ap united states history - merrillville community school...

AP United States HistorySyllabus

AP U.S. History is a course that can earn students college credit. It is a three trimester survey of American history. The course is designed to cover from the age of exploration and discovery to the present. Emphasis is placed on analysis of documents and primary sources, the use of critical and evaluative thinking skills, essay writing and mastering a body of factual information. This is a college level class, and will be taught as such.

Assessments: The length and type of assignments will vary. The class assessments will typically be made up of the following types:

1. History Journal: Reactions to political cartoons, maps, tables, or artwork. Students will be given one of the preceding sources and will write a few sentences in response. This will be daily bell-ringer activity.

2. Reading Check and Chapter Quizzes3. DBQ’s(Taken from old AP Tests)4. FRQ’s(Taken from old AP Tests)5. Essays6. Unit Tests7. Research Papers(2nd Tri. And 3rd Tri)8. Group and Individual Projects9. End of Trimester Exams

Explanations, expectations, and guidelines will be given out with each assignment and will be posted on the class website.

Class Expectations:The following are guidelines that students need to follow to be successful.

1. Students must have assignments completed before coming to class.2. Students should regularly participate.3. Students need to be a student of history. 4. Students are expected to spend 30-60 minutes nightly at a minimum studying and completing assignments.5. Students are expected to maintain an organized binder. 6. Students are expected to respect each other in class. 7. Students are encouraged to take advantage of the Old AP tests that I have and take them as practice throughout the semester. We will take at least two tests together.

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Textbooks and Readings John Mack Faragher, Mari Jo Buhle, Daniel Czitrom, Susan H. Armitage. Out of Many: A History of the American People (Fifth Edition, Prentice Hall 2007).

-Used for all chapters

United States History, Volume 1: Taking Sides - Clashing Views in United States History, Volume 1: The Colonial Period to Reconstruction Mc Graw Hill 2008

Larry Madaras, James M SoRelle Taking Sides - Clashing Views in United States History, Volume 2: Reconstruction to the Present: McGraw Hill: 2008

David Emory Shi and George Brown Tindall. America a Narrative History. W.W. Norton Company 2007

David M. Kennedy and Thomas A. Bailey The American Spirit Volume I Eleventh Edition to 1877 Houghton Mifflin 2006

David M. Kennedy and Thomas A. Bailey The American Spirit Volume II Eleventh Edition Since 1865 Houghton Mifflin 2006

Upton Sinclair. The Jungle

Class Overview

This is a tentative class schedule that will be adjusted as needed. Assignments that are listed might be modified. There will be additional assignments that might replace or augment the current ones. Some of the chapters overlap the different themes and will be addressed at various times throughout the course. For exact days and specifics about the assignments or projects, check the class webpage. Readings that are listed are to be done outside of class for homework. Extra reading resources will be given during class and used for discussion or projects. The Course is divided into periods of time with a focus on the following themes:

American IdentityViews of the American national character and ideas about American exceptionalism. Recognizing regionaldifferences within the context of what it means to be an American.Culture

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Diverse individual and collective expressions through literature, art, philosophy, music, theater, and filmthroughout U.S. history. Popular culture and the dimensions of cultural conflict within American society.Demographic ChangesChanges in birth, marriage, and death rates; life expectancy and family patterns; population size anddensity. The economic, social, and political effects of immigration, internal migration, and migrationnetworks.Economic TransformationsChanges in trade, commerce, and technology across time. The effects of capitalist development, labor andunions, and consumerism.EnvironmentIdeas about the consumption and conservation of natural resources. The impact of population growth,industrialization, pollution, and urban and suburban expansion.GlobalizationEngagement with the rest of the world from the fifteenth century to the present: colonialism, mercantilism,global hegemony, development of markets, imperialism, and cultural exchange.Politics and CitizenshipColonial and revolutionary legacies, American political traditions, growth of democracy, and thedevelopment of the modern state. Defining citizenship; struggles for civil rights.ReformDiverse movements focusing on a broad range of issues, including antislavery, education, labor, temperance,women’s rights, civil rights, gay rights, war, public health, and government.ReligionThe variety of religious beliefs and practices in America from prehistory to the twenty-first century;influence of religion on politics, economics, and society.

