AP U.S. History Syllabus a free response essay (FRQ) or a document based question ... Teacher...

AP U.S. History Syllabus

Curricular Requirements Page(s)

CR1a—The course includes a college-level U.S.

history textbook.

6

CR1b—The course includes diverse primary sources

consisting of written documents, maps, images,

quantitative data (charts, graphs, tables), and works

of art.

7, 8

CR1c—The course includes secondary sources

written by historians or scholars interpreting the

past.

6

CR2—Each of the course historical periods receives

explicit attention.

7, 8, 10, 12, 14, 15, 18, 20, 22

CR3—The course provides opportunities for

students to apply detailed and specific knowledge

(such as names, chronology, facts, and events) to

broader historical understandings.

9, 22

CR4—The course provides students with

opportunities for instruction in the learning

objectives in each of the seven themes throughout

the course, as described in the AP U.S. History

curriculum framework.

8, 10, 14, 16, 21, 22


students to develop coherent written arguments that

have a thesis supported by relevant historical

evidence. — Historical argumentation

16, 22


students to identify and evaluate diverse historical

interpretations. — Interpretation

7


students to analyze evidence about the past from

diverse sources, such as written documents, maps,

images, quantitative data (charts, graphs, tables), and

works of art. — Appropriate use of historical

evidence

13


students to examine relationships between causes

and consequences of events or processes. —

Historical causation

14


students to identify and analyze patterns of

continuity and change over time and connect them to

larger historical processes or themes. — Patterns of

change and continuity over time

14, 15


students to investigate and construct different

models of historical periodization. — Periodization

20


students to compare historical developments across

or within societies in various chronological and

geographical contexts. — Comparison

22


students to connect historical developments to

specific circumstances of time and place, and to

broader regional, national, or global processes. —

Contextualization

19

CR13a—The course provides opportunities for

students to combine disparate, sometimes

contradictory evidence from primary sources and

secondary works in order to create a persuasive

understanding of the past.

17

CR13b—The course provides opportunities for

students to apply insights about the past to other

historical contexts or circumstances, including the

present

11

Advanced Placement U.S. History

Advanced Placement U.S. History is a college-level introductory course which examines the nations’ political,

diplomatic, intellectual, cultural, social, and economic history from 1491 to the present. A variety of instructional

approaches are employed and a college level textbook is supplemented by primary and secondary sources.

Each unit will contain the following activities:

1. Lecture and discussion of topics: Students will participate in discussions based on course topics.

Reading quiz content is embedded in class discussions.

2. Primary Source Analysis: Students analyze primary sources using notecards on which they

identify, analyze, and evaluate each of the sources. Students analyze the sources for two or more of the

following features:

a. historical context

b. purpose and intended audience

c. the author’s point of view

d. type of source

e. argument and tone. (Appropriate use of historical evidence)

3. Author’s Thesis Paper: Students are provided with opposing viewpoints expressed in either primary

or secondary source documents and in writing must determine the following:

a. The Thesis:

What is the main argument of each author?

b. The Evidence:

Looking at the supporting evidence, analyze whether they are logically

interpreted by the authors. Do they clearly support the thesis?

c. Critical Analysis:

What do the sources add to your own understanding of the topic?

What points are strongly made and well documented?

d. Final Analysis:

Which of the sources makes the most convincing case and why? (Your opinion is

expressed here without the use of any form of the pronoun “I”)

For each source, complete the thesis, evidence, and critical analysis sections.

4. You Be the Judge: Students analyze disparate primary source documents on the same topic. Students

then compare and contrast the viewpoints expressed in the documents, and - supported by the evidence

presented and in the context of the historical period - determine which authors made the better case.

5. History in the Making Assignments: Students will compare how the issues they are studying were

covered by American history textbooks in the past. They will then assess the extent to which earlier

interpretations differ from that presented in their text.

6. DBQ Deconstruction: Students, working in groups, will read the sources from and debate the question

posed by the DBQ.

