APUSH Audit Syllabus 2a

AP U.S. History (A.P.U.S.H) Audit Syllabus
This APUSH course is designed to provide a college-level experience and preparation for the AP
Exam in May. It meets four times per week for 55 minutes and once a week for 35 minutes.
Because history is an ever-changing discipline, it needs to be studied not just to learn but to
examine the themes and topics/issues that flow throughout history.
APUSH will examine the evolution of the American republic and identity from pre-Columbian
societies and the beginning of European exploration and settlement of the New World to the
present and is divided into periods of time based on the framework elements of AP U.S. History
Curriculum and AP Course Description as well as The American Pageant 14th
edition and its
accompanying workbooks. You will need concrete reading and writing skills, and a willingness to
dedicate considerable time to homework and study in order to be successful in this class.
Emphasis is placed on critical and evaluative thinking skills, essay writing, interpretation of
original documents, and historiography; the study of history over time. The course will work
through themes of history including, American identity, politics and power (political and social
reform), and America in the world/foreign policy.
Textbook:
Kennedy, David M., et al. The American Pageant. Fourteenth Edition. Boston: Holt McDougal,
Wadsworth Cengage Learning, (2010). (CR-1a)
Primary Sources:
Couvares, Francis G., et al. Interpretations of American History vol. 1. Free Press; Original
edition. July 1, 2000. (CR-1a/b/c)
Couvares, Francis G., et al. Interpretations of American History vol. 2. Bedford/St. Martin's;
Eighth Edition, September 5, 2008. (CR-1a/b/c)
Secondary Sources:
Burns, E. Bradford and Julie A. Charlip. Latin America: An Interpretative History, 9th
edition.
(Prentice Hall: Boston, 2011). (CR-1a/b/c)
Davis, Kenneth. Don’t Know Much About History: Everything You Need to Know about American
History but Never Learned. New York. Harper Collins, 2003. (CR-1c)
Schweikart, Larry and Michael Allen. A Patriot’s Guide of the United States. New York. Penguin.
(2004). (CR-1c)
Tosh, John. Pursuit of History, Fifth Edition. London and New York. Taylor & Francis; Fifth
Edition. (1984, 2010). (CR-1a/b)
Course Objectives
Students will be able to
 Demonstrate a mastery understanding of a wide range of historical knowledge and of
historical chronology
 Use historical evidence to defend and support basic arguments and positions and
differentiate various schools of thought and interpretation in history
1

 Interpret, analyze, and draw conclusions, meaning, context, and relationship from
various pieces of historical data and documents including original documents,
cartoons, graphs, tables, etc.
 Demonstrate an effective use of analytical skills of evaluation, cause-and-effect
relationships, and compare and contrast and develop personal interpretations of
different eras of history by reading and interpreting various historians’ work
 Work effectively in groups to produce products, make presentations, and solve
problems
 Prepare for and receive a grade of 3 or higher on the AP U.S. History Exam
 Write effective historical essays with a strong thesis, supporting information, and
develop a collegiate-level writing style
 Develop techniques (essential questions, Socratic questioning, debate) to discuss and
critically analyze historical topics.
Curriculum Objectives and Tentative Course Schedule
1. History and American Identity (3 days) (CR2)
In order to understand history and how historical thinking and interpretation develops over time,
the students will be able to
a. Analyze the importance of studying history, using primary and secondary
sources, while paying special attention to
i. How history develops
ii. Writing for and about history
iii. Interpretation of history
b. Evaluate the development of the American identity relating to
i. Evaluate the creation of a unique American identity
ii. Evaluate the impact of geography on the American identity
Reading assignments (RA): “Why Study History?” by Peter N. Stearns in the American
Historical Association; “Columbus Come upon a New World”, “When Worlds Collide” (The
American Pageant vol. 14, pp. 14-16); “The uses of history” by John Tosh in The Pursuit of
History, pp.29-57
Themes: American Identity
Topics: Primary source interpretation
Questions:
1: Why do we study history? What’s its importance?
2: Why are there different interpretations of history?
3: What is our American identity?
4: Can our sense of American identity be traced to the first interactions between Europeans and
Native Americans? How so?
Activity: (ID-7) Students will read summarize chapter 2 in Pursuit of History by John Tosh. They
will utilize information from previous readings to write an essay that demonstrates their
understanding of why we study history and what its uses are.
2. Colonial America – Pre-Columbian to 1733 (8 days) chapters 1-3 (CR2)
So students understand the beginnings of America as a country and gain a better understanding of
the beginnings of American identity as well as understand the significant roles religion and
economics played in the establishment of the thirteen original American colonies.
2

a. Analyze the issues and conflicts that transatlantic contact brought up between civilizations.
b. Describe the establishment of American colonies by the European nations during the early
16th
century.
c. Evaluate the role religion played in each colony; specifically in the Massachusetts Bay
Colony and in regards to the Salem witch trials.
d. Analyze the economic development of each of the colonies based on geography
e. Identify and summarize the events that led to the establishment of the slave system in the
American colonies; specifically in the southern colonies.
Reading Assignments: “The Planting of English America” (The American Pageant); “Settling
the Northern Colonies” (The American Pageant); “The Mayflower Compact”
(www.mayflowerhistory.com/PrimarySources/MayflowerCompact.php/); Ch. 1 “Land and
People” in Latin America: An Interpretative History by Julie A. Charlip and E. Bradford Burns;
“The Puritans: Orthodoxy or Diversity?” in Interpretations of American History, vol. 1, pgs. 22-
60; “Brave New World” pages 8-20 in Don’t Know Much About History.
Discussion & Writing Assignments:
1: What role did religion play in the establishment of English colonies in North America? (In
class)
2: Explain the varied writings about slavery in the United States using the articles and documents
from class. (CR10)
3: Explain how English colonies in the New World were different from one another in terms of
government, population, and origin.
4: Analyze and evaluate the significance of the British Acts (Stamp, Townshend, Intolerable)
against the American colonies in leading to the American Revolution (CR5)
Themes: American Identity, politics and power; economics
Topics: early American colonies, religion, economics
Questions:
1: How were the factors that led both the Spanish and the English to explore and eventually
colonize the New World both similar and different?
2: Compare and contrast the differences in economies of the northern and southern economies.
a. Analyze the role of those economies in leading to the slavery system of America
3: Analyze and explain the role religion played in the establishment of each of the colonies
Activity: (PEO-1b) Students will view and analyze ship passenger lists from the 1600s to
determine reasons why people would have come to the colonies as well as draw conclusions
about who the people on the ships were. (Ship’s List of Emigrants Bound for Virginia, Ultimo
July 1635 and Ship’s List of Emigrants Bound for New England, John Porter, Deputy Clerk to
Edward Thoroughgood, Weymouth, the 20th of March 1635).
(CUL-6) They will also view drawings of the Spanish and the Aztecs in order to create a more
complete picture of the Spanish conquest of South America from both the point of view of the
Spanish and Natives. Students will also discuss the purpose of each of the drawings in terms of
whom they were intended for (audience). Reviewing these documents will help students gain a
better understanding of how Europeans and natives viewed each other and the conquest and will
help them gain more insight into what may have motivated people to travel to the Spanish
colonies. (cd from an AP conference)
(CUL-1a) Students will also read chapter 1 from Latin America: An Interpretive History 9th
edition edited by Julie A. Charlip and E. Bradford Burns on the land and people of Latin America
before Europeans arrived and discuss various reasons (according to the reading) the Europeans
would have viewed the natives as less than human.
3

