Response Question (FRQ)- The Free Response Essay, which is much less talked about, is not unlike essays you already know how to write. With practice you can write a successful essay. This class attempts to prepare you through documents, handouts, writing tips, and FRQ samples and responses. Remember that it takes time to receive a score of six or seven when you write a response. Do not feel discouraged if you score less when you begin writing. You are here to learn and learn you will!
Free Response Question:
1. You are given four essay choices. You must write on two of them. One will be from before the Civil War and the second from after the Civil War.
2. Choose your first prompt to answer. Underline key dates and parts of the prompt that have to be answered.
3. Jot down a few pieces of knowledge you remember about that time period. This may help trigger additional information. Writing down names, events, and dates also helps to keep the prompt clear in your mind as you write your essay.
4. Write your essay, making sure to pace yourself.
5. Reread your work when finished, making sure all parts of your essay agree.
6. Repeat the same procedure for the second essay.
Lecture Notes- Students are required to take notes and keep them in a three ring binder. Notes will be turned in and graded based on a check score and given back to be put into the binder. Additionally, notebooks will be checked at the end of each grading period and a participation grade will be assigned based on how well binders are kept up to date. Notes will become a chronological record of U.S. history from Colonial America to the present and should be completed using a basic outline format. Included in the lecture for notes will be visual data such as past AP® Exam documents from released DBQs as well as selected maps, charts, quotes, graphs, political cartoons, and pictures.
Homework Policy- Identification & significance assignments (ID/SIGs) are to be submitted by the given due date by e-mailing them to the proper address montclairapush@hotmail.com. Do not send attachments; submit your answers in the text of your e-mail. The daily reading assignment is shown on the homework board. Late assignments will not be accepted. For excused absences, assignments are due the day the student returns to class unless prior arrangements have been made for emergencies. Students are expected to keep a well-organized three ring binder with all course-related materials (e.g. syllabus, lecture notes, study guides, handouts, etc.)
Missed Exams- Students who are absent legitimately on a day a test is given must make up the test at lunch on the following Wednesday. An alternate exam will be given. If a student is absent for an extended period (e.g., more than five days), an appointment for making-up the test will be made. Complete loss of credit for an exam may result if the exam is not completed by the end of the quarter.
Participation- Students are expected to contribute in class discussions and effectively participate in class activities. Many of the class sessions will be lecture based. In order for lectures to work, student preparation and participation is critical. Students who are "on the border" between grades at the semester may be given the higher grade if their overall participation has been commendable.
Class Rules and Expectations:
1. Come to class prepared -- this means having all assignments completed prior to the beginning of class and being seated and ready to begin when the second bell rings.
2. Respect the rights of others -- only one person talks while everyone else listens. Treat others with dignity and respect. Students should feel safe to exchange ideas. No question is a "stupid” question! Professional courtesy should always prevail.
3. Respect school property as well as the property of others -- this includes returning any borrowed materials to the owner in a timely fashion (e.g. lecture notes, handouts).
4. Tardies and truancies are unacceptable -- 1% of student's total grade will be deducted for each tardy and truancy.
2. Respect the rights of others -- only one person talks while everyone else listens. Treat others with dignity and respect. Students should feel safe to exchange ideas. No question is a "stupid” question! Professional courtesy should always prevail.
3. Respect school property as well as the property of others -- this includes returning any borrowed materials to the owner in a timely fashion (e.g. lecture notes, handouts).
4. Tardies and truancies are unacceptable -- 1% of student's total grade will be deducted for each tardy and truancy.
Goals, Objectives, & Readings:
Advanced Placement United States History is designed to provide students with the analytical skills and factual knowledge necessary to deal critically with the problems and materials in United States History. Students will analyze historical material, synthesize their own ideas, and evaluate those of others. The AP® United States History course will develop the skills necessary to arrive at conclusions on the basis of an informed judgment and to present reasons and evidence clearly and persuasively in essay format.
Strands: Geographic Relationships, Historical Perspectives, Economics, Development of Government, Global Connections, Influences of Technology, Social Development, and Cultural Diversity.
WEEK 1: Colonial America (1492-1754) The learner will identify causes of European exploration and colonial settlement and assess the structure of the European colonies.
Objectives
1.01 Identify and evaluate the causes of European exploration from the late 15th to the early 17th century.
1.02 Assess the structure and long-term influence of European settlements on the New World and the effects on American Indians.
