For week of May 17, 2010
US I AP:
Reconstruction Test on Wed 19th
DBQ on Thursday 20th
US I Honors: .
Recon test on Wed 19th
US I CP:
Reconstruction test on Wed 19th
US II CP .
Vietnam test on Wed 19th
AP History I
DBQ in the library on Oct 30
Test on the American Revolution Thursday Nov1
The focus of this course
is upon the historic development of the United States from its European
background, during the Colonial Period to the twenty-first century. Both a
thematic and a chronological approach are utilized, with emphasis placed on the
development of political, economic, cultural, social and foreign relations
development of the United States. Students will use a variety of primary and
interpretative sources, conduct library research, and write responses to
document based essays similar to those that appear on A.P. examinations.
This course is recommended for the student who is highly motivated academically, has strong reading comprehension ability, strong writing skills and is planning to take the American History Advanced Placement examination. “The program prepares students for intermediate and advanced college courses by making demands upon them equivalent to those made by full-year introductory college courses. Students should learn to access historical materials and determine their relevance to a given interpretive problem their reliability, and their importance –and to weigh the evidence and interpretations presented in historical scholarship” (The College Board. Advanced Placement Course Description. May, 2001; New York.)
Bailey, Thomas. The American Pageant. Houghton Mifflin Co. 2006
Bailey, Thomas A. and Trinity Partners. The American Spirit, vol. II & I. D.C. Heath and Company; Lexington, Massachusetts, 1994.
Bruns, Roger. Almost History. Hyperion; New York, 2000.
Curti, Merle & Todd, Paul Lewis, editors. Sources in American History. Harcourt Brace Jovanovich, Inc.; Orlando, 1986.
Madaras, Larry (Editor). Taking Sides. McGraw-Hill/Dushkin; Dubuque, IA, 2006.
Murrin, John M.,et al. Liberty, Equality, Power. Harcourt-Brace;
Fort Worth, 1999.
Sinclair, Upton. The Jungle . Penguin Books; New York, 1905.
Zinn, Howard. A Peoples History of the United States Zinn, Howard. A Peoples History of the United States. HarperCollins; NY, 1995.
*Various Internet sources and handouts from relative publications
EQ: How democratic was Colonial America?
Part I: Themes
DBQ: Colonial America
Part II: Independence (Two Weeks)
Evaluate the relationship with Great Britain and the Colonists
To examine the philosophy behind the revolution
To examine British and Colonial strategy
Boston Massacre. Activity Boston Massacre Trial for three days.
Boston Tea Party. Primary Source Reading
John Locke’s social contract readings Primary source. Comparison to The Declaration of Independence
Lexington & Concord
American Revolution 1776-1783
Comparison of British and Colonial strategy in the war
Scenes from the American Revolution. A&E
DBQ American Revolution
Part I: Articles of Confederation
A. Mock Constitutional Convention Activity 3 days. Students create their own plan of government
B. Comparison to Virginal and New Jersey Plans
C. Readings of the Federalists Papers. Primary Source readings
D. Debate the Federalist v Anti-Federalist views activity 2 days
E. Article I- III Separation of Powers
F. Bill of Rights. Short video on Bill of Rights
G. Constitutional cases dealing with first and fourth amendments Activity on cases
H. Federalism v State powers
1.TLO very New Jersey
2 Klumier v Hazelwood School District
3 Schenk v US
4 Scales v US
5 Mc McCullough v Maryland
6 Gibbons v Ogden
1.Rise of political parties
2 The birth of a new nation
3 Foreign and domestic policy
Activities: Hamilton and Jefferson Debate. Use of Primary sources
Washington’s Farewell Speech discuss. Primary source document analysis.
DBQ on Federalist Era
1 Examine the Marshall Court
2 Examine Domestic and Foreign Policy
Mar bury Madison case discussion
Burr Conspiracy document case study
Embargo act debate
1 Examine the military strategy and battles in the war
Activities: Group work on the battles in the War of 1812
Video: War of 1812
Part VII: Age of Nationalism and Expansion 1819-1824 (One Week)
The economic expansion in America during the Era of Good Feelings.
Activities: Primary Source Reading. The Monroe Doctrine. Primary source analysis to the document. Reading on Lowell Factory System with questions to the reading.
2 Southern trade and industry
3 Southern society and Culture
1 Northeast Industry
4 Urban slums
1 Advance or agricultural frontier
2 Significance of the frontier
3 Life on the frontier, squatters
4 Removal of American Indians
Democracy and the common man
1 Expansion of suffrage
2 Rotation in office
Second party system
1 Democratic Party
2 Whig Party
C. Nullification Crisis
1 Tariff of 1828
2 Webster Hayne Debate
A. War on the bank
Activities: Debate Tariff of 1828. Primary source readings on the tariff
Primary source reading on The Proclamation to the people of South Carolina
Themes: Examine the role of American expansion in the US
Activities: Power point presentations of The Alamo, and Oregon and Santa Fe Trials
Primary source document Analysis on the Alamo
Video: Donner Party
Theme: Examine the Transcendentalists movement in America
Utopian experiments, Mormons, Oneida community
National literature, art, architecture
Activities: Primary source analysis on the Transcendentalists writers.