7. Six Degrees of Separation: There will be at least one Six Degrees assignment per unit. Some events

can and will include environmental impact data. This assignment provides students with the opportunity

to observe continuity and change over time.

a. Students will be provided with two events spanning decades, but related by their theme.

b. They will select six events in chronological order that link the first event in the series

with the last.

c. Students will write the name of each selected event, and use their research and knowledge of

the time period to create an argument to support the events selected.

d. Students must emphasize both cause and effect and/or demonstrate continuity or change over

time in their linking.

8. Chronological Reasoning Lesson:

a. Students are provided with ten events, in no particular chronological order, which they will

then place in order, naming the decade in which each occurred.

b. Students will complete the exercise by providing the following:

Identify the period in which these occur

Identify continuity and change over time exemplified by the selections

Identify the theme(s) under which these issues and developments might be

categorized.

9. Celebration of Knowledge: An exam, known as a Celebration of Knowledge, will be given at the end

of each unit.

a. The exam will have three components:

analytical multiple choice questions (MC)

analytical short answer questions (SA)

either a free response essay (FRQ) or a document based question (DBQ)

b. Each component of the exam will emphasize the application of historical thinking skills to

answer the question. Information from prior units is often a critical component of the response.

a. Identity (ID)

b. Work, Exchange and Technology (WXT)

c. Peopling (PEO)

d. Politics & Power (POL)

e. America in the World (WOR)

f. Environment and Geography–Physical & Human (ENV)

g. Ideas, Beliefs and Culture (CUL)

Grading Criteria

1. Students’ grades will be determined by teachers, peers, and self-evaluation.

2. Students are responsible for keeping track of their own grades.

3. Graded work will include

a. reading quizzes

b. history logs - daily reading summaries, in class

c. reading guides and vocabulary for each chapter

d. document analysis

e. notes and unit exams

f. revised writings

g. projects

Specific assignments and activities are described in the units outline below.

Reading Quizzes

1. Students will periodically take “reading quizzes” on the chapter assignments, usually every Monday.

2. These quizzes are integrated into class discussions.

These activities are organized around AP U.S. History’s seven major themes that are designed to develop the

student’s historical thinking skills:

These activities are also designed to support the nine Historical Skills promoted by the College Board:

. Skill 1: Historical Causation

. Skill 2: Patterns of Continuity and Change over Time

. Skill 3: Periodization

. Skill 4: Comparison

. Skill 5: Contextualization

. Skill 6: Historical Argumentation

. Skill 7: Appropriate Use of Relevant Historical Evidence

. Skill 8: Interpretation

. Skill 9: Synthesis

Primary Textbook

The American Pageant, David M. Kennedy, Lizabeth Cohen, and Thomas A Bailey, 12th ed.,

Houghton Mifflin, 2002. [CR1a]

Primary and Secondary Sources, Supplemental Texts, and Resources

Brinkley, Alan. The American Presidency. Houghton Mifflin Harcourt, 2005.

Davis, Allen F. and Harold Woodman. Conflict and Consensus in American History. D. C. Heath and Co., 1984.

Dudley, William. Opposing Viewpoints, 2 vols. Farmington Hills: Greenhaven Press, 2007.

Garraty, John. Historical Viewpoints, 2 vols. Longman Publishers, 2003.

Hymowitz, Carol and Michaele Weissman. The History of Women in America. Bantam Doubleday: New York.

1990. [CR1c]

Kennedy, David and Thomas Bailey. The American Spirit: United States History as Seen by Contemporaries,

Vol. 1 & 2, 10th ed., Houghton Mifflin Company, 2002.

McClellan, Jim. Historical Moments: Changing Interpretations of America’s Past, Vol. 1 & 2, 1st ed., Dushkin

McGraw-Hill, 2000.

Stanford History Education Group. Reading Like a Historian. http://sheg.stanford.edu

Ward, Kyle. History in the Making. New York: The New Press, 2007.

Zinn, Howard. A People’s History of the United States (2010 ed.). New York, New York: Harper Collins.

