Curriculum Map

Cohen, Damian / U.S. History AP / Grade 11
           

Unit Title

A Century of War: Cuba to The Cold War

Content

The course will emphasize social history, with particular attention to areas traditionally ignored: race, class, gender, and ethnicity.
-- The Path of Empire, 1890-1899
-- America and The World, 1899-1909
-- Progressivism, 1901-1916
-- WWI
-- The "Roaring Twenties"
-- The Politics of Boom and Bust, 1920-1932
-- The Great Depression & The New Deal
-- FDR and the Shadow of War, 1933-1941
-- WWII
-- The Cold War, 1945-1954

Skills

-- Practice critical reading and outlining skills
-- Develop critical thinking skills through the comparative-history approach
-- Listen and participate actively in discussion, debate, presentation, and cooperative activities
-- Construct historical arguments based on complex (and potentially conflicting) data
-- Relate the impact of geography on political, social, and economic developments
-- Examine and interpret primary source materials
-- Construct and interpret timelines and charts
-- Identify the role of individuals in historical events

Resources

Major Texts
-- The American Pageant, 11th ed, by Houghton-Mifflin
-- A People's History by Howard Zinn
-- Internet research


Videotapes
1. PBS's Africans in America
2. PBS's The West
3. PBS's Eyes on the Prize: America's Civil Rights Years
4. CNN's Cold War
5. HBO's Letters Home from Vietnam

Instructional Strategies

-- Discussion
-- Lecture
-- Group Work
-- Role Playing
-- Guided Practice, (e.g. How to set up a DBQ essay)
-- Review Drills

Assessment

-- Discussions
-- Outlines
-- Quizzes
-- Flashcards
-- Exams, both multiple choice and essay
-- DBQ's
-- Simulations and projects
-- Dropping the atomic bomb tribunal
-- Decades skits
-- Review Activities

Outcomes

-- Students will demonstrate an understanding that history is an argument. This will be accomplished through the use of traditional and revisionist texts taught in a comparative approach.
-- Students will develop successful strategies for reading difficult texts, e.g. marginal notes, flashcards, outlining, etc.
-- Students will develop critical thinking skills by analyzing complex and contradictory historical data to arrive at original thesis statements.
-- Students will sharpen writing skills through the practice of writing clear, persuasive essays.
-- Students will improve oral presentations skills by wrestling with difficult questions of national identity both in socratic discussions and organized debates.
-- Students will successfully demonstrate their knowledge and writing skills by scoring a three or higher on the AP US History Exam in May.
-- Students will be able to know the effects of industrialization on living and working conditions, including the portrayal of working conditions and food safety in Upton Sinclair's The Jungle.
-- Students will be able to describe the changing landscape, including the growth of cities linked by industry and trade, and the development of cities divided according to race, ethnicity, and class.
-- Students will be able to analyze the effect of urban political machines and responses to them by immigrants and middle-class reformers.
-- Students will be able discuss corporate mergers that produced trusts and cartels and the economic and political policies of industrial leaders.
-- Students will be able to trace the economic development of the United States and its emergence as a major industrial power, including its gains from trade and the advantages of its physical geography.
-- Students will be able to understand the effect of political programs and activities of the Progressives (e. g., federal regulation of railroad transport, Children's Bureau, the Sixteenth Amendment, Theodore Roosevelt, Hiram Johnson).
-- Students will be able to analyze the great religious revivals and the leaders involved in them, including the First Great Awakening, the Second Great Awakening, the Civil War revivals, the Social Gospel Movement
-- Studens will be able to list the purpose and the effects of the Open Door policy.
-- Students will be able to describe the Spanish-American War and U. S. expansion in the South Pacific.
-- Students will be able to discuss America's role in the Panama Revolution and the building of the Panama Canal.
-- Students will be able to explain Theodore Roosevelt's Big Stick diplomacy, William Taft's Dollar Diplomacy, and Woodrow Wilson's Moral Diplomacy, drawing on relevant speeches.
-- Students will be able to analyze the political, economic, and social ramifications of World War I on the home front.
-- Students will be able to discuss the policies of Presidents Warren Harding, Calvin Coolidge, and Herbert Hoover.
-- Students will be able to analyze the international and domestic events, interests, and philosophies that prompted attacks on civil liberties, including the Palmer Raids, Marcus Garvey's 'back-to-Africa' movement, the Ku Klux Klan, and immigration quotas and the responses of organizations such as the American Civil Liberties Union, the National Association for the Advancement of Colored People, and the Anti-Defamation League to those attacks.
-- Students will be able to analyze the passage of the Nineteenth Amendment and the changing role of women in society.
-- Students will be able to describe the Harlem Renaissance and new trends in literature, music, and art, with special attention to the work of writers (e. g., Zora Neale Hurston, Langston Hughes).
-- Students will be able to understand the explanations of the principal causes of the Great Depression and the steps taken by the Federal Reserve, Congress, and Presidents Herbert Hoover and Franklin Delano Roosevelt to combat the economic crisis.
-- Students will be able to analyze the effects of and the controversies arising from New Deal economic policies and the expanded role of the federal government in society and the economy since the 1930s (e. g., Works Progress Administration, Social Security, National Labor Relations Board, farm programs, regional development policies, and energy devel-opment projects such as the Tennessee Valley Authority, California Central Valley Project, and Bonneville Dam).
-- Students will be able to trace the advances and retreats of organized labor, from the creation of the American Federation of Labor and the Congress of Industrial Organizations to current issues of a postindustrial, multinational economy, including the United Farm Workers in California.



