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DEPARTMENT Social Studies COURSE: A.P. United States History II (APUSH)

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1 Unit One Summer Assignment (Ch.23/24)

21 Unit Eleven FDR and the Shadow of War

2 Unit One Summer Assignment (Ch.23/24)

22 Unit Eleven FDR and the Shadow of War

3 Unit Two America Moves to the City

23 Unit Twelve America in World War II

4 Unit Two America Moves to the City

24 Unit Twelve America in World War II

5 Unit Three The Great West/The Agricultural Revolution

25 Unit Thirteen The Cold War Begins

6 Unit Three The Great West/The Agricultural Revolution

26 Unit Thirteen The Cold War Begins

7 Unit Four Empire and Expansion

27 Unit Fourteen The Eisenhower Era

8 Unit Four Empire and Expansion

28 Unit Fourteen The Eisenhower Era

9 Unit Five Progressivism and the Republican Roosevelt

29 Unit Fifteen The Stormy Sixties

10 Unit Five Progressivism and the Republican Roosevelt

30 Unit Sixteen The Stalemated Seventies

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11 Unit Six Wilsonian Progressivism

31 Unit Seventeen The Resurgence of Conservatism

12 Unit Six Wilsonian Progressivism

32 Unit Eighteen The Post-Cold War Era

13 Unit Seven The War to End War

33 Unit Nineteen The New Century

14 Unit Seven The War to End War

34 APUSH Exam Review/A.P. Exam

15 Unit Eight American Life in the ‘Roaring Twenties’

35 Unit Twenty Research Project (Final Project)

16 Unit Eight American Life in the ‘Roaring Twenties’


17 Unit Nine The Politics of Boom and Bust


18 Unit Nine The Politics of Boom and Bust


19 Unit Ten The Great Depression and the New Deal


20 Unit Ten The Great Depression and the New Deal


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Board Approved September 2012

DEPARTMENT Social Studies COURSE: A.P. United States History II (APUSH) Time Frame Week 1-2 (MP1) – SUMMER WORK

Topic UNIT ONE - Political Paralysis in the Gilded Age (Ch.23)

Essential Questions • Why did politics in the Gilded Age seemingly sink to such a low level? Did the Gilded Age

party system have any strengths to compensate for its weaknesses? • Was the Compromise of 1877 another cynical political deal of the era or a wise adjustment

to avoid a renewal of serious sectional conflict? • What were the short-term and long-term results of the “Jim Crow” system in the South?

Why was the sharecropping system so hard to overcome? Were blacks worse off or better off after the Civil War?

• Why was the political system so slow to respond to the economic grievances of farmers and workers, especially during the hard economic times of the 1890s? Were the Populists and others more effectively addressing the real problems that America faced, or was their approach fatally crippled by their nostalgia for a simpler, rural America?

Enduring Understandings • Even as post-Civil War America expanded and industrialized, political life in the Gilded

Age was marked by ineptitude, stalemate, and corruption. Despite their similarity at the national level, the two parties competed fiercely for offices and spoils.

• The serious issues of monetary and agrarian reform, labor, race, and economic fairness were largely swept under the rug by the political system, until revolting farmers and a major economic depression beginning in 1893 created a growing sense of crisis and demands for radical change.

• The Compromise of 1877 made reconstruction officially over and white Democrats resumed political power in the South. Blacks, as well as poor whites, found themselves forced into sharecropping and tenant farming; what began as an informal separation of blacks and whites in the immediate postwar years evolved into systematic state-level legal codes of segregation known as Jim Crow laws

Alignment to NJCCCS 6.1.12.A.5.a-c; 6.1.12.B.5.b-c; 6.1.12.D.5.d

Key Concepts and Skills • Identify social, political and economic aspects of the Gilded Age. • Discuss troubles facing farmers and blacks after Reconstruction.

Learning Activities • Read Chapter 23 and Chapter 24 and take notes on the reading • Class discussion/Question and answer

Assessments • DBQ 7 – The Role of Capitalists • Reading Assignment – ‘Lies My Teacher Told Me: Everything Your American History

Teacher Told You and Got Wrong’ • Unit test

21st Century Skills X Creativity X Critical Thinking X Communication X Collaboration X Life and Career

Skills X Information

Literacy X Media Literacy

DEPARTMENT Social Studies COURSE: A.P. United States History II (APUSH) Interdisciplinary Connections

RH/11-12/1-10;WHST/11-12/1-10 Technology Integration

• 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. B. Creativity and Innovation; C. Communication

• Laptop • PowerPoint • Projector • Streaming Facts on File • Video excerpts • Google maps

DEPARTMENT Social Studies COURSE: A.P. United States History II (APUSH) Time Frame Week 1-2 (MP1) – SUMMER WORK

Topic UNIT ONE - Industry Comes of Age (Ch.24)

Essential Questions • What were the costs and benefits of the industrial transformation of the post–Civil War era? • Should industrialists like Vanderbilt, Carnegie, and Rockefeller be viewed as “robber

barons” or “captains of industry”? • Was the growing class division of the time a threat to American democracy? Why or why

not? • Why did American workers have such trouble responding to the new industrial conditions

of labor? Why were business and the middle-class public generally hostile to allowing workers to organize as industry did? Why did the AF of L survive while the Knights of Labor failed?

