Curricular Requirements Page(s)CR1a

The course includes a college-level U.S. history textbook 2

CR1b

The course includes diverse primary sources consisting of written document, maps, images, quantitative data (charts, graphs, tables) and works of art

3,5,7,8,10,12 14,15, 16,17,18,20, 21

CR1c

The course includes secondary sources written by historians or scholars interpreting the past

3,5,7,10,14,16, 18, 20

CR2

Each of the course historical periods receives explicit attention 3,5,7,10,12,14,16,18,20

CR3

The course provides opportunities for students to apply detailed and specific knowledge (such as names, chronology, facts, and events) to broader historical understandings

5,7,18,20

CR4

The course provides students with opportunities for instruction in the learning objectives in each of the seven themes throughout the course, as described in the APUSH curriculum framework

3,4,6,7,8, 12,14,20,21

CR5

The course provides opportunities for students to develop coherent written arguments that have a thesis supported by relevant historical evidence – Historical Argumentation

2,3,6,7,8,14,16, 20

CR6

The course provides opportunities for student to identify and evaluate diverse historical interpretations – Interpretation

8,13

CR7

The course provides opportunities for students to analyze evidence about the past from diverse sources, such as written documents, maps, images, quantitative data (charts, graphs, tables) and works of art – Appropriate use of historical evidence

3, 13, 17

CR8

The course provides opportunities for students to examine relationships between causes and consequences of events or processes – Historical causation

3,7,13,14, 16

CR9

The course provides opportunities for students for students to analyze patterns of continuity and change over time and connect them to larger historical processes or themes – Patterns of change and continuity over time

16,18,20

CR10

The course provides opportunities for students to investigate and construct different models of historical periodization - Periodization

10,17

CR11

The course provides opportunities for students to compare historical developments across or within societies in various chronological and geographical contexts – Comparison

4,5,16,18,20

CR12

The course provides opportunities for students to connect historical developments to specific circumstances of time and place, and to broader regional, national, or global processes - Contextualization

3,6,10,12

CR13a

The course provides opportunities for students to combine disparate, sometimes contradictory evidence from primary sources and secondary works in order to create a persuasive understanding of the past

2,14,15,17,18

CR13b

The course provides opportunities for students to apply insights about the past to other historical contexts of circumstances, including the present

18,21

TextbookKennedy, David and Elizabeth Cohen. The American Pageant: A History of the Republic. 14th Edition (2011). [CR1a]

Grading Grades will be calculated by points

o Tests = 40%o Quizzes = 20%o Homework = 20%o Class Participation = 20%

Students progress will be evaluated through homework, writing assignments, quizzes and tests

o Weekly chapter reading quizzes based on American Pageant readingso Unit tests – Teacher-developed Unit tests, based on the new APUSH

format There will be formal writing assignments based on the written portions required

by the APUSH examo Short answers o Long essay [CR5]o DBQs [CR5][CR13a]

Homework will be posted on School Wires and in-class

Notebook Requirement Students must have a multi-section notebook. The notebook will be divided into

the following sections:o Noteso Vocabularyo Key-Concepts and Thematic Learning Objectives

o

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Period 1[CR2] (1491-1607)On a North American continent controlled by American Indians, contact among the peoples of Americas, and West Africa created a new world.

Textbook : American Pageant Chapter (pages): 1-2 [CR1a]

Content Interaction between Europeans,

Native Americans, and Africans The Colombian Exchange

Spanish colonization Foundations of slavery Effect of colonization on Natives

Vocabulary

Maize Atlantic seaboard Columbian Exchange Demographic

Encomienda system God, gold, glory Feudalism Capitalism

Key Concepts 1.1: Before the arrival of Europeans, native populations in North America developed a wide variety of social, political, and economic structures based in part on interactions with the environment and each other.

1.2: European overseas expansion resulted in the Columbian Exchange, a series of interactions and adaptations among societies across the Atlantic.

1.3: Contacts among American Indians, Africans, and Europeans challenged the worldviews of each group.

Thematic Learning Objectives: (PEO-1) (PEO-4) (PEO-5) (ENV-1) (ENV-2) (ENV-4) (WXT-1) (WXT-4) (WOR-1) (POL-1) (CUL-1) (ID-4)

Secondary Sources

Crosby, Alfred. “The Columbian Exchange” [CR1c] Merrell, James “The Indians’ New World: The Catawba Experience” [CR1c] Mancall, Peter C. “Imperial Rivalries” [CR1c] Zinn, Howard, “Columbus, the Indians, and Human Progress” [CR1c]

Primary Sources

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Columbus, Christopher. “Letter to Ferdinand and Isabella of Spain” [CR1b] “The Requirement” (1514) [CR1b] Bartolomé de Las Casas debates the subjugation of the Indians, 1550 [CR1b]

Student Activities

Students will read Howard Zinn’s “Columbus, the Indians, and Human Progress” and write a 5 page paper on the following question: What is Howard Zinn's main argument in his opening chapter to A People's History of the United States? How does the author use supporting evidence from early American history to prove his point? [CR5]

Students will work in groups to complete the following Cooperative Learning Activity: “3 Societies Converge/Visual Display”. Students will break into groups in order to create a visual and textual display of the difference between African, European, and Native American life before the 3 societies converged in the 1500s. 

