Table of Contents
Table of Contents
AP Time Period 1: 1491-1607
AP Time Period 2: 1607-1754
AP Time Period 3: 1754-1800
AP Time Period 4: 1800-1848
AP Time Period 5: 1844-1877
AP Time Period 6: 1877-1898
AP Time Period 7: 1890-1945
AP Time Period 8: 1945-1980
AP Time Period 9: 1980-Present
AP Time Period 1 1491-1607
LLPH Chapter(s)
Guiding Question(s)
Essay Question(s)
Number of Days
How did the collision of cultures create a “New World”?
8 Days of Instruction 1 Day of Review & Writing Practice
Chapter 1: 1491-1607
Compare and contrast British and Spanish imperial goals in the New World between 1491 and 1763.
- explain the development of the systems of exchange of resources, goods, and peoples between Europe, Africa, and the Americas that developed due to European exploration of the Atlantic world
- evaluate the social, cultural, geographic, economic, and political impact of European contact with Native Americans and the Americas
Chapter Objectives
Period 1 Calendar
Period 1 Overview
AP Time Period 1 1491-1607
Principles and Virtues
Day 5
Principles and Virtues
Day 4
Principles and Virtues
Day 3
How did the Columbian Exchange affect Europe and the Americas? (1.4)
Principles and Virtues
Day 2
What were the causes of European exploration and conquest in the Americas? (1.3)
Principles and Virtues
Day 1
What was the context for European encounters in the Americas from 1491-1607? (1.1)
What characterized Native American societies before European contact? (1.2)
How did the Columbian Exchange affect Europe and the Americas? (1.4)
How did the Columbian Exchange affect Europe and the Americas? (1.4)
Principles and Virtues
Day 9
Assessment
Principles and Virtues
Day 8
Review & Writing Practice: Thesis Statements
Principles and Virtues
Principles and Virtues
Day 7
Day 6
How did the Spanish Empire in North America shape the development of social and economic structures over time? How did various cultures interact with each other in the Americas? How did they change as a result of this interaction? (1.5, 1.6)
How did the Spanish Empire in North America shape the development of social and economic structures over time? How did various cultures interact with each other in the Americas? How did they change as a result of this interaction? (1.5, 1.6)
Period 1 Calendar
Period 1 Overview
AP Time Period 1 1491-1607
Day 2: 1491-1607
Day 1: 1491-1607
Days 3-5: 1491-1607
What was the context for European encounters in the Americas from 1491-1607? What characterized Native American societies before European contact?
What were the causes of European exploration and conquest in the Americas?
How did the Columbian Exchange affect Europe and the Americas?
Principles and Virtues
Principles and Virtues
Prep work: Chapter 1 (1491-1607) Introductory Essay and selected assessments
Read ahead: Hakluyt, Principal Voyages Primary Source
Primary Source analysis:
- Columbus’s Letter to Ferdinand and Isabella of Spain, 1494
- Cortés’s Account of Tenochtitlan, 1522
- Las Casas on Destruction of the Indies, 1552
- The Florentine Codex, c. 1585
Extend Option A: Montezuma and Cortés Decision Point and selected assessments
Read Ahead: First Contacts Narrative and selected assessments
In Class: Primary Source analysis: Richard Hakluyt and the Case for Undertaking Sea Voyages Lesson
Extend Option B: Hernando de Soto Narrative and selected assessments
Read Ahead: Columbian Exchange Narrative and selected assessments
Prep work: Native People Narrative and selected assessments
In Class: Question Formulation Technique (QFT): Map Analysis, 1491-1754
Extend Option A: Ship Technology Lesson: Sorting and Timeline Activity
In Class: Paideia Seminar: Christopher Columbus
Or
In Class: Primary Source analysis: The Oral Tradition of the Foundation of the Iroquois Confederacy
Extend Option B: Henry Hudson and Exploration Narrative and selected assessments
In Class: Debate: Should We Remember Christopher Columbus as a Conqueror or Explorer? Point-Counterpoint
Period 1 Calendar
Period 1 Overview
AP Time Period 1 1491-1607
Day 9: 1491-1607 Assessment
Days 6-7: 1491-1607
Day 8: 1491-1607
How did the Spanish Empire in North America shape the development of social and economic structures over time?
How did various cultures interact with each other in the Americas? How did they change as a result of this interaction?
How did the collision of cultures create a “New World”?
Principles and Virtues
Principles and Virtues
Principles and Virtues
In Class: Writing Practice: Building Thesis Statements Lesson: How did the collision of cultures create a “New World”?
Read Ahead: Life in the Spanish Colonies Narrative and selected assessments
Read Ahead: Origins of the Slave Trade Narrative and selected assessments
In Class: Annotated illustration: Working individually or in small groups, have students draw and annotate a scene from a day in the life of a typical Spanish settlement. Illustrations should depict the interactions of various people, economic transitions, and relevant aspects of the landscape that influenced the development of the colonies.
Period 1 Calendar
Period 1 Overview
AP Time Period 2 1607-1754
LLPH Chapter(s)
Essay Question(s)
Number of Days
Guiding Question(s)
15 Days of Instruction 1 Day of Review & Writing Practice 1 Day of Assessment 1 Day for make-up or stretch
Chapter 2: 1607-1763
What religious, political, and social movements and events fostered a sense of autonomy from Great Britain among the American colonists between 1607 and 1763?
What religious, political, and social movements and events fostered a sense of autonomy from Great Britain among the American colonists between 1607 and 1763?
- identify characteristics of and evaluate changes and continuities in colonial life for various groups in the seventeenth and eighteenth centuries
- compare colonies in North America to evaluate regional differences
- analyze the conflicts between colonists and the native populations as well as between European powers on the continent
Chapter Objectives
Period 2 Calendar
Period 2 Overview
AP Time Period 2 1607-1754
Principles and Virtues
Day 1
What was the context for the colonization of North America from 1607 to 1763? (2.1)
Principles and Virtues
Day 2
How and why did various European colonies develop and expand? (2.2)
Principles and Virtues
Day 3
What shaped the development and expansion of various British colonies? How did they compare to each other? (2.3)
Principles and Virtues
Day 5
Principles and Virtues
Day 4
What shaped the development and expansion of various British colonies? How did they compare to each other? (2.3)
What shaped the development and expansion of various British colonies? How did they compare to each other? (2.3)
Principles and Virtues
Day 8
What were the causes and effects of slavery in the various British colonial regions? How did enslaved people respond to slavery? (2.6)
Principles and Virtues
Principles and Virtues
Principles and Virtues
Day 7
Day 9
Day 10
How and why did interactions between various European nations and American Indians change over time? (2.5)
What were the causes and effects of slavery in the various British colonial regions? How did enslaved people respond to slavery? (2.6)
Principles and Virtues
Day 6
What were the causes and effects of transatlantic trade in the colonial period? (2.4)
How and why did an “American” culture emerge over time? What events and policies affected how the colonists viewed their relationship with Britain? (2.7)
Principles and Virtues
Day 14
What were the causes and effects of the Seven Years’ War (the French and Indian War)? (3.2)
Principles and Virtues
Day 12
Principles and Virtues
Day 15
Review and Writing Practice: Comparison
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Principles and Virtues
Day 11
Day 13
How and why did an “American” culture emerge over time? What events and policies affected how the colonists viewed their relationship with Britain? (2.7)
How and why did an “American” culture emerge over time? What events and policies affected how the colonists viewed their relationship with Britain? (2.7)
How and why did an “American” culture emerge over time? What events and policies affected how the colonists viewed their relationship with Britain? (2.7)
Principles and Virtues
Day 17
Assessment/Stretch/Make-Up
Principles and Virtues
Day 16
Assessment
Period 2 Calendar
Period 2 Overview
AP Time Period 2 1607-1754
Day 1: 1607-1754
Day 2: 1607-1754
Days 3-5: 1607-1754
What was the context for the colonization of North America from 1607 to 1763?
How and why did various European colonies develop and expand?
What shaped the development and expansion of various British colonies? How did they compare to each other?
Principles and Virtues
Principles and Virtues
Principles and Virtues
Read Ahead: Chapter 2 (1607-1763) Introductory Essay and selected assessments
Read Ahead: The English Come to America Narrative and selected assessments
In Class: Jigsaw readings and comparative chart; comparative outline/essay using chart:
Pilgrims to the New World 1620 Decision Point and selected assessments
In Class: Primary Source analysis: Maps Showing the Evolution of Settlement, 1624–1755
The Founding of Maryland 1632 Narrative and selected assessments
Primary Source analysis:
A City Upon a Hill: Winthrop’s “Modell of Christian Charity,” 1630
William Penn and the Founding of Pennsylvania 1681 Narrative and selected assessments
Anne Hutchinson and Religious Dissent 1630s – 40s Narrative and selected assessments
Primary Source analysis:
William Penn’s Letter Recruiting Colonists, 1683
Period 2 Calendar
Period 2 Overview
AP Time Period 2 1607-1754
Day 6: 1607-1754
Day 7: 1607-1754
Days 8-9: 1607-1754
Days 10-11: 1607-1754
What were the causes and effects of transatlantic trade in the colonial period?
How and why did interactions between various European nations and American Indians change over time?
What were the causes and effects of slavery in the various British colonial regions? How did enslaved people respond to slavery?
How and why did an “American” culture emerge over time? What events and policies affected how the colonists viewed their relationship with Britain?
Principles and Virtues
Principles and Virtues
Principles and Virtues
Principles and Virtues
In Class: Mercantilism Primary Source Analysis and Political Cartoons
Read Ahead: The Anglo-Powhatan War of 1622 Narrative and selected assessments
Read Ahead: The Stono Rebellion 1739 Narrative and selected assessments
Read Ahead: Colonial Identity: English or American? Point-Counterpoint
Read Ahead: Germantown Friends’ Antislavery Petition, 1688, Primary Source
In Class: Colonial Comparison: Examine and compare colonial charters
Read Ahead: King Philip’s War 1675 – 78 Decision Point and selected assessments
Or
In Class: Annotated Timeline: Slavery to c. 1750
Working individually or in small groups, have students create a timeline of the development of slavery in the New World from the arrival of the Spanish (1492) to c. 1750. Use different colors to indicate events relevant to French, Spanish, and English colonies.
In Class: Comparative outline/essay: conflict with American Indians during the colonial period using the examples of The Anglo-Powhatan War and King Philip’s War
In Class: Unit 1 Civics Connection: Examine primary sources from John Locke, colonial charters, and revolutionary writings for influences on the development of republicanism in the American colonies
Extension: The Fur Trade Narrative and selected assessments
Period 2 Calendar
Period 2 Overview
AP Time Period 2 1607-1754
Days 10-11: 1607-1754 Cont.
Days 12-13 : 1607-1754
Days 14-15: 1607-1754
How and why did an “American” culture emerge over time? What events and policies affected how the colonists viewed their relationship with Britain?
How and why did an “American” culture emerge over time? What events and policies affected how the colonists viewed their relationship with Britain?
What were the causes and effects of the Seven Years’ War (the French and Indian War)?
Principles and Virtues
Principles and Virtues
Principles and Virtues
Read Ahead: Bacon’s Rebellion 1676 Narrative and selected assessments
Read Ahead: A Clash of Empires: The French and Indian War 1754 – 63 Narrative and selected assessments
Extension Options:
Benjamin Franklin (1706 – 1790) and the American Enlightenment Narrative and selected assessments
Read Ahead: The Great Awakening 1730s – 40s Narrative and selected assessments
Read Ahead: Wolfe at Quebec and the Peace of 1763 Narrative and selected assessments
In Class: Primary Source analysis: Bacon vs. Berkeley on Bacon’s Rebellion, 1676
Read Ahead: Pontiac’s Rebellion Narrative
Benjamin Franklin Mini DBQ
In Class: Flow chart of the Seven Years War - Working individually or in small groups, have students create an illustrated flow chart depicting major events of the Seven Years’ War (the French and Indian War) and their effects.
In Class: Read and complete historical reasoning questions in graphic organizer, What was the Great Awakening? Point – Counterpoint
Albany Plan of Union 1754 Narrative and selected assessments
In Class: Class debate/discussion using: What was the Great Awakening? Point – Counterpoint
The Salem Witch Trials 1692-93 Narrative and selected assessments
Extension: Washington’s Journal: Expeditions to Disputed Ohio Territory 1753–1754 Primary Source
Period 2 Calendar
Period 2 Overview
AP Time Period 2 1607-1754
Days 16-18: 1607-1754
Writing Practice: Comparison
Principles and Virtues
In Class: Unit 2 Essay Activity
Option A:
Compare and contrast British and Spanish imperial goals in the New World between 1491 and 1763.
Option B:
Compare and contrast the impact of TWO of the following on colonial North American development between 1607 and 1763: Puritanism, the Enlightenment, the first Great Awakening.
Or
Period 2 Calendar
Period 2 Overview
AP Time Period 3 1754-1800
LLPH Chapter(s)
Guiding Question(s)
Number of Days
Essay Question(s)
16 Days of Instruction 1 Day of Review & Writing Practice 1 Day for Assessment
Chapter 3: 1763-1789 Chapter 4: 1789-1800
What is the “American Experiment”? How can a nation stay unified despite divisions?
To what extent did the legacies of the Revolution affect the creation of a new government for the new nation?
- identify and evaluate the causes of the Declaration of Independence
- evaluate the causes and effects of key events in the Revolutionary War
- compare various perspectives on constitutional principles and assess arguments surrounding the structure of the new Union under the Constitution
- analyze the foreign and domestic policies of the Washington and Adams administrations and evaluate the constitutional basis for those policies and the opposition to them
- describe and compare the shaping of a unified American identity across various regions, the reasons for continued regional differences, and the effects of unity or differences in responses to national issues
Chapter Objectives
Period 2 Calendar
Period 2 Overview
AP Time Period 3 1754-1800
Principles and Virtues
Day 1
What was the context in which America gained independence and developed a sense of national identity? (3.1, 3.11)
Principles and Virtues
Day 2
Principles and Virtues
Day 3
How did British colonial policies regarding North America lead to the Revolutionary War? (3.3)
Principles and Virtues
Day 5
Principles and Virtues
Day 4
How and why did colonial attitudes about government change leading up to the American Revolution? (3.4)
What was the context in which America gained independence and developed a sense of national identity? (3.1, 3.11)
How and why did colonial attitudes about government change leading up to the American Revolution? (3.4)
Principles and Virtues
Day 8
How did the American Revolution affect society? What was the global impact of the American Revolution? (3.6)
Principles and Virtues
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Principles and Virtues
Day 7
Day 9
Day 10
What were the different ideological positions on the structure and function of the federal government at the Constitutional Convention? To what extent did they compromise? (3.8)
To what extent did the Articles of Confederation meet the needs of the new nation? (3.7)
Principles and Virtues
Day 6
What contributed to the American victory in the Revolutionary War? (3.5)
What contributed to the American victory in the Revolutionary War? (3.5)
Principles and Virtues
Day 12
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Principles and Virtues
Day 15
Day 14
How and why did political ideas, institutions, and party systems develop and change in the new republic? (3.10)
How and why did political ideas, institutions, and party systems develop and change in the new republic? How did foreign policy challenges contribute to this? (3.10)
Principles and Virtues
Day 11
Principles and Virtues
Day 13
What were the different ideological positions on the structure and function of the federal government at the Constitutional Convention? To what extent did they compromise? (3.8)
What were the continuities and changes in the structure and functions of the government with the ratification of the Constitution? (3.9)
What were the continuities and changes in the structure and functions of the government with the ratification of the Constitution? (3.9)
Principles and Virtues
Day 17
Review and Writing Practice: Causation
Principles and Virtues
Day 16
How and why did migration and immigration to and within North America cause competition and conflict? (3.12)
Principles and Virtues
Day 18
Assessment
Period 2 Calendar
Period 2 Overview
AP Time Period 3 1754-1800
Days 1-2: 1754-1800
Day 3: 1754-1800
Days 4-5: 1754-1800
What was the context in which America gained independence and developed a sense of national identity?
How did British colonial policies regarding North America lead to the Revolutionary War?
How and why did colonial attitudes about government change leading up to the American Revolution?
Principles and Virtues
Principles and Virtues
Principles and Virtues
Read Ahead: Chapter 3 (1763-1789) Introductory Essay and selected assessments
Read Ahead: Stamp Act Resistance Narrative and selected assessments
Read Ahead: Read and annotate Signing the Declaration of Independence Decision Point and selected assessments
In Class: Acts of Parliament Primary Source Analysis and Gallery Walk
Read Ahead: Boston Tea Party Narrative and selected Assessments
In Class: The Path to Independence Primary Source Analysis: Evaluate calls for resistance against Britain
In Class: Primary Source analysis: John Dickinson, Letters from a Farmer in Pennsylvania, 1767–1768 (Primary Source)
Thomas Paine, Common Sense, 1776 (Primary Source)
Period 3 Calendar
Period 3 Overview
AP Time Period 3 1754-1800
Days 6-7: 1754-1800
Day 8: 1754-1800
Day 9: 1754-1800
Days 10-11: 1754-1800
What contributed to the American victory in the Revolutionary War?
How did the American Revolution affect society? What was the global impact of the American Revolution?
To what extent did the Articles of Confederation meet the needs of the new nation?
What were the different ideological positions on the structure and function of the federal government at the Constitutional Convention? To what extent did they compromise?
Principles and Virtues
Principles and Virtues
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Principles and Virtues
Read Ahead: Read and annotate Loyalist vs. Patriot Decision Point and selected assessments
Read Ahead: Judith Sargent Murray, “On the Equality of the Sexes,” 1790, Primary Source
In Class: Read and annotate The Annapolis Convention Decision Point and selected assessments
Read Ahead: Read and annotate Constitutional Convention narrative
Read Ahead: Read and annotate the Ratification Debate on the Constitution narrative and selected assessments
Read Ahead: Read and annotate Washington Crossing the Delaware narrative, The Battle of Saratoga and the French Alliance narrative, selected assessments
Read Ahead: Read and annotate Mercy Otis Warren narrative and selected assessments
In Class: Primary Source analysis:The Articles of Confederation, 1781
In Class: Constitutional Convention Lesson: Comparing the Articles of Confederation with the Constitution
In Class: Class debate/discussion: What were the arguments for supporting the Loyalist and Patriot causes?
In Class: DBQ: The Global Impact of the American Revolution
The Northwest Ordinance, 1787
In Class: Primary Source analysis: Joseph Plumb Martin, The Adventures of a Revolutionary Soldier, 1777
Extension: Argumentation: The Process of Compromise Reading and Webquest
Extension: Abigail Adams: “Remember the Ladies” Mini DBQ
Extension: Art Analysis: Washington Crossing the Delaware
Period 3 Calendar
Period 3 Overview
AP Time Period 3 1754-1800
Day 14: 1754-1800
Days 10-11: 1754-1800
Days 12-13: 1754-1800
Day 15: 1754-1800
How and why did political ideas, institutions, and party systems develop and change in the new republic?
How and why did political ideas, institutions, and party systems develop and change in the new republic?
What were the different ideological positions on the structure and function of the federal government at the Constitutional Convention? To what extent did they compromise?