Unit 1: 1491-1607- The American Pageant, Chapters 1-3 [CR2]

A. Content:

Geography and Environment of the Americas

Diverse cultures of Central and South America.

Main Indian cultures of North America at the time of European contact.

Motives for European explorations & the technological advancements that made this possible.

Impact of the Columbian Exchange.

System of Spanish colonization in the Americas.

System of Dutch colonization in the Americas.

System of French colonization in the Americas.

System of English colonization in the Americas.

Complicated relationships between Native Americans and Europeans.

Importance of transatlantic trade & its impact on the growth of sea ports.

B. Primary Source Analysis: Notes for Primary Sources Theme [CR1b]

Perceptions of Native Americans—Woodcuts from the settling of Jamestown

Photos of Native American jewelry and pottery

“Letter to Luis de Santangel”

Letters describing Native Americans

Map of American Indian pre-1492 demographics.

C. Author’s Thesis Paper:

Using evidence and analysis from these materials, students will write an essay in response to

the question, “Were the conquistadores immoral?” [CR6]

a. Students read an excerpt from “1491” by Charles C. Mann

b. Excerpt from Howard Zinn’s A People’s History of the United States

c. Excerpt from William Bennett’s America: The Last Best Hope

D. You Be the Judge: Documents:

John Marstan from Eastward Ho vs. The Tragical Relation of the Virginia Assembly (1624).

E. History in the Making Assignments:

History in the Making, Chapter 1 “Native American Relations with the New Colonists”

History in the Making, Chapter 5 “Captain John Smith and Pocahontas.”

F. DBQ Deconstruction:

Teacher created DBQ on the Columbian Exchange.

G. Six Degrees of Separation:

From 1491 to Jamestown.

H. Unit I Celebration of Knowledge:

Six multiple choice questions

Two short answer questions

One teacher created FRQ on Indian/settler interaction.


A. Content:

Early English Settlements—Jamestown, Plymouth, Massachusetts Bay

Development of the Chesapeake colonies

Development of New England

Restoration colonies

Early Political Institutions

Mercantilism and the Empire

The Institution of Slavery

Colonial Population Growth

The Structure of Colonial Society

Development of the Colonial Economy

Colonial Religious Diversity, Tolerance, and Intolerance

Development of Culture in the Colonies

Political differences across the Colonies

Conflict with Native Americans

B. Primary Source Analysis: [CR1b]

“Sinners in the Hands of an Angry God” by Jonathan Edwards

“Our Plantation is Very Weak”

Examining Passenger Lists

Mayflower Compact

Bacon’s Manifesto

The Maryland Toleration Act

Discussion on Small Pox Inoculation

Map of a Puritan town

Painting of a colonial Virginia tobacco farm

Colonial export chart broken down by region and products


Students read the following documents and then, working in groups, students develop a class presentation

that analyzes reasons for the development of different labor systems in any two of the following regions

of British colonial settlement: New England, the Chesapeake, the southernmost Atlantic coast, and the

British West Indies. (WXT-4) [CR4]

a. “The Origins of Slavery” by Ira Berlin

b. “Persistent Localism” by T. H. Breen

c. “Indian Slavery in the Americas” by Alan Gallay

d. “The Rise and Fall of Indentured Servitude in the Americas” by David W. Galenson

D. You Be the Judge:

Students compare and contrast

a. Cotton Mather, A Defense of the Salem Witch Trials (1692) vs. Thomas Brattle, An

Attack on the Salem Witch Trials (1692)—Opposing Viewpoints in American History

b. Samuel Sewall, Slavery is Immoral (1700) vs. John Saffin, Slavery is Moral (1701)--

Opposing Viewpoints in American History

E. History in the Making:

History in the Making, Chapter 8, “Witchcraft in the Colonies.” [CR3]

a. Students will document the key facts of the witchcraft trials and analyze how the trials were covered in

student textbooks throughout U. S. history.

b. Students will write an argumentative essay and explain how the witchcraft trials help us understand the

nature of knowledge, gender roles, and patriarchy in the colonial era.

