APUSH Semester II Eras

I. II. III. IV. V. VI. VII. VIII. IX. X. XI. Gilded Age (1865-1900) The Progressive Era (1900-1917) Imperialism and World War I (1898-19200 The roaring Twenties (1920-1928) The Great Depression (1929-1940) World War II at home and abroad (1941-1945) The Cold War (1945-1963) Fair Deal to Great Society: The Time of Reform (1945-1968) Protest and Turmoil of the 1970s Resurgence of Conservatism (1980-1992) APUSH Exam Review

Semester II Schedule I. Gilded Age a. Chapters: 17, 18, 19 & 20 b. Interactive Lectures: Robber Barons or Captain of Industry?, The Rise of Labor, The Rise of Labor, The New Immigration, The Weak Executive and The Agrarian Revolt i. Topics: settling the West; Rise of big business and its role in politics and world economy; growth of unionism; Urbanization, immigration and Tweedism; politics of 1890 Republicans and Populist; c. Documents and Readings i. Philosophy of the Industrialist ii. Andrew Carnegies Wealth iii. Divergent Paths to Equality for Africans iv. Letter on Labor in Industrial Society Samuel Gomper v. Cross of Gold Speech William Jennings Bryan d. Activities i. Group Newspaper Assignment: Working with their group students will create 1 newspaper per group to include the following elements 1. Reports on incidents or events during the late 1800s 2. Biographical feature story (at least 1) of an important personality form this time period. 3. Editorial 4. Political cartoons 5. Period appropriate advertisemen ii. Free-Response Essay Discuss the change over time regarding the U.S. government involvement in industrialization. Progressive Era a. Chapters: 22 &23 b. Interactive Lectures: Roots of Progressivism and The Progressive Presidents i. Topics: Immigration and urbanization; Urban middle-class reformers; Role of muckrackers; Consumer and environmental protection; State and local reform; Square Deal and New Freedom c. Documents: i. Excerpts from The Jungle ii. the Niagara Movement, Declaration of Principals iii. The New Nationalism Theodore Roosevelt

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Activities: i. Mini-Presentation (2-3 min) Students will present info in muckracker style/ format over their assigned topic or issues from the Progressive period. ii. Free-Response Essay 2007 AP Exam iii. Bush Library and Museum Research Paper topic to be assigned by Museum, due in 4 weeks.

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Imperialism and World War I a. Chapters: 21 & 24 b. Interactive Lectures: Splendid Little War and America Becomes a World Power i. Topics: War with Spain and resulting territories; Imperialist arguments,; Keeping Peace- Big Stick diplomacy, Dollar diplomacy and moral diplomacy; Neutrality issues and the U.S. entry into the war; Treaty controversy ii. Guest Lecturer Dr. Arnold Krammer, TAMU History Professor (use of sheet music and primary source material to show the homefront in WWI) c. Documents and Reading: i. The U.S. Looking Outward Alfred Thayer Mahn ii. Roosevelt Corollary iii. War Message to Congress Woodrow Wilson iv. The Needless War with Spain in Historical Viewpoints d. Activities: i. Political Cartoons Students create a political cartoon concerning the role of the U.S. in World War I during pre-entry and post-entry time period. Students will compare their political cartoons to ones from the current conflict in Iraq discussing similarities and differences. ii. In-class DBQ over imperialism http://historyteacher.net/USProjects/DBQs2000/APUSHDBQ-24.html The Roaring Twenties a. Chapter: 25 b. Interactive Lectures: Post-War America at Home and Abroad and Cultural Conflicts i. Topics: Presidents Harding, Coolridge and Hoover; Red Scare; Rise of Nativism and new KKK; Revolution in manners and morals; Harlem Renaissance; Stock Market Crash and Hoovers response c. Documents: i. Primary Source letters and memos from Ordinary Americans (pp. 167-178) d. Activities: i. Document Shuffle Students will analyze the documents to answer the question Why are the 1920s called the Roaring Twenties? http://historyteacher.net/AHAP/Readings/H-O-H-Americaninthe1920s.pdf The Great Depression a. Chapter: 26 b. Interactive Lectures: New Deal Legislation, Dust Bowl and Demographic Shift, Impact of the Depression on various populations i. Topics: Effects of Great Depression; Roosevelt and Hundred Days; Relief, Recovery and Reform; Critics of New Deal; Supreme Court Fight; End of the New Deal c. Documents: i. FDRs First Inaugural Address ii. Share Our Wealth Huey Long iii. Transcript of fireside chat Franklin Roosevelt d. Activities: i. Create a chart of the various New Deal Programs Identifying name, purpose and effectiveness