What were the continuities and changes in the structure and functions of the government with the ratification of the Constitution?
Principles and Virtues
Principles and Virtues
Principles and Virtues
Read Ahead: Chapter 4 Introductory Essay: 1789-1800 and selected assessments
Read Ahead: Read and annotate The Compromise of 1790 Decision Point
Read and Annotate: The XYZ Affair and the Quasi-War with France
Read Ahead: Read and annotate Constitutional Convention narrative
Read Ahead: Read and complete historical reasoning questions in graphic organizer: Is the Constitution a Proslavery Document? Point-Counterpoint
In Class: Primary Source Analysis:
Thomas Jefferson on the Compromise of 1790
Read and Annotate: The Alien and Sedition Acts narrative and selected assessments
Read Ahead: Read and annotate the Ratification Debate on the Constitution narrative and selected assessments
In Class: Discuss/debate using the Is the Constitution a Proslavery Document? Point-Counterpoint
In Class: Primary Source Analysis: Writings of Jefferson and Hamilton, 1785-1790
Primary Source Analysis
George Washington's Farewell Address, 1796
In Class: Primary Source analysis:
Belinda Sutton, Petition to the Commonwealth of Massachusetts, 1783
Quaker Anti-Slavery Petition, 1783
In Class: Constitutional Convention Lesson: Comparing the Articles of Confederation with the Constitution
Extend: Actions of the First Congress Lesson: Paraphrase and evaluate the constitutional amendments proposed by James Madison in 1789
Cartoon Analysis: Property Protected a la Francoise, 1798
Extension Options:
Kentucky and Virginia Resolutions, 1798 and 1799
Benjamin Franklin and the First Abolitionist Petitions narrative
Extension: Argumentation: The Process of Compromise Reading and Webquest
Cartoon Analysis: Congressional Pugilists, 1798
Robert Carter and Manumission Decision Point
Extend: The National Bank Debate Lesson: Examine primary sources to understand the arguments for and against the creation of a national bank
The Failure of the Founders to Address Slavery [from mountvernon.org] Lesson: Primary Source Analysis
Period 3 Calendar
Period 3 Overview
AP Time Period 3 1754-1800
Day 16: 1754-1800 How and why did migration and immigration to and within North America cause competition and conflict? (3.12)
Days 17-18: 1754-1800 Review & Assessment
Principles and Virtues
Principles and Virtues
Read Ahead: The Battle of Fallen Timbers narrative and selected assessments
Unit 2 Essay Activity: Option A:
Analyze the causes of the American Revolution. To what extent did the legacies of the Revolution affect
the creation of a new government for the new nation? Option B:
Analyze the causes of the political divisions that emerged during the Washington and Adams
administrations (1789–1801).
In Class: Primary Source Analysis and Comparison:
- The Royal Proclamation of 1763
- The Treaty of New York, 1790
Period 3 Calendar
Period 3 Overview
AP Time Period 4 1800 - 1848
LLPH Chapter(s)
Guiding Question(s)
Essay Question(s)
Number of Days
Chapter 5: 1800-1828 Chapter 6: 1828-1848
Was the early republic truly an Era of Good Feelings? Was the democratization of politics during the Jacksonian era a shift from Founding era political theory?
Was the early republic truly an Era of Good Feelings? Was the democratization of politics during the Jacksonian era a shift from Founding era political theory?
16 Days of Instruction 1 Day of Review & Writing Practice 1 Day for Assessment
- explain the causes of the expansion of slavery and its influence on national politics and sectionalism.
- evaluate national politics during the so-called Era of Good Feelings to determine if that title is valid.
- analyze the effects of the Monroe Doctrine on domestic and international politics during this period.
- explore the expansion of democracy in the Jacksonian era and its limits.
- explore the sources of unity and conflict in American politics and society during the Jackson presidency, westward expansion, antebellum reform.
- compare the democratization of politics during the Jacksonian era with the ideals of the Founding era.
Chapter Objectives
Period 4 Calendar
Period 4 Overview
AP Time Period 4 1800-1848
Principles and Virtues
Day 1
Setting the scene: What was the context in which the republic developed from 1800 to 1848? (4.1)
How did national political parties in the Jeffersonian Era debate issues such as the tariff, government powers, and foreign relations? (4.2)
Principles and Virtues
Principles and Virtues
Day 2
Day 4
How did national political parties in the Jeffersonian Era debate issues such as the tariff, government powers, and foreign relations? (4.2)
To what extent did regional interests affect debates on slavery and economic policy? (4.3)
Principles and Virtues
Day 3
Principles and Virtues
Day 5
How did national political parties in the Jeffersonian Era debate issues such as the tariff, government powers, and foreign relations? (4.2)
To what extent did regional interests affect debates on slavery and economic policy? (4.3)
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Day 7
Day 9
Day 10
Why and how did the United States seek influence and control in the Western Hemisphere? (4.4)
What were the causes and effects of the expansion of participatory democracy from 1800 to 1848? (4.7)
How did new political parties continue debates on the role of the federal government? (4.8)
What were the causes and effects of the Market Revolution? (4.5, 4.6)
Principles and Virtues
Day 6
Principles and Virtues
Day 8
To what extent did regional interests affect debates on slavery and economic policy? (4.3)
Why and how did the United States seek influence and control in the Western Hemisphere? (4.4)
Principles and Virtues
Day 12
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Principles and Virtues
Day 15
Day 14
What were the continuities and changes in the experience of African Americans from 1800 to 1848? (4.12)
Principles and Virtues
Day 11
How and why did a new American culture develop in the first half of the nineteenth century? (4.9)
What were the causes of the Second Great Awakening? (4.10)
Principles and Virtues
Day 13
How and why did reform movements develop and expand from 1800 to 1848? (4.11)
How and why did a new American culture develop in the first half of the nineteenth century? (4.9)
What were the causes of the Second Great Awakening? (4.10)
How and why did reform movements develop and expand from 1800 to 1848? (4.11)
Principles and Virtues
Day 17
Review and Writing Practice: Continuity and Change
Principles and Virtues
Day 16
What influenced the development of the South from 1800 to 1848? (4.13)
Principles and Virtues
Day 18
Assessment
Period 4 Calendar
Period 4 Overview
AP Time Period 4 1800-1848
Day 1: 1800-1848
Days 4-6: 1800-1848
Days 2-3: 1800-1848
What was the context in which the republic developed from 1800 to 1848? (4.1)
How did national political parties in the Jeffersonian Era debate issues such as the tariff, government powers, and foreign relations? (4.2)
How did national political parties in the Jeffersonian Era debate issues such as the tariff, government powers, and foreign relations? (4.2)
To what extent did regional interests affect debates on slavery and economic policy? (4.3)
Principles and Virtues
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Read Ahead: Chapter 5 Introductory Essay and selected assessments
Read Ahead: Read and annotate The Lewis and Clark Expedition Narrative 1804 – 1806 and selected assessments
Read Ahead: Read and annotate the Missouri Compromise 1820 Decision Point and selected assessments
In Class: Primary Source Analysis:
The Journals of Lewis and Clark, 1805 Primary Source
Read Ahead: Read and annotate The Nullification Crisis narrative and selected assessments
In Class: Read and complete historical reasoning questions in graphic organizer: Was the Election of 1800 a Revolution? Point-Counterpoint
In Class: Annotated Map: Journey of Lewis and Clark
In Class: Read and complete historical reasoning questions in graphic organizer: Did the Missouri Compromise Merely Delay War? Point-Counterpoint
Read Ahead: Read and annotate Marbury v. Madison 1803 Decision Point and selected assessments
In Class: Class debate/discussion using the Did the Missouri Compromise Merely Delay War? Point-Counterpoint
In Class: Class debate/discussion using the Was the Election of 1800 a Revolution? Point-Counterpoint
In Class: John Marshall’s Landmark Cases DBQ
In Class: Primary Source Analysis: Henry Clay, Speech on American Industry, 1824
John C. Calhoun, South Carolina Exposition and Protest, 1828
Webster-Hayne Debates 1830 Primary Source
Period 4 Calendar
Period 4 Overview
AP Time Period 4 1800-1848
Day 6 (cont.): 1800-1848
Days 7-8: 1800-1848
Day 9 : 1800-1848
Day 10: 1800-1848
Why and how did the United States seek influence and control in the Western Hemisphere?
What were the causes and effects of the Market Revolution?
To what extent did regional interests affect debates on slavery and economic policy?
What were the causes and effects of the expansion of participatory democracy from 1800 to 1848?
How did new political parties continue debates on the role of the federal government?
Principles and Virtues
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Read Ahead: Read and annotate The Trail of Tears Narrative 1831 – 1839 and selected assessments
Read Ahead: Chapter 6 Introductory Essay: 1828-1848 and selected assessments
In Class: Art Analysis: The County Election by George Caleb Bingham, 1854
(See previous week)
Read Ahead: Indian Removal Act, 1830, and Chief John Ross’s Memorial and Protest to Congress, 1836 Primary Source
In Class: Annotated timeline: 1828-1844
In Class: Read and annotate Andrew Jackson’s Veto of the National Bank decision point and selected assessments
In Class: Responses to the Cherokee Removal DBQ
Optional Extension: Native Americans in American Art Analysis Lesson
In Class: Primary Source Analysis:
Andrew Jackson’s Bank Veto Message, 1832
Period 4 Calendar
Period 4 Overview
AP Time Period 4 1800-1848
Day 11: 1800-1848
Days 12-13: 1800-1848
Day 14: 1800-1848
Day 15: 1800-1848
How did new political parties continue debates on the role of the federal government?
How and why did a new American culture develop in the first half of the nineteenth century?
What were the continuities and
changes in the experience of
African Americans from 1800 to 1848?
What influenced the development of the South from 1800 to 1848?
How and why did reform movements develop and expand from 1800 to 1848?
Principles and Virtues
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Read Ahead: Read and annotate Elizabeth Cady Stanton and the Struggle for Women’s Suffrage and selected assessments
Read Ahead: Read and annotate Nat Turner’s Rebellion narrative
Read Ahead: Read and annotate Eli Whitney and the Cotton Gin narrative and selected assessments
In Class: Primary Source Analysis: Alexis de Tocqueville, Democracy in America, 1835
Frederick Douglass’s Path to Freedom narrative and selected assessments
Sarah M. Grimké, Letters on the Equality of the Sexes and the Condition of Women, 1837
In Class: Changing Views of Slavery DBQ
Ralph Waldo Emerson, “The American Scholar,” 1837
In Class: The Women’s Movement and the Seneca Falls Convention Lesson: Primary Source Analysis and Comparison of the Declaration Independence, the Declaration of Sentiments, and writings from men and women involved in the women’s rights movement
In Class: Primary Source Analysis:
David Walker, "An Appeal to the Coloured Citizens of the World," 1829
In Class: Primary Source Analysis: Jedediah Burchard, Revivalist Sermon, 1835
Optional Extension: Dorothea Dix, Memorial to the Legislature of Massachusetts, 1843
Frederick Douglass, Narrative of the Life of Frederick Douglass, 1845
Period 4 Calendar
Period 4 Overview
AP Time Period 4 1800-1848
Day 16: 1800-1848
Day 17: 1800-1848
Review & Writing Practice
Assessment
Principles and Virtues
Principles and Virtues
Option A: Evaluate the extent to which the “Era of Good Feelings” was a change from the founding spirit of the United States. In your response, consider the concepts of nationalism and sectionalism. Option B: Evaluate the extent to which the democratization of politics during the Jacksonian Era was a change from founding-era political theory.
Instructor designs
Period 4 Calendar
Period 4 Overview
AP Time Period 5 1844-1877
LLPH Chapter(s)
Number of Days
Guiding Question(s)
Essay Question(s)
Chapter 7: 1848-1860 Chapter 8: 1860-1877
Was the Civil War inevitable? Did the Civil War help create a more perfect Union?
Was the Civil War inevitable? Did the Civil War help create a more perfect Union?
18 Days of Instruction 2 Days of Review & Writing Practice 1 Day for Assessment
- explain how the acquisition of new territories changed the social, cultural, and economic landscape of the United States
- analyze the causes of sectional tensions including slavery, westward expansion, economics, and cultural differences.
- analyze the causes of the Civil War and whether that war could have been avoided.
- examine the relationship between military events in the Civil War and changes in politics, society, and justice for African Americans.
- analyze the changing nature of the goals of the Civil War and whether it wrought a “second American Revolution.”
- evaluate whether justice for African Americans was achieved through Reconstruction.
Chapter Objectives
Period 5 Calendar
Period 5 Overview
AP Time Period 5 1844-1877
Principles and Virtues
Day 1
Setting the scene: What was the context in which sectional conflict emerged from 1844 to 1860? (5.1)
How did westward expansion contribute to this conflict? (5.2)
Principles and Virtues
Principles and Virtues
Day 2
Day 4
What were the causes and effects of the Mexican-American War? (5.3)
How did immigration affect American culture in the mid-nineteenth century? (5.5)
Principles and Virtues
Day 3
How did national leaders attempt to resolve the heated issue of slavery in the territories? (5.4)
Principles and Virtues
Day 5
How did regional differences related to slavery cause tension in the antebellum years? (5.5)
Principles and Virtues
Principles and Virtues
Principles and Virtues
Day 7
Day 9
Day 10
What were the effects of Abraham Lincoln’s election in 1860? (5.7)
How did Lincoln’s leadership affect the course of the Civil War? (5.9)
Principles and Virtues
Day 6
How did attempts at compromise over the issue of slavery fail? How did sectional parties emerge? (5.6)
Principles and Virtues
Day 8
What were the major events of the Civil War? What contributed to a Union victory? (5.8)
What were the major events of the Civil War? What contributed to a Union victory? (5.8)
Principles and Virtues
Day 12
Principles and Virtues
Principles and Virtues
Day 15
Day 14
Principles and Virtues
Day 11
Principles and Virtues
Day 13
What were the goals of Reconstruction and to what extent were those goals accomplished? (5.10)
What were the goals of Reconstruction and to what extent were those goals accomplished? (5.10)
What were the goals of Reconstruction and to what extent were those goals accomplished? (5.10)
What were the goals of Reconstruction and to what extent were those goals accomplished? (5.10)
How did Lincoln’s leadership affect the course of the Civil War? (5.9)
Principles and Virtues
Day 17
Review
Principles and Virtues
Day 16
What were the goals of Reconstruction and to what extent were those goals accomplished? (5.11)
Principles and Virtues
Principles and Virtues
Principles and Virtues
Day 20
Day 19
Day 18
Review & Writing Practice: Causation
Assessment
Assessment or Make-Up Day or Stretch
Period 5 Calendar
Period 5 Overview
AP Time Period 5 1844-1877
Day 1: 1844-1877
Day 4: 1844-1877
Day 3: 1844-1877
Day 2: 1844-1877
Day 5: 1844-1877
What was the context in which sectional conflict emerged from 1844 to 1860? (5.1)
How did westward expansion contribute to this conflict? (5.2)
What were the causes and effects of the Mexican-American War?
How did national leaders attempt to resolve the heated issue of slavery in the territories?
How did immigration affect American culture in the mid-nineteenth century?
How did regional differences related to slavery cause tension in the antebellum years?
Principles and Virtues
Principles and Virtues
Principles and Virtues
Principles and Virtues
Principles and Virtues
Read Ahead: Read and annotate Chapter 7 Introductory Essay: 1844–1860, selected assessments
Read Ahead: Read and annotate To Go to War with Mexico? Decision Point, selected assessments
Read Ahead: Read and annotate The Compromise of 1850 Decision Point, selected assessments
Read Ahead: Read and annotate Nativist Riots and the Know-Nothing Party narrative, selected assessments
Read Ahead: Read and annotate Harriett Beecher Stowe and Uncle Tom’s Cabin narrative, selected assessments
In Class: Primary Source analysis:
William Lloyd Garrison and Frederick Douglass’ Views on Abolition, 1845–1852
In Class: Primary Source analysis:
Daniel Webster, “7th of March,” 1850
In Class: Primary Source Analysis: American Progress by John Gast, 1872
In Class: Irish and German Immigration DBQ
In Class: Primary Source analysis:
John O’Sullivan, “Annexation,” 1845
In Class: Primary Source analysis:
Sojourner Truth, “Ain’t I a Woman?” 1851
In Class: Primary Source analysis:
Fugitive Slave Act, 1850
In Class: Read and complete historical reasoning questions in graphic organizer, To What Extent Were Manifest Destiny and Westward Expansion Justified? Point-counterpoint
In Class: Primary Source analysis:
Henry David Thoreau, “Slavery in Massachusetts,” 1854
In Class: Read and discuss: Thomas Sims and the Fugitive Slave Act of 1850 narrative
Debating the Mexican-American War, May 1846
In Class: Class debate/discussion using the To What Extent Were Manifest Destiny and Westward Expansion Justified? Point-counterpoint
Optional Extension: Harriet Tubman and the Underground Railroad narrative
Period 5 Calendar
Period 5 Overview
AP Time Period 5 1844-1877
Day 6: 1844-1877
Days 8-9: 1844-1877
Day 7: 1844-1877
Days 10-11: 1844-1877
How did attempts at compromise over the issue of slavery fail? How did sectional parties emerge?
What were the effects of Abraham Lincoln’s election in 1860?
What were the major events of the Civil War? What contributed to a Union victory?
How did Lincoln’s leadership affect the course of the Civil War?
Principles and Virtues
Principles and Virtues
Principles and Virtues
Principles and Virtues
In Class: Dred Scott v. Sandford DBQ
In Class: Primary Source analysis:
Mathew Brady, The Dead of Antietam Photography, 1862
Read Ahead: Read and annotate Abraham Lincoln and Emancipation Decision Point, selected assessments
Read Ahead and annotate: Kansas-Nebraska Act and Bleeding Kansas narrative
Read Ahead and annotate: John Brown and Harpers Ferry narrative
In Class: Jigsaw:
- Fort Sumter and the Coming of the War narrative
- The Battle of Antietam narrative
- Gettysburg and Vicksburg: July 4, 1863 narrative
- William Tecumseh Sherman and Total War narrative
- Grant and Lee at Appomattox Decision Point
- Women during the Civil War narrative
In Class: Rhetoric of Abraham Lincoln DBQ
Read Ahead and annotate: The Election of 1860 narrative
In Class: The Election of Lincoln and the Secession of Southern States DBQ
Optional Extension:
Primary Source Analysis: J.B. Elliott, Scott’s Great Snake (Anaconda Plan), 1861
Daniel Emmett’s “Dixie” and Julia Ward Howe’s “Battle Hymn of the Republic,” 1859 and 1861
Images of Total War: Sherman’s March to the Sea, 1865
Period 5 Calendar
Period 5 Overview
AP Time Period 5 1844-1877
Days 10-11: 1844-1877
Day 14: 1844-1877
Day 13: 1844-1877
Day 12: 1844-1877
Day 15: 1844-1877
What were the goals of Reconstruction and to what extent were those goals accomplished?
What were the goals of Reconstruction and to what extent were those goals accomplished?
What were the goals of Reconstruction and to what extent were those goals accomplished?
What were the goals of Reconstruction and to what extent were those goals accomplished?
How did Lincoln’s leadership affect the course of the Civil War?
