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Overview of AP US History2014-2015

Instructor: Mr. Tod G. WolfgramE-mail: [email protected]

Course Design:Advanced Placement United States History is a challenging course meant to emulate the rigor of an entry-level college course. An AP Examination is offered in May and provides students with an opportunity to earn college credit. The course is a two-semester survey of American history from the age of exploration to present. Having a strong work ethic coupled with solid reading and writing skills are essential to succeeding. An emphasis in critical thinking and evaluating skills, timed essay writing, and interpretation of primary and secondary documents will be evident throughout the year.

Course Objectives: Master a broad body of historical knowledge Use historical data to support a thesis Interpret and apply data from original documents, cartoons, graphs, letters, etc. Effectively use analytical skills of evaluation, cause and effect, compare and contrast, etc. Understanding of interpretations of historical events and people through supplemental

readings by historians Prepare for and successfully pass the AP examination on May 8th

Course Themes: These themes will be evident throughout class discussion, reading assignments, primary source analysis, secondary source analysis, and assessments. The goal will be to understand American History along a continuum of historical developments.

Identity (ID) Work, Exchange, and Technology (WXT) Peopling (PEO) Politics and Power (POL) America in the World (WOR) Environment and Geography- Physical and Human (ENV) Ideas, Beliefs, and Culture (CUL)

Historical Thinking Skills: The following skills will be emphasized and incorporated into instructional practices throughout the school year. Students will explore these skills in order to develop a more thorough understanding of the material as well as develop skills of an historian.

Skill I: Chronological Reasoning Historical Causation Patterns of Continuity and Change over Time PeriodizationSkill II: Comparison and Contextualization Comparison ContextualizationSkill III: Crafting Historical Arguments from Historical Evidence Historical Argumentation Appropriate Use of Relevant Historical Evidence Skill IV: Historical Interpretation and Synthesis Interpretation Synthesis

mailto:[email protected]

Course Textbook:

The American Pageant, David M. Kennedy, Lizabeth Cohen, and Thomas A. Bailey, 15th ed., Wadsworth/Cengage, 2013.

Primary Source Books:

American Issues: A Documentary Reader, Charles M. Dollar and Gary W. Reichard, 1st ed., Glencoe/McGraw-Hill, 2002.

A History of Our Time: Readings on Postwar America, William H. Chafe and Harvard Sitkoff, 5th

ed., Oxford University Press, 1999.

The American Spirit: Vol. I and II, Thomas A. Bailey and David M. Kennedy, 12h ed., Wadsworth Cengage Learning, 2010.

Secondary Source Books:

A People’s History of the United States, Howard Zinn.

Historical Moments: Changing Interpretations of America’s Past, Vol. I and II, Jim R. McClellan, 2nd ed., Dushkin McGraw-Hill, 2000.

Historical Viewpoints, Vol I and II, edited by John A. Garraty, 9th ed., Longman Publishers, 2003.

History in the Making, Kyle Ward, New Press, 2006.

Portrait of America, Vol. I and II, Stephen B. Oates, 6th ed., 1995.

Red, White and Black: The Peoples of Early North America, Gary B. Nash, 3rd ed., Prentice Hall, 1992.

The American Political Tradition and The Men Who Made It, Richard Hofstadter, Vintage Books, Random House, 1989.

Course Organization:Provided in the syllabus is a course outline that breaks the class down into units that will cover two-three chapters from the textbook. At the beginning of each unit, you will be given a specific daily reading schedule that covers approximately two-three weeks. This schedule will also provide you with the Big Idea questions of the day. The intent is to avoid the notion that history is just….. “ODTAA”(One Dang Thing After Another). Each unit will last approximately two weeks with a summative assessment at the end of the unit. During the course of each unit students will be responsible for textbook readings. In class, students will be guided through various readings, discussions, essays, thesis statements and DBQ’s.

Seminar Format:This class will function best if it is done in a seminar format. You and I would be best served if we are discussing the history vs. me repeating what you have read in your textbook. We need to explore the subject together; therefore, I am planning on you having your reading done for each day. The classroom discussions will revolve around the unit objectives and primary sources that

we interpret/discuss each day. The important thing is to make connections that go beyond chronological associations; the themes of the course will help you make the necessary links that allow you to deepen your understanding of US history. Moreover, when we can discuss what has happened as well as what is happening in US history we further our ownership of the society we live in. Engage yourselves daily.

Supplemental Reading:Students will be given 1-2 outside readings each week that will correlate with the topic being studied. These will be essays from various historians that will help stimulate discussions in class.

Writing in AP US History: There will be a considerable amount of time devoted to learning how to write essays that critically analyze various historical questions.

Assessments: Your assessments will consist of the following: formative reading quizzes, summative objective tests, short-answer questions, document-based questions, long essay questions, and a variety of assessments intended to evaluate your development as an “apprentice historian”.

Student-As-Historian: The following are brief summaries of activities and assignments aimed at developing the historical thinking skills required in APUSH; each of the activities will help students explore the themes in APUSH (ID, WXT, PEO, POL, WOR, ENV):

Support, Modify, or Refute: Students will be given a prompt, statement, or an historian’s position and will write a coherent, persuasive essay that will assess either chronological reasoning or crafting historical arguments. [Writing Assessments]

The Beginning and The End: Students will craft an argument that delineates the rationale for selecting a specific time period as a beginning or end for an event/phenomenon/idea/concept, etc. in American history.

You Be the Judge: [Attribution to, Thomas F. Sleete-reprinted with his permission] 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.

In-Class Debate: Students will utilize a variety of historical evidence (primary sources) and historical interpretations (secondary sources) to analyze, contextualize, and better understand the processes needed to evaluate an historical topic. Students will be asked to write a reflection on the merits of the conclusions they reached as a result of the debate.

The Theory Qualifier: Students will be given opposing secondary sources. They will analyze the validity of each argument by exploring the evidence the historian utilizes as well as the credibility of the claims presented to determine which source better accounts for the causation of an event/phenomenon/idea, etc.

Six Degrees of Separation: [Attribution to, John Struck and Thomas F. Sleete-reprinted with his permission] Students will be provided with two events spanning decades, but related by their theme. They will select six events in chronological order that link the first even in the series with the last. 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. Students must emphasize both cause and effect and/or demonstrate continuity or change over time in their linking. 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.

