Daily Schedule

Mr. Reavis Daily Class Schedule

Room Number G 114

Muskogee High Phone Number 918 684 3750     Extension 1794

1st Hour     United States History                7:55 a.m.---8:50 a.m.

2nd Hour    AP United States History          8:55 a.m.---9:45 a.m.

3rd Hour     Planning                                    10:40 a.m.-10:45 a.m.

4th Hour     AP European History                11:15 a.m.-12:05 a.m.

5th Hour     AP United States History          12:10 p.m.-1:00 p.m.

6th Hour     United States History                1:05 p.m.--1:55 p.m.

7th Hour     Athletics                                    2:00 p.m.--2:50 p.m.

 

United States History Syllabus:        1877 – circa 2008

Muskogee High School

Course Description:

This course identifies the historical developments in the United States from approximately 1850 to the present that are considered to be essential elements for a literate and functioning United States citizen. These areas include events contributing to the building of the nation, Reconstruction, Industrialization, Progressivism, major military engagements, major political, economic and social events, and the student will analyze the foreign and domestic policies in the contemporary era; 1977 to present.  Use of technology in testing and for historical resources will be utilized. Development of the student’s critical thinking and graphic skills will be emphasized.

The successful completion of this course is required for graduation which consists of one full academic year, typically a fall and spring semester.

Course Objectives:

Upon completion of this course, students will be able to…

  1. Identify the most significant persons, events, and ideas in U.S. History (1877-present).
  2. Locate major regions, cities, and geographical features and to understand how they relate to U.S. History
  3. Describe and examine the characteristics and contributions of major American figures and eras; examining the cause and effect dynamic in the political, economic, and social structure.
  4. Investigate the growth of America through religion, art, scientific theories, exploration, economic and political systems.
  5. Analyze primary and secondary sources and place in proper historical context.  
  6. All Oklahoma Core Curriculum objectives will be taught. 
  7. It is the objective of the MHS Social Studies Department that your student be successful on the End-of-Instruction United States History Exam.  This objective can only be met with the student assuming his/her role as a responsible student towards their academic study.

Textbook:

United States History: Reconstruction to the Present: Pearson, 2014

Required Supplies: 

History notebook, paper, pencils/pens.

 

Course Outline:

August tentative course of study

The student will analyze the foreign and domestic policies in the contemporary era, 1977 to present.

Unit 1: End of the Cold War

  • Role of military in ending Cold War, ideals of democracy and freedom
  • Collapse of Communism, end of Cold War, Ronald Reagan, Conservative revolution

Unit 2: Vietnam

  • Vietnam War
  • Role of military and veterans during the Cold War.

Unit 3: Early Cold War

  • Outcomes of World War II, including boundary changes, United Nations and Marshall Plan.
  • Cold War, Truman Doctrine, containment, NATO, Korea, McCarthyism
  • Bay of Pigs, Berlin Wall, Cuban Missile Crisis
  • Significant persons and events

October tentative course of study

Unit 4: World War II

  • Causes of WWII
  • Major Battles, turning points, development of atomic weapon(s) program
  • Geneva Convention, prisoners of war
  • Holocaust, trial of war criminals
  • World War II Homefront, U.S. mobilization of resources
  • Internment of Japanese Americans
  • Role of media and communications

November tentative course of study

Unit 5: The Great Depression

  • Great Depression, causes/effects, New Deal

Unit 6: World War I

  • Wilson’s fourteen points, Treaty of Versailles, national debate over treaty, trench warfare, causes/effects of war.

