Advanced Placement United States History Syllabus Course Purpose
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| Advanced Placement United States History
Syllabus Course Purpose: The Advanced Placement United States History course is a challenging course. It is designed to be the equivalent of a freshman college history course. The emphasis of this class will include mastery of factual knowledge, demonstration of an understanding of historical chronology, use of historical data to support an argument or position, differentiating between historical schools of thought, interpreting primary sources, and effectively using analytical skills of evaluation, cause and effect, and compare and contrast. This course will be designed around certain themes set out by the College Board. These include: Diversity in America Growth of an American identity, demographics, and culture Economic trends in United States History, changes in trade, commerce and technology Environmental issues – the impact of a growing society on the environment Globalization – our relationship to the rest of the world from exploration to today Development of political institutions and the components of citizenship Social reform movements such as anti-slavery, education, labor, temperance, women’s rights, civil rights, gay rights, war, public health and government The class will trace these themes throughout the course and will evaluate how they are linked and how they have brought about changes over time.
Carroll, Letters of a Nation Zinn, “Columbus, the Indians and Human Progress.” “Drawing the Color Line.” “Persons of Mean and Vile Condition.”
Maryland Toleration Act Massachusetts Public School Law of 1647 Albany Plan Union Essential Questions: How did the relationship between Native Americans and the Europeans change during this time period? What were the similarities and differences between the French, Spanish and English empires in the “New World?” Why and how did Jamestown succeed when other English settlements in the New World failed? Where the Salem Witch Trials of justifiable concern or was it mass hysteria? How was Bacon’s Rebellion symbolic of colonists’ growing frustrations with British policies? Major Assignments and Assessment: Chart – Compare and Contrast: The Thirteen Colonies Categories: Name of colony Major ethnic groups Major religious groups Major exports Major occupations Major imports Government structure Bar Graph: The population of the three sections (Northern, Middle, and Southern) in 1690, 1750, 1775 Essay: Compare and contrast the Jamestown and Plymouth settlements. DBQ on Chesapeake and New England Colonies Unit 1 Test Unit 2: The Era of the American Revolution (2.5 weeks) Readings: Text, Bailey and Kennedy, Chapters 6-8 Carroll, Letters of a Nation Zinn, “Tyranny is Tyranny” “A Kind of Revolution” Documents to be examined: Documentary History: Chapter 1 Common Sense The Declaration of Independence
What impact did the Great Awakening have on American political and social ideals? What were the social, political, and economic causes and effects of the French and Indian War? To what extent did Americans develop a shared sense of national identity prior to the American Revolution? “The British mercantile system was beneficial to the American colonies.” Assess the validity of this statement. What were the social, political, and economic causes and effects of American Revolution? What were the effects of the American Revolution beyond the United States? In what ways did the developments in the 1780s and 1790s affect the settlement, environment, territorial claims, and foreign relations in the United States? Major Assignments and Assessment: War Summary Chart – French and Indian War Take Home Essay: The system of mercantilism was viewed by the British as mutually beneficial to both the colonists and Mother Country. The colonists viewed mercantilism in quite a different light. Write and essay which explains the differences in viewpoints and shows how these differences led to revolution. Chart: Proclamation of 1763 through the Intolerable Acts. Give the provisions of the acts, the colonial response and impact on the unity of the colonies and the impact of the experience on post-independence government. War Summary Chart: American Revolution Critique: “Common Sense” Colonial Newspaper: Divide the class into two groups. Each group is to construct a newspaper – one from the Loyalist point of view and one from the Patriot point of view. You may choose a particular date or it could be a special “War in Review” edition. Include war news, letters to the editor, editorials, political cartoons, advertisements for products, reports of social events, etc. (anything that would normally be in a newspaper). Any information must be historically accurate for the time period. DBQ on the American Revolution Unit 2 Test Unit 3: The New Nation (2.5 weeks) Readings: Text, Bailey and Kennedy, Chapters 9-10 Carroll, Letters of a Nation Documents to be examined Documentary History: Chapters 2-4 The Constitution of the United States Federalist No. 10
