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



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Assignment: Paideia Questions

  • Roosevelt’s Administration

    1. Ob.: Students will evaluate the success of the Roosevelt administration in terms of its domestic and

    foreign successes and his commitment to Progressive values.

      1. Topic: National Regulation, Regulation and Reform, Foreign Policy

      2. LQs:

        1. Discuss TR’s views toward government involvement in business.

        2. Explain TR’s “Square Deal” and evaluate if it is truly equitable.

        3. Discuss three of TR’s major accomplishments in foreign affairs.

      3. SFI: Categories to divide: 1 Regulation, 2 Conservation/Preservation 3 Foreign Policy

    The “Square Deal”, Pure Food and Drug Act, Meat Inspection Act, National Reclamation Act,

    National Park System, Anthracite Coal Strike 1902, “Trust Buster,” “Big Stick” diplomacy, Roosevelt Corollary, Panama Canal, Platt Amendment, “Great White Fleet” good vs. “bad” trusts (i.e. regulate, not eliminate), Muller v. Oregon, Northern Securities v. U.S., Sherman Antitrust Act, Department of Commerce and Labor, Hepburn Act, Panic of 1907 (led to assisting trusts), Gentlemen’s Agreement 1907 and the Russo-Japanese War, Muller v. Oregon, Department of Commerce and Labor, Elkins Act



      1. Read: Brinkley 594-598, 604-606

      2. Assignment: (Continued with L9) Chart comparing and contrasting TR with Taft and Wilson

    1. Taft and Wilson’s Administration

      1. Ob.: Students will compare and contrast TRs, Taft, and Wilson’s administrations in terms of domestic,

    foreign, and Progressive policies.

      1. LQs:

        1. Explain the major ideas of the candidates during the election of 1912.

        2. Explain two major ideas of Wilson’s Domestic policies.

        3. Contrast the foreign policies of the Central and South America of TR, Taft, and Wilson.

      2. Topic: Taft and Wilson Administration (excludes WWI)

      3. SFI: The Progressive Party, New Nationalism (TR) vs. New Freedom (Wilson), Election of 1912,

    Federal Reserve Act 1913, Keatings-Owen Act 1916, “Dollar Diplomacy,” Sixteenth Amendment, Seventeenth Amendment, Eighteenth Amendment, Twentieth Amendment, Federal Trade Commission, Clayton Antitrust Act, Adamson Act, “Moral Diplomacy”, Ludlow Massacre

      1. Read: Brinkley 598-604, 606-609

      2. Assignment: (Continued from L7) Chart comparing and contrasting TR with Taft and Wilson

      3. Assignment: Visual Main Idea Logs 8.2

    1. Progressives Overview Day:

      1. Ob.: Students will compare and contrast the major ideas of the Progressive Period.

      2. Topic: Linking the Unit Together: Inductive Reasoning Sheet (in class)

      3. Assignment: Visual Main Idea Logs 8.3

      4. Assignment: Generalization Exercises 8.3




    1. Debate: Did the Progressives Fail?

      1. “Taking Sides: Did the Progressives Fail?”

        1. Yes 168-179 Side P No 180-189 Side Q

      2. Assignment: Amendment Quiz (matching 1-20)

    2. DBQ (In Class)

      1. Assignment: Category Chains with Association

    3. Unit 8Test







    Unit 9: War, Depression, War 1915-1945 16 days Ch. 23-28
    Organizing Principles (Politics and Power, America in the World, Environment and Geography, Ideas, Beliefs, Culture, Work, Exchange, Technology, Identify, Peopling)


    1. Disillusionment with the idealism of World War I led Americans to fear change and difference and to retreat into a superficial shell of self-satisfaction.

    2. The Great Depression and New Deal led to the expectation of government intervention to maintain the economic stability of the nation.

    3. The United States abandoned isolationism in order to curb aggression and promote democracy.

    Lessons

    1. The US and The Great War

      1. Ob.: Students will analyze Wilson’s foreign policy decisions in the wake of The Great War and the

    impact of Wilson’s Fourteen Points on the Peace Process.