Principles and Virtues
Principles and Virtues
Principles and Virtues
Principles and Virtues
Principles and Virtues
Read Ahead: Read and annotate Chapter 8 Introductory Essay: 1860-1877, selected assessments
In Class: Read and complete historical reasoning questions in graphic organizer, To what extent did American principles become a reality for African Americans during Reconstruction? Point-counterpoint
Read Ahead: Read and annotate The Ku Klux Klan and Violence at the Polls narrative, selected assessments
Read Ahead: Read and annotate Abraham Lincoln and Emancipation Decision Point, selected assessments
In Class: Emergence of Black Codes DBQ Lesson
In Class: Primary Source Analysis: The Rail Splitter at Work Repairing the Union, 1865
In Class: Primary Source Analysis:
Thomas Nast on Reconstruction, 1874
In Class: Rhetoric of Abraham Lincoln DBQ
In Class: Primary Source Analysis: Comparing Views of the Freedmen’s Bureau, 1866
In Class: Class debate/ discussion using the To what extent did American principles become a reality for African Americans during Reconstruction? Point-counterpoint
In Class: Primary Source Analysis:
Andrew Johnson’s Veto of the Civil Rights Act, 1866
In Class: Read and discuss O.O. Howard and the Freedmen’s Bureau narrative
Period 5 Calendar
Period 5 Overview
AP Time Period 5 1844-1877
Day 16: 1844-1877
Day 19: 1844-1877
Day 18: 1844-1877
Day 17: 1844-1877
Day 20: 1844-1877
What were the goals of Reconstruction and to what extent were those goals accomplished?
Review
Review & Writing Practice: Causation
Assessment
Assessment, Stretch, Make-Up Day
Principles and Virtues
Principles and Virtues
Principles and Virtues
Principles and Virtues
Principles and Virtues
In Class: Civics Connection: Equality, the Civil War, and Reconstruction Timeline and Analysis
Unit 4 Essay Activity: Option A: Explain the major causes of the Civil War Option B: Analyze the effects of the Civil War on U.S. politics and society
Period 5 Calendar
Period 5 Overview
AP Time Period 6 1877-1898
LLPH Chapter(s)
Number of Days
Guiding Question(s)
Essay Question(s)
Explain the extent to which industrialization brought social and economic continuity and change from 1877 to 1898. Explain how various factors contributed to continuity and change in the “New South” from 1877 to 1898.
Chapter 9: 1877-1898
16 Days of Instruction 1 Day of Review & Writing Practice 1 Day for Assessment 2 Days for Make-Up or Stretch
How did a changing view of government’s responsibility during the Gilded Age affect American society?
- evaluate the consequences of rapid industrialization and the rise of big business on American society and government.
- trace the rise of reform movements and how they changed American society and culture.
- evaluate the impact of immigration to and migration within the United States during the late nineteenth century.
Chapter Objectives
Period 6 Calendar
Period 6 Overview
AP Time Period 6 1865-1898
Principles and Virtues
Day 1
Setting the scene: What was the context for the rise of industrial capitalism in the United States? (6.1, 6.10)
Principles and Virtues
Principles and Virtues
Day 2
Day 4
What were the effects of new transportation and communication systems following the Civil War? (6.2)
How did western settlement affect relations with American Indians? (6.3)
Principles and Virtues
Day 3
What were the causes and effects of the settlement of the West from 1877 to 1898? (6.3)
Principles and Virtues
Day 5
How did a system of sharecropping and tenant farming emerge in the “New South?” How did this system end any gains for African Americans made during Reconstruction? (6.4)
Principles and Virtues
Principles and Virtues
Principles and Virtues
Day 7
Day 9
Day 10
To what extent were the natural, civil, and political rights of African Americans protected during the Gilded Age? (6.4)
How did the growth of industrial capitalism affect internal and international migration? What were the responses to immigration in this time period? (6.8, 6.9)
How did the growth of industrial capitalism affect the lives of business leaders and workers? (6.5, 6.6, 6.7)
Principles and Virtues
Day 6
How did African Americans fight for political and social equality? (6.4)
Principles and Virtues
Day 8
To what extent were the natural, civil, and political rights of African Americans protected during the Gilded Age? (6.4)
Principles and Virtues
Day 12
Principles and Virtues
Principles and Virtues
Day 15
Day 14
Principles and Virtues
Day 11
How did the growth of industrial capitalism affect internal and international migration? What were the responses to immigration in this time period? (6.8, 6.9)
Principles and Virtues
Day 13
What accounted for the rise and fall of political machines in the Gilded Age? (6.13)
What accounted for the rise and fall of political machines in the Gilded Age? (6.13) What accounted for the rise of Populist and Socialist parties during the Gilded Age? (6.13)
How did reform movements respond to the rise of industrial capitalism in the Gilded Age? (6.11)
What accounted for the rise and fall of political machines in the Gilded Age? (6.13) What accounted for the rise of Populist and Socialist parties during the Gilded Age? (6.13)
Principles and Virtues
Day 17
Review & Writing Practice: Continuity and Change
Principles and Virtues
Day 16
Why and how did policymakers look to the Pacific Rim and Asia for greater influence and control during the Gilded Age? (6.12)
Principles and Virtues
Principles and Virtues
Principles and Virtues
Day 20
Day 19
Day 18
Assessment
Assessment or Make-Up Day or Stretch
Assessment or Make-Up Day or Stretch
Period 6 Calendar
Period 6 Overview
AP Time Period 6 1865-1898
Day 1: 1865-1898
Day 3: 1865-1898
Day 2: 1865-1898
Day 4: 1865-1898
Day 5: 1865-1898
What were the effects of new transportation and communication systems following the Civil War?
What were the causes and effects of the settlement of the West from 1877 to 1898?
How did western settlement affect relations with American Indians?
How did a system of sharecropping and tenant farming emerge in the New South? How did this system end any gains for African Americans made during Reconstruction?
What was the context for the rise of industrial capitalism in the United States?
Principles and Virtues
Principles and Virtues
Principles and Virtues
Principles and Virtues
Principles and Virtues
Read Ahead: Read and annotate The Transcontinental Railroad
Read Ahead: Frederick Jackson Turner, “The Significance of the Frontier in American History,” 1893 primary source
Read Ahead: Read and annotate George Custer, Sitting Bull, and the 1876 Battle of the Little Bighorn narrative and selected assessments
Read Ahead: Ida B. Wells, “Lynch Law,” 1893 primary source
Read Ahead: Read and annotate Chapter 9 (1877-1898) introductory essay and selected assessments
In Class: Read and discuss gains and losses for African Americans 1860 - 1898 Ida B. Wells and the Campaign against Lynching narrative
In Class: Read and complete historical reasoning questions in graphic organizer, Was Frederick Jackson Turner’s Frontier Thesis of 1893 Myth or Reality? Point – counterpoint
Read Ahead: The Brooklyn Bridge narrative and selected assessments
In Class: Primary Source Analysis:
The Dawes Act, 1887
In Class: Annotated drawings:
The Transcontinental Railroad and the Brooklyn Bridge as symbols of the Gilded Age
In Class: Primary Source Analysis:
Images from the Carlisle Indian School, 1880s
In Class: Class debate/discussion using the Was Frederick Jackson Turner’s Frontier Thesis of 1893 Myth or Reality?
Plessy v. Ferguson narrative
Optional Extension: Cowboys and Cattle Drives narrative and selected assessments
Period 6 Calendar
Period 6 Overview
AP Time Period 6 1865-1898
Day 6: 1865-1898
Days 7-8: 1865-1898
Day 9: 1865-1898
Days 10-11: 1865-1898
How did African Americans fight for political and social equality?
How did the growth of industrial capitalism affect internal and international migration? What were the responses to immigration in this time period?
To what extent were the natural, civil, and political rights of African Americans protected during the Gilded Age?
How did the growth of industrial capitalism affect the lives of business leaders and workers?
Principles and Virtues
Principles and Virtues
Principles and Virtues
Principles and Virtues
Read Ahead: Read and annotate The Chinese Exclusion Act decision point
In Class: Unit 5 Civics Connection: Civil Rights and Economic Freedom Lesson: Timeline analyzing the extent to which the natural, civil, and political rights of African Americans were protected during the Gilded Age.
Read Ahead and annotate: Andrew Carnegie and the Creation of U.S. Steel
In Class: Debating Strategies for Change using Structured Academic Controversy: Booker T. Washington vs. W.E.B. Du Bois
Read Ahead and Annotate: Jane Addams, Hull House, and Immigration
Read Ahead and annotate The Homestead Strike narratives and selected assessments
In Class: Primary Source analysis:
Cartoon Analysis Immigration in the Gilded Age, 1882–1896 primary source
In Class: Read and complete historical reasoning questions in graphic organizer, Were the Titans of the Gilded Age “Robber Barons” or Entrepreneurial Industrialists? Point-counterpoint
In Class: Industry and Immigration in the Gilded Age Lesson: Primary source analysis of immigrant letters and immigration laws 1896-1897
In Class: Class debate/discussion using the Were the Titans of the Gilded Age “Robber Barons” or Entrepreneurial Industrialists?
Period 6 Calendar
Period 6 Overview
AP Time Period 6 1865-1898
Days 10-11: 1865-1898
Days 14-15: 1844-1877
Day 13: 1844-1877
Day 12: 1844-1877
What accounted for the rise of Populist and Socialist parties during the Gilded Age?
How did the growth of industrial capitalism affect internal and international migration? What were the responses to immigration in this time period?
How did reform movements respond to the ride of industrial capitalism in the Gilded Age?
What accounted for the rise and fall of political machines in the Gilded Age?
Principles and Virtues
Principles and Virtues
Principles and Virtues
Principles and Virtues
Read Ahead: Edward Bellamy, Looking Backward, 2000–1887, 1888 primary source
Read Ahead: Read and annotate William “Boss” Tweed and Political Machines narrative and selected assessments
Read Ahead: Read and annotate Ignatius Donnelly and the 1892 Populist Platform narrative and selected assessments
Read Ahead: Read and annotate The Chinese Exclusion Act decision point
In Class: Primary Source analysis:
Cartoon Analysis: Thomas Nast Takes on “Boss” Tweed, 1871
Read Ahead and Annotate: Jane Addams, Hull House, and Immigration
In Class: Debating Industrial Progress using Structured Academic Controversy: Andrew Carnegie vs. Henry George
In Class: Primary Source analysis:
William Jennings Bryan, “Cross of Gold” speech, 1896
In Class: Primary Source analysis:
Cartoon Analysis Immigration in the Gilded Age, 1882–1896 primary source
In Class: Read and complete historical reasoning questions in graphic organizer, Were Urban Bosses Essential Service Providers or Corrupt Politicians? Point-counterpoint
In Class: Populists and Socialists in the Gilded Age Lesson: Analyzing excerpts from political platforms and comparing philosophies
In Class: Industry and Immigration in the Gilded Age Lesson: Primary source analysis of immigrant letters and immigration laws 1896-1897
In Class: Class debate/discussion using the Were Urban Bosses Essential Service Providers or Corrupt Politicians? Point-counterpoint
Period 6 Calendar
Period 6 Overview
AP Time Period 6 1865-1898
Day 16: 1865-1898
Day 17: 1865-1898
Day 20: 1865-1898
Day 18: 1865-1898
Day 19: 1865-1898
Assessment or Stretch or Make-Up Day
Review & Writing Practice: Continuity and Change
Why and how did the policymakers look to the Pacific Rim and Asia for greater influence and control during the Gilded Age?
Assessment
Assessment or Stretch or Make-Up Day
Principles and Virtues
Principles and Virtues
Principles and Virtues
Principles and Virtues
Principles and Virtues
Unit 5 Essay Activity
Option A: Explain the extent to which industrialization brought social and economic continuity and change from 1877 to 1898.
Option B: Explain how various factors contributed to continuity and change in the “New South” from 1877 to 1898.
Instructor designs
Instructor designs
Read Ahead: Read and annotate The Annexation of Hawaii narrative and selected assessments
Instructor designs
In Class: The Annexation of Hawaii DBQ
Period 6 Calendar
Period 6 Overview
AP Time Period 7 1890-1945
LLPH Chapter(s)
Guiding & Essay Question(s)
Number of Days
Chapter 10: 1898-1919 Chapter 11: 1920-1932 Chapter 12: 1932-1945
19 Days of Instruction 1 Day of Review & Writing Practice 1 Day for Assessment 2 Days for Make-Up or Stretch
How did the Progressive vision shape American politics, society, and foreign policy from 1898 to 1917? How did the modernization of the American economy and society lead to cultural conflict during the 1920s? How did Franklin Roosevelt respond to the crises of the Great Depression at home and the war against tyrannical states during World War II abroad?
- understand how Progressive reforms expanded the role of government in the American economy and society.
- understand how Progressive ideas helped shape America’s expanding presence around the globe.
- compare and contrast the Progressive understanding of the scale, scope, and purpose of government with that of the Founders.
- explore whether the role of government changed from the Progressive Era to the 1920s and Great Depression.
- understand the different examples of cultural conflict that arose from the modernization of the economy and society.
- explore the different causes of the Great Depression and the debate over the government’s response to the crisis.
- assess the success of the federal government in solving the economic collapse of the Great Depression.
- explain the changes and continuities in U.S. foreign policy objectives during the 1930s and 1940s.
- explore the long-term changes to American society that were caused by World War II.
Chapter Objectives
Period 7 Calendar
Period 7 Overview
AP Time Period 7 1890-1945
Principles and Virtues
Principles and Virtues
Principles and Virtues
Day 2
Day 4
Day 3
What were the goals and effects of the Progressive reform movement? (7.4)
Principles and Virtues
Day 1
What were the major arguments of imperialists and anti-imperialists regarding the U.S.’s role in the world?
What were the effects of the Spanish-American War? (7.1 7.2, 7.3)
Principles and Virtues
Day 5
What were the major arguments of imperialists and anti-imperialists regarding the U.S.’s role in the world?
What were the effects of the Spanish-American War? (7.1 7.2, 7.3)
What were the goals and effects of the Progressive reform movement? (7.4)
To what extend did the Progressive reform movement affect the lives of African Americans? (7.4)
Principles and Virtues
Principles and Virtues
Principles and Virtues
Principles and Virtues
Day 7
Day 9
Day 10
What were the causes and consequences of U.S. involvement in World War I? (7.5)
Day 6
Principles and Virtues
Day 8
How did U.S. involvement in World War I affect attitudes toward immigration and civil liberties? (7.6)
What were the goals and effects of the Progressive reform movement? (7.4)
How did U.S. involvement in World War I affect attitudes toward immigration and civil liberties? (7.6)
How did U.S. involvement in World War I affect attitudes toward immigration and civil liberties? (7.6)
Principles and Virtues
Day 12
Principles and Virtues
Principles and Virtues
Day 15
Day 14
What were the causes of the Great Depression and its effects on the economy? (7.9)
How did the New Deal affect American political, social, and economic life? (7.10)
Principles and Virtues
Principles and Virtues
Day 11
Day 13
What were the causes and effects of innovations in communication and technology in the United States in the 1920s? (7.7)
How did growing cities offer both opportunity and challenges to African Americans? (7.8)
How did growing cities offer both opportunity and challenges to African Americans? (7.8)
Principles and Virtues
Day 17
How did U.S. participation in World War II affect American society? (7.12, 7.13)
Principles and Virtues
Day 16
What defined U.S. foreign policy in the years following World War I? (7.11)
Principles and Virtues
Principles and Virtues
Principles and Virtues
Day 20
Day 19
Day 18
How did U.S. participation in World War II affect American society? (7.12, 7.13)
How did U.S. participation in World War II affect American society? (7.12, 7.13)
Review and Writing Practice: Comparison and Causation
Principles and Virtues
Principles and Virtues
Day 22
Assessment or Make-Up Day or Stretch
Day 21
Assessment
Principles and Virtues
Day 23
Assessment or Make-Up Day or Stretch
Period 7 Calendar
Period 7 Overview
AP Time Period 7 1890-1945
Days 1-2: 1890-1945
Days 3-4: 1890-1945
Day 5: 1890-1945
What were the major arguments of imperialists and anti-imperialists regarding the U.S.’s role in the world?
What were the effects of the Spanish-American War?
What were the goals and effects of the Progressive reform movement?
What were the goals and effects of the Progressive reform movement?
Principles and Virtues
Principles and Virtues
Principles and Virtues
Read and annotate Wilsonian Progressivism 1913 – 1920 narrative and selected assessments
Read Ahead: Read and annotate Chapter 10 (1898-1919) introductory essay and selected assessments
Read Ahead and annotate: Ida M. Tarbell’s Crusade against Standard Oil 1904
In Class: Primary Source analysis:
-Redfield Proctor vs. Mark Twain on American Imperialism, 1898–1906
-Cartoon Analysis: Victor Gillam, A Lesson for Anti-Expansionists, 1899
Read Ahead and annotate: Westward Expansion and the Quest to Conserve 1890 - 1910 narratives and selected assessments
In Class: Read and complete historical reasoning questions in graphic organizer, Was Prohibition a Success or a Failure? Point-counterpoint
In Class: Jigsaw:
-Remember the Maine! Theodore Roosevelt and the Rough Riders Narrative
-The Panama Canal Narrative
- Philippine-American War Narrative
In Class: Primary Source analysis:
Upton Sinclair, The Jungle, 1906
In Class: Primary Source analysis:
Lewis Hine, Photographs Documenting Child Labor, 1908
In Class: Class debate/discussion using the Was Prohibition a Success or a Failure? Point-counterpoint
In Class: Debate/discussion/writing prompt: Was U.S. intervention justified in each case?
In Class: The Progressive Movement DBQ
Optional Extension: Did the Progressive Movement Diverge from the Founding? point-counterpoint
Period 7 Calendar
Period 7 Overview
AP Time Period 7 1890-1945
Day 6: 1890-1945
Day 8: 1890-1945
Day 9-10: 1890-1945
Day 7: 1890-1945
How did U.S. involvement in World War I affect attitudes toward immigration and civil liberties?
To what extent did the Progressive reform movement affect the lives of African-Americans?
To what extent did the Progressive reform movement affect the women’s suffrage movement?
What were the causes and consequences of U.S. involvement in World War I?
Principles and Virtues
Principles and Virtues
Principles and Virtues
Principles and Virtues
Read Ahead: Read and annotate Jim Crow and Progressivism 1890s – 1910
Read Ahead: Read and annotate Carrie Chapman Catt, Open Address to the U.S. Congress, 1917 primary source
Read Ahead: America Enters World War I 1917
Read Ahead: The Espionage Act of 1917 primary source
Read Ahead: Over There: The U.S. Soldier in World War I
In Class: Schenck v. United States (1919) DBQ
Read Ahead: The Great Migration 1916 – 1920s
In Class: Women's Suffrage and the Nineteenth Amendment Lesson: Image analysis and timeline
In Class: Primary Source Analysis:
George M. Cohan, “Over There”
In Class: Lesson: Blues and the Great Migration [from teachrock.org]; Using primary source analysis, students will consider how the Great Migration spread Southern culture, helping to give the Blues a central place in American popular music.
