APUSH

APUSH 2015-2016 Dawn Sanderson Advanced Placement United States History (APUSH) Willis High School Contact: [email protected] 936-890-6989 Course Overview: APUSH covers the spectrum of American history from pre-Columbian era to modern times. Using chronological and thematic approaches to the material, the course exposes students to extensive primary and secondary sources and to the interpretations of various historians. As students will be expected to take the AP exam in May, emphasis will be placed on both critical thinking and essay writing to better help students prepare. In addition, each student is expected to pass the State of Texas Assessment of Academic Readiness (STAAR) exam that is required for graduation in the state of Texas. The STAAR test will cover events that occurred from 1878 – to the present. Warning: In order to succeed in APUSH, you will be expected to do reading, writing, and analysis of primary and secondary sources ON YOUR OWN TIME. Simply stated; YOU WILL HAVE HOMEWORK. Successful completion of outside assignments will be mandatory in you receiving credit for this class. Textbook: Kennedy, David M., Lizabeth Cohen, and Thomas A. Bailey. The American Pageant: A History of the Republic. 12th ed. Boston: Houghton Mifflin Company, 2001. [CR1a] Primary Source Readers: Bender, David L., pub. Opposing Viewpoints in American History. 1st ed. 2 vols. San Diego, CA: Greenhaven Press, Inc., 1996. Kennedy, David M. and Thomas A. Bailey. The American Spirit. 11th ed. 2 vols. Boston: Houghton Mifflin Company, 2006. Secondary Source Readers: Oates, Stephen B. and Charles J. Errico. Portrait of America. 9th ed. 2 vols. Boston: Houghton Mifflin Company, 2007. Novels: Shaara, Michael. The Killer Angels. New York: Ballantine Books, 1974. Sinclair, Upton. The Jungle. 1906. Ed. Paul Negri. Mineola, New York: Dover Publications, Incorporated, 2001. Very Important Resource www.collegeboard.org Please visit this site regularly. It is loaded with detailed information. It has practice exams as well as examples of both good and bad writing samples.

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APUSH 2015-2016 Course Objectives:  Students will acquire fundamental and advanced knowledge of United States political, social, economic, constitutional, cultural, and intellectual history.  Students will be able to demonstrate an advanced knowledge of the content, concepts, and themes unique to United States History.  Students will be able to develop historically accurate interpretations of the events that shaped the United States of America.  Students will be able to express their ideas, opinions, and analysis in written form.  Students will be able to work on advanced processing skills: analysis, synthesis, evaluation, and critical thinking, and historical inquiry. Academic Integrity: You are expected to do all daily and major grade assignments in YOUR own words. Plagiarism will not be accepted in APUSH. All assignments turned in that are not authentic to the student will receive a grade of zero and the student will not be allowed to resubmit the assignment. We will discuss this topic further in class and you will be required to turn in a signed contract for a grade. Tests: Each period of study, or unit, will have a two part test. Day one will consist of multiple choice questions set up in the new APUSH exam style. Day two will consist of a written portion. The written portion will consist of one or more of the following styles that you will see on the APUSH exam: short essay, long essay, or document based question. Spring 2016 AP Test 55 multiple choice questions 55 minutes 4 short answer 50 minutes 1 Document based question 60 minutes 1 long essay 35 minutes

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We will go over detailed scoring guides for all writing portions of the exam as we progress throughout the school year. Class Expectations: 1. Be present and on time each and every day 2. Bring all required materials to class each and every day 3. Sleep at home; not in A 121 4. Do not use your cell phone without teacher permission 5. Pack up when the bell rings, not before Late Work: You will be allowed one late assignment per SEMESTER. If you choose to turn in an assignment late, 20 percentage points will be deducted for each day late. Afterwards, late work will not be accepted.

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APUSH 2015-2016 Electronic Devices: You will have three (3) options each day. Upon entering the classroom, look to the instructions on the board: 1. Electronic devices WILL NOT be used in class today. Your electronic devices should be SILENCED and OUT OF SIGHT. If I see your electronic device you will receive a zero for the day. If an assignment is not being completed, you will receive a warning then an after school detention.

2. Electronic devices WILL be used in class today, but they should be SILENCED and OUT OF SIGHT until I give you permission to take them out. If I see your electronic device before I grant permission to do so, you will receive a warning and then an after school detention.