(ID-1b, 11) Students will also read and analyze the Mayflower Compact (the Pilgrims) as a
starting point for democracy in order to compare it to the Declaration of Independence (Thomas
Jefferson) in the next unit.
(ID-13a) Students will read chapter 2 “The Puritans: Orthodoxy or Diversity” in Interpretations
of American History. The chapter includes varying opinions by Perry Miller & Thomas H.
Johnson and Philip F. Gura about the reasons behind the Puritans voyage to the colonies. After
reading the articles, students will write a 3-6-page essay summarizing and analyzing the differing
viewpoints and concluding, for themselves, why they think the Puritans came.
Quiz chapters 1-3
Test chapters 1-3
3. Road to Revolution & Independence: 1733 – 1775 (12 days) chapters 4-7 (CR2)
So students are able to understand the economic and political relationship between
England and its colonies that would eventually lead to the American Revolution. SWBAT
a. Explain the relationship between England and its colonies, and their cultural
development during the 16th
and 17th
centuries
b. Identify and analyze the causes of war and the American Revolution
Reading Assignments: “Salem witch trials and the half-way covenant” (American Pageant);
“Colonial Society on the Eve of Revolution” (The American Pageant); “The American
Revolution: Social or Ideological?” in Interpretations of American History, vol.1 pp. 137-176;
pages 43-44 in A Patriot’s History of the United States; “Say You Want a Revolution” pages 52-
58 in Don’t Know Much About History;
Writing Assignments:
1: Research paper on theories of the Salem witch trials
2: DBQ: The Great Awakening
3: List the causes and effects of the French and Indian War and explain from a British perspective
the rightness of the Proclamation of 1763
4: Analyze the meaning of the phrase “No Taxation without Representation” (CR6)
a. What is the importance of this phrase in terms of American Independence?
b. Analyze Samuel Adams’ view of the Stamp Act in relation to the phrase “No Taxation
without Representation”
5: Cause and Effect Relationship: analyze the causes of the acts of the British against the
American colonies and the colonists’ reactions to those acts. (CR8)
Themes: American Identity, politics and power (political and social reform), economics, America
in the World
Topics: religion, rebellion, economics, taxation, war, and independence
Questions:
1: Knowing what you do about the role religion played in the establishment of the colonies,
specifically in Massachusetts with the Puritans; what was the role of religion in the Salem witch
trials?
2: What were the causes and effects of the Great Awakening on the colonies?
3: Evaluate the reasons behind the Proclamation of 1763? Were they valid? Explain
4: Discuss the causes for the acts in the colonies and what were the reactions to the acts?
5: Compare and Contrast the two accounts of the Boston Massacre (CR11)
a. What are the reasons for the differences?
6: What were the strengths and weaknesses of each side at the beginning of the American
Revolution?
4

Activity: (ID-4) Working in groups, students will develop a presentation defending one side of
the argument “The French and Indian War asserted British authority over the colonies” or “The
French and Indian War helped create American identity and a desire for independence”
(WOR-7, 13a) Students will read Two Accounts of the Boston Massacre, one by John Tudor who
was a Boston merchant and one by General Gage who was a British General, to compare and
contrast the points of view of the two sides in the American Revolution as well as determine
who the purpose and audience of the documents as well as help them understand better then
tension that existed in Boston leading up to the American Revolution. The students will then
create a Venn diagram on the similarities and differences between the two accounts. (cd from an
AP conference)
(CR-1b) Students will also study Paul Revere’s engraving of the Boston Massacre to determine
the purpose and audience of that piece of art during the years before the American Revolution
in order to gain a better understanding of the use of propaganda in swaying public opinion. (cd
from an AP conference and The Americas history book)
Quiz chapters 4-6
Test chapters 4-7
4. War for Independence & Building a Republic: 1774- 1800 (10 days) chapters 8-10 (CR2)
So students can understand the significance of the battles of the American Revolution and the
difficulties in creating a new Republic. SWBAT
a. identify the effects of the causes of the war from the previous unit
b. explain the relationship between the colonies during and after the War of Independence
c. describe the ideological differences between the framers of the Constitution
d. analyze the compromises made by the framers in the Constitution
e. analyze the effect of Thomas Paine’s Common Sense on the Revolution
f. analyze the political differences between Hamilton and Jefferson in regards to beliefs and
the national bank.
Reading Assignments: “American Secedes from the Empire” (pages 147-148, 157-160, 161-
168 in The American Pageant); “Common Sense” by Thomas Paine
(http://www.ushistory.org/paine/commonsense/singlehtml.htm); “Articles of Confederation and
Perpetual Union… by Thomas Jefferson”
(http://memory.loc.gov/service/mss/mtj/mtj1/001/0600/0624.gif); “Vices of the Political System
of the U.S. by James Madison” (http://teachingamericanhistory.org/library/index.asp?
documentprint=802); “Federalist 21: Hamilton Lists the Weaknesses of the Articles of
Confederation (1787)” (http://www.wwnorton.com/college); pages. 109-112 in Don’t Know
Much About History; (Review of: “The American Revolution: Social or Ideological?” by Gary
Nash and T.H. Breen Interpretations of American History, chapter 5
1: Summarize the important points in Common Sense that helped lead the colonists to not only
declare independence but to go to war for it.
2: Timed write on the question: “’Despite the view of some historians that the conflict
between Great Britain and its thirteen North American colonies was economic in
origin, in fact the American Revolution had its roots in politics and other areas of
American life.’Assess the validity of this statement.”
3: James Madison and Alexander Hamilton both expressed problems with the
Articles of Confederation. Were those concerns justified? Defend your answer.
4: Compare and Contrast the Hamiltonian Federalist belief that the wealthy and well
educated ought to run the government with the Jeffersonian Republican belief that the
common person, if educated, could be trusted to manage public affairs. Then choose a
side to support and defend your side. (CR11)
5

