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AP U.S. History Syllabus and Curriculum Calendar
This course is designed to prepare students for college credit, for advance level historical studies
and to prepare students for the AP Exam. To achieve this goal, students will develop critical thinking
skills and study skills that demonstrate a high level of commitment to historical studies. Students will be
expected to develop historical writing skills that utilized document interpretation and analysis along with
the development of a thesis statement that utilizes supporting evidence to illustrate a historical argument.
This class will have a foundation of topics that overarch Units. The topics include Exploration
and Colonization, Revolution and New Nation, Antebellum America and Westward Expansion,
Sectionalism, Civil War and Reconstruction, Late Nineteenth Century America: Industrialization,
Immigration and the Rise of the Debtor, Progressivism, Imperialism and World War I, Boom and Bust:
The Years Between the Wars, World War II, Cold War, Social Conformity and Conflict of the 1950s and
1960s, Upheaval in American Society: The 1960s and 1970s, and Modernism, Conservativism,
Globalization and Terrorism. In addition to the topics listed above, the course will emphasize themes.
The themes will include American Diversity as reflected in the development of a diverse cultural mosaic
that is now a integral part of the American landscape, the development of an American Identity from the
birth of the spirit of nationalism during the War of 1812 to the modern idea of patriotism, the
development and transformation of American Cultural expressions in Art, literature, philosophy, theater,
music and film, Demographic Changes in the American population as they expand across the North
American continent, Economic Transformations that affect American trade, commerce and technology,
Environmental consumption and conservation of natural resources through the 19th and 20
th centuries,
America‟s changing role in Global history that took her from a weak military force in the 19th century to a
Super Power in the 20th century, What creates American political traditions and defines Citizenship for
Americans, How groups within American society have instituted Reform that addresses ills of society,
How Religion shapes American politics, economics and society, The legacy that slavery has left in
America, and War and Diplomacy in global conflicts that have spanned from colonial to modern times.
Text
Boyer, Paul S., et al. The Enduring Vision. Third Edition. (Toronto: D.C. Houghton Miffilin Company,
1996).
Additional Readings
Gorn, Elliott J., Roberts, Randy, and Bilhartz, Terry D. Constructing the American Past: A Source Book
of a People’s History, Volumes One and Two Fourth Edition. (New York: Longman, 2002)
Henretta, James A., Brody, David, and Dumenil, Lynn. America: A Concise History Second Edition.
(Boston: Bedford/St. Martin‟s, 2002)
Additional documents and DBQs that are listed throughout the syllabus will be provided in the form of
handouts.
Grading: 45% = Tests and Quizzes, 30% = Essays, Historical Journals and DBQ Prompts that
are assigned as class work and/or homework, 25% = Final Exam/ AP Exam
DBQ’s and Testing DBQ‟s during the term will be completed in two formats cooperative groups and
independent. During cooperative group DBQ exercises, students are taught historical interpretation skills:
Recognize bias, categorize the importance of documents in relation to historical topic being analyzed and
obtaining historical evidence. Students will be required to submit an essay of their interpretation of the
documents.
Major tests will be given at the end of each Unit of study. They will include multiple choice
along with a DBQ. Students will be expected to interpret the documents in the DBQ independently and
submit an essay interpreting the documents.
Historical Journal: You will be required to maintain a historical journal that examines and reflects the
major themes of AP US History: American Diversity, American Identity, Culture, Demographic Change,
Economic Transformations, Environment, Globalization, Politics and Citizenship, Reform, Religion,
Slavery and its Legacies in North America along with War and Diplomacy. The historical journal will
include but is not limited to diary entries, editorials, journal entries, poems, songs and the collection of
visual historical documents. The quality of historical journal entries will be evaluated four times during
the semester and assigned a grade that will count as a major test grade.
Curriculum Calendar:
Unit 1: Exploration and Colonization
Time: 6 days
Unit 1 Objectives:
Goal 1: In order to understand the causes of European exploration and the impact of colonial
settlement in the America’s along with assessing the structure of European colonies, the student will
be able to:
1. Identify and analyze the early inhabitants of North America in relation to location, political
structure and economy.
2. Identify and evaluate the causes of European exploration from the late 15th to early 17
th century.
3. Analyze the social, economic and political effects of the British Empire on the American colonies
with regard to the New England, Middle and Southern colonies.
Required Reading:
A. The Enduring Vision: Chapter 1 “America Begins”
B. America: A Concise History: “The Customs of the Natchez” p. 13, “Hard Times in
Early Virginia” p. 48,“Slave Trade in Africa” p. 78
2. Jigsaw Reading
A. “The Emergence (Zuni)”. Feldmann, Susan ed. The Storytelling Stone: Traditional
Native American Myths and Tales (New York: Dell Publishing, 1999).
B. “The Flood (Zuni)”. Feldmann, Susan ed. The Storytelling Stone: Traditional Native
American Myths and Tales (New York: Dell Publishing, 1999).
C. “The Winnebago Origin Myth (Winnebago)”. “Feldmann, Susan ed. The Storytelling
Stone: Traditional Native American Myths and Tales (New York: Dell Publishing,
1999).
D. “The Twins After the Book of Life (Winnebago)” Feldmann, Susan ed. The Storytelling
Stone: Traditional Native American Myths and Tales (New York: Dell Publishing,
1999).
3. Hill, Lawrence. Someone Knows My Name. (New York: W.W. Norton & Company, 2007) p. 8-
54.
4. Jonathan Edwards. “Sinners of an Angry God”
5. Nathaniel Hawthorne. The Scarlet Letter (USA: Signet Publishing, 1999) or Arthur Miller. The
Crucible.
Major Assessments:
1. Readings with essential questions
2. Vocabulary and identification quiz
3. Historical Journal
a. Create a ship log of Quaker passage to the New World.
b. From a Native American point of view: Write journal entries of their contact with
colonists.
c. Create diary entries for a Puritan during the Salem Witch Trials
4. Historical Writing Essay - Points of View:
a. To a friend in your native country describe the conditions in the New World
b. Write a Native American account of European contact in relation to economic, social and
political changes.
5. Unit Multiple Choice Test with DBQ
Activities
Seminar: Native American‟s Traditional culture and impact of first contact.
Seminar: The Scarlet Letter and The Crucible Reading – What insight about Puritan society does
Hawthorne‟s writing give to his reader? Identify and discuss Puritan society cultural and political
norms.
