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U.S. History (AP)-2017-18

I.

(Mr. Passyn’s Course Syllabus) [email protected] Tel. 610-485-6881 ext. 1866 Course Description

This is a course designed to prepare students to succeed on the Advanced Placement examination in United States History. This chronological survey will emphasize the major personalities, events, and trends of American History from the pre-historic to the present. Particular attention will be paid to developing the study and writing skills necessary to master the assessment criteria of the Advanced Placement examination and to prepare students for university-level history. Initials ______ II.

Daily Class Materials

Students should bring a notebook with some type of folder to class each day. The notebook will be used to take notes given in class and the folder is necessary to help students stay organized. Students should also bring to class each day their school issued textbook which will serve as our guide in our study of American History-The American Pageant 16th ed., Kennedy, Cohen, Bailey, et al. Houghton Mifflin, New York, 2016. The issued textbooks are all in excellent condition, students are expected to protect their books by keeping them covered and not writing in them. This textbook is very expensive; students who do not take care of their textbooks or lose them will be required to reimburse the taxpayers of the Chichester school district. Also students will be provided an expendable text, first The American Pageant Guidebook: A Manuel for Students, Mel Piehl, Houghton Mifflin, New York, 2009, which is a supplement for the above text. We will also work extensively in class in the five following text: - American Issues: A Documentary Reader, Dollar and Reichard, Glencoe, New York, 1994. - Taking Sides: Clashing Views on Controversial Issues in American History, Vol. 1, 7th ed., Madaras and SoRelle, McGraw Hill, Guilford, CT, 1997. - Taking Sides: Clashing Views on Controversial Issues in American History, Vol. 1,11th ed., Madaras and SoRelle, McGraw Hill, Dubuque, Iowa, 2005. - Taking Sides: Clashing Views on Controversial Issues in American History, Vol. 2,11th ed., Madaras and SoRelle, McGraw Hill, Dubuque, Iowa, 2005. - The American People: Creating a Nation: Vol. 1, Nash & et al, Addison Wesley Longman, New York, 1998.

Writing utensils – Students are required to have a pen or pencil in class every day. 1

Note: Students will be considered unprepared for class if they do not bring the materials listed above. Failure to have these materials will result in a loss of class participation points. Initials______ III.

Grading

A student’s grade will be determined by their individual class work, tests, homework, projects, and class participation. Letter grades will be assigned based on the grading scale listed in the Student Handbook (pg. 1). The grading rubric, which will be used to determine the student’s grade, is as follows: 50% Tests 10% Short Answer Quizzes 20% Taking Sides 10% Portfolio 10% Class Participation Initials_____ IV.

Tests

After the conclusion of each discrete unit students will take a test which will consist of multiple-choice and free-response questions, modeled on the AP US History Test.

V. Taking Sides Three times each quarter, students will respond to instructor generated questions on readings on selected issues in American history. This assignment will consist of a multiple-choice quiz and an essay question. The essays should be 5-7 paragraphs in length. All essays must be typed. Each essay also, must conform to conventional grammar, mechanics, and spelling. The assignments will be due approximately every 3-4 weeks. Initials_____ VI. Portfolio Each quarter, students will hand in their portfolio; the portfolio will consist of all class work and exercises done in school and at home and lecture notes. The students will be graded on completeness and organization. Ten percent of the student’s grade for the course will come from the instructor’s assessment of their portfolio, however this is of secondary importance, and the primary importance of the portfolio is for students to develop a study aid for the AP examination. Portfolios will be due on the following dates: 2

1st quarter-Friday-11/3 2nd quarter-Friday-1/19 3rd quarter-Friday-3/30 th 4 quarter-Friday-TBD Initials______ VII. Class Participation Students will be assessed this part of their grade by their active participation (asking questions, taking part in exercises and discussion, and being prepared for each class). While class participation is only ten percent of the student’s grade, it is the keystone that brings the whole curriculum of American History together, those students who actively participate will almost inevitably do well on the other portions of the grading rubric. Initials______

