Course Code: 2100310
Transcript of Course Code: 2100310
Course Pacing Guide Course Code: 2100320 Course Name: United States History Honors
Unit Title I: Civil War, Reconstruction and Western
Growth
Unit Essential Question: How did the Civil
War and the policies of Reconstruction affect the history of the United States?
Semester 1 Grading Period: 1
(24 days)
Concept: Civil War
Concept: Reconstruction Concept: Manifest Destiny and Western Settlement
Standard(s):
SS.912.A.2.1,SS.A.912.A.1.1,SS.A.912.1.2,SS.A.912.1.3
,SS.A.912.1.4,SS.A.912.1.7
LA.1112.1.6.1,1.6.2,1.6.3,LA.1112.2.2.,LA.1112.2.3
Standard(s): SS.912.2.2.,SS.A.2.3,SS.A.2.4,SS.A.2.5. L
A.1112.1.6.1,1.6.2,1.6.3,2.2.2,2.2.3
Standard(s): SS.912.A.1.7,SS.A.912.2.7,
L A.1112.1.6.1,1.6.2,1.6.3,LA.2.2.2,LA.2.2.3
Lesson Essential Question:
What were the causes of the Civil War?
How did the military strategies used by each side during
the War affect its outcome?
How did political and social events of the early 1800’s
lead up to the Civil War?
How did the Emancipation Proclamation affect the course
of the War?
Lesson Essential Questions:
What Reconstruction plans were developed for the South
after the war?
How did the 13th, 14th and 15th Amendments influence
the rights of African Americans?
How did the role of African Americans change
throughout Reconstruction?
Lesson Essential Questions:
What accelerated the westward movement of the 1860s?
How did Western immigration affect the Native
American experience?
How did the Civil War and Reconstruction impact the
western migration of the U.S. after the Civil War?
Vocabulary: Sectionalism, popular sovereignty, Dred
Scott decision, Underground Railroad, Uncle Tom's
Cabin, secession, Confederacy ,Fort Sumter,
Emancipation Proclamation, Gettysburg Address,
Appomatox Court House
Vocabulary: Reconstruction, Freedman's Bureau, Radical
Republicans, scalawags, carpetbaggers, sharecropping,
Ku Klux Klan, Jim Crow Laws, 13th,14th,15th
Amendments, civil rights, impeachment
Vocabulary: assimilation, Dawes Act, Homestead Act,
exodusters, the Grange, Populism, vigilantes, open range,
Great Plains, treaties, territory/statehood,
nomadic/sedentary, manifest destiny, Comstock Lode,
”Sooners”, persistent, maverick, sod, blizzard, Battle of
the Little Bighorn, A Century of Dishonor
Course Pacing Guide Resources: word wall, audio-visual
materials,geography maps,charts, timelines,
McGraw-Hill United States History Lessons 3-5
Stanford Reading Like a Historian
Curriculum: Unit 5 Civil War and Reconstruction
(http://sheg.stanford.edu/?q=node/45)
The 1850’s: The Road to
Secession(http://pptpalooza.net) (PowerPoint)
Resources: continued from left…. Resources: word-wall, audio-visual materials,
geographical maps, charts, graphs, timelines,graphic
organizers(comparative/contrasting cultural
characteristics of Native Americans to westward settlers;
obstacles and solutions for settlers))
McGraw-Hill United States History Chapter 2, Lessons
1-3
Additional Information:
Primary/Secondary Source Reading: The Narrative of
the Life of Frederick Douglass
Additional Information:
“Reconstruction”:http://pptpalooza.net (PowerPoint)
Additional Information:
*Videostreaming: “We Shall Remain”;
www.pbs.org/wgbh/amex/weshallremain
Primary/Secondary Sources:
http://www.eyewitnesstohistory.com/knee.htm-
“Massacre at Wounded Knee”
Course Pacing Guide
Course Code: 2100320 Course Name: United States History Honors
Unit Title II:
Industrialization, Immigration, and Urbanization
Unit Essential Question:
How did rapid growth and industrialization impact immigration, farming, urbanization, western migration and the
labor movement?
Semester: 1 Grading Period: 1
(16 days)
Concept:
Industrialization: Industrial Revolution
Concept:
Immigration
Concept:
Urbanization
Standard(s): SS.912.A.2.2, SS.A912.2.3,
SS.A.912.A.3.1,SS.A.912.3.2, SS.A.912.3.3,
SS.A.912.3.4, SS.A.912.3.5,
SS.A.912.3.6,SS.A.912.A.3.10, SS.A.912.3.9,
LA.1112.2.2, LA.1112.1.6.1, LA.1112.6.2, LA.1112.6.3,
LA.1112.2.2.2
Standard(s): SS.A.912.1.3, SS.A.912.3.7, SS.A.912.3.8
LA.1112.2.2, LA.1112.1.6.1, LA.1112.6.2, LA.1112.6.3,
LA.1112.2.2.2
Standard(s):
SS.A.912.3.8, SS.A. 912.3.11, SS.A.912.13,
LA.1112.2.2, LA.1112.1.6.1, LA.1112.6.2, LA.1112.6.3,
LA.1112.2.2.2
Lesson Essential Question:
What factors contributed to rapid industrialization of the
nation after the Civil War?
How did the new inventions change Americans' way of
life?
Who were the significant inventors of the Industrial
Revolution, including African Americans and women?
How did the inventions of the Industrial Age improve the
lives of consumers?
What were the similarities and differences between the
first and second Industrial Revolutions in the United
States?
How did wealthy businessmen like Henry Flagler and
Henry Plant influence Florida's history?
Lesson Essential Question:
How and why were the experiences of European
immigrants different from those of Asian immigrants?
How were expectations of immigrants to the U.S. in the
late 1800’s/early 1900’s different from the expectations
of earlier immigrants?
How did European immigrants of the late 1800’s/early
1900’s change American society?
How do the experiences of today’s immigrants to the
U.S. compare to those of immigrants in the late 1800’s
and early 1900’s?
Lesson Essential Question:
How did the change from an agrarian society, to an
industrial society contribute to the “urbanization of the
U.S?”
How did the immigration of the late 1800’s/early 1900’s
contribute to urbanization in the U.S?
How did “urbanization” contribute to reforms in
American society?
How does the name “Gilded Age” reflect both optimism
and pessimism of the era?
