11th GRADE UNITED STATES HISTORY: AMERICA PAST AND PRESENT-------------------------RM.148COURSE DESCRIPTION

This AP United States History course meets five times per week for 57 minutes each day, and relies primarily on the developmental lesson, group work and projects, daily homework, quizzes, and multiple-choice and essay exams in an effort to help you grow analytically and critically as you more about United States History. In addition to this basic framework, a variety of activities—centered on the use of and analysis of documents and other primary sources—will be utilized as well. In the first term, we will utilize small-group activities built around document based sources and free responses essay questions—each group will be given the same set of documents and the same task to perform with them, including the writing of document based and free response essays at home and in class. In the second term, more individual analysis of documents will be clustered around a theme and individual written analysis of documents. These activities are critical as we train ourselves to handle the free-response and DBQ sections of the AP Exam in May and they will provide the focus for the writing component of the course. Students will be required, early in the year, to do three take-home document-based questions (DBQs) and later to write three in-class DBQs—usually after preparing for any of three assigned topics for each essay. We will pay much attention to this process. Entire periods will be devoted to the return of graded essays, discussions of the most common positive and negative aspects of each set, and the distribution of examples of well-done essays, etc.

In this course we will be studying the major turning points in American history starting with the 17 th century all the way through the 21st century. We will start our study with the discovery of the New World and the impact of European colonization on the indigenous peoples of America. We will then examine and analyze the nation’s beginnings and the impact of the Enlightenment on U.S. democratic ideals from colonial times through the formative years of the nation. Continuing forward, we will look at the economic rise of the United States as related to the beginnings of the Industrial Revolution and its emergence as a world power through both conquest and self-preservation of democratic ideals against the rise of threats in Europe during the WWI and WWII during the early and middle portions of the 20 th century. In addition, we will also study the cultural, economic, and political upheavals the United States dealt with between the time periods known as the Great Depression Era and post WWII era known as the Cold War. Next, we will trace the change in the ethnic composition of American society; the movement toward equal rights for racial minorities and women; and the role of the United States as a major world power. We will also place emphasis on the expanding role of the federal government and federal courts as well as the continuing tension between the individual and the state. We will then analyze the impact of global industrialization to understand the emergence and impact of new technology and a corporate economy, including the social and cultural effects. Last but not least, we will consider the major social problems of our time and trace their causes in historical events, while learning that the United States has served as a model for other nations and that the rights and freedoms we enjoy are not accidents, but the results of a defined set of political principles that are not always basic to citizens of other countries. Students will understand that our rights under the U.S. Constitution comprise a precious inheritance that depends on an educated citizenry for their preservation and protection. Using the course textbook, America: Past and Present,(7th Edition) in conjunction with internet resources, kinesthetic activities, group projects, class discussions, simulations, primary and secondary sources (document based analysis), historical maps, info-graphics, artwork, artifacts, curriculum related movies, and independent practice students will further develop their abilities to think critically and analytically about history.

MATERIALS REQUIRED:The course’s main textbook is America: Past and Present (Revised 7th Edition-2005) Divine et al.In addition, we will also be using:-Access to The MyHistoryLab website via Pearson Education. You must get the access code from me and create your own student account as I use this website to assign a variety of assignments. Please sign up using the following link: http://www.pearsonmylabandmastering.com/northamerica/myhistorylab/Secondary Sources:-All Required readings under the primary text in the syllabus are ancillaries that come with the Divine et al. text. You will get those from me weekly as a handout. Each handout has 5 questions that differ in difficulty and need to be addressed fully in writing. -Howard Zinn’s, A People’s History of the United States (New York: Harper Perennial, 2005)-Robert Vine/John Faragher, The American West(Yale University, 2000)-Stanford History Education Group: Reading Like a Historian- http://sheg.stanford.edu

(It is mandatory that you bring the course textbook, writing utensils (pens only) and other necessary materials every day. Failure to do so may lead me to bar you from entering the classroom, especially if it is persistent or a chronic problem. In addition, it is very necessary that you have a notebook specifically for history so that you stay organized.

This binder should be a 2-pocket, 3-ring binder, with tabs or inserts for 1) returned class work, 2) returned homework, 3) returned tests, and 4) miscellaneous work (i.e., returned “warm ups” questions/answers, writing assignments). All work should be kept in an orderly fashion. Should there be a discrepancy with your grade, I will ask you to produce the necessary “missing or graded” work.

GOALSIn addition to the content standards, which we will encounter throughout our yearly study, students are expected to develop their capacity to think critically and analytically. Specifically, students are to meet five historical thinking standards. These standards are:

The ability to think chronologically and spatially The ability to examine evidence for bias and to test the reliability of sources The ability to examine events from multiple points of view and to consider a diversity of perspectives The ability to understand different historical interpretations of a time period and to construct their own The ability to determine historical and geographical significance.

TYPES OF ASSIGNMENTS/ASSESSMENTS:HOMEWORK: The access to the MYHISTORYLAB website that is a companion site to your textbook is critical. First off, for your convenience, the website has an e-text available for your access anywhere, so you can access the course readings even without your hardcopy present. As stated, this website is a "companion" site and will be a guide and resource for study along with the course textbook during the year. Each chapter will require you to complete a series of activities that will be described below in the "Grading System/Policy" section of this syllabus.

CLASSWORK : You will also receive an array of class assignments; however discussions and writing will be a major focus in this course. These assignments will ask you to express your ideas clearly and effectively in writing individually and in groups after reading and analyzing both the textbook and other material, including maps, charts and graphs, and participation in oral. Most if not all of your work will be evaluated (assessed) once or twice weekly using a variety of methods. These include grades on in class assignments, participation in class, quizzes, exams, tests, essays, debates, the final and other teacher developed assessments.

Major Themes of the Course (YOU SHOULD CREATE A CONCEPT CHART FOR EACH IN YOUR NOTEBOOK, WE WILL DO THIS PERIODICALLY THROUGHOUT THE COURSE AND)These themes are woven throughout unit discussions, with assessments (quizzes, essays, and exams) being structured around them: We will visit them frequently as we move through the course. These themes are critical because they will help you understand the interwoven aspects of American History.Themes -Concept Questions Identity- How has the American national identity changed over time? Work, Exchange, and Technology -How have changes in markets, transportation, and technology affected American society? Peopling- How have changes in migration and population patterns affected American life? Politics and Power- How have various groups sought to change the federal government’s role in American political, social, and economic life? America in the World -How has involvement in global conflicts set the stage for domestic social changes?Environment and Geography- How did the institutions and values between the environment and Americans shape various groups in North America?Ideas, Beliefs, and Cultures-How have changes in moral, philosophical, and cultural values affected U.S.History?

GRADING SYSTEM/POLICY:All grades are based upon the accumulation of points from class assignments, homework, tests/quizzes, and projects. All assignments are assigned a point value depending upon their size, purpose, and difficulty. For example, the MYHISTORYLAB assignments:1) The first activity I require you to do is to read the text before we come to class and answer the LEARNING OBJECTIVES in great detail (the inclusion of specific information in these answers is critical and mandatory for full credit). These are worth 80 pts and are due every Monday. . These are due every Monday morning before class ends…if turned in after class is over or the next day, you will receive a 60/80 at most. If turned in after Tuesday, you will receive a 40/80. This score can only be made up with EXTRA CREDIT…..Extra credit will not be collected and graded unless all missing work is turned in. You must hand write these objectives down as they are my way of verifying that you are

indeed doing a thorough reading of the chapter. These are located after the Chapter Summary in the Study Guide on the website mentioned below. 2) You will then be required to complete the STUDY PLAN assignments, which includes a Pre test which assesses your prior knowledge and then asks you to complete a series of readings related to areas where shortcomings were identified on the Pre-test. The Study Plan Assignments must be completed by Wednesday of each week. The POST TEST you receive after completing these activities will be entered into my gradebook and is worth 100 pts. 3) You will also be assigned a series of MEDIA ASSIGNMENTS which include a plethora of primary source documents (maps, readings, illustrations, pictures, etc.) where you have to read and answer a series of questions related that assess your understanding of the historical issues and concepts presented in or related to the readings. These average "quiz" comprehension scores associated with chapter of MEDIA ASSIGNMENTS will be added to my gradebook for 100 pts for each chapter. Occasionally, there is a writing assessment attached to these assignments as well. (every 3-4 chapters). These are due by Friday and also are worth 100 pts.4) The last assignment you are required to do from the MYHISTORYLAB site involves the completion the Chapter Exam that comes with each chapter. This must be completed by Friday of each week before you come to class. These are worth 100 pts each. The first component of homework will consist of mastering the LEARNING OBJECTIVES associated with each chapter and this will be graded on a scale of 1-4 and will be worth a total of 80 points. If you expect full credit, all answers should be very detailed in nature3) “Warm Ups/Daily Quizzes” will be collected weekly and should all be placed the same sheet of paper or stapled together. (5 pts a day= 25 pts a week). The questions or the prompt should be completely copied and all answers should be correct. One wrong answer equals loss of half of the day's points. In addition, the warm up form should be completely filled out as far as name/dates from the week. A point will be deducted from student work for each omission.

Notes should be taken during class lectures/power-points and discussions. Although I will not collect these, at times I may be generous and allow you to use as a crib sheet on a chapter or unit writing test. Generally all class work and homework will be reviewed with the class before turning in, therefore, I expect you as a student to self-correct your work. Any uncorrected errors will lead to point deductions and possibly a lower grade or incomplete credit.

Group work is graded by both participants and the teacher/facilitator; therefore a lack of participation can negatively affect your grade.

Class work/homework that involves art will be assessed using a 25-40 point rubric depending upon the difficulty and nature of the assignment.

The reading ancillaries which are required weekly readings which come with 5 questions each week will be worth 25 to 50 pts depending upon difficulty of the questions associated with each.

TESTS AND QUIZZES: Quizzes/Tests will be administered weekly usually at the end of a Chapter on a Friday barring holiday in which case the quiz or test will take place the day before. Chapter tests dates, Mid-terms, and Finals will be announced in class and class time will be provided for test preparation. Test and quizzes will consist of 20-25 multiple choice questions. You will only be granted a short amount of time on these to prepare you for the rapid fire pace at which you have to complete the questions on during the AP test itself, so studying for the quizzes and tests is critical 55 questions in 55 minutes!!!) In addition you will take a unit writing test every three to four weeks in class.

