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Advanced Placement American History Syllabus DESCRIPTION: This is an advanced course in American History; students should be prepared to work on a college level. Test and test materials are the same as those used by the CWC professors, along with Advanced Placement United States History (APUSH) course and exam specific materials. The first semester will cover American History from pre-Columbian societies through the Civil War and Reconstruction. Second semester will cover from the end of Reconstruction to the present. Three semester hours of CWC concurrent enrollment credit per semester can be earned by students, as well as the ½ credit per semester of Lander Valley High School (LVHS) credit. Students have the option of taking the national APUSH exam in May. (Those who choose to take the national APUSH exam will work at an accelerated rate in the spring as they prepare for that test. This test is optional and NOT necessary for earning the concurrent enrollment credit. It is recommended that those students choosing to take the APUSH exam purchase and use APUSH study guides as well as utilizing online study resources.) The course will be taught as if every student will be choosing to take the APUSH, so the class will involve extensive practice in use of primary and secondary sources as we address overarching themes and questions related to historic units, ideas, and concepts. There will be several written assignments reflecting APUSH timed essays called Document Based Questions (DBQs), as well as Free Response Questions (FRQs) requiring critical thinking skills, analysis and synthesis of knowledge and use of primary and secondary sources, and application of writing skills. In addition, students will be involved in reading, research, discussion, projects, debates, simulations, and assignments specific to chapters and units. Along with chapter assignments, quizzes, unit tests, the DBQ and FRQ essays, there will be a major project assigned each semester. Students enrolling in this class must have received A or B grades in previous social studies and language arts classes as well as complete the summer reading assignment for AP American History. Students must sign up for concurrent enrollment through CWC in September, and must earn a C or better to earn concurrent enrollment credit. The course will be divided into the following major units: ∙ Summer reading assignment: Chapters 1 and 2: Early pre-Columbian societies, early exploration and Settlement, 1492 -1607 ∙ Unit 1: Chapters 3, 4, 5: Colonial beginnings and development, 1607-1754 ∙ Unit 2: Chapters 6 and 7: British Empire, French and Indian War, Colonial Crisis, and the American Revolutionary Period, 1750-1789 ∙ Unit 3: Chapters 8, 9, 10: Early Republic, 1775-1824 ∙ Unit 4: Chapters 11, 12. 13: Westward expansion, Manifest Destiny, and the economic, political, and religious development of the nation, slavery, and the resulting Sectionalism, 1800-1860 ∙ Unit 5: Chapters 14, 15, 16: The Crisis of the Union, the Civil War and Reconstruction, 1850-1877 ∙ Unit 6: Chapters 17, 18, 19, 20: The Contested West, Rise of Big Business, Industrialization, Growth

2 of Technology and Urbanization, Immigration, the Gilded Age, Labor Movements and Reforms, 1865-early 1900s ∙ Unit 7: Chapters 21, 22: Grassroots and Progressivism, Emergence of America as a World Power, Imperialism, Isolationism, and WWl, 1900-1918 ∙ Unit 8: Chapters 23, 24, 25: The Roaring 20s, the Great Depression, and WWll and the Home front, 1920-1945 ∙ UNIT 9: Chapter 26, 27: Cold War Politics and the Politics and Culture of Abundance in the 1950s, 1945→1950s ∙ UNIT 10: Chapters 28, 29, 30: Turbulent 60s: Reform, Rebellion and Reaction; Vietnam War; America’s Move to the Right; End of the Cold War, 1960-1989 Chapter 31: Post Cold War America and Globalization, 1989→Present day (Embedded throughout will be connections our pluralism, a changing dynamic democracy, connections to the Constitution, and America’s role, past and present, on the world stage. Connections will also be made to Wyoming’s history and its intricate role in American history.) LVHS: ½ credit per semester = 1 full credit fulfilling the American History requirement for 11th grade CWC: Hist 1210 and 1220. Three semester hours per semester are available through the concurrent enrollment program. This course fulfills the American History requirement for all Wyoming and regional public colleges. Texts, Secondary Sources, and Primary Sources: Roark, James L. et al. The American Promise, 4th edition. Boston: Bedford/St. Martin’s, 2009. (Primary textbook) Gardner, Sarah E. Instructor’s Resource Manual, The American Promise, 4th edition, Boston: Bedford/St. Martin’s. 2009 Johnson, Michael P. Reading the American Past, Selected Historical Documents, volume 1: To 1877, 4th Edition. Boston: Bedford/St. Martin’s, 2009. --- Reading the American Past, Selected Historical Documents, volume 2: from 1865, 4th edition. Boston: Bedford/St. Martin’s, 2009. Brinkley, Alan. American History, Connecting With the Past, AP Edition. New York: McGraw-Hill, 2012. (support textbook) Henretta, James A. et al. America’s History, for Advanced Placement, 7th Edition. Boston: Bedford/St. Martin. 2011. (support textbook) Dollar, Charles M. American Issues, A Documentary Reader. New York: Glencoe/McGraw-Hill. 2002. Bender, David L. et al. Opposing Viewpoints in American History, volume 1: From Colonial Times to Reconstruction. San Diego: Greenhaven Press, Inc. 1996. ---Opposing Viewpoints in American History, volume 2: From Reconstruction to the Present. San Diego: Greenhaven Press, Inc. 1996. Hofstadter, Richard. Great issues in American History, Volumes l, ll, and lll. Johnson, Paul. A History of the American People. New York: Harper Collins Publishers, 1998. Maderas and SoRelle. Taking Sides: Clashing Views in United States History, Volumes l and ll, edition 16. Iowa: McGraw-Hill/Dushkin, revised 2014

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National Center for Constitutional Studies. The Constitution of the United States with the Declaration of Independence. (pocket size text) nccs.net. 2010. Constitutional Rights Foundation. Landmarks: Historical U.S. Supreme Court Decisions. 2007. Constitutional Rights Foundation. Landmarks: Historical U.S. Supreme Court Decisions, Teacher’s Guide. 2007. National Endowment for the Humanities. Picturing America, Teacher’s Resource Book. Washington, D.C. 2008. Leland, Anne. et al. American War and Military Operations Casualties: Lists and Statistics. CRS Report For Congress. Congressional Research Service, 2010. Various released AP practice tests and booklets Various materials acquired through attendance of Cherry Creek AP Summer Institutes, 2010 and 2013. United States History. Workshops conducted by Kathy Williams (2010) and George Henry, Jr. (2013). Various primary documents available online or from personal collection, other textbook supplements, Fremont County Public Library and the LVHS library Various short segments of films, contemporary and recent news/opinions Requirements: - Students must complete the summer reading and assignment that are mailed the last week of July. Failure to turn in assignment on the first day of class may result in being dropped from the class into the regular American History class. (Students who sign up for the class within a few days of class starting will be given 48 hours from the first day of class to complete the reading and submit the assignment.) - Students will be reading approximately a chapter per week, along with supplemental materials. - Students will complete various assignments, quizzes, projects, papers, related to chapters, and units. - Students will complete one major project per semester: o Semester 1: “Play It Forward” – a comparison of a prominent issue, event, person or groups, topic from the time period between 1815-1850 to an issue, event, person, or groups, topic in the last decade of American history. o Semester 2: “Night at the Museum” – students use an artifact from their family as the basis for a project where they interview family members, research the artifact, the time period and key historical events that it is connected to, write papers concerning the family history and historic time period related to the artifact, prepare a museum type exhibit for the artifact, and present to the public at the annual “Night at the Museum,” usually scheduled in March. (All LVHS AP American History and regular American History students are required to participate in and complete this project.) (examples: Students grandfather served on the USS Argonne during WWll. Artifact may be his pins, a piece of his uniform, his discharge papers, or a photo of him in his uniform. Project would focus on the bombing of

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Pearl Harbor and the USS Argonne, and grandfather’s experience in the U.S. Navy during WWll.) Students will take unit tests that usually cover 3-5 chapters, along with a 1st semester and 2nd semester final. Those finals are not cumulative, but reflect the last unit of study. Those tests will also incorporate aspects of the APUSH exam including document based questions (DBQs) and free response questions (FRQs). Some instructional time will be devoted to practicing responses for various DBQ and FRQ type questions. Extensive practice within chapters and units will be devoted to identifying and using historical thinking skills for analysis, interpretation and synthesis of American history: chronological reasoning, identifying cause and effect, recognizing continuity and change over time, recognition of time periods and eras, comparison and contextualization of historical developments, argumentation, evaluating historical evidence, and uncovering bias. Students will complete 4 DBQ type essays, simulating the APUSH exam experience. Those will be spread out throughout the year. Students are expected to read, write, and perform at the academic level of regular CWC students, maintaining at least a C average. There will be opportunities for revision of written work. Students are expected to keep a notebook as a tool of organization that includes chapter assignments, notes, handouts, etc. Students who choose to take the APUSH exam in May will be expected to do some studying on their own time, and will work at an accelerated pace in March and April as they prepare for that exam. (Again, taking the APUSH exam is OPTIONAL.)