Geographic Activity: Map the Physical Growth of the United States through 1783
Geographic Activity: Locate the Triangle Trade Ports
Graph Activities: Bar Graph populations of different ethnic groups in the colonies by the year
1750, Gar Graph the population of the three sections in 1690, 1750 and 1775
Complete a War Summary Chart for the French and Indian War
DBQ Analysis: Develop a Thesis and Identify Supporting Evidence in DBQ Documents:
Columbian Exchange DBQ, Colonial Foundations & Settlement of North America DBQ by John
A. Braithwaite, DBQ “Democracy in Colonial America”, Colonial Divisions between the North
and South DBQ
Topics: Renaissance Thought: Expanding World – The Search for a Route to the East
Questioning of Certainties: Arts and Sciences – Religion: The End of Consensus
Location of Native American Groups
Customs and Traditions of Native American Groups
Cultural Clashes and Exchanges: Language, Land Ownership, Religion, Flora and Fauna, Technology and Military Strategies,
Trade, Depopulation and Repopulation
The Transference of Political, Social and Economic Institutions: Spanish Settlement, Dutch Settlements, French Settlements,
Britain‟s Settlements
Economy of New England, Middle and Southern Colonies: Agriculture, Industry, Commerce and Professionals
Transfer and Transformation of Religion: Protestants, Puritans and Quakers
Education In the New World
Daily Life in the English Colonies
Arts and Letters as Reflections of the Period
Intercolonial Conflicts: Colonists relationships with Native Americans, New England Confederation, Albany Plan of Union
British Control of North America: Political and Economic
Decline and Rise of Religion: Salem, The Great Awakening and Scientific Revolution
French and Indian War: Causes and effects
Unit 2: Revolution and New Nation
Time: 10 Days
Unit 2 Objectives:
Goal 2: In order to understand the causes for revolution, the course of the war and evaluate the
results of the American Revolution, the student will be able to:
1. Examine the status of European rivalries in the New World and the causes for revolution among
the American colonies.
2. Trace the events leading up to the revolution and through the course of the war and assess the
impact that each had on the outcome
3. Evaluate the social, political and economic results of the American Revolution
4. Assess how the new national state and governments were formed and their effects on American
society
Goal 3: In order to understand the formation and effectiveness of the institutions of the emerging
republic, the student will be able to:
1. Identify and evaluate the events and compromises that led to the formation of a new government
and differentiate between the Federalists and the Anti-Federalist views.
2. Investigate the effectiveness of the presidents and other officers of the federal government in
leading the New Nation.
3. Assessing the major foreign and domestic issues and conflicts experienced by the nation during
this period and evaluate their impact on the new nation.
Required Reading:
a. The Enduring Vision: Chapter 5 “The Road to Revolution 1774-1776”,Chapter 6 “The
Forge of Nationhood 1776-1778”,Chapter 7 “Launching the New Republic 1789-
1800”,Chapter 8 “Jeffersonianism and The Era of Good Feelings”
b. America: A Concise History: “The Threat of Mob Rule” p. 136, “A British View of
Lexington and Concord” p. 153
2. Assigned Chapter From: Ellis, Joseph J. Founding Brothers: The Revolutionary Generation
(New York: Vintage Books, 2000)
Major Assessments
1. Readings with essential questions
2. Vocabulary and identification quiz
3. Historical Journal
a. Write a colonist response to Thomas Paine‟s “Common Sense”.
b. Editorial: Write an editorial that identifies the need for revolution.
a. Write to a friend in Britain and express the challenges present in the New Nation with
respect to social, political and economic change.
b. Editorial: Report on the weakness of the National Government under the Articles of
Confederation in relation to strong state governments. Write a proposal for change in
government.
c. Editorial “George Washington Strong Leader For The New Nation” Use the title and
write an editorial based on the evidence in the documents to support the headline.
4. Historical Writing Essay – Choice of Topic
a. Point of View: The system of mercantilism was viewed by the British as mutually
beneficial to both the colonists and the Mother Country. The colonists viewed
mercantilism in quite a different light. Write an essay which explains the differences in
viewpoint and shows how these divergences led to revolution.
b. 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 practices through the
philosophy and current events of the late 1780s.
5. Unit Multiple Choice Test with DBQ
Activities:
Geographic Activity: Map the events that caused the American Revolution
Graph Colonial exports to Britain and Imports from Britain
Seminar: America‟s Founding Brothers. What ideologies shaped the way the structured the
American government? Debate Federal government v. State government
Cooperative Groups: Examine the causes and effects of the Hartford Convention
Cooperative Groups: Analyze the views of Alexander Hamilton and Thomas Jefferson
George Washington foreign and domestic conflict seminar
Geographic Activity: Map the Louisiana Territory
Map the Election of 1824
Complete a War summary chart for the Revolutionary War
Complete a War summary chart for the War of 1812
DBQ Analysis: Organization & Writing: Writing a historical paper using a thesis and supporting
evidence from documents: Clashing Views During The Colonial Period DBQ, American
Revolution DBQ, Political Women in the American Revolution DBQ, Articles of Confederation
DBQ, Identity American Revolution DBQ, Jeffersonian Republicans Constructionalists DBQ
Topics: Political Problems with Britain after 1763:
Colonial-British Conflict: British Taxes, East India Company Monopoly, Boston Massacre, Intolerable Acts
American Revolution Causes
First Intercontinental Government – Second Continental Congress
Fighting the American Revolution
Treaty of Paris
State Governments after the Revolution
Articles of Confederation and Weak National Government
America’s early economic, political and social conflicts
Philadelphia Convention and Ratification Struggle for the Constitution
George Washington’s foreign, domestic and economic conflict
Conflict between Federalists and Democratic-Republicans
Hamilton’s Financial Plan
John Adams foreign, domestic and economic conflict
Thomas Jefferson’s foreign, domestic and economic conflict
Louisiana Purchase and westward expansion
James Madison foreign, domestic and economic conflict
War of 1812: America’s Second War for Independence
Era of Good Feelings: Rise of American Nationalism
Marshall Court 1801-1835: National Supremacy in power to tax and control interstate trade, National Supremacy in law and
property
Unit 3: Antebellum America and Westward Expansion
Time: 10 days
Unit 3 Objectives:
Goal 4: In order to analyze the competing forces of nationalism and sectionalism and assess the
effectiveness of the emerging reform movements, the student will be able to:
1. Examine the Reasons for the emergence of nationalism and sectionalism during this period and
assess their impact on America.
2. Examine the evolution of the American economy during the first half of the 19th century and
identify key events, inventions and ideas as well as determine their significance.
3. Compare the economies of the North and South and assess the factors that caused these
differences, as well as investigate the effects.
4. Evaluate the roles of the reform crusade on mid-19th century America and evaluate their
effectiveness.
Goal 5: In order to understand and analyze the causes and effects of Jacksonian Democracy and
Manifest Destiny, the student will be able to:
1. Evaluate the extent to which the characterization of this time period as the era of the common
man is correct
2. Formulate reasons for the rise of the second party system in American politics
3. Assess the actions of Andrew Jackson in dealing with issues such as: internal improvements,
states‟ rights and Indian removal.
4. Analyze American expansion through the major events of the time period such as the Texas issue,
Mexican War and Oregon controversy.
