Pitt County Schools

402157 AP  U.S. History

Instructional Guide

 

Time Frame: First Six Weeks

SCOS GOALS AND OBJECTIVES

ESSENTIAL QUESTIONS, BENCHMARKS, AND SKILLS

ESSENTIAL TASKS, STRATEGIES, PROJECTS, CONNECTIONS

RECOMMENDED RESOURCES AND ASSESSMENT

Unit 1: The New Nation (1789-1820) - The learner will identify, investigate, and assess the effectiveness of the institutions of the emerging republic.

1.01 Identify the major domestic issues and conflicts experienced by the nation during the Federalist Period.

1.02 Analyze the political freedoms available to the following groups prior to 1820: women, wage earners, landless farmers, American Indians, African Americans, and other ethnic groups.

1.03 Assess commercial and diplomatic relationships with Britain, France, and other nations.

 

 

Essential Questions

·   How did the new U.S. Constitution provide a stable government amid rising political divisions?

·   Was the United States a more democratic nation after its independence?

·   During this period, how does America define its role in international affairs?

Key Concepts

·   Establishment of federal power and supremacy over the states

·   Development of the first two-party system

·   Strict & Loose Interpretation of Constitution

·   Conflicts with American Indians

·   The status of slavery during The Federalist Era

·   The place of women in the society during

·   The disparities between classes in the new nation

·   Early Foreign Policy

·   The failure of peaceful coercion

·   Freedom of the high seas and shipping rights

·   The impact of European events on United States foreign policy

Key Terms

·   Judiciary Act of 1789

·   Bill of Rights

·   Hamilton’s Economic Plan

·   Whiskey Rebellion

·   Democratic-Republican Party

·   Federalist Party

·   Election of 1800

·   “Midnight Judges”

·   Laissez-faire

·   Marbury v. Madison, (1803)

·   John Marshall

·   Louisiana Purchase

·   Alien & Sedition Acts

·   Virginia & Kentucky Resolutions

·   Hartford Convention (1814)

·   Suffrage requirements

·   Tecumseh

·   Cotton Gin

·   Eli Whitney

·   “Necessary Evil”

·   Emancipation

·   Treaty of Greenville 1796

·   XYZ Affair

·   Convention of 1800

·   Impressment of seamen

·   Embargo Act 1807

·   President Washington’s

·   Proclamation Neutrality

·   President Washington’s

·   Farewell Address

·   War Hawks

·   War of 1812

·   Battle of New Orleans

·   Treaty of Ghent

·   Adams-Onis Treaty

·   Jay’s Treaty

·   Pinckney’s Treaty

·   Students enrolled in Honors US History should be prepared to conduct additional independent research projects that require critical thinking and extensive reading and writing

·   1.01a Draw political cartoons illustrating the different beliefs of the Federalist and Democratic-Republican Parties.

·   1.01b Complete a “Mystery Documents” exercise.  After researching philosophies of Thomas Jefferson & Alexander Hamilton, students are given famous quotes and statements (from primary documents) produced by Jefferson & Hamilton.  Discuss quotes and have students identify which quotes Jefferson or Hamilton authored.

·   1.01c Create campaign posters and speeches supporting Jefferson or Adams during the Election of 1800.

·   1.01d Research and debate which president was “best” or “Most Effective” (Washington, Adams, Jefferson).  Establish criteria for deciding.

·   1.01e Produce a video “talk show” in which students portray Federalist Era leaders and their philosophies regarding States’ Rights and Federal Power.

·   1.02a Working in cooperative groups, complete a fishbone diagram analyzing the political freedoms available to women, workers, landless farmers, American Indians, free blacks and slaves during the Federalist Era.

·   1.02b Contrast American Indian and United States citizens’ cultural views toward land ownership and religion.

·   1.02c Complete chart and map exercises illustrating how the cotton gin increased the demand for slaves and accelerated settlement of lands occupied by American Indians.

·   1.02d Develop a list of alternative policies the US government could have used to improve the social conditions of women, African Americans, and American Indians during the Federalist Era.  Explain why each alternative would have been accepted or rejected by citizens of the time period. (H)

·   1.03a Create an illustrated timeline identifying the major foreign policy events of the Federalist Era.

·   1.03b Design “bumper stickers” protesting or supporting American military action during the XYZ Affair.

·   1.03c Compare and contrast Washington’s Farewell address to current U.S. foreign policy issues.

·   1.03d Write letters to the U.S. Congress of 1812 from the perspective of War Hawks or New England Federalists about the pending war.

·   Refer to NCDPI CD-ROM for U.S. History

·   American Anthem Ch. 6

·   History Alive The Constitution & New Nation

·   AP Level assessment should include free-response writing and document based questions on most tests.

·   www.apcental.collegeboard.com

 

 

Unit 2: Expansion and Reform (1801-1850) - The learner will assess the competing forces of expansionism, nationalism, and sectionalism.

2.01 Analyze the effects of territorial expansion and the admission of new states to the Union.

2.02 Describe how the growth of nationalism and sectionalism were reflected in art, literature, and language.

2.03 Distinguish between the economic and social issues that led to sectionalism and nationalism.

2.04 Assess political events, issues, and personalities that contributed to sectionalism and nationalism.

2.05 Identify the major reform movements and evaluate their effectiveness.

2.06 Evaluate the role of religion in the debate over slavery and other social movements and issues.

 

Essential Questions

·   Describe the challenges and lasting impact of manifest destiny.

·   How did transcendentalism assist in developing a national identity?

·   How did industrialization promote both nationalism and sectionalism?

·   Why were reforms needed in American society in the early 19th century?

·   What were the lasting impacts, if any, of these reforms?

·   How does the 2nd Great Awakening propel slavery to the forefront of controversy as a moral, not economic, issue?

Key concepts

·   The rationale for and the consequences of Manifest Destiny

·   Federal Indian policy before The Civil War

·   The political and economic importance of the West

·   Cultural expressions of patriotism

·   Celebrating the common man and the American way of life

·   Influence of the Transcendentalist Movement

·   Transformation of life in the early industrial revolution

·   Cultural polarization of Antebellum America

·   Political agendas of antebellum leaders

·   Concepts of “Jacksonian Democracy”

·   Slave Revolts

·   States’ Rights

·   Era of Good Feelings

·   Women’s Rights

·   Temperance Movement

·   Improvement of social institutions (prisons, mental health, education)

·   Development of Utopian Communities Second Great Awakening

·   Moral Dilemma of Slavery

·   The Abolitionist Movement

Key Terms

·   Missouri Compromise

·   The Indian Removal Act 1830

·   Sequoyah

·   Worchester v. Georgia, 1832

·   Trail of Tears

·   White man suffrage

·   The Alamo

·   Election of 1844

·   Texas Annexation

·   “54-40 or Fight!”

·   Mexican War

·   Wilmot Proviso

·   Treaty of Guadalupe-Hidalgo

·   49ers

·   Stephen Austin

·   Gadsden Purchase

·   Lewis and Clark

·   Oregon Trail

·   Noah Webster

·   Ralph Waldo Emerson

·   Henry David Thoreau

·   Neoclassical Architecture

·   Washington Irving

·   Edgar Allen Poe

·   Nathaniel Hawthorne

·   James Fennimore Cooper

·   Hudson River School of Artists

·   Alex de Tocqueville

·   Samuel Morse

·   Eli Whitney

·   John Deere

·   Cyrus McCormick

·   Robert Fulton

·   Erie Canal

·   Cotton Kingdom

·   1st Industrial Revolution

·   Nativism

·   Know-Nothings

·   William Lloyd Garrison

·   Frederick Douglass

·   Henry Clay

·   American System

·   Panic of 1819

·   McCulloch v. Maryland, 1819

·   Election of 1824

·   “corrupt bargain”

·   suffrage

·   spoils system

·   Tariff of Abomination

·   South Carolina Nullification Crisis

·   South Carolina Exposition and Protest

·   Election of 1832

·   Pet Banks

·   Whig Party

·   Election of 1840

·   Nat Turner’s Rebellion

·   Monroe Doctrine

·   Dorothea Dix

·   Horace Mann

·   Elizabeth Cady Stanton

·   Lucretia Mott

·   Seneca Falls Convention

·   Sojourner Truth

·   Susan B. Anthony

·   Utopian Communities

·   Brook Farm

·   Oneida

·   New Harmony

·   Rehabilitation

·   Prison Reform

·   William Lloyd Garrison

·   Grimke Sisters

·   David Walker

·   Frederick Douglass

·   Charles G. Finney

 

·   Students enrolled in Honors US History should be prepared to conduct additional independent research projects that require critical thinking and extensive reading and writing

·   2.01a Create “Territorial Expansion” jigsaw puzzles.  Students can trace and cut out puzzle pieces representing the territorial acquisitions of the lower 48 states on cardboard and write notes on the back of each piece to explain how it was acquired. Exchange puzzles and compare notes.

·   2.01b Write personal letters to President Polk supporting or protesting the Mexican War.

·   2.01c Create posters celebrating the advantages of territorial expansion.

·   2.01d Analyze the painting “Trail of Tears”.  See analysis sheet in Section Five.  Include visual imagery and feelings.

·   2.02a Compare images of neoclassical architecture (Monticello, US Capitol, etc.) to examples of Roman structures.  How are the lines different?

·   2.02b View the image of 1836 George Washington statue by Horatio Greenough.  Discuss or write analysis of why Americans embraced neoclassical styles.

·   2.02c View landscape paintings by Thomas Cole and Asher Durand, and genre works by William Sidney Mount, etc.  Summarize the images and explain how the works celebrate the spirit of nationalism.

·   2.02d Compare and contrast the painting “Cotton Plantation” by Giroux and “After The Sale” by Eyre Crowe in the different presentations of slavery in America.

·   2.02e Allow students to present, in art or literature, examples of how this time period displayed a new sense of nationalism.

·   202e (H) Have students read Incidents in the Life of a Slave Girl by Harriett Jacobs or Clotel by William Wells Brown and conduct a Paideia seminar.  Write a position paper on the injustices of slavery as outlined in these books.

·   2.02f What concepts of the Transcendentalist Movement show a change in American society?  Make a list and share in groups.