Power Point presentations on the Transcendentalist writers and education reform.
Themes: Examine the social, economic, political issues of the 1850’s. Look at the lack of leadership in a time of crisis.
D. Dred Scott v Sanford
G. The election of 1800; Abraham Lincoln
Kansas-Nebraska Debate. Primary source readings analysis on Bleeding Kansas.
Students will debate the issue of popular sovereignty
Dred Scott case. Students will read case and debate the issue.
Lincoln-Douglass debate readings. Primary source analysis.
Theme: To examine the military strategies of the civil war.
A. The Union
DBQ on the Civil War
Cooperative learning activity on the Civil War battles
Primary source documents on Sherman’s March to the Sea. Was Sherman a Hero or villain?
Debate the issue: Was Sherman’s actions in the South justified?
A. President Lincoln’s plan
Reconstruction plans. Students work in groups and create a plan for reconstruction. They will present the plans in a mock convention.
Primary source readings: Johnson and his power struggle with Congress.
Debate Johnson’s decision to veto bills and battle with the Radical Republicans
Primary source readings: Plessy v Ferguson Supreme Court Case
Literacy test. Students take the literacy test from 1877.
XIV: Open the West (Five Days)
Primary Source readings on Custer
Group work on farming and battles with Native Americans
XV Gilded Age: Three Weeks
Activities: Cooperative learning groups on Industry, Labor and Farmers. Students will argue the question “ Were they heroes or Robber Barons? Primary source documents on The Gospel of Wealth and Social Darwinism.
Primary source documents on Rockefeller Justifying wealth.
Labor movement activity on strikes.
(Cult of domesticity – differences between the immigrant woman and the middle to upper class woman)
D. Roosevelt’s Square Deal (one week)
1. Managing the trusts
(Was Roosevelt a Trustbuster – good vs. bad trusts.)?
(Creation of National Parks –compare to today and funding)
E. Taft (one week)
1. Pinchot-Ballinger controversy
2. Payne-Aldrich Tariff
(Perceived as abandoning Progressive ideals-creation of the Bull Moose Party.)
H. Wilson’s New Freedom (one week)
2. Banking reform (Creation of the Federal Reserve system)
(Study the Economic Flow of the Economy. Students research the goals, purpose and structure of the Federal Reserve System.)
Foreign Policy, 1865-1914 (3 weeks)
A. Seward and purchase of Alaska (1 day)
B. The New Imperialism (2 weeks)
1. Blaine and Latin America
2. International Darwism: missionaries, politicians and naval expansionists, American version of imperialism based on the missionary spirit and Manifest Destiny. (Students will read excerpts from Alfred Thayer Mahan’s The Influence of Sea Power on History and write a two-page paper on how this book would have influenced Theodore Roosevelt.) *Summer Assignment
3. Spanish-American War
a. Cuban independence (students will research Yellow Journalism and their influence on the decision to go to war)
b. Debate on Philippines
C. The Far-East: John Hay and the Open Door (1 class)
D. Theodore Roosevelt (two weeks)
1. The Panama Canal (students will role play the lobbying of Jose Beaneau Varilla)
2. Roosevelt Corollary (Discussion on the morality of the extension of the Monroe Doctrine)
3. Far East (The Great White Fleet)
E. Taft and Dollar Diplomacy (one week)
(Analyze the creation of the “Banana Republics” (no, it is not just a store!)
F. Wilson and Moral Diplomacy (one week)
(Analyze Wilson’s intellectual and southern background)
A. Problems of neutrality (one week)
2. Economic ties
3. Psychological and ethnic ties
B. Preparedness and pacifism (2 classes)
(Discussion and readings by Eugene Debs, Emma Goldman and Jane Addams)
C. Mobilization (one week)
1. Financing the war – bonds and income tax
2. The Great Migration (African Americans)
3. Woman and the war/suffrage connection (refer back to Iron Jawed Angels).
4. Propaganda, public opinion, civil rights (Discussion on the justification for violations of the First Amendment during war-time)
D. Wilson’s Fourteen Points (two weeks)
1. Treaty of Versailles
2. Ratification fight (Irreconcilables vs. Reservationists)
(Students will write their DBQ on Wilson and the ratification fight)
E. Postwar demobilization (2 weeks)
1. Red scare (Lecture on Palmer and violation of the constitution)
2. Labor strife (Seattle, Boston and Calvin Coolidge)
A. Republican Governments (one week)
1. Business Creed (Students will read primary sources written by Harding, Coolidge and Hoover)
2. Harding scandals
B. Economic Development (two weeks)
1. Prosperity and wealth (students will analyze the creation of consumer credit and advertising)
2. Farm and labor problems (students will compare the end of the war to new problems in the farm and labor sectors)
C. New culture (three weeks)
1. Consumerism: automobile, radio, movies
2. Women, the family (students will research and write a one page paper on the change in the status of women)
3. Modern religion/ fundamentalism vs. modernism (students will view and analyze Inherit the Wind)
4. Literature of alienation (students will read excerpts from Hemingway and Fitzgerald)
5. Jazz Age (students will listen to examples of Jazz and read articles on Prohibition) (students will also write a DBQ on the push for Prohibition)
