APUSH @ MDHS

Mt. Diablo High School • 2450 Grant Street • Concord, California 94520 •
phone – (925) 682-4030 • http://www.mdusd.k12.ca.us
Ms. Pratt – pratte@mdusd.k12.ca.us

Course Syllabus 2009-2010 School Year

Instructor:    Erica Pratt
Phone:  (925) 682-4030 ext. 2765
Email:  epratt@digitalsafari.org
powelle@mdusd.k12.ca.us

The Advanced Placement program in 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.  The program prepares students for intermediate and advanced college courses.  Students should learn to assess historical materials – their relevance to a given interpretive problem, their reliability, and their importance – and weigh the evidence and interpretations presented in historical scholarship.  An Advanced Placement United States History course should 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.

Materials Required Every day students must come to class prepared with a 3 ring binder designated to history, his or her history spiral notebook, assigned books, a blue or black pen, notebook paper, and the student planner.

Course Objectives

Students will:

  • Master a broad body of historical knowledge
  • Demonstrate an understanding of historical chronology
  • Use historical data to support an argument or position
  • Differentiate between historiographical schools of thought
  • Interpret and apply data from original documents, including cartoons,  graphs, letters, etc.
  • Effectively use analytical skills of evaluation, cause and effect, compare and contrast
  • Work effectively with others to produce products and solve problems
  • Prepare for an successfully pass the AP U.S. History Exam

Course Texts and Readings

  • David M. Kennedy, Lizabeth Cohen, and Thomas A. Bailey.  The American Pageant:  A History of the Republic (Boston:  Houghton Mifflin, 2005).
  • David M. Kennedy, Thomas A. Bailey.  American Spirit (Boston:  Houghton Mifflin, 2006).
  • Howard Zinn.  A People’s History of the United States (New York, The New Press 2003).
  • James Loewen.  Lies My Teacher Told Me (New York, Touchstone 1995).
  • Ronald Takaki.  A Different Mirror:  A History of Multicultural America (Boston, Back Bay Books 1993).
  • Various articles and handouts.

Methods of Grading

Attendance (15%)

Attendance to this class is mandatory.  Oral participation and regular daily attendance are required as an integral and essential part of this course.  Poor attendance will result in poor grades.

Homework, Discussion Questions (DQs), and Projects (35%)

Unit assignment sheets will be provided every two to three weeks.  Daily reading assignments and discussion questions for outlining will be included.  Quiz and test dates will be noted.  Students are responsible for keeping up with reading assignments and being aware of, and ready for, quizzes and tests.  Class will be a combination of lecture, group work, coverage of discussion questions, and answering student questions.  Student essays, reports, or presentations will be required on a weekly basis.  All essays will be scored according to the 9-point rubric included in the syllabus.

Each unit will be organized around an essential question (EQ) related to the content and tied to one of the district’s graduation outcomes.   Approximately once each six-week period, students will produce a product or performance, individually or in groups, based on those outcomes and essential questions.  These projects will be fully explained on the unit reading schedules.

Discussion questions are meant to direct students to the major themes of the units of study.  Students should prepare a thesis statement and an essay outline for each question.  Each group of students will be responsible for turning in a single set of discussion question outlines and may divide the work in any manner they wish.  Each unit’s discussion questions will be scored from between 20 and 40 points (depending on the length of the unit), and the score will be divided among the group members as appropriate.  Periodically group members will have an opportunity to share discussion question outlines among themselves or with the entire class.

Assignments will be given on a daily basis.  Some of these assignments will be done in class and some assignments will be given in homework.  Unless otherwise instructed, all homework is to be handed in at the beginning of the period.  No late work will be accepted.  If you have an excused absence, the assignment will be due the day you return to class.  It is the student’s responsibility to get the work that was missed during an absence.

Students will NOT receive credit for their work under the following conditions:

  • Homework is copied from another student (both students will receive a zero (0))
  • Any assignment that is copied or “cut and pasted” from the internet or other literary source.
  • Students caught cheating on tests and quizzes
  • Homework that is turned in after the collection from the teacher at the beginning of the period.

Tests and Essays (40%)

Tests will be a combination of objective and essay questions.  All exams will be time in preparation for the AP test in May.  Weekly quizzes will be given on the reading completed for that week.  These will primarily be multiple choice.  Major exams will be given for each unit of study.  Each exam will consist of multiple choice, identification, and essay (either FRQ or DBQ).  There will be one major project due each semester.  The first semester project is focused on immigration and the second semester project is on equality.

Comprehensive Class Exam (10%)

At the end of the first semester, all students will take a semester final exam.  At the end of the second semester, all students not taking the AP exam will take a comprehensive exam on the same day as the AP US History exam.  In the month leading into finals week, students will complete an in-depth research project focusing on the interpretation of primary sources and interviews.  During school-wide final exam week, students will present projects created on chosen American historical figures.