3. Electronic devices WILL BE used in class today. YOU CAN TAKE THEM OUT AS SOON AS YOU SIT DOWN. Extra Credit: As we progress through each unit of history, I will assign an extra credit opportunity that is unique to each period. Each assignment will count as extra credit test points. APUSH Historical Thinking Skills: Historical Causation - identify, analyze, and evaluate cause-and-effect relationships [CR8] Patterns of Continuity and Change over Time - analyze and evaluate historical continuity and change over periods [CR9] Periodization - describe, analyze, and evaluate different periods in history [CR10] Comparison - describe, compare, and evaluate multiple historical developments within and across societies [CR11] Contextualization - connect historical developments to specific circumstances and to national or global events [CR12] Historical Argumentation - define and create a persuasive argument based on evidence [CR13] Appropriate Use of Relevant Evidence - identify, describe, and evaluate primary sources [CR1b] Interpretation - describe, analyze, evaluate, and create diverse interpretations of the past through documents Synthesis – THINK [CR13b] APUSH Themes: To help you remember the seven (7) themes we will be analyzing in this course, remember the acronym BAGPIPE.[CR4]

Belief Systems America in the World Geography & Environment Peopling Identity Politics and Power Economy Belief Systems - ideologies, religion, art, literature, science, philosophy, morality – CULTURE America in the World – competition for resources, foreign policy, expansionism – GLOBALIZATION Geography & Environment – human/environment interaction, natural resources – PHYSICAL AND HUMAN ASPECTS Peopling – movement, nativism, immigration, demography – EFFECTS OF HUMAN MIGRATION 3

APUSH 2015-2016 Identity – gender roles, class systems, nationalism/patriotism, assimilation – IDENTIFICATION CHANGES OVER TIME Politics and Power – constitution, politics, liberty, power, citizenship - ROLE OF GOVERNMENT Economy – agriculture, manufacturing, labor, transportation, technology, economic systems – MONEY Course Outline:

UNIT ONE: Early Groups in North America from Pre-Columbian to Early Colonization/1491 – 1607/ 5% of Exam/7 Class Days [CR2] Primary Sources: [CR1b] Christopher Columbus’s letter to Ferdinand and Isabella, 1493 Bartoleme de Las Casas, Brief Account of the Devastation of the Indies, 1542 Secondary Sources: [CR1c] “The Columbian Exchange” by Alfred W. Crosby The American Pageant [CR1a] Chapter 1: New World Beginnings •This list is subject to change Key Concepts: Main Idea: On a North American continent controlled by American Indians, contact among the peoples of Europe, the Americas, and West Africa created a new world. Key Concept 1.1: Before the arrival of Europeans, native populations in North America developed a wide variety of social, political, and economic structures based in part on interactions with the environment and each other. Key Concept 1.2: European overseas expansion resulted in the Columbian Exchange, a series of interactions and adaptations among societies across the Atlantic. Key Concept 1.3: Contacts among American Indians, Africans, and Europeans challenged the worldviews of each group. Thematic Essential Questions: Belief Systems: How did cultural contact challenge the religious and other value systems of peoples from the Americas, Africa, and Europe? America in the World: How did European attempts to dominate the Americas shape relations between Native Americans, Europeans, and Africans? Geography & Environment: How did pre-contact populations of North America relate to their environments? How did contact with Europeans and Africans change these relations in North America? Peopling: Where did different groups settle in North America (before contact) and how and why did they move to and within the Americas (after contact)? 4

APUSH 2015-2016 Identity: How did the identities of colonizing and indigenous American societies change as a result of contact in the Americas? Politics & Power: How did Spain’s early entry into colonization in the Caribbean, Mexico, and South America shape European and American developments in this period? Economy: How did the Columbian Exchange affect interactions between Europeans and natives and among indigenous peoples in North America? Essay Topics: -Was Columbus a hero or a villain? [CR13a] -Evaluate the impact of the Columbian Exchange on Native Americans in North America during the 16th Century. [CR12] -With the dawn of the 16th century, there came together in Europe both the motivation and the means to explore and colonize territory across the seas. Discuss this statement with reference to two of the following:  Religion  Trade  Technology [CR5][CR8][CR10][CR11][CR12] Activities: Note-Taking Skills Class Discussion around Guiding Questions and Primary and Secondary Sources Seven Themes Review Chart Guided Reading Chapter Quiz Primary Document Analysis

UNIT TWO: The Colonial Period/1607 – 1754/ 12% of Exam/15 Class Days [CR2] Primary Sources: [CR1b] Excerpt of letter from Sebastian Brandt to Henry Hovener, 1622 John Winthrop describes life in Boston, 1634 Anne Hutchinson: Trial Excerpt, 1637 From Laws Divine, Martial, and Moral, 1609 Excerpt from writings of Richard Frethorne, 1623 Excerpt from the Trial of Anne Hutchinson, 1637 Oladuah Equiano on The Middle Passage, 1789 Bacon’s Rebellion, 1676 “Sinners in the Hands of an Angry God” by Jonathon Edwards, 1741 James Oglethorpe, Founding Vision for Georgia, 1733 Secondary Sources: [CR1c] “Colonization and Settlement, 1585–1763” by John Demos 5