HOMEWORK: You can expect to receive at least 1 hour of homework from this class Monday through Friday (pace yourself!). Homework will be assigned over the weekend as needed, so it can be expected. The homework is designed to reinforce the concepts that we are working on in class. As stated earlier, each chapter will be accompanied by a series of tasks that include: Mastering Learning Objectives through detailed answers, and completing a series of matching, fill in the blank, and true or false questions related to the material.. In addition, you may be given other documents to read and analyze as we proceed. If you do not complete homework on a consistent basis, you can expect no more than a “C” in this class. More than likely, you will receive an “F” or a “D.” and will not receive course credit. In addition you will also be given essay questions from previously released tests to practice upon as homework for the week. These questions will show up in some form or manner on the above mentioned unit tests.

LATE WORK:Late work is not encouraged, but it is accepted for NO/HALF credit (essentially an F grade). If you find yourself in this position, you will need to make up the lost credit by completing extra credit (you can do two at the most). However, I will

not allow you to complete extra credit if your are missing any homework assignments and a discussion has not taken place as to why it is late. If you turn in a project (i.e., essay) late the grade will be marked down automatically one whole letter grade for each day it is late.

GRADING SCALE:90-100% of total points equals = A80-89% = B70-79% = C60-69% = D Reminder in an AP course a grade of D is just as good as an F.< 59% = F

I strongly encourage you to access and use your ABI student accounts to check your progress in my course.

EXTRA CREDIT 1) You may complete a concept cube (see me to discuss what this is) for a potential 100 pts one per marking period; 2) or take the President's Quiz by the end of the first semester (100 points if done by the end of the first 12 weeks of school, 50 points thereafter. 3) Lastly you can complete a current event that is related to the any of the course matter that we have studied or are currently studying. Each current event must include a copy of the article, a summary of the article, and a detailed explanation of how the topic of the article is related and how it is different (time/context for example) Each of these is worth 50 pts each as well.4) You may also see me for additional readings and skill builders if available. 5) Most of the optional/suggested reading in the Zinn text is extra credit. To earn this extra credit, please ask me for the questiosn sets that accompany each chapter. Extra credit will only be earn if answers or sufficient and correct so do a good job as there is no in between. Again, I will only count it if ALL other coursework is in late or no credit assignments included

ATTENDANCE:Daily attendance is critical for success. It allows you to understand assignments and take advantage of the guidance and immediate feedback from the facilitator and your classmates. If you need to leave class early, please make arrangements with me beforehand if possible. If you are absent you are REQUIRED to get a pink slip. If you have 6 or more unexcused absences, I reserve the right to give you an automatic “F” for a grade (as this is a district policy). If anything find a reason to come to class, not a reason not to come to class. If you miss a day of class...bring a pink slip as I am not obligated to give you classwork that you miss during an "unexcused absence."

PLAGIARISM: Any plagiarized work will result in an F grade on the particular assignment and may result in an "F" in the marking period or course depending upon the scale and the scope of the assignment.If I see copied or plagiarized homework, all parties involved will receive no credit. If you work together, put your work in your own words! Please do not plagiarize work…it has happened in the past and I have lost faith in the particular student and felt little remorse when those students did not pass the AP exam. Just as well, when they get a score of 1 on the exam, I laugh!

WRITING HELP:Due to the fact that there is so much to cover in a small amount of time, we will not be able to go fully through the writing process (rough drafts, second drafts, etc.) . If you need help with your writing or are unsatisfied with a score you received on a weekly writing assignment, it is incumbent upon you to seek me or others out for help afterschool as well. When you complete your weekly essays, I will just assess them according to the AP Writing rubric. Very rarely will I write comments as the workload would be overwhelming for me. However, I am always willing to DISCUSS with you why I gave the grade that I did, and then I will give you the opportunity to remediate that grade and I will raise the grade accordingly. When we do complete the UNIT WRITING TESTS (which you are only given a specific amount of class time to write in preparation for the AP exam) , I will write out detailed explanations and annotate where things could be better in an effort to help you. You need to take this part of the course very seriously. Students who have passed the AP course in the past have demonstrated a sincere dedication to answering the questions seriously and it has translated to the tests.

Curriculum Calendar

A. The Beginnings of America (Summer assignments)

Required Reading: Howard Zinn’s, A People’s History of the United States, chapters 1, 2, 3. 1) Evaluate the text using comprehension questions and other higher level thinking tasks.

2) Essay: Evaluating Christopher Columbus: An Introductory essay to a second grade class (at least 3 pages).

Special Activity:The first 10 classes of the school year will be used to debrief and complete assignments related to the period and will include quizzes and exams related to the course textbook, Zinn readings, primary sources analysis, , the collection and display of the newspapers. Students are introduced in these lessons to the concepts of categorizing documents, recognizing bias in documents, and gleaning historical evidence from documents. An essay interpreting the documents in context concludes the unit.

1. New World EncountersRequired Readings:America: Past and Present Chapter 1

MyHistoryLab Media Assignments (short quiz follows all media assignments)View the Closer Look: An early European Image of Native Americans View the Closer Look: Columbian Exchange Watch the Video: How Should We Think of Columbus?Read the Document: Feature Essay: The Columbian Exchange and the Global Environment:Ecological Revolution Read the Document: Bartolome de Las Casas, “Of the Island Hispaniola”

Key Discussion Topics:The Bering Straits, Eastern Woodland Tribal Groups, Ferdinand and Isabella, Amerigo Vespucci, Bernal Diaz del Castillo, Bartolome de Las Casas, Samuel de Champlain, Sir Walter Raleigh, the Agricultural Revolution

Special Activities:Theme 2 (WXT-1) — Students make a museum map tracing the impact of the Columbian Exchange with reference to specific commodities, then provide a curator’s comment explaining the importance of the commodities to both Old World and New.-Students will write three short vignettes, based on evidence from Chapter One, that describe the role in colonization by women, religious ideals, “Old World” wealth, loyalty or technology. -Summer Reading Discussions/Group presentations: Zinn Chapters 1-4.

2. New World Experiments: England’s Seventeenth- Century ColoniesRequired Reading/Media Assignments:America: Past and Present Chapter 2

MYHISTORYLAB MEDIA ASSIGNMENTS • View the Map: The Colonies to 1740 • Read the Document: John Smith, “The Starving Time” • Read the Document: John Winthrop, “A Model of Christian Charity” • Complete the Assignment: The Children Who Refused to Come Home: Captivity and Conversion • Read the Document: William Penn, “Model for Government”

• Read the Document: Letter by William Penn to the Committee of the Free Society of Traders Read the Document: Bacon’s Rebellion: The Declaration (1676)

Key Discussion Topics: Joint-Stock Company, Jamestown, William Penn, Sir Thomas Gates and Sir Thomas Dale, “Starving Time”, “Plundering Time”, William Bradford, Robert Browne, John Winthrop, Thomas Hooker, Antinomianism,

Special Activities/Class Exercises:Theme 2 (WXT-4) — 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.- Students will write a letter or diary entry describing the daily life of a typical inhabitant on a typical day in three of the five settlements in seventeenth-century America. -Students will analyze shipboard lists (found in Donald M. Scott and Bernard Wishy, eds., America’s Families: A Documentary History) of passengers headed for Massachusetts Bay and the Chesapeake. Students will analyze these lists, discuss. and write upon the different demographic characteristics of the different groups of settlers and speculate on social results. - Students will complete and analyze information in: Map Exercises (mapping. reading, and interpreting )- England's North American Colonies in 1700-Students will analyzing information in: Tables and Figures: England's Principal Mainland Colonies

3. Putting Down Roots: Opportunities and Oppression in Colonial Society

Required Reading:America: Past and Present

MyHistoryLab Media Assignments:View the Closer Look: African Slave Trade 1451-1870 (Quiz)View the Closer Look: Plan and Sections of a Slave Ship and an illustration of a slave campRead the Document: Feature Essay, Anthony Johnson, A Free Black Planter on Pungoteague

Key Discussion Topics:Charles II, Great Migration, Anthony Johnson, Royal Africa Company, Stono Uprsing, Mercantilist System, Board of Trade, Sir William Berkeley

Special Activities/Class Exercises:-Students will examine the relations between Africans and Native Americans during the colonial period. Students should explore the lives of African Americans such as Anthony Johnson in Virginia, who came to America as an indentured servant, became a freeman, and secured his own indentured servants. Students might also enjoy looking at the contact between the Seminole Indians of north Florida and Africans in north Florida, many of whom were fugitive slaves who sought refuge among the Seminoles. - Students will create a slide presentation of American colonial dwellings from New England, the Middle colonies, and the South. Trace the various architectural features to origins in England. Also, point out how the architectural distinctions reflect the cultural, social, and climate differences among the major colonial regions. -Students will find and analyze examples of colonial narrative. What do these narratives reveal about colonial life in the religious or merchant colonies? Compare these impressions with those you gain from examining the woodcuts and artifacts provided in the textbook- Students will complete and analyze information in: Map Exercises (Mapping, Reading, and Interpreting): The Atlantic Slave Trade-Students will write an essay with a thesis statement that compares the colonies in New England and the Chesapeake.

4. Experience in Empire: Eighteenth-Century AmericaRequired Reading:America: Past and PresentBenjamin Franklin, from The Autobiography of Benjamin Franklin (1771)

Jonathan Edwards, from “Sinners in the Hands of an Angry God” (1741)Jonathan Edwards, from “Some Thoughts Concerning the Present Revival of Religion in New England” (1742)

MyHistoryLab Media Assignments:View the Closer Look: European Claims in North America, 1750 and 1763Read the Document: Franklin, Observations Concerning the Increase of Mankind

Key Discussion Topics:Middle Ground, Backcountry, Great Awakening, Balanced Constitution, Benjamin Franklin’s Autobiography, Fort Duquesne, King George’s War, Albany Plan, Peace of Paris

Special Activities/Class Exercises:-In an essay, students compare and contrast cultural values of British, French, Spanish, and Native American societies in the colonial era.-Students will read aloud portions of Jonathan Edwards’s “Sinners in the Hands of an Angry God” in order to discuss the nature and impact of the theology and language of the Great Awakening. Discuss or have students discuss how Edwards’s style and theology is different from and similar to that of modern revivalists.-Students will evaluate the appeal of Edwards (or George Whitefield) from the perspective of a Puritan or Anglican clergyman, a slave, a farmer, the farmer’s wife, a New England merchant, and others. How might they differ? This can lead into a discussion of the relationship of religion to social and political norms.-Students will be divided into two groups, one researching Spanish activities in the Southwest and the others exploring the English activities in the East. Students will explore and discuss why there were more instances of warfare between the English and their Native American neighbors than between the Spanish and their Native American neighbors.