• Does the government regulation of the economy disprove the belief that capitalism is a morally superior economic theory? Why or why not?

Enduring Understandings • America accomplished heavy industrialization in the post-Civil War era. Spurred by the

transcontinental rail network, business grew and consolidated into giant corporate trusts, as epitomized by the oil and steel industries.

• Industrialization radically transformed the practices of labor and the condition of the American working people. Despite frequent industrial strife and the efforts of various reformers and unions, workers failed to develop effective labor organizations to match the corporate forms of business.

• With the concentration of capital in the hands of a few, new moralities arose to advance justifications for this social and economic phenomenon. A “survival of the fittest” theory emerged, along with another theory known as the “Gospel of Wealth.”

Alignment to NJCCCS 6.1.12.A.5.a-c; 6.1.12.C.5.a-c;6.1.12.D.a-d

Key Concepts and Skills • Identify and discuss the factors related to the rapid industrialization in the United States in

the post-Civil War period. • Discuss how industrialization changed the United States politically, socially and

economically. Learning Activities

• Read Chapter 23 and Chapter 24 and take notes on the reading • Class discussion/Question and answer

Assessments • DBQ 7 – The Role of Capitalists • Reading Assignment – ‘Lies My Teacher Told Me: Everything Your American History

Teacher Told You and Got Wrong’ • Unit test Chapter test





RH/11-12/1-10;WHST/11-12/1-10 Technology Integration



DEPARTMENT Social Studies COURSE: A.P. United States History II (APUSH) Time Frame Week 3-4 (MP1)

Topic UNIT TWO - America Moves to the City (Ch.25)

Essential Questions • Did the development of American cities justify Jefferson’s claim that “when we get piled up

in great cities we will become as corrupt as Europe”? • Compare the “heroic” story of immigration, as illustrated in the Statue of Liberty, with the

historical reality. What explains the ambivalence toward the New Immigrants reflected in Lazarus’s poem?

• Did urban life cause a decline in American religion or just an adjustment to new forms? • Why did urban life alter the condition of women and bring changes like birth control and

rising divorce rates to the family? Enduring Understandings

• In the late nineteenth century, American society was increasingly dominated by large urban centers. Explosive urban growth was accompanied by often disturbing changes, including the New Immigration, crowded slums, new religious outlooks, and conflicts over culture and values. While many Americans were disturbed by the new urban problems, cities also offered opportunities to women and expanded cultural horizons.

• African Americans suffered the most as the south lagged behind other regions of the country with regard to educational improvements and opportunities. Two schools of thought emerged as to the best way to handle this problem. Booker T. Washington advocated that blacks should gain knowledge of useful trades. With this would come self-respect and economic security – Washington avoided the issue of social equality. W.E.B. Du Bois demanded complete equality for blacks, both social as well as economic.

Alignment to NJCCCS 6.1.12.B.5.a-b; 6.1.12.C.5.b; 6.1.12.D.5.d; 6.1.12.A.6.a-c; 6.1.12.D.6.a; 6.1.12.D.6.c

Key Concepts and Skills • Identify the factors that led to the urbanization of America and discuss how urbanization

impacted the United States. Learning Activities

• Lectures/PowerPoints • Notes/Graphic organizers • Worksheets/Guidebook pages • Quote and cartoon analyses • Additional readings

Assessments • ‘Examining the Evidence’ • ‘The American Spirit’ • DBQ – Reactions to Jim Crow • Reading quiz • Chapter test





RH/11-12/1-10; WHST/11-12/1-10 Technology Integration


• Laptop/PowerPoint • Projector • Streaming Facts on File • Video excerpts • Google maps


Topic UNIT THREE - The Great West and the Agricultural Revolution (Ch.26)

Essential Questions • Why has the Plains Indians’ resistance to white encroachment played such a large part in the

popular American view of the West? How is that mythical past related to the Indians’ actual history?

• What was “romantic” about the final phases of frontier settlement, and what was not? • Why was the “passing of the frontier” in 1890 a disturbing development for many

Americans? • Was the frontier more important as a particular place or as an idea? • Was the federal government biased against farmers and workers in the late nineteenth

century? Why or why not? • Was McKinley’s election really a “conservative” one, or was it Bryan and the Populists who

represented the agrarian past resisting a progressive urban American future? Enduring Understandings

• After the Civil War, whites overcame the Plains Indians’ fierce resistance and settled the Great West, bringing to a close the long frontier phase of American history.

• The farmers who populated the West found themselves the victims of an economic revolution in agriculture. Trapped in a permanent debtor dependency, in the 1880s they finally turned to political action to protest their condition. Their efforts culminated in the Populist Party’s attempt to create an interracial farmer/labor coalition in the 1890s, but William Jennings Bryan’s defeat in the pivotal election of 1896 signaled the triumph of urbanism and the middle class.