Grading per semester: Semester 1: Four unit tests worth 100 points each (including DBQ and FRQ essays) “Play It Forward” project (semester final is the Unit 5 test) Semester 2: Five unit tests worth 100 points each (including DBQ and FRQ essays) “Night at the Museum” project “Decade Panel Presentations” (time permitting) (semester final is the Unit 10 test)

400 pts 200 pts 500 pts 200 pts 150 pts

Semester One: SUMMER READING ASSIGNMENT Chapters 1 and 2: Early pre-Columbian societies, early exploration and settlement, 1492 -1607 Key objectives: Students will:  Describe some of North America’s first human inhabitants and developments that allowed them to survive and migrate throughout the continent.  Identify major Native American cultures on the eve of Columbus’s arrival.

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Explain similarities and differences between various tribes based on geographical locations.  Identify the technological shifts that allowed for European exploration of the world.  Explain the Columbian exchange, its costs and benefits for Europeans and Indians.  Describe the impact of Spanish conquest and colonization in the New World, and the relationship of that to its ambitions in Europe. Overarching Questions: IDENTITY:  How did the identities of colonizing and indigenous American societies change as a result of contact in the Americas? WORK, EXCHANGE and TECHNOLOGY:  What were some of the strategies used by various Native American societies and cultures that contributed to their survival and diversity? ENVIRONMENT and GEOGRAPHY:  For over 12,000 years Native Americans successfully adapted to environmental changes in North America. How did various Native American groups produce significant changes in the environments around them? Discuss specific examples of how Native Americans changed the North American landscape. Cite archaeological evidence to back your examples. PEOPLING:  Describe some of North America’s first human inhabitants and developments that allowed them to survive and migrate throughout the continent. POLITICS and POWER:  How did the Columbian exchange lead to redistribution of power and population? How did various tribes benefit and suffer under contact with and conquest by European explorers? AMERICA in the WORLD:  How did European attempts to dominate the Americans shape relations between Native Americans, Europeans, and Africans? IDEAS, BELIEFS, and CULTURE  What is the difference between archaeologists and historians? What are the limitations of each field? How do historians need and benefit from the work of archaeologists? Historical Thinking Skill Focus: Skill 4 and 5: Comparison and Contextualization Discuss developments within Native American societies (paleo → 1492) and European civilization and exploration (16th Century) that impacted contact, relationships, and expectations between the various tribes and explorers of the New World. LEARNING ACTIVITY related to WORK, Exchange and Technology: Field trip to Castle Gardens, a Wyoming archaeological rock art site with multiple pictographs and petroglyphs, somebelieved to be as old as the 1600s. Also visitation to firepits in Riverton, Wyo. area, possibly dating back 1000 years, reflecting multiple use of area by early tribes. Students work with state archaeologist on documentation and care of site, speculation

6 as to reasons for use of the site, evidence of hunting, tool making, proximity to water sources, etc. State archaeologists in classroom one full class period prior to field trip. Assessments: Chapter assignments and quiz over chapters 1 and 2. UNIT 1: Chapters 3, 4, 5: Colonial beginnings and development, 1607-1754 Learning Objectives: Students will:  Describe religious, economic and/or social development of various early colonies  Identify how tobacco impacted the Chesapeake region and shaped the Virginia colony  Describe how British development of slave labor system in the West Indies, Carolinas and the Chesapeake effected the economic, social and political development of the Southern colonies.  Discuss the social, political, and economic inequalities of Bacon’s Rebellion.  Describe England’s development as a Protestant nation, the emergence and discontent of the Puritans and separatists, and their influence on the social, political, and economic development of the New England colonies where they settled.  Discuss the founding and settlement of the middle colonies, identifying how those colonies differ from the New England and Southern colonies.  Explain how the English monarchy moved to consolidate its authority over the American colonies, and how that shared experience united the culture of the diverse colonies of British North America.  Understand how the British Empire provided a common framework of political expectations and experiences for American colonists.  Describe the dynamics of relationships between the British, American colonists, and Native Americans Overarching Questions: IDENTITY  What were the chief similarities and differences among the development of English, Spanish, Dutch, and French colonies in America? WORK, EXCHANGE, and TECHNOLOGY  How did the British development of the slave labor system in the West Indies, Carolinas, and the Chesapeake effect the economic, social, and political development of the Southern colonies? PEOPLING  How did the economic, geographical, and social factors encourage the growth of slavery as an important part of the economy of the southern colonies between 1607 and 1775? POLITICS and POWER  For the period before 1750, analyze the ways in which Britain’s policy of salutary neglect influenced the development of American society as illustrated in the following: legislative assemblies, commerce, religion. AMERICA and the WORLD

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How did the competition between the European empires around the world affect relations among the various peoples in North America? ENVIRONMENT and GEOGRAPHY  “Geography was the primary factor in shaping the development of the British colonies in North American.” Access the validity of this statement in the 1600’s. IDEAS, BELIEFS, and CULTURE  Compare the ways in which religion shaped the development of colonial society (to 1740) in two of the regions: New England, Chesapeake, Middle Atlantic Historical Thinking Skill Focus: Skill 1: Chronological reasoning – Historical Causation  Compare the ways in which TWO of the following reflected tension in colonial society: Bacon’s Rebellion (1676), Pueblo Revolt (1680), Salem witchcraft trials (1692), Stono Rebellion (1739) Use of primary and secondary source documents:  Winthrop’s sermon from the Arabella, New England colonial map, and various excerpts (2010 DBQ documents)  Bacon’s Rebellion: Bacon’s Declaration in the Name of the People, Governor Berkeley on Bacon’s Rebellion and the treaties with the tribes in 1646 and 1647.  Arrest warrant of Elizabeth Proctor and Sarah Cloyce  Behavioral psychologist, Linda Caporael’s theory of ergot poisoning as an explanation of bizarre behavior in Salem accusers Learning Activity reflecting IDEAS, BELIEFS, and CULTURE: Students look at primary source documents and other readings related to the Salem Witch Trials, including the research of Linda Caporael’s theory of ergot poisoning. In groups students break down and analyze the various readings, theories and their historical understanding of the situation through a biospychosocial-cultural approach. The activity culminates into a Socratic discussion of how and why the girls of Salem accused various people of witchcraft in 1692. Assessments: Chapter reading assignments, debate between parties of Bacon’s Rebellion, DBQ practice using prompt related to the Puritans, Unit 1 exam

UNIT 2: Chapters 6 and 7:

British Empire, French and Indian War, Colonial Crisis, 1754-1775 and the American Revolutionary Period, 1750-1789 Learning Objectives: Students will:  Describe the ways in which the French and Indian War of the 1760s laid the groundwork for tension between the British leaders, the American colonists, and Native Americans.  Explain the dynamics and complexities of the dual identity of American colonists as British subjects.  List and explain the intent of key British parliamentary acts and laws as well as identify how the response of American colonists.