5. The American Revolution: From Elite Protest to Popular Revolt

Required Reading:America: Past and Present Chapter 5The Declaration of IndependenceBenjamin Franklin, “Testimony Against the Stamp Act”Thomas Paine, “The American Crises” Phillis Wheatley, “Our Modern Egyptians”

MyHistoryLab Media Assignments:Read the Document: James Otis, The Rights of the British Colonies Asserted and Proved Read the Document: Benjamin Franklin, Testimony Against the Stamp Act (1766) Listen to the Audio File: “The Liberty Song” Read the Document: Boston Gazette Description of the Boston Massacre Read the Document: George R. T. Hewes, “A Retrospect on the Boston Tea Party” Read the Document: Thomas Paine, A Freelance Writer Urges His Readers to Use Common Sense Watch the Video: The American Revolution As Different Americans Saw It View the Map: The American Revolution Complete the Assignment: Spain’s Contribution to American IndependenceWriting Assignment-The American Revolution Writing Assignment

Key Discussion Topics: George III, Earl of Blue, Pontiac, Patrick Henry, Lord Rockingham, Samuel Adams, First Continent Congress, Second Continent Congress, Stamp Act, Boston Massacre, Battle of Lexington, Thomas Jefferson, George Washington, Common Sense, Declaration of Independence, Battle of Saratoga, Battle of Yorktown, Treaty of Paris

Special Activities:• Theme 1 (ID-4) — Students engage in a debate over the question, “Did the Revolution assert British rights or did it create an American national identity?”-Students will analyze and discuss political cartoons "The Colonies Throw Britain/ The Burial of the Stamp Act"-Students will discuss and debate the question: Was the American Revolution “revolutionary”? Have students look at the nature of British colonial administration and explain how it contributed to the American love of liberty. In fighting for

independence and freedom, were the colonists fighting for something with which they were unfamiliar? Were they fighting for political change or for a status of independence they had come to expect by the mid-eighteenth century?-Students will research web and library sources on the causes of the Revolution. Students will then divide into thirds, one defending loyalty to the Crown, one defending the need to rebel, and one that is neutral about the political question and wants to be left alone. Students will then debate on whether war is necessary to correct the problems encountered in the colonies.- Students will identify, read, and analyze information on a map related to: The American Revolution

6. The Republican ExperimentRequired Reading:America: Past and Present, Chapter 6 “The Virginia, or Randolph, Plan” (1787)Publius (James Madison), “Federalist Paper #10” (1788) MyHistoryLab AssignmentsRead the Document: Phillis Wheatley, Religious and Moral Poems Read the Document: The Articles of Confederation Read the Document: Northwest Ordinance (July 3, 1787) View the Map: Western Land Claims Ceded by the States Read the Document: Military Reports of Shays’s Rebellion Read the Document: The New Jersey Plan (1787) Watch the Video: Slavery and the Constitution • Complete the Assignment: The Elusive Constitution: Search for Original Intent Read the Document: Federalist Paper No. 51 (Feb. 6, 1788) Read the Document: The Bill of Rights (1789

Optional/Suggested Readings: Zinn: Chapter 5 A People’s History of the United States (optional/extra credit)

Key Discussion Topics: State Constitution, Articles of Confederation, James Madison, checks and balances, legislative branch, executive branch, judicial branch, Federalists, Anti-federalists, ratification, Bill of Rights, Land Ordinance of 1785, Northwest Ordinance of 1787, The Federalist Number 10, Shay’s Rebellion, Virginia Plan, New Jersey Plan

Special Activities: Theme 1 (ID-1) — After reading the work of historian Gordon Wood, students write an essay analyzing the degree to which the Constitution reflected an emerging sense of American national identity-Students will debate over ratification of the Constitution. Students will divide into an even number of small groups. Half the groups examine the Federalist argument supporting ratification and the other half will examine the Antifederalist argument against ratification. Students will be paired within the groups (one Federalist group with one Antifederalist group) and have them debate the issue. Finally, the groups will switch sides and debate again. In this way, all students must argue both sides of the issue.- Students will Develop an editorial response that might have appeared in a newspaper of the time, and create a political cartoon to accompany their editorial in response to James Madison’s Federalist Paper Number 10 -Students will identify, read, and interpret information on a map related to: Land Acquisitions, 1782-1830Students will analyze and interpret information in: "Analyzing Tables and Figures: Revolution or Reform??? The Articles of Confederation and the Constitution Compared"-Students will analyze and discuss letters from Jefferson and Hamilton to Washington (Stanford-Reading Like a Historian Website)7. Democracy in Distress: The Violence of Party Politics, 1788-1800.

Required Reading:America: Past and Present, Chapter 7Benjamin Banneker, Letter to Thomas Jefferson (1791)Molly Wallace, “Valedictory Oration” (1792)Samuel Cornish, “An Independent Press”

MyHistoryLab Media Assignments:Watch the Video: George Washington: The Father of Our Country Read the Document: Alexander Hamilton, Opposing Visions for the New Nation Read the Document: Proclamation of Neutrality (1793) • Read the Document: The Jay Treaty (1794) Complete the Assignment: Defense of Superiority: The Impact of Nationalism on Perceptions of the Environment Read the Document: The Treaty of Greenville Read the Document: The Treaty of San Lorenzo (Pickney’s Treaty) (1796) Read the Document: George Washington, Whiskey Rebellion Address to Congress (1794)Read the Document: The Alien and Sedition Acts (1798) Listen to the Audio File: Jefferson and Liberty

Optional/Suggested Reading: Zinn, A People’s History of the United States, Chapter 5 (Extra credit)

Key Discussion Topics: Alexander Hamilton, Hamilton’s Report on Public Credit, Report on Manufacturers, Jay’s Treaty, XYZ Affair, Quasi-War, Alien and Sedition Acts, Virginia and Kentucky Resolutions, Election of 1800, Bank of the United States, Judiciary Act of 1789, strict constructionist, loose constructionist, Whiskey Rebellion, John Adams

Special Activities:-Students will analyzing primary sources: The Alien and Sedition Acts (Discussion, Research, Essay, Presentation, Wrap up Discussion)-Students will write a perspective paper on: The Whiskey Rebellion Proclamation (from perspective of farmers)-Students will be divided into French, English and US journalists, and will then work as individual groups to create a political cartoons or editorials about the XYZ Affair.-Students will debate whether Washington’s fear of political parties was warranted or not. Students may use examples from all eras of US History.

8. Republican Ascendancy: The Jeffersonian Vision

Required Reading:America: Past and Present, Chapter 8State v. Boon (1801)Marbury v. Madison (1803)

MyHistoryLab Media Assignments:Read the Document: Charles William Janson, The Stranger in America Read the Document: Margaret Bayard Smith, Reflections on Meeting Jefferson View the Closer Look: The Louisiana Purchase • Watch the Video: Lewis & Clark: What were they trying to accomplish?Read the Document: Opinion of the Supreme Court for Marbury v. Madison Complete the Assignment: Barbary Pirates and American Captives: The Nation’s First Hostage Crisis Read the Document: Congress Prohibits Importation of SlavesRead the Document: James Madison, Inaugural Address View the Map: The War of 1812 Hear the Audio: Star Spangled Banner Read the Document: The Treaty of Ghent

Key Discussion topics: Tecumseh, Albert Gallatin, Louisiana Purchase, Lewis and Clark Expedition, Barbary States, Marbury v. Madison, John Randolph, Aaron Burr, “War Hawks”, Treaty of Ghent

Special Activities: -Students will develop a position paper supporting or rejecting war with Great Britain from the point of view of a member of Congress from the South, the West, and New England. Students will then present papers and focus on what the differences among the positions and specific arguments of the three congressmen?-Students will complete and analyze information in: Map Exercises (Mapping, Reading, and Interpreting):American Expansion 1790/The War of 1812-Students will create political cartoons related to US Foreign Policy during the second Jefferson Administration-Students will conduct a class debate on: Jefferson’s Policies (Was he true to his republican virtue?)