·   202h (H)  Read and participate in a Paideia seminar on one of the works of the Transcendentalists such as “Civil Disobedience.” Debate the concept of civil disobedience and when it can be used for good rather than evil. Analyze the works of Mahatma Gandhi and Martin Luther King, Jr.

·   2.03a On a US map, indicate economic and technological developments of the time period.

·   2.03b Use a graphic organizer to show the growing divide between the North and the South in issues of religion, education, and economics.

·   2.03c Research and analyze the impact of innovations and inventions of the period on American society.

·   2.03d Write an editorial to a local paper opposing discriminatory practices in hiring, housing, education, etc. during this time period.

·   2.04a Create a flow-chart analyzing the events that brought an end to the nationalistic “Era of Good Feelings.”

·   2.04b Describe the following: The Corrupt Bargain of 1824, “Rotation in Office”, Jackson’s Bank Veto. Summarize and explain how these events expanded the American concept of “natural rights”.

·   2.04c Choose a perspective: “The United States became more democratic or less democratic during the age of Jackson.”  Illustrate with a diagram from your perspective.

·   2.04c (H) Summarize and explain how the events in the Corrupt Bargain of 1824 and “Rotation in Office,” Jackson’s Bank Veto, expanded the American concept of “natural rights.”

·   2.04e (H) Compare and contrast the Monroe Doctrine to the Bush Doctrine in terms of national security issues facing the United States.

·   2.05a (H) Create a multimedia presentation depicting a reformer and a reform movement.

·   2.05b Hypothesize how society would be different today if the reforms of this period had not occurred.

·   2.05c (H) Hold a “Reform Convention” in which groups of students set up displays on the “reform” of their choice.  Establish criteria for the displays and include a theme song.

·   2.05d Compare and contrast the success of the different reforms of the period.  Which ones were most successful?  Why? Develop a “How to Succeed in Reforms List.”

·   2.06a Trace the religious background and activities of major social reformers during the Antebellum Period.  Write a position paper that advocates the views of one of these religious leaders.

·   2.06b Have students find pictures of “tent” meetings or gatherings when circuit ministers visited communities. What common factors are seen in the pictures?  Make a list.  Discuss.

·   2.06b (H) Write a position paper that advocates the views of one of the major social reformers during the Antebellum Period.

·   2.06c Take a work of Garrison and Douglass, highlight any terms that indicate that these men were “spiritually” led to their work.  Discuss the terms.

·   2.06f (H) Read excerpts from the works of David Walker, Nat Turner, Frederick Douglass, and William Lloyd Garrison. Compare and contrast their ideas and solutions to the slavery question.

 

·   Refer to NCDPI CD-ROM for U.S. History

·   American Anthem Ch. 7,8,9

·   History Alive Manifest Destiny and a Growing Nation

·   AP Level assessment should include free-response writing and document based questions on most tests.

·   www.apcental.collegeboard.com

 

 

 

Unit 3: Crisis, Civil War, and Reconstruction (1848-1877) - The learner will analyze the issues that led to the Civil War, the effects of the war, and the impact of Reconstruction on the nation.

3.01 Trace the economic, social, and political events from the Mexican War to the outbreak of the Civil War.

3.02 Analyze and assess the causes of the Civil War.

3.03 Identify political and military turning points of the Civil War and assess their significance to the outcome of the conflict.

3.04 Analyze the political, economic, and social impact of Reconstruction on the nation and identify the reasons why Reconstruction came to an end.

3.05 Evaluate the degree to which the Civil War and Reconstruction proved to be a test of the supremacy of the national government.

 

Essential Questions

·   Discuss the long term issues that led to the Civil War.

·   Analyze and assess the short term causes of the Civil War.

·   What events could be considered political and military turning points of the Civil War?

·   Assess their significance to the outcome of the conflict. Discuss the effects of the war.

·   Summarize the impact of Reconstruction on the nation.

·   Discuss how the Civil War led to a more centralized government.

Key Concepts

·   The debate on the expansion of Slavery

·   Weak Presidential Leadership

·   Growing Sectionalism

·   Rise of the Republican Party

·   The role of slavery

·   Economics and expansion of the geographic regions

·   Interpretations of the 10th Amendment

·   Immediate causes of the war

·   Key turning points of the war

·   New military technology

·   Strategies of both sides

·   Major political and military leaders

·   European support

·   Executive Powers

·   Resistance to the war effort Effects of Military occupation

·   Limits on presidential and congressional power

·   Development of a new labor system

·   Reconstruction: resistance and decline

·   Enfranchisement and Civil Rights

·   Reorganization of southern social, economic, and political systems Supremacy of The federal government

·   The question of secession

·   Dwindling support for civil rights

Key Terms

·   Anti-slavery movement

·   Slave codes

·   Underground Railroad

·   Harriet Tubman

·   Kansas-Nebraska Act

·   Bleeding Kansas

·   Republican Party

·   Popular Sovereignty

·   Summer-Brooks Incident

·   Freeport Doctrine

·   Lincoln-Douglas Debates

·   Free Soil Party

·   Compromise of 1850

·   Dred Scott v. Sanford, 1857

·   John Brown and Harper’s Ferry

·   Fugitive Slave Act

·   Missouri Compromise

·   Compromise of 1850 Harriet Beecher Stowe

·   Uncle Tom’s Cabin

·   Fugitive Slave Law

·   Election of 1860

·   Secession

·   Fort Sumter, S.C.

·   Abraham Lincoln

·   Jefferson Davis

·   Confederation

·   First Battle of Bull Run/ Manassas

·   John Wilkes Booth

·   Antietam

·   Vicksburg

·   Gettysburg

·   Gettysburg Address

·   Writ of Habeas Corpus

·   Election of 1864

·   William Sherman’s March

·   Anaconda Plan

·   Copperheads

·   Emancipation Proclamation

·   African-American participation

·   Appomattox Court House

·   Robert E. Lee

·   Ulysses S. Grant

·   George McClellan

·   Thomas “Stonewall” Jackson

·   Freedman’s Bureau

·   Radical Republicans

·   Reconstruction plans

·   Thaddeus Stevens

·   Andrew Johnson

·   Compromise of 1877

·   Tenure of Office Act

·   Johnson’s impeachment

·   Scalawags

·   Carpetbaggers

·   Black Codes

·   Ku Klux Klan

·   Sharecroppers

·   Tenant farmers

·   Jim Crow laws

·   The Whiskey Ring

·   Solid South

·   Military reconstruction

·   13th amendment

·   14th amendment

·   15th amendment

·   Civil Rights Act of 1866

·   Election of 1876

·   Compromise of 1877 (repeat)

·   Students enrolled in Honors US History should be prepared to conduct additional independent research projects that require critical thinking and extensive reading and writing

·   3.01a Using a timeline of 1820-1860, trace and describe the failure of various compromises to reach a solution to the slavery issue.

·   3.01b Determine ways in which strong executive leadership in the 1850s could have averted the Civil War.  Make a list.

·   3.01c On a map of the U.S., identify the following areas: Slave and Free States, Kansas and Nebraska Territories, areas open to slavery under the terms of the Missouri Compromise, Compromise of 1850, and proposed routes of the transcontinental railroad.

·   3.01d Compare and contrast Stephen Douglas’ Freeport Doctrine with the Dred Scott decision.

·   3.01d (H) Have students read the text of the Missouri Compromise, Compromise of 1859, the Kansas-Nebraska Act, excerpts from Uncle Tom’s Cabin, and excerpts from The Impending Crisis of the South, and create a 3-D timeline of 1820-1860 that demonstrates the development of the crisis.

·   3.01e Develop a graphic organizer that compares and contrasts the Missouri Compromise, the Compromise of 1850, and the Kansas- Nebraska Act.

·   3.01f Using Bleeding Kansas, John Brown’s Raid at Harper’s Ferry, and the Brooks-Sumner Incident as background, have students determine how these issues were a preview of the coming war.

·   3.02a Create a chart showing results of the 1860 election. Determine the reasons for Lincoln’s election and project the implications of it.

·   3.02b Outline the viewpoints of Abraham Lincoln and Jefferson Davis in regards to the “UNION”.

·   3.02c (H) Create a graphic organizer that demonstrates the ways that the principles of States’ Rights have been interpreted by politicians, the Supreme Court, and citizens from 1789-2003.

·   3.02d (H) Using excerpts from Uncle Tom’s Cabin and Sociology of the South identify arguments used by abolitionists and southerners to denounce and defend slavery.

·   3.03a On a map of the United States draw and explain the Union’s Anaconda Plan.  On the same map identify the “turning point” battles.

·   3.03b Describe the new military technologies that were developed in the war and describe the effects they had on the war and its outcomes.

·   3.03c (H) Research the battles of Vicksburg and Gettysburg.  In a two-page essay explain why these were turning points.

·   3.03d Read the Emancipation Proclamation and analyze its effects on slaves in all areas of the nation.  Also determine the impact of this document on the war as a whole.

·   3.03e (H) Determine ways that Lincoln expanded executive powers during the war.  Make a list and discuss the legality of each.

·   3.03f (H) Research, analyze, and summarize ways in which citizens of both sides of the war showed their opposition or support.

·   3.04a Create a graphic organizer that shows Presidential and Congressional Reconstruction plans.

·   3.04b Compare and contrast pre-war slave codes with post-war codes.

·   3.04c (H) Discuss how the Tenure of Office Act violated constitutional separation of powers, and checks and balances.

·   3.04d (H) Write a two-page essay on the effectiveness of Reconstruction.

·   3.04e With a triple Venn diagram compare and contrast tenant farming, sharecropping and slavery.

·   3.04f Discuss ways the South resisted/ supported Reconstruction.

·   3.05a (H) Divide the class into two groups; one in support of states rights, one in support of federal supremacy.  Each group will analyze the historical arguments for their position and present to the class.

·   3.05b (H) Develop arguments supporting the idea that the Civil War and Reconstruction were the key events in determining the supremacy of the federal government.

·   3.05c Invite Civil War re-enactors to speak as a panel to the class.  Assess the validity of the stories they present.  Determine criteria for this evaluation.