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Identify the goals and purposes of the First Continental Congress. Explain the progression of events, the dynamics and the impact of each of the following: Boston Massacre, Boston Tea Party, and the battles at Lexington and Concord. Discuss the concept of “taxation without representation” for American colonists as colonists and as British subjects. Identify the objectives of the Second Continental Congress. Identify ways in which the colonists organized to oppose British power. List the strength and weaknesses and challenges of the British and the American armies in the beginning years of the American Revolution. Explain the conflicts between patriots and loyalists, and identify how those played out at local levels Explain King George lll’s southern strategy Identify the Battle of Saratoga and the British surrender at Yorktown as turning points in American history

Overarching Questions: IDENTITY  Discuss the activism of the American colonists in their resistance of British policies. Cite specific examples. WORK, EXCHANGE, and TECHNOLOGY  How did Great Britain’s mercantilist policies affect the various colonies? Cite specific examples. PEOPLING  How did the American Revolution and its aftermath reorient white-American Indian relations and affect subsequent population movements? POLITICS and POWER  The French and Indian War (1754-1763) altered the relationship between Britain and its North American colonies. Assess this change with regard to TWO of the following in the period between 1763 and 1775: Land acquisition, politics, economics  Evaluate the relative importance of TWO of the following as factors prompting Americans to rebel in 1776: parliamentary taxation, restriction of civil liberties, British military measures, the legacy of colonial religious and political ideas. AMERICA in the WORLD  The question of whether colonists’ loyalty would be to the new government or to the old king was crucial during the Revolutionary War. Discuss the importance of loyalty to the outcome of the conflict. In your answer, consider both military and political strategy. ENVIRONMENT and GEOGRAPHY  Explain the dynamics and complexities of the dual identity of American colonists as British subjects. IDEAS, BELIEFS, and CULTURE

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Why did disputes over taxation figure so prominently in the deteriorating relations between Britain and the colonies? In your answer, refer to specific disputed British attempts to raise revenue and the colonial response. Historical Thinking Skill Focus: Skill 6: Historical Argumentation The Second Continental Congress’s adoption of the Declaration of Independence confirmed a major shift in the conflict between the colonies and Britain. Why did the colonies make this decisive break in 1776? In your answer discuss some of the arguments for and against independence. Use of primary and secondary source documents:  Paul Revere etching of the Boston Massacre  Olive Branch Petition  Declaration of Independence  Student research of specific signers of the Declaration of Independence, looking for historical evidence of their perspective as representatives of specific colonies.  Portraits of colonists painted by John Singleton Copley LEARNING ACTIVITY for POLITICS and POWER: (noted and serves as the ASSESSMENT for this UNIT: Students re-enact the gathering of the Second Continental Congress, addressing the question as to whether colonies should sever ties with Great Britain or continue to “work things out” with royally appointed colonial officials, Parliament, and King George lll. Students are assigned the role of an actual delegate and meet as delegations from their colony, where they outline specific issues for their colony. Using a t-chart, students come up with specific reasons to sever ties with Great Britain, specific reasons to remain loyal, and finally , a unanimous recommendation from their colonial delegation as to course of action. The delegation prepares a speech as to their specific situation and recommendation. Post delivery of all colonial delegation speeches, students in assigned roles, debate whether to declare independence or remain loyal to Great Britain. A 1 vote per delegation follows debate, which leads to class in-depth examination of the Declaration of Independence as a list of specific grievances. Assessments: Chapter reading assignments, “reenactment” of the Second Continental Congress, Unit 2 exam.

UNIT 3: Chapters 8, 9, 10: Early Republic, 1775-1824 Learning Objectives: Students will:  Identify the strengths and weaknesses of the Articles of Confederation  List problems of the new republic  Describe various state governments, their various definitions of citizenship, and how they handled slavery  Explain the need for a strong central government and recognition of state rights as exemplified by the opinions of Alexander Hamilton and Thomas Jefferson.

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Explain how the U.S. Constitution came into existence; identifying the Virginia and New Jersey Plans, and the Great Compromise, and Three-fifths clause; explaining ratification process and why the need for Bill of Rights Identify the differences between the Federalists and Antifederalists and their visions for federal and state governments. Washington’s legacy as the first U.S. President Describe the Northwest Ordinance, its purpose and effect on the United States, and eventually Wyoming. Describe Alexander Hamilton’s economic plan and the controversy surrounding it. Explain the events, list key players, and identify the outcomes of the Whiskey Rebellion. Describe various domestic and foreign conflicts and their influence on the new republic: the Ohio Valley, the Haitian Revolution, French Revolution. Explain the development of the Federalist and Republican parties and how they were shaped by the 1796 election, the XYZ affair, and the Alien and Sedition Acts. Identify the key players, their roles and positions in the Midnight Judges, Marbury v. Madison, and the establishment of the power of the judicial branch through exercise and establishment of judicial review. Explain how the electoral college works, its intent, (and how it has effected Wyoming) Identify agendas, actions, challenges, and accomplishments of the presidencies of Jefferson, Madison, and Monroe. List the reasons for the War of 1812, identify the various participants, and identify the turning points of the war. Discuss the role of white women in the early republic and their various avenues of participation: mothers, wives, educators, religious expression, social networks. Discuss the aspects and provisions of the Missouri Compromise (1820) Discuss the Monroe Doctrine.

Overarching Questions: IDENTITY  Twenty-first century Americans see the profound tension between the revolutionary ideals of liberty and equality, and the persistence of American slavery. How did Americans of the late eighteenth century see this tension? In your answer, be sure to discuss factors that might have shaped various responses such as region, race, and class. WORK, EXCHANGE, and TECHNOLOGY  How did the growth of mass manufacturing in the rapidly urbanizing North affect definitions of, and relationships between workers and those for whom they worked? How did the continuing dominance of agriculture and the slave system affect southern social, political, and economic life?

11 PEOPLING  How did the continued movement of individuals and groups into, out of, and within the United States shape the development of new communities and the evolution of old communities? POLITICS and POWER  Why did many Revolutionary leaders shaping the government of the new nation begin to find the principle of democracy troubling? How did they balance democracy with other concerns in the new government? Use TWO of the following to construct your response: men without property, women, and slaves; Shay’s Rebellion; Constitutional Convention; organization of the new government. AMERICA in the WORLD  The domestic politics of the new nation were profoundly influenced by conflicts beyond the national borders. Discuss how conflicts abroad contributed to domestic political developments in the 1790s. ENVIRONMENT and GEOGRAPHY:  How did environmental and geographic factors affect the development of sectional economies and identities? IDEAS, BELIEFS, and CULTURE  To what extent and in what ways did the role of women change in American society in the early years of the Republic (up to 1820)? Respond with reference to TWO of the following areas: domestic, economic, political, social. Historical Thinking Skill Focus: Skill 8 and 9: Historical Interpretation and Synthesis: Shay’s Rebellion: Students, in small groups will read various letters, opinions, and editorials; assume various roles related to Shay’s Rebellion; conduct interviews of other group members as they play out their role; and will create an editorial page of a local newspaper. Use of primary and secondary source documents:  various editorials and letters concerning Shay’s Rebellion (i.e. Abigail Adams, Plough Jogger, Thomas Jefferson)  focus on textbook interpretation of Shays’ Rebellion: Roark, James L. et al. The American Promise, 4th edition. Boston: Bedford/St. Martin’s, 2009  focus on reading of Bryant White’s research, interpretation, and critique of Shays’ Rebellion http://shaysrebellion.stcc.edu/shaysapp/person.do?shortName=daniel_shays  Parts of the Federalist Papers  Parts of the U.S. Constitution LEARNING ACTIVITY related to IDENTITY: Students read historic account of Shays Rebellion, 1787, and various primary source documents related to the event. Classes are divided into 2 editorial staffs with assigned tasks to create an editorial page reflecting various opinions as to whether Daniel Shays should be pardoned for his role in “rebellion against the Commonwealth of Massachusetts.” Activity is designed to illuminate the