-Students will analyze and complete the Jeffersonian DBQ available on the Collegeboard (AP) website

9. Nation Building and NationalismRequired Reading:America: Past and Present, Chapter 9The Harbinger, Female Workers of Lowell (1836)Letters to the Voice of Industry (1846)Harriet Hanson Robinson, Lowell Textile Workers (1898)-Biography: “Robert Fulton”-Primary Source: De Witt Clinton Describes the Erie Canal

MyHistoryLab Media Assignments: Read the Document: The Cherokee Treaty of 1817 Complete the Assignment: Confronting a New Environment View the Map: Expanding America and Internal ImprovementsListen to the Audio File: The Erie Canal Read the Document: The Harbinger, Female Workers at Lowell (1836)Read the Document: “A Week in the Mill,” Lowell Offering, Vol. V (1845) Read the Document: Henry Clay, “Defense of the American System” (1832) View the Map: The Missouri Compromise Read the Document: The Opinion of the Supreme Court for McCulloch v. Maryland (1819) • Read the Document: The Monroe Doctrine (1823)

Key Discussion Topics:Adams-Onis Treaty, Claims Associations, “Preemption” Rights, National Road, Erie Canal, Cotton Gin, “Putting-Out” System, “American System”, “Era of Good Feeling”, McCulloch v. Maryland

Special Activities/Class Exercises -Students will write an article for a Cincinnati newspaper evaluating some of the changes in work in the antebellum period if you were the owner of a furniture factory, a widow taking in piecework, or a former cabinet maker now working in the factory.-Students will will write a diary entry for one day in the life of a Lowell mill girl in the 1830s. The entries should give a clear sense of one’s daily schedule as well as response to that job and free time. - Students will identify, read, and analyze information on a map related to: The Missouri Compromise-Students will analyze and discuss maps showing highways and canals that tied the country together

10. The Triumph of White Men’s DemocracyRequired Reading:America: Past and Present, Chapter 10Elizabeth Emery and Mary P. Abbott, Letter to The Liberator (1836)MyHistoryLab Media Assignments: Read the Document: Herman Melville, Excerpt from Moby-Dick Read the Document: Andrew Jackson, First Annual Message to Congress (1829) Complete the Assignment: Racial Identity in a White Man’s Democracy View the Closer Look: The Trail of Tears View the Closer Look: Indian Removals Read the Document: South Carolina’s Ordinance of Nullification Read the Document: Andrew Jackson, Veto of the Bank Listen to the Audio: Van Buren View the Closer Look: General Harrison’s Log Cabin March—Sheet Music Read the Document: Alexis de Tocqueville, Democracy in America

Optional Suggested Reading: Zinn, A People’s History of the United States, Chapter 7 (extra credit)

Key Discussion Topics:

Jacksonianism. Corrupt Bargain, “Spoils System”, independent subtreasury, Indian Removal, “Trail of Tears”, Nullification Crisis, The Bank War, The Whigs, “Specie Circular”

Special Activities/Class Exercises:-Theme 1 (ID-1) — In lecture, show students works of poetry and painting made by American artists in the first half of the 19th century and asks students to evaluate each work for its expression of ideas of American national identity.-Students will analyze and compare documents related to Cherokee Indian Removal (Andrew Jackson's State of the Union 1830 Speech v. Elias Boudinot's Letter to John Ross 1837, in Cherokee Editor: The Writings of Elias Boudinot-Students will use SOAPSTONE to analyze a political cartoon: The Spoils System-Students will research the Cherokee experience on the Trail of Tears. Students will then discuss the following questions in groups: What does this chapter event reveal about United States Indian policy and the status of Native Americans living in the United States in the early nineteenth century? Why were the Cherokee considered “civilized?” -Students will write construct a coherent essay that integrates interpretation of primary source documents their knowledge of the period that explains the ways that participation in political campaigns and elections in the United States changed between 1815 and 1840, and analyze forces and events that led to these changes.

11. Masters and Slaves Developing a National IdentityRequired Reading:America: Past and Present, Chapter 11Fredrick Douglass, “Whipping Slaves”Peter Randolph, “Culture and Religion in the Quarters” MyHistoryLab Media Assignments:Read the Document: Confessions of Nat Turner (1831) Read the Document: Overseer’s Report from Chicora Wood Plantation Read the Document: Frances E. W. Harper, “The Slave Mother” Listen to the Audio File: When the Roll is Called up Yonder Complete the Assignment: Harriet Jacobs and Maria Norcom: Women of Southern Households Watch the Video: Underground Railroad Read the Document: George Fitzhugh, The Blessings of Slavery (1857)Read the Document: Poem, “The Slave Auction”View the Closer Look: Slave Auction in Richmond, Virginia View the Map: Slavery in the South

Key Discussion Topics: Nat Turner, Short-Staple Cotton, Cotton Gin, Hilton R. Helper, American Colonization Society, George Fitzhugh, Cassius M. Clay, Second Seminole War, David Walker, Harriet Tubman, African American Methodist Church (AME)

Special Activities:-Students will listen to slave spirituals "Hold On", "Follow the Drinking Gourd", and "Go Down Moses" and analyze them. What do they reveal about the slave experience and about attitudes toward religion? Notice their double meanings and symbolism.-Students will research the multitude of slave lives. While the vast majority of slaves lived on plantations, there were many who did not. Students will then write an expository discussing the following: In what ways were their lives similar to the lives of America’s poor whites? Were urban slaves better off than household slaves, than plantation slaves? Why were some slaves permitted to purchase their freedom and others not? -Students will analyze a political cartoon: A Slave Auction in the South (Harpers Weekly July1861)- Students will create a pamphlet meant to help a slave to narrate the Underground Railroad -Students will identify, read, and interpret information on a map: The Antebellum South and Slavery

12. The Pursuit of Perfection Required Reading:America: Past and Present, Chapter 12Biography: Sarah George BagleyPrimary Source: Dorothea Dix Pushes for Institutional ReformWilliam Lloyd Garrison, from The Liberator (1831)

Frederick Douglass, Independence Day Speech (1852)George Fitzhugh, “The Blessings of Slavery” (1857)

MyHistoryLab Media Assignments:View the Closer Look: Methodist Camp Meeting, 1819 Read the Document: Lyman Beecher, “Six Sermons on Intemperance” (1828) Watch the Video: Drinking and the Temperance Movement in Nineteenth-Century America Read the Document: Catharine E. Beecher, from A Treatise on Domestic Economy Watch the Video: Who Was Horace Mann and Why Are So Many Schools Named After Him? Read the Document: William Lloyd Garrison, First Issue of The Liberator (1831) Read the Document: David Walker, A Black Abolitionist Speaks View the Map: Utopian Communities Before the Civil War Complete the Assignment: The War Against “Demon Drink” Read the Document: Ralph Waldo Emerson, “Self Reliance” (1841) Complete the Assignment: The Legal Rights of Married Women: Reforming the Law of Coverture

Optional/Suggested Reading: Zinn, A People’s History of the United States, Chapter 6 (extra credit)

Key Discussion Topics: Second Great Awakening, Dorothea Dix, transcendentalism, Know-Nothings, Seneca Falls Convention, Lucretia Mott, Elizabeth Cady Stanton, Underground Railroad, Harriet Tubman, Frederick Douglass, Horace Mann, Charles G. Finney, Peter Cartwright, American Temperance Society, William Lloyd Garrison, Brook Farm, American Colonization Society

Special Activities: Theme 4 (POL-3) — Students are given an assignment to research one antebellum reform movement and explain how it fit into broader patterns of antebellum reform-Students will participate in a Roundtable Discussion: Taking on the role of a Second Great Awakening Reformer and bring them to life in a roundtable discussion where we discuss each reformers ideas. (Choose a reformer, research that reformer, become that reformer for a discussion)-Students will analyze documents and complete a writing activity on: The Second Great Awakening DBQ-Students will analyze and discuss the anti-abolitionist political cartoons: Attack on the Post Office (anti-abolitionist), Harper's Weekly 1835-Students will analyze and discuss reform movement political cartoons: The Bar of Destruction Harper's Weekly, 1874-Students will read the Declaration of Sentiments from the Seneca Falls Convention; then have a class discussion focusing on some of the following issues/questions: a. Students should point out phrases from the document that were lifted from the Declaration of Independence and discuss: Why did the women at Seneca Falls choose to model the Declaration of Sentiments on the Declaration of Independence? What did the Declaration of Independence mean to Americans? By using the Declaration of Independence as a model, what were Stanton and Mott saying about the status of women? Students will compare and analyze transcripts of speeches by Emma Goldman and Susan B. Anthony on the meaning of women’s suffrage. Students will turn in written briefs of their work based on the APPARTS strategy

13. An Age of ExpansionismRequired Reading:America: Past and Present, Chapter 13 _Biography: Susanna Wilkerson DickinsonJohn O’ Sullivan “The Great Nation of Futurity” (1845)Testimony Before the Massachusetts Legislature” (1845) by the Female Labor Reform Association

MyHistoryLab Media Assignments:View the Map: United States Territorial Expansion in the 1850s View the Map: Texas Revolution, 1836 • Watch the Video: The Annexation of Texas Read the Document: Thomas Corwin, “Against the Mexican War” (1847) View the Map: Mexican-American War, 1846–1848 Read the Document: Senate Report on the Railroads (1852) Watch the Video: Mastering Time and Space: How the Railroads Changed America

Complete the Assignment: Hispanic America After 1848: A Case Study in Majority Rule Read the Document: Samuel Morse, Foreign Immigration (1835)

Optional/Suggested Reading: Zinn, A People’s History of the United States, Chapter 8 (extra credit)

Key Discussion Topics: Manifest Destiny, Gold Rush, Oregon Treaty, Stephen F. Austin, Antonio López de Santa Anna, Alamo, Sam Houston, Mexican-American War, Bear Flag Revolt, Treaty of Guadalupe Hidalgo , “Young America”, Oregon Trail, Joseph Smith, John Tyler, James K. Polk, “Fifty-four Forty or Fight”, Zachary Taylor

Special Activities/Class Exercises: Theme 5 (WOR-5) — Students read the sources in a document-based question on the Mexican-American War (2010 DBQ) and engage in a classroom debate on President Polk’s motives for entering the war.-Students will analyze and discuss documents from the Stanford Reading Like a Historian website:-Students will write a persuasive essay with a thesis where they write and present arguments supporting or opposing the annexation of Texas in 1844,the declaration of war against Mexico in 1846, or the ratification of the Treaty of Guadalupe Hidalgo in 1848. Their positions may provide the basis for either a role-play debate or a conventional discussion. -Students will analyze and discuss a political cartoon related to: The Annexation of Texas-Political Cartoon: Volunteers for Texas-Students will conduct a mock Senate hearing where they discuss /debate reasons why the US should assist the Republic of Texas- Students will identify, read, and interpret a map related to: Settling the Boundary with Canada

14. The Sectional CrisisRequired Reading:America: Past and Present, Chapter 14Literature: Narrative of the Life of Frederick Douglass, An American SlaveLewis G. Clarke. “The Testimony of a Former Slave” (1843)Henry Highland Garnet, “Let Your Motto Be Resistance” (1848)

MyHistoryLab Media Assignments: View the Map: The Compromise of 1850 Read the Document: The Fugitive Slave Act (1850) View the Map: The Compromise of 1850 and the Kansas-Nebraska Act Read the Document: John Gihon, Kansas Begins to Bleed Watch the Video: Harriet Beecher Stowe and the Making of Uncle Tom’s Cabin Watch the Video: Dred Scott and the Crises that Lead to the Civil War Read the Document: Stephen A. Douglas, Debate at Galesburg, Illinois (1858) Complete the Assignment: The Enigma of John Brown Read the Document: John Brown’s Address Before Sentencing Read the Document: Abraham Lincoln, Debate at Galesburg, Illinois (1858) Complete the Assignment: Law and Society: The Case of Dred and Harriet Scott—Blurring the Borders of Politics and Justice

Optional/Suggested Reading: Zinn, A People’s History of the United States, Chapter 9 (extra credit) Key Discussion Topics: Compromise of 1850, Fugitive Slave Act, Stephen A. Douglas, popular sovereignty, Kansas-Nebraska Act, James Buchanan, Abraham Lincoln, Lincoln-Douglas debates, Jefferson Davis, Confederate States of America, Preston Brooks, Squatter Sovereignty, Franklin Pierce, Know-Nothings, John Brown, James Buchanan, Dred Scott v. Sanford

Special Activities/Class Exercises:-Using primary sources from Northern wage workers, Southern slaves, abolitionists, and slave masters, as well as the textbook, students debate the working conditions in the pre-Civil War era.-Students write an essay in which they argue about the extent to which the tensions that affected the drafting of the Constitution remained relevant to the political debates of the late 19th century.-Students will create a chart that shows all political parties of this era and outline each parties’ platform.