In Class: Primary Source Analysis:
Woodrow Wilson’s Fourteen Points, 1918
Optional Extension: Alice Paul and the Struggle for Women’s Suffrage 1912 – 1920
In Class: Read and discuss The Treaty of Versailles 1919 decision point
Optional Extension: Elihu Root vs. William Jennings Bryan on Women’s Suffrage, 1894–1914 primary source
Period 7 Calendar
Period 7 Overview
AP Time Period 7 1890-1945
Day 11: 1890-1945
Day 12: 1890-1945
Day 13: 1890-1945
Day 14: 1890-1945
Day 15: 1890-1945
Why and how did nativist campaigns experience a resurgence after World War I?
How did growing cities offer both opportunity and challenges to African Americans?
What were the causes and effects of innovations in communication and technology in the United States in the 1920s?
What were the causes of Great Depression and its effects on the economy?
How did U.S. involvement in World War I affect attitudes toward immigration and civil liberties?
Principles and Virtues
Principles and Virtues
Principles and Virtues
Principles and Virtues
Principles and Virtues
Read Ahead: Read and annotate Chapter 11 (1920-1932) Introductory Essay and selected assessments
Read Ahead: Read and annotate Postwar Race Riots 1919 narrative and selected assessments
In Class: Reading and comparison prompt The KKK during Reconstruction vs. the KKK in the 1920s
Read Ahead: The Crash of 1929 narrative and selected assessment
Read Ahead: Read and annotate The Red Scare and Civil Liberties narrative and selected assessments
Read Ahead: The Dust Bowl 1930 – 1936 narrative and selected assessment
In Class: Primary Source Analysis:
Langston Hughes, “I, Too” and “The Weary Blues,” 1920 and 1925
In Class: Primary Source Analysis:
Business and Advertising in the Early Twentieth Century, 1910–1917
Optional Extension: The Scopes Trial 1925 narrative
In Class: Primary Source Analysis:
Mitchell Palmer, “The Case against the Reds,” primary source 1920
In Class: Primary Source Analysis:
Photographs: The Dust Bowl and Rural Poverty, 1936–1937
In Class: Primary Source Analysis:
Marcus Garvey, “Declaration of the Rights of the Negro Peoples of the World,” 1920
In Class: Primary Source Analysis:
Charlie Chaplin, “The Kid”, 1921
Ellison DuRant Smith, “Shut the Door,” 1924
In Class: Primary Source Analysis:
Andy Razaf (lyrics), Thomas “Fats” Waller and Harry Brooks (score),“Ain’t Misbehavin’,”Jazz and the Radio, 1929
Immigration Act of 1924
Period 7 Calendar
Period 7 Overview
AP Time Period 7 1890-1945
Day 16: 1890-1945
Day 17: 1890-1945
Day 20: 1890-1945
Day 18: 1890-1945
Day 19: 1890-1945
What were the causes and effects of the Allied victory in World War II?
What defined U.S. foreign policy in the years following World War I?
How did U.S. participation in World War II affect American society?
What were the causes and effects of the Allied victory in World War II?
How did the New Deal affect American political, social, and economic life?
Principles and Virtues
Principles and Virtues
Principles and Virtues
Principles and Virtues
Principles and Virtues
Read Ahead: Dropping the Atomic Bomb decision point
Read Ahead: Chapter 12 Introductory Essay and selected assessments
Read Ahead: Read and annotate Pearl Harbor 1941 narrative and selected assessments
Read Ahead and annotate: D-Day 1944
Read Ahead and annotate: U.S. Foreign Policy between the Wars
Read Ahead and annotate: Raising the Flag on Iwo Jima 1945
In Class: Was the Use of the Atomic Bomb Justified? DBQ
Read Ahead and annotate Foreign Policy in the 1930s: From Neutrality to Involvement
In Class: Primary Source Analysis: FDR’s first inaugural, March 4, 1933
In Class: Korematsu v. United States (1944) and Japanese Internment DBQ
Read Ahead and annotate: The Manhattan Project 1942 – 1945
Read Ahead and annotate: Neutrality Acts and America First
In Class: Primary source analysis:
Photographs: Women at Work on the Homefront during World War II, 1941–1945
In Class: Read and complete historical reasoning questions in graphic organizer, The New Deal: Successful or Not? Point-counterpoint
In Class: Debate/discussion: U.S. foreign policy between the wars contributed to making the Second World War and U.S. involvement in it more likely.
The Atlantic Charter, 1941
In Class: Class debate/discussion using The New Deal: Successful or Not? Point-counterpoint
Dwight Eisenhower, D-Day Statement, 1944
Phil “Bo” Perabo, Letter Home, 1945
Period 7 Calendar
Period 7 Overview
AP Time Period 7 1890-1945
Day 21: 1890-1945
Day 22: 1890-1945
Day 23: 1890-1945
Day 24: 1890-1945
Assessment
Assessment or Stretch or Make-Up Day
Review and Writing Practice: Comparison and Causation
Assessment or Stretch or Make-Up Day
Principles and Virtues
Principles and Virtues
Principles and Virtues
Principles and Virtues
Unit 6 Essay Activity
Option A: Explore the similarities and differences in the Progressive vision of the government’s scale, scope, and purpose with that of the Founders.
Option B: Explain the causes of the Great Depression and its effects on TWO of the following: American political, social, or economic life.
Option C: Explore the similarities and differences in attitudes about the United States’ proper role in the world during the period c. 1898 – 1945.
Instructor designs
Instructor designs
Instructor designs
Period 7 Calendar
Period 7 Overview
AP Time Period 8 1945-1980
LLPH Chapter(s)
Number of Days
Guiding & Essay Question(s)
Chapter 13: 1946-1960 Chapter 14: 1960-1968 Chapter 15: 1968-1980
How did anti-communist foreign policy, the liberal welfare state, and American cultural values shape the postwar world from 1945 to 1960? How did internal and external political and cultural tensions shape the years 1960-1968? How did a fracturing of the liberal consensus shape politics and culture between 1968 and 1980?
20 Days of Instruction 1 Day of Review & Writing Practice
- explore the causes and effects of the Cold War and U.S. internationalist foreign policy.
- analyze how the civil rights movement gained momentum after World War II.
- analyze vast economic, demographic, technological, cultural, and social changes in the postwar United States.
- explain the triumph and decline of the liberal consensus over the welfare state and the rise of the conservative movement.
- analyze how different groups in American society fought for equality and rights.
- analyze numerous economic, demographic, technological, cultural, and social changes in the United States during the 1960s
- explain the triumph and decline of the liberal consensus over the welfare state and the rise of the conservative movement.
- analyze how different groups in American society fought for equality and rights.
Chapter Objectives
Period 8 Calendar
Period 8 Overview
AP Time Period 8 1945-1980
Principles and Virtues
Principles and Virtues
Principles and Virtues
Day 2
Day 4
Day 3
What policies and events defined the early stages of the Cold War? (8.2)
Principles and Virtues
Day 1
What were the consequences of U.S. involvement in World War II? (7.14, 8.2)
Principles and Virtues
Day 5
What were the causes and effects of the Red Scare following World War II? (8.3)
What policies and events defined the early stages of the Cold War? (8.2)
What policies and events defined the early stages of the Cold War? (8.2)
Principles and Virtues
Principles and Virtues
Principles and Virtues
Principles and Virtues
Day 7
Day 9
Day 10
How and why did the Civil Rights Movement develop and expand from 1945 to 1960? (8.6)
What were the causes and effects of U.S. involvement in Vietnam? (8.8)
Day 6
How did mass culture become increasingly homogenous in the postwar years? How did artists rebel against this conformity? (8.4, 8.5)
Principles and Virtues
Day 8
How did Cold War competition extend beyond the U.S. and Soviet Union? How did this affect the U.S.’s role in the world? (8.7)
What were the causes and effects of U.S. involvement in Vietnam? (8.8)
Principles and Virtues
Day 12
Principles and Virtues
Principles and Virtues
Day 15
Day 14
How and why did the Civil Rights Movement expand after 1960? (8.11)
Principles and Virtues
Principles and Virtues
Day 11
Day 13
What were the defining events of the Civil Rights Movement? What were the arguments for and against the use of nonviolence in the movement? (8.10)
What were the defining events of the Civil Rights Movement? What were the arguments for and against the use of nonviolence in the movement? (8.10)
What were the defining events of the Civil Rights Movement? What were the arguments for and against the use of nonviolence in the movement? (8.10)
In what context did Lyndon Johnson call for a "Great Society"? Was it successful? (8.9)
Principles and Virtues
Day 21
Review & Writing Practice: Causation
Principles and Virtues
Day 17
What forms did youth social protest movements take in the 1960s and 1970s? (8.12)
Principles and Virtues
Day 16
Principles and Virtues
Principles and Virtues
Principles and Virtues
Day 20
Day 19
Day 18
How political scandals and economic challenges in the 1970s affect public confidence and trust in the government? (8.14)
How did an environmental movement emerge? (8.13)
How and why did the Civil Rights Movement expand after 1960? (8.11)
What forms did youth social protest movements take in the 1960s and 1970s? (8.12)
Period 8 Calendar
Period 8 Overview
AP Time Period 8 1945-1980
Day 1: 1945-1980
Days 2-3: 1945-1980
Day 4: 1945-1980
Day 5: 1945-1980
What were the consequences of U.S. involvement in World War II?
What were the causes and effects of the Red Scare following World War II?
What policies and events defined the early stages of the Cold War?
How did mass culture becoming increasingly homogenous in the postwar years? How did artists rebel against this conformity?
Principles and Virtues
Principles and Virtues
Principles and Virtues
Principles and Virtues
Read Ahead: Read and annotate Dr. Benjamin Spock and the Baby Boom 1946 narrative and selected assessments
Read Ahead and annotate: The Postwar Red Scare 1950s narrative
In Class: Annotated Timeline/Jigsaw: The Cold War Heats Up
Winston Churchill, “Sinews of Peace,” March 1946 primary source
Read Ahead: Read and annotate Ch. 13 (1945-1960) introductory essay and selected assessments
Read Ahead and annotate: Cold War Spy Cases 1950s narrative
In Class: Primary Source Analysis:
Levittown Videos, 1947–1957
Harry S. Truman, “Truman Doctrine” Address, March 1947 primary source
In Class: Read and complete historical reasoning questions in graphic organizer, Who Was Responsible for Starting the Cold War? Point-counterpoint
In Class: McCarthyism DBQ 1950 - 1954
Critics of Postwar Culture: Jack Kerouac, On the Road (Excerpts), 1957
George Kennan (“Mr. X”), “Sources of Soviet Conduct,” July 1947 primary source
The Berlin Airlift narrative
The Korean War and the Battle of Chosin Reservoir narrative
In Class: The Sound of the Suburbs Lesson [from teachrock.org]: Using primary source analysis, students will consider how the music of the Beach Boys reflects the suburbanization of postwar America
In Class: Class debate/discussion using the Who Was Responsible for Starting the Cold War? Point-counterpoint
Truman Fires General Douglas MacArthur decision point
The Nixon–Khrushchev Kitchen Debate narrative
Cuban Missile Crisis 1962 narrative
Nixon Opens China 1972 narrative
Period 8 Calendar
Period 8 Overview
AP Time Period 8 1945-1980
Day 9: 1945-1980
Day 7: 1945-1980
Day 10: 1945-1980
Day 6: 1945-1980
Day 8: 1945-1980
How did Cold War competition extend beyond the U.S. and Soviet Union? How did this affect the U.S.’s role in the world?
What were the causes and effects of U.S. involvement in Vietnam?
In what context did Lyndon Johnson call for a “Great Society” Was it successful?
What were the causes and effects of U.S. involvement in Vietnam?
How and why did the Civil Rights Movement develop and expand from 1945 to 1960?
Principles and Virtues
Principles and Virtues
Principles and Virtues
Principles and Virtues
Principles and Virtues
In Class: Read and complete historical reasoning questions in graphic organizer, Was the Great Society Successful? Point-counterpoint
Read Ahead: Read and annotate Ch. 14 (1960-1968) introductory essay and selected assessments
Read Ahead: Read and annotate Election of 1968 narrative and selected assessments
Read Ahead: Read and annotate Eisenhower and the Suez Canal Crisis 1956 decision point
In Class: Jigsaw:
Jackie Robinson narrative
The Murder of Emmett Till narrative
In Class: Primary Source analysis:
The Tonkin Gulf Resolution, 1964
In Class: Primary Source analysis and comparison:
Dwight D. Eisenhower, Farewell Address, January 1961
In Class: Read and complete historical reasoning questions in graphic organizer: Was the media coverage of the Tet Offensive fair? Point-counterpoint
In Class: Class debate/discussion using the Was the Great Society Successful? Point-counterpoint
The Little Rock Nine narrative
Lyndon B. Johnson, “Peace without Conquest,” April 7, 1965
Rosa Parks, Martin Luther King, Jr., and the Montgomery Bus Boycott narrative
George Washington’s Farewell Address, 1796 in Chapter 4
The Vietnam War Experience: An Interview with Veteran William Maxwell Barner III
In Class: Class debate/discussion using the Was the media coverage of the Tet Offensive fair?
Rosa Parks’ Account of the Montgomery Bus Boycott (Radio Interview), April 1956 primary source
Walter Cronkite Speaks Out Against Vietnam, February 27, 1968
Period 8 Calendar
Period 8 Overview
AP Time Period 8 1945-1980
Days 13-15: 1945-1980
Days 11-12: 1945-1980
How and why did the Civil Rights Movement expand after 1960?
What were the defining events of the Civil Rights Movement? What were the arguments for and against the use of nonviolence in the movement?
Principles and Virtues
Principles and Virtues
In Class Jigsaw: What were the defining events of the Civil Rights Movement?
- Freedom Riders narrative
- March on Birmingham narrative
- Black Power narrative
In Class Jigsaw: How did different groups in American society fight for equality and rights in the 1960s and 1970s?
- Betty Friedan and the Women's Movement
- Chavez, Huerta, Migrant Workers, Mexican Americans
- Native Americans and Pine Ridge (Wounded Knee)
- Gay Liberation Movement
In Class: Primary Source Analysis and Comparison:
- Dr. Martin Luther King Jr., Letter from Birmingham Jail, 1963
- Malcolm X, The Ballot or the Bullet, 1964
In Class: Primary Source Analysis/Discussion: How did different groups in American society fight for equality and rights in the 1960s and 1970s?
- Betty Friedan, The Feminine Mystique, 1963
- National Organization for Women (NOW), Bill of Rights, 1968
- Indians of All Tribes, Alcatraz Proclamation, 1969
- Art as Protest: Images from the United Farm Workers of America, 1973–1978
Optional Extension: Civil Disobedience Across Time Lesson: Primary Source analysis
Optional Extension: The Birth Control Pill narrative
Optional Extension: The Music of the Civil Rights Movement lesson [from teachrock.org]; Using primary source analysis, students will consider how popular music reflected the values of the Civil Rights movement of the 1960s and helped the movement convey its message.
Optional Extension: Civil Rights DBQ [from teachrock.org]
Period 8 Calendar
Period 8 Overview
AP Time Period 8 1945-1980
Days 16-17: 1945-1980
Day 20: 1945-1980
Day 18: 1945-1980
Day 19: 1945-1980
How political scandals and economic challenges in the 1970s affect public confidence and trust in the government?
How did an environmental movement emerge?
Writing Practice: Causation
What forms did youth social protest movements take in the 1960s and 1970s?
Principles and Virtues
Principles and Virtues
Principles and Virtues
Principles and Virtues
Read Ahead: Read and annotate Chapters 15 (1968-1980) introductory essay and selected assessments
Unit 7 Essay Activity
Option A: Explain the causes and effects of the Red Scare after World War II.
Option B: Explain how and why the Civil Rights Movement expanded from 1945 – 1968.
Option C: Explain the causes and effects of continuing policy debates about the role of the federal government during the period c. 1965 – 1980
In Class: Primary Source Analysis/Discussion: How did these efforts toward environmentalism help shape modern approaches to the issue with which you are familiar?
- Rachel Carson, Silent Spring, 1962
Read Ahead: Primary Source Analysis:
Students for a Democratic Society, Port Huron Statement, 1962
In Class: Primary Source Analysis/Discussion: How did Nixon’s presidency and Watergate affect U.S. politics and society?
- Nixon tapes, the "Smoking Gun" tape, 1972
- Herblock (Herbert Block), Watergate Cartoons, 1973–1974
- Barbara Jordan, Speech on Impeachment, July 25, 1974
In Class Jigsaw: What forms did youth social protest movements take in the 1960s and 1970s? Option: Compare to analogous protests of the 21st century with which you are familiar.
- Students and the Antiwar Movement narrative
- Protests at UC Berkley decision point
- Tinker and the Vietnam War Protest decision point
- Kent State narrative
Optional Extension: Read and annotate:
- The 1973 Oil Crisis and Its Economic Consequences
- Jimmy Carter “Malaise” primary source
Period 8 Calendar
Period 8 Overview
AP Time Period 9 1980-Present
LLPH Chapter(s)
Number of Days
Guiding Question(s)
Essay Question(s)
Explain the effects of the end of the Cold War on U.S. foreign policy. Explain the effects of the War on Terror on U.S. society.
7 Days of Instruction 1 Day of Review & Writing Practice
Chapter 16: 1980-Present
How does the American experiment play out in the foreign and domestic policy of modern America?
- examine the ongoing debate about the scale and scope of the role of government by examining the conservative challenge to the New Deal liberal order.
- explain the causes of the end of the Cold War and ensuing changes and continuities in American foreign policy.
- explore the significant social and economic changes caused by deindustrialization, globalization, new technology, and the role of government.
Chapter Objectives
Period 9 Calendar
Period 9 Overview
AP Period 9 1980-Present
Day 5
Day 3
Day 1
Day 2
Day 4
Setting the Scene: What was the context in which the U.S. faced international and domestic challenges after 1980? (9.1)
What were the defining events and policies of the Reagan administration? (9.2)
What events and policies led to the end of the Cold War? How did this lead to new debates about the use of U.S. power in foreign affairs? (9.3)
At home: How did technological innovations transform daily life and lead to new social behaviors and networks? (9.4)
How have U.S. responses to immigration changed over time? (9.5)
How have U.S. responses to immigration changed over time? (9.5)
What events and policies led to the end of the Cold War? How did this lead to new debates about the use of U.S. power in foreign affairs? (9.3)
Principles and Virtues
Day 6
Day 8
Day 7
Day 10
Day 9
How did September 11 and the War on Terror raise questions about the protection of civil liberties and human rights? (9.6)
How did September 11 and the War on Terror raise questions about the protection of civil liberties and human rights? (9.6)
Review & Writing Practice: Causation
Course Review & Exam Prep
Course Review & Exam Prep
Day 12
Day 14
Day 13
Day 11
Course Review & Exam Prep
Course Review & Exam Prep
Course Review & Exam Prep
AP Exam
Period 9 Calendar
Period 9 Overview
AP Period 9 1980-Present
Day 1: 1980-Present
Day 2: 1980-Present
Day 3: 1980-Present
Day 4: 1980-Present
Day 5: 1980-Present
How did technological innovations transform daily life and lead to new social behaviors and networks?