1.03 Analyze the social, economic, and political effects of the British Empire on the American colonies with regard to the New England, Middle, and Southern colonies.
Readings
Bailey text ch. 1-6 / Zinn readings ch. 1-3 / Franklin selection
WEEK 2&3: The Revolutionary Era (1754-1783) The learner will examine the causes for revolution, the course of the war, and evaluate the results.
Objectives
2.01 Examine the status of European rivalries in the New World and the causes for revolution among the American colonies.
2.02 Trace the events leading up to the revolution and through the course of the war and assess the impact that each had on the outcome.
2.03 Evaluate the social, political, and economic results of the Revolution.
2.04 Assess how the new national and state governments were formed and their effects on American society.
Readings
Bailey text ch. 7&8 / Zinn readings ch. 4&5 / Paine selection
WEEK 4-6: The New Nation (1783-1816) The learner will identify, investigate, and assess the formation and effectiveness of the institutions of the emerging republic.
Objectives
3.01 Identify and evaluate the events and compromises that led to the formation of a new government and differentiate between the Federalists and the Anti-Federalists views.
3.02 Investigate the effectiveness of the presidents and other officers of the federal government in leading the New Nation.
3.03 Assess the major foreign and domestic issues and conflicts experienced by the nation during this period and evaluate their impact on the new nation.
Readings
Bailey text ch.9-11 / Zinn readings ch.6-8
WEEK 7&8: Nationalism, Sectionalism, and Reform (1816-1848) The learner will analyze the competing forces of nationalism and sectionalism and assess the effectiveness of the emerging reform movements.
Objectives
4.01 Examine the reasons for the emergence of nationalism and sectionalism during this period, and assess their impact on America.
4.02 Examine the evolution of the American economy during the first half of the 19th century and identify key events, inventions, and ideas as well as determine their significance.
4.03 Compare the economies of the North and South and assess the factors that caused these differences, as well as investigate the effects.
4.04 Evaluate the roles of the reform crusade on mid-19th century America and evaluate their effectiveness.
Readings
Bailey text ch. 12&13 / Zinn readings ch. 9&10 / Holzer selection
WEEK 9: The Era of Expansion (1828-1848) The learner will analyze the cause and effect of Jacksonian Democracy and Manifest Destiny.
Objectives
5.01 Evaluate the extent to which the characterization of this time period as the era of the common man is correct.
5.02 Formulate reasons for the rise of the second party system in American politics.
5.03 Assess the actions of Andrew Jackson in dealing with issues such as: internal improvements, states’ rights, and Indian removal.
5.04 Analyze American expansion through the major events of the time period such as the Texas issue, Mexican War, and the Oregon controversy.
5.05 Examine the results and impact of expansion on slavery, politics, and sectionalism.
Readings
Bailey text ch.14-16 / Zinn readings ch. 11 / Thoreau selection WEEK 10-13: Crisis, Civil War, and Reconstruction (1848-1877) The learner will analyze the issues that led to the Civil War, the effects of the war, and the impact of Reconstruction on the nation.
Objectives
6.01 Evaluate the role of compromise and crisis in bringing about the American Civil War.
6.02 Assess the impact of Abraham Lincoln and the emergence of the Republican Party in relation to Civil War and secession.
6.03 Analyze the major, military, political, economic, and social events of the Civil War period and determine their impact on the course of the war.
6.04 Examine Reconstruction and assess its effectiveness.
Readings
Bailey text ch. 17-23 / Zinn readings ch. 12-16 / Douglass selection
WEEK 14: The Great West, the New South, and the Rise of the Debtor (1862-1896) The learner will evaluate the great westward movement, the emergence of the New South, and the impact of the agricultural revolution on the nation.
Objectives
7.01 Examine the rise of The New South and assess the changes and impact that this concept brought to the southern economy and society.
7.02 Evaluate the impact of westward expansion on American Indians, the environment, and the American economy.
7.03 Analyze reasons for the rise of the Populist party, assess their goals and evaluate their effects on American politics and economics.
Readings
Bailey text ch. 27&28 / Zinn readings ch. 17&18 / Billington selection
WEEK 15-16: The Gilded Age (1877-1900) The learner will describe and analyze how industrialization, immigration, urbanization, political machines, and the new intellectual movements impacted America. Political Cartoon Analysis: Immigration & Political Machines
Objectives
8.01 Contrast the Second Industrial Revolution with the First Industrial Revolution and analyze the contributions of industrial leaders and the following industries: railroads, iron industry, coal mining, electricity, steel production, oil drilling, and banking.