Role Play: Students will take the position of historical figures to garner support of their positions based on the research and selection of primary sources that will require students to use appropriate use of historical evidence. Students must stay within the context of the time period and are not allowed to introduce ‘presentism’ into their positions. Students will be required to use a variety of sources including; speeches, charts, maps, quantitative data, images, and works of art germane to the time period.

Portfolio: Students will engage in three longitudinal studies (African-Americans, Women, and American Indians) to further infuse the relevancy of social history in the classroom. They will trace the progress, change, or developments across time and space and at various points in the curriculum will respond in writing to prompt-driven stimuli to assess change over time of these groups.

A Final Note:

In his book, Anti-Intellectualism in American Life, Dr. Richard Hofstadter examined the differences between intelligence and intellect-

“Intelligence works within the framework of limited but clearly stated goals, and may be quick to shear away questions of thought that do not seem to help in reaching them. Finally, it is of such universal use that it can daily be seen at work and admired alike by simple or complex minds.

Intellect, on the other hand, is the critical, creative, and contemplative side of mind. Whereas intelligence seeks to grasp, manipulate, re-order, adjust, intellect examines, ponders, wonders, theorizes, criticizes, imagines. Intelligence will seize the immediate meaning in a situation and evaluate it. Intellect evaluates evaluations, and looks for the meanings of situations as a whole.”

While we are here to further your intelligence, please remember in this class we are also embracing the unknown, questioning the past and pondering the present. Please don’t be afraid to admit there is not a finite answer. Take solace in the fact that this class seeks to develop layers of understanding; not formulas to meet that end.

* Special Notation on Thematic Learning Objectives : When a summative assessment specifically references a thematic learning objective, the course syllabus will give the question in its entirety. However, if not specifically addressing a thematic objective, the summative assessment will only include the objective of the question.

Time Period One: 1491-1607 (September 2-3)

Unit One: 1491-1607: September 2-3

Textbook: The American Pageant Chapters 1, 2 Brinkley Chapter 1

Content: Impact of geography on social, political, and economic customs of Native American populations; impact of religion on cultural interaction between settlers and natives; demographic shifts as a result of the Spanish Empire; the development of the Americas through conflict and exchange with West Africa; French, Dutch, and English settlement patterns and motivations for these patterns; shifting of perceptions of Africans, American Indians and Europeans from exploration through settlement

Themes: [Covered through content / Formative Assessment] ID, WXT, PEO, POL, WOR, ENV

Primary Source Analysis: “Their manner of fishing in Virginia”, John White; Bartolome de Las Casas Defends the Indians; Columbus Reports on a Voyage; Map of native population in North America pre-1492; Richard Hakluyt Calls for an Empire (1582); Two paintings of Jamestown

Secondary Source Analysis: Excerpt from 1491, Charles Mann; excerpt from Howard Zinn’s, A People’s History of the United States, “Columbus, The Indians, and Human Progress”

Student-As-Historian:

Six Degrees of Separation : Pre-Columbian to Jamestown You Be the Judge : Columbus Reports on a Voyage vs. Bartolome de Las Casas Defends

the Indians Portfolio (American Indians): Howard Zinn’s, A People’s History of the United States,

“Columbus, The Indians, and Human Progress”

Assessments:

Multiple-Choice : Test will consist of ten multiple choice questions. One Short-Answer Question : [taken from Curriculum Framework]

1. Answer a, b, and c. [CUL-1-Summative Assessment of Theme]

a) Briefly explain ONE example of how contact between Native Americans and Europeans brought changes to Native American societies in the period 1492 to 1700.

b) Briefly explain a SECOND example of how contact between Native Americans and Europeans brought changes to Native American societies in the same period.

c) Briefly explain ONE example of how Native American societies resisted change brought by contact with Europeans in the same period.

Time Period Two: 1607-1754 (September 4-18)

Unit Two: 1607-1754: September 4 – September 18

Textbook: The American Pageant Chapters 3, 4, 5

Content: Varying goals, methods, and outcomes of Western European colonization; development of slavery from indentured servitude through chattel slavery in British North America; regional differences of British North American colonies; Conflict over settlement between European nations and the resulting conflict between Europeans and American Indians; Atlantic Trade system creating divergent social, political, religious, and economic systems; religious, political, and social (including gender) changes as a result of the end of salutary neglect


Primary Source Analysis: A Map of Bacon’s Rebellion, 1676; Copy of Bacon’s Declaration in the Name of the People, 1676; Bacon’s Appeal to the people of Accomack; A Slave is Taken to Barbados (1750); Framing the Mayflower Compact (1620); The Starving Time (1609); A West Indian Planter Reflects on Slavery in Barbados (1673); Anne Hutchinson is Banished (1637); The Blue Laws of Connecticut (1672); Plymouth Plantation-William Bradford, Poster detailing the costs for an Indentured Servant; Virginia Laws for Blacks-1662-1705; Indian Warfare in New England—Increase Mather; Join or Die Cartoon—Ben Franklin; George Whitefield Fascinates Franklin (1739); Sinners in the Hands of an Angry God—Jonathan Edwards; The Epochal Zenger Trial (1735)

Secondary Source Analysis: “The Puritans and Sex”, Edmund S. Morgan; “Were the Puritans Puritanical?”, Carl N. Degler; “Patterns of Indian-European Interaction”, Gary B. Nash


Six Degrees Separation : Jamestown to the start of French and Indian War The Beginning and the End : Students will craft an historical argument delineating the

following: What time period would best explain when indentured servitude was no longer the primary source of forced labor in the colonies?

Portfolio (women/African-Americans/American Indians): “The Puritans and Sex”, Edmund S. Morgan; Anne Hutchinson is banished (1637); The Blue Laws of Connecticut; Bacon’s Rebellion Documents; “Patterns of Indian-European Interaction”, Gary B. Nash

Role Play : Students will answer the following question using the aforementioned requirements of the role play activity: In a well-crafted essay students will respond to the following question: How did your geography influence your economic, political, and social pursuits? *Students will choose between Chesapeake and New England. [ENV-2-Summative Assessment of Theme]

Assessments:

Multiple-Choice : Test will consist of twenty multiple choice questions. One Short-Answer Question : Students are given the Ben Franklin, “Join or Die” cartoon

and be asked a series of three questions relating to message, short-term effects, and long-terms effects.