Class Rules:

In order to maintain the classroom in a condition that will enable all students to succeed, the following rules apply to students when in class. The generally established rules and standards of Mount Diablo High School will be observed at all times.  Simply stated:  If the school forbids it, then I forbid it.

These are the general guidelines for my class:

  1. Treat everyone and everything respectfully:  There is zero tolerance for acts of racism, sexism and homophobia.
  2. No swearing;  No put downs.
  3. Be on time (in your assigned seat when the bell rings) and be prepared.
  4. Listen actively and speak in turn.
  5. Support teaching and learning at all times.

Any student caught talking on or using any electronic device (including, but not limited to, cell phones, iPods, MP3 players, PSP, cameras) in class will lose that weeks participation points (50) and will have their device confiscated by me and held until the end of the day.

Consequences for Inappropriate Behavior:

  • Warning by teacher (and loss of participation points)
  • Telephone call to parent/guardian
  • Conference
  • Referral to Vice-Principal

SEMESTER 1

Unit 1:  Colonial History (2 Weeks) 8/30-9/10

Readings:

The American Pageant:
Chapters 1-5
A People’s History of the United States:
Chapters 1-3
Lies My Teacher Told Me:
Chapter 1, Columbus
American Spirit:
Hernan Cortes Conquers Mexico, Aztec Chroniclers, Describe the Spanish Conquest of Mexico, Bernal Diaz:  The Conquest of New Spain, A Young African Boy is Taken into Slavery, The Starving Time, The Intolerant Act of Toleration, Framing of the Mayflower Compact, Anne Hutchinson is Banished, John Winthrop’s Concept of Liberty, Plymouth Officials Justify the War, A Contract for Indentured Service, The Baconite Grievances, The Salem Witchcraft Hysteria, Ben Franklin Analyzes the Population, Sinners in the Hands of an Angry God, The Pattern of Colonial Commerce

Themes:

  1. The emergence of American cultural traits and the facts that contributed to them
  2. Emerging regional patterns and how they evolved in comparison to each other

Content:

Motives and methods of colonization:  Spain, France, Britain, Push-pull factors bringing colonists to the New World, Comparison and contrast of Southern, middle, and New England political, economic, social, and religious patterns, Cultural differences between American and Europeans, Great Awakening vs. the Enlightenment, Pilgrims vs. Puritans

Major Assignments and Assessments:

  • Create illustrated posters that symbolize the significance of either the Enlightenment of the Great Awakening.  Follow this assignment with a reflective response discussing the impact of the Enlightenment or the Great Awakening.
  • Develop a chart explaining the financing, motivation for founding, and political, social, and economic organization of each area:  (a) the plantation colonies; (b) New England; (c) the middle colonies.  Include a definition of “joint stock,” “proprietary,” and “Royal” or “Charter” colonies, the degree of self-government and extent of participation, economic base, labor, opportunities for social and political mobility, education, etc.  What elements did all these colonies have in common?  What major differences existed?  What accounts for the differences?  (This question draws from Bailey and Kennedy, pp. 13-37, 54-72, and Conflict and Consensus, pp. 21-37).

FRQ:  2006 FRQ – Compare the Spanish Settlements of the Southwest to the English colonies of New England during the 17th century.

Unit 2:  Independence (2 Weeks) 9/13-9/24

Readings:

The American Pageant:
Chapters 6-8
A People’s History of the United States
Chapters 4-5
Lies My Teacher Told Me:
Chapter 4
American Spirit:
Francis Parkman Analyzes the Conflict, Proclamation of 1763, Virginia Resents Restrictions, Adam Smith’s Balance Sheet, Ben Franklin Testifies Against the Stamp Act, Adam Smith Criticizes Empire, Two Views of the British Empire, Patrick Henry Demands Boldness, Daniel Leonard Deplore Rebellion, The Unreliable Militia, Thomas Paine Common Sense, Richard Henry Lee’s Resolution of Independence, Declaration of Independence, the Hanging of a Loyalist

Themes:

  1. Colonists reevaluate their relationship with Great Britain and with each other.
  2. The American Revolution as a conservative or radical movement
  3. The American Revolution’s place in world developments of the time period
  4. The influence of the American Revolution to other revolutions world wide (i.e. France and Latin America)

Content:

Mercantilism – costs and benefits for Britain and colonies, British policy changes, post-1763, emerging colonial cooperation and decision for independence, military victory and terms of the Treat of Paris, Declaration of Independence, women in colonial America

Major Assignments and Assessments:

  • Take-home Essay – choose 1 of the following to respond to:  1.    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 1775 to 1880.  2.    “Mercantilism was actually more favorable to the colonies than to Great Britain.”  Assess the validity of this statement.
  • British policy chart:  Create a chart detailing the various British policies enacted following the Seven Year’s War (Proclamation of 1763 through the Intolerable Acts).  Indicate the content of provisions of these acts, the colonial response and the impact on growing colonial unity, and the impact of the experience on post-independence governance.  Include the Proclamation of 1763, Grenville Acts, Townsend Duties, Committees of Correspondence, Tea Act, Boston Tea Party, Intolerable Acts (detail), First Continental Congress, Samuel Adams, and the Sons of Liberty.
  • The independence movement as a conservative or radical movement:  The class is divided into two groups of four, each assigned to one chapter from the book Radicalism of the Revolution.  Each group makes a presentation to the class reflecting the views of the author about whether the American Revolution was radical in nature.  Students take notes on all five presentations and write a take-home essay taking a position on whether the independence movement was conservative or radical in its goals and results.  They must cite references from at least two of the chapters.

DBQ:  2005 AP Exam – To what extent did the American Revolution change American society?

Unit 3:  Post-Independence and the Critical Period (2 Weeks) 9/27-10/8

Readings:

The American Pageant:
Chapters 9-10
A People’s History of the United States
Chapter 6
American Spirit:
Federalist #10, Federalist #51, George Washington Expresses Alarm, Alexander Hamilton Scan the future, Jefferson is Unenthusiastic, An Anti-Federalist Demands Deliberation, James Madison Defends the New Constitution, Alexander Hamilton vs. Thomas Jefferson on Popular Rule, The Class Over States rights, Jefferson vs. Hamilton on the Bank, the French Revolution:  Conflicting Views, Kentucky and Virginia Resolutions, Washington’s Farewell Address

Themes:

  1. Impact of colonial experience on post-independence government
  2. Development of the United States Constitution and the Bill of Rights
  3. The emergence of political parties and the factors that divided them
  4. The development of sectional specialization and interdependence
  5. The conflict between national power and states’ rights

Content:

Government under the Articles of Confederation – Successes and failures
Constitutional Convention
Personalities
Compromises
Controversies
Ratification
The Bill of Rights
Hamilton vs. Jefferson/Federalists vs. Republicans
British-French conflict and its impact on American politics
Trade
Diplomacy
Alien and Sedition Acts

Major Assignments and Assessments:

  • Simulation – Virginia Ratification Debate
  • Bill of Rights Test,
  • Identify problems of the Articles of Confederation the solution proposed to fix them in the Constitution
  • Students in group will create an illustrated timeline for one of the following themes showing how it has evolved over the past 200 years:  immigration, civil rights, women and political power, voting rights.
  • Students create a flow chart for how a bill becomes a law.
  • Create biographical sketches of Thomas Jefferson and Alexander Hamilton.  A series of quotes will be given and students will have to determine and justify which individual delivered it.

FRQ:  2002 AP Exam – The Constitution and Adams, Jefferson, and Washington.

Unit 4:  Jefferson’s Administration/Growth of Nationalism (2 Weeks) 10/11-10/22

Readings:

The American Pageant:
Chapters 11-12
American Spirit:
Marbury v. Madison, The Connecticut Courant Rejects Jefferson as a Man “of the People”, Marshall Asserts the Supremacy of the constitution, Lewis and Clark Meet and Grizzly, Defense and Attacks on the Embargo, Tecumseh Challenges William Henry Harrison, Causes of the War, Rep. John Taylor reviles Slavery, Rep. Charles Pinckney Upholds Slavery, Monroe Doctrine.

Themes:

  1. The peaceful transfer of power from one party to another.
  2. Changes in party positions.
  3. National growth and the growth of nationalism.

Content:

Jefferson’s “Revolution of 1800,” Changes in Party Positions, Louisiana Purchase, Diplomatic Problems, War of 1812 (Causes, Conduct, Consequences), Era of Good Feelings, Rise of Nationalism, Diplomatic Achievements, Marshall Court rulings and precedents, Monroe Doctrine

Major Assignments and Assessments:

  • “Paper Chase” format for reporting on Marshall Court decisions
  • Take Home DBQ – Students are asked to compare the relative effectiveness of U.S. foreign policy toward Great Britain and France under Washington and Adams versus under Jefferson and Madison.

FRQ:  Democrats vs. Republican – Jefferson vs. Hamilton.