Course Pacing Guide Vocabulary:
Bessemer process, industrialization, consumerism,
tariff, laissez-faire, Gilded Age, trusts, labor union,
strike, scabs, philanthropists, tycoons, open shop, closed
shop, blacklisted, gross domestic product (gdp), social
ills, reform, scope, perspective, monopoly, cooperatives
Vocabulary:
Ellis Island, melting pot, nativism, Chinese Exclusion
Act, urbanization, political machine, cultural assimilation
Vocabulary:
class system, poverty, amenities, mass transit,
political machine, corruption, urban migration,
inhabitants, skyscrapers, speculation, urban development,
domestic servants, tenements, graft, socialite, reformers,
political party, urbanization
Resources:
word wall, audio-visual materials, geography maps,
charts, timelines, McGraw-Hill United States History
Chapter 4, Lessons 1-4
* PowerPoint Palooza American History
PowerPoints: Closing the Western Frontier: The
Incorporation of America; Growth of the Labor
Movement (http://pptpalooza.net/)
Resources:
word wall, audio-visual materials, graphic organizers,
geography maps, charts, timelines, McGraw-Hill United
States History Chapter 4, Lesson 1
Primary source reading: “Immigration”(with Emma
Lazarus poem “The New Colossus”)
http://www.digitalhistory.uh.edu/historyonline/us29.cfm
Resources:
word wall, audio-visual materials, geography maps,
charts, timelines, McGraw-Hill United States History
Chapter 4, Lesson 2
Additional Information:
Question: How has the scope of American Government
changed as a result of the Industrial Age?
“How to Do a DBQ (Document Based Question):
pptpalooza.net apush
Additional Information:
Additional Information:
Primary/secondary source info:
http://www.digitalhistory.uh.edu/other_documents/other_
documents.cfm
Course Pacing Guide
Course Code: 2100320 Course Name: U.S. History Honors
Unit Title III: Progressive Era
Unit Essential Question:
How did the social and political reform movements known as Progressivism
attempt to correct problems in society created by industrialization and changing
populations?
Semester 1: Grading Period: 2
(12 days)
Concept: Progressivism and the Era of Reform
Concept: Progressivism and Politics Concept: Reforms/Accomplishments
Standard(s): SS.A.912.A.1.4, SS.A.912.1.7,
SS.A.912.3.2, SS.A.3.6, SS.A.912.3.6, SS.A.912.3.8,
SS.A.3.12, LA.1112.2.2, LA.1112.1.6.1, LA.1112.6.2,
LA.1112.6.3, LA.1112.2.2.2
Standard(s): LA.1112.2.2, LA.1112.1.6.1, LA.1112.6.2,
LA.1112.6.3, LA.1112.2.2.2 SS.A.912.3.8,
Standard(s):
LA.1112.2.2, LA.1112.1.6.1, LA.1112.6.2, LA.1112.6.3,
LA.1112.2.2.2
Lesson Essential Question:
How was the Progressive Era different from previous
time-periods in American History?
How did the Industrial Revolution lead to the Progressive
Era?
Lesson Essential Question:
How did the Progressive Movement attempt to correct
the problems caused by industrialization?
How did Theodore Roosevelt's Square Deal advance the
Progressive Movement?
How did Taft's cautious approach anger Progressives and
split the party?
What financial and political reforms were accomplished
in the Wilson Presidency?
How did the accomplishments of the Progressive Era
compare to the attempted reforms that they tried to
accomplish for the “working man?”
Lesson Essential Question:
How are the reforms of the Progressive Era reflected in
contemporary American society?
How was the 19th Amendment’s passage a reflection of a
century of “liberal thought”?
What differences have been reflected in America’s
history as a result of the passage of the 19th Amendment?
Course Pacing Guide Vocabulary:
Social Darwinism, social reform, realism, class system,
leisure, saloons, socialism, popular culture,
“ragtime,”vaudeville, punctuality, efficiency, interest
rates,
prohibition, muckrakers, 17th Amendment, suffrage,
recall, suffragists
Vocabulary:
direct election(U.S. Senators), secret ballot, primaries,
general elections, civil service,
inflation, deflation, interstate commerce, regulations,
cooperatives, graduated income tax, debate, spoils
system, political patronage, tariffs, status quo, legislation,
judicial interpretation, vague, suffrage, 19th Amendment
Vocabulary:
Pure Food and Drug Act, conservation, , Federal Trade
Commission, antitrust, 19th Amendment, trustbusting,
Federal Reserve System
Resources:
word wall, audio-visual materials, geography maps,
charts, timelines, McGraw-Hill United States
History Chapter 4, Lesson 3
* Stanford Reading Like a Historian
Curriculum: Unit 8:
Progressivism (http://sheg.stanford.edu/?q=node/45
)
* PowerPoint Palooza American History
PowerPoints: Late Nineteenth Century
Urbanization; The Progressive Umbrella
(http://pptpalooza.net/)
Resources:
word wall, audio-visual materials, geography
maps, charts, timelines, McGraw-Hill United States
History Chapter 4, Lesson 4
Resources:
word wall, audio-visual materials, geography maps,
charts, timelines, McGraw-Hill United States
History Chapter 4, Lesson 3
Additional Information:
Documentary History Readings:
(Philanthropy) John D. Rockefeller-N.Y. Times, May24,
1937
Additional Information:
(Populism) Omaha Platform of the Populist Party (1892)
Additional Information:
Course Pacing Guide
Course Code: 2100320 Course Name: United States History Honors
Unit Title IV: America As a World Power
Unit Essential Question:
What motivated the United States to become imperialistic and enter the race for colonial territory? What political,
social and economic changes resulted from the acquisition of additional foreign territory beyond the continental
United States? How did the acquisition of territory beyond our borders impact the United States politically and
economically?
Semester: 1 Grading Period: 2
(11 days)
Concept:
Imperialism
Concept:
Western Expansionism and Influence
Concept:
Imperialism and foreign policy in Asia and the Pacific
Standard(s): SS..912.A.1.2, SS.912.A.1.3, SS.912.A.1.4
,SS.912.A.4.4, SS.912.A.4.1, LA.1112.2.2,
LA.1112.1.6.1, LA.1112.6.2, LA.1112.6.3,
LA.1112.2.2.2
Standard(s): SS.912.A.1.2, SS.912.A.4.1, SS.912.A.1.4,
SS.912.A.4.2, SS.912.A.4.4
Standard(s):
SS.912.A.4.1, SS.912.A.1.2
Lesson Essential Question:
How does imperialism affect the history and development
of a region?
What motivated the United States to acquire additional
territory beyond our borders?