APUSH 2015-2016 The American Pageant [CR1a] Chapter 2: The Planting of English America Chapter 3: Settling the Northern Colonies Chapter 4: American Life in the Seventeenth Century Chapter 5: Colonial Society on the Eve of Revolution 1700-1775 •This list is subject to change Key Concepts: Main Idea: Europeans and American Indians maneuvered and fought for dominance, control, and security in North America, and distinctive colonial and native societies emerged. Key Concept 2.1: Differences in imperial goals, cultures, and the North American environments that different empires confronted led Europeans to develop diverse patterns of colonization. Key Concept 2.2: European colonization efforts in North America stimulated intercultural contact and intensified conflict between the various groups of colonizers and native peoples. Key Concept 2.3: The increasing political, economic, and cultural exchanges within the “Atlantic World” had a profound impact on the development of colonial societies in North America. Thematic Essential Questions: Belief Systems: How did the expansion of cultural contact that took place with permanent colonization alter conditions in North America and affect intellectual and religious life, the growth of trade, and the shape of political institutions? America in the World: How did the competition between European empires around the world affect relations among the various peoples in North America? Geography & Environment: How and why did the English North American colonies develop into distinct regions? Peopling: Why did the various colonists go to the New World? How did the increasing integration of the Atlantic world affect the movement of peoples between its different regions? Identity: What were the chief similarities and differences among the development of English, Spanish, Dutch and French colonies in America? Politics & Power: In what ways did the British government seek to exert control over its American colonies in the 17th and 18th centuries? Economy: How did distinct economic systems, most notably a slavery system based on African labor, develop in British North America? What was their effect on emerging cultural and regional differences? Essay Topics: -Compare and contrast the role of religion in the founding of the Spanish colonies in the 16th century with that of English colonies in the 17th century. [CR11] -Analyze why freedom of religion was important in the founding of some of the English colonies while being denied in others. [CR11] -Although New England and the Chesapeake region were both settled largely by people of English origins, by 1700 the regions had evolved into two distinct societies. Why did this difference in development occur? [CR8] DBQ: Analyze the similarities and differences in the various influences and approaches toward unity in the English colonies in the period of the 17th and early 18th centuries. [CR6] 6

APUSH 2015-2016

Activities: Student Created Questions Guided Readings Chapter Quizzes Class Discussion Primary Document Analysis Colony Chart Seven Themes Review Chart

UNIT THREE: Birth of a New Nation/1754 – 1800/12% of Exam/19 Class Days [CR2] Primary Sources: [CR1b] Declaration of Independence, 1776 Constitution, 1787 “Letters from a Farmer in Penn” by John Dickinson, 1767-1768 “Give Me Liberty Or Give Me Death!” by Patrick Henry, 1775 “Common Sense” by Thomas Paine, 1776 George Mason's Objections to the Constitution, 1787 Washington’s Farewell Address, George Washington, 1796 The Alien and Sedition Acts, signed into law by President John Adams in 1798

Secondary Sources: [CR1c] “John Adams and the Coming of the Revolution” by David McCullough “Thomas Jefferson and the Meanings of Liberty” by Douglas L. Wilson “The Greatness of George Washington” by Gordon S. Wood The American Pageant [CR1a] Chapter 6: The Duel for North America Chapter 7: The Road to Revolution Chapter 8: America Secedes from the Empire Chapter 9: The Confederation and the Constitution Chapter 10: Launching the New Ship of State •This list is subject to change Key Concepts: Main Idea: British imperial attempts to reassert control over its colonies and the colonial reaction to these attempts produced a new American republic, along with struggles over the new nation’s social, political, and economic identity.

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APUSH 2015-2016 Key Concept 3.1: Britain’s victory over France in the imperial struggle for North America led to new conflicts among the British government, the North American colonists, and American Indians, culminating in the creation of a new nation, the United States. Key Concept 3.2: In the late 18th century, new experiments with democratic ideas and republican forms of government, as well as other new religious, economic, and cultural ideas, challenged traditional imperial systems across the Atlantic World. Key Concept 3.3: Migration within North America, cooperative interaction, and competition for resources raised questions about boundaries and policies, intensified conflicts among peoples and nations, and led to contests over the creation of a multiethnic, multiracial national identity. Thematic Essential Questions: Belief Systems: Why did the patriot cause spread so quickly among the colonists after 1763? How did the republican ideals of the revolutionary cause affect the nation’s political culture after independence? America in the World: How did the revolution become and international conflict involving competing European and American powers? Geography & Environment: How did the geographical and environmental characteristics of regions opened up to white settlement after 1763 affect their subsequent development? Peopling: How did the revolutionary struggle and its aftermath reorient white-American Indian relations and affect subsequent population movements? Identity: How did different social group identities evolve during the revolutionary struggle? How did leaders of the new United States attempt to form a national identity? Politics & Power: How did the ideology behind the revolution affect power relationships between different ethnic, racial, and social groups? Economy: How did the newly independent United States attempt to formulate a national economy? Essay Topics: -It has been argued that the American Revolution came about primarily through an evolving series of meetings, conventions, and congresses. Support, modify, or refute this contention using specific evidence. [CR8] -It has been argued that the United States Constitution came about primarily through an evolving series of meetings, conventions, and congresses. Support, modify, or refute this contention using specific evidence. [CR8] -For some historians, the leadership provided by the Founders during events leading up to the Revolutionary War was the key to the successful developments. Support, modify, or refute this contention using specific evidence. -For some historians, the leadership provided by the Founders during events leading up to the writing of the Constitution was the key to the successful developments. Support, modify, or refute this contention using specific examples. [CR8] -For some, the role of enslaved African Americans and American Indians before and during the Revolutionary War had a significant influence on events. Support, modify, or refute this contention using specific evidence. [CR8] -For some, the role of enslaved African Americans and American Indians before and during the writing of the Constitution had a significant influence on events. Support, modify, or refute this contention using specific evidence. [CR8] DBQ: To what extent was the demand for no taxation without representation both the primary force motivating the American revolutionary movement and a symbol of democracy? [CR13] 8