12 more conservative view of radicalism now adopted by Samuel Adams, John Hancock, and George Washington as leaders seek to establish a new nation under the weak Articles of Confederation. Also struggling farmers seek representation as they cannot pay taxes and face a depressed post-war economy. THIS ACTIVITY REQUIRES STUDENTS TO ANALYZE PRIMARY SOURCE DOCUMENTS FOR AUDIENCE, PURPOSE, POINT OF VIEW, ARGUMENTS, AND LIMITATIONS AS THEY READ THE VARIOUS SOURCES AND DISCUSS, CONTRIBUTE TO AND CREATE AN EDITORIAL PAGE AS TO WHETHER DANIEL SHAYS SHOULD BE PARDONED. Assessments: Chapter reading assignments, student generated editorial pages for Shay’s Rebellion, simulation of U.S. Supreme Court hearing of Madison v. Marbury, 1803, Unit test. UNIT 4: Chapters 11, 12. 13 Westward expansion, Manifest Destiny, and the economic, political, and religious development of the nation, slavery, and the resulting sectionalism. 1800-1860 Learning objectives: Students will: For the Buffalo Bill Historical Center Field Trip for “Manifest Destiny”:  Look for various examples of the human and environmental benefits and costs of “manifest destiny” ideology reflected through the artifacts, collections and exhibits of the museum: Draper Natural History exhibit, Cody Firearms Collection, Whitney Western Art Collection, Plains Indian Museum, Buffalo Bill Cody exhibits  Photograph various artifacts, displays that depict the benefits and costs of “manifest destiny”  Will create a brief presentation, discussing the artifacts and displays they saw at the museum that evidenced human and environmental benefits and costs of manifest destiny. For the “Play It Forward” projects:  Students choose their own topics from the time period, 1812-1860, and present day  Through the work of three groups (each group reflecting a respective chapter: 11, 12, 13), will choose various topics reflected in their assigned chapter (i.e. Lowell factory, the Jacksonian era; the tariff of Abomination; the National bank crisis, Worcester v. Georgia, 1832, Second Great Awakening, temperance movement, abolitionist movement, mechanization and industrialization, inventions like the McCormick reaper and the cotton gin and interchangeable parts, development of railroads, free labor, westward movement, the Mormon exodus, Bear Flag Revolt, Mexican-American War, transcendentalists, utopians, women’s rights activists, Cotton Kingdom, Plantation economy, slavery, etc. )  Will research chosen topics  Will compare and contrast, draw parallels, make connections between their chosen Chapter 11, 12, 13 topics and a topic, event, group, significant individuals from the last 10 years. (Examples: the suffragettes and Hillary Clinton, Sarah Palin; the tariff of

13 Abomination and the economic bailout of 2008; mechanization, the McCormick reaper and GPS/precision farming; Panic of 1819 and the recession of 2007-09; Mexican American War and the current border crisis in Texas, etc.)  Will write 2 of their own overarching questions reflecting their chosen Chapter 11, 12, 13 and their chosen topic from the last decade.  Will write a reflective essay discussing their research, primary and secondary sources as part of research, and comparing, contrasting, and making connections to the topic chosen from the last 10 years.  Will use overarching questions as they present to classmates  Will make a presentation to their classmates.  Will take notes on other project presentations Overarching questions:  Students write their own overarching questions reflecting their chosen topic from Chapters 11, 12, and 13, and reflecting their topic from the last ten years. IDENTITY WORK, EXCHANGE, and TECHNOLOGY PEOPLING POLITICS and POWER (overarching questions will be AMERICA in the WORLD student generated) ENVIRONMENT and GEOGRAPHY IDEAS, BELIEFS, and CULTURE  “Although Americans perceived Manifest Destiny as a benevolent movement it was in fact an aggressive imperialism pursued at the expense of others.” Assess the validity this statement with specific reference to American expansionism in the 1840s. Historical Thinking Skill Focus: Skill #2: Patterns of continuity and change over time – Analyze and evaluate historical patterns of continuity and change over time. Connect patterns of continuity and change over time to larger historical processes or themes. Skill #9: Synthesis – Apply insights about the past to other historical contexts or circumstances, including the present (through the “Play It Forward” projects). Use of primary and secondary source documents:  1872 painting, “Spirit of Columbia” for discussion of Manifest Destiny  Field trip to Buffalo Bill Historic Center in Cody, Wyoming (Smithsonian quality museum) using the theme of “Manifest Destiny” and its effect on the West as the lens for our overall perspective for our tour  Primary source documents found and used by students as they research their topics for the “Play It Forward” projects (requirement of the project)  Parts of John L. O’Sullivan’s essay on “Annexation” concerning Manifest Destiny

14 LEARNING ACTIVITY for ENVIRONMENT AND GEOGRAPHY and PEOPLING: ALSO Historical CAUSATION: Cause and Effect Students participate in a field trip to Buffalo Bill Historic Center in Cody, Wyoming (Smithsonian quality museum) using the lens of “Manifest Destiny” and its effect on the West as the critical perspective of our tour. Exhibits include an extensive Great Plains Indians exhibit, WESTERN ARTISTS and their authentic masterpieces(Remington, Russell, Gutzon Borglum, Albert Bierstadt, Catlin, etc) an amazing firearm collection, and a natural history gallery with environmental exhibits and tour concerning the role of the beaver, fur trappers and traders particularly in Wyoming. Students come back to class the following day, assembling their photographs into an essay of concerning the benefits and human and environmental impact of “Manifest Destiny”. Students create photo essays of Manifest Destiny reflecting experience of those exploring and settling the west, as well as the devastating impact on Plains Indian culture and the unique ecosystems, especially exploitation of the beaver and the buffalo. They then present their photo essay to their classmates. ALSO “PLAY IT FORWARD” project and paper for PERIODIZATION: Students choose their own topics from the time period, 1812-1860, and present day (2000-2014).Through the work of three groups (each group reflecting a respective chapter: 11, 12, 13), students will choose various topics reflected in their assigned chapter (i.e. Lowell factory, the Jacksonian era; the tariff of Abomination; the National bank crisis, Worcester v. Georgia, 1832, Second Great Awakening, temperance movement, abolitionist movement, mechanization and industrialization, inventions like the McCormick reaper and the cotton gin and interchangeable parts, development of railroads, free labor, westward movement, the Mormon exodus, Bear Flag Revolt, Mexican-American War, transcendentalists, utopians, women’s rights activists, Cotton Kingdom, Plantation economy, slavery, etc. ) They will research chosen topics, will compare and contrast, draw parallels, make connections between their chosen chapter 11, 12, 13 topics and a topic, event, group, significant individuals from the last 10 years. (Examples: the suffragettes and Hillary Clinton, Sarah Palin; the tariff of Abomination and the economic bailout of 2008; mechanization, the McCormick reaper and GPS/precision farming; Panic of 1819 and the recession of 2007-09; Mexican American War and the current border crisis in Texas, etc.). Students will also write their own overarching questions reflecting their chosen Chapter 11, 12, 13 and their chosen topic from the last decade. They will write a reflective essay their research, (primary and secondary sources as part of research), and comparing, contrasting, and making connections to the topic chosen from the last 10 years. Presentations will be made to classmates. Assessments: Chapter reading assignments, brief presentations of artifact and museum displays reflecting benefits and human toll of Manifest Destiny from field trip to BBHC; “Play It Forward” project papers and presentations, quizzes related to presentations

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UNIT 5: Chapters 14, 15, 16 The Crisis of the Union, the Civil War and Reconstruction, 1850-1877 Learning Objectives: Students will:  Describe the debate over extension of slavery to federal territories and how those debates affected the election of 1848.  Identify the goal of the Wilmot Proviso  List the provisions of the Compromise of 1850.  Describe the provisions of the Fugitive Slave Act and its influence on the North and the South  Discuss the impact of Harriet Beecher Stowe’s Uncle Tom’s Cabin on the North and the South.  Explain the shift and realignment of political parties: Whigs and Democrats; Know Nothings and Republicans; and how those reflected regional and sectional ideas and beliefs.  Identify the regional differences between the North, the South and the growing West.  Explain why the Kansas-Nebraska Act was so controversial and its polarizing effect  Describe the Dred Scott decision  Discuss Abraham Lincoln as a politician.  Explain how various events of the late 1850s lead to the collapse of the Union in 1861.  Discuss John Brown’s goals, how he was perceived by the abolitionists, the North, and the South.  Describe the dynamics of the election of 1860; how that election lead to the secession of the South  Identify the perspective of the North and the South about the firing at Ft. Sumter  Identify the goals and believes of the Union and the Confederacy, of President Lincoln and Jefferson Davis.  Discuss King Cotton and its impact on the economy of the South  Identify various battles, their participants, and outcomes: First Bull Run (Manassas), Shiloh, Antietam, Gettysburg, Vicksburg, Sherman’s March to the Sea. Siege of Richmond, surrender at Appomattox Courthouse.  Discuss Abraham Lincoln’s purpose for issuing the Emancipation Proclamation  Discuss the Congressional dynamics in debate and passage of the 13th Amendment  Describe the transformation of the Civil War from a war to save the Union to a war to end slavery.  Describe the policy of conscription for the Union and the resulting New York riots.  Describe the transformation of emancipated slaves, to contraband, to freemen.  Compare and contrast the components of the reconstruction plans: Lincoln’s, Congressional, President Johnson’s.  Discuss the significance and provisions of the 14th and 15th Amendments.  Identify the impact of military rule in the South, politically and socially.