What events and policies led to the end of the Cold War? How did this lead to new debates about the use of U.S. power in foreign affairs?
How have U.S. responses to immigration changed over time?
Has Francis Fukuyama's "End of History" thesis been proven correct?
What was the context in which the U.S. faced international and domestic challenges after 1980?
What were the defining events and policies of the Reagan administration?
Principles and Virtues
Principles and Virtues
Principles and Virtues
Principles and Virtues
Principles and Virtues
In Class: Continuity and Change: Immigration in the United States Lesson: Using primary sources, students identify historical attitudes toward immigration and the relationship between political rhetoric and immigration law
Read Ahead: Read and annotate Ch. 16 (1980-present) introductory essay
Read Ahead: Read and annotate: Francis Fukuyama, The End of History? 1989 primary source
Read Ahead: Read Tech giants: Steve Jobs and Bill Gates narrative and selected assessments
Read Ahead: Read and annotate Ronald Reagan, “Tear Down this Wall”, 1987 primary source
Read Ahead: Ronald Reagan and Supply-Side Economics narrative
In Class: Read and complete historical reasoning questions in graphic organizer, Has Francis Fukuyama’s “End of History” thesis been proven correct? point-counterpoint
In Class: Cold War DBQ (1947–1989) Lesson [from the Reagan Foundation]
In Class or at home: Post a response: What challenges do new technologies pose in the modern world? Consider the internet, AI (artificial intelligence), social media, etc.
In Class: Primary Source Analysis/Discussion:
- Herblock (Herbert Block),Cartoons of Ronald Reagan, 1984–1987
In Class: Class debate/discussion using the Has Francis Fukuyama’s “End of History” thesis been proven correct? point-counterpoint
In Class: Create your own political cartoon praising or critiquing a major policy of President Reagan
Period 9 Calendar
Period 9 Overview
AP Period 9 1980-Present
Days 6-7: 1980-Present
Day 8: 1980-Present
Days 9-13: 1980-Present
How did September 11 and the War on Terror raise questions about the protection of civil liberties and human rights?
Writing Practice: Causation
Course Review & AP Exam Prep
Principles and Virtues
Principles and Virtues
Principles and Virtues
Unit 8 Essay Activity:
Option A: Explain the effects of the end of the Cold War on U.S. foreign policy.
Option B: Explain the effects of the War on Terror on U.S. society.
Read Ahead: Read and answer questions: New Yorker Covers, 2001–2011 (Reflections on 9/11)
In Class: Liberty and Security- the PATRIOT Act Lesson: Using excerpts from the Constitution and the Federalist Papers, students will identify Founding principles regarding national security and compare those to government policies in the aftermath of 9/11
Period 9 Calendar
Period 9 Overview
LLPH Version - Scope and Sequence
Bill of Rights Institute
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Transcript
Table of Contents
Table of Contents
AP Time Period 1: 1491-1607
AP Time Period 2: 1607-1754
AP Time Period 3: 1754-1800
AP Time Period 4: 1800-1848
AP Time Period 5: 1844-1877
AP Time Period 6: 1877-1898
AP Time Period 7: 1890-1945
AP Time Period 8: 1945-1980
AP Time Period 9: 1980-Present
AP Time Period 1 1491-1607
LLPH Chapter(s)
Guiding Question(s)
Essay Question(s)
Number of Days
How did the collision of cultures create a “New World”?
8 Days of Instruction 1 Day of Review & Writing Practice
Chapter 1: 1491-1607
Compare and contrast British and Spanish imperial goals in the New World between 1491 and 1763.
Chapter Objectives
Period 1 Calendar
Period 1 Overview
AP Time Period 1 1491-1607
Principles and Virtues
Day 5
Principles and Virtues
Day 4
Principles and Virtues
Day 3
How did the Columbian Exchange affect Europe and the Americas? (1.4)
Principles and Virtues
Day 2
What were the causes of European exploration and conquest in the Americas? (1.3)
Principles and Virtues
Day 1
What was the context for European encounters in the Americas from 1491-1607? (1.1) What characterized Native American societies before European contact? (1.2)
How did the Columbian Exchange affect Europe and the Americas? (1.4)
How did the Columbian Exchange affect Europe and the Americas? (1.4)
Principles and Virtues
Day 9
Assessment
Principles and Virtues
Day 8
Review & Writing Practice: Thesis Statements
Principles and Virtues
Principles and Virtues
Day 7
Day 6
How did the Spanish Empire in North America shape the development of social and economic structures over time? How did various cultures interact with each other in the Americas? How did they change as a result of this interaction? (1.5, 1.6)
How did the Spanish Empire in North America shape the development of social and economic structures over time? How did various cultures interact with each other in the Americas? How did they change as a result of this interaction? (1.5, 1.6)
Period 1 Calendar
Period 1 Overview
AP Time Period 1 1491-1607
Day 2: 1491-1607
Day 1: 1491-1607
Days 3-5: 1491-1607
What was the context for European encounters in the Americas from 1491-1607? What characterized Native American societies before European contact?
What were the causes of European exploration and conquest in the Americas?
How did the Columbian Exchange affect Europe and the Americas?
Principles and Virtues
Principles and Virtues
Prep work: Chapter 1 (1491-1607) Introductory Essay and selected assessments
Read ahead: Hakluyt, Principal Voyages Primary Source
Primary Source analysis:
Extend Option A: Montezuma and Cortés Decision Point and selected assessments
Read Ahead: First Contacts Narrative and selected assessments
In Class: Primary Source analysis: Richard Hakluyt and the Case for Undertaking Sea Voyages Lesson
Extend Option B: Hernando de Soto Narrative and selected assessments
Read Ahead: Columbian Exchange Narrative and selected assessments
Prep work: Native People Narrative and selected assessments
In Class: Question Formulation Technique (QFT): Map Analysis, 1491-1754
Extend Option A: Ship Technology Lesson: Sorting and Timeline Activity
In Class: Paideia Seminar: Christopher Columbus
Or
In Class: Primary Source analysis: The Oral Tradition of the Foundation of the Iroquois Confederacy
Extend Option B: Henry Hudson and Exploration Narrative and selected assessments
In Class: Debate: Should We Remember Christopher Columbus as a Conqueror or Explorer? Point-Counterpoint
Period 1 Calendar
Period 1 Overview
AP Time Period 1 1491-1607
Day 9: 1491-1607 Assessment
Days 6-7: 1491-1607
Day 8: 1491-1607
How did the Spanish Empire in North America shape the development of social and economic structures over time? How did various cultures interact with each other in the Americas? How did they change as a result of this interaction?
How did the collision of cultures create a “New World”?
Principles and Virtues
Principles and Virtues
Principles and Virtues
In Class: Writing Practice: Building Thesis Statements Lesson: How did the collision of cultures create a “New World”?
Read Ahead: Life in the Spanish Colonies Narrative and selected assessments
Read Ahead: Origins of the Slave Trade Narrative and selected assessments
In Class: Annotated illustration: Working individually or in small groups, have students draw and annotate a scene from a day in the life of a typical Spanish settlement. Illustrations should depict the interactions of various people, economic transitions, and relevant aspects of the landscape that influenced the development of the colonies.
Period 1 Calendar
Period 1 Overview
AP Time Period 2 1607-1754
LLPH Chapter(s)
Essay Question(s)
Number of Days
Guiding Question(s)
15 Days of Instruction 1 Day of Review & Writing Practice 1 Day of Assessment 1 Day for make-up or stretch
Chapter 2: 1607-1763
What religious, political, and social movements and events fostered a sense of autonomy from Great Britain among the American colonists between 1607 and 1763?
What religious, political, and social movements and events fostered a sense of autonomy from Great Britain among the American colonists between 1607 and 1763?
Chapter Objectives
Period 2 Calendar
Period 2 Overview
AP Time Period 2 1607-1754
Principles and Virtues
Day 1
What was the context for the colonization of North America from 1607 to 1763? (2.1)
Principles and Virtues
Day 2
How and why did various European colonies develop and expand? (2.2)
Principles and Virtues
Day 3
What shaped the development and expansion of various British colonies? How did they compare to each other? (2.3)
Principles and Virtues
Day 5
Principles and Virtues
Day 4
What shaped the development and expansion of various British colonies? How did they compare to each other? (2.3)
What shaped the development and expansion of various British colonies? How did they compare to each other? (2.3)
Principles and Virtues
Day 8
What were the causes and effects of slavery in the various British colonial regions? How did enslaved people respond to slavery? (2.6)
Principles and Virtues
Principles and Virtues
Principles and Virtues
Day 7
Day 9
Day 10
How and why did interactions between various European nations and American Indians change over time? (2.5)
What were the causes and effects of slavery in the various British colonial regions? How did enslaved people respond to slavery? (2.6)
Principles and Virtues
Day 6
What were the causes and effects of transatlantic trade in the colonial period? (2.4)
How and why did an “American” culture emerge over time? What events and policies affected how the colonists viewed their relationship with Britain? (2.7)
Principles and Virtues
Day 14
What were the causes and effects of the Seven Years’ War (the French and Indian War)? (3.2)
Principles and Virtues
Day 12
Principles and Virtues
Day 15
Review and Writing Practice: Comparison
Principles and Virtues
Principles and Virtues
Day 11
Day 13
How and why did an “American” culture emerge over time? What events and policies affected how the colonists viewed their relationship with Britain? (2.7)
How and why did an “American” culture emerge over time? What events and policies affected how the colonists viewed their relationship with Britain? (2.7)
How and why did an “American” culture emerge over time? What events and policies affected how the colonists viewed their relationship with Britain? (2.7)
Principles and Virtues
Day 17
Assessment/Stretch/Make-Up
Principles and Virtues
Day 16
Assessment
Period 2 Calendar
Period 2 Overview
AP Time Period 2 1607-1754
Day 1: 1607-1754
Day 2: 1607-1754
Days 3-5: 1607-1754
What was the context for the colonization of North America from 1607 to 1763?
How and why did various European colonies develop and expand?
What shaped the development and expansion of various British colonies? How did they compare to each other?
Principles and Virtues
Principles and Virtues
Principles and Virtues
Read Ahead: Chapter 2 (1607-1763) Introductory Essay and selected assessments
Read Ahead: The English Come to America Narrative and selected assessments
In Class: Jigsaw readings and comparative chart; comparative outline/essay using chart:
Pilgrims to the New World 1620 Decision Point and selected assessments
In Class: Primary Source analysis: Maps Showing the Evolution of Settlement, 1624–1755
The Founding of Maryland 1632 Narrative and selected assessments
Primary Source analysis: A City Upon a Hill: Winthrop’s “Modell of Christian Charity,” 1630
William Penn and the Founding of Pennsylvania 1681 Narrative and selected assessments
Anne Hutchinson and Religious Dissent 1630s – 40s Narrative and selected assessments
Primary Source analysis: William Penn’s Letter Recruiting Colonists, 1683
Period 2 Calendar
Period 2 Overview
AP Time Period 2 1607-1754
Day 6: 1607-1754
Day 7: 1607-1754
Days 8-9: 1607-1754
Days 10-11: 1607-1754
What were the causes and effects of transatlantic trade in the colonial period?
How and why did interactions between various European nations and American Indians change over time?
What were the causes and effects of slavery in the various British colonial regions? How did enslaved people respond to slavery?
How and why did an “American” culture emerge over time? What events and policies affected how the colonists viewed their relationship with Britain?
Principles and Virtues
Principles and Virtues
Principles and Virtues
Principles and Virtues
In Class: Mercantilism Primary Source Analysis and Political Cartoons
Read Ahead: The Anglo-Powhatan War of 1622 Narrative and selected assessments
Read Ahead: The Stono Rebellion 1739 Narrative and selected assessments
Read Ahead: Colonial Identity: English or American? Point-Counterpoint
Read Ahead: Germantown Friends’ Antislavery Petition, 1688, Primary Source
In Class: Colonial Comparison: Examine and compare colonial charters
Read Ahead: King Philip’s War 1675 – 78 Decision Point and selected assessments
Or
In Class: Annotated Timeline: Slavery to c. 1750 Working individually or in small groups, have students create a timeline of the development of slavery in the New World from the arrival of the Spanish (1492) to c. 1750. Use different colors to indicate events relevant to French, Spanish, and English colonies.
In Class: Comparative outline/essay: conflict with American Indians during the colonial period using the examples of The Anglo-Powhatan War and King Philip’s War
In Class: Unit 1 Civics Connection: Examine primary sources from John Locke, colonial charters, and revolutionary writings for influences on the development of republicanism in the American colonies
Extension: The Fur Trade Narrative and selected assessments
Period 2 Calendar
Period 2 Overview
AP Time Period 2 1607-1754
Days 10-11: 1607-1754 Cont.
Days 12-13 : 1607-1754
Days 14-15: 1607-1754
How and why did an “American” culture emerge over time? What events and policies affected how the colonists viewed their relationship with Britain?
How and why did an “American” culture emerge over time? What events and policies affected how the colonists viewed their relationship with Britain?
What were the causes and effects of the Seven Years’ War (the French and Indian War)?
Principles and Virtues
Principles and Virtues
Principles and Virtues
Read Ahead: Bacon’s Rebellion 1676 Narrative and selected assessments
Read Ahead: A Clash of Empires: The French and Indian War 1754 – 63 Narrative and selected assessments
Extension Options:
Benjamin Franklin (1706 – 1790) and the American Enlightenment Narrative and selected assessments
Read Ahead: The Great Awakening 1730s – 40s Narrative and selected assessments
Read Ahead: Wolfe at Quebec and the Peace of 1763 Narrative and selected assessments
In Class: Primary Source analysis: Bacon vs. Berkeley on Bacon’s Rebellion, 1676
Read Ahead: Pontiac’s Rebellion Narrative
Benjamin Franklin Mini DBQ
In Class: Flow chart of the Seven Years War - Working individually or in small groups, have students create an illustrated flow chart depicting major events of the Seven Years’ War (the French and Indian War) and their effects.
In Class: Read and complete historical reasoning questions in graphic organizer, What was the Great Awakening? Point – Counterpoint
Albany Plan of Union 1754 Narrative and selected assessments
In Class: Class debate/discussion using: What was the Great Awakening? Point – Counterpoint
The Salem Witch Trials 1692-93 Narrative and selected assessments
Extension: Washington’s Journal: Expeditions to Disputed Ohio Territory 1753–1754 Primary Source
Period 2 Calendar
Period 2 Overview
AP Time Period 2 1607-1754
Days 16-18: 1607-1754
Writing Practice: Comparison
Principles and Virtues
In Class: Unit 2 Essay Activity
Option A: Compare and contrast British and Spanish imperial goals in the New World between 1491 and 1763.
Option B: Compare and contrast the impact of TWO of the following on colonial North American development between 1607 and 1763: Puritanism, the Enlightenment, the first Great Awakening.
Or
Period 2 Calendar
Period 2 Overview
AP Time Period 3 1754-1800
LLPH Chapter(s)
Guiding Question(s)
Number of Days
Essay Question(s)
16 Days of Instruction 1 Day of Review & Writing Practice 1 Day for Assessment
Chapter 3: 1763-1789 Chapter 4: 1789-1800
What is the “American Experiment”? How can a nation stay unified despite divisions?
To what extent did the legacies of the Revolution affect the creation of a new government for the new nation?
Chapter Objectives
Period 2 Calendar
Period 2 Overview
AP Time Period 3 1754-1800
Principles and Virtues
Day 1
What was the context in which America gained independence and developed a sense of national identity? (3.1, 3.11)
Principles and Virtues
Day 2
Principles and Virtues
Day 3
How did British colonial policies regarding North America lead to the Revolutionary War? (3.3)
Principles and Virtues
Day 5
Principles and Virtues
Day 4
How and why did colonial attitudes about government change leading up to the American Revolution? (3.4)
What was the context in which America gained independence and developed a sense of national identity? (3.1, 3.11)
How and why did colonial attitudes about government change leading up to the American Revolution? (3.4)
Principles and Virtues
Day 8
How did the American Revolution affect society? What was the global impact of the American Revolution? (3.6)
Principles and Virtues
Principles and Virtues
Principles and Virtues
Day 7
Day 9
Day 10
What were the different ideological positions on the structure and function of the federal government at the Constitutional Convention? To what extent did they compromise? (3.8)
To what extent did the Articles of Confederation meet the needs of the new nation? (3.7)
Principles and Virtues
Day 6
What contributed to the American victory in the Revolutionary War? (3.5)
What contributed to the American victory in the Revolutionary War? (3.5)
Principles and Virtues
Day 12
Principles and Virtues
Principles and Virtues
Day 15
Day 14
How and why did political ideas, institutions, and party systems develop and change in the new republic? (3.10)
How and why did political ideas, institutions, and party systems develop and change in the new republic? How did foreign policy challenges contribute to this? (3.10)
Principles and Virtues
Day 11
Principles and Virtues
Day 13
What were the different ideological positions on the structure and function of the federal government at the Constitutional Convention? To what extent did they compromise? (3.8)
What were the continuities and changes in the structure and functions of the government with the ratification of the Constitution? (3.9)
What were the continuities and changes in the structure and functions of the government with the ratification of the Constitution? (3.9)
Principles and Virtues
Day 17
Review and Writing Practice: Causation
Principles and Virtues
Day 16
How and why did migration and immigration to and within North America cause competition and conflict? (3.12)
Principles and Virtues
Day 18
Assessment
Period 2 Calendar
Period 2 Overview
AP Time Period 3 1754-1800
Days 1-2: 1754-1800
Day 3: 1754-1800
Days 4-5: 1754-1800
What was the context in which America gained independence and developed a sense of national identity?
How did British colonial policies regarding North America lead to the Revolutionary War?
How and why did colonial attitudes about government change leading up to the American Revolution?
Principles and Virtues
Principles and Virtues
Principles and Virtues
Read Ahead: Chapter 3 (1763-1789) Introductory Essay and selected assessments
Read Ahead: Stamp Act Resistance Narrative and selected assessments
Read Ahead: Read and annotate Signing the Declaration of Independence Decision Point and selected assessments
In Class: Acts of Parliament Primary Source Analysis and Gallery Walk
Read Ahead: Boston Tea Party Narrative and selected Assessments
In Class: The Path to Independence Primary Source Analysis: Evaluate calls for resistance against Britain
In Class: Primary Source analysis: John Dickinson, Letters from a Farmer in Pennsylvania, 1767–1768 (Primary Source) Thomas Paine, Common Sense, 1776 (Primary Source)
Period 3 Calendar
Period 3 Overview
AP Time Period 3 1754-1800
Days 6-7: 1754-1800
Day 8: 1754-1800
Day 9: 1754-1800
Days 10-11: 1754-1800
What contributed to the American victory in the Revolutionary War?
How did the American Revolution affect society? What was the global impact of the American Revolution?
To what extent did the Articles of Confederation meet the needs of the new nation?
What were the different ideological positions on the structure and function of the federal government at the Constitutional Convention? To what extent did they compromise?