Unit Title

Almost There?: Ike to Reagan

Content

The course as a whole will emphasize social history, with particular attention to areas traditionally ignored: race, class, gender, and ethnicity.
-- The Eisenhower Era
-- The Stormy 1960's
-- Vietnam
-- The Seventies
-- The Resurgence of Conservatism: Reagan. Note: The AP exam currently ends with Reagan.
-- AP Review Sessions and exam. The review sessions will consist of a mandatory three evenings/three hours per evening. It is also expected that in final preparation for the AP exam, students will attend Sunday classes.

Skills

-- Practice critical reading and outlining skills
-- Develop critical thinking skills through the comparative-history approach
-- Listen and participate actively in discussion, debate, presentation, and cooperative activities
-- Construct historical arguments based on complex (and potentially conflicting) data
-- Relate the impact of geography on political, social, and economic developments
-- Examine and interpret primary source materials
-- Construct and interpret timelines and charts
-- Identify the role of individuals in historical events

Resources

Major Texts
-- The American Pageant, 11th ed, by Houghton-Mifflin
-- A People's History by Howard Zinn


Videotapes
-- PBS's Africans in America
-- PBS's The West
-- PBS's Eyes on the Prize: America's Civil Rights Years
-- CNN's Cold War
-- HBO's Letters Home from Vietnam

Instructional Strategies

-- Discussion
-- Lecture
-- Group Work
-- Guided Practice, (e.g. How to set up a DBQ essay)
-- Review Drills

Assessment

-- Discussions
-- Quizzes
-- Flashcards
-- Exams, both multiple choice and essay
-- Practice DBQ's
-- Simulations and semester projects
-- Review Activities

Outcomes

-- Students will demonstrate an understanding that history is an argument. This will be accomplished through the use of traditional and revisionist texts taught in a comparative approach.
-- Students will develop successful strategies for reading difficult texts, e.g. marginal notes, flashcards, outlining, etc.--- Students will develop critical thinking skills by analyzing complex and contradictory historical data to arrive at original thesis statements.
-- Students will sharpen writing skills through the practice of writing clear, persuasive essays.
-- Students will improve oral presentations skills by wrestling with difficult questions of national identity both in Socratic discussions and organized debates.
-- Students will explain the origins of American involvement in World War II, with an emphasis on the events that precipitated the attack on Pearl Harbor.
-- Students will discuss the constitutional issues and impact of events on the U. S. home front, including the internment of Japanese Americans and the restrictions on German and Italian resident aliens; the response of the administration to Hitler's atrocities against Jews and other groups; the roles of women in military production; and the roles and growing political demands of African Americans.
-- Students will discuss the decision to drop atomic bombs and the consequences of the decision (Hiroshima and Nagasaki).
-- Students will analyze the effect of massive aid given to Western Europe under the Marshall Plan to rebuild itself after the war and the importance of a rebuilt Europe to the U. S. economy.
-- Students will examine Truman's labor policy and congressional reaction to it. Likewise, students will be able to address the increased powers of the presidency in response to the Cold War.
--Students will trace the origins and geopolitical consequences (foreign and domestic) of the Cold War and containment policy, including the following: The era of McCarthyism, instances of domestic Communism (e. g., Alger Hiss) and blacklisting, The Truman Doctrine, The Berlin Blockade, The Korean War, The Bay of Pigs invasion and the Cuban Missile Crisis, the 'mutual assured destruction' doctrine, and disarmament policies, The Vietnam War and Latin American policy
-- Students will discuss the diffusion of the civil rights movement of African Americans from the churches of the rural South and the urban North, including the resistance to racial desegregation in Little Rock and Birmingham, and how the advances influenced the agendas, strategies, and effectiveness of the quests of American Indians, Asian Americans, and Hispanic Americans for civil rights and equal opportunities
-- Students will successfully demonstrate their knowledge and writing skills by scoring a three or higher on the AP US History Exam in May

Unit Title

America Divided: Sectionalism to the Gay Nineties

Content

The course will emphasize social history, with particular attention to areas traditionally ignored: race, class, gender, and ethnicity.
-- The National Economy, 1790-1860
-- The Ferment of Reform and Culture, 1790-1860
-- The South and Slavery, 1793-1860
-- Manifest Destiny and Its Legacy, 1841-1848
-- Sectionalism, 1848-1861
-- The Civil War
-- Reconstruction
-- The Gilded Age
-- Industry Comes of Age, 1865-1900
-- The Rise of Cities, 1865-1900
-- The American West and The Agricultural Revolution, 1865-1890
-- The Revolt of the Debtor, 1889-1900