“The Articles of Confederation provided an effective form of government to the newly independent United States of America.” Assess the validity of this statement. How did Shay’s Rebellion influence the political leaders of the time and help shape the structure of the new American government? Why did political parties emerge during this time? “The Constitution of the United States of America was a document written by the people, for the people.” Assess the validity of this statement. How was a balance of states rights and federalism achieved in the U.S Constitution? Compare and contrast the Alien and Sedition Acts to our current immigration policy. How have our policies changed? Thomas Jefferson’s purchase of the Louisiana territory from France went against everything he ever stood for. Agree or disagree? What was the significance of the peaceful transfer of power from one party to another in 1800? What were the major social, political and economic causes and effects of the War of 1812? How did expansion and the growth of Nationalism develop during this time? How did the Monroe Doctrine shape American foreign policy during this time period? Major Assignments and Assessment Critique – Federalist No. 10. Read this article and write a critique. The critique should include the historical setting of the article, the frame of reference and point of view of the author, the issue or question connected with the article, the author’s conclusion, at least three examples of factual information the author gives to support his conclusion, and weather or not the author would have convinced you to his point of view if you had lived at that time, why or why not. Chart: Compare and Contrast: The Articles of Confederation and the Constitution. Categories: Executive Legislative Judiciary Revenue Raising Calling of the Military Trade and Commerce Compare and Contrast: The first two political parties Categories:
Kinds of people Interpretation of the Constitution Federal government versus states rights Major European ally Take-home Essay: The writing of the Constitution was, as Catherine Drinker Bowen has observed, a “Miracle at Philadelphia.” Yet, this “miracle: was based on historical experience. Trace the intellectual origins of the Constitution from British theory and practice through the philosophy and current events of the 1780s. Election Charts: 1789, 1792, 1796, 1800 DBQ: Articles of Confederation Unit 3 Test Unit 4: Jeffersonian Republic and 2nd War of Independence (2 weeks) Readings: Text, Kennedy and Bailey, Chapters 11-12 Carroll, Letters of a Nation Documents to be examined Documentary History: Chapters 5-6 Kentucky and Virginia Resolutions Marbury v. Madison: “Chief Marshall and the Supreme Court”
1. Compare and contrast Jeffersonian and Jacksonian democracy. Which one do you most agree with and why? 2. Andrew Jackson is notorious for being bad, yet he also did a lot of good. Describe Jackson's strengths and weaknesses as President. How do you think we should we remember him? 3. "The annexation of Texas by the U.S. from Mexico was fair and square." Assess the validity of this statement. 4. Describe the changes to the U.S. population demographics during the early 1800s. How were the new immigrants different from the old and how were they received? Where was the population settling during this time? 5. How did industrialization change American society for the better and/or worse? 6. What are the top three most important reform and/or cultural developments during this time? How were these reform movements symbolic of the new American character? Major Assignments and Assessment Presidential Election Chart: 1804, 1808, 1812, 1816, 1820 War Summary Chart: War of 1812 DBQ: Comparing and contrasting policies of Jefferson and Madison Unit 5: Jacksonian Democracy (2 weeks) Readings: Text, Kennedy and Bailey, Chapters 13-15 Carroll, Letters of a Nation Zinn, “As Long as Grass Grows and Water Runs.”
