Ap u. S. History syllabus matthew S. Garrett Washington County High School

1. 
   Whiskey Rebellion, Neutrality Act, Indians and the Constitution, Jay’s Treaty, Pinckney’s
   

2. 
   Read: Brinkley 172-175
   
3. 
   Assignment: Main Idea Log “Post Revolution Treatment of American-Americans”
   

4. 
   Republicans vs. Federalists, End of the Federalists
   
5. 
   SFI: XYZ Affair, Quasi-War with France, Alien and Sedition Acts, Kentucky and Virginia
   

6. 
   Read: Brinkley 176-178
   
7. 
   Video: http://www.youtube.com/watch?v=Y_zTN4BXvYI
   
8. 
   Assignment: Main Idea Log: “Changing Interpretations—The Alien and Sedition Acts”
   

9. 
   Revolution of 1800, Barbary Pirates, Louisiana Purchase, Lewis and Clark, Essex Junto,
   

10. 
    Read: Brinkley 193-198, 200-206
    
11. 
    Assignment: Main Idea Log—The Embargo, (in class) Fed vs. D-R party handout
    

1. 
   Second Great Awakening helped the early Republic develop a sense of culture and nationalism.
   
2. 
   Compare and contrast the First Great Awakening and the Second Great Awakening in terms of causes, location, and major influences.
   
1. 
   Topic: Technology, Transportation, and Changing Populations
   

13. 
    Readings:
    
    1. 
       Brinkley 184-193
       

1. 
   “Indian Problems,” War of 1812
   
2. 
   SFI: War Hawks, “Orders in Council,” War of 1812, “Status quo Antebellum,” Hartford Convention,
   

3. 
   Reading
   

1. 
   “Voices: Tecumseh’s Speech to the Osages” 134-135
   
2. 
   Brinkley 206-208, 208-212
   

4. 
   Assignment: Main Idea Log/Generalization Exercises
   

1. 
   “Era of Good Feelings” politically and socially?
   
2. 
   Discuss the relationship between Central/South America and the United States.
   
3. 
   Explain how the Missouri Compromise adds to growing sectionalism.
   
1. 
   Topic: Monroe Doctrine, Nationalism and Increasing Sectionalism, Missouri Compromise
   
2. 
   SFI: Rush-Bagot Agreement, Adams-Onis Treaty, Panic of 1819, Missouri Compromise 1820, Monroe Doctrine
   
3. 
   Read: Brinkley 219-221, 222-225, 227-228
   
4. 
   Assignment:_Generalization_Exercises'>Assignment: Generalization Exercises
   

14. 
    Reading : Brinkley 198-200, 225-227
    
15. 
    Chronological Exercises
    

1. 
   During the "Reign of Jackson," politics became more democratic, the power of the presidency increased, America became more optimistic and expansionistic, American became more culturally diverse, new applications of rights were being applied to the disenfranchised, and sectionalism supplanted nationalism.
   
2. 
   The Election of 1824 and the Age of Jackson Jackson vs. 1) Henry Clay, 2) John C. Calhoun, 3) Nicolas Biddle, 4) John Marshall. (Peopling and Politics)
   
   1. 
      LQs:
      
      1. 
         Explain how the Election of 1824 end the “Era of Good Feelings”
         
      2. 
         Discuss the new trends in voting patterns during the mid 1820 and 1830s?
         
      3. 
         Identify examples of how Jackson increased the power of the executive branch?
         
   2. 
      Topic: American System, The Corrupt Bargain, J. Q. Adams’ Presidency, Jacksonian Democracy
      
   3. 
      SFI: American System, Henry Clay, Congress of Panama, “Corrupt Bargain”, Spoils System, “Era of
      

4. 
   Read: Brinkley 228-230, 233-238
   
5. 
   Assignments:
   
   1. 
      Main Idea Logs: “Setting the Stage” and “Election of Jackson”
      
   2. 
      Identify the three major works/ideas that the Theory of Nullification is based?
      
6. 
   Topic: John C. Calhoun, Webster/Hayne Debate, Tariff of Abominations, State vs. Federal Authority
   
7. 
   SFI: Tariff of Abominations, John C. Calhoun, Peggy Eaton Affair, Webster-Hayne Debate, Theory of Nullification, force bill, Compromise of 1833
   