6. Harlem Renaissance (students will read and discuss Langston Hughes)
D. Conflict of cultures (one week)
1. Prohibition, bootlegging
3. Ku Klux Klan (debate on was the Klan a radical group for the time period?)
E. Myth of Isolation (one week)
1. Nye committee
2. Kellogg-Briand (Students will write an opinion paper on: Can war be outlawed?)
3. High Tariffs, Bad foreign loans (Dawes Plan), Crashing farm prices,
Speculation in the stock market, buying on credit. (Students will orally discuss whether or not the stock market crash could have been foreseen?)
A. Wall Street crash (2 weeks)
B. Depression Economy (Did the Federal Reserve contribute to the Depression)
C. Moods of despair (students will read Studs Turkel’s interviews in Hard Times and write a letter to President Hoover explaining their economic positions and asking for relief)
1. Agrarian unrest
2. Bonus march (differences between Hoover’s approach and Roosevelt’s approach)
D. Hoover-Stimson diplomacy; Japan (Panay Incident)
A. Franklin D. Roosevelt
1. Background ideas
2. Philosophy of New Deal – Brain Trust (Students will read primary sources written by New Dealers such as Harry Hopkins)
B. 100 Days: “alphabet agencies” (students will research what agencies still remain today)
C. Second New Deal
D. Critics left and right (Who were the Demagogues? How close did this country come to loosing its economic system?)
E. Rise of CIO; labor strikes
F. Court Packing fiasco (Roosevelt’s first failure with a Democratic congress)
G. Roosevelt’s Recession-1938 – make comparisons with Nazi Germany
H. American people in the Depression
1. Social values, women, ethnic groups
2. Indian Reorganization Act
3. Mexican-American deportation
4. Racial issues
A. Good Neighbor Policy: Montevideo, Buenos Aires
B. London Economic Conference
C. Disarmament (Washington conference-trade-offs with the Japanese)
D. Rearmament; Occupation of the Rhineland, Manchuria, Ethiopia, Spanish Civil War
E. Isolation: Neutrality Laws (Debate on the morality of the Neutrality Acts)
F. Appeasement – Chamberlain and Munich
G. Roosevelt’s skirting of the Neutrality Acts: Lend Lease, etc.
H. Atlantic Charter (Post-War Planning)
I. Pearl Harbor (students will debate two issues: could we have been better prepared? Did Roosevelt know in advance?)
A. Organizing for war
1. Mobilizing Production
2. Propaganda (Web-site-National Archives: students will view American propaganda posters and analyzing the more subtle messages) (Web-site-German Propaganda: students will view German propaganda and analyze the differences in propaganda)
(Students will view Bill Moyer’s, The Democrat and the Dictator and write a comparison paper of the two leaders)
3. Internment of Japanese Americans
*At this point, students will design their own DBQ’s using resources from American Spirit, using chapters beginning with the Depression through The Cold War.
B. The war in Europe, Africa, and the Mediterranean; D Day
C. The war in the Pacific: Hiroshima, Nagasaki (students will debate the necessity of the dropping of the bombs using Taking Sides
1. War Aims
2. War-time conferences: Teheran, Yalta, Potsdam (students will evaluate whether Potsdam created the Cold War)
E. Postwar atmosphere; the United Nations (creation of The Security Council)
A. Postwar domestic adjustments (demobilization, inflation)
B. The Taft-Hartley Act (labor issues)
C. Civil rights and the election of 1948 (de-serration of the armed forces)
D. Containment in Europe and the Middle East
1. Truman Doctrine (Greece and Turkey)
2. Marshall Plan (rebuilding of Western Europe)
3. Berlin Crisis (airlift)
4. NATO/Warsaw Pact
F. 1949-Revolution in China/Soviets get the bomb
G. Forgotten War-Korea and Macarthur’s insubordination
C. Civil rights movement
1. The Warren Court and Brown v. Board of Education
(Analyze Eyes on the Prize)
2. Montgomery Bus boycott
3. Greensboro sit-in
D. John Foster Dulles’s foreign policy
E. American People: homogenized society
F. Prosperity: economic consolidation
G. Consumer culture
H. Consensus of values (Analyze David Halberstam’s video, The Fifties)
I. Space Race (creation of NASA)
Kennedy’s New Frontier; Johnson’s Great Society (4 weeks)
A. New domestic programs
a. French Influence
b. Cold War ramifications
c. Protest Movements
(Students will role-play various personages involved in the controversy)
A. Repercussions of Watergate (Debate on was Ford given a fair chance after pardoning Nixon?)
A. Camp David Accords
A. Desert Storm
*Approximately ten-week window to cover extra time that may be needed to explore topics more in depth.
*Grading will be based on: debates, dbq’s, essays, quizzes, role-playing, and tests.