Slavery and Its Legacies in North AmericaSystems of slave labor and other forms of unfree labor (e.g., indentured servitude, contract labor) in NativeAmerican societies, the Atlantic World, and the American South and West. The economics of slavery andits racial dimensions. Patterns of resistance and the long-term economic, political, and social effects ofslavery.War and DiplomacyArmed conflict from the precolonial period to the twenty-first century; impact of war on American foreignpolicy and on politics, economy, and society.

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Trimester Two

Civil War: 1 ½ Weeks

Themes Addressed:

War and DiplomacyGlobalization

Chapter Focus Questions:

What social and political changes were created by the unprecedented nature and scale of the Civil War?

What were the major military campaigns of the war? How important was the end of slavery to the war efforts of North and

South?

OverviewThis chapter covers the deadliest challenge to community and identity— a civil war. Both sides began the war underestimating its seriousness, scope, and duration. Northern generals such as Grant and Sherman recognized the arrival of a more modern style of warfare and fought accordingly. The entire American community went to war, except ironically the southern planter elite who had the largest stake in the outcome. As American men and women served in the military, helped out in many community support organizations, or fled to the Union lines, their lives changed dramatically. The North’s advantage in population and industry finally proved too much for the South to withstand, although victory hung in the balance until nearly the very end of the conflict. Lincoln prepared a generous reconstruction plan that he hoped would rebuild a sense of unity and loyalty. Lee’s surrender in April of 1865 was marred by the assassination of Lincoln later that same month.

Chapter 16 Learning Goals: Describe how each community, North and South, connected to its soldiers at war, including a comparison of the two communities.

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Outline the immediate outbreak of the war from Fort Sumter to Bull Run, including initial strategies and the relative strengths of both sides.

Summarize the actions of Lincoln and the Republicans in conducting and financing the war.

Summarize the actions of Jefferson Davis and various Confederate leaders in conducting the war, including the problems associated with southern nationalism and state’s rights.

Discuss the major strategies, battles, and outcomes from 1862 to 1865.

Explain what the war and various Union legislative acts and reconstruction plans meant to African Americans, particularly slaves and former slaves.

Describe the difficulties the South had combining the “states’ rights” doctrine, the Southern social structure, and antagonism toward the North into a coherent and workable southern nationalism. (Review chapters 11 and 15.)

Readings: Out of Many: Chapter 16American Spirit: Chapter 21 The Furnace of Civil War 1861-1865Civil War Soldier’s Life ArticleMedical Care ArticlePrison Camps ArticleLincoln Assassination ArticleChapter 16 NotesChapter 16 Study GuideChapter 16 Vocab/People QuizCivil War Presentation Project: Person/Battle/Technology/Event of the Civil War

Reconstruction: 1/2 week

Themes Addressed:

Politics and CitizenshipReform


What were the competing political plans for reconstructing the defeated Confederacy?

How difficult was the transition from slavery to freedom for African Americans?

What was the political and social legacy of Reconstruction in the southern states?

What were the post-Civil War transformations in the economic and political life of the North?

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Readings: Out of Many: Chapter 17Chapter 17 NotesAmerican Spirit: Chapter 22 The Ordeal of Reconstruction, 1865-1877Chapter 16/17 Quiz1996 Reconstruction DBQ

OverviewThis chapter treats the Reconstruction Era as a conflict in three dimensions. The first dimension involved who was to conduct it, the executive or the legislative branch. This led to political battles between Johnson and the Radical Republicans. The second dimension was between Radical Republicans and a South still dominated by a planter elite that refused to be reconstructed. The third dimension of conflict was between black and white identified people of all social backgrounds, with the whites trying to diminish any gains of the former slaves by enacting Black Codes and condoning violence by groups such as the Ku Klux Klan. Eventually Reconstruction would fail because the Radical Republicans lacked the political power and the will to carry on the struggle, and because the Republican Party became closely identified with northern business interests that cared little for the needs of African Americans, finding it materially profitable to ally themselves with the old planter elite. A disputed election in 1877 ended in a convoluted political compromise that allowed Republican Rutherford Hayes to become president by promising to withdraw federal troops from the South.

Chapter 17 Learning Goals:Describe the problems of community in Hale County, Alabama as typical of the struggle in the South after the Civil War.

Compare the reconstruction plans of Lincoln and Johnson to the one put forward by the Radical Republicans, and explain how the feuding led to the impeachment of President Johnson. Discuss the issues of freedom for African Americans after the Civil War.

Summarize the problems in reconstructing the seceded states.