Why was the United States interested in acquiring
Alaska?’ Hawaii?
Why did we go to war with Spain in1898? What was the
outcome?
Was the U.S. justified to go to war with Spain?
Should the United States have kept control of the territory
that we acquired?
Lesson Essential Question:
How did the continued status of Puerto Rico
as an acquired territory affect both its inhabitants and
foreign policy?
How did the building of the Panama Canal by the U.S.
affect its political image in the Western Hemisphere?
How did U.S. intervention in Mexico during the
Wilson Administration affect the U.S.’ “standing” in the
international arena?
What are the contemporary parallels to President
Theodore Roosevelt’s “big stick” approach to foreign
policy?
Lesson Essential Question:
Why was the Open Door Policy in China promoted by
the United States?
How did the Open Door Policy provide opportunities to
“westernize” China?
Course Pacing Guide Vocabulary:
Imperialism, annexation, monarchy, cultural superiority,
yellow journalism, Rough Riders, “Open Door Policy”,
autonomy, intervention, sphere of influence, alliances,
lucrative trade, diplomacy, access, expansionism,
guerillas, expedition, reform, discontent, Pan-
Americanism, “U.S.S. Maine”
Vocabulary:
Platt Amendment, protectorate, commonwealth,
Roosevelt Corollary, dollar diplomacy, revolution,
colonial rule,
Monroe Doctrine
Vocabulary:
“Open Door Policy”, Boxer Rebellion, trade alliance,
sphere-of-influence, imports/exports,
Great White Fleet, traditional society, “westernized,”
global, colonial rule, exclusive,
ports, world power
Resources:
word wall, audio-visual materials, graphic organizers,
geography maps, charts, timelines, McGraw-Hill United
States History Chapter 5, Lesson 1
* PowerPoint Palooza American History
PowerPoints: America Becomes an Imperial
Power (http://pptpalooza.net/
Resources:
word wall, audio-visual materials, graphic organizers,
geography maps, charts, timelines, McGraw-Hill United
States History Chapter 5, Lesson 2
* PowerPoint Palooza American History
PowerPoints: America Becomes an Imperial
Power (http://pptpalooza.net/)
Resources:
word wall, audio-visual materials, graphic organizers,
geography maps, charts, timelines, McGraw-Hill United
States History Chapter 5, Lessons 1 & 2
Additional Information:
“America Becomes Imperialistic”
http://www.digitalhistory.uh.edu/database/article_display
.cfm?HHID=191
Documentary History Readings: “Corollary to the
Monroe Doctrine” (Theodore Roosevelt)
Additional Information:
DBQ: If the U.S.S. Maine had not been destroyed, would
the Spanish-American War have occurred? Why or why
not?
“Our Blundering Foreign Policy” (Henry Cabot Lodge-
1895)
Additional Information:
Course Pacing Guide
Course Code: 2100320 Course Name: United States History Honors
Unit Title V: World War I
Unit Essential Question:
How did the US entry into WWI change our foreign policy and increase our involvement in world affairs?
Semester: 1 Grading Period: 1
(10 days)
Concept: Nationalism and Militarism
Concept: U.S. Involvement in WWI Concept: Effects of WWI and the Treaty of Versailles
Standard(s): SS.912.A.1.2,SS.912.A.1.4,SS.912.A.4.5,
LA.1112.1.6.1,LA.1112.2.2,LA.2.2.3,LA.2.6.3.1,
Standard(s):
SS.912.A.1.4, SS.912.A.4.5,SS.912.A.4.6,SS.A.912.7,
SS.912.A.4.8, SS.912.A.4.9
,LA.1112.1.6.1,LA.1112.2.2,LA.2.2.3,LA.2.6.3.1,
Standard(s):
SS.912.A.1.4, SS.912.A.4.5,SS.912.A.SS.912.5.5,
SS.912.A.4.10, SS.912.G.1.2
LA.1112.1.6.1, LA.1112.2.2, LA.2.2.3
Lesson Essential Question:
How can nationalism lead to a country to become
militaristic?
How do the political events of Europe lead to World War
I?
How do alliances determine foreign policy/foreign policy
decisions?
Lesson Essential Question:
How did the emergence of new technologies make WW I
different from previous wars fought?
How were the experiences of women and African-
Americans during the World War I era
comparable to other Americans?
How did World War I affect Americans of different
ethnic backgrounds and heritage (ie: German-Americans,
Jewish-Americans, Hispanic-Americans, etc.)?
How did the role of minority groups in American society
change as a result of the war effort?
Lesson Essential Question:
How was the ending of WWI a “victory for
none” and a “challenge for all?”
Considering the purpose of the League of Nations, why
did the United States fail to support it by becoming a
member?
How did the Treaty of Versailles, and WWI itself
contribute to the eventuality of World War II?
Course Pacing Guide Vocabulary:
Nationalism, imperialism, militarism, Allies, Central
Powers, trench warfare, no man's land.
Self-determination, propaganda, empires, annexation,
ultimatum, independent, economic domination,
transatlantic, endorse, prosperity, neutrality, trigger,
mobilization, alliances, heirs, nation, contraband,
ethnicity
Vocabulary:
ethnic heritage, weaponry, dissenters, zeppelin, network,
armistice, convoys, adequately, integrate, “Doughboys”,
flank, offensive, Communism, afflict, flawed, abdicate,
turmoil, cost of living, impose, deport, detain, “Red
Scare”, radicals, riots, looting, draft(conscription),
legitimacy, “Lusitania”, victory gardens, coordinate,
allocate, civilian, unrestricted, U-Boats, “Zimmerman
Telegram”, espionage
Vocabulary:
Treaty of Versailles, demobilization, entangling,
armaments, undermine, perspective, resolve,
compromise, ratify, devastation, colonial, republic,
transition
Resources:
word walls, audio-visual materials, maps, graphs, charts,
timelines, graphic organizers,
McGraw-Hill United States History Chapter 7, Lesson 1
Resources:
McGraw-Hill United States History Chapter 7, Lesson 2
Resources:
McGraw-Hill United States History Chapter 7, Lesson 3
“Treaty of Versailles” (excerpts)
http://www.fordham.edu/halsall/mod/1919verailles.html
Additional Information:
Video/text presentation: World War I
http://www.pbs.org/greatwar/chapters/index.html
Additional Information:
PowerPoint Palooza American History
PowerPoints: WWI- America on the Home Front: The
"Poster War" (http://pptpalooza.net/)
Additional Information:
Students should examine excerpts from the Treaty of
Versailles from a German perspective to predict public
opinion over conditions of the Treaty.