8.02 Assess the impact of laissez faire conservatism in late 19th century economics and politics.
8.03 Examine the rise of labor unions and evaluate the impact these groups had on America.
8.04 Describe the rise of cities in the last half of the 19th century and analyze the problems and reforms that resulted.
8.05 Evaluate the intellectual and cultural movements of the time and determine how they impacted American life and society.
Readings
Bailey text ch. 24-26 / Riordon selection
WEEK 17-19: The Progressive Movement (1890-1920) The learner will analyze the economic, political, and social reforms of the Progressive Period.
Objectives
9.01 Explain the origin and the goals of the Progressive movement.
9.02 Analyze the local and state reforms, including utility socialism.
9.03 Identify the three Progressive Presidents and the major actions that they took during their terms.
9.04 Compare and contrast Roosevelt’s Square Deal and Wilson’s New Freedom.
9.05 Identify the Progressive African American leaders and assess the impact of the Niagara Movement.
9.06 Evaluate the role of women during the Progressive Era, including job opportunities, temperance reforms, education, and suffrage.
Readings
Bailey text ch. 29-31 / Zinn readings ch. 19 / Sinclair selection / Browning selection
WEEK 20: The emergence of the United States in World Affairs (1865-1930) The learner will analyze causes and effects of the United States emergence as an imperial power and world influence.
Objectives
10.01 Examine the factors that led to the United States taking an increasingly active role in world affairs.
10.02 List major causes and results of the Spanish-American War.
10.03 Analyze how American policy changed in the late 1800’s and influenced Asia, Latin America, and the western hemisphere.
10.04 Understand the imperialistic actions of Presidents Roosevelt, Taft, and Wilson, including but not limited to the Roosevelt Corollary, acquisition of the Panama Canal Zone, dollar diplomacy, and missionary diplomacy.
10.05 Examine reasons for the United States attempting to remain neutral as the Great War began and for becoming involved later.
10.06 Analyze the impact the Great War had on the home front in America.
10.07 Examine the political, social and cultural results of the Great War.
Readings
Bailey text ch. 32&33
WEEK 21&22: The Roaring Twenties (1919-1929) The learner will appraise the economic, social, and political changes of the decade of the Twenties.
Objectives
11.01 Analyze the causes of economic prosperity and the rise of consumerism.
11.02 Analyze the extent of prosperity for different segments of society.
11.03 Elaborate on the actions of the three Republican Presidents.
11.04 Assess the importance and types of social change, including but not limited to the Jazz Age, Harlem Renaissance, movies and flappers.
11.05 Describe various types of conservative backlash and conflict of cultures during the 1920s.
Readings
Bailey text ch. 34&35 / Zinn readings ch. 20
WEEK 23: The Great Depression and the New Deal (1929-1939) The learner will analyze the impact and influence of the Great Depression and the New Deal on the political, economic, and social aspects of America.
Objectives
12.01 Trace and elaborate on the underlying causes of economic problems at the end of the 1920s.
12.02 Analyze how the Stock Market Crash sparked the beginning of the Great Depression.
12.03 Evaluate the actions of President Herbert Hoover in response to the Great Depression.
12.04 Outline and evaluate the events and results, as well as the actions and reactions of the New Deal.
12.05 Describe the differing impact of the Depression on various minority groups in America.
12.06 Analyze the growth of influence and power of the Federal Government.
Readings
Bailey text ch. 36 / Zinn readings ch 21
WEEK 24-26: World War II (1930-1945) The learner will trace the reemergence of the United States in world affairs, including analyzing the causes and effects of the United States involvement in World War II.
Objectives
13.01 Examine world events during the 1930s, rise of totalitarian states, and the U.S. role to promote relationships with our American neighbors.
13.02 Identify the causes of World War II and trace the events that led to the US entry into the war.
13.03 Describe the military, political and diplomatic turning points of the war and evaluate their significance to the outcome.
13.04 Analyze the impact of World War II on political, economic, and social life of the United States.
13.05 Summarize the results of war-time conferences, the impact of the war on U.S. domestic and foreign affairs, and the rise of the United States as an international super power.