F. DBQ Deconstruction [CR5]

In groups, students will read the sources from a DBQ on the Puritans and engage in debate on the open

ended question provided by the DBQ.

As a take home assignment, students will write an essay with a thesis statement that focuses on the

economic, political, or religious values of the Puritans.


From Jamestown to the French and Indian War.

H. Unit 2 Celebration of Knowledge:

Nine multiple choice questions

Three short answer questions

One teacher created FRQ on Colonial development.


A. Content:

Imperial Wars

Reorganization of the British Empire

British Actions and Colonial Reactions

Philosophical Foundations of the American Revolution

The First and Second Continental Congress

The American Revolution as a Civil War

Organization of New Governments—National and State

Social Changes of the Revolution

Articles of Confederation and a Constitution

Arguments over Ratification of the Constitution

Washington’s Presidency

Birth of Political Parties

John Adams’ Presidency

The Election of 1800

B. Primary Source Analysis:

Drawing on primary sources, students engage in a debate over the question, “Did the Revolution assert

British rights or did it create an American national identity?” (ID-1) [CR4]

a. Declaration of Rights and Grievances

b. Letters from a Pennsylvania Farmer

c. Common Sense

d. The Declaration of Independence

e. The American Crisis

f. A Proclamation of Shaysite Grievances

g. The United States Constitution

h. The Federalist #45

i. Jefferson’s First Inaugural

j. Washington’s Farewell Address

k. Kentucky and Virginia Resolutions

l. Map of Northwest Ordinance/Slavery abolition

m. Two artists’ contrasting views of the Boston Massacre.

C. Author’s Thesis Paper

“Women and the Revolution” by Mary Beth Norton

“A Revolution to Conserve” by Clinton Rossiter

“The Founding Fathers: An Age of Realism” by Richard Hofstadter

D. You Be the Judge

Jefferson from the Kentucky Resolutions vs. Washington’s Farewell Address

Madison from The Federalist #10 vs. Henry at the Virginia Ratifying Convention

Hamilton from Report on Manufactures vs. Jefferson from Notes on the State of Virginia

E. History in the Making

History in the Making, Chapter 12 (Lexington and Concord)

History in the Making, Chapter 14 (Women in the Revolutionary War).

F. Six Degrees of Separation:

Drawing on assigned secondary sources, students will indicate the extent to which there is both

continuity and change of basic civil rights from the Declaration of Independence to the Voting Rights Act

of 1965. [CR13b]

G. Meeting of the Minds:

Each student will research an individual from an assigned era in preparation for an in-class role playing

exercise.

The discussion will be guided by questions which relate to both the era and the themes of AP U.S.

History.

This activity occurs in Unit 3 and Unit 6. A similar activity will be the Antebellum Dinner for Eight,

which is the same assignment but set in a fictitious dinner for antebellum reformers.


Twelve multiple choice questions


One teacher created DBQ comparing and contrasting the impacts of the Articles of Confederation and the

Constitution.


A. Content:

Jefferson’s Presidency

John Marshall and the Supreme Court

Foreign Problems during the Age of Jefferson

Madison’s Presidency

The War of 1812—Causes and Impact

The Era of Good Feelings

The Marshal Court and the Expansion of Federal Power

Territorial Expansion and the Slavery Question

Nationalism and Foreign Affairs

A National Economy

Effects of the Market Revolution

Growth of Sectionalism

The Peculiar Institution

Jacksonian Democracy

The Corrupt Bargain

Presidency of Andrew Jackson

Return of the Two-Party System

Religion: the Second Great Awakening

Culture: Ideas, the Arts, and Literature

Reforms and Social Movements

B. Primary Source Analysis

Letter to Mercy Otis Warren

The Indian Prophet and His Doctrine

Speeches at Fort Pitt by Tecumseh

The Monroe Doctrine

The Nullification Proclamation

Worcester v. Georgia

Self-Reliance

Declaration of Sentiments and Resolutions

The Spot Resolution

Polk’s War Message

Map of the spread of the 2nd Great Awakening

Contrasting illustrations of the “Trail of Tears.”