The Monroe Doctrine Veto of the bank Renewal Bill The first issue of The Liberator Seneca Falls Declaration of Sentiments and Resolution Supreme Court Cases Cherokee Nation v. Georgia Worcester v. Georgia Charles River Bridge v. Warren Bridge Essential Questions: In what ways was slavery an economic and social American institution? Why did the institution of slavery command the loyalty of the vast majority of antebellum Southern whites, despite the fact that only a small percentage of them owned slaves? Describe the goals, methods, and leadership of the abolitionist movement. Where abolitionists reformers or fanatics? Support your opinion with FACTS. Which sections of the current United States did we add to our map during this time and how justifiable is the manner in which we acquired this new territory? How did the acquisition of new territories help fuel sectionalism and the Civil War? Of the following causes of the breakup of the Union, which THREE do you consider most important? Explain your reasoning: weak presidential leadership, Compromise of 1850, Fugitive Slave Law, Uncle Tom’s Cabin, Kansas-Nebraska Act, Dred Scott case, and/or fanaticism on the slavery issue. In what ways were the issues that led to the Civil War similar to those that led to the American Revolution? (Venn diagram for brainstorm). The Election of Abraham Lincoln to the White House in 1860 led directly to secession and civil war. Discuss and analyze four other significant events or issues which fueled the politics of divisiveness, 1789-1860. (Not the same three you used in E.Q. #6). Major Assignments and Assessment Categorization Exercise: Students will be given the following discussion question: During the Age of Jackson (1824-40), politics became more democratic, the power of the presidency increased, America became more optimistic regarding human progress, and sectionalism supplanted nationalism. They will be asked to organize a list of names and events into the following categories: political, social, and economic. Synthesizing Exercise: Using the statement at the top of the categorization handout and the categories the students filled in for that exercise, students should write a topic sentence for each of the three categories that clearly and directly generalizes similarity that each name/event has in common with the other names and events in that category. When a generalization has been made the student must choose five pieces of factual information that best support the topic sentence. They must then evaluate them by ranking them in descending order of importance in supporting the topic sentence. They must write one clear sentence justifying the first choice of factual information for each topic. The student must then write a thesis statement that directly links the categories to some common theme. Election Chart: 1824, 1828, 1832, 1836, 1840 Optional DBQ on Jackson Unit 5 Test Unit 6 South & Slavery, Manifest Destiny, Coming of the Civil War (3 weeks) Readings: Text, Kennedy and Bailey, Chapters 16-19 Carroll, Letters of a Nation Zinn, “The Other Civil War”
John C. Calhoun on the “Slavery Question” William Grayson, “The Hireling and the Slave”
What were the major social, political and economic differences between the North and South? Was the South justified in wanting to secede? Why not let the South secede in peace? What were the most significant advantages and disadvantages of the North and South during the Civil War? What were the economic, social and political causes and effects of the Civil War? What were the THREE most significant battles of the Civil War? Explain the reasoning behind your choices. Compare three major plans for restoring the South to the Union? Why do you think Lincoln picked the most lenient policy? Analyze the reason for the failure of congressional Reconstruction to achieve lasting civil rights for the freedmen and women. Address the effectiveness of the 13th, 14th and 15th Amendments. How effective was Lincoln’s Emancipation Proclamation? “The South never had a chance to win the Civil War.” Assess this statement with respect to specific military, economic and political factors. Use a minimum of 10 terms within your essay. Major Assignments and Assessment: Election Chart: 1844, 1848, 1852, 1856, 1860 War Summary Chart: Mexican-American War Debate: Resolved: The United States was justified in going to war with Mexico in 1846. Pie Graph: Five leading exports of the United States in 1850 and 1860. A. Assume these to be 100% of American exports B. Define the share of each export to the total American market
Carroll, Letters of a Nation Zinn, “Slavery Without Submission, Emancipation Without Freedom”
Abraham Lincoln’s First Inaugural Address The Emancipation Proclamation Lincoln’s Second Inaugural Address Supreme Court Cases Ex parte Merryman Essential Questions: Describe the pattern of race relations in the South from the end of the Civil War to the turn of the century 1900. In what ways was politics affected by the corruption of the Gilded Age? How did the role of government in the economy change during the Gilded Age? What was the social, economic and political impact of industrialization? How did the factory system affect labor unions, immigration and urbanization? Where the Carnegie, Rockefeller and Vanderbilt “robber barons” or “captains of industry?” Compare and contrast the traditional source of immigrations to the sources of immigration from 1877-1914. Examine the impact of Industrialization on U.S. urban centers (socially and environmental). Who are the presidents during this time and why are they dubbed the “forgettable presidents?” Compare and contrast the ideas of Booker T. Washington and W.E.B. Dubois. Which philosophy would work best to combat discrimination against African Americans during the Gilded Age? How about today? Major Assignments and Assessment Map of United States Locate:
Free states/slave states First seven states to secede Second four states to secede Border states Capital cities of the Union and Confederacy Bar Graph: The Confederacy and The Union Industrial production Agricultural production Population Chart: Compare and Contrast the Union and the Confederacy Categories:
Railroad mileage Industrial output Population Available money supply Armaments Navy Military training and leaders Reconstruction Policy Activity 1. Students in groups consider options and create a reconstruction policy to answer the following questions: What is the primary goal of reconstruction? Reunification, punishment, civil rights, other? What should be done to ex-Confederates? What should be done for the freedmen? Who should be able to vote and hold office in the new southern state governments? What requirements must be met before states regain full rights and representation? How should the southern economy be restored? What role should Union troops play in policing, governing or rebuilding the South? Complete Character Journal and Essay assigned in Unit 6 Unit 7 Test COMPREHENSIVE SEMESTER EXAM. Unit 8: The Gilded Age and Forging an Industrial Society (2 weeks) Readings: Text, Kennedy and Bailey, Chapters 23-25 Zinn, “Robber Barons and Rebels”
Documentary History: Chapters 16, 17, 18 Walt Whitman, “Democratic Vistas” Andrew Carnegie, “Wealth” Essential Questions: Describe the pattern of race relations in the South from the end of the Civil War to the turn of the century 1900. In what ways was politics affected by the corruption of the Gilded Age? How did the role of government in the economy change during the Gilded Age? What was the social, economic and political impact of industrialization? How did the factory system affect labor unions, immigration and urbanization? Where the Carnegie, Rockefeller and Vanderbilt “robber barons” or “captains of industry?” Compare and contrast the traditional source of immigrations to the sources of immigration from 1877-1914. Examine the impact of Industrialization on U.S. urban centers (socially and environmental). Who are the presidents during this time and why are they dubbed the “forgettable presidents?” Compare and contrast the ideas of Booker T. Washington and W.E.B. Dubois. Which philosophy would work best to combat discrimination against African Americans during the Gilded Age? How about today? Major Assignments and Assessment: Group Newspaper Assignment – required elements: Report of news articles on incidents or events during the late 1800s Biographical feature story on an important personality of the period Editorial Political cartoons Period appropriate advertisement Election Chart: 1880, 1884, 1888 Debate: In the long run, the late nineteenth century industrial leaders harmed American society. Take Home Essay: Compare and contrast the attitudes of THREE of the following toward the wealth that was created in the United States during the late nineteenth century. Andrew Carnegie Eugene V. Debs Horatio Alger Booker T. Washington Ida M. Tarbell DBQ 1996 – In what ways and to what extent did constitutional and social developments between 1860 and 1877 amount to a revolution? Use the documents and your knowledge of the period from 1860 to 1877 to answer the question. Unit 8 Test Unit 9: The American West and the World (2 weeks) Readings: Text, Kennedy and Bailey, Chapters 26-28 Themes: Environment, Demographic Changes, Economic Transformations Key Topics: Development of the West in the late nineteenth century; Expansion and development of western railroads; Competitors for West: miners, ranchers, homesteaders, and American Indians; Governmental policy toward American Indians; Gender, race, and ethnicity in the far West; Environment impacts of western settlement; Populism; Agrarian discontent and political issue of the late nineteenth century; National politics; The emergence of America as a world power; American imperialism; political and economic expansion.
Documentary History: Chapter 20 Frederick Jackson Turner, “The Significance of the Frontier in American History” Theodore Roosevelt, “The New Nationalism” William Jennings Bryan, “Cross of Gold” speech Populist Party Platform Samuel Gompers, “Letters on Labor in Industrial Society”
Explain how America’s role changed from one of isolationism to being leader of the free world during this time. How did the Roosevelt Corollary to the Monroe Doctrine and Social Darwinism affect U.S. foreign policy? What were some of the critiques of U.S. foreign policy? Describe the “separate sphere” and “cult of domesticity” of women during this time. How did women challenge these roles during this time? What legislation was passed to protect consumers and the environmental during this time? What were the social, political and economic causes and effects of WWI? Describe Wilson’s plan for collective security and why it failed. Major Assignments and Assessment: Farming Game Simulation Simulation –Debate over Philippine annexation: Students form groups and act as governmental committees, reviewing documents with opposing points of view on annexation. Each group will draft a recommendation to the president either recommending annexation or independence for the Philippines. The students must support their opinion with information from the documents. The simulation is concluded by reading President McKinley’s decision to annex the Philippines. Take Home Essay: How were the lives of the Plains Indians in the second half of the nineteenth century affected by technological developments and government actions? Political Cartoons: Create one cartoon representing pro-annexation sentiment and one representing anti-annexation sentiment. DBQ –Why did farmers express discontent during 1870-1900, and what impact did their new attitudes and action have on national politics? Use the documents provided and your knowl edge of the period 1870-1900 to compose your answer.