·   Refer to NCDPI CD-ROM for U.S. History

·   American Anthem Ch. 10, 11, 12

·   History Alive Civil War and Reconstruction

·   AP Level assessment should include free-response writing and document based questions on most tests.

·   www.apcental.collegeboard.com

 

 

 

Unit 4:  The Great West and the Rise of the Debtor (1860s-1896) – The learner will evaluate the great westward movement and assess the impact of the agricultural revolution on the nation.

4.01 Compare and contrast the different groups of people who migrated to the West and describe the problems they experienced.

4.02 Evaluate the impact that settlement in the West had upon different groups of people and the environment.

4.03 Describe the causes and effects of the financial difficulties that plagued the American farmer and trace the rise and decline of Populism.

4.04 Describe innovations in agricultural technology and business practices and assess their impact on the West.

 

Key Questions

·   Discuss the different groups of people who migrated to the West and describe the problems they experienced.

·   Discuss the impact of western migration on inhabitants of the west. (Indians and Mexican)

·   Describe the causes and effects of the financial difficulties that plagued the American farmer and trace the rise and decline of Populism.

·   How did technology impact the economy of the west?

Key Concepts

·   Challenges of Westward Movement

·   Motivation for Westward Movement

·   Impact of the Transcontinental Railroad

·   Development of cattle, ranching, and mining industries

·   Mexican influence on the West

·   Western Movement Impact on Indians:

·   Destruction of:

·   Buffalo

·   Reservation

·   System

·   Cattle drives

·   Indian wars

·   Rise and fall of Populism

·   Impact of laws and court cases on the farmer

·   Growing discontent of the farmer

·   Gold Standard vs. Bimetallism

·   Technological improvements on farming

·   Changing nature of farming as a business

·   Increased dependence on the railroads

Key Terms

·   Joseph Smith

·   Brigham Young

·   Mormons

·   Homestead Act

·   Roles of women

·   Roles of African Americans

·   Roles of Chinese

·   Roles of Irish

·   Comstock Lode

·   Morrill Land Grant Act 1862

·   Sod houses

·   Oklahoma Land Rush

·   Dawes Severalty Act

·   Chief Joseph

·   Nez Perce

·   Battle of Little Big Horn

·   Sand Creek Massacre

·   Wounded Knee

·   Helen Hunt Jackson’s

·   Century of Dishonor

·   Buffalo Soldiers

·   Promontory Point, Utah

·   Transcontinental Railroad

·   Irish immigrants

·   Chinese immigrants The Grange

·   National Farmer Alliances

·   Southern Alliance

·   Colored Farmers Alliance

·   Omaha Platform

·   Interstate Commerce Act

·   Rebates

·   William Jennings Bryan

·   “Cross of Gold Speech”

·   Greenbacks

·   Barbed wire

·   Refrigerator car

·   Windmill

·   Farmer’s Cooperatives

·   Steel Plow

·   Vertical/horizontal integration

·   Interlocking directorates

·   Students enrolled in Honors US History should be prepared to conduct additional independent research projects that require critical thinking and extensive reading and writing

·   4.01a Write letters to your parents explaining your reasons for moving west, the experiences along the way, and the conditions at your new location.  Share with class.

·   4.01b Evaluate the extent to which settlers adapted to the new environment and geography of the West.

·   4.01c (H) Research the Land Grant Colleges in N. C. and trace their origins to the Morrill Land Grant Act.  Present findings using a multimedia presentation.

·   4.01d Create a chart showing all the groups who went west; why, and the results of their quest.

·   4.01e Create a campfire setting in the class (brown and red paper), sit around and tell the “Tall Tales” of moving west.  Sing songs.

·   4.02a (H) Review excerpts from historical fiction, selected works of art and/or movie excerpts to compare the romantic vision of the West to the reality of life there.

·   4.02b Create a pictorial or verbal diary of stories of the Buffalo Soldiers serving in the Indian wars.  Share these stories with the class.

·   4.02c (H) Prove or disprove this quote: ”The American cowboy was actually a dirty, overworked laborer who fried his brains under a prairie sun, or rode endless miles in rain and wind to mend fences or look for lost calves.” The Cowboy, Time Life, p.1

·   4.02d What evidences of “Western” style exists throughout our culture?  Make a list.

·   4.03a (H) Examine the political cartoon on the Judge Magazine cover of September 1896, “The Sacrilegious Candidate.”  Contrast the message of the Cross of Gold Speech with this depiction of Bryan.

·   4.03b Create a diagram that illustrates the impact of bimetallism on the farmer and the consumer.

·   4.03c  (H)Evaluate the government’s response to the farmer’s complaints with regard to the Munn Case, the Wabash Case, and the Interstate Commerce Act.

·   4.03d Design a flow chart showing the difference in coined and paper money.

·   4.03e (H) Outline the political basis of the Populist Party and assess the validity of how these reforms would further democracy and liberties for the common man.

·   4.03f Hold a town meeting to air the views of different groups - farmers, skilled workers, unskilled workers, business owners, cowboys, ranchers, etc. on passage of the Interstate Commerce Act.

·   4.04a Compare and contrast the workings of the largest cattle ranches of the west and small farms in eastern states.

·   4.04b Collect photos and any other representations of the coming of the railroad to the West.  Who is in the pictures?  Why?

·   4.04c Create a catalog of the newest tools available to the farmers and ranchers.  Compare the catalog to an early mail order catalog of the time period.

·   4.04d (H) Evaluate the impact of the change in farming and business practices in the west on the American economy.

·   Refer to NCDPI CD-ROM for U.S. History

·   American Anthem Ch. 13

·   History Alive Manifest Destiny and a Growing Nation

·   Honors level assessment should include free-response writing on most tests

·   AP Level assessment should include free-response writing and document based questions on most tests.

·   www.apcental.collegeboard.com

 

 

 

 

 

Time Frame: Second Six Weeks

SCOS GOALS AND OBJECTIVES

ESSENTIAL QUESTIONS, BENCHMARKS, AND SKILLS

ESSENTIAL TASKS, STRATEGIES, PROJECTS, CONNECTIONS

RECOMMENDED RESOURCES AND ASSESSMENT

Unit 5:  Becoming an Industrial Society (1877-1900) - The learner will describe innovations in technology and business practices and assess their impact on economic, political, and social life in America.

5.01 Evaluate the influence of immigration and rapid industrialization on urban life.

5.02 Explain how business and industrial leaders accumulated wealth and wielded political and economic power.

5.03 Assess the impact of labor unions on industry and the lives of workers.

5.04 Describe the changing role of government in economic and political affairs.

 

Key Questions

·   How did Americans react to the growth of immigration?

·   How did industrialization change American society at this time?

·   How did the rise of industrialism impact

·   Adam Smith’s economic model?

·   Were low wages an essential ingredient for the rise of capitalism?

·   Would working conditions and wages have improved without unions?

·   Did industrialization really improve the lives of working people?

·   How did unions develop?

·   How did industrialists try to prevent the spread of unions?

·   Why was it necessary for the government to take a more active role in business affairs?

Key Concepts

·   Urban Issues

·   Housing

·   Sanitation

·   Transportation

·   The rise of ethnic neighborhoods

·   New forms of leisure

·   Emergence of new industries:

·   Railroads

·   Steel

·   Oil

·   Changes in the ways businesses formed and consolidated power

·   Influence of business leaders as “captains of industry” or as “robber barons”

·   Relationship of big business to the government

·   Influence of Darwinism, Social Darwinism and the Gospel of Wealth

·   Formation of labor unions

·   Types of unions

·   Tactics used by labor unions

·   Opposition to labor unions

·   Impact of law and court decisions

·   “Laissez-Faire” government policies

·   Operation of political machines

·   Patronage vs. the civil service system

·   Impact of corruption and scandal in the government

·   The Election of 1896 (see also Goal 4.03)

Key Terms

·   Frederick Olmstead

·   Cultural pluralism

·   Urbanization

·   Nativism

·   Melting pot

·   Bessemer Process

·   Andrew Carnegie

·   John Rockefeller

·   J. P. Morgan

·   Vanderbilt family

·   Edwin Drake

·   Standard Oil Company

·   U. S. Steel

·   George Westinghouse

·   Gospel of Wealth

·   Horatio Alger

·   Social Darwinism

·   Trust

·   Monopoly

·   Gilded Age

·   Working conditions

·   Wages

·   Child labor

·   Craft unions

·   Trade unions

·   Knights of Labor

·   Haymarket Riot

·   American Federation of Labor

·   Samuel Gompers

·   Eugene Debs

·   Strike

·   Negotiation

·   Mediation

·   Collective bargaining

·   Arbitration

·   Yellow-dog contract

·   Closed shop

·   Sherman Antitrust Act

·   The Great Strike (1877)

·   Pullman Strike

·   Homestead Strike

·   Sherman Anti-Trust Act

·   Pendleton Act

·   Political machines

·   Boss Tweed

·   Tammany Hall

·   Thomas Nast

·   Credit Mobilier scandal

·   Graft

·   Whiskey Ring scandal

·   Populism

·   Secret ballot (Australian)

·   Initiative

·   Referendum

·   Recall

·   Mugwumps

·   Students enrolled in Honors US History should be prepared to conduct additional independent research projects that require critical thinking and extensive reading and writing

·   5.01a Review primary documents and photographs of the period, and write letters to friends and family in your “home” country describing a new life in America.

·   5.01b Debate whether the “melting pot” theory is an accurate phrase for America 1877-1900.

·   5.01c Graph patterns and sources of immigration to America over an extended period of time.  Match with today’s patterns.

·   5.01d Review diagrams of dumbbell tenements.  How could they have been made safer?

·   5.01e Design pamphlets replicating earlier ones distributed to new arrivals in America.

·   5.01f Hold a mock city council meeting to propose solutions to urban issues of the day.

·   5.01g (H) Compare positive and negative aspects of maintaining the existence of ethnic neighborhoods including de facto segregation, racial and religious housing covenants, and red lining of neighborhoods.  Find examples of these practices and analyze their effect on society.

·   5.01h (H) Analyze the quote by the Carpenter’s Union in Worchester, Mass.: “8 hours for work, 8 hours for rest, 8 hours for what we will.”  How did this idea impact urban life?