8. 
   Read: Brinkley 238-242
   
9. 
   Bank War=Biddle vs. Jackson
   
10. 
    SFI: Second B.U.S., Nicholas Biddle, “The Monster,” Hard vs. Soft Money
    
11. 
    Read: Brinkley 246-247,
    
    1. 
       Jackson’s Removal Policy was for Native Americans?
       
    2. 
       Analyze the causes the Removal Policy.
       
    3. 
       Andrew Jackson Political Cartoons Analysis (CR7)__The_Cherokee_Constitution_of_1827_(CR7)__Letter_from_a_Missionary_About_the_Cherokee_Region_(CR7)'>(CR7)
       
    4. 
       The Cherokee Constitution of 1827 (CR7)
       
    5. 
       Letter from a Missionary About the Cherokee Region (CR7)
       
    6. 
       John Bennett’s Story of the Trail of Tears (CR7)
       
    7. 
       Andrew Jackson’s Second State of the Union Address (CR7)
       
12. 
    Topic: Jackson’s Removal of Native Americans
    
13. 
    SFI: “The Indian Problem," “Five Civilized Tribes,” Indian Removal Act 1830, Trail of Tears,
    

14. 
    Read: Brinkley 242-246
    
15. 
    Assignment: Students will interpret the evolving historiography of the Trail of Tears presented in History in the Making, by Kyle Ward.(PEO-4)(PEO-5)(CUL-5) [CR4]
    

3. 
   Debate: Jackson’s Indian Removal (CR6)
   
   1. 
      “Taking Sides: Did Andrew Jackson’s Removal Policy Benefit Native Americans?”
      
      1. 
         YES 190-200 Robert V. Remini Women)
         
      2. 
         NO 190-191, 201-208 Alfred C. Cave(Men)
         
4. 
   Election of 1836 and 1840
   
   1. 
      Ob.: Students will discuss the rise of the second party system and the rise of modern campaigning..
      
   2. 
      LQs:
      
      1. 
         Discuss what ways the 2^nd party system reflected political, social, and economic changes in America?
         
      2. 
         Discuss the importance of W. H. Harrison’s death?
         
   3. 
      Topic: Van Buren’s Presidency, Whigs/ 2nd Party System, Election 1840 Old Tippecanoe and Tyler too!
      
   4. 
      SFI: Specie Circular, Whigs/2^nd Party System, Log Cabin Campaign, Election of 1836, Election of
      

1. 
   Read: Brinkley 249-256
   
1. 
   Industrialization, Immigration, and Nativists’ Response
   
   1. 
      Ob.: Students will examine the first major surge in European immigration and its impact on
      

1. 
   LQs:
   
   1. 
      Describe the relationship between growing industrialization in the North, increased immigration, and Nativism?
      
2. 
   Topic: The Irish, German, Nativists, Immigration Today?
   
3. 
   SFI: Nativism, Irish Immigration, Know-Nothing/American Party
   
4. 
   Read: Brinkley 260-265, 277 (Immigrant Work)
   
5. 
   Video: “Gangs of New York”
   
1. 
   Industrialization vs. King Cotton
   
   1. 
      Ob.: Students will compare and contrast the economies of the North and South.
      
   2. 
      LQs:
      
      1. 
         Describe the key differences in the Northern and Southern economies and explain how did these economic differences create two different regions in the United States?
         
