Ap u. S. History Canton High School Contact Info: mr. Heitman room 607 email



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MA: Test (TBA) and DBQ/Free Response Essay on: “Historical Interpretation of the Civil War?” Students will read the following historians essays and craft a response: Lisa Cozzens, "A Hard Shove for a Nation on the Brink," and Stephen Demkin, "Politics and Sectionalism in the 1850s." Also, additional sources: The North Resents Threats (1860), Lincoln’s 1st Inaugural Address (1861), Lincoln Expresses Misgivings (1862), Lincoln Defends His Decision (1863), The War to Preserve the Union (1863), Jefferson Davis Deplores Emancipation (1863), Lincoln’s Second Inaugural Address (1865).

Audiovisual Aids: Ken Burn’s The Civil War (1990).

Unit Nine: The Reconstruction Era

A thorough study of Chapter 14 should empower student to:



  1. Summarize the events leading to the Surrender at Appomattox and concluding with the execution of President Lincoln’s assassination conspirators.

  2. Distinguish between the Conservative and Radical views on the reconstruction process and the reasons for the eventual Radical domination.

  3. Identify the limitations of the Federal government to uphold African Americans Constitutional Rights; and the conditions of the former Confederacy.

  4. Appraise the strengths and flaws of President Johnson, and describe the events leading to Impeachment.

  5. Discuss the national problems faced by President Ulysses S. Grant and the reasons for his lack of success as chief executive.

  6. Identify the alternatives that were available during the election of 1876 and the effects of the so-called Compromise of 1877 on the South and on the nation.

  7. Characterize the resurgence of the ‘Old South’ after federal troop withdrawal; specifically: Jim Crow Laws, failure to re-develop economically, and the response of African Americans to hostilities.

Reading Assignment (RA): The Unfinished the Nation Chapter 15 “Reconstruction and the New South,” and Cause: Reconstruction America, 1863-1877.

Themes: Radical Reconstruction Theory versus reality in the South, changes to the Constitution, political corruption and racial discrimination, failures of Reconstruction into modern times.



    1. Key Discussion Topics:

      1. The Freedman attempts to negotiate and aid in varying responses to ‘freedom.’

      2. The Reconstruction strategy before and after Lincoln.

      3. The historical reality of: the 13th, 14th, and 15th amendments; economic development of the South.

      4. Southern reaction (white and black) to the Reconstruction governments.

      5. The diplomatic success and economic failures of Presidents Johnson and Grant.

        1. Specifically the impeachment of Johnson and corruption within the Grant administration; along with failed monetary policy.

        2. The critical greenback question; and how it reflected the postwar financial problems of the nation.

      6. Jim Crow laws and the response of blacks to conditions in the South following Reconstruction.

      7. The crisis spawned by the election of 1876, and the effects of the so-called Compromise of 1877 on Reconstruction.

      8. The methods used by "Redeemers" in the South to achieve "home rule", and the social, economic, and racial decisions made by Southern whites in fashioning the New South.

Major Assessment (MA): DBQ/Free Response on: Did Reconstruction bring the Southern Blacks the equality and freedom that slavery had denied them? Documents used will include: The Controversy over the Fifteenth Amendment (1866, 1870), Alfred Richardson Testifies about Reconstruction-Era in Georgia (1871), Frederick Douglass Complains (1882), A Sharecrop Contract (1882), as well as others to be determined by the instructor.

Audio/Visual Aide: - Reconstruction: The Second Civil War (2005)

Unit Ten: The American West

After studying this chapter students will know:



  1. The cultural characteristics of the varied populations of the Far West and the conflicts among them.

  2. The rise of the Western economy built upon ranching, farming, and expansion of the railroad.

  3. American government response and policy toward Native American cultures.

RA: The Unfinished Nation- Chapter 16: “The Conquest of the Far West.”

Themes: The varied and vibrant ethnic and racial cultures that characterized the American West, how Anglo-European whites enforced their dominant role by the latter part of the nineteenth century, and the transformation of the Far West from a sparsely populated region of Indians into a part of the nation's capitalistic economy.



    1. Key Discussion Topics:

      1. The pattern of settlement of the last American frontier, and the significance of the frontier in American history.

      2. The growth of the American cultural romance with the West, as reflected by the Rocky Mountain School, the writings of Mark Twain, and the shows of Buffalo Bill Cody.

      3. The impact of the discovery of gold and silver in the West both on the region and on the nation as a whole.

      4. The development of the cattle industry in the American Southwest after 1860.

      5. Federal Response to Native American cultures and miners/cowboys settlements.

      6. The reasons for the transition from subsistence farming to commercial farming, the effect of the change on the West, and the growing agrarian malaise affecting farmers in the wake of urban industrialization.