·   5.02a (H) Research the business practices of men such as Carnegie and Rockefeller.  Put them on trial as either “Captains of Industry”/”robber barons.”

·   5.02b (H) Read excerpts of the “Gospel of Wealth” and discuss to what extent Carnegie and others practiced the philosophy.

·   5.02c Interpret quotations from business leaders of the time and discuss how they reflect the idea of Social Darwinism.

·   5.02d (H) Design a display for a Gilded Age Museum that features one of the emerging industries and its impact on people’s lives.

·   5.02e Discuss what responsibilities today’s corporate leaders have that the captains of industry did not.

·   5.02f Research a business or industrial leader and prepare a resume for that individual.

·   5.02g Illustrate the concepts of vertical and horizontal integration in business.

·   5.03a Create a chart to show the various unions that formed in the time period. Include these topics: how organized, goals, attempts to reach goals, and success.

·   5.03b (H) Work cooperatively to form a union. Each group should develop rules for membership, goals, plans to reach goals, and expected results. Share with the class.

·   5.03c Diagram decision trees exploring the likely consequences and results of going on strike vs. collective bargaining or arbitration.

·   5.03d Write letters to the editor of a newspaper supporting or protesting attempts to organize a hypothetical union in the town.

·   5.03e Group students to review how presidents respond to different strikes in the time period and offer suggestions as to how the situation might have been resolved differently. Students should provide rationales.

·   5.03e (H) Have students write an additional editorial describing the effects of unionization of workers on a hypothetical town.

·   5.04a Create a flow diagram that shows the working of a political machine within a city like New York.

·   5.04b Review the political cartoons of Thomas Nast and create new cartoons to address issues of the era.

·   5.04c Compare public reaction to the scandal in the Gilded Age to scandals today.

·   5.04d Generate questions that should be on a civil service exam and compare the new questions to actual sample questions from the original exam.

·   5.04e (H) In cooperative learning groups, create a cartoon in the style of Thomas Nast, and compose an accompanying editorial depicting the oil policy of today.

·   Refer to NCDPI CD-ROM for U.S. History

·   American Anthem Ch. 14, 15, 16

·   History Alive The Rise of Industrial America

·   AP Level assessment should include free-response writing and document based questions on most tests.

·   www.apcental.collegeboard.com

 

 

 

Unit 6: The emergence of the United States in World Affairs (1890-1914) - The learner will analyze causes and effects of the United States emergence as a world power.

6.01 Examine the factors that led to the United States taking an increasingly active role in world affairs.

6.02 Identify the areas of United States military, economic, and political involvement and influence.

6.03 Describe how the policies and actions of the United States government impacted the affairs of other countries.

 

Key Questions

·   How has free trade impacted imperialism?

·   How did racism contribute to imperialism?

Key Concepts

·   Global and military competition

·   Increased demands for resources and markets

·   Closing of the Frontier

·   Exploitation of nations, peoples, and resources

·   Causes and conduct of the Spanish-American War

·   United States Interventions in

·   Hawaii

·   Latin America

·   Caribbean

·   Asia/Pacific

·   Intervention vs. Isolation

·   Support for and opposition to United States economic intervention

·   Perception of the United States as a world power

Key Terms

·   Alfred T. Mahan

·   Josiah Strong
Frederick Jackson Turner

·   Imperialism

·   Spheres of influence

·   Queen Liliuokalani

·   Seward’s Folly

·   Treaty of Paris 1898

·   Platt Amendment

·   “Splendid Little War”

·   Social Darwinism

·   Philippines

·   Commodore George Dewey

·   Theodore Roosevelt

·   Rough Riders

·   William Randolph Hearst

·   Joseph Pulitzer

·   USS Maine

·   Panama Canal

·   Pancho Villa Raids

·   “Jingoism”

·   Dollar Diplomacy

·   Platt Amendment

·   Roosevelt Corollary

·   Anti-Imperialism League

·   Missionary (Moral) Diplomacy

·   Boxer Rebellion

·   Open Door Policy

·   Annexation of Hawaii

·   Students enrolled in Honors US History should be prepared to conduct additional independent research projects that require critical thinking and extensive reading and writing

·   6.01a (H) Compare and contrast the U. S. justification for continental expansion versus expansion abroad.

·   6.01b Have students write responses to Kipling’s White Man’s Burden.

·   6.01c Examine or draw political cartoons that represent supporting and opposing views of imperialism.

·   6.02a Design a chart that details the specifics of United States involvement in Cuba, Hawaii, Latin America/ Caribbean, and Asia/Pacific.

·   6.02b Analyze and discuss some examples of “yellow journalism” from the period and from today.

·   6.02c Map the pattern of United States imperial activities around the world.

·   6.02d (H) Develop an argument either supporting or opposing the following statement: “Modern news shows are a form of political propaganda very similar to the ‘yellow journalism’ of the late 19th and early 20th Centuries.”

·   6.03a Create a chart comparing Roosevelt, Taft, and Wilson’s foreign policies in Latin American and the Caribbean.  Include the outcomes of actions.

·   6.03b In a role-play activity, present the views of leaders of the period.

·   6.03c (H) Using the argument from the

·   May 17, 1898, “Report of the Committee on Foreign Affairs on House Res. 259,” ask students to hold a hearing on the annexation of Hawaii.

·   6.03d (H)  Ask students to reveal why the 1897 “Petition Against Annexation” is important to Hawaiians and other Americans.  Brainstorm cases of similar incidents of neglect in recorded history.

·   6.03e (H) Map areas of the world affected by each type of diplomacy (i. e. , dollar, moral, “big stick,” etc) and create a generalization about the type of diplomacy used in different places in the world. Compare that to areas of the world where we have diplomatic relations today.

·   Refer to NCDPI CD-ROM for U.S. History

·   American Anthem Ch. 17

·   History Alive The United States: Coming of Age 1890-1920

·   AP Level assessment should include free-response writing and document based questions on most tests.

·   www.apcental.collegeboard.com

 

 

 

Unit 7:  The Progressive Movement in the United States (1890-1914) –The learner will analyze the economic, political, and social reforms of the Progressive Period.

7.01 Explain the conditions that led to the rise of Progressivism.

7.02 Analyze how different groups of Americans made economic and political gains in the Progressive Period.

7.03 Evaluate the effects of racial segregation on different regions and segments of the United States' society.

7.04 Examine the impact of technological changes on economic, social, and cultural life in the United States.

 

Key Questions

·   How did 19th century Industrialization negatively affect Social and urban America?

·   How did the Progressives change the lives of

·   American workers, women, and urban-dwellers?

·   Which groups of Americans were not

·   helped by Progressives?

·   What evidence suggested racial inequality and

·   injustice after the 14th Amendment and through The Progressive era?

·   What was the impact of Technological advances upon turn-of-the-20th

·   Century Americans?

Key Concepts

·   Corruption and ineffectiveness of government

·   Immigration and urban poor

·   Working conditions

·   Emergence of Social Gospel

·   Unequal distribution of wealth

·   The roles of the Progressive presidents:

·   Roosevelt

·   Taft

·   Wilson

·   The growing power of the electorate

·   The changing roles and influence of women

·   The impact of political and economic changes on the working class

·   The changing nature of state and local governments

·   Disenfranchisement

·   African-American responses to Jim Crow

·   Segregated Society

·   Industrial innovations

·   Emergence of advertising and consumerism

Key Terms

·   Muckraking

·   Ida Tarbell

·   Lincoln Steffens

·   Upton Sinclair

·   Jacob Riis

·   Urban slums

·   Triangle Shirtwaist Factory Fire

·   Jane Addams/Hull House

·   16th Amendment

·   17th Amendment

·   18th Amendment

·   (Volstead Act)

·   19th Amendment

·   Carrie A. Nation

·   Anthracite Coal Strike

·   Sherman Anti-Trust Act North

·   Northern Securities v U.S., 1904

·   American Tobacco v U.S., 1911

·   US v EC Kight &Co, 1895

·   Payne Aldrich Tariff, 1909

·   Mann Elkins Act

·   Robert LaFollette

·   Election of 1912

·   Progressive/Bull Moose Party

·   Federal Reserve Act

·   Plessey v Ferguson, 1896

·   Booker T. Washington

·   W.E.B. Dubois

·   Ida Wells Barnett

·   Great Migration

·   Niagara Movement

·   Atlanta Compromise Speech

·   The NAACP

·   Nationwide lynching

·   Disenfranchisement

·   Literacy test

·   Poll taxes

·   Grandfather clauses

·   Wright brothers

·   Movie Camera

·   Coca Cola

·   Ford’s Innovations:

·   $5 day

·   Assembly line

·   Model T

·   Workers as consumers

·   Electricity

·   Mail order catalogs

·   Skyscrapers

·   Kodak cameras

·   Airline service

·   Sewing machine

·   Students enrolled in Honors US History should be prepared to conduct additional independent research projects that require critical thinking and extensive reading and writing

·   7.01a (H) Divide the class into sample groups (i.e. presidential cabinet, state governors, women’s clubs, and selected ethnic groups).  Give each group a problem to resolve from their perspective.  Chart their solutions on a graph line illustrating all views from far right to far left.

·   7.01b Define the term “radical”.  Evaluate excerpts of muckraking articles based on the definition.

·   7.01c (H) Compare conditions in industry today with conditions in the late 19th Century.  Write a research paper regarding the conditions.  Explain how the conditions were better or worse and defend your opinion with research.

·   7.01d (H) Research the Triangle Shirt Waist Fire and the Hamlet Chicken Plant Fire and compare and contrast the causes and effects of each, specifically the reaction of state and federal governments.

·   7.01e (H) Read excerpts from the writings of Ida Tarbell and the writings of John D. Rockefeller and develop a dialogue that demonstrates Rockefeller’s response to Tarbell’s claims.

·   7.02a (H) Compare the party platforms for the election of 1912.  Determine which candidate was the true progressive.  Justify your position.

·   7.02b Select one progressive law/amendment.  Identify groups most impacted by the law and whether the law’s objective was achieved

·   7.02c Using the music of a popular song, rewrite the words to become a “trust-busting” song.  Teach the new lyrics to the class.