Group 1: Maya, Spain, Ghana Group 2: Aztec, England, MaliGroup 3: Inca, France, SonghaiGroup 4: Pueblo, Portugal, BeninGroup 5: Iroquois, Roman Empire, Kongo

Topics to include, but are not limited to:Family life/Gender Environment Social hierarchy, Slavery/Warfare/WeaponsArts Goods/Crops, ReligionAgriculture/Economy/TradePolitical structure [CR12] [CR10] [CR4] [CR11]

Students will read Merrell, James “The Indians’ New World: The Catawba Experience”. They will be asked to answer the following questions: identify how Catawba culture passed through three distinct stages after contact with the Europeans. What were the forces that produced those changes? What strategies did the Catawbas use to hold on to their culture? (CR9) [CR5]

Students will read the following primary sources: “Letter to Ferdinand and Isabella of Spain”, “The Requirement” (1514), Bartolomé de Las Casas debates the subjugation of the Indians, 1550. Students will analyze the documents using FLAPCAP (format, limitations, audience, purpose, context, authorship, point of view). [CR7]

Students will create a chart with the following two columns at the top: 1) Columbus’ achievements were historic and heroic, and 2) The legacy of Columbus is primarily of genocide, cruelty, and slavery. Students will provide evidence for both columns. [CR8]

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Period 2 [CR2] (1607-1754)Europeans and American Indians maneuvered and fought for dominance, control, and security in N.A., and distinctive colonial and native societies emerged

Textbook: American Pageant Chapters: 2-5 [CR1a]

Content Jamestown Conflicts with Natives Comparing the colonies Mass. Bay Colony The Middle colonies The Southern colonies

Indentured servitude and slavery Bacon’s Rebellion Salem Witch Trials Colonial social structure The Great Awakening Colonial folkways

Vocabulary Colonization Rigid racial hierarchy Indentured servants New England Puritans Mixed economy Commerce/commercial Chesapeake colonies Chattel

Southern colonies West Indies Staple crops Pueblo Revolt Atlantic World Anglicanism Enlightenment Mercantilism Self-government

Key Concepts

2.1: Differences in imperial goals, cultures, and the North American environments that different empires confronted led Europeans to develop diverse patterns of colonization.

2.2: European colonization efforts in North America stimulated intercultural contact and intensified conflict between the various groups of colonizers and native peoples.

2.3: The increasing political, economic, and cultural exchanges within the “Atlantic World” had a profound impact on the development of colonial societies in North America.

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Thematic Learning Objectives: (WXT-1) (WXT-2) (WXT-4) (PEO-1) (PEO-4) (PEO-5) (WOR-1) (WOR-2) (ENV-1) (ENV-2) (ENV-4) (ID-1) (ID-4) (ID-5) (POL-1) (CUL-1) (CUL-4)

Secondary Sources

Breen, T.H. “Looking Out for Number One: Conflicting Cultural Values in Early Seventeenth-Century Virginia” [CR1c]

Degler, Carl. “Were the Puritans Puritanical” [CR1c] Farrow, Anne; Lange, Joel; Franke, Jenifer. “How the North Promoted,

Prolonged, and Profited from Slavery” [CR1c] Zinn, Howard. “Persons of Mean and Vile Condition” [CR1c] Malick, Terrance. The New World Burns, Ric. New York: A Documentary Film (Episode 1) After the Fact: The Art of Historical Detection - Chapter 2: “The Visible and

Invisible Worlds of Salem”

Primary Sources

Drayton, Michael. “Ode to the Virginian Voyage” [CR1b] Winthrop, John. “A Model of Christian Charity” [CR1b] Frethorne, Richard. “Letter of an Indentured Servant” [CR1b] Equiano, Olaudah. “The Life of Olaudah Equiano” [CR1b] The First Slaves chapter from "Voices of a People's History of the United States"

by Howard Zinn [CR1b]

Student Activities

Students will read the following two primary sources: "Ode to the Virginian Voyage" (1619) and "A Letter from an Indentured Servant in Virginia" (1623). Students will compare and contrast the perspectives of the authors of the documents and analyze their differing views of migration to America.

Students will read the following handouts: "A Model of Christian Charity" by John Winthrop and 2)"Looking out for number one: Conflicting Cultural Values in Early 17th Century Virginia" by T.H. Breen. The two handouts serve to illustrate to students the divergent nature between MA and VA colonies. After reading them, students will answer the following essay question: Compare and contrast Virginian society to Massachusetts society in the early colonial period. What was the purpose, goals, and values of MA Bay colony and how did they compare to Virginia.

Students will work in groups to complete the following Cooperative Learning Activity: Students will create an advertising brochure to attract new settlers to their group's assigned colony (New Amsterdam, PA, Georgia, Massachusetts Bay, Jamestown). In doing so, each group will: 1) Identify target audience 2) Add

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attractive features of the area 3) What is your message? 4) Geography: maps/towns5) Leaders

Students will create a bar graph showing the differences in the values of exports and imports for different colonies/regions in early colonial America.

Students will write a Colonial Diary entry by taking different perspectives (VA tobacco grower, shipbuilding companies in Maine, wheat farmer in Delaware, rice plantation owner in South Carolina, fisherman in New England, rum producer in the West Indies) and analyzing the effect of the Navigation Acts for each individual.

Students will complete the following project on Colonial Scientific Achievements. They will be assigned a colonial leader/scientist in which to research. Students will provide a brief biography of the scientist, discussion of their achievement, and what their findings might have contributed to the situation occurring in the colonies at the time of their findings. The historical context of the project will include the Enlightenment, rationality, republicanism, and the American Revolution (or build-up to the Revolution). 

Students will break into 2 groups: Royalist supporters of Edmund Andros and MA colonials. Each side will prepare a written defense in the form of a courtroom closing argument regarding the trial of royal governor of The Dominion of New England. The groups will present their argument to the class.