Long-Essay Question : Students will be given an essay on the origins and development of slavery in British North America

Time Period Three: 1754-1800 (September 19- October 16)

Unit Three: 1754-1776: September 19- October 3


Content: British, French, and colonial relations and alliances altered as a result of European colonial wars; concurrent phenomenon of establishing an American identity and colonial unity as a result of British imperial policies; early foreign policy as a result of internal desires and external influences; Effects of Enlightenment on American intellectual, cultural, and political ideas


Primary Source Analysis: Painting of Paul Revere’s Engraving, The Boston Massacre; John Singleton Copley Painting, Portrait of Mr. and Mrs. Thomas Mifflin (Sarah Morris); Copy of Thomas Jefferson’s Original and Actual Declaration of Independence; Thomas Paine, Common Sense; Pontiac Rallies His Warriors (1763); The Proclamation of 1763; Benjamin Franklin Testifies against the Stamp Act (1766); Philadelphia Threatens Tea Men (1773); Patrick Henry Demands Boldness (1775); Virginia Resolves

Secondary Source Analysis: “The Transformation of European Society”, Gary B. Nash; “A New Kind of Revolution”, Carl N. Degler; “A Kind of Revolution”, Howard Zinn


Six Degrees of Separation : “Join or Die” Cartoon to Declaration of Independence You Be the Judge : Students will be given Thomas Paine’s, Common Sense as well as

Thomas Jefferson’s, Declaration of Independence and will have to answer the following question: Which document best serves the purpose of agitating for Independence?

Theory Qualifier : Students will read Gary B. Nash, “A New Kind of Revolution” and Howard Zinn, “A Kind of Revolution” and answer the following question: Which author best delineates the causation and definition of what the Revolution represented?

Portfolio: (women): John Singleton Copley Portrait of Mr. and Mrs. Thomas Mifflin

Assessment:

Multiple-Choice : Test will consist of twenty multiple choice questions.

Long-Essay Question [taken from Curriculum Framework]: Some historians have argued that the American Revolution was not revolutionary in nature. Support, modify, or refute this interpretation, providing specific evidence to justify your answer.

Unit Four: 1776-1800: October 6- October 16

Textbook: The American Pageant Chapters 9, 10

Content: Rationale and process of moving from Articles of Confederation to Constitution; varying interpretations of Revolutionary ideals within the United States and around the globe; migrant patterns leading to internal conflict; Westward American settlement/organization and its impact on Native relations; role of race and gender in creating varying economic and social norms


Primary Source Analysis: Lord Dunmore’s Proclamation; Daniel Gray Explains the Shaysites’ Grievances (1786); George Washington reacts to Shay’s Rebellion; Federalist Papers No. 47, No. 48, No. 84, No. 85, No. 10; Hamilton and Jefferson debate—Popular Rule, States’ Rights, Bank and Whiskey Rebellion; Hamilton defends Assumption; Washington’s Farewell Address

Secondary Source Analysis: “Women in the American Revolution”, Mary Beth Norton; “A Midwife’s Tale: The Life of Martha Moore Ballard 1785-1812”, Laurel Thatcher Ulrich; “Sunrise at Philadelphia”, Brian McGinty; “Opposition to the Idea of Party”, Richard Hofstadter


Six Degrees of Separation : Declaration of Independence to The “Revolution of 1800” You Be the Judge : Students will be given primary sources of Hamilton’s defense of an

incorporation of a National Bank and Jefferson’s rebuttal and defense of a strict interpretation of the Constitution. Students will write a response to the following question: Who best interprets Article I, Section 8?

In-Class Debate : Students will follow the evidence and contextualization requirements and select documents to take one of two positions on the Constitution of 1787 as framed by the Federalist and Anti-Federalist perspective.

Portfolio (women/African-Americans): Lord Dunmore’s Proclamation; “Women in the American Revolution”, Mary Beth Norton; “A Midwife’s Tale: The Life of Martha Moore Ballard 1785-1812”, Laurel Thatcher Ulrich

Assessment:

Multiple-Choice : Test will consist of twenty multiple choice questions. Short-Answer Question : [taken from Curriculum Framework Resources] [ID-1-

Summative Assessment of Theme]1. United States historians have proposed various events to mark the beginning of an

American identity.

a) Choose ONE of the events listed below, and explain why your choice best represents the beginning of an American identity. Provide at least ONE piece of evidence to support your explanation.

End of the Seven Years’ War (French and Indian War) in 1763 Signing of the Declaration of Independence in 1776 Ratification of the United States Constitution in 1788

b) Contrast your choice against ONE of the other options, demonstrating why that option is not as good as your choice.

Time Period Four: 1800-1848 (October 17- November 13)

Unit Five: 1800-1824: October 17-October 30


Content: The formation and acceptance of the two-party system and the different interpretations of the powers of the three branches of government; sectionalism as a result of regional economic differences and the resulting debate over the respective powers of the federal government and state governments; how the growth of the nation affects foreign policy and leads the U.S. into global conflicts; political turmoil and conflict with Native American groups over westward expansion; Sectional conflict as a result of slavery, compromise, and expansion


Primary Source Analysis: “Emily Nash: A Girl’s View of Growing Up on the Frontier, 1812-1820”; “Emily Nash: A Teenager in New Connecticut, 1820-1826” Excerpts from Marbury v. Madison, 1803 and McCullough v. Maryland, 1819; The Hartford Convention Fulminates; The Missouri Compromise- two documents detailing the agreement; James Monroe launches The Monroe Doctrine; A Disgusting Spirit of Equality;

Secondary Source Analysis: “Thomas Jefferson and the Meanings of Liberty”, Douglas Wilson; “The Louisiana Purchase: A Dangerous Precedent”, Brian McGinty; “Henry Clay, the American System, and the Sectional Controversy”, Stephen B. Oates; “Indian Tribes and the American Constitution”, Charles F. Wilkinson


Six Degrees of Separation : “Revolution of 1800” to “Corrupt Bargain” You Be the Judge : Students will be given two disparate political cartoons about the War

of 1812. Students will be asked the following question: Which cartoon is the more credible explanation for the causation of the War of 1812?