·   7.02d Construct a tree map of the political, social, and economic gains of the Progressive Period.  Determine which gain most changed society.

·   7.02e (H) Determine which groups were left out of the Progressive Movement (Social Gospel) and the reasons for their exclusion.

·   7.03a Use a cause and effect foldable to illustrate an event such as the Great Migration, Plessey Decision, Atlantic Compromise and/or the formation of NAACP.

·   7.03b Analyze James Weldon Johnson’s “Lift Every Voice and Sing” and explain why it became the Negro National Anthem.

·   7.03c  Compare the lives of Booker T. Washington and W. E. B. Dubois and how they turned adversity into triumph.

·   7.03c (H) Read excerpts from W.E.B. DuBois, Booker T. Washington, Ida B. Wells, and Henry Turner.  Compare and contrast their solutions to the plight of African Americans in the late 19th and early 20th Century. Determine which solution you support and write a justification of your position.

·   7.03d Read and discuss the events that led W.E.B. Dubois to call Booker T. Washington’s Atlanta Exposition address as the “Atlanta Compromise.”

·   7.03e (H) Read either The Souls of Black Folk by W.E.B. DuBois or Up from Slavery by Booker T. Washington and participate in a Paideia seminar on the issues discussed.

·   7.03f (H) Read excerpts from The Autobiography of an Ex-Colored Man by James Weldon Johnson and The Klansman by Thomas Dixon.  Compare and contrast the experiences of both in the late 19th and early 20th Century.

·   7.04a Compare and contrast methods of advertising then that appeal to consumers with similar advertising now.

·   7.04b Create a multimedia presentation depicting how one innovation altered daily life in this time period.  Use music of the time period.

·   7.04c Demonstrate the process of assembly line. Place desks side by side and assign a task for the class to complete.  Each student will have an individual job to complete.  Speed up, add demands.  Ask for reflections.

·   7.04d Collect and display photographs of antique and modern sewing machines. Discuss the changes.

·   2.04d (H) Discuss the economic effects of mail order and on-line businesses and compare these to the effects of changing business forms in the late 19th and 20th century.

·   Refer to NCDPI CD-ROM for U.S. History

·   American Anthem Ch. 15-16

·   History Alive The U.S. Coming of Age: 1890-1920

·   AP Level assessment should include free-response writing and document based questions on most tests.

·   www.apcental.collegeboard.com

 

 

 

Unit 8: The Great War and Its Aftermath (1914-1930) - The learner will analyze United States involvement in World War I and the war's influence on international affairs during the 1920's.

8.01 Examine the reasons why the United States remained neutral at the beginning of World War I but later became involved.

8.02 Identify political and military turning points of the war and determine their significance to the outcome of the conflict.

8.03 Assess the political, economic, social, and cultural effects of the war on the United States and other nations.

 

Key Questions

·   How did the United States get involved in European World War I?

·   How did America turn the tide of WWI to lead to Allied victory?

·   How did WWI change the lives of Americans at home, at work, and in their government?

Key Concepts

·   Causes of World War I in Europe

·   Use of and effects of propaganda

·   U. S. anti-war Sentiment

·   Reasons for U. S. entry into The Great War

·   The importance of United States involvement in World War I

·   Modernization of warfare

·   The changing nature of United States foreign policy

·   Key factors in the Allies’ success

·   Failure of the United States to ratify the Treaty of Versailles

·   Adjustment from wartime to a peacetime economy

·   Government bureaucracy in the United States

·   Anti-immigration sentiment and the first Red Scare

·   Restrictions on civil liberties during wartime

·   Political changes in Europe and the near East

·   Impact of isolationism on American foreign policy

Key Terms

·   Nationalism

·   Militarism

·   Alliances

·   Archduke Francis Ferdinhand

·   U-Boat submarine warfare

·   Serbia

·   Allies

·   Central Powers

·   Kaiser Wilhelm II

·   Contraband

·   Zimmerman Telegram

·   Lusitania

·   Mobilization

·   Election of 1916

·   Woodrow Wilson

·   Isolationists

·   Selective Service Act

·   Jeanette Rankin

·   “Make the world safe for democracy”

·   Idealism

·   John J. Pershing

·   American Expeditionary Force

·   Trench warfare

·   “No Man’s Land”

·   Mustard gas

·   Doughboys

·   Armistice

·   Fourteen Points (1-5, 14)

·   “The Big Four”

·   “Peace without victory”

·   Russian and Bolshevik Revolutions

·   Treaty of Versailles

·   League of Nations

·   Henry Cabot Lodge

·   17th Amendment

·   18th Amendment

·   19th Amendment

·   Industrial workers of the World

·   Self-determination

·   Committee on Public Information/George Creel Food Administration/

·   Herbert Hoover

·   War Industries Board/Bernard Baruch

·   Ku Klux Plan

·   Palmer/Palmer Raids

·   Espionage and Sedition Acts

·   Eugene V. Debs

·   Schenck v United States, 1919

·   Sacco and Vanzetti

·   John L. Lewis (United Mine Workers)

·   Washington Naval Conference

·   Dawes Plan

·   Students enrolled in Honors US History should be prepared to conduct additional independent research projects that require critical thinking and extensive reading and writing

·   8.01a Compare pro and con war propaganda posters and explain their influence on the United State’s decision to go to war.

·   8.01b Create and compare maps of Europe in 1914 and 1918, and discuss the reasons for changes.

·   8.01c (H) Research how European countries viewed the United States neutrality.

·   8.01d Form country groups and debate whether or not the United States should enter WWI from the perspective of the country assigned.

·   8.02a (H) Compare the Fourteen Points with the whole Treaty of Versailles in regard to preventing future conflicts.

·   8.02b Listen to George M. Cohan’s “Over There” and discuss the impact of patriotic music on the war effort.

·   8.02c (H) Compare Woodrow Wilson’s arguments supporting a League of Nations and Henry Cabot Lodge’s “14 Reservations”.

·   8.02d Identify similarities and differences in strategies, tactics, and weaponry of World War I and the Spanish-American War.

·   8.03a Discuss ways in which World War I contributed to the growing revolution in Russia.

·   8.03b (H) Describe correlations on restrictions on civil liberties during World War I and other periods of United States military conflicts.

·   8.03c Prepare a compare/contrast essay on how the U. S. and German economies were affected by the war.

·   8.03d Develop pictorial representations of these terms: liberty bonds, ration books, demobilization, victory gardens, and ultra nationalism.

·   Refer to NCDPI CD-ROM for U.S. History

·   American Anthem Ch. 18-19

·   History Alive The U.S. Coming of Age: 1890-1920

·   AP Level assessment should include free-response writing and document based questions on most tests.

·   www.apcental.collegeboard.com

 

 

 

 

Time Frame: Third Six Weeks

SCOS GOALS AND OBJECTIVES

ESSENTIAL QUESTIONS, BENCHMARKS, AND SKILLS

ESSENTIAL TASKS, STRATEGIES, PROJECTS, CONNECTIONS

RECOMMENDED RESOURCES AND ASSESSMENT

Unit 9:  Prosperity and Depression (1919-1939) - The learner will appraise the economic, social, and political changes of the decades of "The Twenties" and "The Thirties."

9.01 Elaborate on the cycle of economic boom and bust in the 1920's and 1930's.

9.02 Analyze the extent of prosperity for different segments of society during this period.

9.03 Analyze the significance of social, intellectual, and technological changes of lifestyles in the United States.

9.04 Describe challenges to traditional practices in religion, race, and gender.

9.05 Assess the impact of New Deal reforms in enlarging the role of the federal government in American life.

 

Key Questions

·   What were the causes of the Great Depression?

·   What were the consequences of the Great Depression?

·   How successful were Herbert Hoover’s actions in limiting the effects of the Great Depression?

·   How did the Great Depression impact the lower, middle and upper classes of society in the United States?

·   How did the Great Depression impact the lower, middle and upper classes of society in the United States? What developments occurred in popular forms of entertainment during the Great Depression?

·   How did the Great Depression effect education in the United States?

·   How was traditional Christianity challenged by new scientific theories in the 1920s.

·   How did the role of women change in the 1920s.

·   How did the white majority view minorities in the United States during the 1920s and 30s.  How has New Deal reforms affected the role of the Federal government in the life of the average American citizen?

Key Concepts

·   The impact of presidential policies on economic activity (Harding, Coolidge, Hoover, and Roosevelt)

·   Rise and/or decline of major industries in the United States

·   Factors leading to the stock market crash and the onset of the Great Depression Consumer spending habit and trends

·   Difficulties of farmers

·   Response to Prosperity: the stock market crash, Dust Bowl, Bonus Army march and bank failures on various groups of the population The impact of mass media

·   Public response to the Great Depression

·   The Harlem Renaissance

·   Prohibition

·   Leisure time and spectator sports

·   The “Back to Africa” movement and Pan-Africanism

·   The Fundamentalist versus Freethinking movement

·   Religion in politics

·   The changing role of women

·   Responses to the New Deal program

·   The Three R’s (Relief, Recovery, Reform)

·   Expansion of the role of federal government

Key Terms

·   “Return to Normalcy”

·   laissez-faire

·   Teapot Dome scandal

·   Albert Fall

·   Hawley-Smoot Tariff

·   Speculation

·   Buying on the margin

·   Mechanization

·   “Black Tuesday”

·   Rugged individualism

·   Direct relief

·   Easy credit

·   Installment plan

·   Overproduction

·   Hoovervilles

·   Soup kitchens

·   Breadlines

·   Radio

·   Market/advertising

·   Jazz

·   Silent and “talkies” films

·   “The Jazz Singer”

·   Lost Generation

·   Langston Hughes

·   Louis Armstrong

·   F. Scott Fitzgerald

·   Ernest Hemingway

·   Sinclair Lewis

·   Speakeasies

·   Bootleggers

·   Babe Ruth

·   Charles Lindbergh

·   Automobiles

·   FDR’s “Fireside Chats”

·   Zora Neal Hurston

·   Marcus Garvey

·   United Negro Improvement Association

·   W.E.B. Dubois (repeat)

·   Fundamentalism

·   Scopes Trial

·   Aimee Semple McPherson

·   Billy Sunday

·   Margaret Sanger

·   Deficit spending

·   Social Security

·   Federal Deposit Insurance Corporation (FDIC)

·   Securities and Exchange Commission (SEC)

·   Public Works Administration (PWA)

·   Civilian Conservation Corps (CCC)

·   Agricultural Adjustment Act (AAA)

·   Tennessee Valley Authority (TVA)

·   National Industrial Recovery Act (NIRA)

·   Works Progress Administration (WPA)

·   National Labor Relations Act (Wagner Act)

·   Fair Labor Standards Act

·   Father Charles Coughlin

·   Huey P. Long

·   Frances Perkins

 

 

·   Students enrolled in Honors US History should be prepared to conduct additional independent research projects that require critical thinking and extensive reading and writing

·   9.01a Write a letter to President Hoover about the state of the economy in 1929.  Propose ways the economy can be improved.