-Students will create a series of political cartoons about issues in this chapter.-Students will take the role of the Senate and debate the Compromise of 1850. Class will be divided ino Northern and Southern sections.-Students will write a newspaper editorial about the Dred Scott Decision expressing their support or opposition to the Dred Scott Decision.-Students will complete a Document Based Questions activity and write and essay on: The Evolution United States between 1810 and 1860

15. Secession and the Civil WarRequired Reading:America: Past and Present, Chapter 15Clara Barton, “Medical Life at the Battlefield”Lucy Breckenridge, “Diary” MyHistoryLab Media Assignments: Watch the Video: What Caused the Civil War? Read the Document: South Carolina Declaration of the Causes of Secession View the Map: Secession Complete the Assignment: Soldiering the Civil War Read the Document: The Emancipation Proclamation View the Closer Look: Black Union Soldiers Read the Document: “If it were not for my trust in Christ,” Testimony from the New York Draft Riots (1863) View the Map: The Civil War Part II: 1863–1865 Read the Document: William T. Sherman, the March Through Georgia Watch the Video: The Meaning of the Civil War for Americans

Optional/Suggested Reading: Zinn, A People’s History of the United States, Chapter 9 (extra credit)

Key Discussion Topics: : Confederate States of America, Crittenden Plan, Fort Sumter, “Total War”, Jefferson Davis, George McClennan, Fort Sumter, Robert E. Lee, Battle of Bull Run, Ulysses S. Grant, Battle of Shiloh, Battle of Antietam, Emancipation Proclamation, Battle of Chancellorsville, Battle of Gettysburg, Thirteenth Amendment, “King Cotton Diplomacy”, Anaconda Policy

Special Activities/Class Exercises:-Students will analyze and discuss: Document Based Activity -African Americans and the Civil War Students analyze the factors that led to Abraham Lincoln’s issuance of the Emancipation Proclamation and its resulting impacts on the Union’s war effort.-Students will create a chart that explains Northern grievances with the South and Southern grievances with the North.-Students will discuss and compare and contrast Southern strengths and weaknesses versus Northern Strengths and weaknesses.-Students will discuss and compare Union and Confederate military and political leaders.-Students will become members of the the House of Representative and debate the issue of Secession.- Students will identify, read, and interpret information on a map related to: The Secession Crisis/The Civil War-Analyzing Tables and Charts: Differences between the North and South

16. The Agony of ReconstructionRequired Reading:America: Past and Present, Chapter 16David Blackmon, Slavery by Another Name, “The Freedman’s Agenda for Reconstruction”Bayley Wyatt, “A Right to the Land”Henry Blake, “Working on Shares”

MyHistoryLab Media Assignments:Read the Document: Pearson Profiles, Robert Smalls

Read the Document: Thirteenth, Fourteenth, and Fifteenth Amendment (1865, 1868, 1870)Read the Document: The Mississippi Black Code (1865)View the Map: Reconstruction Read the Document: A Sharecrop Contract (1882) Watch the Video: The Schools that the Civil War and Reconstruction Created View the Closer Look: The First Vote,Read the Document: Hannah Irwin Describes Ku Klux Klan Ride Complete the Assignment: “Forty Acres and a Mule” Watch the Video: The Promise and Failure of Reconstruction

Optional/Suggested Readings: Zinn, A People’s History of the United States Chapter 9 (Extra Credit)

Key Discussion Topics: Reconstruction, Ku Klux Klan, Civil Rights Act of 1866, Fourteenth Amendment, Fifteenth Amendment, scalawag, carpetbagger, sharecropping, tenant farming, Liberal Republicans, Jim Crow, Wade-Davis Bill, Freedman’s Bureau, Thaddeus Stevens, First Reconstruction Ac, John Sherman, Horace Greely, New South, Civil Rights Act of 1875, Compromise of 1877

Special Activities/Class Exercises:-Students will write diary entries from the perspective of a freedman veteran detailing the events or actions that would have created optimism and pessimism.-Students will compare and contrast Congressional and Presidential Reconstruction plans infer which would have provided a smoother transition back into the union.-Students will become members from the House of Representative and debate the issue of Reconstruction.-Students will compare and contrast Northern Mill Workers with Southern slaves. Were the arguments of the South justified?-Students will conduct an impeachment trial of President Andrew Johnson. (Johnson and four lawyers vs. the class)- Students will identify, read, and interpret information on a map related to: Reconstruction-Students will create a vignette (written and kinesthetic) that shows the shows the Compromise of 1877. Students will then discuss the implications of the compromise on United States society then and now.

17. The West: Exploiting EmpireRequired Reading: America: Past and Present , Chapter 17Black Elk, “Account of the Wounded Knee Massacre” (1890)Benjamin Harrison, “Report on the Wounded Knee Massacre and the Decrease in Indian Land Acreage (1891)Frederick Jackson Turner, “The Significance of the Frontier in American History” (1893)

MyHistoryLab Media AssignmentsView the Map: Native Americans, 1850–1896 Read the Document: Chief Red Cloud’s Speech Watch the Video: Sioux Ghost DanceRead the Document: Accounts of the Wounded Knee Massacre Complete the Assignment: Blacks in Blue: The Buffalo Soldiers in the West View the Closer Look: Railroad and Buffalo Read the Document: Homestead Act of 1862 Read the Document: John Lester, “Hydraulic Mining” View the Closer Look: Railroad Routes, Cattle Trails, Gold and Silver Rushes Read the Document: Turner, “The Significance of the Frontier in American History”

Optional/Suggested Readings: Zinn, A People’s History of the United States, Chapter 7 (extra credit)

Key Discussion Topics: The Great Plains, “The Great American Desert”, Sand Creek Massacre, Battle of the Little Bighorn, Sitting Bull, George Armstrong Custer, Wounded Knee Massacre, Chief Joseph, Geronimo, Dawes Severalty Act, Chisholm Trail, Overland Trail, Homestead Act of 1862, Comstock Lode, Chinese Exclusion Act

Special Activities/Class Exercises:Theme 5 (WOR-5) — Students read excerpts from the work of historians Reginald Horsman, Sean Wilentz, and Sam Haynes and write an essay using evidence to justify which perspective they believe the most convincing account of Manifest Destiny-Students will work in groups to present in pictorial format how the inventions of the era helped settlers, yet decimated the Natives.-Students will complete a visual analysis/document based activity from the Reading Like a Historian site on: Manifest Destiny -Students will create advertising flyers to entice young women to go to California.Students will use the textbook and Vine/Faragher's, The American West Ch.4 and Zinn's, A People's History of the United States to complete a graphic organizer that compares and contrasts the historical interpretations of the factors that led to the causes of conflict between white settlers and the demise of Native American culture.

18. The Industrial Society (WINTER BREAK)Required Reading: America: Past and Present, Chapter 18Andrew Carnegie, “The Gospel of Wealth” (1899)Mother Jones, “The March of the Mill Children” (1903)Rose Schneiderman, “The Triangle Shirtwaist Fire” (1911)

MyHistoryLab Media Assignments:Watch the Video: Railroads and Expansion Read the Document: Andrew Carnegie, “Wealth” (1889) Read the Document: Thomas Edison, The Success of the Electric Light Complete the Assignment: Shopping in a New Society • Read the Document: Mother Jones, “The March of the Mill Children” Read the Document; Massachusetts Bureau of Statistics of Labor (1884) Read the Document: Leonora M. Barry, Report to the Knights of Labor (1887) View the Map: Organizing American Labor in the Late Nineteenth Century Read the Document: George Engel, Address by a Haymarket Anarchist Watch the Video: The Gilded Age: The Rise of Capitalism, Industrialism, and Poverty

Optional/Suggested Reading: Zinn, A People’s History of the United States, Chapter 9 (extra credit)

Key Discussion Topics: Centennial Exposition, Central and Union Pacific Railroad Companies, J.P. Morgan, Andrew Carnegie, John D. Rockefeller, National Labor Union, Knights of Labor, American Federation of Labor, Thomas Alva Edison, Trunk lines,

Special Activities: -Students will compare the immigrants who built the railroads to the slaves in the South prior to 1860.-Students will write an essay that includes a thesis that answers the following question: “Unions, martyr or menace?”-Students will create advertising flyers to entice young workers to join a union.-Students will analyze "Tables and Graphs: Railroads after 1865"-Students will create a political cartoon associated with the role of industrialists like Carnegie or Rockefeller and then write an editorial in support or opposition to their monopolistic tendencies as businessmen.