DBQ on the Versailles Treaty and Woodrow Wilson’s
“Fourteen Points”
Course Pacing Guide
Course Code: 2100320 Course Name: United States History Honors
Unit Title VI: The Roaring ‘20’s, Prosperity and Change
Unit Essential Question:
How did the political, social and economic issues of the 1920's bring the nation great prosperity and at the same time
establish the causes of the Great Depression?
Semester: 1 Grading Period: 2
(13 days)
Concept: Post-War Issues
Concept: Changes in the economic and political status of
American minorities met with both support and
resistance.
Concept: Consumer goods and the installment plan
fueled the business boom of the 1920's.
Standard(s): LA.1112.1.6.1, LA.1112.2.2.2,
SS.912.A.1.2, SS.912.A.1.3,SS.912.A.5.1, SS.912.A.5.2,
SS.912.A.5.3, SS.912.A.5.4, SS.A. 5.5
Standard(s): LA.1112.1.6.1, LA.1112.2.2.2,
LA.1112.2.2.3, SS.912.A.1.4, SS.912.A.5.1,
SS.912.A.5.2, SS.912.A.5.6, SS.912.A.5.7, SS.912.A.5.8,
SS.912.A.5.9, SS.912.A.5.10., SS.A.1.2, SS.912.H.1.3
Standard(s): LA.1112.1.4.1, LA.1112.2.2.3,
SS.912.A.1.2,SS.A.1.4, MA.912.A.2.2, SS.912.A.5.11
Lesson Essential Question:
How did a desire to return to normalcy after World War I
and a fear of foreigners and communism lead to a climate
of isolationism?
How does the role of “labor” in American society change
after World War I?
What were the causes and consequences of the Red
Scare?
How had the cultural identity of the United States
changed between the 19th and 20th centuries?
Lesson Essential Question:
How did the lives of American minorities change during
this era?
How did changes in migration, immigration, and union
organization influence the growth of the KKK?
How were the views of Marcus Garvey, Booker T.
Washington and W.E.B. Dubois reflected in the events of
the post-war era?
How did the migration of African Americans to northern
cities affect their lives and political involvement?
How did the Harlem Renaissance and jazz influence
literature and music?
Lesson Essential Question:
What was the impact of the automobile in the 1920's?
How did new conveniences and new ways to pay for
them make the economy less stable?
How did the boom of the 1920's affect growth in
Florida?
How has the cultural identity of the United States
changed over time?
Course Pacing Guide Vocabulary:
nativism, recession, tariffs, propose, scandal, labor
unions, grievances, fringe benefits, strike,
evolution, creationism, quotas, “scapegoat”,
fundamentalism
racial unrest, general strike, conspiracy, party platform,
Cabinet, isolationism, collective security , communism,
anarchists, Sacco and Vanzetti, Red Scare, Prohibition,
Jazz Age
Vocabulary:
KKK, the “Great Migration,” Harlem Renaissance,
intimidation, Black Nationalism, NAACP, catalyst,
alienate, impacted, “Rosewood”, lynchings
Vocabulary:
Consumer, Stock market, prosperity, recession, inflation,
installment buying, disposable income, mass production,
advertising, market, per capita income, commuters, mass
transit, revolutionized, credit, accumulate, debt, status
symbols
Resources:
word wall, audio-visual materials, graphic
organizers, geography maps, charts, timelines,
McGraw-Hill United States History Chapter 7,
Lesson 4
Resources:
word wall, audio-visual materials, graphic
organizers, geography maps, charts, timelines,
McGraw-Hill United States History Chapter 7,
Lesson 5
American History Units (with primary/ secondary
sources):
http://www.learner.org/courses/amerhistory/units/
Resources:
Graphic organizers, word wall, charts/graphs,
McGraw-Hill United States History Chapter 7,
Lesson 2
Additional Information:
“World War I and the ‘20’s(connections)
(http://sheg.stanford.edu/?q=node/45)
“Roaring 20’s”:
http://www.u-s-history.com/pages/h1564.html
Additional information:
“Harlem Renaissance”:
http://www.ushistory.org/us/46e.asp
Additional Information:
“Prosperity of the ‘20’s”:
http://www.1920-30.com/business/
DBQ: “The Most Significant Changes in America to-
date…..” (from the Civil War to the Roaring ‘20’s)
Course Pacing Guide
Course Code: 2100320 Course Name: United States History Honors
Unit Title VI: the Great Depression
Unit Essential Question:
What caused the Great Depression and how did the United States survive and recover from it?
Semester: 1 Grading Period: 2
(17 days)
Concept: Consumerism and Economics
Concept: Uneven Distribution of Income Concept: New Deal Economics
Standard(s): LA.1112.1.6.1, LA.1112.1.6.2,
LA.1112.1.6.3, LA.1112.2.2.2, LA.1112.2.2.3,
MA.912.A.2.1, MA.912.A.2.2
SS.912.A.5.11, SS.912.A.5.12, SS.A.912.5.4
Standard(s): LA.1112.1.6.1, LA.1112.1.6.2,
LA.1112.1.6.3, LA.1112.2.2.2, LA.1112.2.2.3,
MA.912.A.2.1, MA.912.A.2.2,
SS.912.A.5.11, SS.912.A.5.12, SS.A.912.5.4
Standard(s): LA.1112.1.6.1, LA.1112.2.2.2,
LA.1112.2.2.3
SS.912.A. 1.2, SS.912.A.1.3, SS.912.A.1.4,
SS.912.A.5.11,
Lesson Essential Question:
What issues with industry, farmers, and consumers
contributed to the economic crash?
How did speculation and buying on margin affect the
stock market?
What was the impact of bank and business failures and a
high protective tariff on the economic conditions of the
1920’s?
Lesson Essential Question:
How did the Depression affect cities and rural area in
similar and different ways?
What changes did minorities and women face in this era?
What was President Hoover's response to the economic
situation, and how did the American public feel about
this response?
Lesson Essential Question:
How did liberals and conservatives differ in their
opposition to the New Deal?
How did the focus of the Second New Deal change from
that of the first New Deal?
How did the efforts of President Roosevelt and the New
Deal legislation attempt to solve the problems of the
Great Depression?