      1. LQs:

        1. Explain the major events that lead the United States into The Great War.

        2. Discuss how the United States organized their economy for war.

      2. Topic: Wilson, The Great War, Isolationism and Interventionism, Introduction to Simulation

      3. SFI: Triple Entente, Triple Alliance, Lusitania, Zimmerman Telegram, Russian/Communist

    Revolution, Selective Service Act 1917, Liberty Bonds, War Industries Board (WIB), George Creel and the Committee of Public Information (CPI), “Destroy the Mad Brute”, “He Kept us Out of the War!”, US loans to Allies, Militarism, Nationalism, Restricted vs. Unrestricted Warfare, Sussex Pledge, “Preparedness”, AEF, World Safe for Democracy, Armistice, Wilson’s Fourteen Points, League of Nations, National self-determination, Treaty of Versailles, Henry Cabot Lodge and “reservationists”, “irreconcilables”

      1. Read: Brinkley 614-622, 628-632

      2. Videos: Crash Course “The Great War” http://www.youtube.com/watch?v=_XPZQ0LAlR4

      3. Presentation: African Americans at War (Landon), US at War (Stephen)

    1. War Worries and Post War Fears [NEXT TIME DAY 2 ABOUT IDEA AT HOME, DAY 3 CULTURE]

      1. Ob.: Students will compare and contrast the challenges to liberties during the Great War

      2. LQs:

        1. Discuss US attempts at suppressing dissention during the Great War.

        2. Explain US fears surrounding immigration.

        3. Discuss the impact of the Spanish Flu Epidemic.

      3. Topic: War Dissention, Strikes, Great Migration, Race Riots, The Red Scare, Marcus Garvey

      4. SFI: Spanish Flu Epidemic, Espionage Act of 1917, Sabotage and Sedition Act of 1918, Schenck v.

    US’s “clear and present danger”, IWW, Billy Sunday, American Protective League, “100 percent Americanism”, Immigration Act of 1917, Chicago Race Riots, The Great Migration, The Red Summer (race), The Red Scare (Communists), Palmer Raids, Sacco and Vanzetti, Boy Spies of America, “Liberty Cabbage and Liberty Sausage”, “contentious objector”,

      1. Read: Brinkley 623-628, 632-638

      2. Video: Crash Course “America in World War I” http://www.youtube.com/watch?v=y59wErqg4Xg

      3. Assignment: Main Idea Log “Sacco-Vanzetti Case”

    1. Post War Fears II

      1. Ob.: Students will compare and contrast the challenges to liberties during the Great War

      2. LQs:

        1. Discuss Helen Keller’s argument that The Great War was would benefit the capitalists.

        2. Discuss the IWW’s stance against patriotism.

        3. Discus the anti-war stances of e.e. cummings, Helen Keller, and the IWW (CR6)

      3. Topic: Anti-War Stances

      4. Read:

        1. “Voices: Helen Keller “Strike against War” 284-288 (1b)

        2. “Voices: Why the IWW is Not Patriotic to the United States” 291 (1b)

        3. “Voices: e.e. cummings, “i sing of Olaf glad and big” 302-304 (1b)

      5. Assignment:

        1. Visual Main Idea Logs 9.1

    Generalization Exercises 9.1

        1. Main Idea Log “Suppressing Dissent”

    1. 1920s I The Roaring (and Meowing) 20s

      1. Ob.: Students will analyze the call to a “Return to Normalcy” following the Great War

      2. LQs:

        1. Discuss the issues facing Harding and Coolidge’s Administrations.

        2. Explain Zinn’s statement “When the twenties began, the situation seemed under control.”

      3. Topic: The Jazz Age, Roaring 20s, and Harding/Coolidge Administrations

      4. SFI: Sheppard-Towner Act of 1921, National Origins Act (Immigration Act) of 1924, Kellogg-Briand

    Pact of 1928, Teapot Dome Scandal, “Return to Normalcy”

      1. Read:

        1. Brinkley 661-662

        2. Zinn People’s History of the United States [Chapter 15]

    Assignment: Amendments Quiz [1-21]

    1. 1920s Culture: The Jazz Age

      1. Ob.: Students will compare and contrast the effects of the Great War on society

      2. LQs:

        1. Explain the state of women and their rights during the 1920s.

        2. Discuss the causes of the revival of Nativism and the KKK.

      3. Topic: Roaring 20s, Flappers, Harlem Renaissance, Prohibition, KKK, Scopes Monkey Trial

      4. SFI: “Pink Collar” jobs, Birth Control, Margret Sanger, Flappers, League of Women Voters, National Woman’s Party, The “Lost Generation” Harlem Renaissance, Langston Hughes, Prohibition, Al Capone, Scopes “Monkey” Trial