Themes: American identity, politics and power, America in the World
Topics: War of Independence, framing the Constitution, economics
Questions:
1: What was the basis for the American colonies succeeding from the British Empire?
2: Did Common Sense help or hinder the movement for independence? Defend your answer
3: What makes the Battle of Saratoga the turning point of the American Revolution?
4: Did the framers of the constitution succeed or fail at creating a democratic
government? Defend your answer.
5: Why did Washington choose neutrality during the French Revolution despite that the
French helped us and the Treaty of Alliance?
Activity: (POL-5) Writing activity on the theories of representation. Students will read Thomas
Whatley’s defense of the Stamp Act and prepare a speech either rebutting or supporting his
argument. (http://www.shmoop.com/american-revolution/theories-of-representation-activity.html)
(WOR- 1b, 7) Students will study maps and historical information on the Battle of Yorktown and
determine where strategy could have been changed in order for the British to win the battle
(http://www.mountvernon.org/research-collections/digital-encyclopedia/article/yorktown-
campaign/)
Quiz chapters 8-9
Test chapters 8-10
5. Jeffersonian Republic and Jacksonian America & the National Economy and Culture:
1800-1860 (10 days) chapters 11-14 (CR2)
So students can understand the peaceful transition of power from the Federalists to the
Republicans, the federal government’s role in domestic and foreign policies and programs as well
as the building of the national economy.
So students understand the development and evolution of democratic institutions in the United
States. SWBAT
a. Evaluate Jefferson’s Revolution of 1800
a. Territorial growth
b. Domestic policies
c. Foreign policies
b. Explain the impact of Madison’s administration in reference to the causes
and results of the War of 1812.
c. Characterize the major accomplishments of the Monroe administration in
regards to foreign policy and domestic issues
a. Treaties (Adams-Onis Treaty)
b. Foreign Policy (The Monroe Doctrine)
c. Domestic Issues (The Missouri Compromise 1820)
d. Explain the expanding of the national economy through westward expansion,
immigration, and the industrial revolution
e. Explain the continuing formation of a national culture in regards to
immigration.
f. Characterize the rise of Andrew Jackson and evaluate his domestic and
foreign policies
Reading Assignments: “The Triumphs and Trials of the Jeffersonian Republic, 1800-1812”
(Ch. 11 in The American Pageant); “The Second War for Independence and the Upsurge of
Nationalism” (pages248-270 in The American Pageant); “The Constitution: Conflict or
6

Consensus?” pages 177-215 in Interpretations of American History vol. 1., “A Nation of Law”
pages 106-126 in A Patriot’s History of the United States
1: Describe how the principle of judicial review places the Supreme Court at the head of the
government and in the checks and balances system.
2: Analyze the Monroe Doctrine and determine if it was a valuable assertion of the
principles of liberty and self-determination in the Americas against potential European
and monarchical intrusion or an early manifestation of a patronizing imperialistic
attitude by the United States toward Latin America.
3: Compare and Contrast the experiences of TWO of the following groups of immigrants
during the period 1830 to 1860. (CR11)
English
Irish
German
Themes: American identity, politics and power, America in the World
Topics: economics, immigration, foreign and domestic policy
Questions:
1: Did Jefferson’s vision and concept of government fit his actions while president? Provide
examples to support your answer.
2: Is the principle of judicial review aligned with the system of checks and balances put
in place by the founding fathers? Explain and provide examples to support your answer.
3: What were the causes and effects/consequences of the War of 1812?
4: Why was Jackson the “common man’s” president?
5: How did westward expansion help expand the national economy?
6: What is the principle of economic nationalism?
7: What were the causes and effects of the Industrial Revolution?
8: What was the experience like for Irish and German immigrants when they arrived in the United
States?
Activity: (WOR-1b) Students will view a selection of 6-9 photos depicting the Battle of New
Orleans. We will briefly discuss the representations of each picture and what the message of them
might be and then students will write a caption summarizing the story of the battle as seen in each
picture. (http://www.shmoop.com/war-1812/image-battle-new-orleans-activity.html)
(ID-8) Students will write an essay, which includes a thesis statement, on the following: Reform
movements in the United States sought to expand democratic ideals. Assess the validity of this
statement with specific reference to the years 1825 to 1850.
Quiz chapters 11-13
Test chapters 11-14
6. Reform, the South, the Slavery Controversy, and Manifest Destiny: 1790 – 1860 (8 days)
ch. 15-17 (CR2)
So students understand the reform movements of the early 1800s and recognize the importance of
westward expansion and the ever present issue of slavery in the United States SWBAT
7

a. identify the causes and effects of the Second Great Awakening and the reform
movements of the time.
b. identity the causes and results of American settlers’ movement westward
a. Manifest Destiny
b. Compromise of 1850
c. Kansas-Nebraska Act
d. Popular sovereignty
c. discuss the causes and consequences of the Mexican-American War
d. analyze the issues involving slavery and potential disunion during the late 1840s and
into the 1850s.
a. Dred Scot
b. Lincoln-Douglas debate
c. Harper’s Ferry
d. Election of 1860
e. Compromise of 1850
f. Kansas-Nebraska Act
Reading Assignments: “The Ferment of Reform of Culture 1790-1860” (chapter 15 in
The American Pageant); “The South and the Slavery Controversy 1793-1860”(chapter 16 in The
American Pageant); “Manifest Destiny and Its Legacy 1841-1848” (chapter 17 in The American
Pageant); “Manifest Destiny” page 179 in Don’t Know Much About History; “The House
Dividing” pages. 256-293 in A Patriot’s History of the United States; “Growth of a Nation” p.
161-163 and “Apocalypse Then” p. 199-201, 203-215 in Don’t Know Much About History.
1: In what ways did the early nineteenth century reform movements for abolition and women’s
rights illustrate both the strengths and weaknesses of democracy in the early American
republic?
2: In what ways did developments in transportation bring about economic and social change in
the U.S. from 1820-1860? (CR12)
Themes: American identity, politics and power
Topics: reform movements, westward expansion, manifest destiny, slavery
Questions:
1: What were the causes and effects of the Second Great Awakening?
2: How did the reform movements of the new republic shape the distinctive societies of the North
and South?
3: How did the concept of Manifest Destiny help shape the way slavery developed in the United
States?
4: What were the causes and effects of the Texas Revolution and the resulting Mexican-American
War?
5: How did improvements in transportation help shape and change the United States and the
progress of the industrial revolution?
Activity: (POL-9) Students will be guided through an activity to decode various quotations of
Abraham Lincoln in an attempt to determine his point of view and argument on slavery and its
expansion as well as determine his audience for each quote and decide if that had any bearing on
his statements. After reading each section with the class, students will be asked to write a 1-
8