Zinn, “The Empire and The People” Themes: Reform, Politics and Citizenship, Environment, Globalization, War and Diplomacy Documents to be examined: Documentary History: Chapters 19 and 21 Alfred T. Mahan, “The United States Looking Outward” Theodore Roosevelt, Corollary to the Monroe Doctrine Woodrow Wilson, War Message to Congress Woodrow Wilson, The Fourteen Points Major Assignments and Assessment: DBQ (1994) To what extent was late nineteenth-century and early twentieth-century United States expansionism a continuation of past US expansionism and to what extent was it a departure. Or compare and contrast the expansion of the 1840’s to the expansion after the Spanish American War. World War I Position Statement: Students evaluate documents and make reports and position statements on whether the U.S. claim to be fighting a war to “make the world safe for democracy” was a valid claim. Groups evaluate the following sets of documents and readings:
U. S. neutrality statements, submarine warfare experiences, Zimmerman Note, Fourteen Points U.S. trade and loan figures, Nye Commission report Fourteen Points, Wilson War Message, Versailles Treaty negotiations (U.S. positions) U.S. home front: gains and opportunities for women and minorities, treatment of German Americans, Espionage and Sedition Acts. Student newspaper World War I on the Home front: Students represent major developments on the home front by producing a newspaper consisting of: editorials, advertisements, reports of information, political cartoons, feature articles. Debate: Ideas of Booker T. Washington v. W.E.B. DuBois and quiz Election Chart: 1904, 1908, 1912, 1916 War Chart: Spanish American War and World War I Progressive President Chart – After studying the Progressive Era the students should construct a chart with categories of Roosevelt, Taft, and Wilson. Under each president’s name the students should list every presidential action or law passed during this presidential administration that qualifies them as a progressive. Unit 10 Test Unit 11: The Jazz Age (1.5 weeks) Readings: Text, Kennedy and Bailey, Chapters 32-33 Themes: American Diversity, Culture, Religion, Economic Transformations Documents to be examined: Documentary History, Chapters 22 Herbert Hoover, “Rugged Individualism Essential Questions: What were the challenges American farmers faced in the late 1800s? Were their frustrations justifiable? What did they do to resolve their problems? (use p. 606-624) Describe the significance and effectiveness of the Populist Party. Discuss the impact of Western Expansion on farmers and ranchers. How did the closing of the American Frontier in 1890 affect American’s reviews towards immigration in the early 1920s? In what ways was the youth of the 1920s a counterculture? List the reasons for which prohibition failed. What are some examples of organized intolerance during the 1920s? How did the role of government in society change during the Great Depression? What were the social, economic and political causes and effects of the Great Depression? Major Assignments and Assessment: Take Home Essay: What were the main points of conflict in the “Culture Wars” of the 1920s? What were the issues? Why was compromise difficult to achieve? Election Chart: 1920, 1924, 1928 Social/Cultural Presentation – Students are divided into groups and given one of the following social or cultural developments of the 1920s: Art, Music, Literature, Sports/Leisure, Women’s Roles Students will present their work in PowerPoint or story board form. Unit 11 Test
The Great Depression and New Deal; Causes of the Great Depression; The Hoover administration’s response; Franklin Delano Roosevelt and the New Deal; Labor and union recognition; The New Deal coalition and its critics from the Right and the Left; Surviving hard times; American society during the Great Depression. Documents to be examined: Documentary History, Chapter 23 Franklin Roosevelt, First Inaugural Address N.L.R.B. versus Jones & Laughlin Steel Corporation Essential Questions: Why did national neutrality fail and aggression prevail in the events leading up to WWII and the Cold War? What were the social, economic and political causes and effect of World War II? How did the role of women change during and after WWII? What opportunities became available for minorities as a result of WWII? What lead to the formation