Students will brainstorm and list the positive and negative effects of colonization for both the mother country and the daughter colonies.

Students will write a short response to the following prompt: Is it possible for a society to live a life of leisure and wealth without relying on the hard work of other, poorer people?

Students will watch scenes from the film Amistad. Additionally they will read the slave autobiography, “The Life of Olaudah Equiano”. Students will then create a storyboard of the Middle Passage based on the two sources.

Students will create a detailed map of the Triangular Trade, highlighting the relevant geographic areas and the items being transported across space. [CR4)

The First Slaves chapter from "Voices of a People's History of the United States" by Howard Zinn contains a series of primary source documents. The class will split into 3 groups. The first group will read 3 documents on Slave Revolts. The second group will read 4 petitions against slavery by slaves themselves appealing to the courts. The last group will read a letter from a former slave to Thomas Jefferson, highlighting Jefferson's "all men are created equal" hypocrisy. Students will answer questions pertaining to their group's selections. Each group will then present their readings and findings to the class.

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Students will identify and explain differences between the colonial regions. Then students will compare those findings with the differences in the various regions (Northeast, Southeast, Midwest, Northwest, Southeast) of the United States today. Students should include examples of cultural, demographic, and political differences.

Students will read After the Fact: The Art of Historical Detection - Chapter 2: “The Visible and Invisible Worlds of Salem”. This reading analyzes the psychological and social contexts of the Salem Witch Trials. Students will answer the following essay question--According to the article, analyze the causes of the Salem Witch Trials.

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Period 3 [CR2] (1754-1800)British imperial attempts to reassert control over its colonies and the colonial reaction to these attempts produced a new American republic, along with struggles over the new nation’s social, political, and economic identity.

Textbook : American Pageant Chapters: 6-10 [CR1a]

Content Anglo-French rivalry The French and Indian War Pontiac’s Rebellion Causes of the Revolution The Declaration of Independence The War for Independence Patriots and Loyalists The Articles of Confederation Shay’s Rebellion

Constitutional Convention The Constitution Ratifying the Constitution Bill of Rights Washington and Adams admins Hamilton’s economic policies The rise of political parties Washington’s Farewell Address Alien and Sedition Acts

Vocabulary Republic Migration/immigration Seven Years War Elites Grassroots movement Subjects American Revolution Loyalist/Patriot Declaration of Independence Neutrality French Revolution Haiti Latin America George Washington Farewell Address Democracy Thomas Paine Common Sense Articles of Confederation

Central power Property qualification Constitution Federalism Separation of powers Bill of Rights Ratification process Political Parties Framers Backcountry culture Missions Appalachian Mountains Northwest Ordinance Public education Mississippi River National identity Regional identity Republican motherhood

Key Concepts

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3.1: Britain’s victory over France in the imperial struggle for North America led to new conflicts among the British government, the North American colonists, and American Indians, culminating in the creation of a new nation, the United States.

3.2: In the late 18th century, new experiments with democratic ideas and republican forms of government, as well as other new religious, economic, and cultural ideas, challenged traditional imperial systems across the Atlantic World.

3.3: Migration within North America, cooperative interaction, and competition for resources raised questions about boundaries and policies, intensified conflicts among peoples and nations, and led to contests over the creation of a multiethnic, multiracial national identity.

Thematic Learning Objectives: (ID-1) (ID-4) (ID-5) (ID-6) (POL-1) (POL-2) (POL-5) (ENV-2) (ENV-3) (ENV-4) (CUL-1) (CUL-2) (CUL-4) (WXT-1) (WXT-2) (WXT-4) (WXT-6) (WOR-1) (WOR-2) (WOR-5) (PEO-4) (PEO-5)

Secondary Sources

Ellis, Joseph. “American Sphinx: The Contradiction of Thomas Jefferson” [CR1c] Lender, Mark Edward. “The Cockpit Reconsidered: Revolutionary New Jersey as

a Military Theater” [CR1c] Berkin, Carol. “It Was I Who Did It” [CR1c] Zinn, Howard. “A Kind of Revolution” [CR1c] Last of the Mohicans (film) John Adams (mini-series): Episodes 1-2

Primary Sources

Paul Revere’s engraving of the Boston Massacre, 1770 [CR1b] Paine, Thomas. “Common Sense” [CR1b] Jefferson, Thomas. “Declaration of Independence” [CR1b] U.S. Constitution [CR1b] Articles of Confederation [CR1b] Stamp Act Congress. “Resolutions” [CR1b] George Washington and Thomas Jefferson. “On Shay’s Rebellion” [CR1b] Madison, James. “The Federalist Papers—Number 10” [CR1b] Brutus. “Second Essay Opposing the Constitution” [CR1b] Hamilton, Alexander. “Report on Manufactures” [CR1b] Jefferson, Thomas. “Manufactures” [CR1b]

Student Activities

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Students will work in groups to analyze the following DBQ question: In what ways did the French and Indian War (1754-1763) alter the political, economic and ideological relations between Britain and its American colonies? For each document, students will identify and explain the intended audience, purpose, historical context, and point of view, and connect one piece of outside information. Additionally, students will identify the correct Historical Thinking Skill, be able to craft a Thesis, and provide Contextualization and Synthesis points.

Students will complete the following Cooperative Learning Activity. Each group will be assigned a different event leading up to the Revolutionary War1) Stamp Act2) Townshend Acts3) Boston Massacre4) Boston Tea Party5) Intolerable Acts6) Lexington and Concord7) Battle of Bunker Hill8) Declaration of Independence

Two students will be assigned as news anchors. Each group will research their incident in order to present a news report on their event. We will then perform the news report as a class.