Trace the changes in the North and in the federal government that caused it to abandon Reconstruction efforts, including the Compromise of 1876–77.

Discuss the problems of restructuring southern society after the Civil War and the ending of slavery, in light of the historical development of the South up to that time. (Review Chapters 4, 11, and 15)

The Politics of Reconstruction

The end of the Civil War answered some questions about the nation’s future, but raised serious issues about dealing with the South and the 4 million ex-slaves. Disagreement arose between the plans of presidents Lincoln and Johnson versus those of Congress. The Radical Republicans succeeded in implementing their program, including constitutional amendments to guarantee the rights of African Americans.

Development of the West in the Late Nineteenth Century: 1 Week

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Themes Addressed:

War and DiplomacyDemographic ChangesEconomic Transformations


What was the impact of western expansion on Indian societies? How did new technologies and new industries help the development of the

West as an “internal empire”? How were new communities created and old communities displaced? What was the myth and legend of the West?

Reading: Out of Many Chapter 18 Taking Sides: Issue #2 Was the Wild West More Violent than the Rest of the United States?

Reaction Paper to Issue #2: Which side is more convincing, and why?Chapter 18 NotesChapter 18 Quiz

Project:

West Research Poster Project: Students are to put together a poster board on an individual or some aspect about life in the West. Topics will vary.

OverviewThis chapter covers the changes in transportation and technology that enabled white settlers to move into the trans-Mississippi West, an area previously labeled the “Great American Desert” and was occupied almost exclusively by Indians and Mexicans. Mining, commercial farming, and ranching brought in more settlers as homestead laws and railroad land advertising promoted the settlement of the Great Plains. Indian communities were under siege and the Indians were generally pushed onto reservations. As the primitive West disappeared, parts of it were preserved in national parks, paintings, written works, and photography, as well as in a stereotyped “Wild West.” Indian cultures were seriously affected by federal legislation such as the Dawes Severalty Act, but many tribes managed to endure and even rejuvenate themselves.

Chapter 18 Learning Goals: Explain how the Oklahoma Land Rush illustrated the effects of settlement on old and new communities in the trans-Mississippi West.

Describe the impact on and transformation of the Indian communities in the trans-Mississippi West.

Discuss the West as an internal empire, including the role of the federal government in its acquisition.

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Summarize the impact of settlement on existing communities as well as the creation of new ones.

Outline various agricultural changes in the region, from the plains cattle industry to California truck farming, including effects on regions east of the Mississippi River.

Summarize the efforts to create images of the “primitive West” in writings, paintings, photography, natural parks, and in stereotyped images of the Wild West.

Industrial America in the Late Nineteenth Century: 1 Week

Themes Addressed:

Economic TransformationReformDemographic Changes


What led to the rise of big business and the formation of the national labor movement?

How was southern society transformed? What caused the growth of cities? What was the Gilded Age? How did education change? How did commercial amusements and organized sports develop?

Reading: Out of Many Chapter 19The Jungle: Reading Packet and TestTaking Sides: Issue #3: Were American Workers in the Gilded Age Conservative Capitalists?Reaction Class Discussion to Issue #3: Which side is more convincing, and why?Chapter 19 Notes

OverviewThis chapter covers the industrialization of America from 1865 to 1900. This transformation was based on railroad expansion, which in turn encouraged other industries as well as the development of large-scale corporations. Labor unions organized on a national level for the first time to counter the size and power of the employers, but with only mixed success. America also continued to urbanize, with rapid unplanned growth of the cities that, among other things, produced residential patterns reflecting social class divisions. The South tried to participate in the growth under the motto of the “New South,” but the results generally reinforced old social and economic patterns. The “Gospel of Wealth,” conceived by industrial giant Andrew Carnegie, and similar ideas reinforced differences between the rising middle class and the factory workers, but leisure-time activities such as sports added to national unity and a distinctive American identity.

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Chapter 19 Learning Goals:Describe the rapid industrialization and large-scale business organizations that characterized the economy as well as the gospel of wealth ideology that supported it.

Discuss the effects that dramatic economic change had on labor and labor organizations.

Outline the explosive growth of the cities as the economy expanded, including the various problems that developed from the concentration of the population.

Explain the concept of the “New South” and why it did not materialize except in the Piedmont communities.

Summarize the interests and issues in society and culture in the “Gilded Age.”

Discuss how new leisure time helped build a greater sense of national identity and at the same time created more conflicts over control of parks and recreation areas.