C. Author’s Thesis Paper

“The Cult of True Womanhood” by Barbara Welter

“The First Age of Reform” by Ronald G. Waters

“Marbury v. Madison” by John Garratt.

D. You Be the Judge

Hayne from Speech in the Senate vs. Webster from Reply to Hayne

Jackson from Veto of the Bank Bill vs. Henry Clay’s Senate Speech on the Veto


Students use SOAPSTone to look at Polk’s War message and debate whether that message was a change

or continuation of U.S. attitudes and foreign policy. [CR7]

a. History in the Making, Chapter 18 (The Trail of Tears)

b. History in the Making, Chapter 21 (The Start of the Mexican War)


Students write an essay based on the 2010 AP DBQ on Territorial Expansion.


From Jefferson to the Reform Era.


Twelve multiple choice questions


One teacher created FRQ on Antebellum Reform.


A. Content:

Manifest Destiny

War with Mexico

The Expanding American Economy

Antebellum Controversy, Compromise, and Conflict over Territorial Expansion

Abolitionism

Antebellum Constitutional Issues

The Road to Secession

Wartime Foreign Affairs and Diplomacy

The End of Slavery

Impact of the Civil War on Civilian Life

Reconstruction—Conflicting Plans

Southern Reaction to Reconstruction

The End of Reconstruction


Frederick Douglass--The Meaning of July Fourth for the Negro

Fugitive Slave Law

Opinions of the Supreme Court in the Dred Scott Case--Newspaper Editorials

The Impending Crisis in the South

Lincoln-Douglas Debates

Map delineating southern secession

Two paintings of “Manifest Destiny.”


Students look at several works by transcendental writers and discuss the ways their ideas both reflected

mainstream values and offered up a “counterculture.” Which trajectory was stronger? (CUL-2) [CR4]

a. “Black Slaveowners” by Philip Burnham

b. “John Brown: Father of American Terrorism” by Ken Chowder


Fitzhugh from Cannibals All vs. Weld from Slavery As It Is

Webster from Seventh of March Speech vs. Calhoun from 3/4/1850 Speech in the Senate

Lincoln's Meditation on the Divine Will and Second Inaugural Speech vs. FDR's First Inaugural Address

and Day of Infamy speech [CR 9]


Students will reflect on Seneca Falls—in what ways was it a consequence of pre-1848 reform activities

and what did it contribute to the movement for women’s rights afterwards?

Write a five page essay that makes an argument in response to this double sided question. [CR8]

a. History in the Making, Chapter 22 (Slavery in America)

b. History in the Making, Chapter 24 (John Brown at Harper’s Ferry)

c. History in the Making, Chapter 28 (Birth of the Ku Klux Klan)


2002 DBQ on Reform Movements.


From The Liberator to the Compromise of 1877

H. Slavery DEQ (Document Enhanced Question)

Students will be divided into groups, and each group will be required to complete a Document Enhanced

Question dealing with the issue of slavery between 1820-1860.

Using the documents, and secondary sources, each group will compose a sample answer essay to its

question.

I. Chronological Reasoning Lesson [CR9]

Students look at the evolution of public policies related to slavery and racial inequality to 1877.

After making a list, students write an essay to explain the evolution and moments when change occurred

and why.

J. Unit 5 Celebration of Knowledge:

Fifteen multiple choice questions

Four short answer questions

One teacher created DBQ on the evolution of Lincoln’s opinion on slavery.