Students will read the “Declaration of Independence”. They will be tasked with breaking the document into the four major sections, identifying what the major argument is for each section, and the evidence Jefferson uses to support his argument.

Students will watch Episode 2 of the John Adams HBO mini-series. Based on the episode depicting the First and Second Continental Congress, write an essay that explains and details the differences in opinion between Pennsylvania representative John Dickinson and Massachusetts representative John Adams during the Continental Congress regarding the future of the American colonies.

Students will create a graphic organizer detailing the differences in opinion between Loyalists and Patriots.

Students will investigate various state constitutions created after independence. Students will investigate their state and study its original constitution by analyzing the following categories: 1) Status of Slavery 2) Practice of Religion 3) Separation of Powers (Executive, Legislative, Judicial) 4) Protection of Individual Rights 5) Representation, right to vote 6) Armed forces/militia 7) Other notable features

Using the above categories, students will place their research on a mock constitution.

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Students will analyze primary sources from John Locke and Adam Smith to discover the influence of both authors in mainstream political and economic values [CR3] [CR4]

Students will list the 10 events that led directly to the Revolution. Students will defend their choices, and then pick the one event that made the Revolution inevitable. [CR3]

Using a Venn diagram, students will compare the U.S. Constitution and the Articles of Confederation. Students will write an essay on the prompt: Evaluate the extent to which the Articles of Confederation were effective in solving the problems of the new nation. What promises of republicanism did the Articles offer? [CR5]

Students look at primary and secondary sources on the Articles of Confederation and U.S. Constitution, then debate the degree to which the Constitution reflected an emerging sense of American national identity [CR4]

Using Linda Kerber’s The Fears of the Federalists and Drew McCoy’s The Fears of the Jeffersonian Republicans as sources, students will compare and contrast the ideologies of Hamilton and Jefferson in terms of the role of government, individual rights, and the economic destiny of the U.S. [CR6]

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Period 4 [CR2] (1800-1848)The new republic struggled to define and extend democratic ideals in the face of rapid economic, territorial, and demographic changes.

Textbook: American Pageant Chapters 11-17 [CR1a]

Content Jefferson’s presidency Marshall’s Court Barbary pirates Louisiana Purchase Jefferson’s embargos War of 1812 American System Erie Canal Monroe and the Era of Good

Feelings Missouri Compromise Monroe Doctrine Corrupt bargain Jackson’s presidency Spoils system Tariff of Abominations

Nullification Crisis Trail of Tears Bank of the US The Whig party Texas Revolution Westward migration Irish/German immigration Nativism Industrial Revolution Reform movements Utopian societies Antebellum slave system Abolitionism Texas annexation Manifest Destiny War with Mexico

Vocabulary Mass democracy Constituencies Interest group Federalists/Democratic

Republicans Democrats/Whigs Second Great Awakening Liberal Romantic beliefs Abolition Xenophobia Old World vs. New World Textile Steam engine

Interchangeable parts Canal/roads Telegraph Semi-subsistent agriculture Specialization American System Midwest Market Revolution National Bank Tariffs Isolationism Louisiana Purchase 1820 Missouri Compromise

Key Concepts

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4.1: The United States developed the world’s first modern mass democracy and celebrated a new national culture, while Americans sought to define the nation’s democratic ideals and to reform its institutions to match them.

4.2: Developments in technology, agriculture, and commerce precipitated profound changes in U.S. settlement patterns, regional identities, gender and family relations, political power, and distribution of consumer goods.

4.3: U.S. interest in increasing foreign trade, expanding its national borders, and isolating itself from European conflicts shaped the nation’s foreign policy and spurred government and private initiatives.

Thematic Learning Objectives: (POL-2) (POL-3) (POL-5) (POL-6) (ID-1) (ID-2) (ID-5) (ID-6) (CUL-2) (CUL-5) (WOR-2) (WOR-5) (WOR-6) (WXT-2) (WXT-5) (WXT-6) (WXT-7) (PEO-2) (PEO-3) (ENV-3)

Secondary Sources

Wilentz, Sean. “The Market Revolution” [CR1c] Dublin, Thomas. “Women, Work, and Protest in the Early Lowell Mills” [CR1c] Faust, Drew. “Culture, Conflict, and Community: The Meaning of Power on an

Antebellum Plantation” [CR1c] Francese, Carl. “The North American Phalanx” [CR1c] Zinn, Howard. “The Intimately Oppressed” [CR1c] Zinn, Howard. “We Take Nothing By Conquest, Thank God” [CR1c] The Alamo (film) [CR1c] Burns, Ric. New York: A Documentary Film (Erie Canal and Grid System) [CR1c] The Amistad The Donner Party (PBS documentary film)

Primary Sources

Paul, Mary. “Letters” [CR1b] Jefferson, Thomas. “To John Holmes” [CR1b] Garrison, William Lloyd. “To the Public” [CR1b] Douglas, Frederick. “Narrative of the Life of Frederick Douglas” [CR1b] Declaration of Sentiments of the American Anti-Slavery Society [CR1b] Seneca Falls Convention, Declaration of Rights and Sentiments [CR1b] Thoreau, Henry David. “Civil Disobedience” [CR1b] The Monroe Doctrine [CR1b] Andrew Jackson to the Cherokee Tribe, 1835 [CR1b]

Student Activities

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Students will write an essay responding to the following question: To what extent did the debates about the Mexican War and its aftermath reflect the sectional interest of New Englanders, westerners, and southerners in the period from 1845-1855? [CR12][CR10]

Students will be divided into groups to do presentations on Temperance, Abolition, Women’s Suffrage, and Workers’ Rights. Each presentation will include a poster created in the style of the era and analysis of primary sources related to the topic [CR1b]

Students will compose a poem reflecting the ideals of the Seneca Falls Convention

Students will create Cornell notes for chapters 11-17 of The American Pageant, 13th Ed.