Summarize how the industrialization and urbanization of America affected community. Use Chicago, Illinois, as a specific example of these changes.

How did the conquest of the trans-Mississippi West prepare the way for the industrial age? (Review Chapter 18.)

Urban Society in the Late Nineteenth Century

Themes Addressed:

CultureReformEconomic Transformation


What led to the rise of big business and the formation of the national labor movement?

How was southern society transformed? What caused the growth of cities? What was the Gilded Age? How did education change? How did commercial amusements and organized sports develop?

Reading: Out of Many Chapter 19Taking Sides:

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Issue #5 Was City Government in Late-Nineteenth-Century America a “Conspicuous Failure”?Reaction Class Discussion to Issue #5: Which side is more convincing, and why?Chapter 19 NotesChapter 19 Quiz

Populism and Progressivism 2 Weeks

Themes Addressed:

ReformGlobalizationWar and DiplomacyPolitics and Citizenship


What characterized the growth of federal and state governments and the consolidation of the modern two-party system?

How did mass protest movements develop? What was the economic and political crisis of the 1890s? How did the United States develop as a world power? What were the causes and outcomes of the Spanish-American War? What were the political, social, and intellectual roots of progressive

reform? What tensions existed between social justice and social control? What was the urban scene and the impact of new immigration? How were the working class, women, and African Americans politically

active? How was progressivism manifested in national politics?

Reading: Out of Many Chapter 20Reading: Out of Many Chapter 21Taking Sides: Issue #7 Did the Progressives Fail?Reaction Class Discussion to Issue #7: Which side is more convincing, and why?Chapter 20 NotesChapter 21 NotesChapter 19/20/21 TestThe Jungle

Video: T.R. an American Lion

FRQ: 2007 FRQ about Theodore Roosevelt and the change in government

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OverviewThis chapter covers the conflicts between the Populist movements and those groups that held most of the nation’s wealth and power. Mass political movements of farmers and workers were organized. These movements were also actively supported and shaped by women who were struggling to gain their own civil and voting rights. There was a moment of democratic promise when Americans might have established a commonwealth based on agreement of the people for the common good. Instead, a national governing class and a growing bureaucratic state emerged. While debating their domestic future, most Americans seemed united in pursuing an empire. Anti-imperialists could do little more than criticize from the sidelines as the United States acquired numerous territories and took an interventionist stance toward others.

Chapter 20 Learning Goals:Explain the meaning of “a moment of democratic promise” as envisioned by Edward Bellamy and his followers in Point Loma, California, as well as other reformers and populist organizers.

Compare to what extent government at all levels kept pace with the rapid growth of the economy in the late nineteenth century.

Describe the alternative governmental system as viewed by the Populist movement.

Discuss the depression of the 1890s and other crises of that decade, particularly the effects they had on people’s views of the political system.

Explain why the election of 1896 was a turning point in American politics.

Summarize the interests and issues that persuaded many Americans of the need for an overseas empire.

Outline the steps by which the United States gained an empire and developed a foreign policy for that empire.

Summarize the arguments of the Anti-Imperialists.

Compare the “Gospel of Wealth” to the “Social Gospel.” (Review Chapter 19.)

OverviewThis chapter covers the accelerated urbanization of America in the first years of the twentieth century, and the social problems that resulted from rapid unplanned growth of the cities. Both political bosses and reformers tried to respond to the reality of an industrialized and urbanized America. Social Darwinism was challenged by the progressives, who had a new, though sometimes inconsistent vision of the American community. Progressives viewed the government as an ally in achieving realistic and pragmatic reforms. The climate for reform was created by several new or transformed professions, including social workers, social scientists at universities and investigative journalists. Both major political parties came to embrace progressive views. Presidents Roosevelt, Taft, and Wilson based their programs on these new ideas. Although much was accomplished, the progressive movement lacked unity and failed to adequately address issues of class, race, or sex. Legislation was not always enforced or had unintended negative consequences. In the long run, politics was affected by the demands for social justice and attempts were made to confront the problems of rapid industrialization and urbanization.

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Chapter 21 Learning Goals: Trace the process by which largely female settlement house workers first began and the community of reform they tried to create.

Summarize the principles of the progressivism and the views of its principal proponents in journalism, social science, and government, as well as its legacy.

Discuss the aims of and problems with the social control legislation desired by the progressives.