paragraph summary of their conclusions about Lincoln’s views on slavery. As we move through
the activity, the quotes are eventually put into context and date order and students are then asked
to write a response about Lincoln’s changing views, their view of Lincoln, and if knowing the
context helps in figuring out how Lincoln actually felt. As this is something that professional
historians still debate, this is more of an activity in perception and knowledge of the time period
and issues at hand than figuring out one way or the other what he believed.
(http://www.shmoop.com/causes-of-civil-war/decoding-quotations-lincoln-s-views-on-
slavery.html) The website listed gives direct quotes from Lincoln about his changing views
and arguments on slavery and its expansion.
(CUL-12) Students will study the Mexican-American War and the varying responses to it within
the United States and Mexico. They will read a selection of quotes showing different viewpoints
on the annexation of Texas and then write an essay discussing the wide array of opinions on the
event and the reasons for those arrays of opinions. They will write an essay, including a thesis, on
how the expansion of the United States leads directly to the Mexican-American War.
(http://www.shmoop.com/manifest-destiny-mexican-american-war/american-response-mexican-
war-activity.html) The website listed gives statements from newspapers, Congressmen, the
President, and military personal about their views on the annexation of Texas.
(WOR-11) Students will write an essay, including a thesis, comparing the expansionist foreign
policies of Presidents Thomas Jefferson and James K. Polk. To what extent did their policies
strengthen the United States?
Test chapter 15-17
7. Renewing the Sectional Struggle, Drifting toward Disunion, Girding for War: North and
the South, The Furnace of Civil War, and The Ordeal of Reconstruction: 1848- 1877 (9-10
days) ch. 18-22 (CR2)
So students understand the causes and effects of the Civil War and Reconstruction
a. identify the compromises preceding the Civil War in regards to slavery
1. Compromise of 1850 (review)
2. Kansas-Nebraska Act (review)
a. Popular Sovereignty (review)
b.
3. identify the causes of the Civil War
a. slavery
b. election of Abraham Lincoln
4. discuss the reasons of Southern secession
5. Analyze the issues involving slavery and potential disunion during the late 1840s and into
the 1850s.
a. Dred Scot (review)
b. Lincoln-Douglas debates
c. Harper’s Ferry
d. Election of 1860
e. Compromise of 1850 (review)
f. Kansas-Nebraska Act (review)
Reading Assignments: “Renewing the Sectional Struggle” (pages 416-435 in The American
Pageant); “Drifting Toward Disunion” (pages 437-459 in The American Pageant); “Girding for
War: The North and the South” (pages 462-479 in The American Pageant); “The Furnace of Civil
War” (pages 481 – 509 in The American Pageant); “The Ordeal of Reconstruction” (pages 513-
533 in The American Pageant); “The Civil War: Repressible or Irrepressible?” pages 339-380 in
Interpretations of American History vol. 1
9

1: Defend or refute the Dred Scot decision based on what we’ve discussed in class and what
you’re read on your own. Did the decision help lead the way to the Civil War?
2: Analyze the impact of the Plessy v. Ferguson Supreme Court decision
3: “The South never had a chance to win the Civil War.” To what extent and why do you agree or
disagree with this statement?
4: Evaluate the impact of the Civil War on political and economic development in TWO of the
following regions. (CR12)
The South
The North
The West
Focus your answer on the time period between 1865-1900.
Topics: slavery, Civil War, Reconstruction
Questions:
1: How did the issue of slavery shape the growing United States?
2: How did the election of Abraham Lincoln lead to the Civil War?
3: What was the purpose of the Emancipation Proclamation and later on, the 13th
Amendment?
4: What were the consequences of the Supreme Court decision in Plessy v. Ferguson?
5: What was the Union’s strategy in winning the Civil War? Was that strategy successful and, if
so, what made it successful?
6: What were the three Reconstruction plans after the Civil War? Which was one implemented
and was it the most successful one they could have used?
Activity: (ID/POL -10) Students will read chapter 10 “The Civil War: Repressible or
Irrepressible?” in Interpretations of American History with articles by Allan Nevins and William
W. Freehling. Once students have read the articles, they will participate in a class discussion
(debate) about whether or not the Civil War was inevitable and fueled by the emotions of the time
or whether, if cooler heads prevailed, it could have been prevented. They will then write a 1-2
page summary of their views and support for their views.
(POL-3) Students will complete a document based question, including a thesis, explaining to
what extent the election of Abraham Lincoln was a mandate for the abolition of slavery in the
United States
Quiz chapters 18-19
Test chapters 18-22
8. Political Paralysis in the Gilded Age, Industry Comes of Age, America Moves to the City,
The Great West and the Agricultural Revolution: 1869- 1896 (12 days) ch. 23-26 (CR2)
So students understand the politics and growth of big business and agricultural reform in the
Gilded Age as well as the consequences of those on the Great Plains
a. identify the causes and effects of the growth of big business in the U.S.
a. laissez-faire system
b. capitalism
c. Social Darwinism
d. labor unions
b. identify problems with the rise of big business
a. corruption
b. trusts and monopolies
c. urbanization
c. identify the governmental legislation that curtailed big business
a. Pendleton Civil Service Act
10

b. Interstate Commerce Act
c. Tariff of 1894
d. Sherman Anti-Trust Act
e. Sherman Silver Purchase Act
f. McKinley Tariff Act
g. Dependent Pension Act
d. identify the causes and effects of immigration on the United States during the
industrial age.
a. Irish immigration
b. political machines
e. identify the consequences of American expansion in the Great Plains region of the
United States on the Native American population
a. Mining
b. Cattle Ranching
c. Farming
f. identify the causes of the rise of Populism in the United States
Reading Assignments: “Political Paralysis in the Gilded Age” (pages 538-562 in The American
Pageant); “Industry Comes of Age” (pages 565 -592 in The American Pageant); “America
Moves to the City” (pages 595-631 in The American Pageant); “The Great West and the
Agricultural Revolution” (pages 633-665 in The American Pageant); “The Triumph of
Capitalism: Efficiency or Class War?” pages 55-71 in Interpretations of American History vol. 2;
“Sinews of Democracy, 1876-96” pages 422-438 in A Patriot’s History of the United States
1: “Although many Americans between 1870 and 1915 blamed political corruption at the state
and local level on public indifference or greedy politicians, such corruption reflected a serious
crisis of traditional institutions in dealing with the social and economic problems of modern
America.” Assess the validity of this generalization.
2: “Presidents who have been notably successful in either foreign affairs or domestic
affairs have seldom been notably successful in both.” Assess this statement with
reference to TWO presidents, one in the nineteenth century and the other in the
twentieth century, giving reasons for success of failure in each case.
3: How were the lives of the Plains Indians in the second half of the nineteenth century
affected by technological developments and governmental actions?
4: Account for the growth of ONE of the following major urban centers during the period
was indicated: (CR10)
(A)Boston, 1630-1700
(B) New York, 1790-1860
(C) New Orleans, 1790-1860
(D)Cincinnati, 1790-1860
(E) Chicago, 1830-1900
(F) Salt Lake City, 1845-1900
(G)Atlanta, 1870-1940
(H)Los Angeles, 1890-1960
5: The rise of corporations transformed the United States in the late nineteenth century.
Discuss the changes and determine if the transformations were for the better or for the
worse.
6: Andrew Carnegie has been viewed by some historians as the “prime representative of the
industrial age” and by others as “an industrial leader atypical of the period.” Assess the validity
of each of these views.
11