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Describe the impeachment process and explain why some in Congress wanted to impeach President Johnson.  Discuss the abandonment of reconstruction by the North, and the effect of President Grant’s troubled presidency on that erosion.  Explain how white supremacy prevailed in the South.  Discuss the election of 1876, the resulting Compromise of 1877, and the end of reconstruction. Overarching Questions: IDENTITY  The process of compromise contained tensions between slave and free states since the nation’s founding and finally collapsed in 1861. Why did compromise fail in this moment? Address specific political conflicts and attempts to solve them between 1846 and 1861. WORK, EXCHANGE, and TECHNOLOGY  How did the maturing of northern manufacturing and the adherence of the South to an agricultural economy change the national economic system by 1877? PEOPLING  Access the moral arguments and political actions of those opposed to the spread of slavery in the context of TWO of the following: Missouri Compromise, Mexican War, Compromise of 1850, Kansas-Nebraska Act. POLITICS and POWER  “I am not, nor have I ever been, in favor of bringing about in any way the social and political equality of the white and black races.” How can this statement of Abraham Lincoln be reconciled with his 1862 Emancipation Proclamation?  Discuss the political, economic, and social reforms introduced in the South between 1864 and 1877. To what extent did these reforms survive the Compromise of 1877? AMERICA in the WORLD  Explain why and how the role of the federal government changed as a result of the Civil War with respect to TWO of the following during the period of 1861-1877: race relations, economic development, westward expansion. ENVIRONMENT and GEOGRAPHY  Evaluate the impact of the Civil War on political and economic developments in TWO of the following regions: the South, the North, the West. IDEAS, BELIEFS, and CULTURE  Brilliant military strategy alone did not determine the outcome of the Civil War; victory also depended on generating revenue, material mobilization, diplomacy, and politics. In light of these considerations, explain why the Confederacy believed it would succeed, and why it ultimately failed.

17 Historical Thinking Skill Focus: Skill 6 and 7: Crafting Historical Arguments from Historical Evidence Students will practice a DBQ type response. They will have a number of options to choose from, including the following: War has been termed the continuation of politics by other means. Judging from the documents included, what key political conflicts shaped the course and outcome of the Civil War? Use of primary and secondary source documents:  map of the United States in 1850. Focus on territories Wyoming (what eventually became Wyoming) sat under.  Tables comparing the death and casualty rates for various battles and wars  American War and Military Operations Casualties: Lists and Statistics. CRS Report for Congress. Congressional Research Service, 2010, as means of comparing Civil War to American Revolution, War of 1812, Mexican War, Spanish-American War, WWl, WWll, the Korean War, the Vietnam Conflict, and the Persian Gulf War For the DBQ:  President Lincoln’s 1st Inauguration speech; Letter to Horace Greeley; Gettysburg Address, Emancipation Proclamation  Report of the Committee of Merchants for the Relief of Colored People Suffering from the Late Riots in the City of New York, 1863  Diary, 1864 of a Virginia woman, Nancy Emerson, who confronts Union foragers  Various correspondences in 1864 between General Sherman, General Hood commanding forces in Georgia, and James C. Calhoun, Mayor of Atlanta.  Statement from an Anonymous Former Slave from New Orleans, 1863 Assessments: Chapter reading assignments, simulation of the Dred Scott hearing, graphic Organizer comparing various Civil War battles, practice on DBQ-like essay on the Civil War, Unit 5 test as semester final

Semester Two: UNIT 6: Chapters 17, 18, 19, 20 The Contested West, Rise of Big Business, Industrialization, growth of Technology and Urbanization, Immigration, the Gilded Age, labor movements and reforms, 1865-early 1900s Learning Objectives: Students will:  Explain the federal policy on Native Americans during the last decades of the 19th century.  Identify the resistance and results for the Sioux, Arapaho, Shoshone, and Chiricahua Apache.  Explain the impact of the gold and silver mining on the West and its political, economic and social development.  Explain how commercialization and industrialization impacted the development of the West.

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Describe the role of the railroad industry and its impact on the United States and its territories. Identify the rise and interests of Gould, Carnegie, Rockefeller, J.P. Morgan; how they shaped corporate America through laisses-faire economic policy, and theories of Social Darwinism and the Gospel of Wealth. Identify the various inventions and inventors of the latter 1880s and their role in the development of the United States industry and agriculture. Identify the role of politics in the lives of Americans in the late nineteenth century. Discuss what was meant by the term “Gilded Age.” Explain the dynamics of the free silver verse gold standard controversy. Explain the role of immigration and industrialization’s demand for cheap labor in the development of cities and its impact on African Americans. What role did women and children play in it? Identify the economic and social ills, the problems and working conditions of common laborers and farmers during the late 19th century. List the ways that workers and farmers organized, their strategies and philosophies. Discuss the kinds of city governments that emerged in America’s cities. (Chicago, Tammany Hall, etc.) Identify and describe the labor wars and protests of the 1890s, their results and impact. Explain the reason/s for the difference in the results of the Homestead Strike and the Cripple Creek protest. Discuss the types of reforms American women engaged in during the last decade of the 19th century, their progress and setbacks. Discuss the emergence of the United States as a world power. Explain the issues surrounding the debate about U.S. expansionism and imperialism. Explain the role of muckrakers in terms of reform and what they accomplished. Discuss the Populist movement.

Overarching Questions: IDENTITY  From the 1840s through the 1890s, women’s activities in the intellectual, social, economic, and political spheres effectively challenged traditional attitudes about women’s place in society. Access the validity of this statement. WORK, EXCHANGE, and TECHNOLOGY  In what ways did farming become increasingly more commercialized and ranching increasingly industrialized? Use TWO of the following in your explanation, discussing the impact that commercialization and industrialization had on them specifically: homesteaders, speculators, ranchers, cowboys, tenants, sharecroppers. PEOPLING

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How were the lives of the Plains Indians in the second half of the 19th century affected by technological developments, and governmental policies and actions? Cite specific examples in your response. POLITICS and POWER  “The reorganization and consolidation of business structures was more responsible for the late 19th century American industrialization than was the development of new technologies.” Assess the validity of this statement. AMERICA in the WORLD  How did the Spanish American War contribute to the emergence of United States as a world power? In what ways did assumptions about imperialism and racial superiority affect the treatment of Cubans and Filipinos? ENVIRONMENT and GEOGRAPHY  Although the economic development of the Trans-Mississippi West is popularly associated with hardy individualism, it was in fact largely dependent on the federal government. Assess the validity of this statement with specific reference to western economic activities in the 19th century. IDEAS, BELIEFS, and CULTURE  Explain how TWO of the following individuals responded to the economic and social problems created by industrialization during the 19th century: Jane Addams, Andrew Carnegie, Samuel Gompers, Jacob Riis, Upton Sinclair. Historical Thinking Skill Focus: Skill 3: Periodization Skill 4: Comparison Skill 5: Contextualization  DBQ type essay related to the City and Its Workers during the Gilded Age: Students choose one of the prompts: o How did the people described in two of the documents you chose define economic justice and injustice? In their view, what might lead to greater justice? Politics? Unions? Bosses? Religion? OR o These documents focus on the deep class divisions in American society in the late nineteenth century. Judging from these documents, what created those divisions, and what might have been done to bridge them? To what extent did working people share the same ideals and aspirations of employers? Use of Primary and Secondary Sources:  Homestead Act of 1862  Dawes Act, 1887  Pacific Railroad Act, 1862  Political cartoons of Thomas Nast  Photography of Jacob Riis and Lewis Hine  Various muckraker excerpts: Ida Tarbell’s “The Oil War of 1872,” Jacob Riis’ “How the Other Half Lives,” Upton Sinclair’s, “The Jungle.”