Portfolio (women/American Indians): “Emily Nash: A Girl’s View of Growing Up on the Frontier, 1812-1820”; “Emily Nash: A Teenager in New Connecticut, 1820-1826”; “Indian Tribes and the American Constitution”, Charles F. Wilkinson

Assessment:

Multiple-Choice : Test will consist of twenty multiple choice questions. Short-Answer Question : [WOR-5-Summative Assessment of Theme] Some historians have marked the expansion of U.S power in the world through various

events.

a) Choose ONE of the following events listed below, and explain why your choice best represents the expansion of U.S. power in the world.

o The Louisiana Purchase o The War of 1812o The issuance of the Monroe Doctrine

b) Explain ONE outcome of the event you chose with specific evidence and reference to the years 1800-1824.

c) Briefly explain why ONE of the other options does not best represent the expansion of U.S. power in the world.

Document-Based Question [Taken from 1998 DBQ] [POL-2-Summative Assessment of Theme]: Students will be given documents from this DBQ to craft as an essay response with the infusion of primary/secondary sources.

With respect to the federal Constitution, the Jeffersonian Republicans are usually characterized as strict constructionists who were opposed to the broad constructionist of the Federalists. To what extent was this characterization of the two parties accurate during the presidencies of Jefferson and Madison?

Unit Six: 1824-1848: October 31- November 13


Content: Second Great Awakening and its impact on the eastern elite as well as the backcountry commoners in response to changing moral obligations and democratic ideals; rise of the embrace of the “Common Man” definition and its resulting democratic reforms; the expression new ideas through art and literature within the context of demographic interests and ideals; technological developments result from and influence regional differences; Market Revolution and its effects on the changing demographics; Market Revolution effects on the political and economic debates as well as transforming gender roles


Primary Source Analysis: Incidents in the Life of a Slave Girl (1861), Harriet Brent Jacobs; William Lloyd Garrison Launches, The Liberator (1831); Manifesto of the Anti-Slavery Society (1833); Theodore Dwight Weld Pillories Slavery (1839); Slavery and the Family (1840)—illustration depicting a slave trade auction; Sojourner Truth: Ain’t I a Woman?; Henry David Thoreau Praises Spiritual Wealth (1854); Dorothea Dix Succors the Insane (1843); William Ellery Channing Preachers Reformism (1831); T.S. Arthur’s Ten Nights in a Ballroom (1854); New Yorkers Ridicule Feminists (1856); Lucy Stone Protests Traditional Marriage (1855); Selections from Narrative of the Life of Frederick Douglass-An American

Slave; Document detailing the Bill of Estate for a slave owner; Maps of the development of the “Cotton Belt” (1820/1860); The Declaration of Sentiments, Seneca Falls Conference (1848); The Indian Removal Act of 1830; Multiple Hudson River School paintings; The Coming of the Irish (1836); Chattel Slavery vs. Wage Slavery (1840)

Secondary Source Analysis: “The Lords and the Mill Girls”, Mary Klein “A Troublesome Property”, Kenneth M. Stampp; “The Fires of Jubilee: Nat Turner’s Fierce Rebellion”, Stephen B. Oates


Six Degrees of Separation : “Corrupt Bargain” to Seneca Falls Conference In-Class Debate : Students will follow the evidence and contextualization requirements

and select documents to take one of two positions on the significance and impact of the Market Revolution. Students will select a position in either support of or opposition in regards to labor, industry, or regional developments as a result of the Market Revolution.

The Beginning and The End : Students will craft an historical argument delineating the following: What time period would best explain the beginning of white Americans resistance to chattel slavery?

Portfolio (women / African-Americans): Dorothea Dix Succors the Insane (1843); New Yorkers Ridicule Feminists (1856); Lucy Stone Protests Traditional Marriage (1855); Selections from Narrative of the Life of Frederick Douglass-An American Slave; Document detailing the Bill of Estate for a slave owner; Maps of the development of the “Cotton Belt” (1820/1860); The Declaration of Sentiments, Seneca Falls Conference (1848); “The Lords and the Mill Girls”, Mary Klein “A Troublesome Property”, Kenneth M. Stampp; “The Fires of Jubilee: Nat Turner’s Fierce Rebellion”, Stephen B. Oates

Assessment:

Multiple-Choice : Test will consist of twenty-five multiple choice questions. Long-Essay Question : The tacit acceptance of the “Cult Of Domesticity” ended with the

Seneca Falls Conference. Support, modify, or refute this interpretation, providing specific evidence to justify your answer.

Document-Based Question : [Inspired by the 2002 DBQ]: Analyze major continuities and changes in reform movements which sought to expand democratic ideals in the United States between 1825 and 1850. (Documents, disparate, sometimes contradictory will be used)

Time Period Five: 1844-1877 (November 14- December 19)

Unit Seven: 1844- 1861 November 14- December 3


Content: Motivations for and methods of Manifest Destiny; Effects of Manifest Destiny on internal and external migration patterns; Expansion intensifies conflict over slavery and Native American policies; Intellectual, cultural, political, and economic debates and failed efforts at compromise culminating in the start of the Civil War


Primary Source Analysis: John Gast Painting of Manifest Destiny; Map of Manifest Destiny; Map of 1860 Election; Maps detailing votes for Annexation of Texas and Kansas-Nebraska Act; President Polk Justifies the Texas Coup (1845); David Wilmot Appeals for Free Soil (1847); John Calhoun Demands Southern Rights (1850); Daniel Webster Urges Concessions (1850); Joshua Giddings Rejects Slave-Catching (1850); Robert Rhett Resents a Hoax (1851); Stephen Douglas’s Popular-Sovereignty Plea (1854); The Ostend Manifesto (1854); The South Scorns Mrs. Stowe (1852); Mrs. Stowe Inflames the Southern Imagination (1853); Excerpts from Dred Scott v. Sandford, 1857; Excerpts from Lincoln-Douglas Debates (1858); A Map delineating Southern secession

Secondary Source Analysis: “Why the War Came: The Sectional Struggle over Slavery in the Territories”, David Herbert Donald; “The Other Civil War”, Howard Zinn


Six Degrees of Separation : Polk’s Election to Secession You Be the Judge : Students will be given speeches about the Compromise of 1850 by

John C. Calhoun and Daniel Webster. Students will respond in writing to the following question: Who makes the most convincing case for their cause and why?