Unit 5: The Age of Jackson (2 Weeks) 10/25-11/5

Readings:

The American Pageant:
Chapters 13-15
A People’s History of the United States:
Chapters 7-8
Lies My Teacher Told Me:
Chapter 4
American Spirit:
A Plea for Non-property Suffrage, Chief Justice Roger B. Taney Supports “Creative Destruction”, Clay Protests, Daniel Webster Pleads for the Union, South Carolina Threatens Secession, Andrew Jackson Denounces Nullification, Jackson Vetoes the Bank Recharter, Cartooning the Banking Crisis, Jackson Endorses Indian Removal, The Utopian Lowell Looms, The Coming of the Irish, Chattel Slavery vs. Wage Salary, The Impact of the Erie Canal, Joseph Smith has a Vision, Dorothea Dix Succors the Insane, Seneca Falls Manifesto, Lucy Stone Protests Traditional Marriage, Ralph Waldo Emerson Chides the Reformers, Henry David Thoreau Praises Spiritual Wealth, Emersonisms and Thoreauisms

Themes:

  1. The emergence of the second American party system
  2. The emergence of the “Common Man” in American politics
  3. Geographical and economic expansion
  4. Reform movements and the American character

Content:

Election of 1824 and the founding of Jackson’s Democratic Party, Manifest Destiny and the War with Mexico, Immigration (social, political, and economic developments; and reform movements), Compromise between 1820-1850
Jackson’s Administration:
Spoils System
Nullification
Bank War
Cherokee Removal

Major Assignments and Assessments:

  • Groups create storyboards on one of the following social developments from the 1820s to the 1850s:  Scientific and technological developments, Transportation and sectional interdependence, Labor and labor organizations, Social reforms and reformers, Utopian societies, Religious movements, Immigration
  • Music analysis of Transcendentalism and reflective essay.
  • Simulated debate over declaration of War on Mexico.
  • Map the expansion of the United States’ westward movement
  • Take home FRQ – Using at least 5 primary sources, determine whether Andrew Jackson should be remembered as a Hero or a Villain.

DBQ:  2002 AP Exam – Reform and Expanding Democracy between 1820-1850.

Unit 6: Slavery, Sectionalism, Civil War, and Reconstruction (3 Weeks) 11/8-12/3

No school 11/11 & 11/12, Thanksgiving break 11/22-11/26

Readings:

The American Pageant:
Chapters 16-22
A People’s History of the United States:
Chapters 9 & 10
Lies My Teacher Told Me:
Chapter 6
American Spirit:
A Former Slave Exposes Slavery, Blessings of the Slave, Comparing Slave Labor and Wage Labor, Tubman on Slavery, Abraham Lincoln Apraises Abolitionism, Senator Edward Hannegan Demands 54-50, The Cabinet Debates War, Southerners Threaten Secession, John Calhoun Demands Southern Rights, Stephen Douglas’s Popular-Sovereignty Plea, The Onstead Manifesto, Mrs. Stowe Inflames the Southern Imagination, The Delicate Balance, The Pro-Southern Court Speaks, Abraham Lincoln Denies Black Equality, Horace Greeley Hails a Martyr, Fire-Eaters Urge Secession, Fort Sumner Inflames the North, Fort Sumner Inspirits the South, The New York Times Dissents, Britons Hail Democracy’s Collapse, The Pinch of the Blockade, The War to Preserve the Union, The War to End Slavery, Abraham Lincoln Answers Horace Greeley’s Prayer, McClellan Snubs the President, Emancipation Proclamation, Jefferson Davis Deplores Emancipation, Second Inaugural Address, The Former Slaves Confront Freedom, Southern Blacks ask for Help, W.E.B. DuBois Justifies Black Legislators, Booker T. Washington Reflects.

Themes:

  1. Sectionalism
  2. Slavery and the causes of the Civil War
  3. Secession and war
  4. Reconstruction issues and plans
  5. The struggle for equality
  6. Native American relations

Content:

Slavery as a social and economic institution, the politics of slavery, Missouri Compromise, Abolitionists, Compromise of 1850, Kansas-Nebraska Act and Bleeding Kansas, Dred Scott Decision, Lincoln-Douglas Debates, John Brown’s Raid, Election of 1860, Military strategies, strengths and weaknesses, events and outcomes; The home front; North and South; Mobilizing manpower, finances, public opinion; Social, economic, and political impact of war; Presidential vs. Congressional reconstruction plans and actions; Economic development:  The New South?; 1877 Compromise and Home Rule; Booker T. Washington’s and W.E.B. DuBois’s leadership styles and programs; Native Americans Plains Wars and reservation policy; Dawes Act; Comparison of reform attitudes toward African Americans and Native Americans in the late 19th century.