December tentative course of study

Unit 7: World Affairs after 1890 (Imperialism)

  • International markets, Latin America, Asia, Pacific

Unit 8: Progressivism, Immigration, Industrialization

  • Immigration
  • Urbanization, admission of new states
  • Inventions/innovations, industrialization
  • Post Civil War race relations
  • Progressive Movement

January tentative course of study

Unit 9: Civil Rights Movement

  • Role of all-minority military units
  • Contributions of women and minorities
  • Civil Rights Movement

February tentative course of study

Unit 10: Westward Expansion

  • Eli Whitney, Texas, Mexican War, Manifest Destiny, Closing of the Frontier (Turner)
  • Native American: wars, significant treaties, government policies
  • Effects of United States policy on Native Americans, major battles and treaties Important oration from Native American leaders
  • Immigrant experiences, westward movement and settlement, Homestead Act
  • Industrialization of American Society in post-reconstruction through the Progressive Ear circa 1865 to 1900

March and April to the End-of-Instruction Exam

Unit 11: Reconstruction

  • Political effects of war
  • Assassination, Radical Republicans, Civil War Amendments, Compromise of 1877, Jim Crow laws
  • Economic and social impact of war

May

The United States role in the modern world, review for the comprehensive final.

 

Muskogee High School Policies:

Grading Criteria/Timetable: 

Daily Work/Exams/Projects/Essays:               80% of Semester Grade

Comprehensive Semester Exam:                   20% of Semester Grade

Muskogee High School Grading Scale

Letter Grade

Percentage

Grade Point

A

93-100%

4.0

A-

90-92%

3.7

B+

87-89%

3.3

B

83-86%

3.0

B-

80-82%

2.7

C+

77-79%

2.3

C

73-76%

2.0

C-

70-72%

1.7

D+

67-69%

1.3

D

60-66%

1.0

F

0-59%

0.0

 

Extenuating Circumstances: 

If you have extenuating circumstances that prevent you from completing projects, quizzes or participating in the class, contact the instructor to make alternative arrangements.  Effective communication is the key to overcoming any hurdles you may encounter during the term.  If you are unable to contact your instructor, contact your academic advisor.  The possibility of alternative arrangements shall be at the discretion of the instructor and will be considered on a case by case base.

Attendance/Tardiness

District attendance and tardy policies are in effect for this course. For further information see your school board approved Muskogee High School student handbook.

 

Late Work Policy

Acceptance of student assignments that were not turned according to School Board policy shall be at the discretion of the instructor.

Extra Credit Policy

Extra credit is used sparingly, if at all, and is at the discretion of the instructor.

Social Studies Tutoring: 

Individual tutoring will be arranged with the teacher and mandatory tutoring required for a grade of 69% or below.  Mandatory tutoring dates will be posted throughout the school year. 

 

 

AP United States History

Syllabus

This course is designed to accomplish three primary goals:  (1) Prepare the student to achieve a competency level of satisfactory or advanced on the state mandated End of Instruction Exam (2) Fulfill the United States History graduation requirement and (3) provide a college level course experience leading to the capstone of the AP exam administered in May.

The format of the course will be presented in thematic scheme. The following themes have been determined by the College Board as essential elements to a comprehensive study and understanding of United States History. The themes will include discussions on American diversity, the development of an American identity and what it means to be an American, Culture and its clashes and continuing evolution, Demographic changes coinciding with the development of America, Economic evolution, how the United States has interacted with the Mother Earth (Environment), how political institutions and what constitutes citizenship developed, the United States role in a Globalized Society from birth to present date, and lastly, Reform movements on a broad range of issues from abolition, education, labor, temperance, women’s rights, civil rights, homosexual rights, war, health, the environment and forces that want to change the government.

Textbooks:

1)         Fraser, By the People: A History of the U.S., AP Edition

2)         Mintz, S. (2003).  Digital History.  http://www.digitalhistory.com

 

Supplemental books issued to the student:

1)         McDuffie, Lerome, Gary Piggrem, and Steven E. Woodworth.  The Best Test Preparation for the Advanced Placement Examination in United States History.  New Jersey:  Research and Education Association, 2004.

            ISBN: 0-87891-844-2.

2)         Hostadter, Richard.  The American Political Tradition and the Men Who Made It.

            New York:  Random House, 1973.  Vintage Books Edition, 1989.