Outline the problems of working-class communities and their attempts to solve them through unions and reform legislation.

Summarize the role of women in the reform campaigns and the effects these campaigns had on their participation in public life and leadership positions.

Summarize the difficulties of black progressives in gaining recognition, but also their positive effects within the black community.

Outline the attempts by both the Democratic and Republican parties to respond to demands that the government—local, state, and national—address issues of social justice.

Analyze the possible connections between populism and progressivism as social reform movements. (Review Chapter 19.)

The Emergence of America as a World Power 2 Weeks

Themes Addressed:

War and DiplomacyEconomic TransformationsGlobalization


How did America’s international role expand? How did the United States move from neutrality to participation in the Great

War? How did the United States mobilize the society and the economy for war? How did Americans express dissent and how was it repressed? Why did Woodrow Wilson fail to win the peace?

Reading: Out of Many Chapter 20Reading: Out of Many Chapter 22Taking Sides:

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Issue # 8. Was Woodrow Wilson Responsible for the Failure of the United States to Join the League of Nations?Reaction Class Discussion to Issue #8: Which side is more convincing, and why?Chapter 22 NotesChapter 22 Quiz

DBQ: 1991 DBQ about Wilson and the failure of the Treaty of Versailles

OverviewThis chapter begins with the activist foreign policy of progressive presidents Roosevelt, Taft, and Wilson. America became more interventionist in the Western Hemisphere, but when war broke out in Europe in 1914, most Americans did not see any national interest at stake. However, eventually the United States joined the Allies when Germany broke its pledges to restrict the use of the submarine. Americans mobilized rapidly, accepting unprecedented governmental control. A drive to mobilize Americans’ minds led to domestic hostility toward ethnic groups and “reds,” and serious violations of civil rights that went largely unpunished. The war also affected women and African Americans. Wilson took his “Fourteen Points” to the Peace Conference in Paris with the goal of establishing a new international order, but opponents in Europe and at home, along with Wilson’s own uncompromising attitude ultimately defeated him. U.S. victory in World War I did not prevent the country from becoming a reluctant, even “isolationist” world power. In the 1920 election, Americans overwhelmingly chose Republican Warren Harding’s “normalcy” and sought to put the turbulence of the progressive and war years behind them.

Chapter 22 Learning Goals:Explain how vigilante justice in Bisbee, Arizona exemplified the issues and conflicts of American communities during the war.

Summarize the ideals and actions of the “progressive diplomacy” of presidents Theodore Roosevelt, William Howard Taft, and Woodrow Wilson.

Outline the chain of events through which America entered World War I and the imprint it would leave on American economy and politics.

Discuss the efforts of the American government to mobilize the minds of Americans at home and American soldiers overseas.

Show how the war effort was the ultimate progressive crusade and list the organization trends that would result.

Explain how participation in World War I increased many existing social tensions in America and what implications this had for the future.

Describe the struggles of Woodrow Wilson in trying to promote his Progressive ideas among Americans and onto the world stage.

Explain the connection between America’s earlier pursuit of empire, the progressive movement, and the U.S. experience in World War I. (Review Chapter 20.)

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The New Era: 1920s 1 Week

Themes Addressed:

CultureDemographic ChangesEconomic TransformationsReligion


How did the second Industrial Revolution transform the economy? What were the promise and limits of prosperity in the 1920s? What were the new mass media and the culture of consumption? How did the Republican Party dominate politics in the 1920s? What were the political and cultural oppositions to modern trends?

Reading: Out of Many Chapter 23-Inherit the Wind: Reading the play and movie: (Time Permitting)

-Editorial Paper Article about the Scopes Monkey Trial Reacting to the verdict or the law itself that brought about the case. Chapter 23 NotesChapter 23 Quiz w/people and vocab

OverviewThis chapter covers the many changes in American life in the 1920s. After the war, Presidents Harding, Coolidge, and Hoover continued to encourage a foreign policy that would enhance American capitalism. A second Industrial Revolution of sorts took place, based on greatly expanded use of electrical power, a flood of consumer goods, easy credit, and new scientific management methods. The “Auto Age” produced profound changes in American life and housing patterns. Some areas such as agriculture, railroads, coal mining, and textile manufacturing did not share in the post-war prosperity. A new mass culture defined by radio, movies, music, newspapers, and advertising encouraged a kind of national community. Some groups such as the Ku Klux Klan resisted modernity, but met with mixed results. The postponement of democratic promise continued to stir reaction in women’s groups, in Mexican Americans and most especially the “New Negro.” Intellectuals tried to put into writing the alienation and doubts connected with headlong pursuit of material prosperity.