Principles and Virtues
Principles and Virtues
Principles and Virtues
Principles and Virtues
Read Ahead: Read and annotate Loyalist vs. Patriot Decision Point and selected assessments
Read Ahead: Judith Sargent Murray, “On the Equality of the Sexes,” 1790, Primary Source
In Class: Read and annotate The Annapolis Convention Decision Point and selected assessments
Read Ahead: Read and annotate Constitutional Convention narrative
Read Ahead: Read and annotate the Ratification Debate on the Constitution narrative and selected assessments
Read Ahead: Read and annotate Washington Crossing the Delaware narrative, The Battle of Saratoga and the French Alliance narrative, selected assessments
Read Ahead: Read and annotate Mercy Otis Warren narrative and selected assessments
In Class: Primary Source analysis:The Articles of Confederation, 1781
In Class: Constitutional Convention Lesson: Comparing the Articles of Confederation with the Constitution
In Class: Class debate/discussion: What were the arguments for supporting the Loyalist and Patriot causes?
In Class: DBQ: The Global Impact of the American Revolution
The Northwest Ordinance, 1787
In Class: Primary Source analysis: Joseph Plumb Martin, The Adventures of a Revolutionary Soldier, 1777
Extension: Argumentation: The Process of Compromise Reading and Webquest
Extension: Abigail Adams: “Remember the Ladies” Mini DBQ
Extension: Art Analysis: Washington Crossing the Delaware
Period 3 Calendar
Period 3 Overview
AP Time Period 3 1754-1800
Day 14: 1754-1800
Days 10-11: 1754-1800
Days 12-13: 1754-1800
Day 15: 1754-1800
How and why did political ideas, institutions, and party systems develop and change in the new republic?
How and why did political ideas, institutions, and party systems develop and change in the new republic?
What were the different ideological positions on the structure and function of the federal government at the Constitutional Convention? To what extent did they compromise?
What were the continuities and changes in the structure and functions of the government with the ratification of the Constitution?
Principles and Virtues
Principles and Virtues
Principles and Virtues
Read Ahead: Chapter 4 Introductory Essay: 1789-1800 and selected assessments
Read Ahead: Read and annotate The Compromise of 1790 Decision Point
Read and Annotate: The XYZ Affair and the Quasi-War with France
Read Ahead: Read and annotate Constitutional Convention narrative
Read Ahead: Read and complete historical reasoning questions in graphic organizer: Is the Constitution a Proslavery Document? Point-Counterpoint
In Class: Primary Source Analysis: Thomas Jefferson on the Compromise of 1790
Read and Annotate: The Alien and Sedition Acts narrative and selected assessments
Read Ahead: Read and annotate the Ratification Debate on the Constitution narrative and selected assessments
In Class: Discuss/debate using the Is the Constitution a Proslavery Document? Point-Counterpoint
In Class: Primary Source Analysis: Writings of Jefferson and Hamilton, 1785-1790
Primary Source Analysis
George Washington's Farewell Address, 1796
In Class: Primary Source analysis: Belinda Sutton, Petition to the Commonwealth of Massachusetts, 1783 Quaker Anti-Slavery Petition, 1783
In Class: Constitutional Convention Lesson: Comparing the Articles of Confederation with the Constitution
Extend: Actions of the First Congress Lesson: Paraphrase and evaluate the constitutional amendments proposed by James Madison in 1789
Cartoon Analysis: Property Protected a la Francoise, 1798
Extension Options:
Kentucky and Virginia Resolutions, 1798 and 1799
Benjamin Franklin and the First Abolitionist Petitions narrative
Extension: Argumentation: The Process of Compromise Reading and Webquest
Cartoon Analysis: Congressional Pugilists, 1798
Robert Carter and Manumission Decision Point
Extend: The National Bank Debate Lesson: Examine primary sources to understand the arguments for and against the creation of a national bank
The Failure of the Founders to Address Slavery [from mountvernon.org] Lesson: Primary Source Analysis
Period 3 Calendar
Period 3 Overview
AP Time Period 3 1754-1800
Day 16: 1754-1800 How and why did migration and immigration to and within North America cause competition and conflict? (3.12)
Days 17-18: 1754-1800 Review & Assessment
Principles and Virtues
Principles and Virtues
Read Ahead: The Battle of Fallen Timbers narrative and selected assessments
Unit 2 Essay Activity: Option A: Analyze the causes of the American Revolution. To what extent did the legacies of the Revolution affect the creation of a new government for the new nation? Option B: Analyze the causes of the political divisions that emerged during the Washington and Adams administrations (1789–1801).
In Class: Primary Source Analysis and Comparison:
Period 3 Calendar
Period 3 Overview
AP Time Period 4 1800 - 1848
LLPH Chapter(s)
Guiding Question(s)
Essay Question(s)
Number of Days
Chapter 5: 1800-1828 Chapter 6: 1828-1848
Was the early republic truly an Era of Good Feelings? Was the democratization of politics during the Jacksonian era a shift from Founding era political theory?
Was the early republic truly an Era of Good Feelings? Was the democratization of politics during the Jacksonian era a shift from Founding era political theory?
16 Days of Instruction 1 Day of Review & Writing Practice 1 Day for Assessment
Chapter Objectives
Period 4 Calendar
Period 4 Overview
AP Time Period 4 1800-1848
Principles and Virtues
Day 1
Setting the scene: What was the context in which the republic developed from 1800 to 1848? (4.1) How did national political parties in the Jeffersonian Era debate issues such as the tariff, government powers, and foreign relations? (4.2)
Principles and Virtues
Principles and Virtues
Day 2
Day 4
How did national political parties in the Jeffersonian Era debate issues such as the tariff, government powers, and foreign relations? (4.2)
To what extent did regional interests affect debates on slavery and economic policy? (4.3)
Principles and Virtues
Day 3
Principles and Virtues
Day 5
How did national political parties in the Jeffersonian Era debate issues such as the tariff, government powers, and foreign relations? (4.2)
To what extent did regional interests affect debates on slavery and economic policy? (4.3)
Principles and Virtues
Principles and Virtues
Principles and Virtues
Day 7
Day 9
Day 10
Why and how did the United States seek influence and control in the Western Hemisphere? (4.4)
What were the causes and effects of the expansion of participatory democracy from 1800 to 1848? (4.7) How did new political parties continue debates on the role of the federal government? (4.8)
What were the causes and effects of the Market Revolution? (4.5, 4.6)
Principles and Virtues
Day 6
Principles and Virtues
Day 8
To what extent did regional interests affect debates on slavery and economic policy? (4.3)
Why and how did the United States seek influence and control in the Western Hemisphere? (4.4)
Principles and Virtues
Day 12
Principles and Virtues
Principles and Virtues
Day 15
Day 14
What were the continuities and changes in the experience of African Americans from 1800 to 1848? (4.12)
Principles and Virtues
Day 11
How and why did a new American culture develop in the first half of the nineteenth century? (4.9) What were the causes of the Second Great Awakening? (4.10)
Principles and Virtues
Day 13
How and why did reform movements develop and expand from 1800 to 1848? (4.11)
How and why did a new American culture develop in the first half of the nineteenth century? (4.9) What were the causes of the Second Great Awakening? (4.10)
How and why did reform movements develop and expand from 1800 to 1848? (4.11)
Principles and Virtues
Day 17
Review and Writing Practice: Continuity and Change
Principles and Virtues
Day 16
What influenced the development of the South from 1800 to 1848? (4.13)
Principles and Virtues
Day 18
Assessment
Period 4 Calendar
Period 4 Overview
AP Time Period 4 1800-1848
Day 1: 1800-1848
Days 4-6: 1800-1848
Days 2-3: 1800-1848
What was the context in which the republic developed from 1800 to 1848? (4.1) How did national political parties in the Jeffersonian Era debate issues such as the tariff, government powers, and foreign relations? (4.2)
How did national political parties in the Jeffersonian Era debate issues such as the tariff, government powers, and foreign relations? (4.2)
To what extent did regional interests affect debates on slavery and economic policy? (4.3)
Principles and Virtues
Principles and Virtues
Principles and Virtues
Read Ahead: Chapter 5 Introductory Essay and selected assessments
Read Ahead: Read and annotate The Lewis and Clark Expedition Narrative 1804 – 1806 and selected assessments
Read Ahead: Read and annotate the Missouri Compromise 1820 Decision Point and selected assessments
In Class: Primary Source Analysis: The Journals of Lewis and Clark, 1805 Primary Source
Read Ahead: Read and annotate The Nullification Crisis narrative and selected assessments
In Class: Read and complete historical reasoning questions in graphic organizer: Was the Election of 1800 a Revolution? Point-Counterpoint
In Class: Annotated Map: Journey of Lewis and Clark
In Class: Read and complete historical reasoning questions in graphic organizer: Did the Missouri Compromise Merely Delay War? Point-Counterpoint
Read Ahead: Read and annotate Marbury v. Madison 1803 Decision Point and selected assessments
In Class: Class debate/discussion using the Did the Missouri Compromise Merely Delay War? Point-Counterpoint
In Class: Class debate/discussion using the Was the Election of 1800 a Revolution? Point-Counterpoint
In Class: John Marshall’s Landmark Cases DBQ
In Class: Primary Source Analysis: Henry Clay, Speech on American Industry, 1824
John C. Calhoun, South Carolina Exposition and Protest, 1828
Webster-Hayne Debates 1830 Primary Source
Period 4 Calendar
Period 4 Overview
AP Time Period 4 1800-1848
Day 6 (cont.): 1800-1848
Days 7-8: 1800-1848
Day 9 : 1800-1848
Day 10: 1800-1848
Why and how did the United States seek influence and control in the Western Hemisphere?
What were the causes and effects of the Market Revolution?
To what extent did regional interests affect debates on slavery and economic policy?
What were the causes and effects of the expansion of participatory democracy from 1800 to 1848? How did new political parties continue debates on the role of the federal government?
Principles and Virtues
Principles and Virtues
Principles and Virtues
Principles and Virtues
Read Ahead: Read and annotate The Trail of Tears Narrative 1831 – 1839 and selected assessments
Read Ahead: Chapter 6 Introductory Essay: 1828-1848 and selected assessments
In Class: Art Analysis: The County Election by George Caleb Bingham, 1854
(See previous week)
Read Ahead: Indian Removal Act, 1830, and Chief John Ross’s Memorial and Protest to Congress, 1836 Primary Source
In Class: Annotated timeline: 1828-1844
In Class: Read and annotate Andrew Jackson’s Veto of the National Bank decision point and selected assessments
In Class: Responses to the Cherokee Removal DBQ
Optional Extension: Native Americans in American Art Analysis Lesson
In Class: Primary Source Analysis: Andrew Jackson’s Bank Veto Message, 1832
Period 4 Calendar
Period 4 Overview
AP Time Period 4 1800-1848
Day 11: 1800-1848
Days 12-13: 1800-1848
Day 14: 1800-1848
Day 15: 1800-1848
How did new political parties continue debates on the role of the federal government? How and why did a new American culture develop in the first half of the nineteenth century?
What were the continuities and changes in the experience of African Americans from 1800 to 1848?
What influenced the development of the South from 1800 to 1848?
How and why did reform movements develop and expand from 1800 to 1848?
Principles and Virtues
Principles and Virtues
Principles and Virtues
Principles and Virtues
Read Ahead: Read and annotate Elizabeth Cady Stanton and the Struggle for Women’s Suffrage and selected assessments
Read Ahead: Read and annotate Nat Turner’s Rebellion narrative
Read Ahead: Read and annotate Eli Whitney and the Cotton Gin narrative and selected assessments
In Class: Primary Source Analysis: Alexis de Tocqueville, Democracy in America, 1835
Frederick Douglass’s Path to Freedom narrative and selected assessments
Sarah M. Grimké, Letters on the Equality of the Sexes and the Condition of Women, 1837
In Class: Changing Views of Slavery DBQ
Ralph Waldo Emerson, “The American Scholar,” 1837
In Class: The Women’s Movement and the Seneca Falls Convention Lesson: Primary Source Analysis and Comparison of the Declaration Independence, the Declaration of Sentiments, and writings from men and women involved in the women’s rights movement
In Class: Primary Source Analysis: David Walker, "An Appeal to the Coloured Citizens of the World," 1829
In Class: Primary Source Analysis: Jedediah Burchard, Revivalist Sermon, 1835
Optional Extension: Dorothea Dix, Memorial to the Legislature of Massachusetts, 1843
Frederick Douglass, Narrative of the Life of Frederick Douglass, 1845
Period 4 Calendar
Period 4 Overview
AP Time Period 4 1800-1848
Day 16: 1800-1848
Day 17: 1800-1848
Review & Writing Practice
Assessment
Principles and Virtues
Principles and Virtues
Option A: Evaluate the extent to which the “Era of Good Feelings” was a change from the founding spirit of the United States. In your response, consider the concepts of nationalism and sectionalism. Option B: Evaluate the extent to which the democratization of politics during the Jacksonian Era was a change from founding-era political theory.
Instructor designs
Period 4 Calendar
Period 4 Overview
AP Time Period 5 1844-1877
LLPH Chapter(s)
Number of Days
Guiding Question(s)
Essay Question(s)
Chapter 7: 1848-1860 Chapter 8: 1860-1877
Was the Civil War inevitable? Did the Civil War help create a more perfect Union?
Was the Civil War inevitable? Did the Civil War help create a more perfect Union?
18 Days of Instruction 2 Days of Review & Writing Practice 1 Day for Assessment
Chapter Objectives
Period 5 Calendar
Period 5 Overview
AP Time Period 5 1844-1877
Principles and Virtues
Day 1
Setting the scene: What was the context in which sectional conflict emerged from 1844 to 1860? (5.1) How did westward expansion contribute to this conflict? (5.2)
Principles and Virtues
Principles and Virtues
Day 2
Day 4
What were the causes and effects of the Mexican-American War? (5.3)
How did immigration affect American culture in the mid-nineteenth century? (5.5)
Principles and Virtues
Day 3
How did national leaders attempt to resolve the heated issue of slavery in the territories? (5.4)
Principles and Virtues
Day 5
How did regional differences related to slavery cause tension in the antebellum years? (5.5)
Principles and Virtues
Principles and Virtues
Principles and Virtues
Day 7
Day 9
Day 10
What were the effects of Abraham Lincoln’s election in 1860? (5.7)
How did Lincoln’s leadership affect the course of the Civil War? (5.9)
Principles and Virtues
Day 6
How did attempts at compromise over the issue of slavery fail? How did sectional parties emerge? (5.6)
Principles and Virtues
Day 8
What were the major events of the Civil War? What contributed to a Union victory? (5.8)
What were the major events of the Civil War? What contributed to a Union victory? (5.8)
Principles and Virtues
Day 12
Principles and Virtues
Principles and Virtues
Day 15
Day 14
Principles and Virtues
Day 11
Principles and Virtues
Day 13
What were the goals of Reconstruction and to what extent were those goals accomplished? (5.10)
What were the goals of Reconstruction and to what extent were those goals accomplished? (5.10)
What were the goals of Reconstruction and to what extent were those goals accomplished? (5.10)
What were the goals of Reconstruction and to what extent were those goals accomplished? (5.10)
How did Lincoln’s leadership affect the course of the Civil War? (5.9)
Principles and Virtues
Day 17
Review
Principles and Virtues
Day 16
What were the goals of Reconstruction and to what extent were those goals accomplished? (5.11)
Principles and Virtues
Principles and Virtues
Principles and Virtues
Day 20
Day 19
Day 18
Review & Writing Practice: Causation
Assessment
Assessment or Make-Up Day or Stretch
Period 5 Calendar
Period 5 Overview
AP Time Period 5 1844-1877
Day 1: 1844-1877
Day 4: 1844-1877
Day 3: 1844-1877
Day 2: 1844-1877
Day 5: 1844-1877
What was the context in which sectional conflict emerged from 1844 to 1860? (5.1) How did westward expansion contribute to this conflict? (5.2)
What were the causes and effects of the Mexican-American War?
How did national leaders attempt to resolve the heated issue of slavery in the territories?
How did immigration affect American culture in the mid-nineteenth century?
How did regional differences related to slavery cause tension in the antebellum years?
Principles and Virtues
Principles and Virtues
Principles and Virtues
Principles and Virtues
Principles and Virtues
Read Ahead: Read and annotate Chapter 7 Introductory Essay: 1844–1860, selected assessments
Read Ahead: Read and annotate To Go to War with Mexico? Decision Point, selected assessments
Read Ahead: Read and annotate The Compromise of 1850 Decision Point, selected assessments
Read Ahead: Read and annotate Nativist Riots and the Know-Nothing Party narrative, selected assessments
Read Ahead: Read and annotate Harriett Beecher Stowe and Uncle Tom’s Cabin narrative, selected assessments
In Class: Primary Source analysis: William Lloyd Garrison and Frederick Douglass’ Views on Abolition, 1845–1852
In Class: Primary Source analysis: Daniel Webster, “7th of March,” 1850
In Class: Primary Source Analysis: American Progress by John Gast, 1872
In Class: Irish and German Immigration DBQ
In Class: Primary Source analysis: John O’Sullivan, “Annexation,” 1845
In Class: Primary Source analysis: Sojourner Truth, “Ain’t I a Woman?” 1851
In Class: Primary Source analysis: Fugitive Slave Act, 1850
In Class: Read and complete historical reasoning questions in graphic organizer, To What Extent Were Manifest Destiny and Westward Expansion Justified? Point-counterpoint
In Class: Primary Source analysis: Henry David Thoreau, “Slavery in Massachusetts,” 1854
In Class: Read and discuss: Thomas Sims and the Fugitive Slave Act of 1850 narrative
Debating the Mexican-American War, May 1846
In Class: Class debate/discussion using the To What Extent Were Manifest Destiny and Westward Expansion Justified? Point-counterpoint
Optional Extension: Harriet Tubman and the Underground Railroad narrative
Period 5 Calendar
Period 5 Overview
AP Time Period 5 1844-1877
Day 6: 1844-1877
Days 8-9: 1844-1877
Day 7: 1844-1877
Days 10-11: 1844-1877
How did attempts at compromise over the issue of slavery fail? How did sectional parties emerge?
What were the effects of Abraham Lincoln’s election in 1860?
What were the major events of the Civil War? What contributed to a Union victory?
How did Lincoln’s leadership affect the course of the Civil War?
Principles and Virtues
Principles and Virtues
Principles and Virtues
Principles and Virtues
In Class: Dred Scott v. Sandford DBQ
In Class: Primary Source analysis: Mathew Brady, The Dead of Antietam Photography, 1862
Read Ahead: Read and annotate Abraham Lincoln and Emancipation Decision Point, selected assessments
Read Ahead and annotate: Kansas-Nebraska Act and Bleeding Kansas narrative
Read Ahead and annotate: John Brown and Harpers Ferry narrative
In Class: Jigsaw:
In Class: Rhetoric of Abraham Lincoln DBQ
Read Ahead and annotate: The Election of 1860 narrative
In Class: The Election of Lincoln and the Secession of Southern States DBQ
Optional Extension:
Primary Source Analysis: J.B. Elliott, Scott’s Great Snake (Anaconda Plan), 1861
Daniel Emmett’s “Dixie” and Julia Ward Howe’s “Battle Hymn of the Republic,” 1859 and 1861
Images of Total War: Sherman’s March to the Sea, 1865
Period 5 Calendar
Period 5 Overview
AP Time Period 5 1844-1877
Days 10-11: 1844-1877
Day 14: 1844-1877
Day 13: 1844-1877
Day 12: 1844-1877
Day 15: 1844-1877
What were the goals of Reconstruction and to what extent were those goals accomplished?