            ISBN: 0-679-72315-3 (pbk.)

3)         Atlas of American History. Illinois: Rand McNally and Company, 2005.

            ISBN: 528-93457-0

4)         AP United States History Thematic Study Book.  Teacher constructed.

5)         Note cards-Teacher constructed three ring binder from www.apstudent.com

6)         Teachers web-site.  Current information on state EOI and AP testing.

7)         A variety of web-based AP-college level sites are used where appropriate.

All exams are weighted equally except for the comprehensive semester final which is weighted at 20%.

All make-up exams will be taken at the instructor’s discretion.  Any assignments that are turned in late, if accepted by the instructor, will have a minimum of a 15% deduction from the grade. 

Class attendance is mandatory.  The students schedule will be changed if not attending class or chronically tardy to class.

This course requires of the student a substantial commitment of time to reading and reflective thought to be successful. The development of the young adult as an actively participating and productive U.S. citizen and member of an increasingly global society is embodied in the instructor’s pedagogy.

COURSE DESCRIPTION

August tentative course guide line

Defining Communism

Reading: The Second Treatise of Government. John Locke.  The teacher will assign specific sections.

            Teacher will define: - state of nature

                                             - inalienable rights

                                             - what constitutes property

                       The Communist Manifesto. Karl Marx

                        Biography of Marx – Wikipedia

                        Marx predicts the future

                        Effects of the Communist Manifesto on the development of America

                                    1- capitalistically

                                    2- labor unionizing

                                    3- social

                                    4- morally – individual vs. communal vs. socialism

 

Evaluation will be in essay format taken in Blue Books.

Antebellum Culture Reform

Hand out study guides

Digital History- online text

            - Pre-Civil War American Culture

            - Pre-Civil War Reform

            - Religion and the Early Republic

Primary Documents:

            Self Reliance. Ralph Waldo Emerson

            The Great Lawsuit: Man versus Man. Woman versus Woman.  Margaret Fuller

Reading handout:

            The Emergence of Transcendentalism.  Ian Frederick Finseth

Evaluation:  Multiple Choice and Essay over Transcendentalism taken in Blue Book.

 

September tentative course guide line

Read Survey:  Chapter 1- The Meeting of Cultures

                         Chapter 2- Transplantations and Borderlands

                         Chapter 3- Society and Culture in Provincial America

                         Chapter 4- The Empire in Transition

Hand out study guides

Reading Handouts:

            1.  Changes in the Land: Indians, Colonists and the Ecology of New England.                                    William Cronon.  Chapter 5- Commodities of the Hunt.

             2.  Jonathan Edwards: “Sinners in the Hand of an Angry God” sermon (1741)

3.  The Letter Written by Dr. Chanca to the City of Seville (Columbus’ second voyage        

                 1493-1496).

4.  Chapter- 1493 pp. 38-74, Sept. 1996.  Lies My Teacher Told Me:  Everything Your

     High School History Textbook Got Wrong.  James W. Loewen

             5.  Roanoke ‘Lost Colony’ A 400-year-old Mystery.  Cat Allard.

Teach the origins of Puritanism and its effects on the colonies and America.

Reading handouts: 

Anne Hutchinson; American Jezebel or Woman of Courage?  Rachel Buckingham.  George Mason High School.  Demonstrate the level of writing to be successful.

            Salem Witchcraft.  Tim Sutler.  Essay with primary sources and quotes.

           Practice DBQ

Evaluation:  Multiple Choice questions over material in textbook.

