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





Course Outline




Colonial America Two weeks: Two weeks


EQ: How democratic was Colonial America?


Part I: Themes


  1. Social, Economic, Political, Religious differences in the Colonies
  2. Motives for colonization
  3. Cultural differences between the North, Middle and Southern Colonies
  4. Development of a democratic system in the colonies


Part II


  1. Motives for colonization.


    1. Jamestown
    2. Puritan colony
    3. Proprietary colonies
    4. Royal colonies


  1. Mayflower Compact. Primary source American Spirit


    1. Plymouth Plantation




  1. Salem With Trial’s readings Primary source American Spirit


    1. Massachusetts Bay Colony
    2. Open Village System


  1. Differences between Proprietary and Royal Colonies
    1. William Penn
    2. Berkley
    3. Carteret


  1. Triangular Trade Route


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


    1. French and Indian Wars. Scenes from The Last of the Mohegan’s
    2. Activity on Territory in North America 


Road to Revolution. 1763-1775


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

Bunker Hill


American Revolution 1776-1783


Comparison of British and Colonial strategy in the war

Scenes from the American Revolution. A&E


DBQ American Revolution



Part III: Constitution (Three Weeks)


  1. The Development of the United States Constitution
  2. The formation of Democracy
  3. Constitutional court cases dealing with the Bill of Rights


Part I: Articles of Confederation


  1. Failures of the Articles of Confederation
  2. Shay’s Rebellion


3 Constitutional Convention


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


DBQ: Constitution


Part IV Federalist Era:  (2weeks)



1.Rise of political parties

2 The birth of a new nation

3 Foreign and domestic policy


  1. Washington’s Presidency
  2. Hamilton’s Financial Program
  3. Foreign and Domestic Policy
  4. Rise of Political Parties
  5. XYZ Affair
  6. Alien & Sedition Acts
  7. Virginia and Kentucky Resolutions


Activities: Hamilton and Jefferson Debate. Use of Primary sources

Washington’s Farewell Speech discuss. Primary source document analysis.


DBQ on Federalist Era


Part V: Jefferson Era:




1 Examine the Marshall Court

2 Examine Domestic and Foreign Policy 


  1. Mar bury v Madison/ Marshall Court
  2. Louisiana Purchase
  3. Samuel Chase Case
  4. Burr Conspiracy
  5. Foreign Policy




Mar bury Madison case discussion

Burr Conspiracy document case study

Embargo act debate


Part VI: Madison War of 1812  (One week)




1 Examine the military strategy and battles in the war


  1. Canada
  2. Fort McHenry
  3. Baltimore
  4. New Orleans
  5. Treaty of Ghent


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.


  1. Henry Clay’s American System
  2. Growth of Industrialization
  3. Monroe Doctrine
  4. Missouri Compromise
  5. Tariff of 1816


Activities:  Primary Source Reading. The Monroe Doctrine.  Primary source analysis to the document. Reading on Lowell Factory System with questions to the reading.


Part VII: Sectionalism


  1. SOUTH
1 Cotton King

2 Southern trade and industry

3 Southern society and Culture



     1 Northeast Industry

     2 Labor

     3 Immigration

     4 Urban slums


  1. Westward Expansion


1 Advance or agricultural frontier

2 Significance of the frontier

3 Life on the frontier, squatters

4 Removal of American Indians



Part VIII Age Jackson  1828-1848: (10 days)


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

DBQ: Jackson


IX Territorial Expansion and Sectional Crisis (One week)


Themes: Examine the role of American expansion in the US 

  1. Manifest Destiny and mission
  2. Texas annexation, the Oregon boundary, and California
  3. James K. Polk and the Mexican War, slavery and the Wilmot Proviso
  4. Later expansionist efforts


Activities: Power point presentations of The Alamo, and Oregon and Santa Fe Trials

Primary source document Analysis on the Alamo  

Video: Donner Party


X Creating an American Culture (One week)


Theme: Examine the Transcendentalists movement in America 


Cultural nationalism

Education reform/professionalism

Religion; revivalism

Utopian experiments, Mormons, Oneida community


National literature, art, architecture



    1. Abolitionism
    2. Temperance


Activities: Primary source analysis on the Transcendentalists writers.

Power Point presentations on the Transcendentalist writers and education reform.


XI The 1850’s: Decade of Crisis


Themes: Examine the social, economic, political issues of the 1850’s.  Look at the lack of leadership in a time of crisis.


  1. Compromise of 1850
  2. Fugitive Slave Act and Uncle Tom’s Cabin
  3. Kansas-Nebraska Act and realignment of parties

D.    Dred Scott v Sanford

  1. Lincoln-Douglas debates 1858
  2. John Brown raid’

G.     The election of 1800; Abraham Lincoln

  1. The secession crisis




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.

DBQ; 1850’s


XII Civil War: (Two Weeks)


Theme: To examine the military strategies of the civil war.


A.     The Union


    1. Mobilization and finance
    2. Civil liberties
    3. Election of 1864


  1. The South


    1. States rights and confederacy


  1. Military strategy campaigns, and battles


    1. Fort Sumter
    2. Bull Run
    3. Antietam
    4. Gettysburg
    5. Vicksburg
  1. Emancipation Proclamation


  1. Appomattox Court House



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?