VIII. Course Scheduling The Course is divided into nine instructor generated units. The scope and sequence of the units will be as follows: Unit 1: (prehistory-1607) – The American Pageant, chapter 1-3 Key Concept 1.1: Before the arrival of Europeans, native populations in North America developed a wide variety of social, political and economic structures based in part on interactions with the environment and each other. Key Concept 1.2: European overseas expansion resulted in the Columbian Exchange, a series of interactions and adaptations between societies across the Atlantic. Key Concept 1.3: Contacts among American Indians, Africans and Europeans challenged the worldviews of each group. Content: Geography and environment; Native American diversity in the Americas; Spain in the Americas; conflict and exchange; English, French, and Dutch settlements; and the Atlantic economy. Unit assessment: Students will take a cumulative unit test consisting of multiple-choice, short answer and a free-response question. Primary Source activity: Textual: Students will read excerpts from Bartolome de Las Casas, Thirty Very Judicial Propositions, and Gines de Sepulveda, The Second Democrates. Appropriate use of historical evidence:(Students will analyze the sources for historical context, purpose and intended audience, the author’s point of view, and argument and tone.) Maps; Students will analyze North American Peoples at the time of First Contact and The World Known to Europe-1492 Visual: Students will evaluate a painting of A Carolina Indian woman and child, by John White 1585 Quantitative data: Students will create a chart of the Colombian exchange.

Unit 2: (1607-1754) – The American Pageant, chapter 2-4 Key Concept 2.1: Differences in imperial goals, cultures and the North American environments that different empires confronted led Europeans to develop diverse 3

patterns of colonization. Key Concept 2.2: European colonization efforts in North America stimulated intercultural contact and intensified conflict between the various groups of colonizers and native peoples. Key Concept 2.3: The increasing political, economic and cultural exchanges within the “Atlantic World” had a profound impact on the development of colonial societies in North America. Content: Growing trade; unfree labor; political differences across the colonies; conflict and collaboration with Native Americans; immigration; early cities; role of women, education, religion and culture; and growing tensions with the British. Unit assessment: Students will take a cumulative unit test consisting of multiple-choice, short answer and a free-response question. Primary Source activity: Textual: Students will read excerpts from John Winthrop, A Model of Christian Charity, and William Bradford, Of Plymouth Plantation. Maps: Students will analyze Iroquois Lands and European trade centers1590-1650 and Main Sources of African Slaves 1500-1800 Visual: Students will evaluate a painting of Penn’s Treaty, by Edward Hicks, 1683 Historical Causation: (Students will examine the painting and describe the process of conflict, collaboration, trade, and cultural diffusion between English migrants and the indigenous peoples of North America and examine the relationship between the causes and consequences of English migration to North America.) Quantitative data: Students will analyze a chart of The Thirteen Original Colonies. Patterns of change and continuity over time: (Students will examine the chart to identify and analyze patterns of continuity and change over time and connect them to patterns of changing global demography.) Interpreting secondary sources: Students must answer a 9-15 question multiple choice quiz and compose a 5-7 paragraph persuasive essay, responding to the following question with a thesis and using relevant historical evidence after reading from the following issues in the Taking Sides series, edited by Madaras and SoRelle:

a. Were the English colonists guilty of genocide? Yes: Stannard, excerpt American Holocaust No: Katz, “The Pequot War Reconsidered” b. Did racism cause the enslavement of Africans in America? Yes: Degler, “Slavery and the Genesis of American Race Prejudice” No: Handlin and Handlin, “Origins of the Southern labor system Unit 3: (1754-1800) – The American Pageant, chapter 5-10 Key Concept 3.1: Britain’s victory over France in the imperial struggle for North America led to new conflicts among the British government, the North American colonists and American Indians, culminating in the creation of a new nation, the United States. Key Concept 3.2: In the late eighteenth century, new experiments with democratic ideas and republican forms of government, as well as other new religious, economic and cultural ideas, challenged traditional imperial systems across the Atlantic World Key Concept 3.3: Migration within North America, cooperative interaction and competition for resources raised questions about boundaries and policies, intensified conflicts among peoples and nations, and led to contests over the creation of a multiethnic, multiracial national identity. 4