                    Word Association covering 1) Anne Hutchinson

                                                                 2) Salem Witchcraft

 

October tentative course guide line

Read Survey:  Chapter 5- The American Revolution

                         Chapter 6- The Constitution and the New Republic

                         Chapter 7- The Jefferson Era

                         Chapter 8- Varieties of American Nationalism

Reading: Digital History

            -The Founders

            -The Critical Period; America in the 1780’s

            -The First New Nation

            -Antislavery

            -Jeffersonian Republicanism

Digital History for Teacher’s Classroom: Handouts and Fact Sheets

            -Federalist and Jeffersonian

In class reading and discussion:

Thomas Jefferson: The Aristocrat as Democrat. The American Political Tradition and the Men Who Made It. By Richard Hofstadter (pg. 45-90)

Excerpts from:

II Adams and Jefferson. The Origins of the American Party, Three Essays by Joseph

Charles. First Harder Torchbook edition- published 1961. Sixth Printing, November, 1965.

The chapters of this book originally appeared in The William and Mary Quarterly: A Magazine of Early American History, Third Series, Volume XII, Numbers 2,3, and 4 (1955); and were first published in book form in 1956 by The Institute of Early American History and Culture, Williamsburg, Virginia.

Hand out study guides

The teacher will assign chapters from The Best Test Preparation for the Advanced Placement Examination in United States History for reading and study to support area of study throughout the school year. 

            1.  The Colonial Period 1500-1763

            2.  The American Revolution 1763-1787

            3.  The U.S. Constitution 1787-1789

Teacher will emphasize the events socially, economically and politically leading up to the Revolutionary War.

Primary Sources:

            Articles of Confederation

            Religion  

                        1. Virginia Statute of Religious Freedom, 1786.

2. Thomas Jefferson’s Wall of Separation letter.  Letter to the Danbury Baptist Association.  January 1, 1802.

            Slavery

                        1. Petition to the Massachusetts Legislature, 1777.

                        2. Petition to the Connecticut General Assembly, 1788.

Secondary and Tertiary Sources

                        1.  Shay’s Rebellion 1786: History and Political Thought of the American Revolution,

                             Case Study: Shay’s Rebellion. http://www.skidmore.edu,                                        

                         2.  A Letter from Thomas Jefferson to James Madison.                                                                                                                         http://www.earlyamerica.com/review/summer/letter.html

                        3.  The Whiskey Rebellion 1794: Reasons for Dissension and the Insurrection       

                              (Democracy or Aristocracy). http://www.whiskeyrebellion.org/rebel.htm                                    

Various commentaries about slavery

                        1.  George Washington

                        2.  John Adams-excerpts from His Excellency

                        3.  Benjamin Franklin

                        4. Alexander Hamilton

                        5.  James Madison 

                        6. Thomas Jefferson

            

            Women           

                        1. Abigail Adams to John Adams, March 31, 1776.

                        2. John Adams to Abigail Adams, April 14, 1776.

                        3. Myra Bradwell v. State of Illinois, 1873.

                        4. Minor v. Happersett, 1875.

                        5. Susan B. Anthony, 1876.

 

Religion, Race, and Gender in Revolutionary America

            -http://www.digitalhistory.uh.edu/historyonline/handouts.cfm

 

Evaluation:  Multiple Choice and Word Association

 

November tentative course guide line

 

Read Survey:  Chapter 16- The Conquest of the Far West

                         Chapter 17- Industrial Supremacy

 

Hand out study guides

Take home practice Free Response Essay

Primary Sources:

            Digital History.  www.digitalhistory.uh.edu/historyonline/us24.cfm

Responses to Industrialism

            Farmer’s Loan and Trust v. Northern Pacific, 1894

            Henry Demarest Lloyd, 1884

            Henry George, Progress and Poverty, 1879

            Congregationalist Minister Washing Gladden, 1886

            Congregationalist Minister George D. Herren, 1893

            Sherman Anti-Trust Act of 1890

            Constitution of the Knights of Labor, 1878

            Emma Goldman, Anarchism, 1910

            The Alarm, 1885

            Frederick Winslow Taylor on the principles of scientific management, 1911

 

Interpreting Statistics

            Industrial Output

            Commodity Production

            American Labor          1. Daily Wages and Hours

                                                2. Weekly Wages and Hours in Manufacturing

                                                3. Average Annual Earnings

                                                4. Strikes

           