Alignment to NJCCCS 6.1.12.A.5.c; 6.1.12.B.5.a; 6.1.12.C.5.a-c; 6.1.12.D.5.a-d; 6.1.12.D.6.a; 6.1.12.C.6.a-c

Key Concepts and Skills • Identify and discuss the plight of the Plains Indians. • Discuss the importance of westward expansion in the post-Civil War period.

Learning Activities • Lectures/PowerPoints • Notes/Graphic organizers • Worksheets/Guidebook pages • Quote and cartoon analyses • Additional readings

Assessments • Examining the Evidence • The American Spirit, Ch.27 • DBQ 8 – The Farmers’ Movement • Reading quiz • Chapter test





Topic UNIT FOUR - Empire and Expansion (Ch.27)

Essential Questions • What were the causes and consequences of the Spanish-American War? Did the results of

the war (particularly the acquisition of the Philippines) flow from the nature of the war, or were they unexpected?

• How was American expansionism overseas similar to previous continental expansion westward, and how was it different?

• Was the taking of Hawaii, Puerto Rico, and the Philippines really a violation of fundamental American ideals of self-government and democracy?

• What were the elements of “idealism” and “realism” in American expansionism in the 1890s? How have Americans incorporated both of these seemingly contradictory philosophies in their foreign policy?

• Why was the Philippine-American War such a brutal affair, and why is it not as well remembered as the less costly Spanish-American War?

• Did Roosevelt more often “speak softly” or use the “big stick”? Was his approach to foreign policy aggressive or simply energetic?

• How did the Roosevelt Corollary distort the Monroe Doctrine? What were the consequences of the Roosevelt Corollary for American relations with Latin America?

• Was the United States essentially acting as a “white, Western imperialist” power, or did American democratic ideals substantially restrain the imperialist impulse?

Enduring Understandings • In the 1890s a number of economic and political forces sparked a spectacular burst of

imperialistic expansionism for the United States that culminated in the Spanish-American War—a war that began over freeing Cuba and ended with the highly controversial acquisition of the Philippines and other territories.

• In the wake of the Spanish-American War, President Theodore Roosevelt pursued a bold and sometimes controversial new policy of asserting America’s influence abroad, particularly in East Asia and Latin America.

Alignment to NJCCCS 6.1.12.D.6.b

Key Concepts and Skills • Identify and discuss the causes and consequences of the Spanish-American War. • Analyze and discuss the motives behind American imperialism

Learning Activities • Lecture and notes • Class discussion • Graphic organizers and worksheets • Guidebook pages • Quote and cartoon analysis • Makers of America • Varying Viewpoints • The American Spirit, Ch.29-30 • Video – A Man, a Plan, a Canal

DEPARTMENT Social Studies COURSE: A.P. United States History II (APUSH) Assessments

• Project – Imperialism Debate • DBQ 9 – The United States as a World Power • Reading quiz • Chapter test

21st Century Skills X Creativity X Critical Thinking X Communication X Collaboration X Skills X Information


Interdisciplinary Connections RH/11-12/1-10; WHST/11-12/1-10

Technology Integration • 8.1 Educational Technology: All students will use digital tools to access, manage,

evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. B. Creativity and Innovation; C. Communication



Topic UNIT FIVE - Progressivism and the Republican Roosevelt (Ch.28)

Essential Questions • Why did the progressives believe that strong government action was the only way to tackle

the social and economic problems of industrialization? How did this approach differ from traditional American emphasis on voluntary solutions to social problems?

• Why were women so critical to the successes of the progressive movement? Were there any weaknesses in their ideas and approaches to social reform?

• Why was Roosevelt such a popular progressive leader? In what ways did he sound like a more ardent reformer than he really was?

• To what extent was progressivism really a “middle class” reform effort that did not really reflect the interests or concerns of the poor and working classes it claimed to benefit? How did some of the progressive concern for conservation and environment reflect the perspectives of more affluent Americans?

• Did the progressive movement make any long lasting contributions to American society? Enduring Understandings

• The strong progressive movement successfully demanded that the powers of government be applied to solving the economic and social problems of industrialization. Progressivism first gained strength at the city and state level, and then achieved national influence in the moderately progressive administrations of Theodore Roosevelt.

• Roosevelt’s hand-picked successor, William H. Taft, aligned himself with the Republican Old Guard, causing Roosevelt to break away and lead a progressive third-party crusade.

Alignment to NJCCCS 6.1.12.A.6.a-c; 6.1.12.C.6.a; 6.1.12.D.6.c

Key Concepts and Skills • Identify and discuss the goals of the progressive movement and its leaders. • Analyze and discuss the progressive presidency of Theodore Roosevelt.

Learning Activities • Lecture and notes • Class discussion • Graphic organizers and worksheets • Guidebook pages • Quote and cartoon analysis • Makers of America • Examining the Evidence • The American Spirit, Ch.31

Assessments

• Reading quiz • Chapter test





Topic UNIT SIX - Wilsonian Progressivism at Home and Abroad (Ch.29)

Essential Questions • Were Wilson’s progressive legislative achievements in his first term consistent with his

New • Freedom campaign? Why or why not? • How Wilson’s progressive presidency was similar to Theodore Roosevelt’s, and how was it

different? Were the differences ones of personality or policy? • Why did Wilson fail in his attempt to develop a more “moral,” less imperialistic policy in

Latin America? Were his involvements really an attempt to create a new mutual relationship between the United States and the neighboring republics, or was it just an alternative form of American domination?