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Chapter 23 Learning Goals:Describe the structural changes in the American economy that developed in the 1920s and the effects those changes had on American life.

Explain how Hollywood movies and other vehicles of mass culture created a new national community.

Describe how the new media of communication, particularly radio, reshaped American culture in the 1920s.

Summarize the continuities of the Republican administrations of Warren Harding, Calvin Coolidge, and Herbert Hoover in domestic and foreign affairs.

Summarize the types of resistance to the major cultural changes of the 1920s.

Outline the efforts of various reform groups, ethnic groups, and intellectuals to redefine their missions, reshape their strategies and reexamine the material direction of modern American society.

Discuss the various connections between mobilization techniques used during World War I and events and behaviors during the 1920s. (Review Chapter 22.)

The Great Depression and The New Deal: 1 Week

Themes Addressed:

Economic TransformationsCultureDemographic Changes


What were the causes and consequences of the Great Depression? What characterized the politics of hard times? Who was Franklin D. Roosevelt and what were the two New Deals? How did the federal sphere expand in the West? What characterized American cultural life during the 1930s? What were the legacies and limits of New Deal reform?

Reading: Out of Many Chapter 24Taking Sides: Issue #10. Was the New Deal an Effective Answer to the Great Depression?Reaction Class Discussion to Issue #10: Which side is more convincing, and why? Chapter 24 NotesChapter 24 Quiz w/ vocab and people Depression Era Art Assignment: Students will examine various works from the WPA artists and write a paper on their impressions of the art.

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Projects:

-Fireside Chat Writing Assignment(Students will write their own speech that they would give to the public. They will record them onto cassette and we will play them for the class. Each “chat” will be as if they are presenting one of the programs from either the New Deal or the Second New Deal.

-New Deal Program Research Poster: Students will put together a poster board that illustrates one of the different programs of the New Deal. Students will use the same program that they did for their “chats”.

OverviewThis chapter covers the cumulative effects of underlying weaknesses in the American economy and the stock market crash that led to the Great Depression. Many unemployed workers blamed themselves rather than the system, but they increasingly began to look to the government for some relief. President Hoover remained committed to budget balancing and a relatively limited response to the crisis, but frightened and angry voters elected an avowed Democratic reformer, Franklin Delano Roosevelt. His original “New Deal” of 1933 was mostly a cooperative business–government venture, but the “Second New Deal” that followed made a more dramatic shift toward direct government intervention in the economy and direct aid to the unemployed. Neither was as radical as some critics accused Roosevelt of being. Other critics said he was not radical enough. Roosevelt's own ability to inspire, the activism of his wife, Eleanor, and the action-oriented programs of the two New Deals helped restore American confidence, even though none of these issues ended the depression. FDR’s impatience with the Supreme Court and his attempt to pack it in 1938 cost him considerable political influence. Deep poverty was not really touched by the programs and minorities did not make major gains, but they did form a coalition of voters that supported the Democratic Party, despite Roosevelt’s sometimes uncertain fortunes.

Chapter 24 Learning Goals:Describe the power of community as exemplified by the Flint sit-down strike in 1936.

Summarize the reasons why the Great Depression occurred.

Describe the government responses under Hoover and Roosevelt to the problems of mass unemployment and other effects of the Great Depression.

Compare Roosevelt’s New Deal programs: the first acts of the Hundred Days in 1933, the second reform package of 1935–1936, and the changes in 1937 that were blamed for the “Roosevelt recession.”

Outline the views of critics, both right and left, of Roosevelt’s New Deal programs.

Summarize the legacy of the New Deal for various areas and people of America.

Discuss how American popular culture was shaped by the depression.

Compare the Dawes Act with the Indian Reorganization Act. (Review Chapter 18.)

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Trimester #2 Final Review Paper: What impact did the economic changes in America in the 19th and 20th Century have on society? In writing the paper, you need to discuss the effects that three of the following four topics had on the economic transformation of the United States: immigration, westward expansion, imperialism, and government policy. 3-5 page paper.