Changing Living Standards    1. Annual Food Consumption

                                                2. Living Standards

                                                3. Family Expenditure

                                                4. Per capita Food Consumption in lbs per year

 

The Gospel of Wealth- Interpreting Primary Sources

                                                Andrew Carnegie

                                                George F. Baer

                                                Charles S. Pierce

                                                John D. Rockefeller

 

The Changing Status of Women

            Digital History uh.edu/historyonline/us24.cfm

Interpreting Primary Sources

            1. Supreme Court 1873, upholding an Illinois law which prohibited women from incoming lawyers.

            2. Senator Thomas Bayand, 1874, attacking women’s suffrage

            3. Women’s Anti-Suffrage Association of Massachusetts

            4. Jane Addams

            5. Carrie Chapman Catt

 

The Changing Lives of American Women

            Interpreting Statistics

                        1. The Changing Family

                        2. Age of Mothers at Various Stages of the Family Life Cycle

                        3. Changes in Birth and Divorce Rate

                        4. Changes in the Divorce Rate

                        5. Women in Labor Force

                        6. Occupational Distribution of Women Workers

                        7. Woman Suffrage Before 1920

 

Short Summaries of Events

Web site:  http://www.digitalhistory.uh.edu/database/article_display.cfm HHID = 309

            1. Westward Expansion 1820-1860

            2. The Donner Party

            3. Schooling in Early 19th Century America

 

Evaluation:  Multiple Choice and Word Association

 

 

Read Survey:  Chapter 18- The Age of the City

 

Hand out study guides

Primary Sources:

            1. Homestead Strike 1892

                http://pbs.org/wgbh/amex/carnegie/peopleevents/pande04.html

            2. Haymarket Square Riot

                http://www.chicagoohs.org/dramas/

            3. Triangle Factory Fire

                http://www.irl.cornell.edu/TriangleFire/

            4. Excerpts from Bury My Heart at Wounded Knee- Dee Brown, 1970

            5. Excerpts from A Century of Dishonor- Helen Hunt Jackson, 1881

            6. William Jennings Bryan, Cross of Gold Speech

                 July 8, 1896 – Great Issues in American History.  A Documentary record Volume II                      1864-1957, Vintage 1958.

 

Reading: Digital History- online text

               - Industrialization and the Working Class

               - The Political Crisis of the 1890’s

 

Excerpts from Natives and Strangers: A Multicultural History of Americans.  Leonard                              Dinnerstein, Roger L. Nichols, David M. Reimers.  Oxford University Press, 1996

            Chapter 8- Ethnic Tensions and Conflicts (1880’s -1945)

                                    -Pseudoscientific Racism

                                    -Triumph of Jim Crowism

                                   

Digital History- Primary Sources.  Social History

            1.  The Life Stories of Undistinguished Americans: As Told by Themselves

                 Hamilton, Holt, ed. (New York: J. Pott & co., 1906)

            2.  The Story of a Sweatshop Girl; Sadie Frowne, Atalic Independent, LIV (Sept 25,                         1902) 2279 82

            3.  Women on the Farm, Atalic Independent, LVIII (May, 9, 1905), 549-554

 

Digital History for Teachers: Explorations.

                                               -Lynching- a plethora of sources.   Use of various websites to                                                           demonstrate what a lynching is and the mentality that precipitates                                                   the act.

 

Evaluation:  Multiple Choice and Word Association

                    Take Home Document Based Question (DBQ)--The Farmer Movement 1870-1890

 

December tentative course guide line

 

Read Survey:  Chapter 19- From Stalemate to Crisis

                         Chapter 20- The Imperial Republic

                         Chapter 21- The Rise of Progressivism

 

Hand out study guides

Reading: Digital History-online text

                        -United States Becomes a World Power

                        -The Political Crisis of the 1890’s

                        -The Progressive Era

                        -The Twentieth Century

           

Primary Documents

            1. Victims of Morality- Emma Goldman.  Princeton Readings in Political Thought                             (Essential Texts Since Plato).  Mitchell Cohen and Nicole Fermon, editors.