APUSH 2015-2016 Activities: Debating the Constitution Chart Student Created Questions Guided Readings Chapter Quizzes Class Discussion Primary Document Analysis Short Answer Response Essay Writing DBQ analysis

UNIT FOUR: Growing Pains of the New Republic/Jefferson and Jackson/1800-1848/10% of Exam/15 Class Days [CR2] Primary Sources: [CR1b] “The Louisiana Purchase Should be Approved” by Thomas Jefferson, 1803 “The Louisiana Purchase Should be Opposed” by Samuel White, 1803 “The Federal Government is not Supreme over the States” by Spencer Roane, 1819 The Indian Removal Act, 1830 “The Bank of the United States Should be Abolished” by Andrew Jackson, 1832 “The Bank of the United States Should not be Abolished” by Daniel Webster, 1832 “Religious Revival” by Charles Finney, 1835 Nathaniel Hawthorne, A Letter from Brook Farm, 1841 Dorothea Dix, Appeal on Behalf of the Insane, 1843 “The Declaration of Sentiments and Resolutions Seneca Falls Conference” by Elizabeth Cady Stanton, 1848 Secondary Sources: [CR1c] “The Erie Canal: The Waterway That Shaped a Great Nation” by Peter L. Bernstein “The Trail of Tears” by Dee Brown “Andrew Jackson: Flamboyant Hero of the Common Man” by John Marszakek The American Pageant [CR1a] Chapter 11: The Triumphs and Travails of the Jeffersonian Republic Chapter 12: The Second War for Independence and the Upsurge of Nationalism Chapter 13: The Rise of Mass Democracy Chapter 14: Forging the National Economy Chapter 15: The Ferment of Reform and Culture •This list is subject to change Key Concepts: 9

APUSH 2015-2016 Main Idea: The new republic struggled to define and extend democratic ideals in the face of rapid economic, territorial, and demographic changes. Key Concept 4.1: The United States developed the world’s first modern mass democracy and celebrated a new national culture, while Americans sought to define the nation’s democratic ideals and to reform its institutions to match them. Key Concept 4.2: Developments in technology, agriculture, and commerce precipitated profound changes in U.S. settlement patterns, regional identities, gender and family relations, political power, and distribution of consumer goods. Key Concept 4.3: U.S. interest in increasing foreign trade, expanding its national borders, and isolating itself from European conflicts shaped the nation’s foreign policy and spurred government and private initiatives. Thematic Essential Questions: Belief Systems: How did the idea of democratization shape and reflect American arts, literature, ideals, and culture? America in the World: How did the United States use diplomatic and economic means to project its power in the western hemisphere? How did foreign governments and individuals describe and react to the new American nation? Geography & Environment: How did environmental and geographic factors affect the development of sectional economics and identities? Peopling: How did the continued movement of individuals and groups into, out of, and within the United States shape the development of new communities and the evolution of old communities? Identity: How did debates over American democratic culture and the proximity of many different cultures living in close contact affect changing definitions of national identity? Politics & Power: How did the growth of ideals of mass democracy, including such concerns as expanding suffrage, public education, abolitionism, and care for the needy affect political life and discourse? Economy: How did the growth of mass manufacturing in the rapidly urbanizing North affect definitions of and relationships between workers, and those for whom they worked? How did continuing dominance of agriculture and the slave system affect southern social, political, and economic life? Essay Topics: -For some the American Revolution was primarily an effort to maintain basic British rights as opposed to establishing a new form of government. Support, modify, or refute this contention using specific evidence. [CR3][CR5][CR9] -For some the election of Andrew Jackson brought a revolutionary change in politics for the common man as opposed to it being a continuation of the trend toward greater voter participation. Support, modify, or refute this contention using specific examples. [CR5][CR10][CR12] -Analyze and evaluate the impact of Alexander Hamilton’s economic policies, including his views on banking during the early years of the republic. [CR3][CR5][CR6] -Analyze and evaluate the impact of Andrew Jackson’s economic policies, including his views on banking during the mid-19th century. (CR3][CR5][CR6] -Compare and contrast the characteristics and influences of the three major groups of the British Atlantic colonies by the mid-18th century. [CR3][CR5][CR11] -Compare and contrast the characteristics and influences of the three major sections of the United States by the mid-19th century. [CR3][CR5][CR11]