Vocabulary:
speculation, buying on margin, stocks, stock market, bull
market/bear market, collapse, invest, consumerism,
credit, plummet, stock market, real estate speculation,
bank failure, supply and demand, Federal Reserve, Bank
runs, default, depositors, reserve
Vocabulary:
Dust Bowl, colleague, foreclosure, “Bonus Army”,
“rugged individualism”, impoverished, budget deficit,
tariffs, “soup kitchens”, soap operas, unionize
Vocabulary:
relief efforts, public works projects, economic recovery,
foreclosure, “ stimulate the economy, polio, “landslide”,
depression, recession, gold standard, bank holidays,
ideology, regulate, “fireside chats”, mortgage, FDIC,
SEC, deficit spending, arbitration/mediation, Social
Security Act, coalition, “court-packing”, safety net, TVA,
Wagner Act, conservation
Course Pacing Guide Resources:
Word walls, audio-visual aids, graphic organizers, time-
lines, graphs and charts,
McGraw-Hill United States History Chapter 9, Lesson 1
&2
Resources:
Word walls, audio-visual aids, graphic organizers, time-
lines, graphs and charts,
McGraw-Hill United States History Chapter 9, Lesson 1
&2
Resources:
Word walls, audio-visual aids, graphic organizers, time-
lines, graphs and charts
McGraw-Hill United States History Chapter 10, Lessons
1-3
Additional Information:
Primary & secondary sources for “The Great
Depression”(N.Y. Times):
http://topics.nytimes.com/top/reference/timestopics/subje
cts/g/great_depression_1930s/index.html
DBQ: How did the “Dust Bowl” mirror the rest of
America in characteristics, cause, and impacts?
Additional Information:
United streaming and othe4 audio/ visual materials;
excerpts from primary source documents and The Grapes
of Wrath to illustrate the Great Depression's toll on
individuals
American History Units (with primary/ secondary
sources):
http://www.learner.org/courses/amerhistory/units/
Additional Information:
“The Depression and WWII”:
http://sheg.stanford.edu/?q=node/39
“WPA”:
http://pptpalooza.net/
Course Pacing Guide
Course Code: 2100320 Course Name: United States History Honors
Unit Title VII: World War II and the Holocaust
Unit Essential Question:
How did the United States become involved in World War II and mobilize to eventually defeat the Axis Powers?
Semester: 2 Grading Period: 3
Concept: World War
Concept: the United States at War Concept: The Holocaust
Standard(s): SS.912.G.2.1, SS.912.G.4.2, SS.912.G.4.3,
SS.912.A.1.2, SS.912.A.1.3, SS.912.A.1.4, SS.912.A.6.1,
SS912.A.6.2, SS.912.A.6.3, LA.1112.1.6.1,
LA.1112.2.2.2, MA.912.A.2.2
Standard(s): SS.912.A.1.2, SS.912.A.1.4, SS.912.A.6.1,
SS.912.A.6.2,SS.912.A.6.4, SS.912.A.6.5,
SS.912.A.6.15, LA.1112.1.6.1, LA.1112.2.2.2,
MA.912.A.2.2
Standard(s): SS.912.A.1.2, SS.912.A.1.4, SS.912.A.6.3,
SS.912.A.6.1.2, SS.G.1.2,
, LA.1112.1.6.1, LA.1112.2.2.2, MA.912.A.2.2
Lesson Essential Question:
Why did the United States cling to isolationism in
response to the rise of dictatorships in the 1930's?
What policies did the U.S. government create that
appeared to circumvent those isolationist ideals?
What fueled the rise of totalitarianism?
How did the policy of appeasement contribute to the
outbreak of war in Europe?
How did the Soviet Union's non-aggression pact with
Germany contribute to the start of hostilities?
Lesson Essential Question:
What strategies did the Allies employ to win the war in
Europe and liberate the continent?
How did the United States support our allies before
actually declaring war?
What strategies did the United States use to “turn the
tide” in the Pacific and defeat Japan?
How did the federal government's action influence
civilian life during the war?
How did the U.S .economy change during WWII?
How did World War II affect population movement in the
U.S., the growth of cities, and racial tensions, with both
African Americans and Japanese Americans?
Lesson Essential Question:
Why were Jews targeted for persecution and annihilation
by the Nazis?
What was Hitler's" Final Solution"?
How were the Nuremberg trials used to promote
international justice?
How was anti-Semitic sentiment expressed by other (than
Germany) countries during the time-period that Hitler
was persecuting the Jews?
Vocabulary:
military draft, dictatorship, authoritarianism, fascism,
exploitation, appeasement, pacts, alliances, prime
minister, neutral, “puppet government,” legislation,
isolationism, civil war, replenish, internationalism,
escalate, strategic, intelligence, underestimated, cabinet,
resources/raw materials, negotiations, Axis Powers,
Allies, Third Reich
Vocabulary:
Pearl Harbor, segregation, integrated, internment camps,
clerical/industrial, zoot suits, refinery, deemed,
legislation, rationing, victory gardens, “code talkers”,
amphibious, Tuskeegee Airmen, “island-hopping,”
kamikazes, periphery, convoys, D-Day, occupation-army,
V-E Day, napalm, Manhattan Project, nuclear, Hiroshima
& Nagasaki, stockpile, fortified, morale, infamy , nuclear
radiation, “Korematsu v. United States”
Vocabulary:
ethnicity, Nuremberg Laws, anti-Semitism, persecution,
synagogue, retaliation, terrorize, refugees, concentration
camps, extermination camps, genocide, crematorium,
prejudice, atrocities, visa, passport, confiscate, ghetto,
“undesirables”, prominent, propaganda, immigration
quotas, forge, passports, detain, scapegoats
Course Pacing Guide Resources: word wall, audio-visual aids, graphic
organizers, geography maps, primary source information,
McGraw-Hill United States History Chapter 10,
Lessons 1-2
Resources:
word wall, audio-visual aids, graphic organizers,
geography maps, primary source information
McGraw-Hill United States History Chapter 10, Lesson
2; Chapter 12, Lessons 1-4
Resources:
word wall, audio-visual aids, graphic organizers,
geography maps, primary source information
McGraw-Hill United States History Chapter 11, Lesson 3
Nonfiction Reading:
Diary of Anne Frank, Night (Elie Wiesel)
Additional Information:
“World War II”:
http://sheg.stanford.edu/?q=node/39
World War II:
www.nationalww2museum.org
WWII:
http://www.digitalhistory.uh.edu/modules/ww2/index.cf
m
Additional Information:
Primary Source Information: Compare/contrast FDR’s
“Day of Infamy” speech with President Bush’s “War on
Terrorism” speech
“World War II:
http://pptpalooza.net/PPTs/AHAP/BoogieWoogieBugleB
oy.ppt#295,35,Slide 35
Additional Information:
Primary source readings:
http://topics.nytimes.com/top/reference/timestopics/subje
cts/w/world_war_ii_/index.html
Research Projects: “Significant Battles of WWII”-
What if………………..(speculate/ theorize if events
and circumstances were altered)
Course Pacing Guide
Course Code:: 2100320 Course Name: United States History Honors
Unit Title VIII: Post-World War II and the Cold War
Unit Essential Question:
How were the 1950's and early 1960's an era of peacetime prosperity and Cold War tension for the United States?