5. Examine the results and impact of expansion on slavery, politics and sectionalism.
Required Readings
1. The Enduring Vision: Chapter 8 “Jeffersonianism and The Era of Good Feelings”(The
Awakening of American Nationalism), Chapter 9 “The Transformation of American Society,
1815-1840”, Chapter 10 “Politics, Religion and Reform in The Age of Jackson”, Chapter 11
“Life, Leisure and Culture 1840-1860”, Chapter 12 “The Old South and Slavery 1800-1860”,
Chapter 13 “Immigration, Expansion and Sectional Conflict 1840-1848”
2. Elizabeth Cady Stanton, “The Seneca Falls Declaration” (1848)
3. Alexis de Tocqueville, excerpt from “Democracy in America”
4. Andrew Jackson, “Bank Veto Message” July 10, 1832
5. John C. Calhoun, excerpt from speech delivered to U.S. Senate, 15 February 1833
6. Catherine Beecher, excerpt from “A Treatise on Domestic Economy, For the Use of Young
Ladies at Home, and At School”
7. Horace Mann, “The Eighth Annual Report (1844), „Employment of Female Teachers‟.”
8. Andrew Jackson, excerpts from First and Second Annual Message to Congress, December 8,
1829 and December 6, 1830.
9. “Indian Removal Act of 1830”
10. “Removal of the Cherokees 1838-1839”
Major Assessments
1. Readings with essential questions
2. Vocabulary and identification quiz
3. Historical Journal
a. Advertisement: Job openings in a factory
b. Compare and Contrast: The economics of the North, South and West
c. Write an account of a Native American on the Trail of Tears
d. Poem: For the Northern American Review or The Dial from the viewpoint of a
Transcendentalist.
e. Write a diary entry of a reformer and illustrate how they expect to improve American
society.
4. Historical Writing Essay: John William Ward has called Andrew Jackson a “symbol for an age.”
In what ways does Jackson serve as a symbol for the years 1820-1848?
5. Unit Multiple Choice Test with DBQ
Activities:
Debate- Was Jacksonian Democracy Democratic in Nature?
Seminar- Who were the Reformers and how did they affect American society?
Cooperative Groups – Examine American Art and Literature for expressions of Nationalism.
Complete a War Summary Chart for the Mexican-American War
Complete a Jackson Reform Matrix
Geographic Activity: Map the U.S. in 1820/ States voted for Federalist party in 1804, States that
voted for Democratic Republicans in 1804: Complete the same for the Elections of 1808, 1812,
1816 and 1820
Geographic Activity: Plan a trip from New York to St. Louis. As you travel, locate the major
bodies, canals, roads, railroads and trails.
Pie Graph the population distribution between west, north and south in 1820
Geographic Activity: Map the major Native American tribes of the east and trace the route of the
Trail of Tears
Geographic Activity: Map the territory gained in the Oregon Treaty and the Treaty of Guadalupe
Hidalgo
Geographic Activity: Map the locations associated with the major reform movements
DBQ Analysis: Expansion of thesis by utilizing historical knowledge beyond documents:
Jackson DBQ, Era of Good Feelings DBQ, Settlement of the West DBQ, Reformers DBQ
Topics: America’s Industrial Revolution
Sectional Conflict arises over admission of slave states and states rights
John Q. Adams domestic conflict
Jacksonian Democracy: Political and Economic Democracy
Mexican-American War
Native Americans: Trail of Tears, Seminole War and Black Hawk War
Bank Wars
Political Evolution of the Democrats and Whigs
Reforms of Society: Abolition, Utopians, Prison, Temperance and Women’s Suffrage
Religion in American Society: Second Great Awakening
Education in America
Nationalism in Art, Literature, History, Music and language
Transcendentalism
Science challenges religion
Unit 4: Sectionalism, Civil War and Reconstruction
Time: 8 Days
Unit 4 Objectives
Goal 6: In order to understand and analyzed the issues that led to the Civil War, the effects of the war and
the impact of Reconstruction on the nation, the student will be able to:
1. Evaluate the role of compromise and crisis in bringing about the American Civil War
2. Assess the impact of Abraham Lincoln and the emergence of the Republican Party in relation to
Civil War and secession.
3. Analyze the major, military, political, economic and social events of the Civil War period and
determine their impact on the course of the war.
4. Examine Reconstruction and assess its effectiveness.
Required Readings
1. Enduring Vision: Chapter 14 From Compromise to Secession 1850-1861, Chapter 15 Reforging
The Union: Civil War, 1861-1865, Chapter 16 The Crises of Reconstruction 1865-1877
2. America: A Concise History: “The Character of a Northern Slave” p. 184, “Bleeding Kansas”:
A Southern View” p 390
3. Runaway Slave Advertisements
4. Fanny Kemble “Journal of a Residence on a Georgian Plantation”
5. Frederick Law Olmsted “A Tobacco Plantation in Virginia”
6. Frederick Law Olmsted “How they are fed”
7. Harriet Beecher Stowe “Uncle Tom‟s Cabin” [Excerpts]
Major Assessments
1. Readings with essential questions
2. Vocabulary and identification quiz
3. Historical Journal
a. News Story: John Brown‟s raid on the federal arsenal at Harper‟s Ferry
b. Advertisement: Land Available In Kansas-Nebraska Territory – Take the side of a pro-
slaver or freesoiler and create an advertisement flyer to send back to the east to encourage
people to come west.
c. Journal Battle Communiqué: Military Commander to his troops prior to the Battle of
Gettysburg
d. Create a obituary of Jefferson Davis or Abraham Lincoln
e. Series of Journal Entries: An African American in the South between 1860 and 1869
traveling to the north or the west.
4. Historical Writing Essay: Compare and contrast the Confederate Constitution and the United
States Constitution. Identify those parts of the Confederate Constitution which might be
considered reforms of the United States Constitution.
5. Unit Multiple Choice Test with DBQ
Activities:
Pie Graph: Five leading exports of the United States in 1850 and 1860
Geographic Activity: Map the route of the Underground Railroad
Debate on slavery within the south “Choosing Sides – Abolitionist or Plantation Owner”
Cooperative Groups: Identify the sectional arguments in the Webster-Hayne Debates.
Cooperative Groups: Identify the four party platforms of the Election of 1860
Cooperative Groups: Compare and contrast the Confederate Constitution with the United States
Constitution.
Geographic Activity: Map the United States (Free/slave states, first seven states to secede,
second four states to secede, border states, capital of the Union and Confederacy)
Bar Graph The Confederacy and The Union: Industrial Production, Agricultural Production and
population
Timeline the major conflicts of the Civil War
Complete a War Summary Chart for the Civil War
Complete a Reconstruction Reform Chart
Timeline the major events of Reconstruction
DBQ Analysis: Historical Essay with Thesis, Supporting evidence from documents and
expanded historical knowledge: Antebellum Compromise DBQ, Compromise of 1850 DBQ,
Reconstruction DBQ
Topics
John Tyler and Sectionalism
North and South develop two separate economies: Industrial v. Plantation
Abolition Movement and Political Action in the North to end slavery
Southern protests and declare slavery “A Necessary Evil”
The 1850s: A period of Sectional Conflict
Elections bring the Sectional Debate about slavery and state’s rights to a federal level
Brother v Brother: Civil War Battles, economics, politics and social effects on America.