A. Content:

The Business of Railroads

Industrial Empires

Technology and Innovations

Impact of Industrialization

The Struggle of Organized Labor

Closing of the Western Frontier

The New South

Farm Problems and Protests

Old vs. New Immigration

Urbanization

Late 19th century and Early 20th century Social Reforms

Intellectual and Cultural Movements

Popular Culture

Politics in the Gilded Age

The Growth of Discontent and Populist revolt


The New South

“Almost Broken Spirits”: Farmers in the New South

The Atlanta Compromise

A Century of Dishonor

The Frontier in American History

Wealth Against Commonwealth

Our Country

The Lure of the City

Chinese Exclusion Act

Populist Party Platform/Omaha Platform

The Money Question

The Cross of Gold

The March of the Flag

The Open Door in China

Map of the overseas possessions of the U.S.

Variety of Thomas Nast political cartoons


Students write an essay arguing for or against annexation of Cuba after the Spanish-American War and

create an accompanying editorial paragraph to appear in the NY Times. (WOR-7) [CR4]

Students write a FRQ on the role the acquisition of natural resources has played in U.S. foreign policy

decisions since the late 19th century. Were resources the driving force in this expansion? (ENV-5) [CR4]

[CR5] a. “Reconstruction” by McPherson

b. “The Robber Barons” by Josephson

c. “The Robber Barons Bum Rap” by Klein


Report from Joint Committee on Reconstruction vs. Johnson from Veto of Reconstruction

E. Merton Coulter from The South During Reconstruction vs. Carl N. Degler from Out of Our Past.


History in the Making, Chapter 29 (Eugene V. Debs and the Pullman Strike)

History in the Making, Chapter 30 (Immigration)


2009 DBQ on African Americans in the Civil War. [CR13a]


From The Homestead Act to the Battle of Wounded Knee

H. Unit 6: Celebration of Knowledge:



One teacher created FRQ on late 19th century immigration


A. Content:

The “New Imperialism”

The Spanish-American War

Open Door Policy

Theodore Roosevelt and Big-Stick Diplomacy

William Howard Taft and Dollar Diplomacy

Woodrow Wilson and Foreign Affairs

Origins of Progressivism

Progressive Reforms—Political, Economic, and Social

The Election of 1812

African Americans in the Progressive Era

Women, Suffrage, and the Progressive Movement

WWI and American Neutrality

American Debate over WWI

Causes of American Entrance into WWI

American Mobilization

The Treaty of Versailles

Post-WWI Problems

Politics in the 1920s

Mixed Economic Development in the 1920s

A New Culture in the 1920s

Gender Roles, Family, and Education in the 1920s

Cultural Conflict in the 1920s

Foreign Policy Between the World Wars: The Fiction of Isolation

Causes and Effects if the Great Depression

Hoover’s Response to the Great Depression

FDR and the New Deal

Critics of the New Deal

From Neutrality to WWII

The Home Front During WWII

Wartime Conferences

Legacy of WWII


Scientific Management

The Jungle

Muller v. Oregon

The Zimmermann Note

The War and the Intellectuals

The Sacco and Vanzetti Case

The Great Black Migration

FDR’s 1st Inaugural Address

Roosevelt’s Court Packing Plan

The Four Freedoms speech

Korematsu v. United States

The Atomic Bombing of Hiroshima-The Public Explanation

New Deal political cartoons (pro and con)

Graph showing economic cycles during the Great Depression through WW II.


“Theodore Roosevelt” by Morris

“Upton Sinclair on the Chicago Stockyards” by Sinclair

“The Most Scandalous President” by Anthony

“The Big Picture of the Great Depression” by Garraty.


Plessy v. Ferguson vs. Harlan from Dissent on Plessy v. Ferguson

Grady from The New South vs. Washington from The Race Problem

Turner from The Significance of the Frontier vs. MacDonald from Rugged Individualism

Lloyd from Wealth Against Commonwealth vs. Nevins from John D. Rockefeller.


History in the Making, Chapter 32 (The Sinking of the USS Maine)

History in the Making, Chapter 36 (Causes of the Stock Market Crash)

History in the Making, Chapter 39 (Japanese Internment)


DBQ on how the different policies of FDR and Hoover toward the proper role of government reflected

five decades of debates about citizenship, economic rights, and the public good.