Semester: 2 Grading Period: 3
(15 days)
Concept: Post-War America
Concept: the Cold War Concepts: New Frontier and the Great Society
Standard(s): SS.912.A.1.1, SS.912.1.2, SS.912.A.1.3,
SS.912.A.1.4, SS.912.A.1.6, SS.912.1.7,
SS.912.A.6.15,SS.912.A.7.1, SS.912.A.7.2,
LA.1112.2.2, LA.1112.1.6.1, LA.1112.6.2, LA.1112.6.3,
LA.1112.2.2.2, SS.912.H.1.1
Standard(s): LA.1112.2.2.2, LA.1112.2.2.3,
SS.912.A.7.4, SS.912.A.1.4, SS.912.G1.2,
SS.912.A.6.10, SS.912.A.6.12, SS.912.A.6.13,
SS.912.A.6.8
Standard(s): LA.1112.2.2.2, LA.1112.2.2.3,
LA.1112.1.6.1, LA.1112.1.6.3,MA.912.A.2.2,
SS.912.A.7.3, SS.912.A.7.4, SS.912.A.7.17,
SS.912.A.7.8, SS.912.A.1.4, SS.912.A.6.15
Lesson Essential Question:
How did the "Baby Boom," new business organizations,
the automobile, and the growth of suburbs change life in
the 1950's?
How did the relative prosperity of Americans who
benefited from the post war economy to those who did
not?
How did the ending of World War II bring about an era
of economic prosperity to the United States?
What impact did television and music have on Americans
in this era?
Lesson Essential Question:
How did World War II contribute to the development of
the Cold War era?
How did the Truman, Eisenhower and Kennedy
administrations change U.S. military policy in order to
contain communism?
How did the Bay of Pigs invasion affect the relationship
between Cuba and the United States?
How was the Cuban Missile Crisis averted?
Lesson Essential Question:
How was the 1960 Presidential Election different from
previous presidential elections?
In what areas did the New Frontier promise progress, and
how successful was it?
How did the Great Society spark reforms for civil rights,
poverty and health care?
How did the administrations of Presidents Kennedy and
Johnson change American society (both short and long-
term) ?
What was the impact of changing immigration policies
during the latter half of the 20th Century?
Course Pacing Guide Vocabulary:
“baby boom”, closed shop/open shop, legislative agenda,
states’ rights, subsidies, wage and price controls,
scrutinize, interstate, abundance, The Affluent Society,
blue collar/white collar, conformity, franchises,
multinational corporation, mass media, generation gap,
“rock ‘n ’roll”, poverty line, urban renewal, Appalachia,
entity, middle class, urban renewal, Braceros
Vocabulary:
communism, limited war, containment,Iron Curtain,
appeasement, 38th Parallel, embark, Marshall Plan,
Berlin Wall, NATO, SEATO, subversive, manipulate,
perjury, Red Scare, blacklisting, espionage,
McCarthyism, censure, nuclear fallout, massive
retaliation, covert operation, imply, “peaceful
coexistence”, “Truman Doctrine”, Korean War, Bay of
Pigs, Cuban Missile Crisis, military
superiority/inferiority, conventional weaponry, Middle
East, Taiwan,
flexible response
Vocabulary:
“New Frontier”, “Great Society”, debate, “separation of
Church and State”, popular vote/electoral vote,
implement, assert, inflation, prominent, disabilities,
Special Olympics, reapportionment, arbitrary, due
process, space race, institute, NASA, CIA, Marxist,
philosophy, liberal/conservative, profound, conspiracy,
motorcade, stimulate, proportionate, consensus, poverty
level, legacy, socialistic, moderate, Peace Corps, VISTA,
despair, subsidies, HUD, Medicare/Medicaid, confine,
bias, discrimination, civil rights, Warren Court, juvenile
delinquency
Resources:
word wall, audio-visual aids, graphic organizers,
geography maps, McGraw-Hill United States History
Chapter 14, Lessons 1-3
“The ‘50’s and ‘60’s:
http://kclibrary.lonestar.edu/decade50.html
“American Culture of the ‘50’s”:
http://pptpalooza.net/PPTs/AHAP/1950sAmericanCultur
e.ppt#279,24,9A. Well-Defined Gender Roles
Resources:
Word wall, graphic organizers, geography maps, audio-
visual aids, McGraw-Hill United States History Chapter
13, Lessons 1-3; Chapter 15, Lesson 2
“Cold War Timeline”:
http://library.thinkquest.org/10826/timeline.htm
“U-2 Incident” (Primary documents)
http://avalon.law.yale.edu/20th_century/u2.asp
Resources:
Word wall, graphic organizers, geography maps, audio-
visual aids, McGraw-Hill United States History Chapter
15, Lessons 1 and 3
“Kennedy’s Challenge to Americans”:
http://www.jfklibrary.org/JFK/Historic-Speeches.aspx
“Johnson’s Great Society”:
http://www.ushistory.org/us/56e.asp
Course Pacing Guide
Course Code: 2100320 Course Name: United States History Honors
Unit Title IX: The Vietnam Era
Unit Essential Question:
When and why did the U.S. believe military involvement in southeast Asia was important to U.S. defense?
What was the public reaction to our involvement in Vietnam?
What lessons should we (the U.S.) have learned from our involvement in Vietnam?