                Princeton University Press; Princeton, New Jersey, 1996.

            2. The Hawaiian Situation. II. A Plea for Annexation, by Hon. John L. Stevens: pp. 736-                  745.  http://cdl.library.cornell.edu/cgi-bin/moa-cgi?notsid+ABQ7578-0157-90

            3. The History of the Standard Oil Company.  Ida M. Tarbell.  Converted to electronic                      format by Nalinda Sapukotana at University of Rochester.

                http://www.history.rochester.edu/fuels/tarbell/MAIN.htm

 

Evaluation:  Multiple Choice and Word Association

 

January and February tentative course guide line

 

Read Survey:  Chapter 22- The Battle for National Reform

                         Chapter 23- America and the Great War

 

Hand out study guides

Reading: Digital History-online text

                        -America at War: World War I

 

Primary Documents

            1. Report to the Pujo Committee- February 28, 1913 (See below for source).

            2. Woodrow Wilson, Speech on the Fourteen Points, January 8, 1918 (See below for                          source).

                Great Issues in American History.  A Documentary Record.  Volume II, 1864-1957;                     Vintage, 1958.

 

Digital History for Teacher’s Classroom: Handouts and Fact Sheets

            -Modules on American History: World War I

            -History Reference Room

            -Biographies: Eugene V. Debs, George Creel, Louis Brandeis,

             Henry Cabot Lodge, Victoriana Huerta, James M. Cox, Venustiano Carranza, Pancho                   Villa, Kaiser Wilhelm II, Samuel Gompers,

             Big Four: Wilson (U.S.), David Lloyd George (G.B.), Vittorio Orlando

             (Italy), Georges Clemenceau (France)

 

Evaluation:  Multiple Choice and Word Association

 

Read Survey:  Chapter 24- The New Era

                         Chapter 25- The Great Depression

                         Chapter 26- The New Deal

Hand out study guides

Reading: Digital History-online text

                        -The Struggle for Women’s Suffrage

                        -The Jazz Age: The American 1920’s

                        -1930’s

 

Digital History for Teacher’s Classroom: Handouts and Fact Sheets

                        -Controversies of the 1920’s

                        -Great Depression and the New Deal

 

Modules on American History

                        -The 1920’s

                        -The Great Depression

                        -World War II

 

Explorations on American History

                        -Children and the Great Depression

 

Excerpts from: Death in a Promised Land, The Tulsa Race Riot of 1921.

                         Scott Ellsworth, 1982, by Louisiana State University Press.

                         ISBN 0-8071-1767-6 (Paper)

 

Evaluation: Multiple Choice and Word Association,

                   Take Home Free Response

 

Read Survey:  Chapter 27-The Global Crisis 1921-1941

                         Chapter 28- America in a World at War

 

Hand out study guides

Reading: Digital History-online text

                        -America at War: World War II

 

Digital History for Teacher’s Classroom: Handouts and Fact Sheets

                        -World War II

                        -The Atomic Bomb

 

Modules on American History

                        -World War II

 

Explorations on American History

                        -Japanese American Internment

                        -Casablanca as wartime propaganda

                        -Children and World War II

 

 

Primary Documents

            1. Franklin D. Roosevelt, Four Freedoms Speech, January 6, 1941.  Great Issues in                                                              American History, A Documentary Record; Volume II, 1864-1957, Vintage, 1958.

 

            2. Charles A. Lindbergh, Speech on America and the War; April 23, 1941.  Great Issues                    in American History, A Documentary Record; Volume II, 1864-1957, Vintage, 1958.