What were the goals of Reconstruction and to what extent were those goals accomplished?
What were the goals of Reconstruction and to what extent were those goals accomplished?
What were the goals of Reconstruction and to what extent were those goals accomplished?
How did Lincoln’s leadership affect the course of the Civil War?
Principles and Virtues
Principles and Virtues
Principles and Virtues
Principles and Virtues
Principles and Virtues
Read Ahead: Read and annotate Chapter 8 Introductory Essay: 1860-1877, selected assessments
In Class: Read and complete historical reasoning questions in graphic organizer, To what extent did American principles become a reality for African Americans during Reconstruction? Point-counterpoint
Read Ahead: Read and annotate The Ku Klux Klan and Violence at the Polls narrative, selected assessments
Read Ahead: Read and annotate Abraham Lincoln and Emancipation Decision Point, selected assessments
In Class: Emergence of Black Codes DBQ Lesson
In Class: Primary Source Analysis: The Rail Splitter at Work Repairing the Union, 1865
In Class: Primary Source Analysis: Thomas Nast on Reconstruction, 1874
In Class: Rhetoric of Abraham Lincoln DBQ
In Class: Primary Source Analysis: Comparing Views of the Freedmen’s Bureau, 1866
In Class: Class debate/ discussion using the To what extent did American principles become a reality for African Americans during Reconstruction? Point-counterpoint
In Class: Primary Source Analysis: Andrew Johnson’s Veto of the Civil Rights Act, 1866
In Class: Read and discuss O.O. Howard and the Freedmen’s Bureau narrative
Period 5 Calendar
Period 5 Overview
AP Time Period 5 1844-1877
Day 16: 1844-1877
Day 19: 1844-1877
Day 18: 1844-1877
Day 17: 1844-1877
Day 20: 1844-1877
What were the goals of Reconstruction and to what extent were those goals accomplished?
Review
Review & Writing Practice: Causation
Assessment
Assessment, Stretch, Make-Up Day
Principles and Virtues
Principles and Virtues
Principles and Virtues
Principles and Virtues
Principles and Virtues
In Class: Civics Connection: Equality, the Civil War, and Reconstruction Timeline and Analysis
Unit 4 Essay Activity: Option A: Explain the major causes of the Civil War Option B: Analyze the effects of the Civil War on U.S. politics and society
Period 5 Calendar
Period 5 Overview
AP Time Period 6 1877-1898
LLPH Chapter(s)
Number of Days
Guiding Question(s)
Essay Question(s)
Explain the extent to which industrialization brought social and economic continuity and change from 1877 to 1898. Explain how various factors contributed to continuity and change in the “New South” from 1877 to 1898.
Chapter 9: 1877-1898
16 Days of Instruction 1 Day of Review & Writing Practice 1 Day for Assessment 2 Days for Make-Up or Stretch
How did a changing view of government’s responsibility during the Gilded Age affect American society?
Chapter Objectives
Period 6 Calendar
Period 6 Overview
AP Time Period 6 1865-1898
Principles and Virtues
Day 1
Setting the scene: What was the context for the rise of industrial capitalism in the United States? (6.1, 6.10)
Principles and Virtues
Principles and Virtues
Day 2
Day 4
What were the effects of new transportation and communication systems following the Civil War? (6.2)
How did western settlement affect relations with American Indians? (6.3)
Principles and Virtues
Day 3
What were the causes and effects of the settlement of the West from 1877 to 1898? (6.3)
Principles and Virtues
Day 5
How did a system of sharecropping and tenant farming emerge in the “New South?” How did this system end any gains for African Americans made during Reconstruction? (6.4)
Principles and Virtues
Principles and Virtues
Principles and Virtues
Day 7
Day 9
Day 10
To what extent were the natural, civil, and political rights of African Americans protected during the Gilded Age? (6.4)
How did the growth of industrial capitalism affect internal and international migration? What were the responses to immigration in this time period? (6.8, 6.9)
How did the growth of industrial capitalism affect the lives of business leaders and workers? (6.5, 6.6, 6.7)
Principles and Virtues
Day 6
How did African Americans fight for political and social equality? (6.4)
Principles and Virtues
Day 8
To what extent were the natural, civil, and political rights of African Americans protected during the Gilded Age? (6.4)
Principles and Virtues
Day 12
Principles and Virtues
Principles and Virtues
Day 15
Day 14
Principles and Virtues
Day 11
How did the growth of industrial capitalism affect internal and international migration? What were the responses to immigration in this time period? (6.8, 6.9)
Principles and Virtues
Day 13
What accounted for the rise and fall of political machines in the Gilded Age? (6.13)
What accounted for the rise and fall of political machines in the Gilded Age? (6.13) What accounted for the rise of Populist and Socialist parties during the Gilded Age? (6.13)
How did reform movements respond to the rise of industrial capitalism in the Gilded Age? (6.11)
What accounted for the rise and fall of political machines in the Gilded Age? (6.13) What accounted for the rise of Populist and Socialist parties during the Gilded Age? (6.13)
Principles and Virtues
Day 17
Review & Writing Practice: Continuity and Change
Principles and Virtues
Day 16
Why and how did policymakers look to the Pacific Rim and Asia for greater influence and control during the Gilded Age? (6.12)
Principles and Virtues
Principles and Virtues
Principles and Virtues
Day 20
Day 19
Day 18
Assessment
Assessment or Make-Up Day or Stretch
Assessment or Make-Up Day or Stretch
Period 6 Calendar
Period 6 Overview
AP Time Period 6 1865-1898
Day 1: 1865-1898
Day 3: 1865-1898
Day 2: 1865-1898
Day 4: 1865-1898
Day 5: 1865-1898
What were the effects of new transportation and communication systems following the Civil War?
What were the causes and effects of the settlement of the West from 1877 to 1898?
How did western settlement affect relations with American Indians?
How did a system of sharecropping and tenant farming emerge in the New South? How did this system end any gains for African Americans made during Reconstruction?
What was the context for the rise of industrial capitalism in the United States?
Principles and Virtues
Principles and Virtues
Principles and Virtues
Principles and Virtues
Principles and Virtues
Read Ahead: Read and annotate The Transcontinental Railroad
Read Ahead: Frederick Jackson Turner, “The Significance of the Frontier in American History,” 1893 primary source
Read Ahead: Read and annotate George Custer, Sitting Bull, and the 1876 Battle of the Little Bighorn narrative and selected assessments
Read Ahead: Ida B. Wells, “Lynch Law,” 1893 primary source
Read Ahead: Read and annotate Chapter 9 (1877-1898) introductory essay and selected assessments
In Class: Read and discuss gains and losses for African Americans 1860 - 1898 Ida B. Wells and the Campaign against Lynching narrative
In Class: Read and complete historical reasoning questions in graphic organizer, Was Frederick Jackson Turner’s Frontier Thesis of 1893 Myth or Reality? Point – counterpoint
Read Ahead: The Brooklyn Bridge narrative and selected assessments
In Class: Primary Source Analysis: The Dawes Act, 1887
In Class: Annotated drawings: The Transcontinental Railroad and the Brooklyn Bridge as symbols of the Gilded Age
In Class: Primary Source Analysis: Images from the Carlisle Indian School, 1880s
In Class: Class debate/discussion using the Was Frederick Jackson Turner’s Frontier Thesis of 1893 Myth or Reality?
Plessy v. Ferguson narrative
Optional Extension: Cowboys and Cattle Drives narrative and selected assessments
Period 6 Calendar
Period 6 Overview
AP Time Period 6 1865-1898
Day 6: 1865-1898
Days 7-8: 1865-1898
Day 9: 1865-1898
Days 10-11: 1865-1898
How did African Americans fight for political and social equality?
How did the growth of industrial capitalism affect internal and international migration? What were the responses to immigration in this time period?
To what extent were the natural, civil, and political rights of African Americans protected during the Gilded Age?
How did the growth of industrial capitalism affect the lives of business leaders and workers?
Principles and Virtues
Principles and Virtues
Principles and Virtues
Principles and Virtues
Read Ahead: Read and annotate The Chinese Exclusion Act decision point
In Class: Unit 5 Civics Connection: Civil Rights and Economic Freedom Lesson: Timeline analyzing the extent to which the natural, civil, and political rights of African Americans were protected during the Gilded Age.
Read Ahead and annotate: Andrew Carnegie and the Creation of U.S. Steel
In Class: Debating Strategies for Change using Structured Academic Controversy: Booker T. Washington vs. W.E.B. Du Bois
Read Ahead and Annotate: Jane Addams, Hull House, and Immigration
Read Ahead and annotate The Homestead Strike narratives and selected assessments
In Class: Primary Source analysis: Cartoon Analysis Immigration in the Gilded Age, 1882–1896 primary source
In Class: Read and complete historical reasoning questions in graphic organizer, Were the Titans of the Gilded Age “Robber Barons” or Entrepreneurial Industrialists? Point-counterpoint
In Class: Industry and Immigration in the Gilded Age Lesson: Primary source analysis of immigrant letters and immigration laws 1896-1897
In Class: Class debate/discussion using the Were the Titans of the Gilded Age “Robber Barons” or Entrepreneurial Industrialists?
Period 6 Calendar
Period 6 Overview
AP Time Period 6 1865-1898
Days 10-11: 1865-1898
Days 14-15: 1844-1877
Day 13: 1844-1877
Day 12: 1844-1877
What accounted for the rise of Populist and Socialist parties during the Gilded Age?
How did the growth of industrial capitalism affect internal and international migration? What were the responses to immigration in this time period?
How did reform movements respond to the ride of industrial capitalism in the Gilded Age?
What accounted for the rise and fall of political machines in the Gilded Age?
Principles and Virtues
Principles and Virtues
Principles and Virtues
Principles and Virtues
Read Ahead: Edward Bellamy, Looking Backward, 2000–1887, 1888 primary source
Read Ahead: Read and annotate William “Boss” Tweed and Political Machines narrative and selected assessments
Read Ahead: Read and annotate Ignatius Donnelly and the 1892 Populist Platform narrative and selected assessments
Read Ahead: Read and annotate The Chinese Exclusion Act decision point
In Class: Primary Source analysis: Cartoon Analysis: Thomas Nast Takes on “Boss” Tweed, 1871
Read Ahead and Annotate: Jane Addams, Hull House, and Immigration
In Class: Debating Industrial Progress using Structured Academic Controversy: Andrew Carnegie vs. Henry George
In Class: Primary Source analysis: William Jennings Bryan, “Cross of Gold” speech, 1896
In Class: Primary Source analysis: Cartoon Analysis Immigration in the Gilded Age, 1882–1896 primary source
In Class: Read and complete historical reasoning questions in graphic organizer, Were Urban Bosses Essential Service Providers or Corrupt Politicians? Point-counterpoint
In Class: Populists and Socialists in the Gilded Age Lesson: Analyzing excerpts from political platforms and comparing philosophies
In Class: Industry and Immigration in the Gilded Age Lesson: Primary source analysis of immigrant letters and immigration laws 1896-1897
In Class: Class debate/discussion using the Were Urban Bosses Essential Service Providers or Corrupt Politicians? Point-counterpoint
Period 6 Calendar
Period 6 Overview
AP Time Period 6 1865-1898
Day 16: 1865-1898
Day 17: 1865-1898
Day 20: 1865-1898
Day 18: 1865-1898
Day 19: 1865-1898
Assessment or Stretch or Make-Up Day
Review & Writing Practice: Continuity and Change
Why and how did the policymakers look to the Pacific Rim and Asia for greater influence and control during the Gilded Age?
Assessment
Assessment or Stretch or Make-Up Day
Principles and Virtues
Principles and Virtues
Principles and Virtues
Principles and Virtues
Principles and Virtues
Unit 5 Essay Activity Option A: Explain the extent to which industrialization brought social and economic continuity and change from 1877 to 1898. Option B: Explain how various factors contributed to continuity and change in the “New South” from 1877 to 1898.
Instructor designs
Instructor designs
Read Ahead: Read and annotate The Annexation of Hawaii narrative and selected assessments
Instructor designs
In Class: The Annexation of Hawaii DBQ
Period 6 Calendar
Period 6 Overview
AP Time Period 7 1890-1945
LLPH Chapter(s)
Guiding & Essay Question(s)
Number of Days
Chapter 10: 1898-1919 Chapter 11: 1920-1932 Chapter 12: 1932-1945
19 Days of Instruction 1 Day of Review & Writing Practice 1 Day for Assessment 2 Days for Make-Up or Stretch
How did the Progressive vision shape American politics, society, and foreign policy from 1898 to 1917? How did the modernization of the American economy and society lead to cultural conflict during the 1920s? How did Franklin Roosevelt respond to the crises of the Great Depression at home and the war against tyrannical states during World War II abroad?
Chapter Objectives
Period 7 Calendar
Period 7 Overview
AP Time Period 7 1890-1945
Principles and Virtues
Principles and Virtues
Principles and Virtues
Day 2
Day 4
Day 3
What were the goals and effects of the Progressive reform movement? (7.4)
Principles and Virtues
Day 1
What were the major arguments of imperialists and anti-imperialists regarding the U.S.’s role in the world? What were the effects of the Spanish-American War? (7.1 7.2, 7.3)
Principles and Virtues
Day 5
What were the major arguments of imperialists and anti-imperialists regarding the U.S.’s role in the world? What were the effects of the Spanish-American War? (7.1 7.2, 7.3)
What were the goals and effects of the Progressive reform movement? (7.4)
To what extend did the Progressive reform movement affect the lives of African Americans? (7.4)
Principles and Virtues
Principles and Virtues
Principles and Virtues
Principles and Virtues
Day 7
Day 9
Day 10
What were the causes and consequences of U.S. involvement in World War I? (7.5)
Day 6
Principles and Virtues
Day 8
How did U.S. involvement in World War I affect attitudes toward immigration and civil liberties? (7.6)
What were the goals and effects of the Progressive reform movement? (7.4)
How did U.S. involvement in World War I affect attitudes toward immigration and civil liberties? (7.6)
How did U.S. involvement in World War I affect attitudes toward immigration and civil liberties? (7.6)
Principles and Virtues
Day 12
Principles and Virtues
Principles and Virtues
Day 15
Day 14
What were the causes of the Great Depression and its effects on the economy? (7.9)
How did the New Deal affect American political, social, and economic life? (7.10)
Principles and Virtues
Principles and Virtues
Day 11
Day 13
What were the causes and effects of innovations in communication and technology in the United States in the 1920s? (7.7)
How did growing cities offer both opportunity and challenges to African Americans? (7.8)
How did growing cities offer both opportunity and challenges to African Americans? (7.8)
Principles and Virtues
Day 17
How did U.S. participation in World War II affect American society? (7.12, 7.13)
Principles and Virtues
Day 16
What defined U.S. foreign policy in the years following World War I? (7.11)
Principles and Virtues
Principles and Virtues
Principles and Virtues
Day 20
Day 19
Day 18
How did U.S. participation in World War II affect American society? (7.12, 7.13)
How did U.S. participation in World War II affect American society? (7.12, 7.13)
Review and Writing Practice: Comparison and Causation
Principles and Virtues
Principles and Virtues
Day 22
Assessment or Make-Up Day or Stretch
Day 21
Assessment
Principles and Virtues
Day 23
Assessment or Make-Up Day or Stretch
Period 7 Calendar
Period 7 Overview
AP Time Period 7 1890-1945
Days 1-2: 1890-1945
Days 3-4: 1890-1945
Day 5: 1890-1945
What were the major arguments of imperialists and anti-imperialists regarding the U.S.’s role in the world? What were the effects of the Spanish-American War?
What were the goals and effects of the Progressive reform movement?
What were the goals and effects of the Progressive reform movement?
Principles and Virtues
Principles and Virtues
Principles and Virtues
Read and annotate Wilsonian Progressivism 1913 – 1920 narrative and selected assessments
Read Ahead: Read and annotate Chapter 10 (1898-1919) introductory essay and selected assessments
Read Ahead and annotate: Ida M. Tarbell’s Crusade against Standard Oil 1904
In Class: Primary Source analysis: -Redfield Proctor vs. Mark Twain on American Imperialism, 1898–1906 -Cartoon Analysis: Victor Gillam, A Lesson for Anti-Expansionists, 1899
Read Ahead and annotate: Westward Expansion and the Quest to Conserve 1890 - 1910 narratives and selected assessments
In Class: Read and complete historical reasoning questions in graphic organizer, Was Prohibition a Success or a Failure? Point-counterpoint
In Class: Jigsaw: -Remember the Maine! Theodore Roosevelt and the Rough Riders Narrative -The Panama Canal Narrative - Philippine-American War Narrative
In Class: Primary Source analysis: Upton Sinclair, The Jungle, 1906
In Class: Primary Source analysis: Lewis Hine, Photographs Documenting Child Labor, 1908
In Class: Class debate/discussion using the Was Prohibition a Success or a Failure? Point-counterpoint
In Class: Debate/discussion/writing prompt: Was U.S. intervention justified in each case?
In Class: The Progressive Movement DBQ
Optional Extension: Did the Progressive Movement Diverge from the Founding? point-counterpoint
Period 7 Calendar
Period 7 Overview
AP Time Period 7 1890-1945
Day 6: 1890-1945
Day 8: 1890-1945
Day 9-10: 1890-1945
Day 7: 1890-1945
How did U.S. involvement in World War I affect attitudes toward immigration and civil liberties?
To what extent did the Progressive reform movement affect the lives of African-Americans?
To what extent did the Progressive reform movement affect the women’s suffrage movement?
What were the causes and consequences of U.S. involvement in World War I?
Principles and Virtues
Principles and Virtues
Principles and Virtues
Principles and Virtues
Read Ahead: Read and annotate Jim Crow and Progressivism 1890s – 1910
Read Ahead: Read and annotate Carrie Chapman Catt, Open Address to the U.S. Congress, 1917 primary source
Read Ahead: America Enters World War I 1917
Read Ahead: The Espionage Act of 1917 primary source
Read Ahead: Over There: The U.S. Soldier in World War I
In Class: Schenck v. United States (1919) DBQ
Read Ahead: The Great Migration 1916 – 1920s
In Class: Women's Suffrage and the Nineteenth Amendment Lesson: Image analysis and timeline
In Class: Primary Source Analysis: George M. Cohan, “Over There”
In Class: Lesson: Blues and the Great Migration [from teachrock.org]; Using primary source analysis, students will consider how the Great Migration spread Southern culture, helping to give the Blues a central place in American popular music.
In Class: Primary Source Analysis: Woodrow Wilson’s Fourteen Points, 1918
Optional Extension: Alice Paul and the Struggle for Women’s Suffrage 1912 – 1920
In Class: Read and discuss The Treaty of Versailles 1919 decision point
Optional Extension: Elihu Root vs. William Jennings Bryan on Women’s Suffrage, 1894–1914 primary source
Period 7 Calendar
Period 7 Overview
AP Time Period 7 1890-1945
Day 11: 1890-1945
Day 12: 1890-1945
Day 13: 1890-1945
Day 14: 1890-1945
Day 15: 1890-1945
Why and how did nativist campaigns experience a resurgence after World War I?