MA: Multimedia presentations/reenactments on unit topics: Western profiles, Native American Cultures, Missouri and Local History.

Unit Eleven: Review and Final- Mid Year: December 2012

Format of the exam will be similar to an AP released exam posted on the College Board website. Questions will not be given to events after 1877.



Unit Twelve: The Industrial Age

After studying this chapter students will know:



  1. The reasons for the rapid industrial development of the United States in the late nineteenth century.

  2. The impact of individual entrepreneurship and technological innovations in promoting industrial expansion and the development of new industries.

  3. The condition of immigrants, women and children in the work force and; the reasons behind the limited rise of organized labor.

  4. Social Darwinism, classical economic theory, and other ideas used to justify new industrial capitalism.

RA: The Unfinished Nation- Chapter 17: “Industrial Supremacy.”

Themes: How various factors: raw materials, labor supply, technology, business organization, growing markets, and friendly governments-combined to thrust the United States into worldwide industrial leadership. The benefits and excesses of industrial capitalism and; how American workers, who on the average benefited, reacted to the physical and psychological realities of the new economic order.



    1. Key Discussion Topics:

      1. How various factors: raw materials, labor, technology, business organization, combined to thrust the United States into worldwide industrial leadership.

      2. How the explosion of industrial capitalism benefited and worsened conditions for all.

      3. The impact of industrial development and entrepreneurship upon the steel, oil, railroad, automobile, and aviation industries.

      4. The ways in which older notions of individualism and the newer concept of Social Darwinism combined to preach the gospel of wealth and to justify the social consequences of the new industrial capitalism.

      5. The critics of the new industrial capitalism, and the solutions they proposed.

      6. The conditions of immigrants, women, and children in the work force.

      7. The attempt by organized labor to form national associations, and the reasons why craft-based labor organizations became the norm.

      8. The reasons that organized labor generally failed in its efforts to achieve its objectives.

MA: Reading Quiz to Be Announced and Standard Essay on the following: List the six main factors that combined to produce America's rise to industrial supremacy and explain how each one contributed to the mix.

Unit Twelve Continued- Urbanization

After studying this chapter students will be able to:

A. Describe the patterns and processes of urbanization and immigration in late-nineteenth century America.

B. Discuss the new economic and social problems caused by urbanization as well as developments in education, literature, and art.

C. Define the new concept of “leisure” and rise of organized sport and new forms of entertainment.

RA: The Unfinished Nation- Chapter 18: “The Age of the City.”

Themes: New social and economic “lure,” new European “arrivals,” rapid growth and new problems on the mass scale: political corruption, poverty, crime, housing, health, and equal opportunity.



  1. Key Discussion Topics:

      1. The patterns and processes created by of urbanization and immigration.

      2. Native Responses and urban political change.

      3. Rise of consumption, leisure, and mass communications.

      4. Change and dispersion in science, art, and philosophy, specifically Darwinism.

      5. Profound new developments for women and changing social roles.

MA: Genealogy Project featuring the role immigrants played in forging the new American Identity. Students will compose a biographical sketch and present to the class their “roots.” Students will be encouraged to use internet resources such as pbs.org and ancestry.com.

Unit Twelve Continued- The American Political Machine

After completing this section, and the unit, students will be able to:



  1. Describe the limited role of the federal government and the nature of American party politics throughout the Gilded Age.

  2. Discuss the problems of political patronage in the administrations of Rutherford B. Hayes James A. Garfield and Chester A. Arthur that led to the passage of the Pendleton Act.

  3. Predict the circumstances that permitted the Democrats to gain control of the presidency in the elections of 1884 and 1892.

  4. Examine the origins, purposes, and effectiveness of the Interstate Commerce Act and the Sherman Antitrust Act.

  5. Identify the position of the two major parties on the tariff question and the actual trend of tariff legislation in the 1880s and 1890s.

  6. Understand the rise of agrarian discontent and national discussion over the silver question.

  7. Know the significance of the presidential campaign and election of 1896.

RA: The Unfinished Nation- Chapter 19: “From Crisis to Empire.”

Themes: The effects of the political equilibrium of the Democratic and Republican parties, inability of government to respond to social and economic change, and major rural and Midwestern discontent in the late nineteenth century.