Readings
Bailey text ch. 37&38 / Terkel selection / Wakatsuki-Houston selection
WEEK 27&28: The Beginnings of the Cold War and the 1950s (1945-1960) The learner will assess the causes and effects of United States/Soviet tensions, the Civil Rights Movement and economic prosperity.
Objectives
14.01 Analyze the changes in United States foreign policy related to the tensions of the Cold War and assess the role of organizations established to address them.
14.02 Analyze the strained relationship between the United States and the U.S.S.R. and suspicion between the superpowers in Europe and Asia.
14.03 Evaluate the significance of domestic adjustments during postwar prosperity and the consumer culture.
14.04 Identify the major events of the Civil Rights Movement and evaluate the role of landmark Supreme Court cases.
14.05 Assess the impact of the leaders of the Civil Rights movement.
Readings
Bailey text ch. 39&40 / Fried selection
WEEK 29-31: The 1960s and 70s (1960-1979) The learner will identify and analyze political, social, and economic developments and foreign affairs during this time period.
Objectives
15.01 Describe major issues of social movements including race, gender, economic and environmental problems and assess their impact on the emergence of the counter-culture.
15.02 Characterize and identify the foreign policy of Kennedy, Johnson, and Nixon in relation to Cuba, Vietnam, China, and the Soviet Union.
15.03 Assess the changes in domestic policy and society during this time period.
15.04 Evaluate the changes in the nature of politics and disillusionment of the American people.
Readings
Bailey text ch. 41&42 / Landau selection
WEEK 32&33: America Since 1980 (1980 to the present) The learner will evaluate trends in domestic and foreign affairs of the United States during this time period.
Objectives
16.01 Assess the reasons for and results of the “Reagan Revolution”.
16.02 Evaluate the administrations of the modern Presidents.
16.03 Analyze the advancements of various minorities in American society over the previous two decades.
16.04 Explain the impact of new technology on the economy and society.
Readings
Bailey text ch. 43&44 / Schaller selection
Strands: Geographic Relationships, Historical Perspectives, Economics, Development of Government, Global Connections, Influences of Technology, Social Development, and Cultural Diversity.
WEEK 1: Colonial America (1492-1754) The learner will identify causes of European exploration and colonial settlement and assess the structure of the European colonies.
Objectives
1.01 Identify and evaluate the causes of European exploration from the late 15th to the early 17th century.
1.02 Assess the structure and long-term influence of European settlements on the New World and the effects on American Indians.
1.03 Analyze the social, economic, and political effects of the British Empire on the American colonies with regard to the New England, Middle, and Southern colonies.
Readings
Bailey text ch. 1-6 / Zinn readings ch. 1-3 / Franklin selection
WEEK 2&3: The Revolutionary Era (1754-1783) The learner will examine the causes for revolution, the course of the war, and evaluate the results.
Objectives
2.01 Examine the status of European rivalries in the New World and the causes for revolution among the American colonies.
2.02 Trace the events leading up to the revolution and through the course of the war and assess the impact that each had on the outcome.
2.03 Evaluate the social, political, and economic results of the Revolution.
2.04 Assess how the new national and state governments were formed and their effects on American society.
Readings
Bailey text ch. 7&8 / Zinn readings ch. 4&5 / Paine selection
WEEK 4-6: The New Nation (1783-1816) The learner will identify, investigate, and assess the formation and effectiveness of the institutions of the emerging republic.
Objectives
3.01 Identify and evaluate the events and compromises that led to the formation of a new government and differentiate between the Federalists and the Anti-Federalists views.
3.02 Investigate the effectiveness of the presidents and other officers of the federal government in leading the New Nation.
3.03 Assess the major foreign and domestic issues and conflicts experienced by the nation during this period and evaluate their impact on the new nation.
Readings
Bailey text ch.9-11 / Zinn readings ch.6-8
WEEK 7&8: Nationalism, Sectionalism, and Reform (1816-1848) The learner will analyze the competing forces of nationalism and sectionalism and assess the effectiveness of the emerging reform movements.
Objectives
4.01 Examine the reasons for the emergence of nationalism and sectionalism during this period, and assess their impact on America.
4.02 Examine the evolution of the American economy during the first half of the 19th century and identify key events, inventions, and ideas as well as determine their significance.
4.03 Compare the economies of the North and South and assess the factors that caused these differences, as well as investigate the effects.