Military Strategies of the North and South
The Lost Cause
Effects of the Civil War on economic, social and political life within the north and south
Congressional Reconstruction
Compromise of 1877 and the End of Reconstruction
Unit 5: Late Nineteenth Century America: Industrialization, Immigration, The West and
the Rise of the Debtor
Time: 12 Days
Unit 5 Objectives
Goal 7: In order to understand and evaluate the great westward movement, the emergence of the
New South and the impact of the agricultural revolution on the American nation, the student will
be able to:
1. Examine the rise of The New South and assess the changes and impact that this concept brought
to the southern economy and society.
2. Evaluate the impact of westward expansion on American Indians, the environment and the
American economy.
3. Analyze reasons for the rise of the Populist Party, assess their goals and evaluate their effects on
American politics and economics.
Goal 8: In order to understand and analyze how industrialization, immigration, urbanization,
political machines and the new intellectual movements impacted America, the student will be able
to:
1. Contrast the Second Industrial Revolution with the First Industrial Revolution and analyze the
contributions of industrial leaders and the following industries: railroads, iron industry, coal
mining, electricity, steel production, oil drilling and banking.
2. Assess the impact of laissez faire conservatism in late 19th century economics and politics.
3. Examine the rise of labor unions and evaluate the impact these groups had on America.
4. Describe the rise of cities in the last half of the 19th century and analyze the problems and reforms
that resulted.
5. Evaluate the intellectual and cultural movements of the time and determine how they impacted
American life and society.
Required Readings
1. The Enduring Vision: Chapter 17 The Trans-Mississippi West, Chapter 18 The Rise of
Industrial America, Chapter 19 The Transformation of Urban America, Chapter 20 Daily Life,
Popular Culture and the Arts 1860-1900, Chapter 21 Politics and Expansion in an Industrializing
2. America: A Concise History: “Settling the Southwestern Frontier” p. 225, “The Mexican View
of the Battle of the Alamo” p. 372, “The Intimidation of Black Voters” p. 450, “Swedish
Emigrant in Frontier Kansas” p. 468
3. “Omaha Platform: Launching the Populist Party”
4. William Jennings Bryan “Cross of Gold Speech”
5. Jacob Riis. “How The Other Half Lives: Chapter IV The Down Town Back-Alleys”
http://www.tenant.net/Community/riis/title.html
6. “Fair Wages” (Constructing the American Past Vol. 2)
7. “The Great Uprising” Mary Harris “Mother Jones (Constructing the American Past Vol. 2)
8. Upton Sinclair. “The Jungle” http://www.gutenberg.org/etext/140
9. “There Letters by Military Leaders” (Constructing the American Past Vol. 2)
10. “Eyewitness Reports of Indians Interviewed by the Office of Indian Affairs” (Constructing the American Past Vol. 2)
11. “The Ghost Dance Observed” (Constructing the American Past Vol.2)
Major Assessments
1. Readings with essential questions
2. Weekly Vocabulary and identification quiz
3. Historical Journal
a. Write series of journal entries for a child worker in a textile mill.
b. Write about the conditions in a New York slum from an immigrant‟s point of view
c. Editorial: Write an editorial that exposes the corruption of Tammany Hall
d. Write an entry from a city dweller about the new inventions he/she has seen at the
World‟s Fair
e. Campaign Promotion Flyer: Outline the social, political and economic programs of the
Populist Party.
4. Historical Writing Essay: Choose
a. Analyze the impact of the frontier on American life from 1607 to 1890.
b. Examine the political problems that plagued farmers of the Great Plains and trace the rise
of the Populist Party. Evaluate the impact of the reforms in business regulation that the
Populists introduced.
5. Unit Multiple Choice Test with DBQ
Activities
Cooperative Groups: Make generalizations on the Black Code of Mississippi and generate a
position for or against the law
Seminar: The effects of rapid industrialization on immigrants.
Cooperative Groups: Examine the changes in Art from the period of Nationalism to
Industrialization.
Cooperative Groups: Examine U.S. Immigration Patterns and construct a graph of where
immigrants came from
Geographic Activity: Create a city map that includes: factory locations, government buildings,
residential areas for upper, middle and lower classes, a transportation network and public service
agencies
Cooperative Groups: Examine Native American views about westward expansion and broken
treaties.
Seminar: Farmers Fight against big business abuses.
Time line the major events of the labor union movement
Complete a Populism Reform Chart
Discussion: What are the Populists symbols of the “Wizard of Oz”? How did the “Wizard of
Oz” represent the conflict between big business and farmers? How did the development of a third
party bring attention to the need for reform in America?
DBQ Analysis: Populists DBQ, Agricultural Society DBQ, Labor Unions DBQ, Immigration
1880-1925 DBQ
Topics
Post Civil War West: Ranching, Mining and Farming
Homestead Act moves populations west
Rise of Big Business and Industrialism
Rise of Labor Unions
Government Regulation of Big Business
Immigration fuels Business expansion: New Immigrants have conflict with Old Immigrants
Urbanization of America: Poverty and social movements
Social Darwinism v. Social Gospel
Big Business and political parties during the Gilded Age
Education during the Gilded Age
Expansion of Science during the Gilded Age
Arts reflect the new culture of urban life
Farmer’s Problems in Post Civil War America
Grange develops into the Populist Party: social, economic and political reform
Elections of 1892 & 1896
Causes and Effects of the Indian Wars
Unit 6: Progressivism, Imperialism and World War I
Time: 10 Days
Unit 6 Objectives
Goal 9: In order to understand and analyze the economic, political and social reforms of the
Progressive Period, the student will be able to:
1. Explain the origin and the goals of the Progressive movement.
2. Analyze the local and state reforms, including utility socialism.
3. Identify three Progressive Presidents and the major actions for reforms during their
administrations.
4. Compare and contrast Roosevelt‟s Square Deal and Wilson‟s New Freedom.
5. Identify the Progressive African American leaders and assess the impact of the Niagara
Movement.
6. Evaluate the role of women during the Progressive Era, including job opportunities, temperance
reforms, education and suffrage.
Goal 10: In order to understand and analyze the causes and effects of the United States emergence
as an imperial power and world influence, the student will be able to:
1. Examine the factors that led to the United States taking an increasingly active role in world
affairs.
2. List major causes and results of the Spanish-American War.
3. Analyze how American policy changed in the late 1800s and influenced Asia, Latin America and
the western hemisphere.
4. Understand the imperialistic actions of Presidents Roosevelt, Taft and Wilson, including but not
limited to the Panama Canal Zone, dollar diplomacy and missionary diplomacy.
5. Examine reasons for the United States attempting to remain neutral as the Great War began and
for becoming involved later.