7: “The United States in the Gilded Age (1865-1900) was a materialistic society, sterile
in all forms of artistic expression.” Assess the validity of this statement by discussing
literature and the arts (include architecture if you wish.)
Topics: big business, business reform, immigration, and urbanization
Questions:
1: What were the causes and effects of the growth of big business in the United States after the
Civil War?
2: What government regulation was eventually passed to deal with the growth of big business and
labor issues in the United States?
3: What were the causes and effects of immigration on business in the United States? What were
the causes and effects of immigration on living in the United States?
4: What were the consequences to the Native American population because of expansion into the
Great Plains?
5: What made the Populist Party so popular during this time?
Activity: (WXT-3, 5) Students will be given a reading on George Washington Plunkitt’s
political philosophy and point of view on the graft when talking to journalist William
Riordan as homework. Riordan published the view in a book mainly geared for urban
politics. The following class period, we will hold a discussion (debate) about the political
philosophy of Plunkitt and how it fits into the whole of the Gilded Age arguing the following
points: was he in fact corrupt or was he utilizing methods already used during this time period?
Are there differences between honest and dishonest grafts? Do you agree with Plunkitt’s
reasoning? They must provide support for their reasoning to the class.
(http://www.shmoop.com/gilded-age/george-washington-plunkitt-activity.html,
http://historymatters.gmu.edu/d/5030/)
Quiz chapters 23-24
Quiz chapters 25-26
Test chapters 23-26
9. Empire and Expansion, Progressivism and the Republican Roosevelt, and Wilsonian
Progressivism at Home and Abroad: 1890-1916 (11 days) ch. 27- 29 (CR2)
So students understand the causes and consequences of American expansionism as well as the
progressivism of Presidents Roosevelt, Taft, and Wilson. So students understand how social
reforms came about.
a. Identify the causes and consequences/effects of the American expansionism movement
a. Hawaii
b. Cuba
c. Philippines
d. Guam
e. Samoa
f. Puerto Rico
b. Identify the causes of American imperialism
a. Theodore Roosevelt
c. Identify the roots of progressivism
b. Social gospel
c. Muckraking
12

d. Political progressivism
d. Identify the roots of Theodore Roosevelt’s Progressivism
e. Square Deal
f. Environmental Control
g. Big Stick Policy
e. Identify the roots of William Howard Taft’s dollar diplomacy
f. Identify the roots of Woodrow Wilson’s Progressivism
h. Taming Trusts
i. New foreign policy
j. Moral Diplomacy
k. Neutrality
Reading Assignments: “Empire and Expansion” (pages 669-699 in The American Pageant);
“Progressivism and the Republican Roosevelt” (pages 702 – 725 in The American Pageant);
“Wilsonian Progressivism at Home and Abroad” (pages 728-745 in The American Pageant);
“New Actors On An Old Stage” chapter 6 pages 165-176 in Latin America: An Interpretive
History; “The Progressive Movement: Elitist or Democratic?” pages 180-207 in Interpretations
of American History vol. 2
1: Compare and contrast the ways that many Americans expressed their opposition to
immigrants in the 1840s–1850s with the ways that many Americans expressed their
opposition to immigrants in the 1910s–1920s. (CR11)
2: Assess the changing status of blacks between emancipation and the end of the nineteenth
century.
3: “The Progressive movement of 1901-1917 was a triumph of conservatism rather than a victory
for liberalism.” Assess the validity of this statement.
4: Argue the issues of imperialism: for or against – cite evidence supporting your answer
5: What were the consequences of the Plessy v. Ferguson decision by the Supreme Court?
6: DBQ: How effectively did the national government address America's economic problems and
difficulties from 1890 to 1912?
Themes: American identity, politics and power (political and social reform), and America in the
world/foreign policy.
Topics: imperialism, immigration, progressivism and reform, prelude to World War II
Questions:
1: What were the causes and effects of American imperialism?
2: What were the consequences of the Plessy v. Ferguson Supreme Court decision?
3: What did Teddy Roosevelt’s Square Deal include?
4: What was Taft’s Dollar Diplomacy? Was it successful?
5: How did Wilson win the presidency?
6: What did Wilson’s foreign policy entail? Was it successful? Why/why not?
7: What was muckraking and how did it lead to changes in the United States?
Activity: (WOR-7) Not everyone agreed on the U.S. policy of imperialism. Students will view
three cartoons pro-expansion cartoons and read the platform of the American Anti-Imperialism
League. They will then write a brief essay, including a thesis, looking at questions including but
13

not limited to: Why does the League condemn imperialism? How does the League's perception of
the Philippine people differ from that of pro-expansionists? With which versions of "the
American mission" do you agree? They will also create a political cartoon of their own that
corresponds to their essay. (http://www.shmoop.com/spanish-american-war/american-anti-
imperialist-league-activity.html, http://legacy.fordham.edu/halsall/mod/1899antiimp.asp,,
http://www-tc.pbs.org/crucible/cartoons/cartoon-5.gif,
http://japanfocus.org/data/brewerprop93.jpg,
http://upload.wikimedia.org/wikipedia/commons/0/08/10kMiles.JPG)
(EVN-5) Students will create an annotated time line tracing the creation of five major national
parks from the late 19th
century onward. They will explain 1) the rationale for the creation of each
park and 2) the opposition, if there was any to each park.
Quiz chapter 27
Test chapters 27-29
10. The War to End War, American Life in the “Roaring Twenties”, The Politics of Boom
and Bust: 1901-1932 (9 days) ch. 30-32 (CR2)
So students understand the causes and effects of the Great War and the lifestyle and politics of the
roaring twenties. So students understand how the lifestyle and politics of the twenties led to the
Great Depression in the 1930s.
a. Identify the causes of the Great War
a. Nationalism
b. Assassination
c. Alliances
d. Imperialism
e. Militarism
b. Identify the causes and effects of America entering the Great War
a. U-boats
b. Zimmerman note
c. Women in the work force
d. Schenk v. the United States
e. Treaty of Versailles
i. War reparations
ii. League of Nations – leads to WWII?
c. Identify social and political changes in the United States during the
1920s
a. Red Scare
b. Immigration
c. Prohibition
i. Rise of the gangster
ii. Flapper movement
d. Mass-Consumption Economy
e. The Jazz Age
d. Identify the causes of the Great Depression
a. Bull Market
b. Higher Tariffs
c. War Debts
d. Stock Market Crash
Reading Assignments: “The War to End War” (pages 746-767 in The American Pageant);
“American Life in the ‘Roaring Twenties’” (pages 770-795 in The American Pageant); “The
14