4.04 Evaluate the roles of the reform crusade on mid-19th century America and evaluate their effectiveness.
Readings
Bailey text ch. 12&13 / Zinn readings ch. 9&10 / Holzer selection
WEEK 9: The Era of Expansion (1828-1848) The learner will analyze the cause and effect of Jacksonian Democracy and Manifest Destiny.
Objectives
5.01 Evaluate the extent to which the characterization of this time period as the era of the common man is correct.
5.02 Formulate reasons for the rise of the second party system in American politics.
5.03 Assess the actions of Andrew Jackson in dealing with issues such as: internal improvements, states’ rights, and Indian removal.
5.04 Analyze American expansion through the major events of the time period such as the Texas issue, Mexican War, and the Oregon controversy.
5.05 Examine the results and impact of expansion on slavery, politics, and sectionalism.
Readings
Bailey text ch.14-16 / Zinn readings ch. 11 / Thoreau selection WEEK 10-13: Crisis, Civil War, and Reconstruction (1848-1877) The learner will analyze the issues that led to the Civil War, the effects of the war, and the impact of Reconstruction on the nation.
Objectives
6.01 Evaluate the role of compromise and crisis in bringing about the American Civil War.
6.02 Assess the impact of Abraham Lincoln and the emergence of the Republican Party in relation to Civil War and secession.
6.03 Analyze the major, military, political, economic, and social events of the Civil War period and determine their impact on the course of the war.
6.04 Examine Reconstruction and assess its effectiveness.
Readings
Bailey text ch. 17-23 / Zinn readings ch. 12-16 / Douglass selection
WEEK 14: The Great West, the New South, and the Rise of the Debtor (1862-1896) The learner will evaluate the great westward movement, the emergence of the New South, and the impact of the agricultural revolution on the nation.
Objectives
7.01 Examine the rise of The New South and assess the changes and impact that this concept brought to the southern economy and society.
7.02 Evaluate the impact of westward expansion on American Indians, the environment, and the American economy.
7.03 Analyze reasons for the rise of the Populist party, assess their goals and evaluate their effects on American politics and economics.
Readings
Bailey text ch. 27&28 / Zinn readings ch. 17&18 / Billington selection
WEEK 15-16: The Gilded Age (1877-1900) The learner will describe and analyze how industrialization, immigration, urbanization, political machines, and the new intellectual movements impacted America. Political Cartoon Analysis: Immigration & Political Machines
Objectives
8.01 Contrast the Second Industrial Revolution with the First Industrial Revolution and analyze the contributions of industrial leaders and the following industries: railroads, iron industry, coal mining, electricity, steel production, oil drilling, and banking.
8.02 Assess the impact of laissez faire conservatism in late 19th century economics and politics.
8.03 Examine the rise of labor unions and evaluate the impact these groups had on America.
8.04 Describe the rise of cities in the last half of the 19th century and analyze the problems and reforms that resulted.
8.05 Evaluate the intellectual and cultural movements of the time and determine how they impacted American life and society.
Readings
Bailey text ch. 24-26 / Riordon selection
WEEK 17-19: The Progressive Movement (1890-1920) The learner will analyze the economic, political, and social reforms of the Progressive Period.
Objectives
9.01 Explain the origin and the goals of the Progressive movement.
9.02 Analyze the local and state reforms, including utility socialism.
9.03 Identify the three Progressive Presidents and the major actions that they took during their terms.
9.04 Compare and contrast Roosevelt’s Square Deal and Wilson’s New Freedom.
9.05 Identify the Progressive African American leaders and assess the impact of the Niagara Movement.
9.06 Evaluate the role of women during the Progressive Era, including job opportunities, temperance reforms, education, and suffrage.
Readings
Bailey text ch. 29-31 / Zinn readings ch. 19 / Sinclair selection / Browning selection
WEEK 20: The emergence of the United States in World Affairs (1865-1930) The learner will analyze causes and effects of the United States emergence as an imperial power and world influence.
Objectives
10.01 Examine the factors that led to the United States taking an increasingly active role in world affairs.
10.02 List major causes and results of the Spanish-American War.
10.03 Analyze how American policy changed in the late 1800’s and influenced Asia, Latin America, and the western hemisphere.
10.04 Understand the imperialistic actions of Presidents Roosevelt, Taft, and Wilson, including but not limited to the Roosevelt Corollary, acquisition of the Panama Canal Zone, dollar diplomacy, and missionary diplomacy.