Skills

-- Practice critical reading and outlining skills
-- Develop critical thinking skills through the comparative-history approach
-- Listen and participate actively in discussion, debate, presentation, and cooperative activities
-- Construct historical arguments based on complex (and potentially conflicting) data
-- Relate the impact of geography on political, social, and economic developments
-- Examine and interpret primary source materials
-- Construct and interpret timelines and charts
-- Identify the role of individuals in historical events

Resources

Major Texts
-- The American Pageant, 11th ed, by Houghton-Mifflin
-- A People's History by Howard Zinn

Instructional Strategies

-- Discussion
-- Lecture
-- Group Work
-- Role Playing
-- Skits
-- Guided Practice, (e.g. How to set up a DBQ essay)
-- Review Drills

Assessment

-- Discussions
-- Outlines
-- Quizzes
-- Exams, both multiple choice and essay
-- DBQ's
-- Simulations and projects
-- Review Activities
-- Civil War Tribunal

Outcomes

-- Students will demonstrate an understanding that history is an argument. This will be accomplished through the use of traditional and revisionist texts taught in a comparative approach.
-- Students will develop successful strategies for reading difficult texts, e.g. marginal notes, flashcards, outlining, etc.
-- Students will develop critical thinking skills by analyzing complex and contradictory historical data to arrive at original thesis statements.
-- Students will sharpen writing skills through the practice of writing clear, persuasive essays.
-- Students will improve oral presentations skills by wrestling with difficult questions of national identity both in socratic discussions and organized debates.
-- Students will successfully demonstrate their knowledge and writing skills by scoring a three or higher on the AP US History Exam in May
-- Students will be able to examine the effects of the Civil War and Reconstruction and of the industrial revolution, including demographic shifts and the emergence in the late nineteenth century of the United States as a world power.

Unit Title

The New World: Columbus to Jacksonian Democracy

Content

The course will emphasize social history, with particular attention to areas traditionally ignored: race, class, gender, and ethnicity.
-- New World Beginnings
-- Settling the Southern Colonies
-- The Northern Colonies
-- American Life in the 17th Century
-- Colonial Life before the Revolution
-- The Duel for North America (European powers & the Seven Years War)
-- The Road to Revolution (1763-1775)
-- The War for Independence
-- Confederation & Constitution
-- The New Nation & the 1790's
-- Jeffersonian Democracy
-- The War of 1812 and Nationalism
-- Jacksonian Democracy and Its Legacy

Skills

-- Practice critical reading and outlining skills
-- Develop critical thinking skills through the comparative-history approach
-- Listen and participate actively in discussion, debate, presentation, and cooperative activities
-- Construct historical arguments based on complex (and potentially conflicting) data
-- Relate the impact of geography on political, social, and economic developments
-- Examine and interpret primary source materials
-- Construct and interpret timelines and charts
-- Identify the role of individuals in historical events

Resources

Major Texts
-- The American Pageant, 11th ed, by Houghton-Mifflin
-- A People's History by Howard Zinn

Videotapes
-- PBS's Liberty
-- Ken Burns: Lewis and Clark Expedition



Instructional Strategies

-- Discussion
-- Lecture
-- Group Work
-- Guided Practice, (e.g. How to set up a DBQ essay)
-- Role Playing

Assessment

-- Discussions
-- Weekly Flashcards
-- Quizzes
-- Exams, both multiple choice and essay
-- DBQ's
-- Tribunals and Skits
-- Simulations and projects
-- Review Activities

Outcomes

-- Students will demonstrate an understanding that history is an argument. This will be accomplished through the use of traditional and revisionist texts taught in a comparative approach.
-- Students will develop successful strategies for reading difficult texts, e.g. marginal notes, flashcards, outlining, etc.
-- Students will develop critical thinking skills by analyzing complex and contradictory historical data to arrive at original thesis statements.
-- Students will sharpen writing skills through the practice of writing clear, persuasive essays.
-- Students will improve oral presentations skills by wrestling with difficult questions of national identity both in socratic discussions and organized debates.
-- Students will successfully demonstrate their knowledge and writing skills by scoring a three or higher on the AP US History Exam in May.
-- Students will be able to describe the Enlightenment and the rise of democratic ideas as the context in which the nation was founded.
-- Students will be able to analyze the ideological origins of the American Revolution, the Founding Fathers' philosophy of divinely bestowed unalienable natural rights, the debates on the drafting and ratification of the Constitution, and the addition of the Bill of Rights.
-- Students will be able to understand the history of the Constitution after 1787 with emphasis on federal versus state authority and growing democratization.