• Was the United States genuinely neutral during the first years of World War I, or was it biased in favor of the Allies and against Germany? Was it possible for the U.S. to remain neutral? Why or why not?

Enduring Understandings • After winning a three-way election focused on different theories of progressivism,

Woodrow Wilson successfully pushed through a sweeping program of domestic economic and social reform in his first term.

• Wilson’s attempt to promote an idealistic progressive foreign policy failed, as dangerous military involvements threatened in both Latin America and the North Atlantic.

Alignment to NJCCCS 6.1.12.D.6.b; 6.1.12.A.7.a-b; 6.1.12.B.7.a

Key Concepts and Skills • Compare the presidency of Woodrow Wilson to that of Theodore Roosevelt, analyzing the

changes in the progressive platform, etc. • Identify the causes of World War I and the reasons for early American neutrality.

Learning Activities • Lecture and notes • Class discussion • Graphic organizers and worksheets • Guidebook pages • Quote and cartoon analysis • Varying Viewpoints • The American Spirit, Ch.29

Assessments • 2007 AP Free-Response Question • Reading quiz • Chapter test





DEPARTMENT Social Studies COURSE: A.P. United States History II (APUSH) Technology Integration




Topic UNIT SEVEN - The War to End War (Ch.30)

Essential Questions • What were the ideological results of Wilson’s proclamation of World War I as a “war to end

all wars” and “a war to make the world safe for democracy”? • Was it necessary to suppress dissent in order to win the war? • Was the Treaty of Versailles a violation of Wilson’s high wartime ideals or the best that

could have been achieved under the circumstances? • What was the fundamental reason America failed to join the League of Nations?

Enduring Understandings • Entering World War I in response to Germany’s unrestricted submarine warfare, Wilson

turned America’s participation into a fervent ideological crusade for democracy that successfully stirred the public to a great voluntary war effort, but at some cost to traditional civil liberties.

• After America’s limited but important contribution to the Allied victory, a triumphant Wilson attempted to construct a peace based on his idealistic Fourteen Points. But European and senatorial opposition, and especially his own political errors, doomed American ratification of the Versailles Treaty and participation in the League of Nations.

Alignment to NJCCCS 6.1.12.A.7.b-c; 6.1.12.C.7.a-b 6.1.12.D.7.a-c

Key Concepts and Skills • Identify and discuss the role(s) of the United States in World War I. • Analyze the effects of World War I on domestic policy. • Address the significance of the Treaty of Versailles and Wilson’s Fourteen Points.

Learning Activities • Lecture and notes • Class discussion • Graphic organizers and worksheets • Guidebook pages • Quote and cartoon analysis • Examining the Evidence • Varying Viewpoints • The American Spirit, Ch.33

Assessments • Reading quiz • Chapter test






DEPARTMENT Social Studies COURSE: A.P. United States History II (APUSH) evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. B. Creativity and Innovation; C. Communication



Topic UNIT EIGHT - American Life in the ‘Roaring Twenties’ (Ch.31)

Essential Questions • Why did the United States, which had welcomed so many millions of immigrants for nearly

a century, suddenly become so fearful of immigration in the 1920s that it virtually ended mass immigration for two decades?

• To what extent was the Scopes Trial only about competing theories of human origins, and to what extent was it a focal point for deeper concerns regarding the role of religion and traditional moral authorities in American life and the new cultural power of science?

• Was the new “mass culture” as reflected in Hollywood films and radio a source of moral and social change, or did it really reinforce the essentially conservative business and social values of the time?

• Were the intellectual critics of the 1920s really disillusioned with the fundamental character of American life, or were they actually loyal to a vision of a better America, and only hiding their idealism behind a veneer of disillusionment and irony?

Enduring Understandings • A disillusioned America turned away from idealism and reform after World War I and

toward isolationism in foreign affairs, domestic social conservatism and the pleasures of prosperity.

• New technologies, mass-marketing techniques, and new forms of entertainment fostered rapid cultural change along with a focus on consumer goods. But the accompanying changes in moral values and uncertainty about the future produced cultural anxiety as well as sharp intellectual critiques of American life.

Alignment to NJCCCS 6.1.12.A.8.a-c; 6.1.12.C.8.b;

Key Concepts and Skills • Identify the causes and effects of America’s changing attitudes toward

immigrants/immigration. • Analyze and discuss the culture changes endemic in the ‘Roaring Twenties.’


Assessments

• Project – ‘The Roaring Twenties’ • Reading quiz • Chapter test

DEPARTMENT Social Studies COURSE: A.P. United States History II (APUSH) 21st Century Skills

X Creativity X Critical Thinking X Communication X Collaboration X Life and Career








Topic UNIT NINE - The Politics of Boom and Bust (Ch.32)

Essential Questions • In what ways were the 1920s a reaction against the progressive era? • Was the American isolationism of the 1920s linked to the rise of movements like the Ku

Klux Klan? In what ways did movements like fundamentalism reflect similar “anti-modern” outlooks, and in what ways did they reflect more basic religious disagreements?