10.05 Examine reasons for the United States attempting to remain neutral as the Great War began and for becoming involved later.
10.06 Analyze the impact the Great War had on the home front in America.
10.07 Examine the political, social and cultural results of the Great War.
Readings
Bailey text ch. 32&33
WEEK 21&22: The Roaring Twenties (1919-1929) The learner will appraise the economic, social, and political changes of the decade of the Twenties.
Objectives
11.01 Analyze the causes of economic prosperity and the rise of consumerism.
11.02 Analyze the extent of prosperity for different segments of society.
11.03 Elaborate on the actions of the three Republican Presidents.
11.04 Assess the importance and types of social change, including but not limited to the Jazz Age, Harlem Renaissance, movies and flappers.
11.05 Describe various types of conservative backlash and conflict of cultures during the 1920s.
Readings
Bailey text ch. 34&35 / Zinn readings ch. 20
WEEK 23: The Great Depression and the New Deal (1929-1939) The learner will analyze the impact and influence of the Great Depression and the New Deal on the political, economic, and social aspects of America.
Objectives
12.01 Trace and elaborate on the underlying causes of economic problems at the end of the 1920s.
12.02 Analyze how the Stock Market Crash sparked the beginning of the Great Depression.
12.03 Evaluate the actions of President Herbert Hoover in response to the Great Depression.
12.04 Outline and evaluate the events and results, as well as the actions and reactions of the New Deal.
12.05 Describe the differing impact of the Depression on various minority groups in America.
12.06 Analyze the growth of influence and power of the Federal Government.
Readings
Bailey text ch. 36 / Zinn readings ch 21
WEEK 24-26: World War II (1930-1945) The learner will trace the reemergence of the United States in world affairs, including analyzing the causes and effects of the United States involvement in World War II.
Objectives
13.01 Examine world events during the 1930s, rise of totalitarian states, and the U.S. role to promote relationships with our American neighbors.
13.02 Identify the causes of World War II and trace the events that led to the US entry into the war.
13.03 Describe the military, political and diplomatic turning points of the war and evaluate their significance to the outcome.
13.04 Analyze the impact of World War II on political, economic, and social life of the United States.
13.05 Summarize the results of war-time conferences, the impact of the war on U.S. domestic and foreign affairs, and the rise of the United States as an international super power.
Readings
Bailey text ch. 37&38 / Terkel selection / Wakatsuki-Houston selection
WEEK 27&28: The Beginnings of the Cold War and the 1950s (1945-1960) The learner will assess the causes and effects of United States/Soviet tensions, the Civil Rights Movement and economic prosperity.
Objectives
14.01 Analyze the changes in United States foreign policy related to the tensions of the Cold War and assess the role of organizations established to address them.
14.02 Analyze the strained relationship between the United States and the U.S.S.R. and suspicion between the superpowers in Europe and Asia.
14.03 Evaluate the significance of domestic adjustments during postwar prosperity and the consumer culture.
14.04 Identify the major events of the Civil Rights Movement and evaluate the role of landmark Supreme Court cases.
14.05 Assess the impact of the leaders of the Civil Rights movement.
Readings
Bailey text ch. 39&40 / Fried selection
WEEK 29-31: The 1960s and 70s (1960-1979) The learner will identify and analyze political, social, and economic developments and foreign affairs during this time period.
Objectives
15.01 Describe major issues of social movements including race, gender, economic and environmental problems and assess their impact on the emergence of the counter-culture.
15.02 Characterize and identify the foreign policy of Kennedy, Johnson, and Nixon in relation to Cuba, Vietnam, China, and the Soviet Union.
15.03 Assess the changes in domestic policy and society during this time period.
15.04 Evaluate the changes in the nature of politics and disillusionment of the American people.
Readings
Bailey text ch. 41&42 / Landau selection
WEEK 32&33: America Since 1980 (1980 to the present) The learner will evaluate trends in domestic and foreign affairs of the United States during this time period.
Objectives
16.01 Assess the reasons for and results of the “Reagan Revolution”.
16.02 Evaluate the administrations of the modern Presidents.
16.03 Analyze the advancements of various minorities in American society over the previous two decades.
16.04 Explain the impact of new technology on the economy and society.
Readings
Bailey text ch. 43&44 / Schaller selection
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