Major Assignments and Assessments:

  • Character journals and essay:  Students choose a persona and maintain a journal of experiences from 1850 through Reconstruction.  The final activity is to write an essay evaluating whether the problems between the sectionals regions could have been solved by compromise or whether the Civil War was a necessary step in American history.  Students will use their experiences as their personas when writing their journals.  This assignment is due at the end of the Reconstruction unit.
  • Group debate Activity – students research and defend either the views of Douglas or Lincoln and present these views in a class presentation.
  • Take home essay – Compare the rebellion of the American Revolution to the rebellion of the Civil War.
  • Students create their own DBQ.  They will develop a question and find and collect all of the documents.  Groups will take another groups essay and answer it.
  • Students complete a compromise to conflict chart.
  • Students, in groups, consider options and create a Reconstruction policy to answer the following questions:  1.    What is the primary goal of Reconstruction?  Reunification, punishment, civil rights, other?  2.    What should be done to ex-Confederates?  3.    What should be done for the freemen?  4.    Who should be able to vote and hold office in the new Southern state governments?  5.    What requirements must be met before states regain full rights and representation?  6.    How should the Southern economy be restored?  7.    What role should Union troops play in policing, governing, or rebuilding the South?
  • Take-home essay – Compare and contrast the plans of Lincoln, Johnson, and the Radical Republicans
  • Create a chart comparing the geographic, economic, political, and religious differences between the North and South.  This will lead to a discussion centered around advantages and disadvantages of both the North and South.

FRQ:  2004 AP Exam – Political Compromise between 1820-1850

Unit 7:  Populists and Progressives (3 Weeks) 12/6-1/7

Winter Break:  12/20-12/31

Readings:

The American Pageant:
Chapters 23-29
A People’s History of the United States:
Chapters 11 and 13
Lies My Teacher Told Me:
Chapter 7
American Spirit:
A Southern Senator Defends Jim Crow, Booker T. Washington Portrays the Plight of Black Tenant Farmers, Plessy v. Ferguson, Cartoon Criticism of Cleveland and the Tariff, Rockefeller Justifies Rebates, Gospel of Wealth, Knights of Labor Champion Reform, Samuel Gompers Condemns the Knights, Upton Sinclair describes Stockyards, Urging of the Literacy Test, Jane Addams Demands the Vote for Women, Hearst Stages a Rescue, McKinley’s War Message, The Gentleman’s Agreement, Chief Joseph’s Lament, Walking the White Man’s Road, Attacking the Populists, Starvation at Pullman William Jennings Bryan’s Cross of Gold, Excerpts from Jungle, John Muir Damns the Hetch Hetchy Dam, From the Depths, Images of the Suffrage Campaign, Roosevelt Proposes Government Regulation, J.P. Morgan Denies a Money Trust.

Themes:

  1. Political alignment and corruption in the Gilded Age
  2. Role of government in economic growth and regulation
  3. Social, economic, and political impact of industrialization
  4. Inflation/Deflation – Role of the government in the economy
  5. Role and effectiveness of third parties
  6. Immigration and urbanization
  7. Patrician reformers
  8. Bryan and Wilson:  “Jeffersonian goals in Hamiltonian form”
  9. Teddy Roosevelt/Taft/Wilson:  Conservatives as Progressives (reform to preserve)

Content:

Gilded Age politics, Party alignment, Political corruption and reform, Industrial growth Government support and actions, Business tycoons:  methods, accomplishments, philosophies, Rise of organized labor, Changing conditions, Unions, leaders, methods, successes and failures, Agrarian Revolt, Post-war problems, Attempts to organize, Election of 1896, Immigration and urbanization in the late 19th century, Social and cultural developments of the late 19th century, Urban middle-class reformers lead a call for change, Muckrakers, Women’s Issues and roles, Political corruption and reforms, Consumer and environment protection, Business and labor issues, Teddy Roosevelt, Taft and Wilson administrations respond to Progressive movement

Major Assignments and Assessments:

  • Group newspaper assignment – required elements:  Report of news articles on incidents or events during the late 1800s, Biographical feature story on an important personality of the period, Editorial, Political cartoons, Period appropriate advertisements
  • Wizard of Oz webquest
  • Assembly line simulation and Reflection
  • Characteristics of Industrialism Identification
  • Take-home FRQ – Effectiveness of Labor Unions
  • Progressive biographical sketches of influential leaders of the Progressive Party
  • Take-home essay – Identify 3 modern day issues that the Progressive Party of the early 1900s would place at the top of its platform.  What reforms would they create to solve these problems and issues?
  • Group in-class DBQ assignment:  Students in groups will evaluate a document packet on the Progressive movement.  Each group will develop a thesis and a topical outline that can be used to respond to the essay.  Each group must provide a brainstorm list of outside information to be used in the essay.