6. Analyze the impact the Great War had on the home front in America.
7. Examine the political, social and cultural results of the Great War.
Required Readings
1. The Enduring Vision: Chapter 21 Politics and Expansion in an Industrializing Age, Chapter 22
The Progressive Era, Chapter 23 World War I
a. America: A Concise History: “A Case for Women‟s Political Rights” p. 528, “A Black
Man on Segregation” p. 533, “Muckraking” p. 578, “Working for the Triangle Shirtwaist
Company” p. 584, “Trench Warfare” p. 644
2. Alfred T. Mahan. The Influence of Sea Power Upon History “Preface”
http://www.gutenberg.org/etext/13529
3. "Women and the New Race": Margaret Sanger http://www.gutenberg.org/etext/8660
4. “On the Shame of the Cities”: George Washington Plunkitt
5. “The Shame of the Cities”: Lincoln Steffens (Introduction)
Major Assessments
1. Readings with essential questions
2. Weekly Vocabulary and identification quiz
3. Historical Journal
a. Web search: Find political cartoons that represent business control of government
b. Web Search: Find pictures of tenements and life of the poor
c. Write a campaign speech for Woodrow Wilson in the 1912 Election.
d. Write a news story by a “Yellow Journalist” that depicts the events of 1896 Spanish-
American War
e. Editorial: Senate rejection of the Treaty of Versailles
4. Historical Writing Essay: Choose One
a. In the 1890s, the United States abandoned isolationism for the New Manifest Destiny.
Evaluate the reasons for this change in America‟s foreign policy
b. Examine the lives and trials of immigrants to America and write an essay which reflects
the extent to which immigrants had a chance for opportunity and fulfillment of the
American Dream.
5. Unit Multiple Choice Test with DBQ
Activities
Geography Activity: Map the major locations of the Spanish-American War
Complete a War summary chart on the Spanish-American War
Cooperative Groups: Identify the causes and effects of the Spanish American War by reading
McKinley‟s War Message
Debate: Was America justified to maintain colonies? Colonial Rights v. American Citizens
Rights.
Geography Activity: Map U.S. colonies after the Spanish-American War
Geography Activity: Map the locations of national parks in 1909
Chart the presidential elections of 1904, 1908 and 1912
Complete a Progressivism Reform Chart
Seminar: Need for Progressive Reform – Then and Now
Geography Activity: Map the political boundaries of 1869, 1871, 1914 and 1919: map the major
battles of WWI involving American forces
Cooperative Groups: Compare and Contrast the positions of the supporters, reservationists and
irreconcilables on the Treaty of Versailles
DBQ Analysis: Progressivism in African American Society DBQ, Progressivism DBQ,
American Women DBQ, Imperialism DBQ, Treaty of Versailles DBQ
Topics:
Critics of American Society: Muckrakers, Socialists, Social Critics and Populists
Causes and Effects of the Progressive Movement: Social, Economic and Political Reform
African American Reform Movements
Progressive Presidents
Manifest Destiny: Rejection of Isolationism causes
United State in the Western Hemisphere: Big Stick Diplomacy and Dollar Diplomacy
America in the Pacific: Open Door Notes, Great White Fleet and Japan
Wilson and Missionary Diplomacy in Latin America
The Great War: Causes, America’s Idealism, Home front and Election of 1918
Unit 7: Boom and Bust: The Years Between the Wars
Time 7 Days
Unit 7 Objectives
Goal 11: In order to understand and analyze the economic, social and political changes that
American society underwent in the 1920s, students will be able to:
1. Analyze the causes of economic prosperity and the rise of consumerism.
2. Analyze the extent of prosperity for different segments of society
3. Elaborate on the actions of the three Republican Presidents in relation to the economy and
regulation of business.
4. Assess the importance and types of social changes, including but not limited to the Jazz Age,
Harlem Renaissance, movies and flappers.
5. Describe various types of conservative backlash and conflict of cultures during the 1920s,
including but not limited to scientific theory v. fundamentalism, prohibition and new cultural
norms v. Victorian society.
Goal 12: In order to understand and analyze the impact and influence of the Great Depression and
New deal on the political, economic and social aspects of America, students will be able to:
1. Trace and elaborate on the underlying causes of economic problems at the end of the 1920s.
2. Analyze how the Stock Market Crash sparked the beginning of the Great Depression.
3. Evaluate the actions of President Herbert Hoover in response to the Great Depression.
4. Outline and evaluate the events and results, as well as the actions and reactions of the New Deal.
5. Describe the differing impact of the Depression on various minority groups in America.
6. Analyze the growth of influence and power of the Federal government.
Required Readings
1. The Enduring Vision : Chapter 24 The 1920s, Chapter 25 Crash, Depression and New Deal,
Chapter 26 American Life in a Decade of Crisis at Home and Abroad
2. America: A Concise History: “Women Get the Vote” p. 666, “A Working-Class Family
Encounters the Great Depression” p. 698
3. John Steinbeck. “The Grapes of Wrath” Chapter 19
4. “Americans Write To Their Leaders” (Constructing The American Past Vol. 2)
Major Assessments
1. Readings with essential questions
2. Weekly Vocabulary and identification quiz
3. Historical Journal
a. Intolerance and nativism in American society during the 1920s
b. Press Account: Testimony of William Jennings Byan in the Scopes Trial
c. Radio Advertisement: For an automobile in 1925
d. Web search: find pictures that represent the new woman of the 1920s
e. News Story: Normalcy in America
f. News Story: Removal of the Bonus Army
4. Historical Writing Essay: In the First and Second New Deals, America moved away from a strict
laissez-faire policy and moved toward government intervention into the lives of individuals and
groups. Analyze how the New Deal affected various groups in the United States.
5. Unit Multiple Choice Test
Activities:
Graph annual immigration into the U.S. from 1919 to 1929
Debate: Science v. Fundamentalism – Which one should reign supreme?
Chart the prices of the following stock listed on the New York Stock Exchange in January and
October of 1926, 1927, 1929 and 1930: Blue Chip, Growth, Speculative
Simulation: Stock Market Crash
Complete a New Deal Reform Chart
Complete Second New Deal Reform Chart
Seminar: Effects of the Great Depression of the Farmers of America
Debate: Should government give assistance to the poor?
Cooperative Groups: Examine Art and Literature from the Great Depression and draw
conclusions about how American Art and Literature have developed.
DBQ Analysis: Foreign Policy 1920-1941 DBQ, 1920s DBQ, American Women #2 DBQ,
Roosevelt and Hoover DBQ
Topics: New Lifestyle in The Jazz Age: Prohibition effects, Mass Entertainment, Heroes and New Dating
Growth of Nativism and Intolerance: Red Scare, Prohibition, Sacco and Vanzetti, Rise of Fundamentalism
Back To Africa Movement and the Harlem Renaissance
American Culture of the 1920s: Music, Art, Science, Education and Religion
Politics of the 1920s
Return to Isolationism
Normalcy affects economics and politics of the 1920s
Hoover and the Great Depression
Election of 1932 and Roosevelt’s New Deal gives America Relief, Reform and Recovery
Election of 1936
Abandoning “Big Stick” Diplomacy and Promoting Neutrality
WWII in Europe threatens Democracy: America’s Growing Internationalism
Unit 8: World War II
Time 7 Days
Unit 8 Objectives:
Goal 13: In order to understand and analyze the reemergence of the United States in world affairs,
including analyzing the causes and effects of the United States involvement in World War II, the
student will be able to:
1. Examine world events during the 1930s, rise of totalitarian states, and the U.S. role to promote
relationships with our American neighbors.