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APUSHClass Calendar

2nd Trimester

Week Monday Tuesday Wednesday Thursday FridayNov. 17-21Week #1

America the Story of US Division Movie Notes

Chapter 15 Reading Quiz #1Pgs.490-500

Lecture

Chapter 15ReadingQuiz #2Pgs.501-511

Lecture

Read Declaration of Causes and Issue #14 Was Slavery the Key Issue in the Sectional Conflict leading to the Civil War

Chapter 15ReadingQuiz #3Pgs.512-522Declaration of Causes Discussion Explain Civil War Poster Project

Nov. 24-28Week #2

-Pickup Chapter 16/17 Study GuideAmerica the Story of US Civil War Episode

-Chapter 16 Notes

-Civil War Project ResearchIn Room B104

Thanksgiving

Thanksgiving

Dec 1-5Week #3

-Assign Furnace of the Civil War Packet-Civil War Poster Project Presentations

Chapter 16 Reading Quiz #1Pgs. 528-539

Lecture

Chapter 16ReadingQuiz #2Pgs. 540-550

Lecture


Civil War Packet Discussion

-Battlefield Detectives Antietam Movie

Civil War Articles

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Week Monday Tuesday Wednesday Thursday FridayDec. 8-12Week #4

Discussion of Civil War Articles

-Wrap Up Civil War Notes

Chapter 17 Reading Quiz #1Pgs. 566-575-Extra Credit: Viewing ofGlory3:15-5:30 in class

Chapter 17


-Class Notes-Chapter 22: Ordeal of the ReconstructionReading Packet: Discussion

Chapter 17


-Class Notes

-Chapter 16/17 Test-Take Home Reconstruction DBQ-Start West Project in 9C103

Dec. 15-19Week #5

-West Project-B114Chapter 18Start The Jungle/Packet

Chapter 18 NotesAmerica the Story of US Movie West

Last Stand At Little Big Horn Movie

West Project Due

Field Trip to Cantigny: Optional Extra Credit Assignment over Winter Break.

Jan. 5-9Week #6

Jungle Quiz #1Chapter 1-8 Pages. 1-96-Extra Credit Assignment DueReconstruction DBQ Due-Explain Ellis Island Simulation

Indian Tribes of the WestChapter 18 Reading Quiz #1Pgs. 604-615-Far And Away Movie 3:15-5:45

Indian Tribes and Conflicts of the West


Morse Code Activity-Dime Novel Reading Assignment


Chapter 18Test: Work on Preparing Ellis Island Simulation

Jan. 12-16Week #7

Jungle Quiz#2Chapter 9-15 Pages 97-162

Chapter19 Reading Quiz #1Pgs. 648-658The Men

Chapter 19ReadingQuiz #2Pgs. 659-669The Men who made America

Chapter 19ReadingQuiz #3Pgs. 670-677The Men

Organized Labor DBQ In class writing assignment Chapter 20 Study Guide

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who made AmericaChapter 19 Notes

Chapter 19 Notes

who made AmericaChapter 19 Notes

Week Monday Tuesday Wednesday Thursday FridayJan. 19-23Week #8

Jungle Quiz#3 Chapter 16-24 Pages 163-259The Men who made America

MLK Day

Chapter 20 Reading Quiz #1 682-691

Chapter 20 Notes

Chapter 20 Reading Quiz #2 pgs. 692-702

Chapter 20 Notes

Chapter 20 Reading Quiz #3Pgs. 703-715Chapter 20 Class Discussion

Chapter 20 Test

Jungle Packet Due

Jungle Reading Counts Library Test

Jan. 26- 30Week #9

Jungle Quiz #4 Chapters 25-end 260-370

Chapter 20Reading Packet with discussion questions




Feb. 2-6Week #10

The Great War Movie


Lecture


Lecture


Chapter 22 Test

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Week Monday Tuesday Wednesday Thursday FridayFeb 9-13Week #11


Lecture

Chapter 23ReadingQuiz #2Pgs. 813-826Lecture

Chapter 23ReadingQuiz #3Pgs. 827-837-Chapter 23 Take Home Quiz

No School

Feb 16-20Week #12

No School Chapter 24 Reading Quiz #1Pgs.844-856

Lecture

Chapter 24ReadingQuiz #2Pgs.857-869Lecture


Chapter 24New Deal Art

Feb 23-27Week #13

Depression Era Culture

Chapter 23/24 Test

Review for Final Exam

Multiple Choice

Final Exam No Class 3/4/5 Finals

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