Content: Colonial society before the war for independence; colonial rivalries; the Seven Years War; role of women before, during, and after 1776; Articles and a Constitution; and early political rights and exclusions. Unit assessment: Students will take a cumulative unit test consisting of multiple-choice, short answer and a free-response question. Primary Source activity: Textual: Students will read The Declaration of Independence and The United States Constitution Theme 1(ID-1)(Teacher and students discuss and inquire about the causes and effects that Classical Liberal ideology has on American identity.) Maps: Students will analyze Western Land Cessions to the United States 1782-1802 and Main centers of Spanish and British Influence after1783 Visual: Students will evaluate an engraving of The Boston Massacre, by Paul Revere, 1770 Quantitative data: Students will analyze a chart of the Ratification of the Constitution Interpreting secondary sources: Students must answer a 9-15 question multiple choice quiz and compose a 5-7 paragraph persuasive essay, responding to the following question with a thesis and using relevant historical evidence after reading from the following issues in the Taking Sides series, edited by Madaras and SoRelle:

Were the Founding Fathers democratic reformers? Yes: Roche, The Founding Fathers: A Reform Caucus in Action No: Zinn, excerpt A People’s History of the United States   Unit 4: (1800-1848) – The American Pageant, chapter 11-13 Key Concept 4.1: The United States developed the world’s first modern mass democracy and celebrated a new national culture, while Americans sought to define the nation’s democratic ideals and to reform its institutions to match them. Key Concept 4.2: Developments in technology, agriculture and commerce precipitated profound changes in U.S. settlement patterns, regional identities, gender and family relations, political power, and distribution of consumer goods. Key Concept 4.3: U.S. interest in increasing foreign trade, expanding its national borders and isolating itself from European conflicts shaped the nation’s foreign policy and spurred government and private initiatives. Content: Politics in the early republic, parties and votes; reforms and social movements; culture and religion; market capitalism and slavery; growth of immigration and cities; women and Seneca Falls; and Territorial expansion and Mexican War. Unit assessment: Students will take a cumulative unit test consisting of multiple-choice, short answer and a free-response question. Primary Source activity: Textual: Students will read excerpts from John Marshall’s opinions, Marbury v. Madison, and Davy Crockett, Exploits and Adventures in Texas. Maps: Students will analyze Presidential Election 1812 and Presidential election 1828 Visual: Students will evaluate a political cartoon of In Mother Bank’s Sick Room, 1832 Quantitative data: Students will analyze a chart of the Percentage of Adult White Males voting in elections 1812-1844 Interpreting secondary sources: Students must answer a 9-15 question multiple choice quiz and compose a 5-7 paragraph persuasive essay, responding to the following question with a thesis and using relevant historical evidence after reading from the following issues in the Taking Sides series, edited by Madaras and SoRelle:

Did the election of 1828 represent a democratic revolt of the people? Yes: Wilentz, excerpt The Rise of American Democracy: Jefferson to Lincoln No: McCormick, “New Perspectives on Jacksonian Politics 5

Unit 5: 1844-1877 - The American Pageant, Chapters 14-21 Key Concept 5.1: The United States became more connected with the world as it pursued an expansionist foreign policy in the Western Hemisphere and emerged as the destination for many migrants from other countries. Key Concept 5.2: Intensified by expansion and deepening regional divisions, debates over slavery and other economic, cultural and political issues led the nation into civil war.  Key Concept 5.3: The Union victory in the Civil War and the contested Reconstruction of the South settled the issues of slavery and secession, but left unresolved many questions about federal government power and citizenship rights. Content: Tensions over slavery; reform movements; politics and the economy; cultural trends; Transcendentalism and Utopianism; the Civil War, rights of freedmen and women, Reconstruction, and Freedmen’s bureau; and the KKK. Focus on white supremacy and white support for abolition and civil rights for Blacks before and after the Civil War. Periodization debate: Students will be assigned to research and compose an oral presentation using visual aids arguing whether the American Civil War should be seen as an end of an era, or as the beginning of a new era, or as a tragic transition. Comparison: Students will compare Presidential War Powers from the Alien and Sedition acts-1798to the Patriot Act 2001, with particular focus on Lincoln’s assertion of war powers during The American Civil War and Franklin Roosevelt’s assertion during the Second World War. Unit assessment: Students will take a cumulative unit test consisting of multiple-choice, short answer and a free-response question. Primary Source activity: Textual: Students will read excerpts from Harriet Beecher Stowe, Uncle Tom’s Cabin, and Hinton Helper, The Impending Crisis of the South. Maps: Students will analyze Distribution of Slaves- 1820 and Distribution of Slaves -1860 Visual: Students will evaluate a painting of Prisoner’s From the Front, Winslow Homer, 1866 Quantitative data: Students will create a chart contrasting the strategic advantages of the north and south during the American Civil War Interpreting secondary sources: Students must answer a 9-15 question multiple choice quiz and compose a 5-7 paragraph persuasive essay, responding to the following question with a thesis and using relevant historical evidence after reading from the following issues in the Taking Sides series, edited by Madaras and SoRelle: Was slavery the key issue in the sectional conflict leading to the Civil War? Yes: Dew, excerpt Apostles of Disunion No: Silbey, excerpt The Partisan Imperative Unit 6: 1865-1900 - The American Pageant, Chapters 22-28 Key Concept 6.1: The rise of big business in the United States encouraged massive migrations and urbanization, sparked government and popular efforts to reshape the U.S. economy and environment, and renewed debates over U.S. national identity. Key Concept 6.2: The emergence of an industrial culture in the United States led to both greater opportunities for, and restrictions on, immigrants, minorities and women. Key Concept 6.3: The “Gilded Age” witnessed new cultural and intellectual movements in tandem with political debates over economic and social policies. Content: The rights of freedmen and women; Reconstruction; freedmen’s bureau, and the 1877 Railroad strike; rise of labor unions and the Populist Party; general themes of