Politics of Boom and Bust” (pages 798-821 in The American Pageant); “Boom to Bust to Big
Boom” pages 341-347 in Don’t Know Much About History.
1: “The United States in the period 1898-1919 failed to recognize that it had vital interests at
stake in Europe, where it tried to stay aloof. At the same time, it had few or no such interests in
Asia, where it eagerly became involved.” Assess the validity of this generalization.
2: How did the U.S. respond to the war in Europe? Was it the best decision? Why/why not?
3: How were civil liberties and rights suspended during the war? Were those decisions good in
your opinion? Defend your answer.
4: Was prohibition a good/bad experiment? Defend your answer
5: What do you think were the reasons Hoover’s attempts to help the country during the Great
Depression didn’t work?
6: DBQ: To what extent did the 1920's exemplify a decade of confidence, disillusionment, and
isolation? Attention should be paid to political, economic, cultural, and social issues. (CR12)
Topics: The Great War, the 1920s, Prohibition, and the Great Depression
Questions:
1: Why did the United States not want to get involved in the Great War?
2: Why did the United States eventually get involved in the Great War?
3: What were the consequences of the Treaty of Versailles?
4: What made the 1920s the roaring twenties?
5: What caused the Great Depression? And why didn’t any of Hoover’s attempts to help work?
6: Was the 1920s a time of disillusionment in the United States? How so?
Activity: (POL-13b) Students will examine the text of the Sedition Acts and the First
Amendment and consider if the two are in contradiction to each other. They will have the
opportunity to work with a partner to break down and discuss the issue, we will come together as
a class and discuss the same, and they will write a 1-2 page essay, including thesis, explaining
their views and reasoning. (http://www.ourdocuments.gov/doc.php?
flash=true&doc=16&page=transcript, https://www.law.cornell.edu/constitution/first_amendment,
http://www.shmoop.com/free-speech/sedition-act.html)
(WXT-1b) Students will examine and analyze statistics from the Great Depression ranging from
bank failures to homelessness to the Dust Bowl (http://www.shmoop.com/great-
depression/statistics.html, http://www.sjsu.edu/faculty/watkins/dep1929.htm,
http://workforall.net/the-great-1929-Depression.html)
Quiz chapters 30-31
Test chapters 30-32(DBQ)
11. The Great Depression and the New Deal, Franklin D. Roosevelt and the Shadow of War:
1933-1941 (9 days) Ch. 33-34 (CR2)
So students understand the causes and effects of the Great Depression in the United States, how
the U.S. came out of the Great Depression, and how the U.S. became involved in World War II.
a. Identify the causes of the Great Depression
a. Review WWI
b. Review Roaring 20s
b. Identify the key components of FDR’s New Deal
15

a. Alphabet Soup of Government programs
c. Identify causes to the U.S. entering WWII
a. London Economic Conference
b. Good Neighbor Policy
c. Neutrality
d. Appeasement
e. Lend-Lease Law
f. Pearl Harbor
d. Identify how WWII pulled the U.S. out of depression
a. Lend-Lease
b. Pearl Harbor
Reading Assignments: “The Great Depression and the New Deal” (pages 823-851 in The
American Pageant); “Franklin D. Roosevelt and the Shadow of War” (pages853-872 in The
American Pageant); “The New Deal: Revolution or Restoration?” pages 207-245 in
1: How did the events during and after World War I lead directly to World War II?
2: Which plan was better: The Dawes or Young Plan? Defend your answer.
3: Assess the successfulness of the New Deal. Were the programs enough for the United
States before 1941? Defend your answer. (CR5/6)
4: Was the legacy of the New Deal good or bad? Explain and defend your answer
5: “President Franklin D. Roosevelt was naïve and ineffective in his conduct of foreign policy
from 1933 to 1941.” To what extent and in what ways do you agree or disagree with this
statement?
6: DBQ: “The path to Pearl Harbor had the United States and Japan walking arm and arm with
both parties certain of the destination.” Assess the validity of this statement.
Topics: Great Depression, Franklin D. Roosevelt, New Deal(s), pre-WWII
Questions:
1: What events lead to WWII and America’s involvement?
2: What was the point of the Dawes and Young plans?
3: What was the purpose of the New Deal(s)? Were those programs successful?
Why/why not?
4: What was the legacy of the New Deal(s)?
5: Why did Japan attack Pearl Harbor?
6: Why do you think it took so long for the U.S. to get involved in WWII?
Activity: (POL-1b, 13b) Students will analyze statistics from the New Deal to determine if it
was a success or not. They will statistics from various aspects of society and will be asked to
summarize in a list of statements the stats they viewed. They will then be divided into two groups
and one will argue that the New Deal improved the economy and the other will argue that the
New Deal did not improve the economy. (http://www.shmoop.com/fdr-new-deal/statistics.html,
http://www.conservapedia.com/New_Deal#Conflicting_interpretation_of_the_New_Deal_econo
mic_policies,
(WOR-8) Students will analyze the modifications made to American neutrality between 1914 and
1941. Prior to American involvement in both the First and Second World Wars, the United States
16

had adopted an official policy of neutrality. Students will compare this policy and its
modifications specifically during the period 1914-1917 to the policy and its modification during
the period 1939-1941. (https://history.state.gov/milestones/1921-1936/neutrality-acts,
http://www.sparknotes.com/biography/wilson/section8.rhtml,
http://wwi.lib.byu.edu/index.php/President_Wilson%27s_Declaration_of_Neutrality,
http://www.u-s-history.com/pages/h4319.html,
http://histclo.com/essay/war/ww2/cou/us/pr/40/rna39.html)
Quiz chapter 33
Test chapters 33-34
12. America in World War II: 1941-1945 (9 days) Ch. 35 (CR2)
So students understand the role of the United States in World War II. So students understand the
reasons behind the United States entering and fighting in World War II and how World War II
brought the United States out of the Great Depression and the changing roles of women in the
United States during the war.
a. Identify the causes of World War II
a. WWI
b. Aggressors – totalitarian dictators
c. Appeasement and Neutrality
b. Analyze the role of the United States in WWII
a. European front
b. Pacific front
c. Analyze the economic changes in the United States
d. Identify and analyze the changing role of women in the United States during the war.
Reading Assignments: “America in World War II” (pages 875-904 in The American Pageant);
“Incarcerating Japanese Americans” by Roger Daniels
(https://ushist2112honors.files.wordpress.com/2010/08/danielswwii.pdf); “Boom to Bust to Big
Boom” pages 363- 388 in Don’t Know Much About History
Writing Assignments: May include but are not limited to
1: What was the position the US throughout most of the fascist aggression, Why?; What
was the position of the L/N’s? Why were they so powerless to stop this aggression?;
Why is the Munich Conference and appeasement a turning point in preventing war in
Europe? Does it work? What “principle” does this set?; Name the ways the U.S. tried
to avoid war and deal with fascist aggression?; Even though the US was neutral, what
are ways we begin to prepare ourselves for war?; Which of the U.S. responses to
fascist aggression marked the turning point in-moving the nation from neutrality to
war?; To what extent was the reversal of neutrality in the best interest of the United
States? (all questions form one writing assignment)
2: How and for what reasons did U.S. foreign policy change between 1920 -1941?
3: How did the U.S. and its allies develop and carry out their strategy for defeating Japan, Italy,
and Germany?
4: Describe THREE of the following and analyze the ways in which each of the three has affected
the status of women in American society since 1940. (CR12)
Changing economic conditions.
The rebirth of an organized women’s movement
Advances in reproductive technology
The persistence of traditional definitions of women’s roles
5: Analyze the home-front experiences of TWO of the following groups during the Second World
War. (CR12)
17