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Period 5 [CR2] (1844-1877)As the nation expanded and its population grew, regional tensions, especially over slavery, led to a civil war – the course and aftermath of which transformed American society.

Textbook : American Pageant Chapters: 17-22 [CR1a]

Content War with Mexico Popular sovereignty CA statehood Underground railroad Compromise of 1850 Fugitive Slave Law Pierce and expansion Douglas and the KS-NE Act Uncle Tom’s Cabin Bleeding Kansas Dred Scott case Lincoln-Douglas debates Harper’s Ferry Election of 1860 Secession

The Civil war Lincoln and civil liberties Women and the war Total war Antietam Black soldiers Gettysburg Sherman’s march Appomattox Lincoln assassination Freed slaves Reconstruction Black Codes Ku Klux Klan Johnson impeachment

Vocabulary Expansionism Migration/immigration Manifest Destiny Mexican-American War Ethnic Communities Nativism Civil War Sectionalism Free labor manufacturing Abolitionists States’ rights Nullification Secession Election of 1860 Compromise of 1850

Kansas-Nebraska Act Dred Scott decision Republican Party Abraham Lincoln Free Soil platform Reconstruction Confederacy Emancipation Proclamation 13th Amendment 14th Amendment 15th Amendment Sharecropping system Radical vs. moderate

Republicans Segregation

Key Concepts

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5.1: The United States became more connected with the world as it pursued an expansionist foreign policy in the Western Hemisphere and emerged as the destination for many migrants from other countries.

5.2: Intensified by expansion and deepening regional divisions, debates over slavery and other economic, cultural, and political issues led the nation into civil war.

5.3: The Union victory in the Civil War and the contested Reconstruction of the South settled the issues of slavery and secession, but left unresolved many questions about the power of the federal government and citizenship rights.

Thematic Learning Objectives: (ID-2) (ID-5) (ID-6) (WXT-2) (WXT-6) (WOR-5) (WOR-6) (ENV-3) (ENV-4) (PEO-2) (PEO-5) (PEO-6) (POL-2) (POL-3) (POL-5) (POL-6) (CUL-2) (CUL-6)

Secondary Sources

McPherson, James M. “Antebellum Southern Exceptionalism: A New Look at an Old Question” [CR1c]

Walters, Ronald. “Abolition and Antebellum Reform” [CR1c] Robbins, Hollis. “Uncle Tom’s Cabin and the Matter of Influence” [CR1c] Zinn, Howard. “Slavery Without Submission, Emancipation Without Freedom”

[CR1c] Ken Burns’ Civil War [CR1c] The Conspirator (film—first twenty minutes for Lincoln assassination) [CR1c]

Primary Sources

Lincoln, Abraham. “Gettysburg Address” [CR1b] Douglass, Stephen A. “Popular Sovereignty Should Settle the Slavery Question”

[CR1b] Lincoln, Abraham. “Slavery Should Not be Allowed to Spread” [CR1b] Hammond, James Henry. “The Mudsill Theory” [CR1b] Davis, Jefferson. “First Inaugural Address” [CR1b] Lincoln, Abraham. “First Inaugural Address” [CR1b] Lincoln, Abraham. “Letter to Horace Greeley” [CR1b] A proclamation on the suspension of habeas corpus, 1862 [CR1b]

Student Activities

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Students read the sources in a DBQ on the Mexican-American War and engage in a classroom debate on POTUS Polk’s motives for entering the war [CR4]

Students will research and then evaluate the thesis that the American Civil War was a total war impacting those on the home front, abroad, as well as those on the battlefield. Your essay must assess the impact of the war on all three areas by focusing on U.S. regional economies and U.S. and Confederate relations with Britain and France [CR12]

Students will read “Popular Sovereignty Should Settle the Slavery Question” by Stephen A. Douglass and “Slavery Should Not be Allowed to Spread” by Abraham Lincoln. Students will identify major arguments of each man, and then debate whose argument was more persuasive. Students analysis should address at least two of the following features from each of the documents: audience, purpose, point of view, format, argument, limitations, and content germane to the evidence considered [CR7]

Working in groups of three, and using the following articles as a basis for their arguments, students will have a class discussion focused on the question: “What caused the Civil War?” 1. “The Economic Origins of the Civil War” 2. “The Political Origins of the Civil War” 3. “Slavery, the Constitution, and the Origins of the Civil War” [CR8][CR6]

Students will read The Spectator article “White Southerners Defense of Slavery.” What were the moral, political and economic arguments for slavery?

Students will create Cornell notes for chapters 17-22 of The American Pageant, 13th Ed.

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Period 6 [CR2] (1865-1898)The transformation of the U.S. from an agricultural to an increasingly industrialized and urbanized society brought about significant economic, political, diplomatic, social, environmental, and cultural changes.