      2. 
         Discuss the importance of Commonwealth v. Hunt to workers.
         
      3. 
         Compare and Contrast the treatment of slaves in the South to factors workers in the North.
         
   3. 
      Topic: Economy of the North vs. Economy of the South
      
   4. 
      SFI: Erie Canal, Interchangeable parts, Lowell System, Commonwealth v. Hunt, “King Cotton,” Deep
      

5. 
   Read:
   
   1. 
      Brinkley 268-273, 277-278, 294-298
      
   2. 
      “Voices: Characteristics of the Early Factory Girls” 121-123
      
   3. 
      Franklin “Emergence of the Cotton Kingdom” 125-128
      

7. 
   Northern vs. Southern Societies
   
   1. 
      Ob.: Students will explain how divergent economies created two different societies in the North and
      

1. 
   LQs:
   
   1. 
      Compare and Contrast the social structures of the North and South.
      
   2. 
      Discuss the role of women in Northern and Southern society.
      
2. 
   Topic: Northern Social Structure vs. Southern Social Structure
   
3. 
   SFI: Cult of Domesticity/True Womanhood, Cavalier Myth, private vs. public spheres
   
4. 
   Read: Brinkley 279-285, 298-302
   
1. 
   Slavery: “The Peculiar Institution”
   
   1. 
      Ob.: Students will examine the relationship between white fears of revolt and oppression.
      
   2. 
      LQs:
      
      1. 
         Discuss the violent/nonviolent modes slaves used against forced servitude?
         
      2. 
         Explain the how the fear of revolt increased oppression of slaves.
         
      3. 
         *Discuss the overall tone of slaves to their former masters.
         
   3. 
      Topic: Oppression, Resistance
      
   4. 
      SFI: “Peculiar Institution,” Slave Codes, Gabriel Prosser, Denmark Vesey, Nat Turner’s Revolt
      
   5. 
      Reading
      
      1. 
         *“Voices: Two Letters from Slaves to Their Former Masters” 180-182 (1B)
         
      2. 
         Franklin Slavery to Freedom “Slave’s Reaction to Bondage” 158-166
         
      3. 
         Brinkley 310-312
         
2. 
   The Age of Reform 1: Abolitionists
   
   1. 
      Ob.: Students will examine how, in the “Age of Reform,” organized resistance against slavery
      

2. 
   LQs:
   
   1. 
      Compare and contrast the goal of the American Colonization Society and Abolitionists
      
   2. 
      *Discuss the Frederick Douglass’s opinion on the Fourth of July.
      
   3. 
      **Discuss the evidence outlined by David Walker.
      
3. 
   Topic: Early anti-Slavery Movements, Abolition
   
4. 
   SFI: American Colonization Society, William Lloyd Garrison, Underground Railroad, Harriet Tubman
   

5. 
   Read:
   
   1. 
      *“Voices: Frederick Douglass, ‘The Meaning of July Fourth’” 183 (CR7)
      
   2. 
      **“Voices: David Walker’s Appeal” 168-170 (CR7)
      
   3. 
      Brinkley, 330-337
      
6. 
   Assignment: Quiz over Readings
   

10. 
    The Age of Reform 2: Seneca Falls
    
    1. 
       Ob.: Students will examine how, in the “Age of Reform,” women fought unsuccessfully to gain equal rights for women, yet helped the abolitionist movement.
       
    2. 
       LQs:
       
       1. 
          Explain what were women’s rights based upon in the 1840s?
          
       2. 
          Discuss how successful the Seneca Falls convention was in guaranteeing more political, social, and economic rights for women?
          
    3. 
       Topic: Women’s Rights, Philosophy of Women’s Rights
       
    4. 
       SFI: Elizabeth Cady Stanton, Lucretia Mott, Dorothea Dix, Seneca Falls Convention, Declaration of
       

5. 
   Read: Brinkley 329-330
   
6. 
   Assignment:
   
   1. 
      “Changing Interpretations: Seneca Falls” (CR7)
      
   2. 
      (In Class) Association Chains
      

11. 
    The Age of Moral Reform
    
    1. 
       Ob.: Students will examine how, in the “Age of Reform,” groups organized and pushed for reform across a wide swath of the US problems.
       