• To what extent did the policies of the booming 1920s contribute to the depression? Was the depression inevitable, or could it have been avoided? Why or why not?

• How did the depression challenge the traditional belief of Hoover and other Americans in “rugged individualism”?

Enduring Understandings

• The Republican administrations of the prosperous 1920s pursued conservative, pro-business policies at home and economic unilateralism abroad.

• The great crash of 1929 led to a severe, prolonged depression that devastated the American economy and spirit, and resisted Hoover’s limited efforts to correct it.

Alignment to NJCCCS

6.1.12.A.8.a-c; 6.1.12.B.8.a; 6.1.12.C.8.a-b; 6.1.12.D.8.a-b; 6.1.12.A.9.a; 6.1.12.B.9.a Key Concepts and Skills

• Continue developing themes from the previous chapter. • Identify the causes for the rise of nativist groups. • Discuss potential causes of the Great Depression.

Learning Activities

• Lecture and notes • Class discussion • Graphic organizers and worksheets • Guidebook pages • Quote and cartoon analysis • Examining the Evidence • The American Spirit, Ch.35

Assessments • DBQ 10 – Foreign Policy (A124) • Reading quiz • Chapter test

21st Century Skills X Creativity X Critical Thinking X Communication X Collaboration X Skills X Information



DEPARTMENT Social Studies COURSE: A.P. United States History II (APUSH) Technology Integration




Topic UNIT TEN - The Great Depression and the New Deal (Ch.33)

Essential Questions • Which of Roosevelt’s measures were most effective in fighting the depression? Why? • How did Roosevelt alter the role of the federal government in American life? Was this

necessary for American survival? • How did ordinary workers and farmers effect social change in the 1930s? • What were the positive and negative effects of the New Deal’s use of the federal

government as an agency of social reform? Enduring Understandings

• Roosevelt’s New Deal tackled the Great Depression with massive federal programs designed to bring about relief, recovery, and reform.

Alignment to NJCCCS 6.1.12.A.9.a; 6.1.12.B.9.a; 6.1.12.C.a-d; 6.1.12.D.9.a-b; 6.1.12.A.10.a-c; 6.1.12.B.10.a; 6.1.12.c.10.a-b; 6.1.12.D.10.a-d

Key Concepts and Skills • Identify and discuss the different approaches FDR took to combat the Great Depression. • Discuss popular reaction to the Great Depression and the New Deal.

Learning Activities • Lecture and notes • Class discussion • Graphic organizers and worksheets • Guidebook pages • Quote and cartoon analysis • Makers of America • Varying Viewpoints • The American Spirit, Ch.36

Assessments • Reading quiz • Chapter test • *MIDTERM







• Laptop • PowerPoint

DEPARTMENT Social Studies COURSE: A.P. United States History II (APUSH) • Projector • Streaming Facts on File • Video excerpts • Google maps


Topic UNIT ELEVEN - Franklin D. Roosevelt and the Shadow of War (Ch.34)

Essential Questions • Why did the neutrality laws fail to prevent America’s growing involvement with the

military conflicts in Europe and Asia? • How did the process of American entry into World War II compare with the entry into

World War I? • Would it have been more straightforward of Roosevelt to have openly called for a

declaration of war against Hitler rather than increasing involvement gradually while claiming that he did not want war?

• Would the United States have entered World War II even if the Japanese had not attacked Pearl Harbor?

Enduring Understandings • In the early and mid-1930s, the United States attempted to isolate itself from foreign

involvements and wars. But by the end of the decade, the spread of totalitarianism and war in Europe forced Roosevelt to provide more and more assistance to desperate Britain, despite strong isolationist opposition.

Alignment to NJCCCS 6.1.12.A.11.a-b

Key Concepts and Skills • Identify and analyze the factors that determined American isolationism in the 1930s. • Discuss the impact of American isolation on foreign and domestic affairs.








evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. B. Creativity and Innovation;

DEPARTMENT Social Studies COURSE: A.P. United States History II (APUSH) C. Communication


DEPARTMENT Social Studies COURSE: A.P. United States History II (APUSH) Time Frame Week 23-24

Topic UNIT TWELVE - America in World War II (Ch.35)

Essential Questions • How did America’s domestic response to World War II differ from its reaction to World

War I? • What was the wisest strategic decision in World War II, and what was the most

questionable? • How were the European and Pacific wars similar, and how were they different? • What was the significance of the dropping of the atomic bomb, then and now?

Enduring Understandings • Unified by Pearl Harbor, America effectively carried out a war mobilization effort that

produced vast social and economic changes within American society. • Following its “get Hitler first” strategy, the United States and its Allies invaded and

liberated conquered Europe from Fascist rule. The slower strategy of “island-hopping” against Japan also proceeded successfully until the atomic bomb brought a sudden end to World War II.

• *Incorporate unit on the Holocaust (state mandate). Alignment to NJCCCS

6.1.12.A.11.c-e; 6.1.12.B.11.a; 6.1.12.C.11.a-b; 6.1.12.D.a-e; 6.1.12.D.12.c Key Concepts and Skills

• Identify the factors that led the U.S. into World War II. • Identify and discuss how American involvement changed the course of the war. • Analyze the impact of World War II on the home-front.