Textbook : American Pageant Chapters: 23-26 [CR1a]

Content Grant Administration Political corruption Economic depression Compromise of 1877 Jim Crow Class conflict and ethnic clashes Billion Dollar Congress Homestead Strike Populists Railroads Age of Industry Gilded Age

Gospel of wealth Labor Urbanization Immigration Settlement Houses Nativism Washington vs. DuBois Urban culture The Great West Native conquest Bryan vs. McKinley

Vocabulary Gilded Age Urbanization Monopolies Corporations Trusts Holding companies Social Darwinism Conspicuous consumption Unions New South Tenant farming Conservation

Preservation Populist Party Political machines Settlement house Transcontinental railroad Reservation Assimilation Laissez-faire Plessy v. Ferguson Utopianism Social Gospel

Key Concepts

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6.1: The rise of big business in the United States encouraged massive migrations and urbanization, sparked government and popular efforts to reshape the U.S. economy and environment, and renewed debates over U.S. national identity.

6.2: The emergence of an industrial culture in the United States led to both greater opportunities for, and restrictions on, immigrants, minorities, and women.

6.3: The “Gilded Age” witnesses new cultural and intellectual movements in tandem with political debates over economic and social policies.

Thematic Learning Objectives: (WXT-3) (WXT-5) (WXT-6) (WXT-7) (PEO-2) (PEO-3) (PEO-4) (PEO-5) (PEO-6) (ID-2) (ID-5) (ID-6) (WOR-3) (CUL-3) (CUL-5) (CUL-6) (ENV-5) (POL-3) (POL-6)

Secondary Sources

Zinn, Howard. “Robber Barons and Rebels” [CR1c] Lears, T. Jackson. “The Gilded Age” [CR1c] Kazin, Michael. “Populism and Agrarian Discontent” [CR1c] Cherny, Robert W. “Entrepreneurs and Bankers: The Evolution of Corporate

Empires” [CR1c]

Primary Sources

Political cartoonso “The Protectors of Our Industries” (1883)o “Next!” (1904)o "History repeats itself”o “Hopelessly bound to the stake” (1883)

Workingmen’s Party of California pamphlet: “San Francisco’s Chinatown, 1880” People’s Party campaign poster, 1892 Carnegie, Andrew. Gospel of Wealth Riis, Jacob. How the Other Half Lives: Studies Among the Tenements of New York

Student Activities

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Students will write an essay on this DBQ: In the post-Civil War U.S., corporations grew significantly in number, size, and influence. Analyze the impact of big business on the economy and politics and the responses of Americans to these changes. Confine your answer to the period 1870-1900. [CR8] [CR13a]

Interpret statistics: Using data from the Digital History website on farming in the Gilded Age, students will use OPTICS to discuss their findings in small groups and report their conclusions to the class [CR1b]

Students will compare and contrast the competing interests of labor and capital by completing a Competing Interests Chart [CR4][CR13a]

Students will analyze a map: major Indian battles and Indian reservations (1860-1900) and compose a thesis paragraph analyzing the effects of westward expansion on Native American peoples. [CR1b]

“Reading Like a Historian” lesson: Students exam why the U.S. invaded Cuba thus initiating the Spanish-American War [CR1b]

“Reading Like a Historian lesson: Students exam how advocates and critics used political cartoons to express their positions on annexation of the Philippines. [CR1b][CR13a]

Students will create Cornell notes for chapters 23-16 of The American Pageant, 13th Ed.

Cooperative Learning Activity: The Gilded AgeTime Magazine Students will break up into groups in order to create a mock Time Magazine on a given topic during the Gilded Age. The topics will be focused on one of the following themes from the AP curriculum: Identity, Work/Exchange/Technology, Peopling, Politics and Power, Ideas/Beliefs/Culture. 

Requirements1) There are 5 required elements of the magazinea) The feature articleb) Interviewc) Yellow journalism articled) The cover, graphics, political cartoons2) The tone of the report is to be written as a recent retrospective at the turn of the century. 3) Be creative in both the magazine cover and the article itself. 4) Each group should answer the thematic learning objectives that connect to their theme. They are as follows:ID-2,5,6,7WXT-3,5,6,7PEO-2,3,5,6POL-2,3,6CUL-2,3,5,6

Synthesis Activity* Groups will trace their topic based on today's lesson throughout US History. * Highlight the major eras and events associated with your topic.* Analyze how your topic connects to other historical periods or circumstances.* Are the comparisons being made to draw similarities, contrasts, or both?* Groups will create a graphic organizer to summarize these connections. 

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Ch. 23 (Gilded Age Politics)1) Jim Crow2) Panic of 18733) Boss Tweed and Tammany Hall4) Chinese Exclusion Act5) Great Railroad Strikes

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Period 7 [CR2] (1898-1945)An increasingly pluralistic U.S. faced profound domestic and global challenges, debate the proper degree of government activism, and sought to define its international trade.

Textbook: American Pageant Chapters: 27-35 [CR1a]

Content American expansionism Hawaii Spanish-American War Cuba, Puerto Rico, Philippines Filipino insurgency The Open Door in China President Theodore Roosevelt Panama Canal Progressivism Muckrakers Temperance movement Trustbusting Conservation Dollar Diplomacy Election of 1912 Wilson’s New Freedom Latin America WWI 14 Points

League of Nations Propaganda/civil liberties Versailles Treaty Red Scare KKK Immigration restriction Prohibition Consumption Roaring 20’s culture Great Depression FDR New Deal Dust Bowl Pearl Harbor WWII Japanese internment Women and the war Atomic bombs

Vocabulary Pluralistic Business cycle Great Depression Progressive Reform Welfare state Liberalism FDR New Deal Relief, recovery, reform Conservatives Modernization Tradition vs. innovation Urban vs. rural Fundamentalist Christianity vs.

scientific modernism

Management vs. labor Native born vs. immigrants White vs. black Idealism vs. Disillusionment Harlem Renaissance World War I Xenophobia Civil Liberties Strikes Red Scare Quotas Great Migration Frontier closed Imperialism Spanish-American war

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Filipino insurrection Anti-imperialist Interventionists vs.