19. Toward an Urban Society (WINTER BREAK)Required Reading: America: Past and Present, Chapter 19Charles Lorin Brace, The Life of the Street Roles”The Secret Oath of the American Protective Society (1893)

MyHistoryLab Media Assignments:Read the Document: Charles Loring Brace, “The Life of the Street Rats” View the Closer Look: Group of Emigrants (Women and Children) from Eastern Europe on the Deck of the S.S. Amsterdam

Watch the Video: Ellis Island Immigrants View the Map: Immigration, 1880–1920Complete the Assignment: Ellis Island: Isle of Hope, Isle of Tears Watch the Video: Democracy and Corruption: The Rise of Political MachinesRead the Document: The Morrill Act (1862) Hear the Audio: Address at the Atlanta Exposition by Booker T. Washington Read the Document: Edward Bellamy, from Looking Backward Read the Document: Jane Addams, from Twenty Years at Hull House Complete the Assignment: Law and Society, Plessy v. Ferguson: The Shaping of Jim Crow.

Optional/Suggested Reading: Zinn, A People’s History of the United States Chapter 10 (extra credit)

Key Discussion Topics: The “new woman”, Booker T. Washington, “new” immigrants, tenements, political “machines”, Social Darwinism, Henry George, Social Gospel, settlement houses, social workers

Special Activity/Class Exercises:-Students will analyze and discuss political cartoon: "That's What the Matter" by Thomas Nast, a outspoken critic of Boss Tweed-Students will create advertising flyers to entice young workers to join a political party.-Students will analyze Tables and Graphs: Urban v. Rural Population at the Turn of the Century-Students will create a newspaper which traces the industrialization of the U.S. and its effects on the people of the U.S. include photographs from the time period. (4 one-page articles with headline-1 per group member; two positive/two negative)

20. Political Realignments of the 1890sRequired Reading:America: Past and Present, Chapter 20 Anthem 5.3Susan B. Anthony, Bread Not Ballots (1867)Mary Elizabeth Lease, Populist Crusader (1892) MyHistoryLab Media Assignments:Read the Document: The Interstate Commerce Act (1887) Read the Document: Workingman’s Amalgamated Sherman Anti-Trust (1893) Read the Document: Proceedings of the Grange Session, 1879 Read the Document: Mary E. Lease, The Populist Crusader (1879) Read the Document: Ocala Platform, 1890 • Read the Document: Jacob S. Coxey, “Address of Protest” (1894) Read the Document: “Everybody Works But Father” (1905) Complete the Assignment: The Wonderful Wizard of Oz Read the Document: William Jennings Bryan, “Cross of Gold” Speech (1896) View the Closer Look: Republican Campaign Poster of 1896, William McKinley

Optional/Suggested Reading: A People’s History of the United States Chapter 11/13 (extra credit)The American West by Robert Hine/ John Faracher (extra credit)

Key Discussion Topics: state commissions, Populism, Coxey’s army, Pullman strike, Grover Cleveland, realism, naturalism, free silver coinage, William Jennings Bryan, William McKinley

Special Activities/Class Exercises: -Students will work in groups that represent poor white farmers in the Midwest, poor white farmers in the South, black sharecroppers in the South, and any other group you think appropriate. Each group should list five of their dreams or goals—they should be as specific as possible. Then have them describe the reality of their situation. Finally, they will determine, given the probable gap between dreams and reality, what they should do. Report and discuss.-Students will create political cartoons in support or opposition to : The “Cross of Gold Speech”-Students will research and discuss: The Wizard of Oz and William Jennings Bryan comparing and contrasting

-Students will analyze and write an essay on the 2007 DBQ 1865-1900 Technology, Government, and Economics which examines the settling of the West during the time period..-Students will analyze and discuss a political cartoon using SOAPSTONE using Joseph Keppler's"The Bosses of the Senate" from Puck, 1889 which demonstrates the need for a populist movement

21. Toward EmpireRequired Reading:America: Past and Present, Chapter 21Albert Beveridge, “The March of the Flag” (1898)William Graham Sumner, “On Empire and the Phillipines” (1898)

MyHistoryLab Media Assignments:Watch the Video: Roosevelt’s Rough Riders Read the Document: Josiah Strong, from Our Country (1885) Read the Document: Liliuokalani, Hawaii’s StoryRead the Document: Alfred Thayer Mahan, The Interest of America in Sea Power View the Map: Activities of the United States in the Caribbean (1898 – 1930s) Watch the Video: Burial of the Main Victims • View the Map: The Spanish-American War View the Closer Look: American Empire Read the Document: Carl Schurz, Platform of the American Anti-Imperialist League View the Image: Emilio Aguinaldo Complete the Assignment: The 400 Million Customers of China

Optional/Suggested Readings: Zinn, A People’s History of the United States, Chapter 12 (extra credit)

Key Discussion Topics: Theodore Roosevelt, James G. Blaine, Queen Liliuokalani, William McKinley, Alfred Thayer Mahan, The Maine, Anti-Imperialist League, Emiliano Aguinaldo, William Howard Taft, Open Door Policy

Special Activities/Class Exercises:• Theme 2 (WXT-1) — Students compare and contrast the presentation of European colonization efforts in a U.S. history and a World history textbook and debate the approach used by each discipline.Theme 5 (WOR-7) — Students create a political cartoon arguing for or against annexation of Cuba after the Spanish American War and create an accompanying editorial paragraph.-Students will engage in a class discussion that compares and contrasts American and European imperialism between 1880 and 1914.-Students will find and catalog: Yellow Journalism articles from the Spanish American War-Students will analyze and discuss a Political Cartoon Analysis: U.S. Imperialism-Students will develop a reasoned argument and prepare a speech either for or against the annexation of the Philippines. Bring the speeches to class, which should meet as the U.S. Senate in January 1899. Have the students debate and vote. Then discuss the role-playing exercise, its dynamics, and its results.Students will identify, read, and interpret a map exercise related to: The Spanish-American War/American Empire

Mid-year ExamOur mid-year exam is part academic, part social, and part “trial run” for the actual AP Examination in May. Its format is exactly the same as the newly released May 2014 exam except that it covers material only to the year 1900 (Up through the McKinley administration). It will take place over two days as we do not have time to complete it in the allotted time during the mid-term finals and will include 55 multiple choice questions, 4 thematic short answer questions, a Document Based Essay, and a Long Essay question. (4 hours total).

22. The Progressive EraRequired Reading:America: Past and Present, Chapter 22Booker T. Washington, “Atlanta Exposition Address” (1895)W.E.B. Dubois, “Of Mr. Booker T. Washington and Others” (1903)Ida B. Wells, “A Red Record” (1895)

MyHistoryLab Media Assignments:Watch the Video: The Rise and Fall of the Automobile Economy Read the Document: Frederick Winslow Taylor, Scientific Management (1911) Watch the Video: Rural Free Delivery Mail • Read the Document: Gifford Pinchot, The Fight for Conservation (1910) Read the Document: John Spargo, The Bitter Cry of the Children (1906) Watch the Video: The Conflict Between Booker T. Washington and W. E. B. DuBois Read the Document: Samuel Gompers: The American Labor Movement (1914) Complete the Assignment: The Triangle Fire • View the Closer Look: Triangle Fire, March 25, 1911 Watch the Video: A Vaudeville Act

Optional/Suggested Readings: Zinn, A People’s History of the United States, Chapter 13 (extra credit)

Key Discussion Topics: Lincoln Steffens, Progressivism. Henry Ford, Triangle Shirtwaist Company Fire, National Association for the Advancement of Colored People, Madam C.J. Walker, “New” Immigration, Women’s Trade Union League, Amoskeag, The New York Armory Show, The Ashcan School

Special Activities/Class Exercises:Theme 7 (CUL-6) — Students examine the writing and photographs of Jacob Riis, Lewis Hine, and other progressive era writers and create a mock exposé of urban social conditions in the early 20th century.-Students will analyze and discuss documents from the Stanford Reading Like a Historian website: Jacob Riis photos-Students will participate in a class project focusing on muckraking. Each student has the task of writing an exposé of wrongdoing in their own community/world today. Just as well, ask each should provide a visual image (picture) associated with their expose. Students should discuss whether photos heighten or distort reality and justify reasoing.-Students will identify, read, and interpret a map exercise related to: Immigration, 1870-1930

23. From Roosevelt to Wilson In the Age of ProgressivismRequired Reading:America: Past and Present, Chapter 23Booker T. Washington, “The Atlanta Compromise”W.E.B Dubois, Organizing for ProtestAnna Garlin Spencer, Women Citizens

MyHistoryLab Media Assignments:Read the Document: Lincoln Steffens, from The Shame of the Cities Read the Document: Report of the Vice Commission (1915) View the Map: Changing Lives of American Women, 1880–1930 Read the Document: National Woman Suffrage Association, Mother’s Day Letter Read the Document: Eugene V. Debs, from “The Outlook for Socialism in America” Read the Document: Theodore Roosevelt, from The Strenuous Life (1900) Read the Document: Upton Sinclair, from The Jungle (1906) Watch the Video: Bull Moose Campaign Speech Read the Document: Woodrow Wilson, from The New Freedom (1913) Complete the Assignment: Madam C. J. Walker: African American Business Pioneer

Optional/Suggested Reading: Zinn, A People’s History of the United States, Ch.13 (extra credit)

Key Discussion Topics: Northern Securities Company, Hepburn Act, The Jungle, Payne-Aldrich Act, Ballinger-Pinchot Controversy, “Bull Moose”, New Freedom, American Medical Association, Women’s Christian Temperance Union, ‘Brandeis Brief”, Clayton Anti-trust Act

Special Activities/Class Exercises:Theme 4 (POL-3) — After reading the work of historians Richard Hofstadter and Ronald G. Walters, students are asked to write an essay agreeing or disagreeing with Hofstadter’s arguments by referencing one reform movement from the antebellum or progressive eras

Theme 6 (ENV-5) — Students create an annotated time line for the creation of five major national parks since the late 19th century and explain a) the rationale for the creation of each park, and b) the opposition (if any) that each park’s creation faced.-Students will place themselves in the role of an FDA Administrator. Students should then write down/chart what they think the first 90 days plan should entail based upon the historical context of the food industry at the turn of the century identifying both the problem and the solution. -Students will analyze and discuss the political: The Wrestling Match (New York Herald, 1903)-Students will discuss and chart President Taft’s successes and failures-Students will evaluating Information on the Internet: Suffrage and the Nineteenth Amendment (NAWSA vs. NWP)-Students will re-create the campaign and election of 1912 by dividing the class into four groups, each representing one of the four parties. Students will write and present party platforms, give campaign speeches, debate issues, and eventually hold a mock election.