20 FOR THE DBQ type essay practice  Diary entries and testimonies of various immigrants on their living and working conditions: o Thomas O’Donnell, Testimony before a U.S. Senate Committee, 1885 o Interviews with Journalist Helen Campbell, 1880s – domestic household servants o Jacob Riis, excerpt from “How the Other Half Lives,” 1890: “Waifs of New York City’s Slums” o New York journalist account of S. Merlino, “Italian Immigrants and Their Enslavement, 1893.” o William L. Riordon’s account of boss politics in Tammany Hall: “Plunkitt of Tammany Hall, 1905.” o Chapter 19 of our textbook: maps, pie chart, line graph, and bar graphs related to immigration from Europe, impact on the geographic areas of the United States, women as workers , 1870-1910. Roark, James L. et al. The American Promise, 4th edition. Boston: Bedford/St. Martin’s, 2009. Learning Activity: Historical Thinking Skill: Causation – cause and effect Also theme: POLITICS AND POWER: Exploration of the dynamics of the growth of business and industry (Carnegie, Rockefeller, J.P. Morgan) and their exploitation of inventors (Edison, Tessla,, etc.) and immigrant labor (as reflected through the photos of Jacob Riis and Lewis Hine, court testimony, journals accounts, etc.). Students produce a group presentation in which they defend various entrepreneurs of the Gilded Age as either Captains of Industry or Robber Barons. Also students analyze Thomas Nast cartoons and the photos of Jacob Riis and Lewis Hine (1880s-1920s) as they expose the exploitation of women, children , and immigrant labor. Impacts “boss” and party politics, ghetto and tenements, and leads to growth of the railroads and cities, and eventually, political and social reforms. Assessments: Chapter reading assignments, research and debate on Robber Barons vs. Captains of Industry, DBQ type essay practice, comparison and discussion of the Populist movement with Baum’s “Wizard of Oz” and historians various critiques of it as an intended allegory, Unit 6 test. UNIT 7: Chapter 21, 22 Grassroots and Progressivism, Emergence of America as a World Power, Imperialism, Isolationism, and WWl, 1900-1918 Learning Objectives: Students will:  Identify the grassroots movement, its proponents and participants, their goals for reform and the results. Discuss how the philosophies of reform Darwinism, pragmatism, and social engineering influenced the movement.  Discuss President Theodore Roosevelt’s influence as a trustbuster, conservationist, diplomat  Discuss the election of 1912, the various parties and their objectives, and the outcome.

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Describe the “Open door policy,” the role of missionaries, and the attitudes of expansionists Discuss President Wilson as president in terms of his views on the tariff issue, banking, trusts, foreign affairs, progressivism, neutrality and isolationism. Explain the limits of progressive reform, and identify the organizations with more radical views. Outline the events that lead to war in Europe, and the eventual involvement of the United States. Explain America’s domestic preparation and development of military strategy. Discuss the Sedition Act, Schneck v. the U.S., Describe President Wilson’s vision for a postwar world, how that was affected by the Treaty of Versailles, the U.S. Senate, and why it faced so much opposition. Discuss the threats to American democracy in the immediate postwar period. Discuss the gains of the suffragettes by the 1910s. Explain President Wilson’s reasons for support of the 19th Amendment.

Overarching Questions: IDENTITY  Compare President Roosevelt’s ‘big stick diplomacy,’ President Taft’s ‘dollar diplomacy,’ and President Wilson’s ‘moral diplomacy’. Cite specific examples of how those policies affected foreign relations for each President. WORK, EXCHANGE, and TECHNOLOGY  Discuss and give examples of the technological advancements used during WWl. Include the positive and negative effects of those “advancements.” PEOPLING  Discuss the factors that contributed to the labor upheaval and Red Scare that swept the nation, post WWl. How did those upheavals shape the postwar political spectrum?  During WWl, the nation witnessed important demographic changes. Discuss the migrations of African Americans and the Mexican migration to the North. Explain the significance of these developments to those who migrated and to the nation. POLITICS and POWER  “The United States entered the Great War not to “make the world safe for democracy” as President Wilson claimed, but to safeguard American economic interests.” Assess the validity of this statement. AMERICA in the WORLD  To what extent did the role of the federal government change under President Theodore Roosevelt in regard to TWO of the following: labor, trusts, conservatives, world affairs?  Assess the relative influence of THREE of the following in the American discussion to declare war on Germany in 1917: German naval policy, American economic interests, Woodrow Wilson’s idealism, allied propaganda, America’s claim to world power.

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ENVIRONMENT and GEOGRAPHY Discuss how President Roosevelt’s Big Stick diplomacy played out in Latin America, Asia, and Europe.

IDEAS, BELIEFS, and CULTURE  Discuss the diverse approaches to reform that came under the umbrella of progressivism. Cite the work of three progressive reformers working at the grassroots level in your discussion.  Describe and account for the rise in nativism in American society from 1900 to 1930.  Compare and contrast the attitudes and philosophies of Booker T. Washington and W.E.B. DuBois as to how to gain racial equality and justice. Historical Thinking Skill Focus: Skill 1: Historical causation, Skill 2: Patterns of continuity and change over time Using a graphic organizer and 10+ documents, students working in groups: unpack prompt, brainstorm/list of what they know, read and discuss the various documents, categorize them for custom, precedent, understanding of federalism. DBQ Prompt: Evaluate the degree to which each of the following informed the ruling in Plessy v. Ferguson; custom, precedent, understanding of federalism. Use of Primary and Secondary Sources:  Plessy v. Ferguson arguments  President Wilson’s Fourteen Points  Schneck v. the U.S., 1919  Espionage Act, 1917  Political cartoons concerning President Roosevelt For DBQ practice:  Declaration of Independence, 1776  Thomas Jefferson’s, Notes on the State of Virginia, 1787  The Constitution of the United States, Article 1, Section 2, Paragraph 3, 1789  Tenth Amendment, 1791  Thomas Jefferson to Henri Gregoire, 1809  Argument of John Quincy Adams, Amistad Case, 1841  “The American Declaration of Independence Illustrated,” 1861  Section of the 14th Amendment, 1868  Civil Rights Cases, 1883  Final Judgement, Plessy v. Ferguson, 1896  Majority Opinion (6-1), Plessy v. Ferguson, 1896  Dissenting Opinion, Plessy v. Ferguson, 1896  “At the Bus Station,” 1940 Assessments: Chapter reading assignments, simulation of the Plessy v. Ferguson case, Unit test

23 UNIT 8: Chapter 23, 24, 25 The Roaring 20s, the Great Depression, and WWll and the Home front, 1920-1945 Learning Objectives: Students will:  List the ways in which the 1920s were a “new era”  Explain the growth of consumer culture.  Identify how prohibition shaped the 1920s  Describe the “new woman” and “new Negro” movements  Explain ways the United States limited immigration and why  Jim Crow laws and the reemergence of the KKK  Describe the issues, identify the key players, and explain the outcome of the Scopes Monkey trial  Discuss the dynamics, key players, and outcome of the Teapot Dome Scandal (Wyoming)  List and explain various contributing factors to the Great Crash of 1929  Describe the effect of the Great Depression on the lives of local people (Fremont County), the United States, and the world. Identify those who suffered the most during the Great Depression and explain why.  Explain the contributing factors of the Dust Bowl, identifying areas most devastated  Compare and contrast the approaches of President Hoover and President FD Roosevelt for dealing with the Great Depression.  Identify the actions taken by President Roosevelt during his first 100 days in office.  Identify the objectives of the New Deal, explain specific programs and their intent, and identify those programs that were deemed unconstitutional and why. (Identify the specific works of the CCC in Wyoming.)  Discuss the short term effects, long term results, and the enduring legacy of the Great Depression.  Describe the tension between the New Deal advocates and their various critics and challengers  Discuss the foreign policy dilemmas that confronted the United States during the interwar years.  Identify the series of events that lead Europe into war against the Axis powers.  Describe the United States’ gradual abandonment of its policy of neutrality in favor of becoming the “arsenal of democracy.”  Identify the event that catapulted the U.S. into the war.  Discuss the U.S. military strategy in the Pacific and identify the turning point.  Discuss the prime military objectives in the European theatre and identify the turning point.  Discuss the contributions and sacrifices of the United States’ home front; the role of women and families in the war effort.  Describe ways that racial prejudice shaped the U.S. war effort.  Identify key military and diplomatic events between 1943-1945 that contributed to an Allied victory

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Identify the contributing factors to the U.S. victory over Japan. Explain the U.S. development of the atomic bomb, and why President Truman decided to drop it on Japan.