    1. Key Discussion Topics:

      1. The nature of party politics and patronage.

      2. The elections of 1884-1892.

      3. The origins, purposes, and effectiveness of the Interstate Commerce Act and the Sherman Antitrust Act.

      4. The rise of agrarian discontent and financial policies in crisis-tariffs and currency.

      5. The election of 1900 and the beginnings of populism.

MA: Unit quiz and DBQ/Free Response Essay: Compare and contrast the various view of Industrialization that took place during the Gilded Age and its effect on the United States. Documents and films to be analyzed prior to writing: Schlessinger Media A Nation in Turmoil (1996), 10 Days That Unexpectedly Changed America: The Homestead Strike (2006), Chicago: City of the Century (2002), Herbert Spencer. Social Darwinism: Progress: Its Law and Cause (1857), Mark Twain, from The Gilded Age (1873), and Andrew Carnegie, The Gospel of Wealth (1889).

Unit Twelve Continued- The Empire

Upon chapter completion students will be capable of:



  1. Defining how the New Manifest Destiny differed from the Old Manifest Destiny in objectives, outcomes, and long term impact.

  2. Identifying the causes of the Spanish American War and how its aftermath changed America’s position in the world.

RA: The Unfinished Nation- Chapter 19: “From Crisis to Empire,” and The American Pageant- Chapter 29: “The Path of Empire, 1890-1899.”

Themes: Revision and application of the concept of ‘Manifest Destiny,’ the U.S. as a major world power spurred on by war with Spain, and hard lessons learned, or lost from imperial experience in China and the Philippines.



    1. Key Discussion Topics:

      1. America’s New Purpose at home and abroad.

      2. The relationship between American economic and military interests; and imperial developments in Hawaii, Samoa, and Puerto Rico.

      3. The causes and events leading up to, and through the Spanish-American War.

      4. The military and political problems encountered in fighting the Spanish and, subsequently, the Filipinos.

      5. The motives behind the Open Door notes and the Boxer intervention.

MA: Class time will be provided to analyze and respond to the following Free Response Question: Compare and contrast the new and old concepts of Manifest Destiny. Look especially at the economic, philosophical, and racial motives for overseas expansion. Were these factors at work in the older continental expansionism?

Unit Thirteen: The Rise of Progressivism

After finishing this chapter students will:



  1. Understand the origins of the progressive impulse.

  2. Know the humanitarian reforms of the period and the role of the church played in reforms.

  3. Realize the progressive emphasis on scientific expertise, organizational reform, and professionalism.

  4. Know the role of women's groups in promoting reform and suffrage; along with the intensive efforts of the temperance movement.

  5. Categorize progressives’ responses to immigration and corporation consolidation.



  1. Describe the aims and accomplishments of the progressives at the national, state, and local levels.

RA: The Unfinished Nation- Chapter 20: “The Progressives,” and State and Local Government- Chapter 3: “Political Parties and Interest Groups,” The American Nation Chapters 20-21, with emphasis on political cartoon analysis of Presidents and Big Business Leaders.

Themes: The growth and nature of progressivism as a reaction to the problems caused by the rapid industrialization and urbanization. The crusade-like nature of many progressive movements. The nature of the progressive impulse, particularly the optimistic vision shared by all progressives. The desire of progressives to reduce the influence of party machines on politics.

a. Key Discussion Topics:


      1. The origins of progressive thought.

      2. Progressivism in science, education, and industry.

      3. The role of women and women's organizations in promoting reform and suffrage.

      4. The desire of the progressives to limit the role of political party organizations.

      5. The origins of the NAACP and the movement to restrict immigration.

      6. The alternate approaches to the problems of the trusts: socialism, regulation, and trust busting.

MA: Alternative assessment as a whole class activity. Through the course of two class meetings students will review and demonstrate knowledge via a SMART Board lesson. Through random selection, students will use the board to complete and illustrate in-depth knowledge of Various Progressive Era topics or contributions of individuals.

Unit 13 Continued- The Early 20th Century

Upon completion of this chapter students will:



  1. Be able to explain the nature and extent of Theodore Roosevelt's "square deal" progressivism.

  2. Identify the philosophical and practical differences between Roosevelt’s and Taft’s conservation and preservation along with the differences between Roosevelt's New Nationalism and Wilson's New Freedom.

  3. Define the reasons and consequences for American intervention in both hemispheres.

RA: The Unfinished Nation- Chapter 21: “America and The Great War”

Themes: The guiding ideology, domestic interests, and foreign entanglements of T.R., troubled succession of Taft to the presidency, and how it paved the way for the ascension of Woodrow Wilson. Also, the United States: bully or protector of the Western Hemisphere?



    1. Key Discussion Topics:

      1. Teddy Roosevelt and his “unexpected” presidency.

      2. The emergence of Taft.

      3. Taft the real trust buster.

      4. The Republican Split.

      5. The professor politician- Woodrow Wilson.

      6. America’s new role in Central and Latin America.

      7. America enters the “war to end all wars.”

MA: Mixed Format Chapter Quiz.