·   9.01b Use political cartoons to analyze public reactions to political and economic events of the time period.

·   9.01c (H) Plan a 1920’s fair to include music, movies, and new inventions.  Invite other classes to visit.  Use a student designed rubric.

·   9.01d Study the photographs of Dorothea Lange and hold a discussion on the “mood’ of the nation as displayed in her work.

·   9.02a Make a list of the economic problems of the 20’s that led to the stock market crash.  Examine the effects of these problems on different segments of society.

·   9.02b (H) Analyze Dorothea Lange’s famous “Migrant Worker” photograph. Compare the population and issues of migrant workers in the 1920’s with those of migrant workers today.

·   9.02c Play the song and interpret the lyrics of “Brother, Can You Spare A Dime”.  Add a new set of verses for later economic downturns.

·   9.02d Collect and display examples of the many ways segments of the society did not experience prosperity.

·   9.03a Create a radio show typical of the 20’s and 30s; broadcast live.

·   9.03b Using a graphic organizer illustrate the quote; “the 1920’s were either the best of times or the worst of times.”

·   9.03c (H) Compare and contrast Prohibition in the 1920’s to modern laws which prohibit the use of illegal drugs.

·   9.03d (H) Evaluate the appropriateness of the terms: “Great Depression” or “Roaring 20’s”.  Base your evaluation on oral histories, journals, and historic accounts of events.

·   9.03e Create a “Hooverville” scenario with a soup kitchen, bread lines and handouts.  Reflect and volunteer in a current soup kitchen.

·   9.03f (H) Read one of the following authors and hold a Paideia seminar on how the issues of the social and cultural changes of the 1920’s are dealt with in the literature of the Harlem Renaissance: Langston Hughes, Zora Neale Hurston, Arna Bontemps, Claude McKay, James Weldon Johnson, etc.

·   9.04a Design a graphic organizer to illustrate the changing role of women in these decades.  Use key terms related to changes like flapper, ear bobs, etc.

·   9.04b (H) Read the excerpt “Returning Soldier,” from The Crisis, by W. E. B. Dubois.  How does the reading reflect the challenges to the traditional perceptions of race?

·   9.04c (H) Compare and contrast the UNIA with the NAACP.  Report findings using a graphic organizer or multimedia presentation.

·   9.04d Create a cause and effect diagram to illustrate the clash between the Fundamentalist and the Freethinking movements.

·   9.05a (H) Analyze the effectiveness and impact of New Deal policies from the perspective of: an historian, a political scientist, a geographer and economist.

·   9.05b (B) Listen to a recording of a “Fireside Chat”.  Write a response in favor of or against the speech given by President Roosevelt. Analyze how the President attempted to motivate the country.

·   9.05c Create a poem, rap or dance movement explaining the variety of New Deal programs of alphabet soup.

·   9.05d Using http//newdeal.feri.org/attic/index.htm find the Dear Mrs. Eleanor Roosevelt letter. Read and write a response making recommendations for assistance.

·   9.05e Design a foldable poster that explains bank failures, bank holidays, brain trust, court packing plan and FDR’s 100 days.

·   Refer to NCDPI CD-ROM for U.S. History

·   American Anthem Ch. 20, 21, 22

·   History Alive The Roaring 20s and the Great Depression

·   AP Level assessment should include free-response writing and document based questions on most tests.

·   www.apcental.collegeboard.com

 

 

 

 

Unit 10:  World War II and the Beginning of the Cold War (1930s-1963) - The learner will analyze United States involvement in World War II and the war's influence on international affairs in following decades.

10.01 Elaborate on the causes of World War II and reasons for United States entry into the war.

10.02 Identify military, political, and diplomatic turning points of the war and determine their significance to the outcome and aftermath of the conflict.

10.03 Describe and analyze the effects of the war on American economic, social, political, and cultural life.

10.04 Elaborate on changes in the direction of foreign policy related to the beginnings of the Cold War.

10.05 Assess the role of organizations established to maintain peace and examine their continuing effectiveness.

 

Key Questions

·   What were the causes of World War II in Europe?

·   What dictators threatened the stability of the World from 1922 – 1945?

·   What caused the United States to enter hostilities during World War II ? What were the significant Axis victories from 1939 – 1944?

·   Name specific agreements among Allied leaders during World War II?

·   Name the turning point battles of World War II for the Allies.

·   What were the consequences of technological developments on the final outcome of World War II?

·   How did the roles of women and minorities in the United States during World War II?

·   How did the conclusion of World War II create change in American culture? How did relations between the Allied Power change after World War II?

·   What steps did the United States take to ensure the security of democratic ideals  in the face of a perceived communist threat?

·   What international organizations were formed after World War II to promote world peace?

·   How effective were these international organizations?

Key Concepts

·   Appeasement

·   Isolationism

·   Reparations

·   Totalitarianism Governments

·   Treaty of Versailles

·   Worldwide depression The United States at war

·   The influence of propaganda at home and abroad

·   Designs for peace

·   The Homefront

·   Suspension of Civil Liberties

·   Suburbanization

·   Transition to Peacetime

·   U. S. Military Intervention

·   Containment

·   The Cold War

·   The Domino Theory

·   Balance of Power

·   Organizations for peace

Key Terms

·   Adolf Hitler

·   Benito Mussolini

·   Emperor Hirohito

·   Winston Churchill

·   Fascism

·   Joseph Stalin

·   Munich Pact

·   Third Reich

·   Four Freedoms

·   Kellogg-Briand Pact

·   Lend-Lease Act

·   Neutrality Acts

·   Non-Aggression Pact

·   Pearl Harbor

·   Quarantine Speech

·   Atomic bomb

·   Battle of Britain

·   Battle of the Bulge

·   Blitzkrieg

·   Chester Nimitz

·   D-Day (Operation Overlord)

·   Douglas MacArthur

·   George Patton

·   Holocaust

·   Newsreels

·   Pamphlets

·   Airdrops

·   War posters

·   Iwo Jima

·   J. Robert Oppenheimer

·   Manhattan Project

·   Midway

·   Island hopping

·   Nuremberg Trials

·   Okinawa

·   Pearl Harbor

·   Stalingrad

·   Tehran

·   V-E Day, V-J Day

·   Casablanca, Potsdam

·   War bonds

·   Baby boomers

·   Fair Deal

·   G.I. Bill

·   Korematsu v United States

·   1944

·   Levittown

·   Northern Migration

·   Middle class

·   Rosie the Riveter

·   Selective Services Act

·   AFL-CIO

·   Taft-Hartley Act

·   WACS

·   War Production Board

·   Japanese Internment Sites

·   Japanese American Museum

·   Japanese Internment Rationing

·   Bay of Pigs

·   Berlin Airlift

·   Berlin Wall

·   Central Intelligence Agency (CIA)

·   Cuban Missile Crisis

·   Douglas MacArthur

·   Eisenhower Doctrine

·   Fidel Castro

·   Geneva Accords

·   Hydrogen Bomb

·   Iron Curtain

·   Police Action

·   Test Ban Treaty

·   Chinese Civil War

·   Israel

·   Korean War

·   Marshall Plan

·   Nikita Khrushchev

·   Truman Doctrine

·   U-2 Incident Alliance for Progress

·   N.A.T.O.

·   O.A.S.

·   S.E.A.T.O.

·   Security Council

·   United Nations

·   Warsaw Pact

·   Students enrolled in Honors US History should be prepared to conduct additional independent research projects that require critical thinking and extensive reading and writing

·   10.01a Compare reasons for the public’s desire for neutrality to FDR’s shift to intervention.

·   10.01b Suggest alternatives for the U.S. policies of isolation and appeasement in the 1930’s.

·   10.01c Construct an annotated timeline highlighting the rise of Nazism, Fascism, and the Axis aggression that led to Europe’s declaration of war in 1939. Locate key areas of the timeline on a map.

·   10.01d Using an outline map, label key regions of aggression in Europe, Africa, the Pacific, during WWII.  Include the allied powers and the axis powers in a map key.

·   10.02a Construct a pictorial timeline of political, social, foreign, and domestic events of WWII.

·   10.02b In small groups report on major Allied meetings of World War II.

·   10.02c Write a news story of the attack on Pearl Harbor for a U.S. paper and a Japanese paper.

·   10.02d Hold a panel discussion on the concepts of genocide and relate them to different periods of history or a news conference featuring a selected battle or Allied leader.

·   10.02dd (H) Using primary sources of the time, write a position paper on whether the United States should have use the atomic bomb.

·   10.02e (H) Hold a class discussion on the topic of genocide, and research genocide throughout different time periods of history.

·   10.03a (H) Evaluate the extent of changes in U. S. society caused by: working women, northern migration, “baby boom, growth of suburbs, and the G.I. Bill.

·   10.03b (H)  Research the ways the government intervened with free society during WWII. Write a position paper defending intervention.

·   10.03c (H) Based on research, create a newsletter to cover the stories of Northern Migration. Include causes and gains for African Americans.

·   10.03d In a mock presidential cabinet meeting, discuss the events of Japanese internment and relocation.

·   10.03e (H) Research the correspondence between A. Philip Randolph and Franklin D. Roosevelt concerning Randolph’s threatened march on Washington.  Create a dialogue between the two men demonstrating their ideas of democracy.