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APUSH 2015-2016 DBQ: Both nationalism and sectionalism increased during the Era of Good Feelings. How did both of these beliefs develop concurrently, and did one become of greater importance in the economics and politics of the period? [CR13a][CR13b] Activities: Guided Readings Chapter Quizzes Class Discussion Primary Document Analysis Short Answer Response Essay Writing DBQ analysis

UNIT FIVE: Antebellum to Reconstruction/1844-1877/13% of Exam/20 Class Days [CR2] Primary Sources: [CR1b] Excerpts from Uncle Tom’s Cabin by Harriet Beecher Stowe, 1852 John Brown's Speech to the Court at his Trial, 1859 Narratives of Escaped Slaves by Benjamin Drew, 1855 “The Great Nation of Futurity” by John O’Sullivan, 1839 “Against the Mexican War” by Thomas Corwin, 1847 Excerpt from Civil Disobedience by Henry David Thoreau, 1849 Excerpts from Cannibals All! by George Fitzhugh, 1857 Excerpts from The Impending Crisis of the South by Hinton Roan Helper, 1857 Excerpts from the Lincoln/Douglas Debates, 1858 Letter to President Lincoln by James Henry Gooding, 1863 Abraham Lincoln’s 2nd Inaugural Address, 1865 Black Codes enacted throughout Mississippi and South Carolina, 1865 Example of a sharecropper contract by landowner Isham G. Bailey, 1867 Ben Johnson responds to questions about his experience with the KKK, 1934 Secondary Sources: [CR1c] “Let My People Go: Harriet Tubman and the Underground Railroad” by Benjamin Quarles “John Brown: The Father of American Terrorism” by Ken Chowder “The Ravages of War” by Stephen Oates “The Checkered History of the Great Fourteenth Amendment” by Eric Foner The American Pageant [CR1a] Chapter 16: The South and the Slavery Controversy Chapter 17: Manifest Destiny and Its Legacy 11

APUSH 2015-2016 Chapter 18: Renewing the Sectional Struggle Chapter 19: Drifting Toward Disunion Chapter 20: Girding for War: The North and the South Chapter 21: The Furnace of Civil War Chapter 22: The Ordeal of Reconstruction •This list is subject to change Key Concepts: Main Idea: As the nation expanded and its population grew, regional tensions, especially over slavery, led to a civil war — the course and aftermath of which transformed American society. Key Concept 5.1: The United States became more connected with the world as it pursued an expansionist foreign policy in the Western Hemisphere and emerged as the destination for many migrants from other countries. Key Concept 5.2: Intensified by expansion and deepening regional divisions, debates over slavery and other economic, cultural, and political issues led the nation into civil war. Key Concept 5.3: The Union victory in the Civil War and the contested Reconstruction of the South settled the issues of slavery and secession, but left unresolved many questions about the power of the federal government and citizenship rights. Thematic Essential Questions: Belief Systems: How did the doctrine of Manifest Destiny affect debates over territorial expansionism and the Mexican War? How did the Civil War struggle shape Americans’ belief about equality, democracy, and national identity? America in the World: How was the American conflict over slavery part of larger global events? Geography & Environment: How did the end of slavery and technological and military developments transform the environment and settlement patterns in the South and West? Peopling: How did the growth of mass migration to the United States and the railroad affect settlement patterns in cities and the West? Identity: How did migration to the United States change popular ideas of American identity and citizenship as well as regional and racial identities? How did the conflicts that led to the Civil War change popular ideas about national, regional, and racial identities throughout this period? Politics and Power: Why did attempts at compromise before the war fail to prevent the conflict? To what extent, and in what ways, did the Civil War and Reconstruction transform American political and social relationships? Economy: How did the maturing of northern manufacturing and the adherence of the South to an agricultural economy change the national economic system by 1877? Essay Topics: -Analyze and evaluate the importance and efforts of the Confederate States in gaining international support during the Civil War. [CR3][CR5][CR11] -Analyze and evaluate the motivation and rationale behind the western expansion through the Louisiana Purchase that took hold in the United States at the start of the 19th century. [CR3][CR5][CR7][CR11] -Compare and contrast the efforts for and against the increasing of guarantees for equal rights for all during Reconstruction. [CR3][CR5][CR12] 12

APUSH 2015-2016 -Analyze and evaluate the arguments presented by the Federalists and the Anti-Federalists during the debate over the ratification of the United States Constitution. {CR3][CR5][CR6] DBQ: To what extent did Manifest Destiny and territorial expansion unite or divide the United States from 1830 to 1860? [CR13a] Activities: Guided Readings Chapter Quizzes Class Discussion Primary Document Analysis Short Answer Response Essay Writing DBQ analysis