The Beginning and The End : Students will craft an historical argument delineating the following: What would best illustrate the beginning of slavery as the defining sectional issue and what would best represent the end of that debate?

Portfolio (Women/American Indians) : The South Scorns Mrs. Stowe (1852); Mrs. Stowe Inflames the Southern Imagination (1853); John Gast Painting of Manifest Destiny; Map of Manifest Destiny

Assessments:

Multiple-Choice : Test will consist of twenty-five multiple choice questions. Two Short-Answer Questions :

o 1.a) Briefly explain why ONE of the following options most clearly marks the

beginning of the sectional crisis that led to the outbreak of the Civil War Northwest Ordinance (1787) Missouri Compromise (1820) Acquisition of Mexican Territory (1848)

b) Provide an example of an event or development to support your explanation.c) Briefly explain why one of the other options is not as useful to mark the

beginning of the sectional crisis.

o 2. [Taken from Curriculum Framework Resource] [WXT-2-Summative Assessment of Theme] Use the image (John Gast painting American Progress 1872) and your knowledge of United States History to answer parts a, b, ca) Explain the point of view reflected in the image above regarding ONE of the

following: Migration Technology American Indians

b) Explain how ONE element of the image expresses the point of view you identified in Part A.

c) Explain how the point of view you identified in Part A helped to shape ONE specific United States government action between 1845 and 1900.

Unit Eight: 1861-1877: December 4- December 19

Textbook: The American Pageant Chapters 20, 21, 22, 26

Content: Goals, strategies, and resources of the Union and Confederacy; Initial Confederate successes offset by improved military leadership, Lincoln’s political leadership, and use of Northern resources; Northern leadership during Reconstruction defines powers of the federal government; political decisions made during Reconstruction outline freedoms of African-Americans yet fail to deliver access to or protection of freedoms; Constitutional decisions about African-Americans influences the women’s movement.


Primary Source Analysis: Abraham Lincoln Defines the need to preserve the Union; Lincoln’s First and Second Inaugural; The Emancipation Proclamation; Map of the effects of the Emancipation Proclamation; Lincoln’s Gettysburg Address; Carl Schurz Reports Southern Defiance; The Radical Republicans Take a Hard Line (1866); President Andrew Johnson Tries to Restrain Congress (1867); Testimony from United States Congress on the Affairs in the Late Insurrectionary States—testimony on the activities of the Ku Klux Klan—Report of the Committee, South Carolina, Vol. 2, Alabama; Sitting Bull, a chief of the Hunkpapa Sioux (1875); Uncle Sam’s Crook: Will He straighten the Sinuous Sioux of the Yellowstone? (1876); Chief Joseph’s Lament (1879)

Secondary Source Analysis: “Black Reconstruction”, W.E.B. DuBois, “Reconstruction: America’s Unfinished Revolution, 1863-1877”, Eric Foner; “Reconstruction: The Revolution That Failed”, James MacGregor Burns; “Abraham Lincoln and the Self-Made Myth”, Richard Hofstadter


Six Degrees of Separation : Ft. Sumter-Compromise of 1877 Role Play : Students will answer the following question using the aforementioned

requirements of the role play activity: In a well-crafted essay students will prepare

documents that demonstrate Southern or Northern war aims in 1861 and 1863. Documents should highlight the significant shift in respective war aims.

The Theory Qualifier : Students will read, “Reconstruction: America’s Unfinished Revolution, 1863-1877”, Eric Foner; as well as, “Reconstruction: The Revolution That Failed”, James MacGregor Burns. Students will craft a response detailing which historian has the more accurate portrayal of Reconstruction.

Portfolio (African-Americans/American Indians): “Black Reconstruction”, W.E.B. DuBois; Sitting Bull, a chief of the Hunkpapa Sioux (1875); Uncle Sam’s Crook: Will He straighten the Sinuous Sioux of the Yellowstone? (1876); Chief Joseph’s Lament (1879)

Assessments:

Multiple-Choice : Test will consist of fifteen multiple choice questions.

Long-Essay Question : Compare and contrast the impact of the Civil War on political and economic developments in TWO of the following regions.

o The Northo The Southo The West

Time Period Six: 1865-1898 (January 5- January 16)

Unit Nine: 1865-1898: January 5- January 16


Content: Influenced by the experience and end of the Civil War, the “Gilded Age” witnessed a growth of big business; the growth of big business as a result of government/social protection; the dispossessed organized to create a political/economic voice; Farmers and Laborers were ineffective as a result of internal division; Urbanization, Immigration, and Industrialization illuminate opportunities for and restrictions on various minority groups; increased mobility and attempted assimilation lead to greater conflict with Native Americans; the rise of big business spawned a national debate over economic policies of the federal government; the beginning of a new debate over the role of women and African-Americans in American society


Primary Source Analysis: Excerpts from Plessy v. Ferguson, 1896; Booker T. Washington Accommodates to Segregation (1895); Tom Watson Supports a Black-White Political Alliance (1892); Table that details U.S. Trade (1870-1910); Tables that detail Exports of American goods (1869-1908); Table that details long-term foreign investments in the U.S. (1803-1880); A Defense of Long-Haul Rates; General James Weaver Deplores Stock Watering (1892); John Rockefeller Justifies Rebates; Andrew Carnegies Gospel of Wealth; Life of a Sweatshop Girl; The Knights of Labor Champion Reform (1887) Thomas Nast Cartoons contrasting Labor and Capital; Multiple Jacob Riis Photographs for students to analyze; Multiple Lewis Hine Photographs for students to analyze; Table from Jacob Riis documenting

the tenement problem; Map of Federal Land Grants to Railroads; architectural plan of dumbbell tenements; four view of the Statue of Liberty—Thomas Nast, Puck, two from Judge; table detailing demographics of Immigrants from 1870-1910; Frances Willard Prays in a Saloon (1874); Editorial “The Chicago Murders”, New York Times (1886);

Secondary Source Analysis: “The Spoilsmen: An Age of Cynicism”, Richard Hofstadter; “Robber Barons and Rebels”, Howard Zinn; “The History of the Haymarket Affair”, Henry David


Six Degrees of Separation : Appomattox to McKinley’s 1896 Election The Beginning and The End : Students will craft an historical argument delineating the

following: When did African-Americans begin the movement from the desire for freedom to the pressing for Civil Rights and equality of opportunity?