How did growing cities offer both opportunity and challenges to African Americans?
What were the causes and effects of innovations in communication and technology in the United States in the 1920s?
What were the causes of Great Depression and its effects on the economy?
How did U.S. involvement in World War I affect attitudes toward immigration and civil liberties?
Principles and Virtues
Principles and Virtues
Principles and Virtues
Principles and Virtues
Principles and Virtues
Read Ahead: Read and annotate Chapter 11 (1920-1932) Introductory Essay and selected assessments
Read Ahead: Read and annotate Postwar Race Riots 1919 narrative and selected assessments
In Class: Reading and comparison prompt The KKK during Reconstruction vs. the KKK in the 1920s
Read Ahead: The Crash of 1929 narrative and selected assessment
Read Ahead: Read and annotate The Red Scare and Civil Liberties narrative and selected assessments
Read Ahead: The Dust Bowl 1930 – 1936 narrative and selected assessment
In Class: Primary Source Analysis: Langston Hughes, “I, Too” and “The Weary Blues,” 1920 and 1925
In Class: Primary Source Analysis: Business and Advertising in the Early Twentieth Century, 1910–1917
Optional Extension: The Scopes Trial 1925 narrative
In Class: Primary Source Analysis: Mitchell Palmer, “The Case against the Reds,” primary source 1920
In Class: Primary Source Analysis: Photographs: The Dust Bowl and Rural Poverty, 1936–1937
In Class: Primary Source Analysis: Marcus Garvey, “Declaration of the Rights of the Negro Peoples of the World,” 1920
In Class: Primary Source Analysis: Charlie Chaplin, “The Kid”, 1921
Ellison DuRant Smith, “Shut the Door,” 1924
In Class: Primary Source Analysis: Andy Razaf (lyrics), Thomas “Fats” Waller and Harry Brooks (score),“Ain’t Misbehavin’,”Jazz and the Radio, 1929
Immigration Act of 1924
Period 7 Calendar
Period 7 Overview
AP Time Period 7 1890-1945
Day 16: 1890-1945
Day 17: 1890-1945
Day 20: 1890-1945
Day 18: 1890-1945
Day 19: 1890-1945
What were the causes and effects of the Allied victory in World War II?
What defined U.S. foreign policy in the years following World War I?
How did U.S. participation in World War II affect American society?
What were the causes and effects of the Allied victory in World War II?
How did the New Deal affect American political, social, and economic life?
Principles and Virtues
Principles and Virtues
Principles and Virtues
Principles and Virtues
Principles and Virtues
Read Ahead: Dropping the Atomic Bomb decision point
Read Ahead: Chapter 12 Introductory Essay and selected assessments
Read Ahead: Read and annotate Pearl Harbor 1941 narrative and selected assessments
Read Ahead and annotate: D-Day 1944
Read Ahead and annotate: U.S. Foreign Policy between the Wars
Read Ahead and annotate: Raising the Flag on Iwo Jima 1945
In Class: Was the Use of the Atomic Bomb Justified? DBQ
Read Ahead and annotate Foreign Policy in the 1930s: From Neutrality to Involvement
In Class: Primary Source Analysis: FDR’s first inaugural, March 4, 1933
In Class: Korematsu v. United States (1944) and Japanese Internment DBQ
Read Ahead and annotate: The Manhattan Project 1942 – 1945
Read Ahead and annotate: Neutrality Acts and America First
In Class: Primary source analysis: Photographs: Women at Work on the Homefront during World War II, 1941–1945
In Class: Read and complete historical reasoning questions in graphic organizer, The New Deal: Successful or Not? Point-counterpoint
In Class: Debate/discussion: U.S. foreign policy between the wars contributed to making the Second World War and U.S. involvement in it more likely.
The Atlantic Charter, 1941
In Class: Class debate/discussion using The New Deal: Successful or Not? Point-counterpoint
Dwight Eisenhower, D-Day Statement, 1944
Phil “Bo” Perabo, Letter Home, 1945
Period 7 Calendar
Period 7 Overview
AP Time Period 7 1890-1945
Day 21: 1890-1945
Day 22: 1890-1945
Day 23: 1890-1945
Day 24: 1890-1945
Assessment
Assessment or Stretch or Make-Up Day
Review and Writing Practice: Comparison and Causation
Assessment or Stretch or Make-Up Day
Principles and Virtues
Principles and Virtues
Principles and Virtues
Principles and Virtues
Unit 6 Essay Activity Option A: Explore the similarities and differences in the Progressive vision of the government’s scale, scope, and purpose with that of the Founders. Option B: Explain the causes of the Great Depression and its effects on TWO of the following: American political, social, or economic life. Option C: Explore the similarities and differences in attitudes about the United States’ proper role in the world during the period c. 1898 – 1945.
Instructor designs
Instructor designs
Instructor designs
Period 7 Calendar
Period 7 Overview
AP Time Period 8 1945-1980
LLPH Chapter(s)
Number of Days
Guiding & Essay Question(s)
Chapter 13: 1946-1960 Chapter 14: 1960-1968 Chapter 15: 1968-1980
How did anti-communist foreign policy, the liberal welfare state, and American cultural values shape the postwar world from 1945 to 1960? How did internal and external political and cultural tensions shape the years 1960-1968? How did a fracturing of the liberal consensus shape politics and culture between 1968 and 1980?
20 Days of Instruction 1 Day of Review & Writing Practice
Chapter Objectives
Period 8 Calendar
Period 8 Overview
AP Time Period 8 1945-1980
Principles and Virtues
Principles and Virtues
Principles and Virtues
Day 2
Day 4
Day 3
What policies and events defined the early stages of the Cold War? (8.2)
Principles and Virtues
Day 1
What were the consequences of U.S. involvement in World War II? (7.14, 8.2)
Principles and Virtues
Day 5
What were the causes and effects of the Red Scare following World War II? (8.3)
What policies and events defined the early stages of the Cold War? (8.2)
What policies and events defined the early stages of the Cold War? (8.2)
Principles and Virtues
Principles and Virtues
Principles and Virtues
Principles and Virtues
Day 7
Day 9
Day 10
How and why did the Civil Rights Movement develop and expand from 1945 to 1960? (8.6)
What were the causes and effects of U.S. involvement in Vietnam? (8.8)
Day 6
How did mass culture become increasingly homogenous in the postwar years? How did artists rebel against this conformity? (8.4, 8.5)
Principles and Virtues
Day 8
How did Cold War competition extend beyond the U.S. and Soviet Union? How did this affect the U.S.’s role in the world? (8.7)
What were the causes and effects of U.S. involvement in Vietnam? (8.8)
Principles and Virtues
Day 12
Principles and Virtues
Principles and Virtues
Day 15
Day 14
How and why did the Civil Rights Movement expand after 1960? (8.11)
Principles and Virtues
Principles and Virtues
Day 11
Day 13
What were the defining events of the Civil Rights Movement? What were the arguments for and against the use of nonviolence in the movement? (8.10)
What were the defining events of the Civil Rights Movement? What were the arguments for and against the use of nonviolence in the movement? (8.10)
What were the defining events of the Civil Rights Movement? What were the arguments for and against the use of nonviolence in the movement? (8.10)
In what context did Lyndon Johnson call for a "Great Society"? Was it successful? (8.9)
Principles and Virtues
Day 21
Review & Writing Practice: Causation
Principles and Virtues
Day 17
What forms did youth social protest movements take in the 1960s and 1970s? (8.12)
Principles and Virtues
Day 16
Principles and Virtues
Principles and Virtues
Principles and Virtues
Day 20
Day 19
Day 18
How political scandals and economic challenges in the 1970s affect public confidence and trust in the government? (8.14)
How did an environmental movement emerge? (8.13)
How and why did the Civil Rights Movement expand after 1960? (8.11)
What forms did youth social protest movements take in the 1960s and 1970s? (8.12)
Period 8 Calendar
Period 8 Overview
AP Time Period 8 1945-1980
Day 1: 1945-1980
Days 2-3: 1945-1980
Day 4: 1945-1980
Day 5: 1945-1980
What were the consequences of U.S. involvement in World War II?
What were the causes and effects of the Red Scare following World War II?
What policies and events defined the early stages of the Cold War?
How did mass culture becoming increasingly homogenous in the postwar years? How did artists rebel against this conformity?
Principles and Virtues
Principles and Virtues
Principles and Virtues
Principles and Virtues
Read Ahead: Read and annotate Dr. Benjamin Spock and the Baby Boom 1946 narrative and selected assessments
Read Ahead and annotate: The Postwar Red Scare 1950s narrative
In Class: Annotated Timeline/Jigsaw: The Cold War Heats Up Winston Churchill, “Sinews of Peace,” March 1946 primary source
Read Ahead: Read and annotate Ch. 13 (1945-1960) introductory essay and selected assessments
Read Ahead and annotate: Cold War Spy Cases 1950s narrative
In Class: Primary Source Analysis: Levittown Videos, 1947–1957
Harry S. Truman, “Truman Doctrine” Address, March 1947 primary source
In Class: Read and complete historical reasoning questions in graphic organizer, Who Was Responsible for Starting the Cold War? Point-counterpoint
In Class: McCarthyism DBQ 1950 - 1954
Critics of Postwar Culture: Jack Kerouac, On the Road (Excerpts), 1957
George Kennan (“Mr. X”), “Sources of Soviet Conduct,” July 1947 primary source
The Berlin Airlift narrative
The Korean War and the Battle of Chosin Reservoir narrative
In Class: The Sound of the Suburbs Lesson [from teachrock.org]: Using primary source analysis, students will consider how the music of the Beach Boys reflects the suburbanization of postwar America
In Class: Class debate/discussion using the Who Was Responsible for Starting the Cold War? Point-counterpoint
Truman Fires General Douglas MacArthur decision point
The Nixon–Khrushchev Kitchen Debate narrative
Cuban Missile Crisis 1962 narrative
Nixon Opens China 1972 narrative
Period 8 Calendar
Period 8 Overview
AP Time Period 8 1945-1980
Day 9: 1945-1980
Day 7: 1945-1980
Day 10: 1945-1980
Day 6: 1945-1980
Day 8: 1945-1980
How did Cold War competition extend beyond the U.S. and Soviet Union? How did this affect the U.S.’s role in the world?
What were the causes and effects of U.S. involvement in Vietnam?
In what context did Lyndon Johnson call for a “Great Society” Was it successful?
What were the causes and effects of U.S. involvement in Vietnam?
How and why did the Civil Rights Movement develop and expand from 1945 to 1960?
Principles and Virtues
Principles and Virtues
Principles and Virtues
Principles and Virtues
Principles and Virtues
In Class: Read and complete historical reasoning questions in graphic organizer, Was the Great Society Successful? Point-counterpoint
Read Ahead: Read and annotate Ch. 14 (1960-1968) introductory essay and selected assessments
Read Ahead: Read and annotate Election of 1968 narrative and selected assessments
Read Ahead: Read and annotate Eisenhower and the Suez Canal Crisis 1956 decision point
In Class: Jigsaw: Jackie Robinson narrative
The Murder of Emmett Till narrative
In Class: Primary Source analysis: The Tonkin Gulf Resolution, 1964
In Class: Primary Source analysis and comparison: Dwight D. Eisenhower, Farewell Address, January 1961
In Class: Read and complete historical reasoning questions in graphic organizer: Was the media coverage of the Tet Offensive fair? Point-counterpoint
In Class: Class debate/discussion using the Was the Great Society Successful? Point-counterpoint
The Little Rock Nine narrative
Lyndon B. Johnson, “Peace without Conquest,” April 7, 1965
Rosa Parks, Martin Luther King, Jr., and the Montgomery Bus Boycott narrative
George Washington’s Farewell Address, 1796 in Chapter 4
The Vietnam War Experience: An Interview with Veteran William Maxwell Barner III
In Class: Class debate/discussion using the Was the media coverage of the Tet Offensive fair?
Rosa Parks’ Account of the Montgomery Bus Boycott (Radio Interview), April 1956 primary source
Walter Cronkite Speaks Out Against Vietnam, February 27, 1968
Period 8 Calendar
Period 8 Overview
AP Time Period 8 1945-1980
Days 13-15: 1945-1980
Days 11-12: 1945-1980
How and why did the Civil Rights Movement expand after 1960?
What were the defining events of the Civil Rights Movement? What were the arguments for and against the use of nonviolence in the movement?
Principles and Virtues
Principles and Virtues
In Class Jigsaw: What were the defining events of the Civil Rights Movement?
In Class Jigsaw: How did different groups in American society fight for equality and rights in the 1960s and 1970s?
In Class: Primary Source Analysis and Comparison:
In Class: Primary Source Analysis/Discussion: How did different groups in American society fight for equality and rights in the 1960s and 1970s?
Optional Extension: Civil Disobedience Across Time Lesson: Primary Source analysis
Optional Extension: The Birth Control Pill narrative
Optional Extension: The Music of the Civil Rights Movement lesson [from teachrock.org]; Using primary source analysis, students will consider how popular music reflected the values of the Civil Rights movement of the 1960s and helped the movement convey its message.
Optional Extension: Civil Rights DBQ [from teachrock.org]
Period 8 Calendar
Period 8 Overview
AP Time Period 8 1945-1980
Days 16-17: 1945-1980
Day 20: 1945-1980
Day 18: 1945-1980
Day 19: 1945-1980
How political scandals and economic challenges in the 1970s affect public confidence and trust in the government?
How did an environmental movement emerge?
Writing Practice: Causation
What forms did youth social protest movements take in the 1960s and 1970s?
Principles and Virtues
Principles and Virtues
Principles and Virtues
Principles and Virtues
Read Ahead: Read and annotate Chapters 15 (1968-1980) introductory essay and selected assessments
Unit 7 Essay Activity Option A: Explain the causes and effects of the Red Scare after World War II. Option B: Explain how and why the Civil Rights Movement expanded from 1945 – 1968. Option C: Explain the causes and effects of continuing policy debates about the role of the federal government during the period c. 1965 – 1980
In Class: Primary Source Analysis/Discussion: How did these efforts toward environmentalism help shape modern approaches to the issue with which you are familiar?
Read Ahead: Primary Source Analysis: Students for a Democratic Society, Port Huron Statement, 1962
In Class: Primary Source Analysis/Discussion: How did Nixon’s presidency and Watergate affect U.S. politics and society?
In Class Jigsaw: What forms did youth social protest movements take in the 1960s and 1970s? Option: Compare to analogous protests of the 21st century with which you are familiar.
Optional Extension: Read and annotate:
Period 8 Calendar
Period 8 Overview
AP Time Period 9 1980-Present
LLPH Chapter(s)
Number of Days
Guiding Question(s)
Essay Question(s)
Explain the effects of the end of the Cold War on U.S. foreign policy. Explain the effects of the War on Terror on U.S. society.
7 Days of Instruction 1 Day of Review & Writing Practice
Chapter 16: 1980-Present
How does the American experiment play out in the foreign and domestic policy of modern America?
Chapter Objectives
Period 9 Calendar
Period 9 Overview
AP Period 9 1980-Present
Day 5
Day 3
Day 1
Day 2
Day 4
Setting the Scene: What was the context in which the U.S. faced international and domestic challenges after 1980? (9.1) What were the defining events and policies of the Reagan administration? (9.2)
What events and policies led to the end of the Cold War? How did this lead to new debates about the use of U.S. power in foreign affairs? (9.3) At home: How did technological innovations transform daily life and lead to new social behaviors and networks? (9.4)
How have U.S. responses to immigration changed over time? (9.5)
How have U.S. responses to immigration changed over time? (9.5)
What events and policies led to the end of the Cold War? How did this lead to new debates about the use of U.S. power in foreign affairs? (9.3)
Principles and Virtues
Day 6
Day 8
Day 7
Day 10
Day 9
How did September 11 and the War on Terror raise questions about the protection of civil liberties and human rights? (9.6)
How did September 11 and the War on Terror raise questions about the protection of civil liberties and human rights? (9.6)
Review & Writing Practice: Causation
Course Review & Exam Prep
Course Review & Exam Prep
Day 12
Day 14
Day 13
Day 11
Course Review & Exam Prep
Course Review & Exam Prep
Course Review & Exam Prep
AP Exam
Period 9 Calendar
Period 9 Overview
AP Period 9 1980-Present
Day 1: 1980-Present
Day 2: 1980-Present
Day 3: 1980-Present
Day 4: 1980-Present
Day 5: 1980-Present
How did technological innovations transform daily life and lead to new social behaviors and networks?
What events and policies led to the end of the Cold War? How did this lead to new debates about the use of U.S. power in foreign affairs?
How have U.S. responses to immigration changed over time?
Has Francis Fukuyama's "End of History" thesis been proven correct?
What was the context in which the U.S. faced international and domestic challenges after 1980? What were the defining events and policies of the Reagan administration?
Principles and Virtues
Principles and Virtues
Principles and Virtues
Principles and Virtues
Principles and Virtues
In Class: Continuity and Change: Immigration in the United States Lesson: Using primary sources, students identify historical attitudes toward immigration and the relationship between political rhetoric and immigration law
Read Ahead: Read and annotate Ch. 16 (1980-present) introductory essay
Read Ahead: Read and annotate: Francis Fukuyama, The End of History? 1989 primary source
Read Ahead: Read Tech giants: Steve Jobs and Bill Gates narrative and selected assessments
Read Ahead: Read and annotate Ronald Reagan, “Tear Down this Wall”, 1987 primary source
Read Ahead: Ronald Reagan and Supply-Side Economics narrative
In Class: Read and complete historical reasoning questions in graphic organizer, Has Francis Fukuyama’s “End of History” thesis been proven correct? point-counterpoint
In Class: Cold War DBQ (1947–1989) Lesson [from the Reagan Foundation]
In Class or at home: Post a response: What challenges do new technologies pose in the modern world? Consider the internet, AI (artificial intelligence), social media, etc.
In Class: Primary Source Analysis/Discussion:
In Class: Class debate/discussion using the Has Francis Fukuyama’s “End of History” thesis been proven correct? point-counterpoint
In Class: Create your own political cartoon praising or critiquing a major policy of President Reagan
Period 9 Calendar
Period 9 Overview
AP Period 9 1980-Present
Days 6-7: 1980-Present
Day 8: 1980-Present
Days 9-13: 1980-Present
How did September 11 and the War on Terror raise questions about the protection of civil liberties and human rights?
Writing Practice: Causation
Course Review & AP Exam Prep
Principles and Virtues
Principles and Virtues
Principles and Virtues
Unit 8 Essay Activity: Option A: Explain the effects of the end of the Cold War on U.S. foreign policy. Option B: Explain the effects of the War on Terror on U.S. society.
Read Ahead: Read and answer questions: New Yorker Covers, 2001–2011 (Reflections on 9/11)
In Class: Liberty and Security- the PATRIOT Act Lesson: Using excerpts from the Constitution and the Federalist Papers, students will identify Founding principles regarding national security and compare those to government policies in the aftermath of 9/11
Period 9 Calendar
Period 9 Overview