Semester: 2 Grading Period: 3
(8 days)
Concept: Origin of the Vietnam War
Concept: America’s Involvement Concept: A Divided Nation
Standard(s): LA.1112.1.6.1, LA.1112.1.6.2,
LA.1112.1.6.3, LA.1112.2.2.2, LA.1112.2.2.3,
SS.912.A.6.13, SS.912.A.6.14, SS.912.G.1.2
Standard(s): ): LA.1112.1.6.1, LA.1112.1.6.2,
LA.1112.1.6.3, SS.912.A.6.13, SS.912.A.6.14,
SS.912.G.1.2, SS.912.A.1.4, SS.912.A.7.4,
SS.912.A.7.10
Standard(s): ): LA.1112.1.6.1, LA.1112.1.6.2,
LA.1112.1.6.3, SS.912.A.6.13, SS.912.A.6.14,
SS.912.G.1.2, SS.912.A.1.4, SS.912.A.7.4,
SS.912.A.7.10
Lesson Essential Question:
Why did the U.S. feel obligated to support French
colonialism in Vietnam?
How did economics play a role in America’s involvement
in Vietnam?
What were the series of events that led to U.S.
involvement in Vietnam?
How was the Vietnam War different from earlier U.S.
wars?
Lesson Essential Question:
How did America’s involvement in Vietnam change
during the Kennedy and Johnson Administrations?
How did the military tactics used by the Vietcong prevent
the United States from making use of its technologically
superior military?
How were the ideologies of Hawks and Doves at odds
over the Vietnam War?
How did the events of 1968 influence public opinion in
regard to the War?
Lesson Essential Question:
What impact did the media have on public opinion?
How did the ideologies and actions of the Hawks and
Doves impact the War?
What was meant by "Peace with Honor?"
What is the War Powers Act and how has it been used in
recent history?
What challenges did our troops face when they returned
to the states?
Course Pacing Guide Vocabulary:
colonialism, Indochina, revolutionaries, nationalism,
imperialism, domino theory, guerillas, tactics, bombard,
escalate, appealed,
fortified, traditional, strategic, plotting, region,
Ho Chi Minh, stalemate
Vocabulary:
military coup, limited war, “Gulf of Tonkin Resolution”,
unprovoked, skirmishes, international prestige,
substantial, sustained, escalate, morale, “war of attrition”,
remote, napalm, Agent Orange, “Hawks/Doves”, Tet
Offensive, sanctuaries, My Lai
Vocabulary:
Liberal/conservative/moderates, credibility gap,
contradict, administration, affirm, personnel, deferment,
corruption, draft, lottery system, draft cards, Twenty-
Sixth Amendment, condemn, 1968 and 1972 Presidential
Elections, induction, Vietnamization, moral agony, Kent
State Tragedy, “War Powers Act”, POWS/ MIAs,
conscientious objectors, “Pentagon Papers”, national
security
Resources: word wall, audio-visual aids, geography
maps (Asia), graphic organizers, McGraw Hill United
States History Chapter 17, Lesson 1
Resources): word wall, audio-visual aids, geography
maps (Asia), graphic organizers, McGraw Hill United
States History Chapter 17, Lessons 2-3
Resources:
word wall, audio-visual aids, geography maps (Asia),
graphic organizers, McGraw Hill United States History
Chapter 17, Lessons 2-3
Additional Information:
PowerPoint Palooza: American History PowerPoints: The
Vietnam War (http://pptpalooza.net/)
“Vietnam War”(history, timeline, more)
http://www.pbs.org/battlefieldvietnam/index.html
Additional Information:
“Vietnam War”:
http://www.digitalhistory.uh.edu/modules/vietnam/index.
cfm
Vietnam (Primary source documents-excerpts)
http://vietnam.vassar.edu/abstracts/index.html
Additional Information:
“Vietnam Protest Movement”:
http://www.history.com/topics/vietnam-war-protests
Research Mini-Project: ‘Analyze the Vietnam War
from various viewpoints and present a position-paper
supporting or opposing the War.(MLA citing for
references)
Course Pacing Guide
Course Code: 2100310 Course Name: United States History
Unit Title X: New Challenges and Limitations
Unit Essential Question:
How can the President lose or restore the nation's trust?
How can a nation achieve equity for all?
Semester: 2 Grading Period: 4
(7 days)
Concept: Corruption and Scandal
Concept: Domestic Issues of the ‘70’s and 80’s Concept: Foreign Policy Decisions
Standard(s): LA.1112.1.6.1, LA.1112.1.6.2,
LA.1112.1.6.3, LA.1112.2.2.2, LA.1112.2.2.3,
SS.912.H.1.5, SS.912.A.7.10, SS.912.A.7.11,
SS.912.A.7.17
Standard(s): LA.1112.1.6.1, LA.1112.1.6.2,
LA.1112.1.6.3, LA.1112.2.2.2,
LA.1112.2.2.3,MA.912.A.2.2, SS.912.A.1.4
SS.912.H.1.5, SS.912.A7.3, SS.912.A.7.8, SS.912.A.7.9,
SS.912.A.7.12
Standard(s): LA.1112.1.6.1, LA.1112.1.6.2,
LA.1112.1.6.3, LA.1112.2.2.2, LA.1112.2.2.3,
MA.912.A.2.2, SS.912.A.7.12, SS.912.A.7.14,
SS.912.A.1.2, SS.A.912.A.1.3, SS.912.A.1.4
Lesson Essential Question:
Why did the involvement of President Nixon in the
Watergate scandal force him to become the first President
to resign from office?
How does Watergate compare with other presidential
scandals both in the actions of the President and the
reaction of the American people?
How did the Nixon Administration shape the public’s
attitude toward “government?”
Lesson Essential Question:
How did President Nixon’s “New Federalism” reflect a
new conservatism in government policies?
How did economics, energy, the environment and human
rights define the presidencies of Ford and Carter?
How did national and international events of the 1970’s
and ‘80’s bring about a “shift’ in American public
opinion?
Lesson Essential Question:
How did the Arab Oil Embargo impact the economic,
cultural and political development of the U.S?
What was the significance of Nixon's reaching out to the
communist powers of the Soviet Union and the People's
Republic of China?
What roles did the Helsinki Accords, the Mayaguez
incident, a human rights foreign policy, the Camp David
Accords, and the Iran hostage crisis play in the success or
failure of the Ford and Carter administrations?