The Theory Qualifier : Students will be given two sets of photographs. One set will consist of 20th century photography of the estates of various Captains of Industry and the other will consist of Lewis Hine photography. Students will examine the photographs and answer the following question: Which of the two sets represent a greater flaw in the American capitalist economy of the ‘Gilded Age’?

Assessments:

Multiple-Choice : Test will consist of fifteen multiple choice questions. Short-Answer Question [Taken from the Curriculum Framework Resources]:

1. Using the 1883 image (The Protectors of our Industries, Puck) above, answer a, b, and c.

a. Briefly explain the point of view about the economy expressed by the artist. b. Briefly explain ONE development in the period 1865 to 1910 that could be

used to support the point of view expressed by the artist. c. Briefly explain ONE development in the period 1865 to 1910 that could be

used to challenge the point of view expressed by the artist.

Please Note: Semester Exams are January 14, 15, 16

Time Period Seven 1890-1945 (January 19-March 26)

Unit Ten: 1890-1902: January 19- January 23

Textbook: The American Pageant Chapters 27

Content: American as an economic and political world power; The Spanish-American War as a turning point in foreign policy; moral and economic arguments over external expansion; debates between jingoists and isolationists


Primary Source Analysis: Our Country, Josiah Strong; Albert Beveridge Trumpets Imperialism (1898); Mark Twain Denounces Imperialism (1900); Joseph Pulitzer Demands Intervention (1897); William

Randolph Hearst Stages a Rescue (1897); The Nation Denounces Atrocities (1902); Cartoonists take on the Spanish-American War- Judge and Puck

Secondary Source Analysis: “A Diplomatic History of the American People”, Thomas A. Bailey


Six Degrees of Separation : Turner Thesis to The Roosevelt Corollary The Theory Qualifier : Students will be given brief excerpts from two historical essays on

the subject of the U.S. acquisition of the Philippines; “American Diplomacy”, George F. Kennan and “Oxford History of the American People”, Samuel Eliot Morison. They will be asked to decide whether or not the acquisition of the Philippines was a positive reflection of American values in American foreign policy.

Role Play : Students will answer the following question using the aforementioned requirements of the role play activity: Did the American government’s changes to Filipino culture justify the war against the Filipino insurrectionaries? Students will bring in documents to represent either the Jingoist or Anti-Imperialist perspective.

Assessments:

Multiple-Choice : Test will consist of fifteen multiple choice questions. Long-Essay Question : [Taken from Curriculum Framework] Some historians have

argued that the Spanish-American War was a turning point in American foreign policy. Support, modify, or refute this interpretation, providing specific evidence to justify your answer.

Unit Eleven: 1890-1916: January 26- February 6


Content: Increased business production and profit furthers opportunities for urban dwellers while simultaneously increasing the stratification of wealth; Increased call for government intervention/regulation at the state/local level; reform movements led by the urban middle class; Federal reform, especially economic and social


Primary Source Analysis: NAWSA, Carrie Chapman Catt; National Women’s Party, Alice Paul; Excerpts from The Jungle, Upton Sinclair; “The Shame of our Cities”, Lincoln Steffens; “History of the Standard Oil Company”, Ida Tarbell; Painting from William Balfour Ker- From the Depths (1906); Divine Right of the Plutocrats, George Baer; The Triangle Shirtwaist Company Fire (1911); Painting from Herbert Johnson, “Beauty as Against Use”; Multiple political posters supporting and opposing woman suffrage (1900-1915)

Secondary Source Analysis: “After the Fact: The Art of Historical Detection- USDA Government Inspected”, J.W. Davidson, Mark Lytle; “Woodrow Wilson: The Conservative as Liberal”, Richard Hofstadter; “Jane Addams: Urban Crusader”, Anne Firor Scott


Six Degrees of Separation : Populist Party Platform(Omaha) to Wilson’s re-election You Be the Judge : Students will be given two documents from the 1912 Election; Teddy

Roosevelt’s proposal for government regulation and Woodrow Wilson’s proposal for government regulation. In a well-crafted response, students will respond to the following question: Given the economic circumstances of 1912, who makes the better argument?

You Be the Judge : Students will be given juxtaposed documents about the Hetch Hetchy Valley Dam by Gifford Pinchot and John Muir. In a well-crafted response, students will answer the following question: Which progressive makes the better argument?

The Beginning and The End : Students will craft an historical argument delineating the following: When did the Progressive movement change from a State/Local push for reform into a national push for reform?

Portfolio (women): “Jane Addams: Urban Crusader”, Anne Firor Scott

Assessments:

Multiple-Choice : Test will consist of fifteen multiple choice questions. Two Short-Answer Questions : One [taken from the Curriculum Framework] will address

the goals of the progressive movement, including women, middle-class reformers. The other short-answer will be focused on comparing, contrasting and selecting the progressive leader who best represents the goals of the progressives (Woodrow Wilson, Jane Addams, Samuel McClure)

Unit Twelve: 1916-1920: February 9- February 19


Content: wartime hysteria, the suppression of civil liberties, and xenophobia; patterns of external an internal migration; movement from isolationism to intervention; consternation over the treaty process and America’s role in the world


Primary Source Analysis: Table illustrating the results of Immigration Restriction-Emergency Quota of 1920 and National Origins Act 1924; Abusing Pro-Germans (1918); Robert LaFollette Demands His Rights (1917); The Supreme Court Throttles Free Speech-Schenck case excerpt; George Creel Spreads Fear Propaganda;

Secondary Source Analysis: “Wilson and the League”, Thomas A. Bailey; “American Diplomacy during the War”, Charles Seymour; “American Diplomacy”, Robert Ferrrell; “A New River of Black Protest”, Lerone Bennett, Jr.


Six Degrees of Separation : Wilson’s Election to Harding’s Election

The Theory Qualifier : Students will read, “American Diplomacy during the War”, Charles Seymour and “American Diplomacy”, Robert Ferrell in order to answer the following question: For what reason(s) did the United States enter World War I in 1917?