XIII Reconstruction: (Ten Days)


A.     President Lincoln’s plan


    1. 10 percent plan
    2. Radical Republican Plan
    3. Wade Davis Bill


  1. Military Reconstruction


  1. Impeachment of Andrew Johnson


  1. Southern laws on segregation


  1. Civil Rights amendments




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)


  1. Open Range
  2. Dawes Act
  3. Sharecropping
  4. Cattle Kingdom
  5. Bonanza Farming
  6. Custer’s Last Stand


Primary Source readings on Custer

Group work on farming and battles with Native Americans


XV Gilded Age: Three Weeks


  1. Industrial Growth of Railroads


    1. Transcontinental Railroad
    2. Growth of towns and cities



  1. Laissez Faire conservatism


    1. Gospel of Wealth
    2. Robber Barons
    3. Social Darwinism
    4. Monopoly
    5. Pool
    6. Veridical integration
    7. Horizontal integration
    8. Sherman Anti-Trust Act


  1. Unions/Labor Movement


    1. Knights of Labor
    2. AFL
    3. Haymarket Affair
    4. Homestead Strike
    5. Pullman Strike


  1. Farmers Movement


    1. Populists Party
    2. Greenback party


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.


Progressive Era (eight weeks)



A.               Origins of Progressivism  (eight weeks) – Murrin-Chpt.21

1.         Progressives attitudes and motives (two weeks)

(Middle Class/religious overtones)


2.        Muckrakers (Summer reading)

 (Read and test on The Jungle)


3.        Social Gospel

(Read excerpts pertaining to The Social Gospel and debate on the merits and the hypocrisy of the theory)


4.         “New Immigration”

(Write a five page paper on personal family histories, using personal interviews from family members and others.  Paper must compare/contrast immigration problems from the turn of the century.) *Summer assignment


B.                Municipal, state, and national reforms (two weeks)

1.         Political: suffrage, family, work, education, unionization

 (Students will view Iron Jawed Angels and create flyers

encouraging citizens to join the movement.)

(Cult of domesticity – differences between the immigrant      woman and the middle to upper class woman)


2.        Social and economic:  regulation (one week)

(Read excerpts from Jane Adams on the creation of Hull House, read excerpts from Eugene v. Debs on socialism, study court cases such as U.S. vs. Northern Securities.)


C.               Black America (one week)

1.         Washington & Dubois

    (Read primary sources and compare/contrast views)

2.        Plessey v. Ferguson

 (Discuss the issue of Black Americans and how very little was gained for them during the Progressive Era.)


D.               Roosevelt’s Square Deal (one week)

1.         Managing the trusts

(Was Roosevelt a Trustbuster – good vs. bad trusts.)?

2.        Conservation

(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)

1.         Tariffs

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)


The First World War (4 weeks)


A.        Problems of neutrality (one week)

1.     Submarines

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)


New Era: The 1920s (8 weeks)


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

2.     Nativism

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?)


Depression (2 weeks)


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)


New Deal (four weeks)


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


Diplomacy in the 1930’s


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?)


The Second World War (four weeks)


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

D.    Diplomacy

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)


Truman and the Cold War (3 weeks)


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


Eisenhower and Modern Republicanism (4 weeks)


  1. Domestic Frustrations; McCarthyism

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

    1. Crisis in Southeast Asia (Analyze David Halberstam’s video, The Fifties
    2. Massive retaliation (Brinkmanship)
    3. Nationalism in Southeast Asia, Middle East, Latin America (Eisenhower Doctrine)
    4. Khrushchev and Berlin (Building the Berlin War)


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            

    1. Tax Cut (Continuation of Keynesian economics)
    2. War on poverty
    3. Affirmative action


  1. Civil and civil liberties
    1. African Americans: political, cultural, and economic roles
    2. The leadership of Martin Luther King, Jr. (read letter from a Birmingham jail.
    3. Resurgence of feminism (Students will read excerpts from, The Feminine Mystique)
    4. The New Left and the Counterculture
    5. Emergence of the Republican Party in the South
    6. The Supreme Court and the Miranda decision


  1. Foreign Policy
    1. Bay of Pigs
    2. Cuban Missile crisis (DBQ on the crisis)
    3. Vietnam quagmire

a.      French Influence

b.      Cold War ramifications

c.       Protest Movements

(Students will role-play various personages involved in the controversy)

Nixon (two weeks)



  1. Election of 1968 (Chicago Seven)
  2. Nixon-Kissinger foreign policy
    1. Vietnam:  escalation and pullout
    2. China:  restoring relations
    3. Soviet Union:  détente
    4. New Federalism
    5. Supreme Court and Roe v. Wade (students will debate Roe v. Wade)
    6. Watergate crisis and resignation


Ford  (one week)


A.      Repercussions of Watergate  (Debate on was Ford given a fair chance after pardoning Nixon?)



Carter (one week)


A.     Camp David Accords

  1. Iran Hostage Crisis
  2. Oil Crisis

D.    Stagflation


Reagan (one week)


  1. Iran Contra
  2. Triple-down economics
  3. Cold War ends-destruction of the Berlin War


Bush (one week)


A.     Desert Storm

  1. Recession



*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.