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ii. Take-Home DBQ Change in the Role of the Federal Government as a results of New Deal policies http://www.mury.k12.ut.us/MHS/apus/dbq/2001/group04.htm VI. World War II at home and abroad a. Chapter: 27 b. Interactive Lectures: The Road to War and The Homefront i. Topics: Isolationisms and Neutrality Legislation; U.S. foreign policy in Asia, Military Strategy in the European theater, and Pacific theater, The War on the Homefront; Wartime diplomacy Yalta, Tehran & Potsdam Conference ii. Guest Lecturer: Dr. Arnold Krammer, TAMU History Professor (artifacts from the battlefield and handling the war at home) c. Documents and Readings i. Quarantine Speech Franklin Roosevelt ii. Letters of the War (at home and abroad) various authors from Letters of a Nation and Ordinary Americans iii. Four Freedoms Speech Franklin Roosevelt iv. What if the bombing of Hiroshima and Nagasaki had not occurred? Recent scholarship d. Activities: i. Inner-Outer Circle Discussion Students will be assigned a position to support during the discussion regarding 1 of the 2 questions below: 1. Was Harry S. Truman a War Criminal? 2. Were the reasons for Japanese-American relocation based on national security or racism? The Cold War a. Chapters: 28 & 30 (pp. 871-878) b. Interactive Lectures: Origins of the Cold War, Korean War and The Second Red Scare i. Topics: Cold War in Europe; Beginning of Atomic diplomacy; Containment (Truman Doctrine, Marshall Plan, NATO); Korean War; Cold war at home McCarthyism; Cold war in Asia, Middle East, Latin America; JFK and flexible response; Cuban Missile Crisis c. Documents: i. Sources of Soviet conduct George Kennan ii. Inaugural Address of Harry S. Truman iii. Excerpt from McCarthys Speech on communism in the State Department d. Activities: i. Inaugural Address Chart Students will work in teams of 2 to identify the goals as outline in Trumans Inaugural Address then match those goals with the events of the Cold War period. Each team will create a written judgment on the success of the Cold War objectives set forth in the speech. ii. In-class DBQ: 2006 DBQ Form B Tension and Suspicion between the U.S. and USSR Fair Deal to Great Society: The Time of Reform a. Chapter: 29 & 30 (pp. 878- 890) b. Interactive Lectures: Affluence and Conformity of the 1950s; Civil Rights Vietnam War- abroad and at home; War on Poverty c. Documents and Readings: i. Kennedys Inaugural Address ii. Letter from Birmingham Jail Martin Luther King iii. I Have a Dream speech Martin Luther King iv. The Great Society speech Lyndon B. Johnson v. Desegregating the Schools by Liva Barker in Historical Viewpoints

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Activities i. Small Group Round-Table Discussion How far have we really come since Brown v. Board of Education? What were early Civil Rights activist fighting for and how do people today either uphold or tear down their achievements? ii. Chapter 30 picture analysis Students will look at the various photos in chapter 30 and create an analysis packet identifying their significance to this time period and impact on history

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Protest and Turmoil of the 1970s a. Chapters: 30 (pp. 890-903) and 31 b. Interactive Lectures: Vietnam Protest and Ending the War; Protest Movements; Nixon Administration & Watergate i. Topics: Vietnam dilemma and stalemate; Student Protest Movements Black Power, Womens Lib, AIM; Vietnamization; Nixon and Kissinger Foreign Policy; Watergate c. Documents: i. The Watergate Scandal ii. NOW Statement of Purpose iii. Audio recording of Nixons Farewell Address d. Activities: i. Document Shuffle - Position statement and letters from various civil rights leaders. Students will identify their position, classify the strategy and evaluate the effectiveness of policies. ii. Free Response Essay 2005 AP Exam Part C question #4 Resurgence of Conservatism a. Chapters: 32 b. Interactive Lectures:Ford and Carter; Reagonomics i. Topics: Inflation, Oil and the New Economy; Affirmative Action; Gains & Setbacks for women; Iranian Revolt & Hostage Crisis; Election of 1976; Camp David Accords; c. Documents i. Ronald Reagans Inaugural Address ii. Camp David Accords d. Activities i. Groups Analysis and Presentation Students will work in groups of 4 to complete analysis of primary source documents, evaluate their importance and accuracy then present findings to the class. APUSH Exam Review a. Chapters: Summary and Outlines for all chapters b. Activities: i. Read Summaries and outlines 3-4 chapters per night with quizzes using questions taken directly for released versions of AP exam. Class will then discussion quizzes that same day to look for patterns or gaps in knowledge. ii. Remainder of class is dedicated to developing thesis, outlines and brainstorming for Free Response Essays or DBQ

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General Information: Attendance: The nature and format of this course makes it imperative that you be in class every day. Some of the learning that you miss during and absence is virtually impossible to makeup, but you can minimize this loss by borrowing the notes from a classmate and discussing the material with your study group. Materials: A three-ring binder with dividers is required for this course. You cannot use the binder for another course. You will need pens, pencils, and an ample amount of paper for note-taking. Study Groups: It is strongly encouraged that every A.P. student joins with classmates and form a study group to help in analyzing and reviewing information and readings, and to prepare for unit exams as well as the National AP Exam in May. Time Management: APUSH is designed to meet a national standard acceptable to colleges and universities. A high school junior can expect to be challenged, but should recognize the benefits of the hard work and skill development.

Requirements for Identifications 1. The term is explained in a general way so that the reader is oriented to the term. This answers the question What/Who is it? 2. Explanation, The identification provides some specific details about the terms which are provided. This answers the question When? 3. The significance of the term is explained so that the reader understands why this particular term is important in the context of the topics being studied. This answers the question Why is it important? and How does it relate to the topic? Example Identification: Jackie Robinson 1. Jackie Robinson was the first African American to play Major League Baseball in the United States of America. He first entered the league in 1948, playing for the Brooklyn Dodgers under Branch Rickey. Jackies breaking of the color barrier after World War II served as an event which would increase the call for Civil Rights in the United States of America.