DBQ:  Gilded Age Industry, Economy, and Politics

SEMESTER 2

Unit 8:  Imperialism and World War I (2 Weeks) 1/24-2/4

Readings:

The American Pageant:
Chapters 27, 30
A People’s History of the United States:
Chapter 14
American Spirit:
Joseph Pulitzer Demands Intervention, Charles Eliot Norton’s Patriotic Protest, Albert Beveridge Trumpets Imperialism, Official Connivance in Washington, A Latin American Protests, Pres. Wilson Breaks Diplomatic Relations, Abusing the Pro-Germans, Robert La Follette Demands His Rights, George Creel Spreads Fear Propaganda, The Text of Article X

Themes:

  1. The changing roles of the U.S. in world affairs – from isolationism to world power
  2. U.S. motives in World War I and post-war agreements
  3. Presidential and congressional roles in policy management

Content:

Reasons for new interest in world affairs, Spanish-American War, Cuban situation and U.S. reaction, Military preparedness and action, Treaty provision, Philippine annexation – debate and results, Open Door Policy, teddy Roosevelt’s “Big Stick” Diplomacy, Roosevelt Corollary and applications, Panama intervention and canal building, Nobel Peace Prize, Taft’s Dollar Diplomacy, Wilson’s “moral” or “Missionary” Diplomacy, Relations with Panama, Mexico, Haiti, Philippines, Neutrality, 1914-1917, World War I as a war to “make the world safe for democracy”, Various interpretations of U.S. motives in World War I, World War I at home, Economic impact, Harassment of German Americans, Women and minorities, Espionage and Sedition Acts, Business and Labor relations, Creel Committee – wartime propaganda, Treaty negotiations and Senate rejection of Versailles Treaty

Major Assignments and Assessments:

  • Simulated debate over Philippine annexation
  • Political cartoons:  Students create one cartoon representing pro-annexation sentiment and one representing anti-annexation sentiment.
  • Biased Journalism research project.  Students will research and analyze 3 examples of modern biased journalism.  The goal is for them to determine and identify the elements within their articles that make them propaganda.
  • Create a piece of propaganda for or against the War in Iraq.  It can be in the form of any print or digital media.  Examples are a poster, a commercial, or a radio advertisement.
  • World War I Position Statement:  Student evaluate documents and make reports and position statements on whether the U.S. claim to be fighting a war to “make the world safe for democracy” was a valid claim.  Groups evaluate the following sets of documents and readings:  U.S. neutrality statements, submarine warfare experiences, Zimmerman Note, Fourteen Points; U.S. trade and loan figures, Nye Commission report; Fourteen points, Wilson War Message, Versailles Treaty negotiations (U.S. positions); U.S. home front:  gains and opportunities for women and minorities, treatment of German-Americans, Espionage and Sedition Acts

FRQ:  The effectiveness of the Treaty of Versailles

Unit 9:  1920s-1930s (2 Weeks) 2/7-2/19

Readings:

The American Pageant:
Chapters 31-33
A People’s History of the United States:

Chapter 15

American Spirit:
Randolph Bourne Defends Cultural Pluralism, Two Views of Immigration Restriction, the WCTU Upholds Prohibition, Upholding the 19th Amendment, Pres. Harding Hates His Job, The Plague of Plenty, Hoover vs. FDR on Business, Private Power, and Restricted Opportunity, Hard Times in a North Carolina Cotton Mill, Huey Long Wants Every Man to Be a King, Father Coughlin Demands “Social Justice”, Poets Reflect on the Civilian Conservation Corps, FDR Creates the TVA, Dorothy Thompson Dissents

Themes:

The 1920s:

  1. Post-World War I compared to post-Civil War nativism, laissez-faire, labor government farmers, attitudes toward reform
  2. U.S. pursuit of “advantages without responsibilities.”
  3. Administration policy of nullification by administration”
  4. Cultural conflicts:  native vs. foreign; rural vs. urban
  5. Revolution in manners and morals

The 1930s:

  1. The role of government in society and the economy
  2. Political realignment
  3. Human suffering and response to the Great Depression

Content:

The 1920s:
Post-war recession and agricultural problems, Intolerance, KKK, Immigration restriction, Sacco and Vanzetti, Prohibition and Organized Crime, Jazz Age culture, Youth, Rebellion, Literature of Disillusionment, Business growth and consolidation, credit, advertising, Harding, Coolidge, Hoover administrations, Scandals, Trickle-Down Economics, “Business of America is Business”, Boom and Bust in the Stock Market, Foreign Policy
The 1930s:
Hoover’s v. Roosevelt’s approaches to the Depression, New Deal Legislation-Effectiveness and Criticisms, Supreme Court Reactions and Court Packing Plan, Dust Bowl and Demographic Shifts, Extremist alternatives:  Coughlin, Long, Townsend, Political Party Alignment-the new Democratic Coalition, Impact of the Great Depression on various population groups

Major Assignments and Assessments:

  • Character Journals and Essay:  Students adopt a persona and maintain journals on teacher-assigned essay topics reflecting major domestic and foreign policy developments of the 1920s and 1930s.  The final essay evaluates the proper role of the government in American society.
  • Stock market simulation.
  • Political action/Policy Letter:  Students identify one economic problem in the United States today.  They research how the government dealt with that same or a similar problem during the 1920s or 1930s.  They then write a letter to a local, state, or national political leader suggesting a course of action on the problem, citing evidence to support a suggested action based on the their evaluation of the 1920s or 1930s policy.
  • Create a DBQ:  Choose an issue or development in the 1920s or 1930s.  Develop a question, and select and arrange documents relevant to answering the question.  Your score is determined by the significance of the issue, clarity of the question, and relevance of the documents used in answering the question.
  • Take-home Essay – Compare and Contrast the reforms of the Progressive Movement to the New Deal.
  • Photo-Analysis of effects of the Great Depression

DBQ:  2003 AP Exam – FDR addressing the problems of the Great Depression and the changing role of government.

Unit 10:  World War II and Origins of the Cold War (2 weeks) 2/21-3/4

No school, 2/21

Readings:

The American Pageant:
Chapters 34-35
A People’s History of the United States:
Chapter 16
American Spirit:
Two Views of Isolationism, Charles Lindbergh Argues for Isolation, FDR Drops the Dollar Sign, Hearst Denounces Aid to the Soviet Union, Framing the Atlantic Charter, Harold Ickes Prepares to “Raise Hell”, Secretary Henry Stimson Charges Negligence, FDR’s address to Congress, A Japanese American is Convicted, Roosevelt and Stalin Meet Face-to-Face, Japan’s Horrified Reaction to the Bomb, Harry Truman Justifies the Bombing

Themes:

  1. Comparison of Wilson and Roosevelt as neutrals, wartime leaders, Allied partners, post-war planners
  2. U.S. adopts new role as peacetime leader in post-war world
  3. Home front conduct during World War I and World War II

Content:

U.S. response to aggression – neutrality legislation, Lend-lease Act, Pearl Harbor and U.S. response, Military Strategy, Germany First, Second Front Debate, Island Hopping, Atomic Bomb, Home Front, Relocation of Japanese Americans, Women and Minorities in the Workplace, Demographic Impact, Wartime Diplomacy and Cooperation, Atlantic Charter (Compare to Fourteen Points), Wartime Conferences, United Nations Founding and Participation, Splintering of Wartime Alliance and Adoption of Containment, Berlin and German Division, Truman Doctrine, Marshall Plan, NATO, Korea

Major Assignments and Assessments:

  • Group presentations on comparisons and contrasts of aspects of World War I and World War II:  Neutrality policies, Home front developments and regulations, Economic controls, Labor relations, Women and minorities, Civil liberties, Demographic changes, Manpower and financial mobilization efforts, Relations with allies – wartime and communications
  • Group debate and position statements on:  Reasons for relocation – national security or racism?  Decision to drop the atomic bombs – military necessity, nationalism, or Cold War diplomacy?
  • Wartime Propaganda Cartoon Review:  Watch “Why We Fight” and “Bugs and Daffy Go To War”.  Write an analysis of the significance of such films.
  • Media Project on WW2 movies.  Evaluate the significance of such films.

FRQ:  Justification of Japanese Internment

Unit 11:  Post-War Domestic Issues (2 weeks) 3/7-3/18

Readings:

The American Pageant:
Chapters 38-40
A People’s History of the United States:
Chapter 17
American Spirit:
Kennedy Proclaims a “Quarantine”, The Soviets Save Face, Johnson Declares War on Poverty, Rosa Parks Keeps Her Seat, Riders for Freedom, Letter From a Birmingham Jail, I Have a Dream, Resisting the Draft, Henry Kissenger Dissects the Dissenters, Nixon’s Address to the Nation, The Outlawing of Third-Degree Confessions, The First Article of Impeachment, Nixon Incriminates Himself, Why Black People Tend to Shout, Reagan Asks for a Tax Cut, Defining Neoconservatism, A Skeptical View of Reagan’s Presidency

Themes:

  1. Continued impact of the New Deal on government’s role in society
  2. Struggle for civil liberties and civil rights
  3. Checks and balances at work in American politics

Content:

Truman’s administration, Fair Deal, GI Bill of Rights, Taft-Hartley Act, 22nd Amendment, 1948 election, Loyalty program, Eisenhower’s administration, McCarthysim, Modern Republicanism, Highway construction, Brown v. Board of Education of Topeka, Warren Court, Kennedy/Johnson administrations, Civil Rights Movement:  Popular and government response, War on Poverty and Great Society programs, Counterculture and anti-establishment movements