of the United Nations and how effective of an organization is it? What caused the Cold War? Was America’s anxiety towards Communism legitimate? (Must address McCarthyism) What were the goals and policies of containment? How effective were they? Major Assignments and Assessment: DBQ 1984 - President Franklin D. Roosevelt is commonly thought of as a liberal and President Herbert C. Hoover as a conservative. Assess the validity of this statement. Compare and contrast Herbert Hoover and FDR’s plan for economic recovery during the Great Depression. Stock Market Simulation: Create a DBQ: Choose an issue or development in the 1920’s or 1930’s. Develop a question, and select and arrange documents relevant to answering the question. Score is determined by significance of the issue, clarity of the question, and relevance of the documents in answering the question. Election Chart: 1932, 1936, 1940 Unit 12 Test
Readings: Text, Kennedy and Bailey, Chapters 35-36 Themes: War and Diplomacy, Globalization, Economic Transformation Key Topics: The Second World War; the rise of fascism and militarism in Japan, Italy and Germany; Prelude to war: policy of neutrality; The attack on Pearl Harbor and the United States’ declaration of war; Fighting a multi-front war; Diplomacy, war aims, and wartime conferences; The United States as a global power in the atomic age; The home front during the war; wartime mobilization of the economy; urban migration and demographic changes; Women, work and family during the war; civil liberties and civil rights during wartime; War and regional development; Expansion of governmental power. Documents to be examined Documentary History: Chapters 25 Franklin Roosevelt, “Quarantine Speech” Franklin Roosevelt, “The Four Freedoms Speech” The Atlantic Charter Essential Questions: Describe some of the different factions of the Civil Rights movement and how effective where they? Compare and contrast the philosophies, goals and achievements of Martin Luther King Jr. and Malcolm X. Compare and contrast the various presidents’ involvement in the Vietnam War. What events caused the Cold War to escalate to the point of almost becoming a hot war? What were some of Nixon’s greatest strengths and weaknesses? Why did the Equal Rights Amendment fail? How did Reagan represent the Modern Republicanism movement? Major Assignments and Assessment: Group or individual reports on comparisons and contrasts of aspects of World War I and World War Neutrality policies Homefront developments and regulations Economic controls Labor relations Women and minorities Civil Liberties Demographic Changes Manpower and financial mobilization efforts Relations with Allies – wartime and communications Wartime Goals – Fourteen Points and Atlantic Charter/League and U.N. post-war role in world affairs. Take a stand – Group debate and position statements on Reasons for relocation – national security or racism? Decision to drop the atomic bombs – military necessity or nationalism Election Chart: 1944 War Chart – World War II DBQ - President Franklin Roosevelt moved the generally isolationist American public to an interventionist position on entering WWII by failing to reveal foreknowledge of an attack on Pearl Harbor. Using the documents and knowledge of the period 1921-1945, assess the validity of this statement. Unit 13 Test Unit 14: Post-War America and the Beginning of the Cold War (2 weeks) Readings: Text, Kennedy and Bailey, Chapters 37-38 Themes: War and Diplomacy, Economic Transformation, Demographic Changes, Culture, Slavery and its Results, Reform Key Topics: The United States and the early Cold War; Origins of the Cold War; Truman and containment; The Cold War in Asia: China, Korea, Japan; Diplomatic strategies; The Red Scare and McCarthysim; Impact of Cold War on American society; Eisenhower administration; The 1950s; Emergence of the modern civil rights movement; The affluent society and “the other America;” consensus and conformity; suburbia and middle-class America; Social critics, nonconformists and cultural rebels,; Impact of changes in science, technology, and media. Documents to be examined Documentary History: Chapters 25-26 George Kennan, Sources of Soviet Conduct William Faulkner, Acceptance Speech for the Nobel Prize Brown v the Board of Education Dwight D. Eisenhower, Farwell Address Major Assignments and Assessment: Cold War Pen Pals – Students select a partner. Each creates a persona, one A U.S. citizen and one a Soviet citizen. They exchange notes or letters commenting on selected incidents and developments during the cold war. DBQ 2001 – What were the Cold War fears of the American people in the aftermath of the Second World War? How successfully did the administration of President Dwight D. Eisenhower address these fears: Use the documents and your knowledge of the years 1948-1961 to construct your response. Election Chart: 1948, 1952, 1956 Comparison Chart: Supreme Court Cases – Plessy v. Ferguson and Brown v. Board of Education. After reading the court decisions students are asked to complete a Supreme Court decision comparison chart. Evaluate the merits of each supreme court decision and comment on the changing standards of the Supreme Court. War Chart – Korean War Unit 14 Test
Zinn, “The Impossible Victory” Themes: Reform, American Diversity, Politics and Citizenship, Culture, War and Diplomacy, Globalization, Environment, American Identity Key Topics: Kennedy Administration; Vietnam; The Turbulent 1960s; From the New Frontier to the Great Society; Expanding movements for civil rights; cold War confrontations: Asia, Latin America and Europe; Beginning of Détente; the antiwar movement and counterculture; Politics and economics at the end of the Twentieth Century; The election of 1968 and the “Silent Majority;” Nixon’s challenges: Vietnam, China, Watergate; changes in the American economy: energy crisis, deindustrialization, the service economy; Ford v Reagan; The New Right and the Reagan revolution; End of the Cold War; Society and Culture at end of the Twentieth Century; Demographic changes: immigration surge after 1965, sunbelt migration, “graying” of America,; Revolutions in biotechnology, mass communication and computers; Politics in a multicultural society; The United States in the Post-Cold War world; Globalization and the American economy; Unilateralism vs. multilateralism in foreign policy; Domestic and foreign terrorism; Environmental issues in a global context. Documents to be examined: Documentary History, Chapters 27-31 John F. Kennedy, Inaugural Address Martin Luther King, Jr. – “Letter from a Birmingham Jail” Martin Luther King, Jr. – “I Have a Dream” speech Lyndon Johnson, “The Great Society” speech NOW Statement of Purpose Lyndon Johnson, “The Power of the Media” Edward R. Murrow, “Television and Politics” Roe v Wade Ronald Reagan, Inaugural Addresses, 1981, 1985 Republican Contract with America George W. Bush, “Washington National Cathedral Prayer Service, September 2001” George W. Bush, “Joint Session of Congress, September 2001” Rudy Giuliani, Farewell Address, 2001 Major Assignments and Assessment: DBQ 1995 – Analyze the changes that occurred during the 1960s and the goals, strategies, and support of the movement for African American rights. Use the documents and your knowledge of the history of the 1960s to construct your response. Essay – Trace the development of the woman’s movement from the 1870s to the 1970s. Civil Rights Leaders and Tactics: Students read position statements by various civil rights leaders including Booker T. Washington, W. E. B. DuBois, Marcus Garvey, Martin Luther King, Jr., Jesse Jackson, Malcolm X, Stokely Carmichael, and Elijah Muhammad. They describe their philosophies, programs and strategies for action and evaluate which policies were most effective and why. Election Chart: 1960, 1964, 1968, 1972, 1976, 1980, 1984, 1988, 1992, 1996, 2000, 2004 War Chart – Vietnam War, Gulf War Unit 15 Test Directory: UserFiles -> Servers Servers -> Class Schedule Credit Class Schedule Servers -> Note: Please look through resources very carefully. This is a controversial issue so some sources may have bias. Check carefully for the expertise or background of the writer or contributor Servers -> Ap united states history mr. Storrs – Room 306 2009-2010 text Servers -> Ww-p summer Reading List Grades 4-5 2014 Servers -> Delran township board of education school board agenda Servers -> Clinton-Graceville-Beardsley Schools Course Syllabus Servers -> Prescott and Russell jp st. Pierre Award Servers -> West Babylon Junior High School 200 Old Farmingdale Road Servers -> Ap computer Science A Download 115.98 Kb. Share with your friends:
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