Isolationists Neutrality Woodrow Wilson American Expeditionary Force Treaty of Versailles

League of Nations World War II Pearl Harbor Japanese internment Atomic bombs Axis powers Allied powers

Key Concepts

7.1: Governmental, political, and social organizations struggled to address the effects of large-scale industrialization, economic uncertainty, and related social changes such as urbanization and mass migration.

7.2: A revolution in communications and transportation technology helped to create a new mass culture and spread “modern” values and ideas, even as cultural conflicts between groups increased under the pressure of migration, world wars, and economic distress.

7.3: Global conflicts over resources, territories, and ideologies renewed debates over the nation’s values and its role in the world while simultaneously propelling the United States into a dominant international military, political, cultural, and economic position.

Thematic Learning Objectives: (WOR-3) (WOR-4) (WOR-6) (WOR-7) (ID-3) (ID-6) (ID-7) (ID-8) (WXT-3) (WXT-5) (WXT-6) (WXT-7) (WXT-8) (ENV-5) (POL-2) (POL-3) (POL-4) (POL-5) (POL-6) (POL-7) (CUL-3) (CUL-5) (CUL-6) (CUL-7) (PEO-2) (PEO-3) (PEO-6) (PEO-7)

Secondary Sources

Badjer, Anthony J. “The Hundred Days and Beyond: What Did the New Deal Accomplish?” [CR1c]

Cohen, Miriam. “Women and the Progressive Movement” [CR1c] Zinn, Howard. “The Empire and the People” [CR1c] Zinn, Howard. “War is the Health of the State” [CR1c] The War (PBS documentary series on WWII) [CR1c]

Primary Sources

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Theodore Roosevelt on the sinking of the Lusitania, 1915 [CR1b] Triangle Shirtwaste Factory Fire pictures [CR1b] Propaganda posters from WWI [CR1b] Franklin D. Roosevelt’s First Inauguration, 1933 [CR1b] Japanese internment broadside, May 3, 1942 [CR1b]

Student Activities

Students will write a response to the following prompt: Analyze the roles that women played in Progressive Era reforms from the 1880s-1920. Focus your essay on two of the following: Politics; social conditions; labor and working conditions [CR5]

Students will write an essay comparing and contrasting progressive era reform with the antebellum reform movements [CR9] [CR11]

Students will read selections from Chapter 32 of the American Spirit and write a response to the following: Analyze the origins and outcomes of the intense cultural conflicts of the 1920s. In your response, focus on TWO of the following: Immigration, Prohibition, Religion. [CR8]

Digital History: The Great Depression Statistics in maps – maps include data from 1920, 1930, and 1940 that focus on wealth and income broken down by race and gender. What do the numbers say? Not say? In small groups, students will draw conclusions and share results with the large group [CR1b][CR7]

Students will write an essay on the following: To what extent were the policies of the New Deal a distinct turning point in U.S. history, and to what extent were they merely an extension of Progressive Era policy goals? Confine your answer to programs/policies that addressed the specific needs of American workers [CR10]

“Reading Like a Historian” lesson: Students investigate a series of primary documents to address the question: Why were Japanese-Americans interned during WW II? [CR1b] [CR13a]

Students will create Cornell notes for chapters 27-35 of The American Pageant, 13th Ed.

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Period 8 [CR2] (1945-1980)After WW II, the U.S. grappled with prosperity and unfamiliar international responsibilities while struggling to live up to its ideals.

Textbook: American Pageant Chapters: 36-39 [CR1a]

Content The Cold war Marshall Plan Korean War Eisenhower admin McCarthyism Desegregation Space race JFK Vietnam Cuba Civil Rights

JFK assassination Great Society Nixon 60’s culture China Middle East Watergate Feminism Energy crisis Iran Hostage crisis

Vocabulary Collective security Containment Korean conflict Vietnam conflict Détente Decolonization Nationalist movements Nonaligned countries Cold War Oil crisis Military Industrial Complex Liberalism Non-violent protest

Desegregation of military Brown v. Bd. of Education Civil Rights Act of 1964 Lyndon Johnson Great Society Private sector Baby boom Suburbanization Sun Belt Conformity Immigration Act of 1965 Counterculture Sexual Revolution

Key Concepts

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8.1: The United States responded to an uncertain and unstable postwar world by asserting and attempting to defend a position of global leadership, with far-reaching domestic and international consequences.

8.2: Liberalism, based on anticommunism abroad and a firm belief in the efficacy of governmental and especially federal power to achieve social goals at home, reached its apex in the mid-1960s and generated a variety of political and cultural responses.

8.3: Postwar economic, demographic, and technological changes had a far-reaching impact on American society, politics, and the environment.