Unit Fourteen: WORLD WAR I

Upon completion of chapter students will:



  1. Be able to discuss the background factors and the immediate sequence of events that caused the United States to enter WWI.

  2. Define the scale and nature of economies and technology utilized by the Allied and Central Powers.

  3. Describe the course of events leading to the end of the war and America’s eventual rejection of the Treaty of Versailles.

  4. Summarize the political and economic environment post war, particularly the ‘First Red Scare.’

RA: The Unfinished Nation- Chapter 21: “America and the Great War.”

Themes: The gradual involvement of the United States in WWI, decisive impact of American intervention on land and sea, war mobilization of the Wilson administration, along with Wilson’s treaty defeat, and cultural impact from participation in war.



    1. Key Discussion Topics:

      1. The background factors and the immediate sequence of events that caused the United States to declare war on Germany in 1917.

      2. America’s contribution and war time economy.

      3. Wilson’s 14 Points and failure with Versailles

      4. America’s social unrest during wartime.

      5. The election of 1920.

MA: Reading Quiz and take home practice AP United States History 2008 Free-Response Questions Form B

http://apcentral.collegeboard.com/apc/public/repository/ap08_us_hist_form_b_frq.pdf



Unit Fourteen Continued- The Roaring Twenties

Upon completion of this section students will be able to:

A. Cite the reasons for the industrial boom in the 1920s and post war economic reorganization.

B. Identify the problems facing organized labor and the American farmer.

C. Accurately describe the effects of prohibition, xenophobia, racism, and political corruption had upon the social fabric of the American people.

RA: The Unfinished Nation- Chapter 22: “The New Era.”

Themes: The effect of the automobile boom and various technological breakthroughs on the economic expansion and agricultural malaise of the 1920s, the attempt by businesses to craft a system of "welfare capitalism," the emergence of a nationwide consumer-oriented and communication-linked culture, and its effect on society and the "new woman," and the similarities of the presidential administrations of Harding and Coolidge.



  1. Key Discussion Topics:

      1. The reasons for the New Era industrial boom post WWI.

      2. The battle between labor and “welfare capitalism.”

      3. The traditional farmer versus the new agricultural technology.

      4. Change elicited from the rise of consumerism, mass communications, new roles for women, and changing views on religion.

      5. Reaction and change reflected in art and literature.

      6. The emergence of xenophobia and the ‘First Red Scare.’

      7. Introduction to President Harding and initial problems.

MA: Unit Evaluation: Short Quiz & DBQ/Free Response Essay on the changing role of women in the 1920’s. Documents will include: Jane Addams, “The Ballot Necessary for Women (1906), Dorothy Dunbar Bromley, from Feminist: New Style (1927) as well as others to be determined by the instructor.

And if time allows…

Students will engage into a Unit Extension Activity: Controversial Trials of the 1920s- Sacco and Vanzetti, Scopes v State of Tennessee. Students will break into 4 teams: 2 Prosecuting and 2 Defense, and conduct mock trials of these two controversial cases.



Unit Fifteen: The Great Depression

After completing this lesson students will be able to:

A. Breakdown and describe the relationship between the stock market crash and the subsequent Great Depression.

B. Paraphrase the causes of the depression, its severity, and lack of adequate government response to combat it.

C. Summarize the catastrophic conditions created by the Dust Bowl.

D. Discuss the full impact of the depression upon the American people, especially minorities, and President’s Hoover’s last ditch efforts to prevent bank collapse and soaring unemployment.



RA: The Unfinished Nation- Chapter 23: “The Great Depression.”

Themes: The economic and structural weaknesses underlying the apparent prosperity of the 1920s that led to the Great Depression, and how the stock market crash of 1929 touched it off, effects of the economic pressures of the Depression on the American people, especially farmers, minorities, and women. Also, the Depression as reflected in photography, radio, movies, and books.



  1. Key Discussion Topics

      1. “Black Tuesday,” causes and severity of the Great Depression.

      2. Massive Unemployment, the Dust Bowl, effect upon minorities.

      3. The hardship faced by women and families.

      4. American culture expressed through movies, art, literature.

      5. President Hoover’s economic policies.

      6. The debacle in Washington D.C. of the “Bonus Army.”

      7. The Election of 1932.

      8. Hoovers attempt to prevent bank collapse.

MA: Reading Quiz and audio/visual: documentary on the Dust Bowl.

Unit Fifteen Continued- The New Deal

After finishing this section students will be able to:

A. Describe the series of emergency measures designed to restore confidence that were enacted during the early part of the New Deal.

B. Identify the New Deal programs for raising farm prices and promoting industrial recovery.

C. Discuss the government’s financial reforms and birth of Social Security.

D. Analyze F.D.R.’s judicial branch scheme along with the long term effects of the New Deal.


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