Overarching Questions: IDENTITY  In what ways did economic conditions and development in the arts and entertainment help create the reputation of the 1920s as the Roaring Twenties? WORK, EXCHANGE, and TECHNOLOGY  How did TWO of the following help shape American national culture in the 1920s? Advertising, Entertainment, Mass Production PEOPLING  Explain the reasons for population shifts in terms of locations within the United States as a result of entrance into Wall for TWO of the following: African Americans, Mexican Americans, Japanese-Americans. POLITICS and POWER  How and for what reasons did the United States foreign policy change between 1920 and 1941? Use specific examples to construct your response. AMERICA in the WORLD  To what extent did the United States adopt an isolationist policy in the 1920s and 1930s? ENVIRONMENT and GEOGRAPHY  How successful were the programs of the New Deal in solving the problems of the Great Depression? Assess with respect to TWO of the following: Relief, recovery, reform. Include specific examples from various regions of the United States in your response. IDEAS, BELIEFS, and CULTURE:  Analyze the responses to President Franklin Delano Roosevelt’s administration to the problems of the Great Depression. How effective were the responses? How did they change the role of the federal government? Use specific examples from 1929 -1941 to construct your answer. Historical Thinking Skill Focus: Potential to hit various and multiple skills through “Night at the Museum” project, paper, exhibit, and presentation  Skill 1: Causation: (example: Irish ancestor leaves Ireland during potato famine, immigrates to the United States, and brings cherished teapot in trunk in 1850s.)  Skill 2: Patterns of Continuity and change: (example: Japanese American uncle serves in the 442nd all Japanese infantry. Other family members spend time in Heart Mountain Internment camp. LVHS student of family serves as tour guide for dedication of the new visitor center and museum at Heart Mountain.)

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Skill 3: Periodization: (example: multiple students present artifacts reflecting WWll, Korean War, and the Vietnam War eras; Oregon and Mormon Trail artifacts.)  Skill 4: Comparison: (example: local family views and connections to larger historical events – uncle burns draft card in protest of Vietnam War)  Skill 5: Contextualization: (example: some older members of our community lied about their age in 1941 in order to enlist in WWll and avoid the effects of the Great Depression in Lander, Wyoming)  Skill 6: Historical Argumentation: (point of view of family members in relationship to the larger historical events. Student’s great- grandfather was on board the USS Argonne and witnessed the sinking of the USS Arizona)  Skill 7: Appropriate use of historical evidence: Almost everything about this project hinges around this skill as students research, interview family members, and give meaning and validity to their artifact.  Skill 8: Interpretation: Much of this project is about this skill. As students research, interview family members, write papers reflecting their family connection to larger historical events, their own understanding of that history deepens.  Skill 9: Synthesis: Some LVHS students make a deeper connection, gain greater insights, and have a better appreciation for their family history due to participation in this project. (Example: great grandmother hordes Tupperware containers due to the fact that her family lived through the Great Depression. She was taught, as a child during that era, to never throw anything away. Today, her cupboards overflow with unused plastic containers.) Use of Primary and Secondary Sources:  French poem concerning Hitler – Alexandrian type containing dual contrasting poems in same poem  FDRs Pearl Harbor Speech, December 8, 1941, film footage as he addresses Congress asking for a declaration of war.  Various maps showing the fall of Europe to Hitler between 1937 – 1941  Executive Order #9066  Propaganda cartoons, posters, film footage for WWll home front  Documents, diary entries, photographs, etc. as artifacts – Night at the Museum Learning Activity for AMERICA IN THE WORLD: “NIGHT AT THE MUSEUM” project description: This project is designed to connect all junior American History students to American History through their family histories. Students must find an artifact in their family that predates 1979 (teapot that came with ancestor during immigration from Ireland, Seabees uniform from WWll, short-snorters from WWll, v-mail from WWll, Vietnam veterans dog tags, rocking chair that survived the migration via Oregon/Mormon trail, eight track recording of Johnny Cash’s performance at Folsom Prison, wind up Victrola phonograph with recording of William Jennings Bryan’s “Cross of Gold Speech,” great uncle’s KKK membership card during the 1930s in eastern Wyoming, bell from 1900

26 one-room school house in Lyons Valley here in Fremont County, etc.). They interview appropriate family members or members of the community concerning the artifact; research the artifact through library, local pioneer museum and online; and write a 3-4 page paper reflecting the family history centered around the artifact and the time period or major historical event that it is connected to (example: ration book from WWll and how the family members used the ration book and U.S. practice of rationing and planting victory gardens as part of the WWll home front effort). All LVHS American History students create a museum quality exhibit for their artifact and reflect its connection to their family and major American history events. All students present their exhibit during a designated 3 hour event called “Night at the Museum” that is open to the public. (LVHS did their 6th Annual Night at the Museum the evening of March 17th, 2014.) It has become a popular event among students and a highly anticipated event for our community. MANY PROJECTS MAKE FAMILY CONNECTIONS TO WWll, KOREAN AND VIETNAM WAR, the OREGON AND MORMON TRAIL, and NATIVE AMERICAN TRIBAL HISTORIES (especially Shoshone and Arapaho). Assessments: Chapter reading assignments, Night at the Museum project, Unit test

UNIT 9: Chapter 26, 27 Cold War Politics and the Politics and Culture of Abundance in the 1950s, 1945→1950s Learning Objectives: Students will:  Describe U.S. foreign policy shift to containment of communism: Europe, Asia, Middle East  Identify the origins of the Cold War  Explain how superpower rivalry effected foreign policy: Truman Doctrine, Marshall Plan, Berlin Airlift, Korean Conflict  Explain President Truman’s Fair Deal (and its limited success) and conversion to peacetime economy.  Identify causes, consequences of the policy of containment, costs, and results of the Korean Conflict  Describe “McCarthyism,” HUAC, and its effect on American society  Gains and losses of women and minorities in terms of social, economic, and political equality  Discuss the Eisenhower administration in terms of conservatism, “Middle Way,” “New Look” foreign policy, policies of containment in Asia, Middle East, Latin America, escalation of the nuclear arms race  Describe the “culture of abundance” in the 1950s, identifying how it affected American society and culture.  Explain the role that consumption, religion, domesticity, television played in that culture.

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Discuss counterculture and their criticisms during the 1950s. Identify the origins of the modern civil rights movement and discuss how activists used the courts and mass protest to address racial segregation: Brown v. Board of Education, Little Rock Nine, Montgomery Bus Boycott, SCLC, CORE Overarching Questions: IDENTITY  Analyze the ways in which TWO of the following contributed to the changes in women’s lives in the United States in the mid-twentieth century: Wars, literature and/or popular culture, medical and/or technological advances. WORK, EXCHANGE, and TECHNOLOGY  Explain how the Cold War shaped the economy, world trade, and technology under the Truman and Eisenhower administrations. Be sure to discuss at least TWO of the following in your response: Marshall Plan, Berlin airlift, interstate highway system, military industrial complex, nuclear arms development PEOPLING  What states experienced the largest population growth and why? What role did technology and the Cold War play in those population shifts? POLITICS and POWER  Compare and contrast the Cold War foreign policies of President Truman (1945-1953) and President Eisenhower (1953-1961). AMERICA in the WORLD  What were the Cold War fears of the American people in the aftermath of WWll? How successfully did the administration of President Eisenhower address these fears? ENVIRONMENT and GEOGRAPHY  What impact did the growth of the interstate highway system have on migration patterns in the United States? What benefits did the new interstate highways bring to Americans and at what costs? IDEAS, BELIEFS, and CULTURE  To what extent did the decade of the 1950s deserve its reputation as an age of political, cultural, and social conformity?  While the United States appeared to be dominated by consensus and conformity in the 1950s, some Americans reacted against the status quo. Analyze the critiques of United States society made by TWO of the following: youth, civil rights activists, intellectuals  Discuss the effect of television on American culture during the 1950s. Historical Thinking Skill Focus: Skill 2: Patterns of continuity and change over time Students will compare and contrast the opinions for 3 cases: Dred Scott v. Sandford, 1857; Plessy v. Ferguson, 1896; Brown v. Board of Education, 1954 Students will discuss and cite social and political reasons for slow progress over the course of 97 years. From the vantage point of the end of the 1950s, students will discuss unfinished business / civil rights work needed. They will also identify other