24. The Nation at WarRequired Reading:America: Past and Present Chapter 24Boy Scouts of America, “Boy Scouts of America Support the War Effort (1917)Newton Baker, “The Treatment of German Americans” (1918)F.J. Grimke, Address of Welcome to the Men Who Have Returned from the Battlefront” (1919)

MyHistoryLab Media Assignments:Watch the Video: The Outbreak of World War I Read the Document: Adolf K.G.E. von Spiegel, U-boat 202 (1919) Read the Document: President Wilson’s War Message to Congress (1917) Watch the Video: American Entry into World War I • Listen to the Audio File: “Over There” Complete the Assignment: Measuring the Mind Read the Document: Espionage Act (1917) View the Closer Look: Mobilizing the Home Front Watch the Video: The Great Migration Read the Document: President Wilson’s Fourteen Points

Optional/Suggested Reading: Zinn, A People’s History of the United States, Chapter 14

Key Discussion Topics: Lusitania, Roosevelt Corollary, Sussex Pledge, “dollar diplomacy”, League of Nations, Zimmerman Telegram, Bolshevik, Sedition Act, War Industries Board, Fourteen Points, Committee on Public Information

Special Activities/Class Exercises:-Students will be divided into teams of five and create posters that show the Mexican Crisis under Wilson.-Divide the class into two teams; have one side create banners, flyers, ads for and one team create against banners, flyers, ads to involve us in WWI-Students will create a timeline which traces U.S. foreign policy and participation in World War I. Using different colors of markers or a coding system of checks, stars, and dots, have students indicate whether the entries on the time lines are political, economic, cultural, or a combination. Then have students add entries that they believe represent important events and should be included-(Chart the events leading up to, events of and events after WWI.)-Students will research Wilson’s Fourteen Points. Then class will be divided into two sides and debate whether or not the Fourteen Points were viable.-Students will defend the following statement with evidence from the readings in the chapter; “Woodrow Wilson was the first Prime Minister of the United States”.-Students will write an editorial that discusses whether you believe Wilson sold out his fourteen points. Support your reasoning with three reasons using your knowledge of the time period and your own knowledge of current history and your background. Must be at least one page.

25. Transition to Modern AmericaRequired Reading:America: Past and Present, Chapter 25Comprehensive Immigration Law (1924)

Bartolomeo Vanzetti, Court Statement (1927)Advertisements (1925,1927)

MyHistoryLab Media Assignments:View the Closer Look: The Great White Way—Times Square Read the Document: Elanor Rowland Wembridge, “Petting and the Campus” (1925) Complete the Assignment: Marcus Garvey: Racial Redemption and Black Nationalism Read the Document: Pearson Profiles, Marcus Garvey Watch the Video: The Harlem Renaissance Read the Document: A. Mitchell Palmer on the Menace of Communism (1920) Read the Document: Court Statements from Sacco and Vanzetti Read the Document: Creed of Klanswomen (1924) Read the Document: Executive Orders and Senate Resolutions on Teapot Dome Watch the Video: Prosperity of the 1920s and the Great Depression Complete the Assignment: The Scopes “Monkey” Trial: Contesting Cultural Differences

Optional/Suggested Reading: Zinn, A People’s History of the United States, Chapter 15.

Key Discussion Topics: Model T, Samuel Insull, Nineteenth Amendment, Al Capone, Babe Ruth, Ernest Hemingway, Sacco and Vanzetti, Scopes Trial, Teapot Dome, Al Smith

Special Activities/Class Exercises:-Students will divide into groups and create reports/newspapers that discuss the major ideas of the “Roarin Twenties.” a) Each of the newspapers must: (see list below) b) Detail the different aspects of pop culture of the twenties.c) Outline the History of Jazz and Blues.d) Create banners, flyers, ads for and one team in opposition or support of the “Red Scare.”e) Draw one political cartoon of the any significant person/event or idea in this chapter.f) Students will write an editorial that examines both perspectives on the passage of the Prohibition Amendment.g) Discuss the seriousness of the threat of new-KKK movement during this time frame.h) Write a report to break the Presidential Scandals.

26. Franklin D. Roosevelt and the New DealRequired Reading:America: Past and Present, Chapter 26Ruth Shallcross, “Shall Married Women Work?” (1936)Louise Mitchel, “Slave Markets in New York City” (1940)Joseph Bibb, “Flirting with Radicalism”

MyHistoryLab Media Assignments:View the Map: The Great Depression View the Closer Look: Homeless Shantytown, Seattle 1937 Read the Document: Women on the Breadlines Watch the Video: Dorothea Lange and Migrant Mother Watch the Video: FDR’S Inauguration • View the Map: The Tennessee Valley Authority Read the Document: Huey Long, “Share Our Wealth” (1935) Read the Document: Frances Perkins and the Social Security Act (1935, 1960) Watch the Video: Responding to the Great Depression: Whose New Deal? Complete the Assignment: Eleanor Roosevelt and the Quest for Social Justice

Optional/Suggested Reading: Zinn, A People’s History of the United States, Chapter 15

Key Discussion Topics: Reconstruction Finance Corporation (RFC), National Recovery Adminstration, Agricultural Adjustment Administration, Harry Hopkins, Works Progress Administration, Townsend Plan, Social Security Act, Wagner Act, John L. Lewis, Liberty League

Special Activities/Class Exercises:• Theme 7 (CUL-6) — Students read a “living newspaper” produced under the auspices of the WPA and debate whether or not it constitutes propaganda for the New Deal.-Students will analyzing tables and graphs related to: The Great Depression-Students will chart the different New Deal Administrations and Legislation that emerged from it. One half of class will focus on the 1st New Deal and the other side will focus on the 2nd New Deal. Both sides will present information for the other side to complete their charts..-Students will research and create a chart that identifies New Deal Projects still in existence today.-Students will draw political cartoons of the any significant person or idea in this chapter.Conduct a Senate session that debates the passage of the New Deal Legislation.Discuss any serious dissent to the New Deal.Examine and chart the short-term costs & benefits and the long-term costs & benefits of the New Deal.

27. America and the World, 1921-1945Required Reading:America: Past and Present, Chapter 27Albert Einstein, Letter to President Roosevelt (1939)Franklin Delano Roosevelt, “The Four Freedoms” (1941)A Woman Remembers the War (1984)

MyHistoryLab Media Assignments: View the Map: World War II in Europe Read the Document: Charles Lindbergh, Radio Address (1941) View the Closer Look: The Japanese Raid on Pearl Harbor, December 7, 1941 View the Map: World War II in the Pacific Watch the Video: Rosie the RiveterRead the Document: A. Philip Randolph, “Why Should We March” (1942) Read the Document: Japanese Relocation Order View the Closer Look: D-Day Landing, June 6, 1944 Watch the Video: The Big Three—Yalta Conference Complete the Assignment: The Face of the Holocaust

Optional/Suggested Reading: A People’s History of the United States, Chapter 16

Key Discussion Topics: Kellogg-Briand Treaty, Washington Conference, Adolf Hitler, Nye Committee, America First Committee, War Production Board, Fair Employment Practices Committee, “Zoot Suit” Riots, D-Day, Manhattan Project

Special Activities/Class Exercises:Students will create a “before and after” cartoon illustrating the effects of the Second World War on the movement for African American civil rights.-Students will complete and interpret information in a map exercise related to: World War II in the Pacific-Students will have the opportunity to visit The USS Hornet which was used in the Pacific during WWII and complete a series of written activities that are part of the educational program. -Students will analyze and discuss documents from the Stanford Reading Like a Historian website: The Atomic Bomb-Students will debate the American decision to use the atomic bomb(s) against Japan in August 1945. -Students will draw political cartoons of the any significant person, event, or idea in this chapter.-Students will discuss whether or not the internment camps were justified playing special attention to the role of race and geography.-Students will compare and contrast the idea of the confinement camp with the idea of the concentration camps.-Students will get into groups and collectively write the eulogy and present for the speech FDR’s funeral in class (dramatically!)

28. The Onset of the Cold WarRequired Reading:America: Past and Present, Chapter 28

Ronald Reagan, “Testimony Before the House Un-American Activities Committee” (1947)Dwight D. Eisenhower, “Decision not to Intervene at Dien Bien Phu” (1954)

MyHistoryLab Media Assignments:Read the Document: Churchill’s “Iron Curtain” Speech (March 5, 1946) Read the Document: George F. Kennan, “The Long Telegram” (1946) Read the Document: George Marshall, The Marshall Plan (1947) View the Closer Look: Berlin AirliftView the Map: The Korean War (1950–1953) Read the Document: Ronald Reagan, Testimony Before HUAC (1947)Watch the Video: McCarthyism and the Politics of Fear Watch the Video: Ike for President: Campaign Ad (1952) Read the Document: Dwight D. Eisenhower, Letters on Dien Bien Phu (1954) Complete the Assignment: America Enters the Middle East

Optional/Suggested Reading: A People’s History of the United States, Chapter 16 Key Discussion Topics: Potsdam Conference, Iron Curtain, NATO, Election of 1948, Douglas MacArthur, Taft-Hartley Act, McCarthyism, Adlai Stevenson, CIA, Sputnik, The Baruch Plan

Special Activity/Class Exercises:-Students will identify, read, and interpret information on a map related to: The Korean War and the Cold War in Asia-Students will complete the following Stanford: Reading Like a Historian activities: The Cold War; The Cuban Missile Crisis; The Korean War; The Cold War in Guatemala-Students will complete a perspective journal writing activity: Write a series of short journal entries that describe the life/thoughts of a child living in Berlin in 1948 during the Berlin Blockade; Child should also include journals of relief describing how the situation was resolved through the Berlin Airlift.-Students will Outline: Truman Administration Foreign Policy and then discuss the beneficial/negative aspects of the policy and the historical consequences.