 

            3. The Manhattan Project (and before)

                 http://nuclearweaponarchive.org/Usa/Med/Med.html

           

            4. Albert Einstein’s Letters to President Franklin Delano Roosevelt

                 http://hypertextbook.com/eworld/einstein.shtml

           

            5. United States Strategic Bombing Survey: Summary Report (Pacific War)

                www.anesi.com/ussbs01.com

                                    -The effects of the Atomic Bombs: pages 22-25

                                    -Part II: Opiate Addiction as a social problem

                                    -Chapter 11: The effects of World War II

 

Handouts from Wikipedia (www.wikipedia.org)

            -Keynesian Economics

            -Laissez-Faire

            -Fascism

            -Marxism

            -Nazism

            -Socialism

            -Holocaust

 

Evaluation:  Multiple Choice and Word Association

 

March tentative course guide line

 

Read Survey:  Chapter 29- The Cold War

                         Chapter 30- The Affluent Society

 

Hand out study guides

Reading:  Digital History

                 -Postwar America: 1945-1960

 

Digital History for Teacher’s Classroom: Handouts and Fact Sheets

            -Origins of the Cold War

 

Primary Documents   

Great Issues in American History, A Documentary Record; Volume II, 1864-1957, Vintage, 1958.

            1. The Truman Doctrine, March 12, 1947, Document B Part VII: World War II and the                      Post-War World.  Abid.

            2. George C. Marshall, The Marshall Plan, June 5, 1945; Document 9.  Abid.

            3. George F. Kennen, The Sources of Soviet Conduct, July 1947, Document 10.  Abid.

            4. 1950’s and 1960’s presidential advertisements. (Cold War, Vietnam,

                         Nuclear Weapons) www.ammi.org/livingroomcandidate/

 

Reading: Digital History

Instructor will lead extensive classroom discussion of the following Guided Readings.

            -The Cold War

            -The Truman Doctrine

            -The Containment Policy

            -The Chinese Revolution

            -Soviet Economic Policy

            -Korean War

            -The Death of Stalin and the Cold War

            -The Cold War in Developing Countries

            -The Military-Industrial Complex

            -Cuba and the Bay of Pigs Invasion

            -Cuban Missile Crisis

            -Tail-Gunner Joe

            -The Second Red Scare

            -Alger Hiss

            -Anti-Communism During the Early 1950’s

            -Domestic Communism

            -The Rosenberg Case

            -Margaret Chase Smith

            -McCarthy Condemned

            -Paranoid Style

            -Kefauver Committee

            -Emmett Till

            -Hearts and Minds

            -The Integration of Professional Sports

            -The Peace Corps

            -The Space Race

            -Levittown

            -The Rise of the Sunbelt

            -The Interstate Highway System

 

Evaluation: Multiple Choice and Word Association

 

Read Survey:  Chapter 31- Civil Rights, Vietnam, and the Ordeal of Liberalism

 

Hand out study guides

Reading:  Digital History

                 -America in ferment; The Tumultuous 1960’s

                 -Vietnam War

 

 

Digital History for Teacher’s Classroom: Handouts and Fact Sheets

            -Tumultuous 1960’s

 

Evaluation of Civil Rights

            Primary Document Sources

            Excerpts from:

                        1. Slaughterhouse Cases, 1873

                        2. Civil Rights Cases, 1883

                        3. John Marshall Harlan, Dissenting Opinion in Civil Rights Cases, 1883.

                        4. Plessy v. Ferguson, 1896.

                        5. John Marshall Harlan, Dissenting Opinion in Plessy v. Ferguson, 1896

                        6. Brown v. Board of Education of Topeka, 1954.

 

Primary Source- Vietnam

http://www.mytholoyke.edu/acad.intrel/vietnam.htm

 

Music of the 1950’s and 1960’s as a form of political, social, and economic dissent. Students will find and share music as a primary source.  Student will write a comparative analysis of why the music is relevant to the time period.