African Americans
Japanese Americans
Jewish Americans
Mexican Americans
Topics: World War II
Questions:
1: What were the origins of World War II?
2: What was the League of Nations’ response to German and Japan aggression?
3: Why did the United States attempt to stay neutral?
4: How did the United States help the allied powers without joining the war?
5: Why did the United States get involved in WWII?
6: How did the lives of women and minorities change during WWII?
7: How did the United States help win WWII?
Activity (CUL-7) Students will study propaganda from WWII and consider whether
representations and the dehumanization of the enemy is necessary to modern war. They will
answer questions in essay form, including a thesis, looking at, but not limited to, the following
questions: Are the Japanese and Germans portrayed in similar ways and if not, how might you
explain the differences? How do you suppose German and Japanese propagandists portrayed
Americans? (http://www.shmoop.com/wwii/portraits-of-enemy-activity.html)
(PEO/POL-1c) Students will analyze the internment of Japanese Americans during WWII. They
will read Executive Order 9066 and consider questions (answering in an essay with a thesis)
including but not limited to: Do you agree with any of these provisions? Do you find any of them
problematic? What sorts of "military areas" should military authorities be able to regulate?
(http://historymatters.gmu.edu/d/5154)
Research paper on WWII (in conjunction with Eng. 11 and Eng. 70)
Test chapter 35
13. The Cold War Begins and The Eisenhower Era: 1945- 1960 (6 days) Ch. 36-37 (CR2)
So students understand the origins of the Cold War and the tensions and crises that occurred
during the early years.
a. Identify the origins of the Cold War
a. World War II
b. Yalta
c. Atomic Bomb
d. Post War Germany
b. Identify areas of contention between the United States and the Soviet
Union
a. Korea
b. Vietnam
c. Cuba
c. Identify and assess the United States’ response to the spread of
Communism
a. Containment
b. Marshall Plan
c. Truman Doctrine
18

d. NATO
e. HUAC
i. McCarthy
d. Eisenhower’s presidency
a. Desegregating the United States
b. Problems in the Middle East
e. Kennedy becomes President
Reading Assignments: “The Cold War Begins” and “The Eisenhower Era” (pages 910-969 in
The American Pageant); chapter 8 “From World Wars to Cold War” in Latin America: An
Interpretive History, “The Lesser of Two Evils” by David R. Schmitz in Problems in Modern
Latin American History, pp. 201-205; “Commies, Containment, and Cold War” pages 400-
407,408-419 in Don’t Know Much About History;
1: Analyze the influence of TWO of the following on American-Soviet relations in the decade
following the Second World War. (CR10)
Yalta Conference
Communist revolution in China
Korean War
McCarthyism
2: While the United States appeared to be dominated by consensus and conformity in the 1950’s,
some Americans reacted against the status quo. Analyze the critiques of United States society
made by TWO of the following: (CR5)
Youth
Civil Rights Activists
Intellectuals
3: DBQ: Discuss the extent to which Cold War fears impacted domestic politics in the United
States during the period 1945 to 1959. (CR5)
4: DBQ: The 1920's and 1960's witnessed tremendous social upheaval, unrest and reevaluation of
our goals. Compare and contrast the 1920s and 1960s in each of the following areas: (a) literature
(b) respect for the law (c) social customs (d) foreign policy. (CR5)
Topics: The Cold War and Communism and the United States’ response
Questions:
1: What were the causes of the Cold War?
2: How successful were the policies of containment in regards to the Marshall Plan and the
Truman Doctrine? (CR6)
3: What was the purpose of NATO and the Warsaw Pacts?
4: Why was the Berlin Wall built?
5: How did Eisenhower go about desegregating the United States?
6: How did Brown v. the Board of Education change the course of civil rights in the United
States?
7: How did popular culture begin to change in the 1950s?
Activity: (WOR-11) Students will create a defense of Soviet policies utilizing their readings and
own research. They will have to think about how the Soviets would characterize and defend their
postwar policies, not how the United States described them, and how the United States would be
19

characterized by the Soviets. The purpose of this is to demonstrate an understanding of policies of
each country. They will then do the same with US policies during the same time period.
(POL-12) Students will listen to and follow along to JFK’s inaugural address from January 1960.
They will be instructed to pay attention to how he’s speaking as well as where he puts emphasis
as well as what he is actually saying. Once the address is complete, students will participate in a
class discussion about the purpose of that inaugural address. Was it to inspire? Tough on
Communism? Ambitious? Typical for a politician? And they will discuss major themes they saw
in the speech. They will be asked if it was more about America or the world and what part sticks
with them and why. (http://www.shmoop.com/1960s/kennedy-inaugural-address-activity.html,
http://www.americanrhetoric.com/speeches/jfkinaugural.htm)
(WOR-5) Students will create an annotated timeline of the developments between 1941-1949
showing the increased suspicion and tension between the United States and Russia.
Quiz chapter 36
Test chapters 36-37
14. The Stormy Sixties and The Stalemated Seventies: 1960-1980 (11 days) ch. 38-39 (CR2)
So students understand the issues (Civil Rights, the Cold War, and Vietnam) that griped the nation
in the 1960s and 1970s and so they understand how those issues and the United States’ response
to them shaped the United States
a. Evaluate the domestic programs and foreign policies of the Kennedy
and Johnson Administrations
a. The New Frontier, Civil Rights
b. Cuban Missile Crisis, Bay of Pigs
c. The Great Society
d. Early Vietnam
b. Identify and analyze the causes and results of the American Civil
Rights Movement
c. Analyze the beginning and development of “the counterculture”
a. Free Speech Movement
b. Feminist Movement
c. 1968
d. Explain the causes and results of the downfall of the Nixon
administration
a. Vietnamization
b. Paris Peace Accords
c. Oil Embargos
d. Watergate
f. Characterize society under the Ford and Carter administrations
Reading Assignments: “The Stormy Sixties” and “The Stalemated Seventies” (pages 972-1028
in The American Pageant); “The Civil Rights Movement: New Directions” pages 287-324 in
Interpretations of American History vol. 2; “American’s ‘Happy Days’ 1946-1959 pages 661-666
and “The Age of Upheaval, 1960-1974” pages 683-687 in A Patriot’s History of the United
States; “The Torch Is Passed” pages 496-506 (Watergate) and pages 516-523 (Reagan) in Don’t
Know Much About History;
1: Discuss, with respect to TWO of the following, the view that the 1960’s represented a period of
profound cultural change. (CR9)
Education
Gender Roles
20