You Be the Judge : Students will be given juxtaposed documents that cover the battle over the Treaty of Versailles, specifically, Article X. One document will be from Wilson’s perspective (Sen. Hitchcock) and the other will be Henry Cabot Lodge’s reservations to Article 10. Students will answer the following prompt: Which historical figure makes the more convincing argument over the meaning of Article X?

Portfolio (African-Americans): “A New River of Black Protest”, Lerone Bennett, Jr.

Assessments:

Multiple-Choice : Test will consist of fifteen multiple choice questions. Document-Based Question [Taken from Curriculum Framework]: [PEO-3-Summative

Assessment of Theme]Analyze major changes and continuities in the social and economic experiences of African Americans who migrated from the rural South to urban areas in the North in the period 1910-1930.

Unit Thirteen: 1920-1937: February 20- March 13


Content: Technological developments lead to a more mobile, advance society while highlighting the differences between the modernists and fundamentalists; celebration of ethnic diversity in urban centers; causes and effects of the Great Depression; the New Deal’s approach to addressing the social, economic, and political problems caused by the depression; debates about the New Deal programs along the political spectrum; New Deal legacy


Primary Source Analysis: Painting of Thomas Hart Benton’s, City Life; Poetry by Langston Hughes; Illustrations by John Held, Jr.,; Franklin Roosevelt’s First Inaugural; Huey Long- Share our Wealth (1935); Father Charles E. Coughlin- A Third Party (1936); Documents contrasting Hoover and FDR on how to best combat depression; Franklin Roosevelt creates the Tennessee Valley Authority (1933); various political cartoons depicting the Court Packing scheme; The Battle for Birth Control—Documents from Emma Goldman and Margaret Sanger; scene from Modern Times with Charlie Chaplin

Secondary Source Analysis: “Revolution in Manners and Morals”, Frederick Lewis Allen; Chapter One from, “Babbitt”, Sinclair Lewis; “The Causes of the Great Crash”, John Kenneth Galbraith; Selections from “The Worst Hard Time”, Timothy Egan; “Franklin D. Roosevelt: The Patrician as Opportunist”, Richard Hofstadter


Six Degrees of Separation : Harding’s Election to The “Roosevelt Recession” You Be the Judge : Students will receive juxtaposed documents by Herbert Hoover and

Franklin Roosevelt covering the debate about government’s oversight role in business. In

a well-crafted response, students will delineate who makes a more compelling argument, given the circumstances of the depression.

The Theory Qualifier : Students will read, “The Roosevelt Myth”, John T. Flynn and “The American Nation”, John A. Garraty and Robert A. McCaughey in order to answer the following question: Which historian makes the better argument about what the legacy of the New Deal is today?

In-Class Debate : Students will follow the evidence and contextualization requirements and select documents to take one of two positions on the whether or not the New Deal was conservative or liberal in nature.

Assessments:

Multiple-Choice : Test will consist of twenty-five multiple choice questions. Long-Essay Question [Taken from Curriculum Framework]: Some historians have

argued that the New Deal was ultimately conservative in nature. Support, modify, or refute this interpretation, providing specific evidence to justify your answer.

Unit Fourteen: 1920-1945: March 16- March 26


Content: the movement from isolationism to intervention; mobilization coupled with migration patterns north and west altered population centers; moral and political debates involving the ethics of war; civil liberty debates within the U.S.; the U.S. as a Superpower


Primary Source Analysis: William Randolph Hearst Blasts Disarmament at Washington (1922); A plethora of Dr. Seuss political cartoons from Neutrality to Intervention; two political cartoons about isolationism; FDR Drops the Dollar Sign (1940); Framing the Atlantic Charter (1941); Excerpts from Korematsu v. US, 1944; A Black American Ponders the War’s Meaning (1942); A Woman Remembers the War (1984)

Secondary Source Analysis: “American Women at War”, Sara M. Evans


Six Degrees of Separation : The Treaty of Versailles to V-J Day You Be the Judge : Students will be given juxtaposed documents about Lend-Lease; one

document will be an excerpt from a press conference of Franklin Roosevelt and the other will be a radio speech by Senator Burton Wheeler. In a well-crafted response, students will decide who makes the more compelling argument.

Role Play : Students will answer the following question by taking on the persona of a well-known isolationist or a well-known internationalist: What historical reasons do you have for taking the position you have, given the global circumstances of 1939?

Assessments:

Multiple-Choice : Test will consist of twenty-five multiple choice questions Two Short-Answer Questions : One question will focus on what major event changed

foreign policy the most before Pearl Harbor (Washington Conference, Neutrality Acts, Lend-Lease controversy) The other will give two historical accounts for the meaning and aftermath of Japanese Internment. Students will have to respond to a series of three questions; focusing on: historical interpretation and strength of evidence.

Time Period Eight: 1945-1980 (March 27-April 21)

Unit Fifteen: 1945-1961: March 27- April 2


Content: Early stages and interpretation of Containment; examples of and differences between direct confrontation and proxy wars; attempts at ideological manipulation and political alliances across the global spectrum; U.S. economic interest and Middle East stability; Impact of Cold War hysteria on domestic politics; postwar optimism and affluence leads to an age of conformity; Popular culture as an outlet to convey dissatisfaction with conformity among the youth; the genesis of the modern civil rights movement


Primary Source Analysis: The Necessity for Containment-George Kennan; The Truman Doctrine Speech; NSC-68 Report; The Internal Communist Menace-Joseph McCarthy; Dr. Spock Advises the Parents of the Baby-Boom Generation; George Marshall’s Speech at Harvard-Marshall Plan: John Foster Dulles and Massive Retaliation; Eisenhower Doctrine; Military-Industrial Complex Speech; John Kenneth Galbraith Criticizes the Affluent Society (1958); Agnes Meyer Defends Women’s Traditional Role (1950); a collection of advertisement images to illustrate the misogyny in corporate America during the 1950s; Excerpts from Brown v. Board of Education, 1954;

Secondary Source Analysis: Excerpts from “The Fifties”, David Halberstam; “A Revisionist View of Eisenhower”, Stephen E. Ambrose; “Truman vs. MacArthur”, Walter Karp


Six Degrees of Separation : Yalta to Kennedy’s Inaugural You Be the Judge : Students will be given juxtaposed documents about the Affluent

Society’s promise in America. The Editors of Fortune magazine celebrate the age of consumerism while John Kenneth Galbraith criticizes American affluence. Students will respond in writing as to which author makes the more compelling argument and which author provides more foresight about the American economy.