    2. 
       LQs:
       
       1. 
          Identify the major reform movements during the 1830s, identify the types of people who were in charge of the movements, explain their goals, and discuss each represented a growing “American” identity?
          
    3. 
       Topic: Rise of Popular Religions, Temperance Movement, Prisons and Asylum, Utopian Communities
       
    4. 
       SFI: Walt Whitman, Ralph Waldo Emerson, Henry David Thoreau, Nathaniel Hawthorne, Margaret Fuller, Shakers, Mormons, Temperance Crusade, Transcendentalism, Horace Mann, Brook Farm, Age of Reform
       
12. 
    Manifest Destiny
    
    1. 
       Ob.: Students will explain how the westward push became known as Manifest Destiny, which justified
       

2. 
   LQs:
   
   1. 
      Discuss how and in what ways did Manifest Destiny increase sectional tensions in the 1840s?
      
   2. 
      Describe the interest in Texas and the Oregon Territories.
      
3. 
   Topic: Sectionalism, Oregon, Texas
   
4. 
   SFI: Manifest Destiny, James K. Polk, expansionists Texas Annexation, Oregon Trail, Oregon Treaty
   

1. 
   Read:
   
   1. 
      Brinkley 340-346
      
   2. 
      Franklin Slavery to Freedom, Ave. Price of Field Hands (134) and Prices of Slaves/Cotton (145)
      
2. 
   Assignment: QFT http://picturinghistory.gc.cuny.edu/item.php?item_id=180 Students will write down as many questions as they can about John Gast’s American Progress, 1872.
   
1. 
   The Mexican War
   
   1. 
      Ob.: Students will explain how Manifest Destiny led to an aggressive war against Mexico.
      
   2. 
      LQs:
      
      1. 
         Identify the causes and outcomes of the Mexican War?
         
      2. 
         *Explain the theory of civil disobedience as detailed by Thoreau.
         
      3. 
         **Discuss Douglass’ goals in his address to New England.
         
   3. 
      Topic: Causes and Outcomes of the Mexican War
      
   4. 
      SFI: The Mexican War, Treaty of Guadalupe Hidalgo (1848), Wilmot Proviso, California Gold Rush
      
   5. 
      Read:
      
      1. 
         Brinkley 347-353
         
      2. 
         *“Voices: Henry David Thoreau, Civil Disobedience” 164-166
         
      3. 
         **“Voices: Frederick Douglass, Address to the New England Convention “ 159-160
         

1. 
   Essay Questions Discuss the reason for and the degree to which Andrew Jackson increased the power of the presidency from 1829-1837. (CR5)
   

2. 
   In what ways did the early 19^th century reform movements illustrate the strengths and weaknesses of democracy in the early America Republic. (CR5)
   