Music
Race Relations
2: Compare and contrast Kennedy’s, Johnson’s, and Nixon’s foreign policies in regards to
Communism and Vietnam. Which was the most successful and why? Defend your answer.
3: Analyze the ways in which the Vietnam War heightened social, political, and economic
tensions in the United States. Focus your answer on the period 1964 to 1975. (CR10)
4: How did Nixon fall from the political heights of 1972 to his forced resignation in 1974? What
were the political consequences of Watergate?
5: Analyze the events of 1968 that made this year a turning point in late 20 century American
social and political history.
Topics: Kennedy, Cold War, Civil Rights Movement, Johnson, Vietnam, Nixon, Watergate
Questions:
1: What problems did Kennedy face as president?
2: Why did Lee Harvey Oswald kill Kennedy?
3: What caused the Cuban Missile Crisis?
4: What caused the escalation of the crisis in Vietnam?
5: How did popular culture and society change during the 1960s and 1970s?
6: What problems did Johnson face during his presidency?
7: What problems did Nixon face during his presidency?
8: What were the causes and consequences of the Watergate scandal?
9: How did the year 1968 change American society?
Activity: (CUL-6) Students will examine and analyze several Bob Dylan songs from the 1960s
and explore what they tell about the values of the counterculture and youth movement.
(http://www.shmoop.com/1960s/song-analysis-bob-dylan.html, http://www.bobdylan.com/songs)
(WOR-6) Students will view a variety of photos taken during the Vietnam War and analyze the
impact of the each photo on the American public’s view of the war with a 1-2 sentence summary
of their conclusions. (http://www.shmoop.com/vietnam-war/the-vietnam-war-activity-image-
analysis-the-press-and-american-perceptions.html)
Test chapters 38-39
15. The Resurgence of Conservatism, and American Confronts the Post-Cold War Era, The
American People Face a New Century: 1980-present (6 days) ch. 40-42 (CR2)
So students understand the changing social trends of the 1980s and 1990s as well as the role of
the United States in world affairs on the threshold of the twenty-first century
a. Characterize society and foreign policy under Reagan and Bush I
Administrations
b. Evaluate the Clinton Administration regarding domestic and foreign
policy of the ‘90s
c. Analyze issues, both foreign and domestic, facing the United States
today and in the near future
Reading Assignments: “The Resurgence of Conservatism”, “American Confronts the Post-Cold
War Era”, and “The American People Face a New Century” (pages 1031-1107 in The American
Pageant); “What We’ll Remember: Great Deeds or Unkept Promises? Economic Triumph or
Moral Failure? The Clinton Era in the Eye of the Beholder” by Jay Branegan
(http://web.a.ebscohost.com.ezproxy.nu.edu/ehost/detail/detail?sid=3d37432d-16e7-4398-8029-
21

becca7a68900%40sessionmgr4003&crlhashurl=login.aspx%253fdirect%253dtrue%2526scope
%253dsite%2526db%253da2h%2526AN%253d3764163%2526msid%253d-
427769222&hid=4101&vid=0&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d
%3d#db=a2h&AN=3764163); “Retreat and Resurrection, 1974-1988” pages 743-762 in A
Patriot’s History of the United States; “The New Right: Rise….and Fall?” pages 366-408 in
1: DBQ: To what extent did the presidency of Ronald Reagan restore the United States to
economic prosperity and world leadership? (CR6)
2: “All wars in United States history have resulted in restriction on American civil liberties, but
the violations during peacetime have often proved greater.” Assess the validity of this statement.
3: “Landslide presidential victories do not ensure continued political effectiveness or legislative
success.” Assess the validity of this statement by comparing TWO of the following presidential
administrations.
Franklin Roosevelt (1936)
Lyndon Johnson (1964)
Richard Nixon (1972)
Ronald Reagan (1984)
Topics: Reaganomics, end of the Cold War, Bush I, Middle East and the Gulf War, Clinton,
Impeachment
Questions:
1: What were the basics of Reaganomics?
2: Why did the country elect Reagan in 1980?
3: What brought about an end to the Cold War?
4: What issues did Bush I face during his presidency?
5: What helped Clinton win election in 1992?
6: What issues did Clinton face in his presidency?
7: What issues are were facing the United States at the turn of the twenty-first century?
8: What issues face the United States as we move forward?
Activity: (POL/WOR-5) Students will create a timeline of Reagan’s foreign policy successes
and failures. They will need to choose at least three events they view as successes and at least
three events they view as failures and explain their reasoning for each in at least one paragraph.
(WXT-9) Students will examine and analyze statistical data from the Reagan years dealing with
millionaires, those living in poverty, GDP, Dow Jones, and the National Debt to name a few. With
each set of data they view, they will need to create a series of objective “on one hand, on the other
hand” statements. We will discuss as a class and students will have to write a two-paragraph
analysis of Reagan’s economic policies.
Test chapters 40-42
16. APUSH Exam Review (time varies)
Students will be assigned review worksheets every night and will be given review quizzes made
up of 10 review questions daily. Time will be left for reviewing questions and answers. Students
will also work on free response essays as well as DBQs in groups. These FRQs and DBQs will
come from the review chapters that were assigned the previous night.
22

17. End of the Year Projects (10 days)
(CR4) After the APUSH exam, students will participate in two end of the year projects. The first,
“My Favorite Decade” consists of students choosing a post-WWII decade they would like to live
in. They will research domestic life during time period and write a 2-3-page essay on why they
chose that decade. They will also participate in a class debate to determine who picked the “best”
decade based on their research and their essay.
(CR3) The second project is the timeline and essay project. Students will choose (@ least) 20 of
the most important events in U.S. history, according to them, between 1492 and 2013 and create
an outline with that information. They will then choose the top three events they deem the most
important and write a 2-page essay on why those three were chosen as the most important events
in U.S. history.
Course Evaluation:
Students will be graded based on their performance with chapter homework, tests, quizzes, and
worksheets equal 80% of their grade, timed writes and journals equal 10%, and their final each
semester equals 10% of their grade.
FRQs and DBQs will be graded based on mastery of content, use of outside knowledge and
documents to support arguments, and grammar, punctuation, and spelling.
All procedures and weighing regarding quarter, semester, and final exam grades will be followed
as prescribed by the student handbook.
Sources:
Burns, E. Bradford and Julie A. Charlip. Latin America: An Interpretive History. 9th edition.
(Prentice Hall: Boston, 2011).
Couvares, Francis G., et al. Interpretations of American History: Patterns and Perspectives. 7th
edition. (The Free Press, New York, 2000).
Couvares, Francis G., et al. Interpretations of American History. 8th
edition. (Bedford/St.
Martin’s: Boston, New York, 2009).
Dudley, William (ed). Opposing Viewpoints in American History vol. 1.2nd
edition. (Greenhaven
Press, 2006). (Readings from this book will be added once I receive the book and choose them)
23

Dudley, William (ed). Opposing Viewpoints in American History vol. 2. 2nd
edition. (Greenhave
Press, 2006). (Readings from this book will be added once I receive the book and choose them)
Kennedy, David M., et al. The American Pageant: A History of the American People, 14th
edition.
(Wadsworth CENGAGE Learning, 2010).
Tosh, John. The Pursuit of History. 5th
edition. (Routledge Taylor & Francis Group, London and
New York, 2010).
Wood, James A., Problems in Modern Latin American History: Sources and Interpretations.4th
edition. (Rowman & Littlefield, Lanham, Maryland, 2014).
24

APUSH Audit Syllabus 2a

Recommended

Recommended

More Related Content

Similar to APUSH Audit Syllabus 2a

Similar to APUSH Audit Syllabus 2a (20)

APUSH Audit Syllabus 2a