      5. Read: Brinkley 647-661 (exclude Advertising, Modernist Religion, Edu. And Youth, Decline of Self)

    2. The Crash of 1929

      1. Ob.: Students will analyze the causes of the Great Depression and the Hoover Administrations response.

      2. LQs:

        1. Describe the five major causes of the Great Depression.

        2. Discuss the Hoover program and its successes in limiting the Great Depression.

      3. Topic: Hoover’s Administration and the Causes of the Great Depression

      4. SFI: Black Tuesday, Stock Market Crash 1929, The Hoover Program, “volunteerism” Smoot-Hawley Tariff, The Bonus March(Army)

      5. Read: Brinkley 668-671, 685-689

      6. Video: Crash Course “The Great Depression” http://www.youtube.com/watch?v=GCQfMWAikyU

      7. http://www.bigtrends.com/trading-education/lessons-from-the-past-10-charts-graphs-of-the-great-depression/ (CR7) Students will discuss certain trends, comparisons,

    3. Realities of the Great Depression

      1. Ob.: Students will compare personal and societal responses to the Great Depression.

      2. LQs:

        1. Discuss the challenges facing the Midwestern farmer during the early 1930s

        2. Describe how the Depression affected Hispanics, Asians, African-Americans, and women.

      3. Topic: Hard Times, Escapism, and Society during the Great Depression

      4. SFI: Okies, Dust Bowl, Shantytowns (Hoovervilles), Scottsboro Case, American Communist Party

    and the Popular Front, Southern Tenant Farmers Union, John Steinbeck

      1. Read:

        1. Brinkley 672-676, 678-682

        2. Terkle, Studs Hard Times (Individual Story for each Student)

        3. (In Class) “Voices: Two Poems by Langston Hughes “ Negro Speaks of Rivers and Life is Fine (1b)

        4. (In Class) http://www.english.illinois.edu/maps/depression/photoessay.htm

      2. Assignment: One paragraph detailing individual, experiences, and outlook of Hard Times

    1. The New Deal

      1. Ob.: Students will group and compare New Deal efforts to halt the Great Depression

      2. Topic: FDR’s First 100 days, the New Deal and its Critics

      3. SFI: “Fireside Chats”, New Deal, Emergency Banking Act, Agricultural Adjustment Act, National

    Recovery Administration, Public Works Administration (PWA), Federal Emergency Relief Act, Glass-Steagall (Banking Act of 1933), Home Owners’ Loan Act, Gold Reserve Act, Tennessee Valley Authority, Federal Deposit Insurance Corporation (FDIC), Securities and Exchange Commission (SEC), Civil Works Administration, Civilian Conservation Corps (CCC), Farm Management Administration, American Liberty League, Dr. Francis E. Townsend, Huey Long

      1. Read: Brinkley 694-700, Handout about New Deal Reforms and Relief

      2. Video: Crash Course “New Deal”—http://www.youtube.com/watch?v=6bMq9Ek6jnA

      3. Assignment: Chart detailing New Deal acts and their significance

    1. The Second New Deal

      1. Ob.: Students will group and compare New Deal efforts to halt the Great Depression

      2. LQs:

        1. Discuss the Constitutionality of the New Deal.

        2. Discuss the goal of the Social Security Act and to who it was meant.

      3. Topic: Second New Deal, Critics and Challenges

      4. SFI: “New Deal Coalition” National Labor Relations Board, Wagner Act United Auto Workers

    (UAW), Works Progress Administration (WPA), “Court Packing”, Fair Labor Standards Act,

    Social Security Act



      1. Read: Brinkley 700-708, Chart on 714.

      2. Assignment: Generalization Exercises 9.2

    Visual Main Idea Log 9.2

    1. Legacy of the New Deal

      1. Ob.: Students will discuss the success of the New Deal.

      2. Topic: How successful was the New Deal? Welfare State

      3. Assignment: Paideia Question: “Changing Interpretations: The New Deal, Second Thoughts” New Deal Programs Quiz [20 pts] (matching)