2. Identify the causes of World War II and trace the events that led to the U.S. entry into the war.
3. Describe the military, political and diplomatic turning points of the war and evaluate their
significance to the outcome.
4. Analyze the impact of World War II on political, economic and social life of the United States.
5. Summarize the results of war-time conferences, the impact of the war on U.S. domestic and
foreign affairs and the rise of the U.S. as an international super power.
Required Readings
1. The Enduring Vision : Chapter 27 Waging Global War
2. America: A Concise History: “Japanese Relocation” p. 762, “An Army Nurse in Bataan” p. 768
3. Franklin D. Roosevelt “Quarantine Speech” October 5, 1937
4. Franklin D. Roosevelt “Four Freedoms Speech” January 6, 1941
5. “Atlantic Charter” August 14, 1941
6. Franklin D. Roosevelt “This Day will live in Infamy” Speech
7. “Tending the Homefront: The many roles of Bay Area Women During WWII”
Major Assessments
1. Readings with essential questions
2. Weekly Vocabulary and identification quiz
3. Historical Journal
a. Diary entries of an American at Pearl Harbor during the Japanese attack.
b. Series of Journal Entries: A Soldier in either the Atlantic or Pacific Theaters during
World War II
c. Collect war time propaganda posters
d. Journal entries of the pilot who dropped the Atomic bomb on Japan
4. Historical Writing Essay: Compare and Contrast – The United States entry into World Wars I
and II
5. Unit Multiple Choice Test with DBQ
Activities
Geography Activity: map the locations of territories occupied by Germany, Italy and Japan in the
1930s prior to August 1939
Discussion: Examine the causes of WWI and the Causes of WWII in relation to American response.
Is there a correlation between the two? Why did America maintain a policy of neutrality?
Geography Activity: Map the locations of major WWII conference sites and major nations
participating in these conferences
Examine propaganda posters from WWII: How were the posters a reflection of National unity?
Geography Activity: Map the location of Japanese Relocation Centers in the U.S.
Complete a War Summary Chart for WWII
Debate: Do you think America should drop the bomb? Discuss - Examine images from the effects of
the A Bomb – Debate the dropping of the bomb.
Cooperative Groups: Examine Wartime political cartoons and interpret their meaning.
DBQ Analysis: WWII: Road To War DBQ, WWII Mobilization DBQ, Dropping The Bomb DBQ
Topics:
Failure of the Treaty of Versailles
Causes of WWII in Europe
Effects of WWII in Europe on American economics, politics and society
Cause of America’s Entry into WWII
Europe First Policy
Military Action in European and Pacific Theater of War
Manhattan Project and the Development of Atomic Energy
American Home front
Changes in Women’s Roles during WWII
Effects of World War II on American politics, economics and culture
World War II Peace Conferences
Attempts at World Peace: United Nations
Unit 9: Cold War, Social Conformity and Conflict of the 1950s and 1960s.
Time 5 Days
Unit 9 Objectives:
Goal 14: In order to understand and assess the causes and effects of the United States/Soviet Union
tensions, the Civil Rights Movement and economic prosperity of the 1950s, students will be able to:
1. Analyze the changes in United States foreign policy related to the tensions of the Cold War and
assess the role of organizations established to address them.
2. Analyze the strained relationship between the United States and the U.S.S.R. and suspicion
between the superpowers in Europe and Asia.
3. Evaluate the significance of domestic adjustments during postwar prosperity and the consumer
culture.
4. Identify the major events of the Civil Rights Movement and evaluate the role of landmark
Supreme Court cases.
5. Assess the impact of leaders of the Civil Rights movement.
Required Readings
1. Enduring Vision: Chapter 28 Cold War America, Chapter 29 America at Midcentury
2. America: A Concise History: “Resisting the Tactics of McCarthyism” p. 796, “Memories of a
Cold War Childhood” p. 806,
3. “The Truman Doctrine March 12, 1947” (Constructing the American Past Vol. 2)
4. “Senator Joseph McCarthy‟s Speech in Wheeling, West Virginia” (Constructing the American
Past Vol. 2)
5. From Coming of Age in Mississippi by Ann Moody (Constructing the American Past Vol. 2)
6. SNCC Pamphlet on Voting Rights (Constructing the American Past Vol. 2)
7. Martin Luther King Jr. “Letter from a Birmingham Jail” April 16, 1963 [Excerpts]
8. Martin Luther King Jr. “I Have A Dream” Speech August 18, 1963
Major Assessments
1. Readings with essential questions
2. Weekly Vocabulary and identification quiz
3. Historical Journal
a. Issues in the 1952 Election
b. Journal of a 1950s house wife doing her duty to fight Communism
c. Memorandum: From General Douglas McArthur to President Truman justifying his
actions during the Korean War.
d. Diary entries of SNCC worker in Mississippi registering voters
4. Historical Writing Essay: Choose One
a. By what methods did some Americans seek to implement the Brown v. Board of
Education of Topeka decision, and by what methods did some seek to thwart this
implementation?
b. Evaluate the extent that McCarthyism limited American‟s 1st Amendment right to
freedom of speech.
5. Unit Multiple Choice Test with DBQ
Activities:
Seminar – What effects did the Civil Rights Movement have on American society?
Complete a War Summary Chart for the Korean War
Geography Activity: Map the members of NATO, SEATO, OAS and Warsaw Pact
Cooperative Groups: Map NATO and analyze US defense policy in post WWII years
Create a pie graph of the world‟s population residing in Communist and non-Communist
nations on: January 1, 1945, January 1, 1946, January 1, 1950 and January 1, 1960
Cooperative Groups: Analyze the decision and impact of Plessy v. Ferguson
Geography Activity: map the sites of race riots and political demonstrations
Debate: Was Dr. Seuss a political activist? Groups Read: “Butter Battle Book”, “Horton
Hears a Who!”, “Yertle The Turtle”, “The Sneetches”, and “The Lorax” Debate the topic
using the evidence found in the stories.