UNIT SIX: Industrialization, Urbanization, and the Jim Crow South/1865-1898/13% of Exam/17 Class Days [CR2] Primary Sources: [CR1b] “Fair Wages” by a Striker, 1877 Excerpt from Gospel of Wealth by Andrew Carnegie, 1889 “Sanitary Conditions in New York” by George Waring, 1897 Chinese Exclusion Act signed by President Arthur, 1882 “Biography of a Bootblack”by Rocco Corresca, 1902 Excerpts from How the Other Half Lives by Jacob Riis, 1890 “The Significance of the Frontier in American History” by Frederick Jackson Turner, 1894 Excerpts from The Jungle by Upton Sinclair, 1906 Secondary Sources: [CR1c] “A Little Milk, A Little Honey” by David Boroff The American Pageant [CR1a] Chapter 23: Political Paralysis in the Gilded Age Chapter 24: Industry Comes of Age Chapter 25: America Moves to the City Chapter 26: The Great West and the Agricultural Revolution Chapter 27: The Path of Empire •This list is subject to change

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APUSH 2015-2016 Key Concepts: Main Idea: The transformation of the United States from an agricultural to an increasingly industrialized and urbanized society brought about significant economic, political, diplomatic, social, environmental, and cultural changes. Key Concept 6.1: The rise of big business in the United States encouraged massive migrations and urbanization, sparked government and popular efforts to reshape the U.S. economy and environment, and renewed debates over U.S. national identity. Key Concept 6.2: The emergence of an industrial culture in the United States led to both greater opportunities for, and restrictions on, immigrants, minorities, and women. Key Concept 6.3: The “Gilded Age” witnessed new cultural and intellectual movements in tandem with political debates over economic and social policies. Thematic Essential Questions: Belief Systems: How did artistic and intellectual movements both reflect and challenge the emerging corporate order? America in the World: How did the search for new global markets affect American foreign policy and territorial ambitions? Geography & Environment: In what ways, and to what extent, was the West “opened” for further settlement through connection to eastern political, financial, and transportation systems? Peopling: How and why did the sources of migration to the United States change dramatically during this period? Identity: How did the rapid influx of immigrants from other parts of the world than northern and western Europe affect debates about American national identity? Politics and Power: How did the political culture of the Gilded Age reflect the emergence of new corporate power? How successful were the challenges to this power? Why did challenges to this power fail? Economy: How did technological and corporate innovations help to vastly increase industrial production? What was the impact of these innovations on the lives of working people? Essay Topics: -Compare the objectives and strategies of organized labor and the Populists for challenging the prevailing economic beliefs and practices of the Gilded Age. [CR5][CR9] -Explain and analyze the impact of industrialization and expanding markets on the development of TWO of the following regions between 1865 and 1900. [CR5][11] * Northeast/Midwest * South * West -Analyze and evaluate the ways that both external and internal migration changed over time from 1830 to 1900. [CR3][CR5][CR11][CR12] DBQ: Some historians have characterized the industrial and business leaders of the 1865-1900 period as “robber barons,” who used extreme methods to control and concentration wealth and power. To what extent is that characterization justified based on the historical evidence? [CR3][CR5][CR6]

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APUSH 2015-2016 Activities: Guided Readings Chapter Quizzes Class Discussion Primary Document Analysis Short Answer Response Essay Writing DBQ analysis

UNIT SEVEN: The Great American Empire/1890-1945/17% of Exam/22 Class Days [CR2] Primary Sources: [CR1b] Excerpt from The History of the Standard Oil Company by Ida Tarbell, 1904 “American Women Should Have the Right to Vote” by Julia Ward Howe, 1909 “American Women Should Not Have the Right to Vote” by Emily P. Bissell, 1909 Theodore Roosevelt, from “The New Nationalism,” 1910 Woodrow Wilson, The New Freedom, 1913 Woodrow Wilson’s Speech before Congress, 1917 Senator George W. Norris’ Speech before the Senate, 1917 President Wilson’s Fourteen Points, 1918 “The Case Against the Reds” by Mitchell Palmer, 1920 The Immigration Act of 1924 “Prohibition Is a Success” by John Gordon Cooper, 1924 “Prohibition is a Failure” by William H. Stayton, 1926 Tom Kromer from Waiting for Nothing, 1935

Secondary Sources: [CR1c] “The Lady Versus Goliath: Ida Tarbell Takes on Standard Oil Co.” by Paula Treckel “African Americans and the Quest for Civil Rights” by Sean Dennis Cashman “Justice Denied: The Trial of Sacco and Vanzetti” by James Davidson and Mark Lytle “The Biggest Decision: Why We Had to Drop the Atomic Bomb” by Robert James Maddox The American Pageant [CR1a] Chapter 28: America on the World Stage Chapter 29: Progressivism and the Republican Roosevelt Chapter 30: Wilsonian Progressivism at Home and Abroad Chapter 31: The War to End War Chapter 32: American Life in the Roaring Twenties Chapter 33: The Politics of Boom and Bust Chapter 34: The Great Depression and the New Deal Chapter 35: Franklin D. Roosevelt and the Shadow of War 15