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industrialization, urbanization, immigration, and internationalism; and Indian wars, the Spanish American War, and conquests in the Pacific. Theme 3(PEO-7)( In lectures, teacher and students discuss and inquire about the different “push” dynamics and “pull” dynamics for immigrants in the time period 1870-1924.) Unit assessment: Students will take a cumulative unit test consisting of multiple-choice, short answer and a free-response question. Primary Source activity: Textual: Students will read excerpts from Booker T. Washington, Up from Slavery, and Jacob Riis, How the Other Half Lives. Maps: Students will analyze Presidential Election- 1876 and Presidential Election-1896 Visual: Students will evaluate an illustration, Freedmen Voting, Richmond VA, 1871 Quantitative data: Students will evaluate a bar graph, The Shift to the City 1790-2000 Contextualization: ( Students will evaluate the chart and discuss the following question of how increasing urbanization changed the American peoples understanding of the role of government, of family, and church in people’s lives.) Interpreting secondary sources: Students must answer a 9-15 question multiple choice quiz and compose a 5-7 paragraph persuasive essay, responding to the following question with a thesis and using relevant historical evidence after reading from the following issues in the Taking Sides series, edited by Madaras and SoRelle:

a. Was Reconstruction a “Splendid Failure”? Yes: Foner, “The New View of Reconstruction” No: Cox, “Lincoln and Black Freedom” b.Was John D. Rockefeller a “Robber Baron”? ) Yes: Josephson, excerpt from The Robber Barons No: Chernow, from Titan: The Life of John D.Rockefeller. Unit 7: 1890-1945 - The American Pageant, Chapters 29-35 Key Concept 7.1: Government, political and social organizations struggled to address the effects of large-scale industrialization, economic uncertainty, and related social changes such as urbanization and mass migration. Key Concept 7.2: A revolution in communications and transportation technology helped to create a new mass culture and spread “modern” values and ideas, even as cultural conflict between groups increased under the pressure of migration, world wars, and economic distress. Key Concept 7.3: Global conflicts over resources, territories and ideologies renewed debates over the nation’s values and its role in the world, while simultaneously propelling the United States into a dominant international military, political, cultural, and economic position. Content: The formation of the Industrial Workers of the World and the AFL; industrialization and technology, mass production and mass consumerism, and radio and movies; Harlem Renaissance; Native American culture and boarding schools; political parties and the transition from classical liberalism to New Deal liberalism with the capitalist crisis of the 1930s; and WW II, demographic shifts, the role of women and nonwhites, and battles for economic rights. Theme 6(ENV-5) (In lectures, teacher and students discuss and inquire about whether acquisitions of natural resources were the primary rationale for Theodore Roosevelt’s internationalist foreign policy.) Unit assessment: Students will take a cumulative unit test consisting of multiple-choice, short answer and a free-response question. Primary Source activity: Textual: Students will read excerpts from Theodore Roosevelt, Acceptance Speech, at the