Learning Activities • Lecture and notes • Class discussion • Graphic organizers and worksheets • Guidebook pages • Quote and cartoon analysis • Makers of America • Examining the Evidence • Varying Viewpoints • The American Spirit, Ch.38

Assessments • Project – WWII mini-lessons • Video - Genocide • Reading quiz • Chapter test • 2006 AP Exam – Multiple Choice





Topic UNIT THIRTEEN - The Cold War Begins

Essential Questions • Which development caused the greatest change in American society in the immediate

postwar years: increased affluence, the migration to the suburbs, the entry of women into the workforce, or the “baby boom”?

• Was the primary threat from the Soviet Union military or ideological—that is, was the danger that the Soviet army would invade Western Europe or that more and more people in Europe and elsewhere would be attracted to communist ideas?

• Were there any legitimate concerns behind the “red-hunting” anticommunism of the late 1940s and early 1950s? How were McCarthy and others able to turn the search for spies and subversives into an assault on freethinkers, adulterers, homosexuals, and others deemed “different” in some way?

• Was Truman right to fire MacArthur when and how he did? What would have happened if MacArthur had gotten his way and expanded the conflict with the Chinese?

Enduring Understandings • America emerged from World War II as the world’s strongest economic power, and

commenced a postwar economic boom that lasted for two decades. A bulging population migrated to the suburbs and Sunbelt, leaving the cities increasingly to minorities and the poor.

• The end of World War II left the United States and the Soviet Union as the two dominant world powers, and they soon became locked in a Cold War confrontation. The Cold War spread from Europe to become a global ideological conflict between democracy and communism. Among its effects were a nasty hot war in Korea and a domestic crusade against “disloyalty.”

Alignment to NJCCCS 6.1.12.A.12.a-b; 6.1.12.B.12.a;6.1.12.D.a-b

Key Concepts and Skills • Identify the causes of the Cold War. • Analyze the effects of the Cold War on foreign and domestic policy. • Discuss how the Cold War led to ‘red-hunting’ and a general fearfulness among Americans.

Learning Activities • Lecture and notes • Class discussion • Graphic organizers and worksheets • Guidebook pages • Quote and cartoon analysis • Makers of America • Examining the Evidence • Varying Viewpoints • The American Spirit, Ch.39

Assessments • DBQ 11 – Conformity and Turbulence (A127) • Reading quiz • Chapter test


Topic UNIT FOURTEEN - The Eisenhower Era (Ch.37)

Essential Questions • How does Eisenhower’s political leadership compare with that of other general-presidents:

Washington, Jackson, Taylor, and Grant? • Was Eisenhower’s seeming caution and inactivity a lack of vigorous leadership or a wise

prudence in the exercise of power? • Was the 1950s a time of American triumph abroad and affluence at home, or was it a period

that actually suppressed many problems of race, women’s roles, and cultural conformity? • Which writers and artists best expressed the concerns of American culture in the 1950s?

Was there a connection between the rise of pop-culture figures like Elvis Presley and Marilyn Monroe and the changes in art and writing (like the Beats and the new southern writers)?

• Compare and contrast the literary outpouring of WWI with that of WWII. What caused the shift from a realism in literature to a more fantasized and psychedelic prose?

Enduring Understandings • The Eisenhower years were characterized by prosperity and moderate conservatism at home

and by the tensions of the Cold War abroad. • The 1950s witnessed a huge expansion of the middle class and the blossoming of a

consumer culture. Crucial to the development of a new lifestyle of leisure and affluence was the rise of the new technology of television.

• While Dwight Eisenhower and the majority of Americans held to a cautious, family-oriented perspective on domestic social questions, an emerging civil rights movement and the influence of television and popular music presented challenges to the spirit of national “consensus.”

Alignment to NJCCCS 6.1.12.C.12.a-d; 6.1.12.B.13.a 6.1.12.C.13.b; 6.1.12.D.13.d&f

Key Concepts and Skills • Identify and discuss important aspects of Eisenhower’s presidency. • Analyze and discuss significant components of the 1950s, such as consumerism, pop

culture, etc. Learning Activities

• Lecture and notes • Class discussion • Graphic organizers and worksheets • Guidebook pages • Quote and cartoon analysis • Makers of America • Examining the Evidence • The American Spirit, Ch.40

Assessments

• Reading quiz • Chapter test

DEPARTMENT Social Studies COURSE: A.P. United States History II (APUSH) Time Frame Week 29 (MP3)

Topic UNIT FIFTEEN - The Stormy Sixties (Ch.38)

Essential Questions • Did Kennedy fulfill his promise to “get America moving again”? Why or why not? • Was the nonviolent civil rights movement of the 1960s a success? Why or why not? Can it

be argued that the violent protests of the civil rights movement were more successful than the nonviolent protests?

• What were the causes of the Vietnam War? • Was America justified going into Vietnam? What if the Communist countries invaded a

country to ‘contain the spread of Democracy,’ would this be justified? What is the difference between the two situations?