APUSH 2015-2016 Chapter 36: America in World War II •This list is subject to change Key Concepts: Main Idea: An increasingly pluralistic United States faced profound domestic and global challenges, debated the proper degree of government activism, and sought to define its international role. Key Concept 7.1: Governmental, political, and social organizations struggled to address the effects of largescale industrialization, economic uncertainty, and related social changes such as urbanization and mass migration. Key Concept 7.2: A revolution in communications and transportation technology helped to create a new mass culture and spread “modern” values and ideas, even as cultural conflicts between groups increased under the pressure of migration, world wars, and economic distress. Key Concept 7.3: Global conflicts over resources, territories, and ideologies renewed debates over the nation’s values and its role in the world while simultaneously propelling the United States into a dominant international military, political, cultural, and economic position. Thematic Essential Questions: Belief Systems: How did “modern” cultural values evolve in response to developments in technology? How did debates over the role of women in American public life reflect changing social realities? America in the World: Why did U.S. leaders decide to become involved in global conflicts such as the Spanish American War, World War I, and World War II? How did debates over intervention reflect public views of America’s role in the world? Geography & Environment: Why did reformers seek for the government to wrest control of the environment and national resources from commercial interests? Peopling: Why did public attitudes towards immigration become negative during this time period? How and why did people migrate within the U.S. during this time period? Identity: How did continuing debates over immigration and assimilation reflect changing ideals of national and ethnic identity? How did class identities change in this time period? Politics and Power: How did reformist ideals change as they were taken up by reformers in different time periods? Why did opposition emerge to various reform programs? Economy: How did movements for political and economic reform take shape in this period, and how effective were they in achieving their goals? Essay Topics: -Analyze how TWO of the following helped to shape the national identity in the 20th century. [CR3][CR5][CR11] * Spanish American War * WWI * Great Depression/New Deal * WWII - Compare and contrast the beliefs and strategies of TWO of the following to address the needs of the U.S. economic system. [CR3][CR5][8][CR9] * Progressives * Economic conservatives of the 1920s and 1930s * New Deal 16

APUSH 2015-2016 -Some historians have argued that the greatest threat to civil liberties came during wartime. Support, modify, or refute this contention using specific evidence from the period of 1898-1945. {CR3][CR5][CR6][CR8] DBQ: “The ideals used to justify U.S. involvement in WWI disguised the real reasons for Wilson’s change in policy from neutrality to war and, in fact, violated the traditional values of the American nation.” Assess this statement and the reasons for the change in U.S. policy in 1917 AND whether these reasons were consistent with traditional American values. [CR3][CR7][CR9] Activities: Guided Readings Chapter Quizzes Class Discussion Primary Document Analysis Short Answer Response Essay Writing DBQ analysis

UNIT EIGHT: Increasing Prosperity and Global Responsibility After WWII/1945-1980/15% of Exam/20 Class Days [CR2] Primary Sources: [CR1b] The Truman Doctrine, 1947 The Marshall Plan, 1948 “America” by Allen Ginsberg, 1956 “Communist Subversives Threaten America” by Joseph McCarthy, 1950 “McCarthyism Threatens America” by the Tydings Committee, 1950 Brown v. Board of Education, 1954 “Blacks Should Strive to be Part of the American Dream” b MLK, Jr., 1961 “Blacks Can Never Be Part of the American Dream” by Malcolm X, 1963 “America is Fighting for a Just Cause in Vietnam” by Lyndon B. Johnson, 1965 “America is Not Fighting for a Just Cause in Vietnam” by Eugene McCarthy, 1967 “A President’s Executive Privilege Is Not Absolute” by Warren Burger, 1974 Jimmy Carter’s “Crisis of Confidence” Speech, 1979 “The American Spirit Remains Strong” by Ronald Reagan, 1980 Secondary Sources: [CR1c] “Lyndon Johnson and the Nightmare of Vietnam” by Larry L. King “Betty Friedan Destroys the Myth of the Happy Housewife” by Marcia Cohen “How the Seventies Changed America” by Nicholas Lemann