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Progressive Convention(1912) and Franklin D. Roosevelt , First Inaugural. Maps: Students will analyze United States Thrusts in the Pacific 1942- 1945, and World War II in Europe and North Africa 1939-1945 Visual: Students will evaluate a photograph, Over There, 1918 Quantitative data: Students will evaluate a line graph, The Rise and Decline of Organized Labor 1900-1999 Theme 2(WXT-4) (Students evaluate the graph and then compose an essay using historical evidence whether this change is a positive or negative change for the American economy and society.) Interpreting secondary sources: Students must answer a 9-15 question multiple choice quiz and compose a 5-7 paragraph persuasive essay, responding to the following question with a thesis and using relevant historical evidence after reading from the following issues in the Taking Sides series, edited by Madaras and SoRelle:

a.Did the Progressives fail? Yes: Abrams, “The failure of Progressivism” No: Link & McCormack, excerpt from Progressivism b. Did the New Deal prolong the Great Depression? Yes: Powell, FDR’s Folly: How Roosevelt and his New Deal Prolonged the Great Depression No: Biles, A New Deal for the American peopleTheme 4(POL-3)(Students write an essay arguing whether the New Deal was a success or not.) Unit 8: 1945-1989 - The American Pageant, Chapters 36-39 Key Concept 8.1: The United States responded to an uncertain and unstable postwar world by asserting and attempting to defend a position of global leadership, with farreaching domestic and international consequences. Key Concept 8.2: Liberalism, based on anticommunism abroad and a firm belief in the efficacy of governmental and especially federal power to achieve social goals at home, reached its apex in the mid-1960s and generated a variety of political and cultural responses. Key Concept 8.3: Postwar economic, demographic and technological changes had farreaching impacts on American society, politics, and the environment. Content: The atomic age; the affluent society and suburbs; discrimination, the Other America, and the African American Civil Rights movement; Vietnam and U.S. policies in Latin America and Africa; the Beats and the student, counterculture, antiwar, women’s, Hispanic, American Indian, LBJ’s Great Society and the rise of the New Right; Ronald Reagan and the rise of hightechnology; and the Cold War and U.S. role in the world. Contextualization: In lectures, teacher and students discuss and inquire about the struggle of African-American equality from the Revolutionary War to contemporary times has had on American identity and on United States domestic and foreign policy. Unit assessment: Students will take a cumulative unit test consisting of multiple-choice, short answer and a free-response question. Primary Source activity: Textual: Students will read excerpts from Martin Luther King, letter from Birmingham Jail, and George F. Keenan, long telegram. Maps: Students will analyze; European Global Empires, 1945, Post – war partition of Germany-1945, and The Shifting front Korea-1950-53, and Vietnam and Southeast Asia, 19541975 Synthesis: Theme 5(WOR-5)-Students will survey the four maps and in assigned groups,

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debate and discuss if the Vietnam war is best understood as a theater of the Cold War or as a war of National Liberation from Western imperialism.) Visual: Students will evaluate a photograph, On the Moon, 1969 Quantitative data: Students will evaluate a line graph, Poverty in the United States, 1960-1999 Interpreting secondary sources: Students must answer a 9-15 question multiple choice quiz and compose a 5-7 paragraph persuasive essay, responding to the following question with a thesis and using relevant historical evidence after reading from the following issues in the Taking Sides series, edited by Madaras and SoRelle:

a. Did the Brown decision fail to desegregate and improve the status of African-Americans? Yes: Irons, excerpt from Jim Crow’s Children No: Kluger, from Simple Justice b. Did Communism threaten America’s internal security after WW II? Yes: Haynes & Klehr, Venona: Decoding Soviet Espionage in America No: Fried, Nightmare in Red: The McCarthy era in perspective Unit 9: 1980-present - The American Pageant, Chapters 40-42 Key Concept 9.1: A new conservatism grew to prominence in U.S. culture and politics, defending traditional social values and rejecting liberal views about the role of government. Key Concept 9.2: The end of the Cold War and new challenges to U.S. leadership in the world forced the nation to redefine its foreign policy and global role. Key Concept 9.3: Moving into the 21st century, the nation continued to experience challenges stemming from social, economic and demographic changes Content: Summary of Reagan’s domestic and foreign policies; Bush Sr. and the end of the Cold War; Clinton as a New Democrat; technology and economic bubbles and recessions, race relations, and the role of women; changing demographics 9/11 and the domestic and foreign policies that followed; Theme 7(CUL-6) Students will create a graphic organizer comparing how the introduction of the radio in the 1920’s, the television in the 1950’s, and the personal computer in the 1990’s affected American life; politically, economically, socially, and culturally. Unit assessment: Students will take a cumulative unit test consisting of multiple-choice, short answer and a free-response question. Primary Source activity: Textual: Students will read excerpts from Ronald Reagan, Address Before a Joint Session of the Congress on the State of the Union 1/25/1984, and, The Tower Commission Report(1987). Maps: Students will analyze Presidential elections, of 1968, 1980, 1992, 2000, 2008 Visual: Students will evaluate a documentary video, 9/11 – Jules and Gedeon Naudet, 2002Synthesis: (After viewing the documentary, students will discuss whether the United States response to the attacks of September 11th should be modeled to the United States actions in World War Two, the Cold War, or some other way.) Quantitative data: Students will evaluate a line graph, The Percentage of GDP and National Debt 1932-2012 Interpreting secondary sources: Students must answer a 9-15 question multiple choice quiz and compose a 5-7 paragraph persuasive essay, responding to the following question with a thesis and using relevant historical evidence after reading from the following issues in the Taking Sides series, edited by Madaras and SoRelle: Did President Reagan Win the Cold War? Yes: Gaddis, from The Cold War: A New History

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No: Deudney and Ikenberry, from “Who Won the Cold War?”

Initials______

IX. Classroom Expectations I expect the students in my classroom to: 1) Be on time and prepared for class. 2) Respect others at all times (respect their comments, ideas, space, experiences, and differences). No speaking out of turn, yelling, swearing, or fighting will be tolerated. 3) Participate positively and regularly in class discussions, group activities, and other activities. 4) No gum, candy, food. Or drink in class. 5) Obey all other school rules! Initials______ X. Consequences of Negative Behavior A student’s failure to follow the school and class rules will result in disciplinary action by the teacher or administrator according to the severity of the offense. Initials_____

Parents, Guardians, and Students Please read through the course syllabus and sign your name verifying that you understand the class expectations and guidelines. Students should initial all subheadings I have read the course syllabus and I understand the procedures and expectations outlined. Signatures: _____________ Student

_______________ Parent/Guardian

_____ Date

If you think there is any additional information that I should know, please write in the space provided below.

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Addendum 1Format of the AP U.S. History Exam Section I: Multiple-Choice/Short-Answer Section Part A – The multiple-choice section will contain a number of sets of questions, with between two and five questions per set, that ask students to respond to stimulus material  a primary or secondary source, including texts, images, charts, graphs, maps, etc. This stimulus material will reflect the types of evidence that historians use in their research on the past. Part B – Short-answer questions will directly address one or more of the thematic learning objectives for the course. At least two of the four questions will have elements of internal choice, providing opportunities for students to demonstrate what they know best.

Section II: Free-Response Section Part A – The document-based question measures students ability to analyze and synthesize historical data and to assess verbal, quantitative, or visual materials as historical evidence. As with the long essay, responses to the document based question will be judged on students ability to formulate a thesis and support it with relevant evidence. Part B – To provide opportunities for students to demonstrate what they know best, they will be given a choice between two comparable long essay options. The long essay questions will measure the use of historical thinking skills to explain and analyze significant issues in U.S. history as defined by the thematic learning objectives.

AP U.S. History Exam Format Section Question Type

Number of Questions

Timing

Percentage of Total Exam Score

Part A: Multiple-choice questions

55 questions

55 minutes

40%

Part B: Short-answer questions

4 questions

50minutes

20%

Part A: Document-based question

1 question

55 minutes

25%

Part B: Long essay question

1 question

35 minutes

15%

I

II

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Beginnings to Constitution-(prehistory-1790) 1. In what ways might the European encounter with the peoples of the Americas be seen as a disaster or tragedy, and in what ways might it be seen as an inevitable development in the history of humanity with long-run positive results? 2.Explain why Britain’s successes in defeating the French empire laid the foundations for future failures in dealing with its American colonial subjects?

3.Compare and contrast the economic, ethnic, religious, social, and political differences between New England, the Middle colonies, and the Southern colonies.

4.Given the history of the colonies founding and British “salutary neglect” until the period just before the revolution, was the American Revolution inevitable? Or could the thirteen colonies have remained peacefully attached to the British Empire as Canada did?