·   10.04a Create a graphic organizer that demonstrates the ways in which containment expanded U.S. commitment abroad.

·   10.04b Scenario: On flight from New York to Los Angeles, seated next to a key leader of the era. What three questions would you ask to get an understanding of their role in Cold War history?

·   10.04c Videotape an episode of “You Are There” from one of the hot spots of the Cold War.

·   10.04d On a desk map or on-line map, label all the areas where the U. S. military was involved from 1945 to 1960.

·   10.04d (H) Compare a story of the Cuban Missile Crisis as told by actual historical documents with portrayals in the movie Thirteen Days. Use a motion picture analysis worksheet form the National Archives to evaluate an excerpt of the film.

·   10.04e Compare a story of the Cuban Missile Crisis as told by actual historical documents with portrayals in the movie “Thirteen Days”.  Use a motion picture analysis worksheet from the National Archives to evaluate the film. Discuss.

·   10.05a (H) Conduct an Internet search of each of the organizations that have been designed to promote peace.  What are the missions and goals for each? How effective are they?

·   10.05b Compare and contrast organizations such as NATO and SEATO, NATO v. Warsaw Pact, UN v. League of Nations. Assess their roles and effectiveness.

·   10.05c Hold a NATO dinner party. Plan who attends, the theme, and what will be served.  Decide who is invited and where each guest will sit.  What are the conversations you hear among the dinner guests related to peace?

·   Refer to NCDPI CD-ROM for U.S. History

·   American Anthem Ch. 23-24

·   History Alive The U.S. in World War II

·   History Alive The Cold War

·   http://www.historyofcuba.com/history/baypigs/pigs.htm

·   http://www.fordham.edu/halsall/mod/churchill-iron.html

·   AP Level assessment should include free-response writing and document based questions on most tests.

·   www.apcental.collegeboard.com

 

 

 

Unit 11: Recovery, Prosperity, and Turmoil (1945-1980) - The learner will trace economic, political, and social developments and assess their significance for the lives of Americans during this time period.

11.01 Describe the effects of the Cold War on economic, political, and social life in America.

11.02 Trace major events of the Civil Rights Movement and evaluate its impact.

11.03 Identify major social movements including, but not limited to, those involving women, young people, and the environment, and evaluate the impact of these movements on the United States' society.

11.04 Identify the causes of United States' involvement in Vietnam and examine how this involvement affected society.

11.05 Examine the impact of technological innovations that have impacted American life.

11.06 Identify political events and the actions and reactions of the government officials and citizens, and assess the social and political consequences.

 

Key Questions

·   Describe America’s preparedness for the atomic age.

·   With regard to McCarthyism, how did the constitutional provisions protect as well as threaten American freedoms?

·   Why were the 1950s and 1960s the right time for the Civil Rights movement?

·   Analyze the success of the Civil Rights movement for the timeframe 1945-1980.

·   How did the Civil Rights movement set the stage for future reforms?

·   Were these reforms, reactions, or revolutions? Evaluate the success and failures of American foreign policy as it relates to Cold War strategy.

·   What was the U.S. government’s role in promoting the technological advances of the Space Age?

·   Analyze the relationship between American government and its citizenry during this time frame. 

·   Compare this relationship to previous eras.

Key Concepts

·   Effects of Cold War On America’s Home life

·   Domino Theory and geopolitics

·   McCarthyism

·   Spread of Suburbia

·   Effects of Nixon’s visits to China and Moscow

·   Carter’s Human Rights Foreign policy and the collapse of detente

·   The Military Industrial Complex

·   The Civil Rights Movement

·   De jure and

·   De facto Segregation

·   Affirmative Action

·   Turning points

·   Changes in state and federal Legislation

·   Executive actions

·   Harry S. Truman

·   Dwight D. Eisenhower

·   John F. Kennedy

·   Lyndon Johnson

·   Cultural Movements

·   Feminists

·   Indian

·   Latino

·   Labor Movements

·   Environmental Movements

·   Social Movements

·   Pop Culture

·   Counter Culture

·   Socio-economic Status:

·   Jobs:

·   White collar

·   Blue collar

·   Pink collar

·   Significance of the domino theory

·   U. S. Involvement in Vietnam:

·   Eisenhower

·   Kennedy

·   Johnson

·   Nixon

·   Ford

·   Vietnam’s effect on U. S. politics and society

·   Vietnamization

·   Role of the media

·   The Impact of the Space Race on education

·   Technological Changes:

·   Mass media

·   Communication

·   Military

·   Science

·   Medicine

·   Electronics

·   Data storage

·   Transportation

·   Energy

·   Connection of population shifts to technological changes in society Actions and reactions to political platforms:

·   New Frontier

·   Great Society

·   Law &Order

·   Voter Apathy

·   1968

·   Election

·   Tet Offensive

·   Robert Kennedy

·   Martin Luther King, Jr.

·   Watergate Scandal

·   Changing relationship of the federal government

·   Urban renewal programs

Key Terms

·   “Duck and cover”

·   Fallout Shelters

·   National Security Act, 1947

·   House on Un-American Activities Committee

·   Alger Hiss

·   Julius and Ethel Rosenberg

·   Hollywood Blacklist

·   The National Highway Act

·   Selective Service System

·   New Left

·   Détente

·   S.A.L.T. I and II

·   Montgomery bus boycotts

·   Rosa Parks

·   Martin Luther King, Jr.

·   Malcolm X

·   Black Panthers

·   Black Power Movement

·   Stokley Carmichael

·   C.O.R.E.

·   S.N.C.C.

·   March on Washington

·   James Meredith

·   Little Rock Nine

·   George Wallace

·   Brown v Board of Education, Topeka, Kansas, 1954

·   Thurgood Marshall

·   Earl Warren

·   24th amendment

·   Civil Rights Act of 1964

·   Voting Rights Act of 1965

·   Women’s Liberation

·   National Organization for Women

·   Gloria Steinem

·   Phyllis Schafly

·   The Feminine Mystique

·   Equal Rights Amendment

·   Roe v. Wade, 1973

·   British Invasion-Beatles

·   Elvis Presley

·   Haight-Ashbury

·   Woodstock

·   Cesar Chavez

·   American Indian Movement

·   Clean Air Act

·   Clean Water Act

·   Environmental Protection Agency

·   Betty Friedan

·   Tet Offensive

·   Robert McNamara

·   Gulf of Tonkin Resolution

·   War Powers Act 1973

·   Ho Chi Minh

·   My Lai Incident

·   Agent Orange

·   Napalm

·   Vietcong

·   Pentagon Papers

·   26th Amendment

·   General William Westmoreland

·   Kent State

·   Cambodia/Laos

·   Fall of Saigon, 1975

·   Paris Peace Accords

·   Operation Rolling Thunder

·   Radio in 1950’s

·   Sputnik

·   NASA

·   National Defense Education Act

·   Space Programs

·   Neil Armstrong

·   John Glenn

·   Computers

·   Calculators

·   Silicon Valley

·   ICBMs

·   Hydrogen bombs

·   Color television

·   Microwave technology

·   Nuclear power

·   Commercial jet travel

·   HUD

·   Head Start

·   VISTA

·   Medicare

·   Peace Corps

·   National Endowment for the Humanities

·   New York Times v U.S. 1971

·   United States v Nixon 1974

·   Sam Ervin/Senate Watergate Committee

·   John Dean

·   Bob Woodward/Carl Bernstein

·   Democratic National Convention 1968

·   25th Amendment

·   Students for a Democratic Society (SDS)

·   Students enrolled in Honors US History should be prepared to conduct additional independent research projects that require critical thinking and extensive reading and writing

·   11.01a (H) Study the 2nd Red Scare of the 1950’s. Prepare reports on the Congressional Hearings, results of the hearings, and justification (if any).  Discuss lessons learned.

·   11.01b List and explain four major pieces of anti-communist legislation.

·   11.01c View the movie of the Kahn Family in Hollywood. What is the story telling?

·   11.01d (H) Form two groups. Debate the question: “Did the RED SCARE violate U.S. citizens’ constitutional rights?

·   11.01e Design your own fallout shelter and list essentials that you would have with you.

·   11.01f (H) Read excerpts from A. Mitchell Palmer, Joseph McCarthy, and The Crucible by Arthur Miller and compare the Red Scare of the 1920’s to the Red Scare of the 1950’s.

·   11.02a Describe how these terms are applied to the Civil Rights Movement: civil disobedience, urban riots, Dixiecrats, Freedom Riders, Greensboro sit-ins.

·   11.02b (H) Research leadership of the Black Revolution.  Compare their goals, strategies, and results. How did Malcolm X and Stokley Carmichael justify the use of violence?

·   11.02c Create a chart with these headings: Human Costs of Civil Rights Movement, Role of Ordinary People, Effects of the Media.

·   11.02d Hold seminar sessions with topics such as “Letter from a Birmingham Jail,” and the “I Have A Dream” speech, etc.

·   11.02e (H) Students should discuss who the intended audience was for each of the above written documents and oral speeches.

·   11.03a Using these terms, describe the social movements of the decades: feminist’s hippies, Rock ‘n roll, beatniks.

·   11.03b Compare leaders of the feminist movement and the American Indian Movement. How were each successful? What problems were unique to each?

·   11.03c (H) Analyze the effects of Roe v. Wade on the political climate of the U.S. from 1973 to the present.

·   11.03d (H) Create multimedia presentations demonstrating the differences in youth culture in the 50’s and 60’s: focusing on literature, music, fads, slang, etc.

·   11.04a Prepare a description of the decades and concepts using the terms: escalation, Hawks and Doves, containment, student protest movements, and “living room war”.

·   11.04b Prepare a time line of U.S. involvement in Vietnam. Note each president and the number of U.S. deaths per year. Include at least 3 protest events like Kent State, Democratic National Convention riots, and the trial of Dr. Benjamin Spock.

·   11.04c (H) Analyze the relationship between the Gulf of Tonkin Resolution and the War Powers Act.

·   11.04d (H) Conduct a debate based on research notes with “Doves and Hawks” on the issue of Vietnam.