• Were the cultural upheavals of the 1960s a result of the political crisis, or were developments like the sexual revolution and the student revolts inevitable results of affluence and the “baby boom”?

Enduring Understandings • The Kennedy administration’s “flexible response” doctrine to combat Third World communism bore

ill fruit in Cuba and especially Vietnam. Johnson’s massive escalation of the war failed to defeat the Communist Vietnamese forces, while growing domestic opposition finally forced him from power.

• The Kennedy administration’s domestic stalemate ended in the mid-1960s, as Johnson’s Great Society and the black civil rights movement brought a tide of liberal social reform. But the diversion of resources and the social upheavals caused by the Vietnam War wrecked the Great Society.

• *Review important Supreme Court cases Alignment to NJCCCS

6.1.12.A.12.a-b; 6.1.12.D.12d&e; 6.1.12.A.13.a-c; 6.1.12.B.13.b; 6.1.12.C.13.a&c; 6.1.12.D.13.a-f; 6.1.12.A.14.a-d; 6.1.12.A.f-h;

Key Concepts and Skills • Identify and analyze how the Kennedy and Johnson administrations responded to the Cold

War. • Define and discuss the foreign and domestic agendas/policies of both administrations.

Learning Activities • Lecture and notes • Class discussion • Graphic organizers and worksheets • Guidebook pages • Quote and cartoon analysis • Varying Viewpoints • Examining the Evidence • The American Spirit, Ch.41 • Video – A Time for Justice

Assessments

• Supreme Court quiz • Reading quiz • Chapter test


Topic UNIT SIXTEEN - The Stalemated Seventies (Ch.39)

Essential Questions • Could any of Nixon’s achievements in office compensate for his Watergate crimes? What

should history say about the Nixon presidency? • What were the short-term and long-term consequences of the communists’ victory in

Vietnam? How do these affect an assessment of the war? What could America have done differently to win the war in Vietnam?

• How was the civil rights movement affected by federal policies in the 1970s, especially affirmative action?

• What were the consequences of America’s new economic vulnerability? How did it affect politics at home and abroad during the 1970s?

Enduring Understandings • As the war in Vietnam finally came to a disastrous conclusion, the United States struggled

to create a more stable international climate. Détente with the two communist powers temporarily reduced Cold War tensions, but trouble in the Middle East threatened America’s energy supplies and economic stability.

• Weakened by political difficulties of their own and others’ making, the administrations of the 1970s had trouble coping with America’s growing economic problems. The public also had trouble facing up to a sharp sense of limits and a general disillusionment with society. With the notable exception of the highly successful feminist movement, the social reform efforts of the 1960s fractured and stalled, as the country settled into a frustrating and politically divisive stalemate.

Alignment to NJCCCS 6.1.12.A.15.a-f; 6.1.12.B.15.a; 6.1.12.C.15.a-b; 6.1.12.D.15.a-d; 6.1.12.B.15.a; 6.1.12.A.16.a-c; 6.1.12.B.16.a; 6.1.12.C.16.a-c; 6.1.12.D.16.a-c

Key Concepts and Skills • Identify and discuss various factors that led to the disillusionment of Americans in the

1970s. Learning Activities

• Lecture and notes • Class discussion • Graphic organizers and worksheets • Guidebook pages • Quote and cartoon analysis • Makers of America • Examining the Evidence • The American Spirit, Ch.42






Topic UNIT SEVENTEEN - The Resurgence of Conservatism (Ch.40)

Essential Questions • To what extent was the election of Reagan an endorsement of his conservative ideology,

and to what extent was it a repudiation of the perceived failures of federal government policies in the stalemated 1970s?

• 1In what ways might the 1980s and 1990s be compared with the 1920s in economic, social, and foreign policies? Did the economic boom of each period represent a genuine revival of American innovation, or was it fundamentally marred by the growing gap between rich and poor?

• What were the successes and failures of American foreign policy in the post-Cold War era? Was the use of American military power in the Persian Gulf War and the Balkans a model for how American power could be effectively brought to bear, or did it demonstrate the limits of even the sole superpower’s ability to resolve regional conflicts?

• What was the real cause of the end of the Cold War? Did America win the Cold War, or did the Soviets lose the Cold War – is there a difference?

• Compare and contrast the rise of the “Moral Majority” in the 1980’s with that of the “Beats” of the 1950’s and the “Hippies” of the 1960’s and 70’s. What commonalities do they have with each other?

• How should history view the presidency of Ronald Reagan? Was he a great, good, fair, or bad president and why?

Enduring Understandings • Leading a conservative movement to power in Washington, Ronald Reagan vigorously

pursued “new right” economic and social policies. Under Reagan and his successor George Bush, these policies brought both economic growth and massive budget deficits that put severe constraints on the federal government.

• Religion pervaded American politics in the 1980’s; especially conspicuous was a coalition of conservative, evangelical Christians known as the religious right – led by Jerry Falwell, an evangelical from Virginia. An organization called the “Moral Majority” rose to oppose what they viewed as the moral deterioration of American values.