5. What were the three main results of the First Continental Congress?

6. What was the significance of the “shot heard ‘round the world”?

7. What documents were most influential during the Revolutionary Era (17701790)? What was the purpose of each?

8. What factors contributed to America being able to win the Revolutionary War?

9. Should the Constitution be seen as a conservative reaction to the revolution, or as enshrinement of revolutionary principles, or both? What was most original about the Constitution?

10. What compromises needed to be made for the Constitution to be successful?

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Addendum 2A

Washington to Jackson-(1785-1840) 1. What were seven precedents established by Washington during his presidency? 2. How did Hamilton’s economic policies differ from those of Jefferson?

3. To what extent did the French Revolution cause dissension in America?

4. What elements of Adams and Jefferson’s presidencies foreshadowed future conflicts between political parties and geographic regions?

5. What failed strategies were used to avoid war with Britain? What eventually led to the War of 1812?

6. What led to the issuing of the Monroe Doctrine and what were its future consequences?

7. What was the relation between expansion and slavery? What attempts were made to postpone conflict?

8. Why was Andrew Jackson such a personally powerful embodiment of the new mass democracy in the 1820’s and 30’s? Would mass democracy have developed without a popular hero like Jackson?

9. Discuss the attitudes, policies, and events that led to the “Trail of Tears” Indian removal in 1837.

10. What was the primary consequence of Nat Turner’s Rebellion?

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11. What was the “Second Great Awakening”? What effects did it have on American society?

Addendum 2B

Reform, Expansion, and its Discontents-(1828-1877) 1.

Describe the successes and limitations of educational reform in this period. 2. What inventions and innovations improved America’s manufacturing and industry? 3. What events and trends altered rural life and the farm economy in this period? 4. In what ways were the North, South and the West economically similar, different, and interrelated? 5. In America, early industrialization, westward expansion, and growing sectional tension all occurred at the same time. How was the development of the economy before the Civil War related to both westward movement and increasing sectional conflict? 6. Describe the complex social structure of the South. What roles did plantation owners, small slaveholders, independent white farmers, poor whites, free blacks, and black slaves have in the southern social order? 7. Describe the events, trends, and personalities which drove American westward expansion? 8. What elements of society did social reformers of the 1840’s attempt to alter? 9. During the abolitionist movement, who were the major participants and what were the strategies used? 10. Why could sectional issues be compromised in 1820 and 1850, but not in 1854 and 1860? 11. How did the Civil War affect Northern and Southern economies and personal freedoms? 12. What were the major events in the emancipation of slaves? 13. In what ways was Reconstruction a failure? In what ways was it a success?

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Addendum 2C

Making a Modern Nation-(1870-1920) 1. Explain the impact of industrialization on American life. Be sure to include explanation of changes to American political, cultural, economic, and social life, your response should be a panoramic survey of these changes from approximately 1830-1920. 2. In what ways did the political conflicts of the Gilded Age still reflect the aftermath of the Civil War? To what extent did the political leaders of the time address the issues of race and sectional conflict? 3. What were the cost and benefit effects of urbanization? Consider the role of machine politics as well as life in the slums and the rise of popular culture and the controversial issue of whether standards of living rose or fell during this period. 4. What was the effect of the Second Wave industrial revolution on American laborers, and how did various labor organizations attempt to respond to the new conditions? 5. How did the “New Immigration” differ from the “Old Immigration,” how did it change American cultural, social, and religious dynamics? 6. How did W.E.B. DuBois and Booker T. Washington differ in how they believed African-Americans should attain equality? 7. What effect did Western Expansion have on Native Americans? 8. What attempts were made during the Gilded Age to regulate industry and politics? 9. What types of people supported “free silver”? Why? 10. For what reasons did America pursue more assertive foreign policies in the later part of the 19th century and early 20th century ? Why not before? 11. What were the rationalizations and motivations behind America’s Open Door Policy towards China? 12. What anti-imperialistic complaints were lodged against the building of the Panama Canal? 13. Why was the Progressive Movement relatively more successful than the Populist? 14. Who were the key figures and the key issues involved in the movement for Women’s equality?