    2. The Dark Valley in Europe (1930-1939)

      1. Ob.: Students will compare events in the United States with events happening around the world, each

    of which culminate with the start of World War II

      1. LQs:

        1. Discuss the ideology behind the “Good Neighbor Policy”

        2. Explain the Isolationist attempts to remain neutral during the late 1930s.

        3. Explain the shift from an isolationist’s to an interventionist’s point of view.

        4. Explain the events that led Japan to attack Pearl Harbor.

      2. Topic: Fascism in Europe, Communism in USSR, Japanese Imperialism in the Pacific, US enters the

    War, US Strategy, Scope of the War

      1. SFI: Reciprocal Trade Agreement Act of 1934, Good Neighbor Policy, Neutrality Acts, Lend-Lease, Atlantic Charter

      2. Read: Boyer 533-538, 540-545

      3. Assignment: Generalization Exercise 9.3

    1. America at War: Culture and the War.

      1. Ob.: Students will examine major conflicts during the war (at home and abroad) and will discuss the positive and negative impacts of dropping the atomic bomb.

      2. LQs:

        1. Explain the major events in the European Theater from 1944-1945.

        2. Explain the major events in the Pacific Theater from 1944-1945.

      3. Topic: War and Society, Internment, Major Battles, VE and VJ Day, Atomic Age

      4. SFI: Congress of Racial Equality (CORE), Zoot Suit Riots, “Rosie the Riveter”, The “Swing Era”, Japanese Internment, Korematsu v. US, Dresden firebombing, D-Day, Battle of the Bulge, Battle for Okinawa, Manhattan Project, Hiroshima and Nagasaki, “Decision to Drop the Bomb pros and cons”

      5. Read:

        1. Boyer 545-554

        2. Brinkley 754-764 (Including “Decision to Drop the Bomb”)

    2. In Class Preparation (WWII over spill)

      1. Assignment: Inductive Reasoning Sheet

    Presidents Quiz [35pts] (Washington to FDR)

    Compare/Contrast WWI/WWII (TBD)

    1. In Class DBQ

      1. Create your Own Categories/GEs

    2. Unit 9 Test



    Unit 10: The Cold War to Kennedy 1945-1960 11 days Ch. 29-30

    Organizing Principles (Politics and Power, America in the World, Environment and Geography, Ideas, Beliefs, Culture, Work, Exchange, Technology, Identify, Peopling)


      1. Between World War II and 1960, the New Deal philosophy that the government was a legitimate agent of social welfare became firmly embedded in the American mind.




      1. The Cold War led the United States to pursue an ambivalent policy of confrontation, negotiation, and preventive maintenance between 1945 and 1970.




      1. After World War II, the escalation of the Cold War caused the United States to abandon its policy of isolationism in favor of a global interventionist policy to promote pro-western ideas while restricting the spread of communism.




    1. The Cold War Overview—Ideology

      1. Ob.: Students will connect cultural icons to explain a basic understanding of the Cold War

      2. LQs.:

        1. Discuss the post war vision for the United States

        2. Discuss the post war vision for the Soviet Union

      3. Topic: US vs. USSR, Capitalism vs. Communism, Cold Wars, Proxy Wars

      4. SFI: Soviet Union, Cold War, Communism, Capitalism,

      5. Read: McMahon “World War II and the Destruction of the Old World Order.” 1-15

    2. Truman Foreign Policy I: The Cold War Begins- 1945-1949

      1. Ob.: Students will analyze the events that transitioned Soviet “allies” into enemies in the Cold War.

      2. LQs:

        1. Discuss the actions taken by the United States in response to the growing threat of Communism during the Cold War.

        2. *Discuss the major points of the Truman Doctrine.

        3. Discuss the causes and outcomes of the Korean War.

      3. Topics Yalta/Potsdam Conferences, Red China, Containment, NATO

      4. SFI: Teheran Conference, Yalta Conference, United Nations, Potsdam Conference, Chaing Kai-Shek,

    Mao Zedong, Marshall Plan, Truman Doctrine, George Kennan, National Security Act, Berlin Airlift, NATO, Warsaw Pact, National Security Council Report 68 (NSCR-68), Korean War