28 minority groups and their needs and goals in the continuing struggle for equality in America. Use of Primary and Secondary Sources:  Review of Taney Court concurring and dissenting opinions for Dred Scott v. Sandford, 1857; Fuller Court concurring opinion as well as Justice Harlan’s dissenting opinion for Plessy v. Ferguson, 1896; comparing previous cases to concurring opinion of Warren Court for Brown v. Board of Education, 1954  Census data comparison from the 1930s, 50s, 2000 Demographic Trends in the 20th Century, Census 2000 Special Reports, U.S. Department of Commerce Economics and Statistics Administration, U.S. CENSUS BUREAU CENSR-4,Issued November, 2002.  Live birth rate data, 1910-2005, Department of Health and Human Services, National Center for Health Statistics, www.dhhs.gov  Selected readings from “The Politics of Culture and Abundance, 1952-1960,” including o Rosa Parks’ “My Story,” 1992 o President Eisenhower’s “Farewell Address,” January 1961 – warning about the dangers of the military industrial complex Learning Activity for PERIODIZATION: Comparison of Scott v. Sandford, 1857, Plessy v. Ferguson,1896, and Brown v. Board of Education, 1954. Students will compare and contrast the opinions for 3 cases: Students will discuss and cite social and political reasons for slow progress over the course of 97 years, paying special attention to the dynamics of the pre-civil war, post Civil War Jim Crow laws, and social dynamics of the 1950s, especially in the South. From the vantage point of the end of the 1950s, students will discuss unfinished business / civil rights work needed. They will also identify other minority groups and their needs and goals in the continuing struggle for equality in America. Assessments: Chapter reading assignments, Unit test UNIT 10: Chapters 28, 29, 30,

Turbulent 60s: Reform, Rebellion and Reaction; Vietnam War; America’s Move to the Right; End of the Cold War, 1960-1989 Chapter 31 Post Cold War America and Globalization, 1989→Present day Learning Objectives: Students will: Chapter 28 Turbulent 60s:  Explain why the 1960s are considered the height of liberalism  Describe President Kennedy’s agenda and vision/goals for the “new generation” of leadership. Identify his achievements as President.  Identify the goals and achievements of President Johnson’s Great Society  Explain why the civil rights movement of the 1960s is called the “second reconstruction”  Identify how civil disobedience and grassroots activism shaped the civil rights movement of the 1960s. Identify various groups, their strategies, achievements  Discuss the civil rights movements inspired by the African Americans of the 1960s: Native American, Latino, student rebellions, the New Left, feminists

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Identify the counterculture and their critics. Chapter 29 Vietnam Conflict, 1961-1975: Discuss President Kennedy’s handling of the Bay of Pigs, the Berlin Crisis, and the Cuban Missile Crisis Identify the progression of events from President Kennedy, to Johnson, to Nixon in terms of levels of U.S. involvement in the Vietnam War. Explain how the American people were polarized by the war. Identify the contributing factors to that polarization Explain why 1968 became known as a year of upheaval and a turning point in the Vietnam War Explain Nixon’s détente policies with the Soviet Union and China Explain Nixon’s policy of Vietnamization and his reason for bombing Cambodia. Discuss the peace accords and the fall of Saigon Explain how the War Powers Act of 1973 is a limitation of executive power. Describe the content of the Pentagon Papers, the Mai Lai Massacre, and the effect of those on American’s view of the war. Identify the legacies of the Vietnam War. Compare that legacy to the legacy of the “greatest generation” and WWII. Chapter 30 America Moves to the Right, 1969-1989 Identify the post-war factors that contributed to the emergence of a grassroots conservative movement. Identify significant achievements of the Nixon administration. Discuss the constitutional crisis confronted by the U.S. during the Nixon administration. Describe the events that led to the Watergate scandal and Nixon’s resignation Explain why President Ford decided to pardon President Nixon and the effect of that on his presidency. Discuss President Carter’s administration: retreat from liberalism, energy crisis and gas rationing, environmental regulation, human rights, Cold War escalation, Carter Doctrine, the Iran hostage crisis Identify how Ronald Reagan’s presidency represents the height of conservatism during the 1980s. Give examples of various groups that supported his presidency. Explain “Reaganomics.” Identify those who gained and those who struggled under his economic policies during the 1980s and explain why. Describe President Reagan’s confrontation with “the evil empire,” his outline for increased militarization, and U.S. interventions abroad. Describe the Iran-Contra scandal, President Reagan’s level of involvement, and result Identify the factors that contributed to the thaw in Soviet-American relations. Describe the significance of the fall of the Berlin Wall. Chapter 31 Post Cold War and the Challenges of Globalization, 1989→present

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Describe President George H. W. Bush’s “kinder, gentler nation” and what he meant by “new world order.”  Identify the factors leading up to U.S. intervention in the Persian Gulf and eventual war with Iraq.  Discuss the successes, failures and shortcomings of the Persian Gulf War  Describe the continuing erosion of communism throughout Eastern Europe: crisis in Bosnia  Discuss President Clinton’ two term presidency: 1993-2001. Economic boom of the 1990s; struggle for universal health care; move to center politics – “don’t ask, don’t tell”, Defense of Marriage Act, welfare reform; Monica Lewinsky scandal and impeachment; use of diplomatic and military power; NATO  Explain the effect of the booming economy of the 1990s on American culture.  Identify ways in which the United States became “internationalized” during the 1990s.  Identify the reasons for increased immigration to the U. S. during the 1990s, particularly from Asia and Latin America  Describe how technology and the demand for oil created and advanced a global marketplace  Explain the phenomena of the outsourcing of labor and its effect on the United States economy  Describe the controversy surrounding the disputed election of 2000 and how it was resolved  Discuss the Presidency of George W. Bush: economic growth through tax cuts and limiting size of the federal government, growing dependence on China, environmental policy and withdrawing from the Kyoto Protocol, development of sources of energy, “No Child Left Behind,” health care reform for senior citizens  Identify the ways that the terrorist attack of September 11th, 2001 changed the United States.  Explain President Bush’s policy of preemption and unilateralism.  Explain why the United States invaded Afghanistan (2001) and went to war with Iraq in 2003. Overarching Questions: IDENTITY  “Between 1960 and 1975, there was great progress in the struggle for political and social equality.” Assess the validity of this statement with respect to TWO of the following groups during that period: African Americans, Native Americans, Asian Americans, Latinos, women WORK, EXCHANGE, and TECHNOLOGY  Describe the technological developments that created the global marketplace of the 1990s and its effect on the United States and its relationship with other countries. PEOPLING

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Explain the causes and consequences of TWO of the following population movements in the United States during the period 1945-1985: Suburbanization, growth of the Sunbelt, immigration to the United States. POLITICS and POWER:  Assess the success of the United States policy of containment in Asia between 1945 and 1975.  Describe and account for changes in the American presidency between 1960 and 1975, as symbolized by Kennedy’s “Camelot,” Johnson’s “Great Society,” and Nixon’s “Watergate.” In your answer address the power of the presidency and the role of the media. AMERICA in the WORLD  Analyze the effects of the Vietnam War on TWO of the following in the United States in the period between 1961 to 1975: the Presidency, the population between 18 and 35 years old, Cold War diplomacy ENVIRONMENT and GEOGRAPHY  While the United States has viewed itself as a superpower defended by a superior military force, it has struggled with the environmental and geographical features that significantly hampered success in the following conflicts. Discuss the nature of those environmental and geographical struggles, strategies used by the United States military, and results for TWO of the following: Vietnam War, Persian Gulf War, and War on Terror in Afghanistan and Iraq. IDEAS, BELIEFS, and CULTURE  African American leaders have responded to racial discrimination in the United States in a variety of ways. Compare and contrast the goals and strategies of the African American leaders in the 1890s-1920s with the goals and strategies of African American leaders in the 1950s-1960s. Historical Thinking Skill Focus: Skill # 3 Periodization Students will work in small groups assigned to a particular decade or era: the 1960s, Vietnam War era, the 1970s, the 1980s, 1990s. Use of Primary and Secondary Sources:  Presentations by two local Vietnam veterans with very different experiences  Presentation of the “1980s Man” – local principal was a teenager in Billings, Montana during the 1980s. Talks about culture and politics of the 1980s  As part of the Decade Panel Projects, students must come up with a primary source document reflecting their assigned role and perspective: example – Martin Luther King, Jr’s Letter from Birmingham Jail, 1963; Rachel Carson’s Silent Spring, 1962; Learning Activity for PERIODIZATION: Decade panel projects Students will work in small groups assigned to a particular decade or era: the 1960s, Vietnam War era, the 1970s, the 1980s, 1990s. Each member of the group will have choose a particular approach and product as means of presentation. Project includes research, creation of a product that reflects chosen role, topic, perspective and

32 presentation in that role: example - Rachel Carson’s environmental concerns in the 1960s. Assessments: Chapter reading assignments, Decade panel projects, Unit test as semester final

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