29. Affluence and AnxietyRequired Reading:America: Past and Present, Chapter 29Rosa Parks, ‘The Montgomery Bus Boycott”Jo Ann Gibson Robinson “The Montgomery Bus Boycott”Martin Luther King, “The Strategy of Nonviolent Direct Action”

MyHistoryLab Media AssignmentsStatement Listen to the Audio: “Little Boxes” View the Closer Look: A 1950s Family Watching I Love Lucy Complete the Assignment: The Reaction to Sputnik Read the Document: Pearson Profiles: Jack Kerouac Watch the Video: Justice for All: Civil Protest and Civil Rights Read the Document: Brown v. Board of Education of Topeka, Kansas Watch the Video: How did the Civil Rights Movement Change American Schools? View the Map: Civil Rights Movement Read the Document: Student Nonviolent Coordinating Committee Optional/Suggested Reading: Zinn, A People’s History of the United States, Chapter 17

Key Discussion Topics: Levittown, baby boom, Sputnik, Highway Act of 1956, Commission on Civil Rights, Brown v. Board of Education of Topeka, Martin Luther King Jr., Southern Christian Leadership Conference, Fair Employment Practices Committee, “beatnicks”

Special Activities/Class Exercises:

-Students will create a time line of the African American civil rights movement in which they justify an argument for when it began.-Students will complete a writing activity that describes and evaluates the impact of "The Race to Space" on the economies of both the United States and USSR in the 1950s.-Students will create a Visual Montage of the 1950s using a Google site page. Each visual will be accompanied with annotations detailing the impact each had on American society. --Students will analyzing tables and graphs related to: The Baby Boom-Students will receive individual extra credit if they can create an in-class museum of items from the Baby Boom generation.

30. The Turbulent Sixties Required Reading: America: Past and Present, Chapter 30Betty Friedan, “The Problem That Has No Name” (1963)National Organization For Women, Statement of Purpose (1966)Frances Sugre, Diary of a Rent Striker (1964)

MYHISTORYLAB MEDIA ASSIGNMENTS Watch the Video: Kennedy-Nixon Debate Watch the Video: President John F. Kennedy and the Cuban Missile Crisis Watch the Video: Photographing the Civil Rights Movement Watch the Video: Civil Rights March on Washington Read the Document: The Civil Rights Act of 1964View the Map: Impact of the Voting Rights Act of 1965 Complete the Assignment: Unintended Consequences: The Second Great Migration View the Map: Vietnam War Watch the Video: Protests Against the Vietnam War Read the Document: National Organization for Women, Statement of Purpose (1966)

Optional/Suggested Reading: A People’s History of the United States, Chapter 17,19

Key Discussion Topics: Covert Actions, Berlin Wall, Bay of Pigs, Cuban Missile Crisis, Gulf of Tonkin Affair, Escalation, Ngo Dinh Diem, Ho Chi Minh, Tet Offensive, Voting Rights Act of 1965

Special Activities/Class Exercises:Theme 7 (CUL-6) — Students write an essay debating the role of popular music in affecting public attitudes toward the Vietnam War.-Students will complete a writing activity that define America’s New Frontier and how it differed from previous administrations.- Students will outlining Kennedy’s Foreign Policy and evaluate its impact and effectiveness. Would his policy work or relevant today? -Write a position paper on how President Kennedy misinterpreted Soviet intentions in Asia and that misinterpretation lead to the brink of Nuclear War.-Field Trip- The Marin Headlands/Fort Cronkhite/NIKE Missile site (The Bay Area reacts to the threat of Nuclear invasion)-Students will complete and interpret map exercises related to: The Vietnam War

31. Towards a New Conservatism, 1969-1988Required Reading:America: Past and Present, Chapter 31The House Judiciary Committee, “Conclusion on Impeachment Resolution” (1974)Jimmy Carter, “The ‘Malaise’ Speech” (1979)America: Past and Present, Chapter 32Ronald Reagan, “Speech to the House of Commons” (1982)George Bush, “Address to the Nation Announcing Allied Military Action in the Persian Gulf” (1991)

MYHISTORYLAB MEDIA ASSIGNMENTS View the Closer Look: Watergate Shipwreck Read the Document: Roe v. Wade (January 22, 1973) Watch the Video: Jimmy Carter, The “Crisis of Confidence” Speech (1979) Read the Document: Ronald Reagan, First Inaugural Address (1981) Watch the Video: Ronald Reagan on the Wisdom of the Tax Cut Read the Document: Ronald Reagan, the Air Traffic Controllers Strike View the Map: Conflict in Central America (1970–1998) Complete the Assignment: The Christian Right View the Map: The Middle East in the 1980s and 1990s Complete the Assignment: Roe v. Wade: The Struggle over Women’s Reproductive Rights Watch the Video: Oliver North Hearing

Optional/Suggested Reading: A People’s History of the United States, Chapter 19/20/21 (extra credit)

Key Discussion Topics: Henry Kissinger, Warren Burger, SALT I, the Pentagon Papers, OPEC, Gerald Ford, The Stonewall riots, the Mayaguez, Camp David Accords, the hostage crisis, the Moral Majority, Sandra Day O’Conner, Gramm-Rudman Act, AIDS, Oliver North, Crack Cocaine, Mikhail Gorbachev, Michael Dukakis, Tiananmen Square, Saddam Hussein,

Special Activities:-Theme 4 (POL-7) — Students construct a time line of the civil rights movement from Reconstruction to the 1970s and annotate key turning points in the movement.-Theme 6 (ENV-5) — Students write an essay asking what role the acquisition of natural resources has played in U.S. foreign policy decisions since the late 19th century- Students will debate: Roe v. Wade decision . First student will be assigned a side, then after completion of the first set, I students will be allowed to state/debate their real feelings if they feel it necessary.-Students will create a chart that illustrates a National Policy they would create to deal with the 1970s Energy Crisis (Chart should identify the problem and include both a short term/long term solutions)-Students will write an evaluation of the Reagan Economic Plan. Students should identify at least three key parts of the plan in doing so and then cite historical examples from the 1980s-2010 of its consequential successes and failures.-Students will create a political cartoon based upon the Persian Gulf War and write an editorial in support or opposition to the war. -Students will analyze tables and graphs related to: The Energy Crisis of the 1970s-Students will identify, read, and interpret maps related to: The United States and the Middle East and The United States, Central America, and the Caribbean. 32. Into the 21st Century, 1989-2012 Required Reading:America: Past and Present, Chapter 33Maxine Waters, “Causes of the L.A. Riots” (1992)Anita Hill, “Statement to the Senate Judiciary Committee” (1993)

MYHISTORYLAB MEDIA ASSIGNMENTS View the Closer Look: Opening the Wall, Berlin Read the Document: George Bush, Address to the nation on the Persian Gulf (1991) Read the Document: Illegal Immigration Reform and Immigrant Responsibility Act of 1996 Watch the Video: Bill Clinton Sells Himself to AmericaRead the Document: Bill Clinton, Answers to the Articles of Impeachment Read the Document: The Balkan Proximity Peace Talks Agreement (1995) View the Closer Look: World Trade Center, Sept. 11, 2001 Complete the Assignment: The Battle of SeattleRead the Document: George W. Bush, Address to Congress (September 20, 2001) Watch the Video: The Historical Significance of the 2008 ElectionWatch the Video: Bill Clinton Sells Himself to America

Suggested Reading: A People’s History of the United States, Chapter 22, 23, 24 (extra credit)

Key Discussion Topics: Tom Ridge, unilateralism, The Internet, Afghanistan, Timothy McVeigh, Osama Bin Laden, Contract With America, Ground Zero, Weapons of Mass Destruction, Election of 2000, Election of 2004, Americans with Disabilities Act, Barack Obama, Operation Desert Storm, Sunbelt, undocumented aliens, War on Terror, Unilateralism, Affirmative Action

Special Activities:-Theme 3 (PEO-2) — Students examine a map of reported ancestry on the 2000 Census and engage in small-group research teams to report on the causes for the settlement patterns revealed in the map-Theme 3 (PEO-7) — 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.-Theme 3 (PEO-7) — Students create political cartoons comparing and contrasting attitudes toward immigrants in the 1920s and the present-Theme 6 (ENV-5) — Students write a mock op-ed article for or against drilling for oil in the Arctic National Wildlife Refuge that cites precedents in U.S. law and history to justify their position.-Students will identify, read, and interpret a map related to: Population Mobility in the 20th Century-Students will discuss the question: Was the election of 1992 a political revolution? Why or why not?-Students will write a position paper that analyzes the effectiveness of the Clinton Administration citing specific policies and specific examples of successes or failures.-Students will evaluating the Election of 2000 focusing on why it was controversial and what they think should have happened to rectify the controversy. -Students will have a discussion that compares and contrasts the two major economic revolutions of modern American history. How does the modern transition from an industrial economy to a service, a technology, and an information economy compare to the late nineteenth century transition from an agricultural to an industrial economy? -Students will write a one page mini-Clinton biography that details his upbringing, political rise, and presidency..

Post textbook assignments: A 3-week review for the AP U.S. History ExamSeveral resources provided by the College Board will be utilized. We will start with a timeline that traces events through American/United States History. This will be a task that is divided up amongst groups so that we can get through it as quickly as possible.The two chief aspects of the review period are the assignment of three or four chapters per night for review and a quiz made up of 10–15 multiple-choice questions taken from previous exams to be given the next morning, graded immediately, and discussed. For the remaining 25-30 minutes of each class, an essay question or DBQ is placed on the board (selected to dovetail with the previous night’s review chapters), and the class analyzes, brainstorms, and outlines an answer to it.Oral History Research Report: Finding your place/voice in United States History. Pick one event or periods from the course that we learned about. You must:

1) Research and write a 7-10 page, double-spaced paper on the cause(s), main events, and consequence(s) related to the historical time period or event.

2) Write two personal essays where you discuss the direct impact of these events on your family or an individual within your family. You should conduct oral interviews of older people in your family or extended family to see what they have to say about these events and then included their words and experiences as quotes and relevant outside information to complete this assignment. Each essay should be double-spaced, three to four pages in length (at least) and must be grammatically correct.

3) Present your historical event and impact on your family using powerpoints or PREZI in front of your peers at the end of the year for your FINALS grade. All submitted written work should be sent to my TURNITIN.COM website to ensure that plagiarism does not occur.

THIS IS DUE BYthe 2nd Friday before school ends as it will take 3 class periods (including the FINALS scheduled 2 hour block) to get through all the presentations.