Chart the presidential elections of 1948, 1952 and 1956
DBQ Analysis: Civil Rights DBQ, Beginning of the Cold War DBQ, Cold War DBQ
Topics: Postwar Economic Problems: Demobilization, Strikes and Baby Boom
Postwar Political Issues: Conservativism, Truman and Election of 1948
Postwar Foreign Policy: Cold War and Containment
Red Scare and the Rise of Senator Joe McCarthy
Domestic Agenda of the Republicans
Causes of the Cold War
Cold War Policy: Containment, Brinkmanship, Domino Theory
Eisenhower’s Foreign Policy
Causes of the Civil Rights Movement
Leaders of the Civil Rights Movement
Effects of the Civil Rights Movement in relation to American society and new legislation
Unit 10: Upheaval In American Society: The 1960s and 1970s
Time 5 Days
Unit 10 Objectives:
Goal 15: In order to identify, and analyze political, social and economic developments and foreign
affairs during the 1960s and 1970s, the student will be able to:
1. Describe major issues of social movements including race, gender, economic and environmental
problems and assess their impact on the emergence of the counter-culture
2. Characterize and identify the foreign policy of Kennedy, Johnson and Nixon in relation to Cuba,
Vietnam, China and the Soviet Union
3. Assess the changes in domestic policy and society during the 1960s and 1970s.
4. Evaluate the changes in the nature of politics and disillusionment of the American people.
Required Readings
1. The Enduring Vision: Chapter 30 The Turbulent Sixties, Chapter 31 A Troubled Journey: From
Port Huron to Watergate
2. America: A Concise History: “A Woman Encounters Feminine Mystique” p. 818, “A Vietnam
Vet Remembers” p. 847, “Trail of Broken Treaties” p. 859, “Watergate Diary” p. 881
3. John F. Kennedy‟s Inaugural Address January 20, 1961 (Constructing the American Past Vol. 2)
4. Iron Man: Iron Man is Born, 1963 (Constructing the American Past Vol. 2)
5. Lyndon B. Johnson. “Great Society” Speech 1963
Major Assessments
1. Readings with essential questions
2. Weekly Vocabulary and identification quiz
3. Historical Journal
a. Writings from a youth who belongs to the counterculture protesting the lack of freedom
of speech in America.
b. Series of Journal Entries: Henry Kissinger during his attempts to open diplomatic
relations with the People‟s Republic of China
c. Journal of a Vietnam soldier
4. Historical Writing Essay: Choose One
a. How was the American culture a reflection of foreign and domestic policies during the
1960s and 1970s?
b. Trace the foreign and domestic conflict of Kennedy, Johnson and Nixon to analyze the
impact that foreign crisis had on the American culture.
c. Trace the conflicts and trials of minorities gaining Civil Rights in America. Evaluate the
extent to which minorities in America gained social, economic and political equality.
5. Unit Multiple Choice Test with DBQ
Activities:
Cooperative Groups: Analyze John F. Kennedy‟s, Inaugural Address
Chart the Presidential Elections of 1960, 1964, 1968 and 1972
Geography Activity: Map the countries of Containment and the Domino Theory, map where
major military action took place and Identify the NATO line of nuclear defense in Europe
Complete a War summary chart for the Vietnam War
Debate: Is freedom of speech free?
Complete Reform Chart for the Great Society
Seminar – Impact of the Civil Rights Movement on Native Americans and other minorities in
American society.
DBQ Analysis: LBJ Great Society DBQ, Vietnam DBQ
Topics: Election of 1960
The New Frontier in Domestic Policy: John F. Kennedy
Kennedy Foreign Policy: Containment, Domino Theory and Brinkmanship
Johnson and his Great Society
Election of 1968
Causes of the Vietnam War
Effects of the Vietnam War on American society and politics
Women’s Movement: Freidan and Feminism
Native American Movement
Latin American Movement
Asian American Movement
Freedom of Speech and Vietnam Protests
Nixon’s Foreign and Domestic Policies
Pentagon Papers along with the Watergate Scandal creates America Distrust of Government
Unit 11: Modernism, Conservativism, Globalization and Terrorism
Time 10 days
Unit 11 Objectives:
Goal 16: In order to understand and evaluate trends in domestic and foreign affairs of the United
States during the later part of the 20th
and beginning of the 21st Century, students will be able to:
1. Assess the reasons for and results of the “Reagan Revolution”
2. Evaluate the administrations of modern presidents in relation to social, economic and political
changes.
3. Analyze the advancements of various minorities in American society over the previous two
decades.
4. Explain the impact of new technology on the American economy and society.
5. Evaluate the impact of globalization in relation to the American economic and culture.
6. Evaluate the impact of terrorism on the American military, politics, economics and society.
7. Evaluate the effectiveness of the environmental movement in modern American business, politics
and society.
Required Readings
1. The Enduring Vision : Chapter 30 Turning Inward: Society and Politics from Fort to Reagan,
Chapter 33 Beyond the Cold War
2. America: A Concise History: “The Undocumented Worker” p. 918, “America and The World At
2001” p. 939-958
3. President Ronald Reagan on Russia as an “Evil Empire,” 1983 (Constructing the American Past
Vol. 2)
4. “The Early Days of AIDS as I Remember” (Constructing the American Past Vol. 2)
5. Religious Responses (Constructing the American Past Vol. 2)
Major Assessments
1. Readings with essential questions
2. Weekly Vocabulary and identification quiz
3. Historical Journal
a. Interview of a person born in the 1960s: How has technology changed during your life?
b. Republican Congressional notes on “Contract With America”
c. Environmentalists views on Global Warming and measures need to slow its progression.
d. Interview of someone who remembers the events of 9/11
e. Interview: How has the War on Terror change your life?
4. Historical Writing Essay: Was the Cold War a victory for the United States? Examine the
outcome of WWI and WWII in relation to the end of the Cold War. Was there a clear cut victor
or was something else at play?
5. Unit Multiple Choice Test with DBQ
Activities:
Geography Activity: Map Communists Nations present in 1945, 1985, 1991
Complete presidential Elections charts for 1976, 1980, 1984, 1988, 1992, 1996, 2000
Compare and Contrast Truman, Eisenhower, Johnson, Nixon, Carter and Reagan‟s Visions
for America
Debate: Resolved: President Carter acted correctly in advocating the acceptance of the
Panama Canal Treaty.
Complete a War Summary Chart for the Gulf War
Discussion/ debate: What caused the Gulf War? Oil or Terrorism.
Discussion/ Cooperative Groups: “We didn‟t start the fire” Billy Joel: Do the lyrics of this
song stand true for today‟s society or was it exclusive to the 50s – 80s? Create lyrics that
represent the conflict of your lifetime.
DBQ Analysis: Reagan DBQ
Practice Tests and DBQ‟s
Topics:
Ford Presidency: Pardon and Foreign Affairs
Carter Presidency: Domestic and Foreign Policy
Reagan Presidency: Conservative Resurgence, Reaganomics and Tax Cuts
Reagan Escalation of the Cold War begins the Collapse of the Soviet Union
The Bush Years: Foreign and Domestic
Technological and Social Change In Modern America
AIDS in America
Terrorism Cuts through Peace: 9/11 and its aftermath
Persian Gulf War
Pre-AP US History Reading List Because AP US History is a rigorous course that prepares students for college credits, we will be utilizing a wide variety of
sources for analytical study of history. Part of the overall study of history involves reading of historical texts and
historical novels that give insight into time periods. Before you begin AP US History, you are required to read a total of
four books before you begin AP US History.