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APUSH 2015-2016 The American Pageant [CR1a] Chapter 37: The Cold War Begins Chapter 38: The Eisenhower Era Chapter 39: The Stormy Sixties Chapter 40: The Stalemated Seventies Key Concepts: Main Idea: After World War II, the United States grappled with prosperity and unfamiliar international responsibilities while struggling to live up to its ideals. Key Concept 8.1: The United States responded to an uncertain and unstable postwar world by asserting and attempting to defend a position of global leadership, with far-reaching domestic and international consequences. Key Concept 8.2: Liberalism, based on anticommunism abroad and a firm belief in the efficacy of governmental and especially federal power to achieve social goals at home, reached its apex in the mid1960s and generated a variety of political and cultural responses. Key Concept 8.3: Postwar economic, demographic, and technological changes had a far-reaching impact on American society, politics, and the environment. Thematic Essential Questions: Belief Systems: How did changes in popular culture reflect or cause changes in social attitudes? How did the reaction to these changes affect political and public debates? America in the World: Why did Americans endorse a new engagement in international affairs during the Cold War? How did this belief change over time in response to particular events? Geography & Environment: Why did public concern about the state of the natural environment grow during this period, and what major changes in public policy did this create? Peopling: How did the growth of migration to and within the United States influence demographic change and social attitudes in the nation? Identity: How did the African-American Civil Rights movement affect the development of other movements based on asserting the rights of different groups in American society? How did American involvement in the Cold War affect debates over American nation identity? Politics and Power: How did the changing fortunes of liberalism and conservatism in these years affect broad3er aspects of social and political power? Economy: How did the rise of American manufacturing and global economic dominance in the years after WWII affect standards of living among and opportunities for different social groups? Essay Topics: -Analyze the impact of the Cold War on domestic politics from 1945 to 1980. [CR3][CR5][CR12] -Analyze the changes and continuity in the identity and roles of American women from 1945 to 1980. {CR3][CR5][CR9] -Analyze how the role of the federal government in the American economy changed during the period from 1945 to 1980. [CR3][CR5][CR8][CR9] DBQ: Compare and contrast the roles of the federal government and the civil rights activists in achieving the goals of the civil rights movement from 1945 through 1968. [CR7][CR12][CR13a] 18

APUSH 2015-2016

Activities: Guided Readings Chapter Quizzes Class Discussion Primary Document Analysis Short Answer Response Essay Writing DBQ analysis •This list is subject to change

UNIT NINE: Globalization and Redefining National Identity/1980Present Day/5% of Exam/7 Class Days [CR2] Primary Sources: [CR1b] Speech to the House of Commons by Ronald Reagan, 1982 “The Conscience of a Conservative Christian” by David Wildmon, 1985 “Address to the Nation Announcing Allied Military Action in the Persian Gulf” by George H.W. Bush, 1991 “War Against Iraq is Unnecessary” by Arthur Schlesinger, 1991 “American Must Reform Its Health Care System” by Bill Clinton, 1994 “America’s Health Care System Does Not Need Government Reform” by Fred Barnes, 1993 Secondary Sources: [CR1c] “Reagan: His Place in History” by Richard Brookhiser “Some Lessons from the Cold War” by Arthur Schlesinger “The Lessons of September 11, Iraq, and the American Pendulum” by The American Pageant [CR1a] Chapter 41: The Resurgence of Conservatism Chapter 42: The American People Face a New Century Key Concepts: Main Idea: As the United States transitioned to a new century filled with challenges and possibilities, it experienced renewed ideological and cultural debates, sought to redefine its foreign policy, and adapted to economic globalization and revolutionary changes in science and technology. Key Concept 9.1: A new conservatism grew to prominence in U.S. culture and politics, defending traditional social values and rejecting liberal views about the role of government. Key Concept 9.2: The end of the Cold War and new challenges to U.S. leadership in the world forced the nation to redefine its foreign policy and global role. Key Concept 9.3: Moving into the 21st century, the nation continued to experience challenges stemming from social, economic, and demographic changes.

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APUSH 2015-2016 Thematic Essential Questions: Belief Systems: How did technological and scientific innovations in areas such as electronics, biology, medicine, and communications affect society, popular culture, and public discourse? How did a more demographically diverse population shape popular culture? America in the World: How did the end of the Cold War affect American foreign policy? How did the terrorist attacks of September 11, 2001 impact America’s role in the world? Geography & Environment: How did debates over climate change and energy policy affect broader social and political movements? Peopling: How did increased migration raise questions about American identity and affect the nation demographically, culturally, and politically? Identity: How did demographic and economic changes in American society affect popular debates over American national identity? Politics and Power: How successful were conservatives in achieving their goals? To what extent did liberalism remain influential politically and culturally? Economy: How did the shift to a global economy affect American economic life? How did scientific and technological developments in these years change how Americans lived and worked? Essay Topics: -Analyze to what extent the conservative resurgence changed the economic and social policies of the United States government from 1980 to 2008. [CR3][CR5][CR13b] -Compare and contrast the leadership and failures of TWO of the following presidential administrations. [CR3][CR5][CR13b] *George H. W. Bush * Bill Clinton * George W. Bush * Barack Obama Activities: Guided Readings Chapter Quizzes Class Discussion Primary Document Analysis Short Answer Response Essay Writing DBQ analysis •This list is subject to change

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