 

Evaluation: Multiple Choice and Word Association

 

April and May tentative course guide line

 

Read Survey:  Chapter 32- The Crisis of Authority

                         Chapter 33- From “The Age of Limits” to the Age of Reagan

 

Hand out study guides

Reading: Digital History

                -Vietnam

                -The Past Three Decades: Years of Crisis-Years of Triumph

 

Primary Sources

            1. http://watergate.info/

            2. www.washingtonpost.com/wp-srv/national/longterm/watergate/front.htm

            3. www.washingtonpost.com/wp-srv/flash/photo/politics/watergate/movie

            4. http://www.washingtonpost.com/wp-srv/onpolitics/watergate/cartoon.htm

 

Out of Class assignment:  Students will view “Forrest Gump” on their own time and identify the political satire and political comments within the movie. Students will write down their feelings and thoughts on the commentary within the movie on the historical events the movie itself addresses.

 

Evaluation: Multiple Choice and Word Association


Civil War Unit

This unit will be taught on two different levels. 1) Prepare the student to be successful for the End of Instruction exit exam the state mandates. 2) Un-teach the past by increasing the understanding of the student how the economic, political, social, and ideological issues that surround the origins of slavery, the civil war, and its aftermath are interwoven in such a way that the removal of one thread causes the blanket of understanding to dissipate.

 

Teacher will selectively use material from Survey

                                    Chapter 11- Cotton, Slavery, and The Old South

                                    Chapter 12- Antebellum Culture and Reform

                                    Chapter 13- The Impending Crisis

                                    Chapter 14- The Civil War

                                    Chapter 15- Reconstruction and The New South

 

Reading: Digital History

            -The Pre-Civil War South

            -The Impending Crisis

            -The Civil War

            -Reconstruction

            -Along the Color Line

 

Evaluation: Multiple Choice and Word Association

 

Teacher will utilize The Best Test Preparation for the Advanced Placement Examination in United States History:

         Chapter 6: Sectional Conflict and the Causes of the Civil War (1850-1860) pg.78

         Chapter 7: The Civil War and Reconstruction (1860-1877) pg.90

 

After addressing the PASS objectives the teacher’s lectures and classroom discussions will revolve upon and from:

A Short History of Reconstruction, 1863-1877.  Eric Foner.  1990.  Harper and Row, Publishers, Inc.  10 East 53rd Street, New York, N.Y. 10022

ISBN: 0-06-055182-8             ISBN: 0-06-096431-6(pbl)

Utilizing the following chapters for class reading, discussion and critical thought:

Chapter 8- Reconstruction: Political and Economic

Chapter 10- The Reconstruction of the North

Chapter 11- The Politics of Depression

 

Evaluation will be in essay format taken in Blue Book.

Teacher will begin to prep for the AP Exam

Class Discussion:

            Political Parties by Robert Michels, pg. 524-529. (1911)

            Princeton Readings in Political Thought: Essential Text since Plato.

            Mitchell Cohen and Nicole Ferman, editors.

            1996, Princeton University Press

            41 William Street

            Princeton, New Jersey 08540

            ISBN 0-691-03688 (cloth: Alk. Paper)

            ISBN 0-691-03689 (pbk.: Alk. Paper)

Take Home essay:  Released DBQ from the time period

Read Survey:  Chapter 9- Jacksonian America

                         Chapter 10- America’s Economic Revolution           

Reading: Digital History

            -Jacksonian Democracy

Classroom discussion and critical thought:

            Part V: The Jacksonian Era.

            Great Issues in American History, A Documentary Record; Volume II, 1765-1865, edited            by Richard Hofstadter, New York: Random House Inc., 1958.

 

Evaluation: Multiple Choice and Word Association

Begin prep for AP exam using web sites and The Best Test Preparation for the Advanced Placement Examination in United States History.

Use the AP United States History Thematic Study Book as a general guide for review and study.

Review writing tips for the DBQ and Free Response questions.

Go over and correct AP Review Packet

Final AP Review during class and after school the week of the AP exam.

Students take AP United States History Exam

 

 

 

 

 

 

 

AP European History Syllabi

Pending College Board Approval