Thematic Learning Objectives: (ENV-5) (WOR-3) (WOR-4) (WOR-7) (WOR-8)(ID-3) (ID-6) (ID-7) (ID-8) (POL-2) (POL-5) (POL-3) (POL-7) (WXT-3) (WXT-5) (WXT-8) (CUL-5) (CUL-6) (CUL-7) (PEO-2) (PEO-3) (PEO-7)

Secondary SourcesThe Sixties (excerpts from CNN documentary series) [CR1c]Cluster, Dick. “They Should have Served that Cup of Coffee” [CR1c]The Fog of War (documentary film about Robert McNamara) [CR1c]

Primary SourcesBrown v Board of Education decision [CR1b]JFK’s Inaugural Address [CR1b]MLK’s “I Have a Dream Speech” [CR1b]Letter from Vietnam War soldier Marion Lee Kempner to home [CR1b]LBJ’s televised address to the nation (March 31, 1968) [CR1b]United Farm Workers Poster: “Viva Chavez” [CR1b]Friedan, Betty. The Feminine Mystique excerpts [CR1b]

Activities

“Reading Like a Historian lesson.” Women in the 1950s. Is the image of the happy 1950s housewife accurate? [CR1b]

“Reading Like a Historian lesson.” Civil Rights Act. Was JFK a strong supporter of Civil Rights? [CR1b]

“Reading Like a Historian lesson” Montgomery Bus Boycott. Why did the Montgomery Bus Boycott succeed? [CR1b]

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“Reading Like a Historian lesson.” Great Society. Was the Great Society successful? [CR1b]

“Reading Like a Historian lesson.” Anti-Vietnam. Why did many Americans oppose the Vietnam War? [CR1b]

Students will research and write an essay regarding the patterns of change and continuity between the first Red Scare of the 1920s and the period of McCarthyism in the 1950s [CR9] [CR11]

The Cold War Across Time (1945-1990). A Jigsaw with Expert Groups https://www.gilderlehrman.org/history-by-era/postwar-politics-and-origins-cold-war/resources/cold-war-across-time-1945%E2%80%931990-jigsaw

Guided Reading: Anti-Communism at Homehttps://www.gilderlehrman.org/history-by-era/postwar-politics-and-origins-cold-war/resources/guided-readings-anti-communism-home

Students will write Cornell notes for chapters 36-39 of The American Pageant, 13th Ed.

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Period 9 [CR2] (1980-Present)As the U.S. transitioned to a new country filled with challenges and possibilities, it experienced renewed ideological and cultural debates, sought to redefine its foreign policy, and adapted to economic globalization and revolutionary change in science and technology

Textbook: American Pageant Chapters: 40-41 [CR1a]

Content Conservative rise Reagan and the USSR Gorbachev Reaganomics End of Cold War Persian Gulf War

Clinton 2000 election 9/11 Iraq War Obama

Vocabulary Globalization Neoconservative Religious fundamentalism Deregulation Big government Ronald Reagan Mikhail Gorbachev Arms reduction

9/11 War on Terror Afghanistan Iraq conflict Free Trade Agreements Climate change Fossil fuels Computer/Internet revolution

Key Concepts

9.1: A new conservatism grew to prominence in U.S. culture and politics, defending traditional social values and rejecting liberal views about the role of government.

9.2: The end of the Cold War and new challenges toU.S. leadership in the world forced the nation to redefine its foreign-policy and global role.

9.3: Moving into the 21st century, the nation continued to experience challenges stemming from social, economic, and demographic changes.

Thematic Learning Objectives: (WXT-3) (WXT-7 (WXT-8) (POL-4) (POL-3) (POL-7) (WOR-3) (WOR-7) (WOR-8) (ENV-5) (CUL-7) (ID-6) (ID-7) (PEO-2) (PEO-3) (PEO-7)

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Secondary Sources Why We Fight (documentary film) [CR1c]

Citino, Robert. “Technology in the Persian Gulf War of 1991” [CR1c]

Gil, Troy. “The Age of Reagan”

Primary Sources Iran Hostage's Diary / Robert C. Ode [CR1b]

Reagan Speech: “Tear down this wall,” 1987 [CR1b]

Ronald Reagan’s first inaugural address [CR1b]

Mark Rickert. Discovering a mass grave in Iraq, 2003

Activities Students use a graphic organizer to compare and contrast the causes and goals

of each act as described excerpts from the 1924, 1965, and 1990 Immigration Acts. (PEO-7) [CR4][CR9]

Students write an essay that compares technological developments from 1800 to 2014, noting the impact of technology on culture and politics [CR3][CR5][CR11]

Students will complete a compare and contrast chart of 1980s conservative and New Deal philosophies on the role of government [CR11]

Using SOAPStone students will analyze the following document and evaluate the extent to which POTUS Reagan met his goals: Roland Reagan: First Inaugural Address. [CR13b]

Students write a mock op-ed for or against drilling for oil in the ANWR that cites precedents in U.S. law and history to justify their position (ENV-5) [CR4]

Looking at economic data about employment, compensation, and household data broken down by race, gender, and education from the 1970s to 2010, each student will write an essay that makes an argument about whether or not the American Dream existed [CR1b]

Students will create Cornell notes of chapters 39-42 of The American Pageant, 13th Ed.

Review

Identity How did demographic and economic changes in American

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society affect popular debate over American national identityWork, Exchange, and Tech.

How did the shift to a global economy affect American economic life? How did scientific and technological developments in these years change how Americans lived and worked?

Peopling How did increased migration raise questions about American identity and affect the nation demographically, culturally and politically?

Politics and Power

How successful were conservatives in achieving their goals? To what extent did liberalism remain influential political and culturally?

America in the World

How did the end of the Cold War affect American foreign policy? How did the terrorist attacks of 9/11 impact America’s role in the world?

Environment and Geography

How did debates over climate change and energy policy affect broader social and political movements?

Ideas, Beliefs, and Cultures

How did technological and scientific innovations in areas such as electronics, biology, medicine, and communications affect society, popular culture, and public discourse? How did a demographically diverse population shape popular culture?

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