Vocabulary:
Watergate, incident, scandal, executive privilege, turmoil,
resentment, quell, obstruct, impeachment, conviction,
FBI, campaign, ethics, presidential pardon, wield,
jurisdiction, “Nixon’s Southern Strategy”,
Vocabulary:
federalism, impounded, welfare system, AFDC, inflation,
“stagflation”, tight money policy, National Energy Act,
human rights, "Silent Spring", Earth Day, Environmental
Protection Agency, Three Mile Island, conformity,
“campus unrest”, counterculture, communes, hippies,
traditional, rationality, feminism, gender, NOW, Equal
Rights Amendment, Title IX, compatibility, stereotyping,
grievance, “Roe vs. Wade”, police power, reverse
discrimination, parochial/public schools, PUSH, Nation
of Islam
Vocabulary:
OPEC, detente, Salt I Treaty, embargo, deregulation,
instability, rationing, Panama Canal Treaty, busing,
affirmative action, Camp David Accords, buffer, Shah,
embassy, repressive, Iranian Hostage Crisis, broker,
westernize, clergy, malfunction, regime
Course Pacing Guide Resources: word wall, audio-visual aids, time-line graph,
graphic organizers, McGraw Hill United States History,
Chapter19, Lesson 2
Resources: word wall, audio-visual aids, time-line graph,
graphic organizers, McGraw Hill United States History,
Chapter 19, Lesson 1
Resources: word wall, audio-visual aids, time-line graph,
graphic organizers, McGraw Hill United States History,
Chapter19, Lessons 1, 3,4
Additional Information:
“Watergate”:
www.washingtonpost.com/watergate
“Watergate”: (primary source material)
http://www.youtube.com/watch?v=nFID6Qkwh88
Additional Information:
“1970’s Energy Crisis”:
http://cr.middlebury.edu/es/altenergylife/70's.htm
American History Units (with primary/ secondary
sources):
http://www.learner.org/courses/amerhistory/units/
Additional Information:
“Iranian Hostage Crisis”:
http://www.jimmycarterlibrary.gov/documents/r_ode/ind
ex.phtml
Course Pacing Guide
Course Code: 2100310 Course Name: United States History
Unit Title XI:
The Conservative Movement and Contemporary History
Unit Essential Question:
What motivated so many Americans to embrace the conservative movement of the 1980's? What is the legacy of the
conservative movement?
Semester: 2 Grading Period: 4
Concept: Conservatism
Concept: Foreign Affairs (at the end of the century) Concept: Centrism and the Clinton Presidency
Standard(s): LA.1112.6.1, LA.1112.6.2, LA.1112.6.3,
LA.1112.2.2.2, LA.1112.2.2.3, SS.912.A.1.2,
SS.912.A.7.12, SS.912.A.7.17, SS.912.A.6.4.2,
MA.912.A.2.2
Standard(s): LA.1112.6.1, LA.1112.6.2, LA.1112.6.3,
LA.1112.2.2.2, LA.1112.2.2.3,
SS.912.A.7.11, SS.912.A.1.4, SS.912.A.7.12,
SS.912.A.1.2, SS.912.A.1.3, SS.912.A.1.4
Standard(s): LA.1112.6.1, LA.1112.6.2, LA.1112.6.3,
LA.1112.2.2.2, LA.1112.2.2.3, SS.912.A.1.2,
SS.912.A.1.3, SS.912.A.1.4, SS.912.A.7.12,
SS.912.A.7.14, SS.912.G.4.3
Lesson Essential Question:
How and why was the “conservative coalition” formed?
What groups formed the conservative coalition?
What were the goals and policies of the conservative
movement?
How did “Reaganomics” reflect the conservative
philosophy of the 1980’s?
How did the Reagan and Bush appointees change the
direction of the Court?
Lesson Essential Question:
Between the 1980's and 1992, how did U.S. policies
regarding Central America differ from those regarding
Europe?
How did the collapse of communist states in Eastern
Europe and the USSR impact our foreign policy and
international relations?
Why did the United States get involved in the Persian
Gulf War?
Lesson Essential Question:
How did the political and social changes brought about
by the Clinton Presidency change America from previous
decades and administrations?
How did the international events faced by the Clinton
Administration compare to that of previous
administrations?
How did Immigration Policy change during the Clinton
Years?
How did “terrorism” reflect a new foreign policy concern
for the twenty-first century?
How did the terrorist acts of “9/11” impact America’s
economic, political and immigration policies?
Course Pacing Guide Vocabulary:
Moral Majority, “New Right”, “trickle down theory”,
deregulation, coalition, economic recovery,
liberal/conservative/moderate (centrist), landslide, tax
burden, televangelists, Sunbelt, suburb , social turmoil,
surpass, supply-side economics, deficit-spending, Senate
confirmation, revenues, yuppies, patrons, social activists,
domestic/international, downsizing, capital gains tax,
grassroots movement, retain, government gridlock,
repress
Vocabulary:
“evil empire”, Strategic Defense Initiative, rebels,
contras/Sandinistas, Iran-Contra Scandal, “mutually
assured destruction”, perestroika, glasnost, terrorism,
collapse, “new world order”, drug trafficking,
dictatorship, Persian Gulf War
Vocabulary:
polling, modified, unprecedented, AmeriCorps, Family
Medical Leave Act, NRA, “Contract With America”,
balance budget amendment, third party, Oklahoma City
Bombing, impeachment, perjury, Bosnia, ethnic
cleansing, NATO, PLO, “obstruction of justice”,
amnesty, refugee, allocate, INS, Homeland Security,
Patriot Act, telecommute, euro, World Trade Center,
ozone layer, global warming, protocol
Resources: word wall, audio-visual aids, geography
maps (U.S.), graphic organizers, timelines,
McGraw- Hill United States History Chapter 20, Lessons
1-3
Resources: word wall, audio-visual aids, geography
maps (Latin America, Middle East, Asia, Europe),
graphic organizers, timelines,
McGraw- Hill United States History Chapter 20, Lessons
1-3
Resources: word wall, audio-visual aids, geography
maps (Latin America, Middle East, Asia, Europe),
graphic organizers, timelines,
McGraw- Hill United States History Chapter 20,
Lesson 4, Chapter 21 Lessons 1-3
Additional Information:
“The New Conservatism of the ‘80’s”(primary and
secondary text, slides, info.)
http://www.history.com/topics/1980s
Documentary History Readings: “Ronald Reagan’s
First Inaugural Address”(1981)
Additional Information:
“Iran Contra Scandal” (primary/secondary/slides,video)
http://www.brown.edu/Research/Understanding_the_Iran
_Contra_Affair/index.php
American History Units (with primary/ secondary
sources):
http://www.learner.org/courses/amerhistory/units/
Additional Information:
“The Clinton Presidency” (powerpoint presentation)
http://www.foothilltech.org/krenger/american_hist/curren
t_events/clinton.pdf
Documentary History Readings with analysis:
“NAFTA News Conference”-President Clinton (Nov.
17, 1993)
President Bush’s Address to the Nation”
(Jan. 16, 1990)