Indicate how specific policies reflect the global economic crisis of the 1930s. [CR12]


From The Sinking of the Maine to Hiroshima.


Eighteen multiple choice questions


One teacher created DBQ on the Progressive Movement.


A. Content:

Postwar America

Origins of the Cold War

Containment in Europe

Cold War in Asia

The Second Red Scare

Eisenhower’s Presidency

Eisenhower and the Cold War

The Modern Civil Rights Movement

The Affluent Society and Popular Culture in the 1950s

JFK and the New Frontier

LBJ and the Great Society

The Warren Court and Individual Rights

Postwar Social Revolutions and Cultural Movements

The Vietnam War

Nixon’s Foreign and Domestic Policy

Watergate

Ford in the White House

Carter’s Presidency

Social Changes in the 1970s

Ronald Reagan and the New Right


Origins of the Cold War class debate: Some scholars argue that the Cold War started with the Russian

Revolution.

Examine primary and secondary sources and make a case for the Cold War starting in 1945 or 1917.

[CR10] a. The Marshall Plan

b. The Organization Man

c. Massive Retaliation

d. Brown v. Board of Education of Topeka

e. The Other America

f. Letter from Birmingham Jail

g. Black Power

h. Vietnamizing the War

i. The War Powers Act

j. The Port Huron Statement

k. The Sharon Statement

l. Chart illustrating the statistics of the draft during the Vietnam War and the casualty rate of same

m. Political cartoons (pro and con) of the “Reagan Revolution.”


“The Internment of the Japanese” by Rehnquist


Truman from The Truman Doctrine vs. Reagan from Tear Down This Wall speech

Friedan from The Feminine Mystique vs. Schlafly from A Choice Not An Echo


History in the Making, Chapter 44 (McCarthyism)

History in the Making, Chapter 45 (Desegregation and the Civil Rights Movement)

Students are asked to present their research on why the American Indian Movement emerged in the

1960s and not the 1930s


DBQ on the Cold War


From Containment to “Tear Down This Wall”

Using notes and primary sources, students construct a time line of the civil rights movement from

Reconstruction to the 1970s and annotate key turning points in the movement. (POL-7) [CR4]




One teacher created DBQ on the rise of the new feminism.

Unit 9: 1980-present- The American Pageant, Chapters 40-42 [CR2]

A. Content:

Resurgence of Conservatism

The Reagan Revolution

Reagan’s Foreign Policy

George H.W. Bush and the End of the Cold War

The Clinton Years

American Society in 2000

Challenges of the 21st Century


Listen America

The Evil empire

The Cold War is Over

The Axis of Evil

The New Segregation

Beyond Gender

Bowling Alone

Couch Potato Democracy

Setting Right a Dangerous World

Political cartoons (pro and con) on the Patriot Act.


“The Man Who Broke the Evil Empire” by Peter Schweizer

“E Pluribus Unum” by Arthur Schlesinger.

Students break into groups to examine different genres of music and then present to the class how their

music helps to understand national political and cultural changes and continuities.


The Patriot Act vs. Amendment IV of the Constitution

Affordable Health Care Verdict vs. Dissent to the Obama ruling.


Students use a graphic organizer to compare and contrast the causes and goals of each act as described in

excerpts from the 1924, 1965, and 1990 Immigration Acts. (PEO-7) [CR4] [CR11]

History in the Making, Chapter 51 (The Modern Feminist Movement)

History in the Making , Chapter 53.


Student created DBQ on technological developments from 1800 to 2013, noting the impact of technology

on culture and politics. [CR3] [CR5]


From The Reagan Revolution to the Election of Barack Obama.


Six multiple choice questions,

Two short answer questions

One teacher created FRQ on Obama’s domestic policies.

Unit 10: AP Exam Review Period

The second semester concludes with a period of review for the Advanced Placement U.S. History Exam. The

students will work individually and in groups to discuss and frame answers to the essential questions that have

been addressed during the school year. Review sessions will be held after school and on scheduled Saturdays.

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