Role Play: Students will answer the following question using the aforementioned requirements of the role play activity. Should the U.S. support the goals outlined in the Truman Doctrine? (graphs/charts delineating European economic circumstances are required.

Assessments:

Multiple-Choice : Test will consist of twenty-five multiple choice questions Document-Based Question : This DBQ will ask students to track the changes in the U.S.

foreign policy of Containment from 1947-1960.

Spring Break April 3-12

Unit Sixteen: 1961-1980: April 13- April 21


Content: Goals, strategies, and outcomes of the African-American Civil Rights Movement; Feminism, Gay/Lesbian challenge traditional gender/sexual assumptions; American Indian, Asian-American, and Latino movements for economic opportunity and social acceptance; prevalence and visibility of poverty; Liberal ideas exemplified by the Great Society and Supreme Court decisions attempt to combat issues of poverty and race; the backlash on the left and right to Great Society legislation; External and internal migration patterns; continued debate over direct confrontation and proxy wars with Communist nations; environmental movement as a result of energy crises and a growing awareness of human interaction with the environment; growing sense of cultural empowerment as a result of the disillusionment over Vietnam;


Primary Source Analysis: Lyndon B. Johnson, Commencement Address at Howard University (1965); Excerpt from Michael Harrington’s “The Other America”; Betty Friedan –The Problem That Has No Name (1963); NOWs Statement of Purpose (1966); Redstockings Manifesto (1969); Excerpts from Roe v. Wade, 1973; map of the state vote for ERA; Phyllis Schlafly Upholds Traditional Gender Roles (1977); President Johnson Declares War on Poverty (1964); SDS Manifesto (1962); Defense Secretary Robert McNamara Foresees a Stalemate (1965); Nixon’s Grand Plan in Foreign Policy (1968-1969); multiple cartoons about the Oil Crisis in the 1970s; Martin Luther King, Jr.- Letter From a Birmingham Jail; Riders for Freedom (1961); Nixon accepts a Presidential Pardon (1974);

Secondary Source Analysis: “Shattering the Feminine Mystique”, Marcia Cohen; “The Vietnam War, the Liberals, and the overthrow of LBJ, Allen J. Matusow; Tim O’Brien, “The Rainy River” from “The Things They Carried”


Six Degrees of Separation : Freedom Riders to Reagan’s Election You Be the Judge : Students will be given juxtaposed documents about The Little Rock

Nine. A southern newspaper will protest the ‘federal intervention’, while a northern newspaper will praise the bravery of the nine students. Students will be asked who made the better argument about the meaning of what happened at Little Rock Central High School

You Be the Judge : Students will be given juxtaposed documents about the feminist movement. Students will read NOWs Statement of Purpose and Phyllis Schlafly’s defense of traditional gender roles. Students will be asked the following: Which

document provides a stronger argument and why is your choice stronger than the opposing document?

In-Class Debate : Students will follow the evidence and contextualization requirements and select documents to take one of two positions on the significance and impact of the Vietnam War. Students will take the position of a person in support of escalation in Vietnam in 1965 or in opposition to escalation.

Portfolio (Women/African Americans) : Betty Friedan –The Problem That Has No Name (1963); NOWs Statement of Purpose (1966); Redstockings Manifesto (1969); Excerpts from Roe v. Wade, 1973; map of the state vote for ERA; Phyllis Schlafly Upholds Traditional Gender Roles (1977); Martin Luther King, Jr.- Letter From a Birmingham Jail; Riders for Freedom (1961); “Shattering the Feminine Mystique”, Marcia Cohen

Assessments:

Multiple-Choice : Test will consist of twenty-five multiple choice questions Long-Essay Question: Students will be asked to answer an essay question that focuses on

the extent to which the modern civil rights movement addressed the failures of Reconstruction. (Inspired by 2002 FRQ)

Time Period Nine: 1980-Present (April 21- April 24)

Unit Seventeen: 1980-Present: April 22-April 24


Content: Conservative resurgence; coalition of the New Right; economic and political successes along with social limitations; continuation of big government, despite conservative rhetoric; Ronald Reagan’s role in ending the Cold War; American global police; Economic, political, and social developments in the 1990s; 9/11 and the effects on foreign and domestic policy; energy dependence and the impact of fossil fuels on climate change debates; social change as a result of technological developments; economic and social changes as a result of new migration patterns


Primary Source Analysis: President Reagan asks for a Tax Cut (1981); Ronald Reagan—The Second American Revolution; Map of Regional Migration patterns 1970-1985; Table of GNP and Federal Debt 1980-1989; Chart Detailing the effects of the Tax Reform Act of 1986; An editor analyzes the Iran-Contra Affair (1987); Reagan Speeches detailing his Cold War rhetoric- Star Wars and Brandenburg Gate Speech; Reagan sees Red in Nicaragua; Era of Big Government Speech – Bill Clinton; President Bush describes an “Axis of Evil” (2002); Excerpts from the 9/11 Commission; Paul Krugman Blasts the New Gilded Age (2007); David Brooks Fears for the Middle Class (2008)

Secondary Source Analysis: “Summing Up the Reagan Era”, Karl Zinsmeister; “Some Lessons from the Cold War”, Arthur M. Schlesinger, Jr.


Six Degrees of Separation: Reagan’s Election to Obama’s Election Role Play: Students will answer the following question using the aforementioned

requirements of the role play activity: To what extent did President Reagan’s economic policies bring prosperity to the U.S. economy in the 1980s?

In-Class Debate: Students will follow the evidence and contextualization requirements and select documents to take one of two positions on the significance and impact of the Immigration policies from 1965 to 2008. Students will select and defend a position either for comprehensive immigration, with its centerpiece being the Dream Act, or in opposition to that plan.

Assessments:

Multiple-Choice : Test will consist of fifteen multiple choice questions Short-Answer Questions : Students will write two short-answer questions; one centering

on the successes and setbacks of Reagan’s foreign policy initiatives and the other centering on the successes and setbacks of Reagan’s social/economic initiatives.

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