      1. Read:

        1. Brinkley 768-775

        2. *The Truman Doctrine

      2. Assignment: 10.1 Generalization Exercise

    1. Truman Domestic Policy

      1. Ob.: Students will examine the effects the war on the US economy and the growing Communist threat.

      2. LQs:

        1. Discuss the major challenges to the US economy during the post war years.

        2. Compare and Contrast the Red Scare with McCarthyism.

      3. Topic: Post War Economy, Fair Deal, Subversion

      4. SFI: GI Bill of Rights, United Mine Workers, The Fair Deal, Taft-Hartley Act, Dixiecrats,

    Employment Act of 1946, Thomas E. Dewey, Douglas MacArthur, HUAC, Alger Hiss Trial, McCarran International Security Act, Ethel and Julius Rosenberg, McCarthyism

      1. Read: Brinkley 775-786

      2. Assignment: 10.1 Visual Main Idea Log

    1. McCarthyism

      1. Ob.: Students will compare and contrast the Red Scare that followed WWI with McCarthyism

      2. Topic: Subversion, Anticommunism, Joseph McCarthy

      3. Read: “Changing Interpretations: McCarthyism” 348-356

      4. Assignment: Paideia Seminar Questions [20 pts]

    2. Eisenhower Domestic Policy

      1. Ob.: Students will analyze the effects of the Cold war on Ike’s domestic policy and 1950s culture.

      2. LQs:

        1. Discuss the partnership between the AFL and the CIO.

        2. Discuss the immediate and lasting effects of the “Sputnik” moment.

      3. Topic: “What’s good for GM. . .”, McCarthy’s decline, and the Military Industrial Complex, 50s Culture

      4. SFI: Army-McCarthy Hearing, Keynesian Economics, AFL-CIO, Teamsters Union, Federal Highway

    Act, Levittowns, UNIVAC, Salk vaccine (Polio), Hydrogen bomb, NASA, Sputnik, Baby Boom

      1. Read: Brinkley 812-813, 793-798, 805-806

    1. Eisenhower Foreign Policy

      1. Ob.: Students will analyze how world events influenced US foreign policy during the Cold War.

      2. Topic: Brinksmanship, Vietnam, Israel, Suez, U-2 Crisis

      3. SFI: Massive Retaliation (Brinksmanship), MAD (mutually assured destruction), Dien Bien Phu, Fidel

    Castro, U-2 incident, Israeli Independence, John Foster Dulles, Eisenhower Doctrine, Military

    Industrial Complex



      1. Read:

        1. Brinkley 813-817

        2. Secretary Dulles’ Strategy of Massive Resistance”

        3. Eisenhower’s Farewell Address

        4. The Eisenhower Doctrine

      2. Assignment: Paideia Questions

    1. 1950s Counter Culture vs. Age of Affluence vs. “The Other America”

      1. Ob.: Students will trace modern luxuries from their beginnings in 1950’s consumerist culture.

      2. LQs:

        1. Compare and contrast the consumerism of the 1950s and “The Other America”

        2. Describe how the Beats embodied counterculture in the 1950s

      3. Topic: Consumerism, Suburbanization, Counterculture, “The Other America”

      4. SFI: Feminism, Beat Generation, Jack Kerouac, Rock n’ Roll, Suburbanization, Consumerism (TV to

    Fast Food)

      1. Read: Brinkley 798-802, 805-809 (exclude Travel, Organized Society)

      2. Read: Howl by Alan Ginsberg

      3. Assignment: Amendments Quiz (1-22)

    10.2 Generalization Exercise

    Main Idea Log “The Other America by Michael Harrington)


      1. Students, working in groups, do a presentation on one of the pioneers of 1950s Rock and Roll that will include two songs by the artist and historical analysis.(ID-7)(CUL-6)(CUL-7) [CR4]




    1. 1950s Civil Rights Movement

      1. Ob.: Students will examine the four major factors that helped facilitate the Civil Rights movement.

      2. LQs:

        1. Discuss the significance of Brown v. Board of Education and the Little Rock Nine

        2. Discuss the goal and outcome of the Montgomery Bus Boycott.

      3. Topic: Emmett Till, Brown v. Board, Montgomery Bus Boycott; Challenges to segregation

      4. SFI: Brown v. Board of Education of Topeka, Kansas, Little Rock Nine, “Massive Resistance”,

    Montgomery Bus Boycott, Martin Luther King, Jr., Civil Rights Act of 1957, Emmett Till, Desegregated Armed forces

      1. Read: Brinkley 809-812

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