• The 1980s saw a revival of Cold War confrontation, but the decade ended with the collapse of Communism, first in Eastern Europe and then in the Soviet Union itself. With the end of the Cold War and the U.S.-led victory over Iraq in the Persian Gulf War, America remained the world’s only superpower. A series of relatively small military interventions in the Caribbean, Africa, and the Balkans raised questions about the proper use of American force in the underdeveloped world.


Key Concepts and Skills • Identify and discuss the factors that led to a resurgence of conservatism in America and

analyze how this shift impacted popular culture and politics. Learning Activities

• Lecture and notes • Class discussion • Graphic organizers and worksheets

DEPARTMENT Social Studies COURSE: A.P. United States History II (APUSH) • Guidebook pages • Quote and cartoon analysis • Varying Viewpoints • The American Spirit, Ch.43










Topic UNIT EIGHTEEN - The Post-Cold War Era (Ch.41)

Essential Questions • What is likely to be the enduring legacy of Bill Clinton in American politics? Did the focus

on his personality and the scandals leading to impeachment drastically alter the way he is likely to be viewed by future historians, or will his economic policies and his political success in steering the Democratic party toward the political center be viewed as substantive achievements outweighing the weaknesses?

• Compare and contrast American foreign policy at the beginning of the twentieth century to that of the beginning of the twenty-first century. What differences are there? Are there any similarities?

• What similarities are there to the spread of Communism during the post-World War II era to the spread of Democracy in the post-Cold War era? If America was justified in intervening in halting the spread of communism in Asia, would Iraqi insurgents be justified in intervening in halting the spread of democracy in Iraq? Why or why not?

• How successful was America in punishing the attackers of 9/11? Was America’s “war on terror” a success or failure? Why or why not?

• What is likely to be the enduring legacy of George W. Bush in American politics? How will American history view his presidency; great, good, fair, or poor? Justify and support your answers.

Enduring Understandings • Elected as the first baby-boom president, Bill Clinton tried to turn the Democratic party in a

more centrist direction. Ideological conflicts and sharp partisan battles in the 1990s were partly overshadowed by a booming economy, a balanced federal budget, and America’s search to define its role in the increasingly global economy and system of international relations.

• The 2000 election and the subsequent events that followed it would deeply divide the nation and alienate the United States from traditional allies in the world community.


Key Concepts and Skills • Identify and discuss key aspects of the post-Cold War United States. • Analyze and discuss how political policies (foreign and domestic) have changed since the

end of the Cold War. Learning Activities

• Lecture and notes • Class discussion • Graphic organizers and worksheets • Guidebook pages • Quote and cartoon analysis

Assessments • DBQ 12 – The Resurgence of Conservatism (A130) • Reading quiz • Chapter test


Topic UNIT NINETEEN - The New Century (Ch.42)

Essential Questions • Was the growing inequality in American wealth and incomes the result of “natural”

economic market forces, or was it encouraged by deliberate political policies, especially the tax cuts and trade policies of the 1980s?

• Has the American family been in “decline,” or has it simply changed forms while developing different kinds of strengths? What causes the fears of a “generational war” between the expanding numbers of elderly and younger Americans?

• Has the nature of American race relations been substantially altered since the 1960s civil rights movement, or are relations between whites and African Americans fundamentally the same? Has African American society itself undergone substantial changes?

• Why has “culture” become the focus of a series of “wars” between different intellectuals and social groups in the past ten years? Why are many of these “wars” over issues fought in American colleges and universities?

• What lies in America’s future? What kinds of cultural, economic, and foreign dilemmas will future American politicians face? What will be the defining moment in the twenty-first century?

Enduring Understandings • The United States underwent drastic economic and social change in the final decades of the

twentieth century. The economic transformation from an “industrial age” to an “information age” produced new economic advances as well as a rapidly increasing income gap between the wealthy and the poor. Changes in women’s roles, the family, and the arrival of new immigrant groups substantially altered the ways Americans live and work.

• Despite the weaknesses of television and problems in U.S. education, American culture, literature, and art remained the most dynamic and influential in the world. The new diversity of gender, ethnic, and racial voices contributed to the vital energy that made American democracy not simply a political system but an ever-changing source of fresh ideas and popular images.


Key Concepts and Skills • Identify and discuss key characteristics of the 21st century and analyze how politics and

popular culture have changed. Learning Activities

• Lecture and notes • Class discussion • Graphic organizers and worksheets • Guidebook pages • Quote and cartoon analysis • Makers of America • The American Spirit, Ch.44


DEPARTMENT Social Studies COURSE: A.P. United States History II (APUSH) Time Frame Week 34

Topic APUSH Exam Review/Exam

Essential Questions Cumulative

Enduring Understandings Cumulative

Alignment to NJCCCS Cumulative

Key Concepts and Skills Cumulative

Learning Activities Cumulative

Assessments Cumulative/College Board A.P. United States History Exam









Topic Research Project/Final

Essential Questions TBD by student(s)

Enduring Understandings TBD by student(s)

Alignment to NJCCCS 6.1.12

Key Concepts and Skills TBD by student(s)

Learning Activities • Project proposal • Preliminary outline/bibliography • Thesis/Introductory paragraph • Rough draft • Research/Use of library resources

Assessments • Research paper (final draft) • Presentation








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