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15. What role did Presidents take in the Progressive Movement? Addendum 2D America on the World Stage- (1914-1945) 1. How did America become involved in World War I? Why did we enter on the side of the British? 2. What were Wilson’s main goals in his Fourteen Points? What was the American public reaction to his goals? 3. What basic economic and political policies were pursued by the Republican administrations of the 1920’s? 4. What was the effect of the new and developing consumer products of the 1920s on social behavior? 5. Explain how the Great Migration changed the issue of race in America from 19151960. Be sure to include an explanation of an evolving African-American culture, sectionalism, and Black and White conceptions of race in this period. 6. Explain the cultural divisions of the 1920’s. Be sure to include traditionalist rejections of changing mores and the more cosmopolitan apologies of changing mores in American society, include discussions of sexuality and gender roles, education, and popular culture. 7. Compare and contrast how monetarist, Keynesians, and socialist economist explain the Great Depression? 8. What were the effects of the Great Depression on the American people, and how did President Hoover attempt to balance his belief in “rugged individualism” with the economic necessities of the time? 9. How did the early New Deal legislation attempt to achieve the three goals of relief, recovery, and reform? 10. Was the New Deal essentially a conservative attempt to save American capitalism from collapse, a radical change in traditional American skepticism towards government, or a moderate response to a unique crisis? 11. Compare and contrast complaints both conservatives and progressives had with Roosevelt’s policies. 12. Compare and contrast the three great periods of progressivism in the 20th century, the pre-World War I era , the New Deal era, and the Great Society programs of the 60’s, be sure to include discussions about personalities, rhetoric, 16

general beliefs in the efficacy of government, economics, poverty, race, and women’s rights ? Addendum 2 E

13. What steps in the 1920s were made to keep America isolationist and maintain peace? 14. How did America’s foreign policy toward Latin America change in the 1920s and 1930s? 15. Did FDR maneuver the U.S. into WW II or was he a farsighted statesmen who recognized the growing threat long before an isolationist American polity did? 16. Though America was technically neutral, what choices showed that the U.S. truly was participating in WW II before the official declaration of war? 17. How was 1944 a shift in where and how America fought Germany? 18. How did government take more control of America’s economy during the war? 19. In what ways was World War II a “total war” effort? 20. Why did America drop the atomic bombs? Why was this choice criticized?

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Addendum 2F

Questions- American Apogee- (1943 to present) 1. Explain the three main foreign policy issues facing America following World War II, nation building in Germany, Japan, and Italy, the Soviet threatideologically and strategically, and decolonization in Africa and Asia. How were all three different and yet interrelated issues? 2. Did the U.S. start the Cold War because of inherent capitalist expansionism and antiCommunist hysteria (Red Scare) or was it forced into a confrontation by Communist aggression and subversion? 3. In what ways in the 1940’s and 1950’s was America moving towards racial integration? 4. How did television and other innovations of the “consumer age” affect American politics, society, and culture in the 1950’s? 5. Describe American foreign policy in the Middle East in the post-World War II period; be sure to include discussion about the Arab-Israeli conflict, anti-Communism, access to energy, nationalism, and religion. 6. In what ways were the 1950’s a time of caution and conservatism, and in what ways was it a time of dynamic economic, social, and cultural change? 7. To what extent was Cuba the sight of Kennedy’s greatest foreign policy success and worst foreign policy fiasco? 8. To what extent was Johnson more successful with his social programs than Kennedy? 9. Over the course of the 1960s, how did African-Americans methods of attaining equality evolve? 10. What were the long-term results of the “counter-culture” in all of its varieties? 11. Why is 1968 considered a turning point in American history? 12. Explain the successes and failures of the Women’s Liberation movement.

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13. What events led to Nixon’s resignation? 14. What foreign and domestic problems were blamed on Carter? 15. How did Ronald Reagan take America out of its “national malaise”? 16. Did the U.S. win the Cold War or did the Soviet Union lose? 17. How did the rising influence of monetarist (supply side/Reaganomics) economics change American politics and society in the 1980’s and 1990’s? 18. The cultural and regional divisions of the country, as reflected in the 2000 and 2004 elections many say are rooted in different popular understandings of the social and cultural changes of the 60’s and 70’s – compare and contrast how social conservatives and social progressives interpret the social changes of the 1960’s and 70’s. 19. Compare and contrast the 4 great periods of American immigration, the Colonial era, the Old immigration, the Ellis Island immigration, and the contemporary 1965/1980present.

Addendum 2F

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