Major Assignments and Assessments:

  • Civil Right Leader and Tactics:  Students read position statements by various civil rights leaders including Booker T. Washington, W.E.B. DuBois, Marcus Garvey, Martin Luther King Jr., Jesse Jackson, Malcolm X, Stokely Carmichael, and Elijah Muhammad.  They describe these leaders’ philosophies, programs, and strategies for action and evaluate which policies were most effective and why.
  • Identify quotes by Malcolm X and MLK Jr.  Evaluate the significance of their meaning.
  • Take-home Essay – How do we, as a society, define an unjust law, and what kinds of strategies and tactics have proven most effective in changing such law?  If we are able to abolish legal injustice will it necessarily result in social justice?
  • Socratic Seminar on Zinn Chapter 17
  • Create a memorial for an individual or event of the Civil Rights Movement
  • Build profiles of victims of the Civil Rights Movement.  Create a database that includes their vital information and causes of death.
  • Music of the 50s, 60s, and 70s that define the decade.  Create a CD with songs that best illustrate the key themes of the decades following WW2.

FRQ:  MLK Jr. vs. Malcolm X

Unit 12:  Foreign Policy – Eisenhower-Reagan (2 weeks) 3/21-4/1

Readings:

The American Pageant:
Chapters 36-37, 41
A People’s History of the United States:
Chapter 18
American Spirit:

The Move to Suburbia, FDR “Betrays” China and Japan, Truman Appeals to Congress, The World Through Soviet Eyes, Marshall Speak at Harvard, McCarthy Blasts Traitors, NSC-68 Offers a Blueprint for the Cold War, MacArthur Calls for Victory, McCarthy Upholds Guilt by Association, Tonkin Gulf Resolution

Themes:

  1. Cycles of freezes and thaws in East-West relations
  2. The “Vietnam Syndrome” in post-war foreign policy
  3. Human rights vs. strategic self-interest in policy formation
  4. Interrelationship of foreign policy and economic stability

Content:

Eisenhower:
Liberation, not containment, John Foster Dulles, Massive retaliation, Asia policies:  Korea, Southeast Asia – Geneva Accords and aid to South Vietnam, Peaceful Coexistence – Khrushchev’s Visit, U-2 Incident
Kennedy:
Flexible response, Aid for social and economic development, Peace Corps, Alliance for Progress, Southeast Asia military and economic aid, Bay of Pigs and Cuban Missile Crisis
Johnson:
Vietnam War
Nixon/Ford:
Vietnamization, Nixon Doctrine, China Card, Detente
Carter:
Human rights policies, Camp David Accords, Panama Canal Treaties, SALT II, Afghanistan, and Olympic boycott, Iran Revolution and hostage crisis
Reagan:
“The Evil Empire”, Strategic Defense Initiative (SDI), End of the Cold War

Major Assignments and Assessments:

  • Cold War Grid – Compare the presidential policies of Truman and Reagan regarding:
  • Historical Open Minds – illustrate using symbols and images that symbolize the emotions, experiences, and opinions of a character towards the Vietnam War
  • The Atomic Café – Examining the Cold War Paranoia through film and print media
  • The Virtual Wall webquest
  • Create a protesting bumper sticker from 1968
  • Complete the “Vietnam:  A Case Student For Critical Thinking” exercise and video comparing the role of television media in swaying public opinion toward the war.

DBQ:  Cold War

Unit 13:  AP Review (4 weeks) 4/4-5/6 – TEST IS FRIDAY, MAY 6!!!!

Spring break, 4/25-4/29

STAR test, some time in April 2011

Spring Break:  4/5-4/9
STAR Testing:  4/20-4/22 & 4/27-4/29
April 20:  Ranking Presidential Terms and Era Quiz
April 21:  Turning Point Years Quiz
April 22:  Review Exam I-DBQ
April 23:  Review Exam II-Multiple Choice
April 24:  Go over the first two Review Exams
April 27:  Political Parties Quiz
April 28:  Supreme Court Cases Quiz
April 29:  Constitutional Amendments Quiz
April 30:  Writing Strategies Workshop
May 1:  Writing Strategies Workshop
May 4:  Review units 1-4
May 5:  Review units 5-9
May 6:  Review unites 10-14
May 7:  Answering Unanswered Questions
Friday, May 8:  AP United States History Exam

Unit 14:  Post-Exam Activity (4 Weeks) APUSH test until the end of the year

U.S. Historical figure research activity and presentations.  Students will individually present a PowerPoint project they create on an historical figure of their choice, using specific verbs to describe the impact this person had on the history of the United States.  Students will also participate in an in-depth activity highlighting the many facets of the civil rights movement, and a simulation representing the House Un-American Activities Committee.