1. Two Required Readings:
a. Upton Sinclair. “The Jungle”
b. John Steinbeck. “Grapes of Wrath”
2. Two Books of your Choice:
a. These can be found on-line at the Gutenburg Free Press, in the library or in the class collection.
Exploration
"Guns, Germs, and Steel": Jarred Diamond. Norton Press, New York 1999.
Colonization
"The Scarlet Letter": Nathaniel Hawthorne. Signet Classic, USA 1999.
"Mayflower: A Story of Courage, Community and War": Nathaniel Philbrick. Penguin Group 2006.
“The Crucible”: Arthur Miller
Revolutionary America
"Common Sense": Thomas Paine. Barnes & Nobel, New York 1995.
"1776": David McCullough. Simon & Schuster, New York 2005.
New Nation
"Democracy In America": Alex de Tocqueville
Vol I: http://www.gutenberg.org/etext/815
Vol II: http://www.gutenberg.org/etext/816
"The Federalist Papers": Alexander Hamilton and James Madison
http://www.gutenberg.org/etext/18
"Founding Brothers": Joseph J. Ellis. Vintage Books, New York 2002.
Westward Expansion
"The Deerslayer": James F. Cooper
http://www.gutenberg.org/etext/3285
"The Last of the Mohicans": James F. Cooper
http://www.gutenberg.org/etext/940
"The Pathfinder": James F. Cooper
http://www.gutenberg.org/etext/1880
"The Pioneers": James F. Cooper
http://www.gutenberg.org/etext/2275
"The Prarie": James F. Cooper
http://www.gutenberg.org/etext/6450
"Children's Blizzard": David Laskin. Harper Collins, 2007.
"Bury My Heart at Wounded Knee": Dee Brown.
Reform and Enlightenment
"Civil Disobedience": Henry David Thoreau
http://www.gutenberg.org/etext/71
"Walden": Henry David Thoreau
http://www.gutenberg.org/etext/205
"A Study in American Domesticity": Catherine Beecher/ Katherine Sklar.
"Tom Sawyer": Mark Twain
Antebellum South
"The Adventures of Tom Sawyer": Mark Twain
http://www.gutenberg.org/etext/74
Slavery and Abolition
"Uncle Tom's Cabin": Harriett Beecher Stowe
http://www.gutenberg.org/etext/203
"Incidents In The Life of a Slave Girl": Harriet A. Jacobs
http://www.gutenberg.org/etext/11030
"Narriative of the Life of Frederick Douglas": Frederick Douglas
http://www.gutenberg.org/etext/23
"The Lost German Slave Girl": John Bailey. Grove Press, New York 2003.
Civil War
"The Red Badge of Courage": Stephen Crane
http://www.gutenberg.org/etext/73
"Abraham Lincoln": Benjamin P. Thomas. Barnes & Nobels Books, USA 1994.
"Gone With The Wind": Margaret Mitchell
Populists
"Oz Series": Frank L. Baum.
Industrialization
"The Jungle": Upton Sinclair
http://www.gutenberg.org/etext/140
"The Gilded Age": Mark Twain
http://www.gutenberg.org/etext/3178
"Theodore Roosevelt: An Autobiography": Theodore Roosevelt
http://www.gutenberg.org/etext/3335
"Devil in the White City": Eric Larson.
"Main Street": Sinclair Lewis
"The Octopus": Frank Norris
Urbanization
"Twenty Years At Hull House": Jane Addams
http://www.gutenberg.org/etext/1325
"Maggie: A Girl of the Streets": Stephen Crane. Signet Classics, USA 1991.
"How The Other Half Lives": Jacob Riis
http://www.tenant.net/Community/riis/title.html Progressive Movement
"Women and the New Race": Margaret Sanger
http://www.gutenberg.org/etext/8660
"The Souls of Black Folk": W. E. B. Du Bois
http://www.gutenberg.org/etext/408
"The Red Record": Ida Wells-Barnett
http://www.gutenberg.org/etext/14977
"Southern Horrors": Ida Wells-Barnett
http://www.gutenberg.org/etext/14975
"Mob Rule in New Orleans": Ida Wells-Barnett
http://www.gutenberg.org/etext/14976
Imperialism
"The Influence of Sea Power Upon History": Alfred T. Mahan
http://www.gutenberg.org/etext/13529
World War I
"The Stars and Stripes by United States. Army": American Expeditionary Forces
http://www.gutenberg.org/etext/25085
"Halls of Mirrors": David Sinclair. Arrow, London 2001.
"For Whom The Bell Tolls": Ernest Hemingway
"Farewell To Arms": Ernest Hemingway
1920s
"The Great Gatsby": F. Scott Fitzgerald. Simon & Schuster 2003.
"Their Eyes Were Watching God": Zora Neale Hurston
Great Depression
"Fireside Chats of Franklin Roosevelt": Franklin Roosevelt
http://www.gutenberg.org/etext/5767
"The Grapes of Wrath": John Steinbeck
"Franklin D. Roosevelt and the New Deal": William E. Leuchtenburg. Harper Torchbooks, New York 1965.
"The Dry Decade": Charles Merz. University of Washington Press, USA 1970.
World War II
"Still Alive": Ruth Kluger. The Feminist Press, New York 2001.
"Nazi Policy, Jewish Workers, German Killers": Christopher R. Browning. Cambridge University Press, 2000.
"Flags of Our Fathers": James Bradley
"Hiroshima": John Hersey
1950s America
"Fast Food Nation": Eric Schlosser. Harper Perennial, New York 2002.
"The Feminine Mistique": Betty Friedan
McCarthyism
"Red Scare or Red Menace?" John E. Haynes. American Way Series, Chicago 1966.
"Senator Joe McCarthy" Arthur M. Schlesinger, Jr. University of California Press, Berkely 1996.
Cold War
"The Cold War - A Military History" ed. Robert Cowley. Random House, New York 1990.
Vietnam
"Moon Dash Warrior": Delano Cummings. Signal Tree Publications, Virginia 1998.
"America's Longest War, The United States in Vietnam": George Herring
Civil Rights Movement
"Blood Done Sign My Name": Timothy B. Tyson. Three Rivers Press, New York 2004.
"A Raisin In The Sun": Lorraine Hansberry. Vintage Books, New York 1988.
Contemporary America
"All The Presidents Men": Carl Bernstein and Boob Woodward. Simon & Schuster Paperbacks, New York 1974.
"Polio: An Ameican Story": David M. Oshinsky. Oxford University Press, New York 2005.
"Kite Runner": Khaled Hosseini. Riverhead Books, New York 2003.
Environmentalism
"Silent Spring": Rachel Carson. Houghton Mifflin Company, New York 1990
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