·   11.04d (H) Prepare a timeline of US involvement in Vietnam.  Note each president and the number of US deaths per year.  Include at least three protest events such as Kent State, Democratic National Convention riots, and the trial of Dr. Benjamin Spock.

·   11.04e Identify the common themes in War Protest songs of the era.

·   11.04g (H) Compare the Gulf of Tonkin Resolution with the declaration of war in Iraq.

·   11.05a Compare job possibilities for women in the 1950’s and today. Where are the “glass ceilings” now?

·   11.05b (H) Create multimedia presentations that demonstrate how technology has changed the way U.S. citizens live their everyday lives.

·   11.05c Design a “Moon” backdrop for the class and reenact the MAN ON THE MOON initiatives. Include all missions tried.

·   11.05d Create a collage wall of all the medicines and machines developed in this time period; include polio vaccines, birth control pills, and artificial hearts, etc.

·   11.05e Create an artwork that represents the differences in the sunbelt, rustbelt, frostbelt of the U. S.

·   11.06a Debate: Resolved: The U.S. government should provide, at no charge, minimum necessities for each of its citizens living below the poverty level.

·   11.06b Write headline articles about the protests that occurred outside the Democratic National Convention in 1968.

·   11.06c (H) Compare LBJ’s Latin American policy with that of FDR’s “Good Neighbor” policy.

·   11.06d Discuss the impact of the assassinations of the period on U.S. citizens.

·   11.06e Analyze the image of the United States after the Vietnam years.

·   11.06e (H) Analyze the image of the United States after the Vietnam years.

 

·   Refer to NCDPI CD-ROM for U.S. History

·   American Anthem Ch. 26-30

·   History Alive The Cold War

·   History Alive The Civil Rights Movement

·   History Alive Contemporary American Society

·   AP Level assessment should include free-response writing and document based questions on most tests.

·   www.apcental.collegeboard.com

 

 

 

 

Unit 12:  The United States since the Vietnam War (1973-present) – The learner will identify and analyze trends in domestic and foreign affairs of the United States during this time period.

12.01 Summarize significant events in foreign policy since the Vietnam War.

12.02 Evaluate the impact of recent constitutional amendments, court rulings, and federal legislation on United States' citizens.

12.03 Identify and assess the impact of economic, technological, and environmental changes in the United States.

12.04 Identify and assess the impact of social, political, and cultural changes in the United States.

12.05 Assess the impact of growing racial and ethnic diversity in American society.

12.06 Assess the impact of twenty-first century terrorist activity on American society.

 

Key Questions

·   Evaluate the fall of communism and America’s role in a new world order.

·   Identify the elements of the political spectrum and analyze their efforts to spearhead legislative and legal agendas in modern America?

·   What is the modern significance of oil in the world economy?

·   What are the greatest strengths and weaknesses in domestic America?

·   What does census data really tell us about America today?

·   With WW1, WW2, and the Cold War identified as 20th century world campaigns, has the war on terrorism become the first world war of the 21st century? Explain

Key Concepts

·   Problems in the Third World

·   Modern-day genocide

·   AIDS and Pandemics

·   Politics of Oil

·   Rise of Religious and Political Radicalism

·   Collapse of Communism

·   European Union

·   Changing roles of International Organizations

·   Role of lobbyists and special interest groups

·   The Supreme Court:

·   Minority rights

·   Privacy rights

·   Conservative judges Recession: Economic Boom and Bust

·   Benefits and conflicts of continued globalization

·   Conservation Measures

·   Impact of economics on:

·   Lifestyle

·   Stock market

·   Job market

·   Impact of technology on way of life

·   Changes from industrial economy to service economy

·   Changing Society

·   Social

·   Political

·   Cultural

·   Demographic

·   Presidential Troubles

·   Major Issues

·   Health Care

·   Welfare reform

·   Medicare

·   AIDS

·   Growing Cultural Diversity in the United States

·   Questions of Race

·   Population Changes and new demographics

·   Restrictions on Civil Liberties

·   The challenge t o the American Spirit

·   The U. S. government’s policy toward terrorism

·   Impact of terrorist threats on U. S. foreign policy

·   Key Terms

·   Yasser Arafat-Palestine Nationalism (PLO)

·   U.S. invasion of Lebanon

·   Yom Kipper War

·   Camp David Accords

·   Anwar el-Sadat

·   Menachem Begin

·   Shah of Iran

·   Ayatollah Khomeini

·   Iranian Hostage Crisis

·   Jimmy Carter

·   Famine/Somalia and Ethiopia

·   Foreign debt

·   Apartheid

·   Nelson Mandela

·   Helsinki Accords

·   Strategic Defense Initiative (Star Wars)

·   Iran-Contra Affair

·   INF Treaty

·   Mikhail Gorbachev

·   Saddam Hussein

·   Persian Gulf Wars

·   Fall of the Berlin Wall

·   Tiananmen Square

·   Sandra Day O’Connor

·   Clarence Thomas

·   Microsoft

·   27th Amendment

·   Flag burning

·   Americans with Disabilities Act

·   Political Action Committees

·   Geraldine Ferraro

·   Title IX

·   Texas v Johnson

·   Swan v Charlotte Mecklenburg Schools

·   William Rehnquist

·   WIN (Ford)

·   Stagflation

·   NAFTA

·   Department of Energy

·   Airline deregulation

·   Three Mile Island

·   Energy Crisis

·   National Energy Act

·   Solar Energy

·   Supply-Side economics

·   Computer revolution

·   Internet

·   Bill Gates

·   National debt

·   Food stamps

·   NASDAQ, 1990’s

·   “Trickle-down” theory

·   Challenger disaster

·   Presidential pardon

·   1976 election

·   Jimmy Carter

·   Ronald Reagan

·   Amnesty

·   Elections of 1980-2000

·   New Right Coalition

·   New Federalism

·   Graying of America

·   New Democrat

·   Ross Perot

·   Bill Clinton

·   Al Gore

·   Joe Lieberman

·   John McCain

·   Newt Gingrich

·   Immigration Policy Act

·   Republican Election of 2000

·   Regents of UC v Bakke, 1978

·   Reverse discrimination

·   Affirmative action

·   Minorities in politics

·   Multiculturalism

·   Green Card

·   Nativist

·   Bilingual education

·   ESEA-No Child Left Behind Patriot Act

·   Embassy bombings

·   September 11, 2001

·   Al-Quaeda

·   Colin Powell

·   Osama bin Laden

·   Taliban Regime

·   Terrorist network

·   George W. Bush

·   World Trade Center

·   War on Iraq

·   Afghanistan

·   Department of Homeland Security

·   Nuclear proliferation

·   Airport security

·   Pre-emptive strikes

·   “Axis of Evil”

 

·   Students enrolled in Honors US History should be prepared to conduct additional independent research projects that require critical thinking and extensive reading and writing

·   12.01a (H) Create multimedia presentations on the Cold War after Vietnam, up through the decline of the Soviet Union. Chronicle major foreign policy events in this period.

·   12.01b (H) Write a position paper using primary sources, regarding the history of the Middle East peace processes since 1973. Develop and defend arguments regarding the role of the U.S. in these agreements.

·   12.01c Create a chart comparing and contrasting apartheid in South Africa to what happened in the U.S. during segregation and the civil rights movements.

·   12.01d. Explain the decline of the Soviet Union using these terms: glasnost and perestroika.

·   12.02a (H) Compare the U.S. government’s case against Microsoft to anti-trust cases in the late nineteenth century.

·   12.02b (H) Debate whether or not students agree that flag burning or other anti-patriotic acts should be declared unconstitutional by the Supreme Court.

·   12.02c Chart the names and number of cases that Title IX has brought to the courts.

·   12.02d Check to see what businesses or agencies in the community have political action committees.  Invite a speaker to explain what they do and why.

·   12.03a (H) Research the Three Mile Island incident and analyze data regarding its environmental impact. Form groups and write a piece of legislation addressing concerns about nuclear power.

·   12.03b (H)  Create documentaries on technology and the impact on the society as a whole. Interview members of the community to ask how lives have changed over the past 30 years for the better or worse.

·   12.03c (H) Compare current corporate magnates to the “robber barons” of the late nineteenth century. Discuss their business practices, current anti-trust lawsuits and their philanthropy.

·   12.04a Write an editorial on the importance of the Bicentennial Celebration to the nation.

·   12.04b Compare and contrast the funerals for JFK, 1963 and JFK, Jr., 1999. Compare the photos of the son at the funeral of his dad and the nephew’s at the son’s funeral. What words of eulogy did his sister Caroline use at the funeral? Why?

·   12.04c Using a pictorial Venn diagram, use the heads of Carter and Ford. Compare and contrast the two on economic policy, foreign policy, energy policy, and domestic policy to include civil rights and education.

·   12.04d Gray Rights: What concerns do the senior citizens have about Medicare, health care, and welfare? Find examples.

·   12.04e (H) Read the Keynote address by Barbara Jordon at the Democratic Conventions in 1976 and 1992. What did she say that inspired so many citizens? Why did she leave Congress?

·   12.04f Create line drawings of the presidential campaigns of Ford, Carter, Reagan, Bush, Clinton, and Bush. Are there any similarities? Discuss the designs.

·   12.05a (H) Examine the Census Report of 2000 (web site). Print out the map of the United States and have teams analyze the changes that are shown reflecting U. S. demographics.

·   12.05b (H) Define “racism”.  Discuss, in seminar style, concerns and difficulties with the definitions.

·   12.05c Conduct a series of “Conversations About Diversity,” using key pieces of literature and poetry, or create a multimedia presentation.

·   12.06a (H) Compare the Patriot Act to other limits on civil liberties during times of national crisis.

·   12.06b Map out the locations of terrorist activity at the beginning of the 21st century. Discuss how the United States is perceived by other nationalities.

·   12.06c (H) Put together an oral history project by interviewing members of the community about their thoughts and feelings in the wake of September 11.

·   Refer to NCDPI CD-ROM for U.S. History

·   American Anthem Ch. 31-33

·   History Alive The Cold War

·   History Alive The Civil Rights Movement

·   History Alive Contemporary American Society

·   AP Level assessment should include free-response writing and document based questions on most tests.

·   www.apcental.collegeboard.com