1. 
   The Civil War was caused by historic economic, social, and political sectional differences that were
   

2. 
   The Civil War effectively determined the nature of the Union, the economic direction of the United
   

1. 
   Sectionalism/Views on Slavery
   
   1. 
      Ob.: Students will examine the major causes of sectionalist tension that led to the Civil War.
      
   2. 
      LQs:
      
      1. 
         Explain the main idea of Hinton Helper’s “The Impending Crisis”
         
      2. 
         Discuss the Proslavery argument
         
      3. 
         Identify major issues in sectionalism up to 1850
         
   3. 
      Topic: Sectionalism, Slaves, War
      
   4. 
      SFI: Hinton Helper/Impending Crisis, “Helperism”
      
   5. 
      Reading
      
      1. 
         Brinkley 372-373, 359 (Pro-Slavery Argument)
         
      2. 
         “Voices: Hinton Helper ‘The Impending Crisis of the South’” 200-202
         
      3. 
         “Changing Interpretations: Slavery” Sources: 6-11, 16-18
         
   6. 
      Assignment: President’s Quiz (30 points) Washington-Polk (name, dates in office, party, and 3
      

2. 
   Crisis 1850s I: Kanas/Nebraska
   
   1. 
      Ob.: Students will examine how events in the 1850s exacerbated sectionalist tensions as popular
      

2. 
   LQs:
   
   1. 
      Discuss the causes of the Compromise of 1850 and its major details.
      
   2. 
      Discuss the opposition to the Fugitive Slave Act.
      
   3. 
      Explain the birth of the Republican Party
      
   4. 
      Discuss the Brooks/Sumner affair.
      
3. 
   Topic: Taylor, Fillmore, Pierce, and Sectionalism over Kanas/Nebraska
   
4. 
   SFI: Wilmot Proviso, Uncle Tom’s Cabin, Free-Soil Party, Fugitive Slave Act, Compromise of 1850,
   

Ostend Manifesto, Transcontinental Railroad, Union Pacific and Central Pacific Railroad

Companies, Sumner/Brooks Episode, Slave Power Conspiracy, Know-Nothing/American Party,

Popular Sovereignty, Sack of Lawrence

5. 
   Read: Brinkley 353-359 (Skip “Pro-Slavery Argument”)
   
6. 
   Assignment: Main Idea Log “Bleeding Kansas
   
7. 
   Assignment: Chronological Reasoning (students will construct a time line placing 10 events in historical / chronological order; students will then note connections between the events and argue for either continuity or change as the basic structure over that time period).
   

3. 
   Crisis 1850s II
   
   1. 
      Ob.: Students will examine the final events that led to the Civil War including the Dred Scott case and
      

2. 
   LQs:
   
   1. 
      Explain the two major provisions of John Brown’s reasoning behind his actions in Kanas and Virginia.
      
   2. 
      Explain the Dred Scott decision and its impact on increasing sectionalism.
      
   3. 
      Discuss the significance of the Lecompton Constitution’s rejection.
      
   4. 
      Explain why Lincoln only won forty percent of the popular vote in the election of 1860 (see map on pg. 363).
      
   5. 
      Explain why the Crittenden Compromise failed.
      
3. 
   Topic: Buchanan’s Administration, Election of Lincoln
   
4. 
   SFI: Slave Power Conspiracy, Dred Scott Decision, Pottawatomie Massacre, John Brown’s Raid on
   

of Lincoln, Crittenden Compromise

1. 
   Read:
   
   1. 
      Brinkley 359-364, 368-370
      
   2. 
      Voices “John Brown’s Last Speech” 187-188 (CR7)
      
   3. 
      Lincoln’s First Inauguration Speech (CR7)
      
   4. 
      Emancipation Proclamation (CR7)
      
   5. 
      Gettysburg Address (CR7)
      
   6. 
      Lincoln’s Second Inaugural Address (CR7) Main Idea Log
      
2. 
   Assignment: Generalization Exercises 6.1
   
1. 
   Secession: 1860 and Overview of the Civil War Advantages and Strategy.
   
   1. 
      Ob.: Students will examine how sectional tensions were exacerbated by the election of Lincoln and
      

2. 
   LQs:
   
   1. 
      Explain two major historical interpretations of the causes of the Civil War.
      
   2. 
      According to the “Declaration of Immediate Causes” discuss the major reason why South Carolina seceded from the Union.
      
   3. 
      According to Kenneth Stamp, identify the major causes of the Civil War.
      
3. 
   Topic: Secession and Overview of the War, Mobilization, Advantages, and Strategy of North/South
   
4. 
   SFI: Bull Run, Homestead Act, Copperheads, Habeas Corpus suspended, National
   

1. 
   Reading
   
   1. 
      Brinkley 370, 372-373, 374-375
      
   2. 
      “Declaration of the Immediate Causes Which Induce and Justify the Secession of South Carolina from the Federal Union”
      
   3. 
      Kenneth Stamp “What Caused the Civil War?”
      
   4. 
      “Advantages of the North/South”
      
2. 
   
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