Advanced Placement United States History – Period 1: 1491-1607

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Advanced Placement United States History – Period 7: 1890-1945

Theme This course examines the history of America from 1491 to present day. Throughout the course, students will learn about the political, religious, social, economic, and diplomatic events that have shaped United States history through the critical analysis of primary and secondary materials. The course is designed to encourage students to become historians and researchers who are able to use historical facts and evidence with the goal of creating deeper conceptual understandings of critical developments in U.S. history. Students will learn to weigh evidence and interpretations as they build their factual knowledge of U.S. history and apply those facts analytically to draw conclusions about the issues that shaped and continue to shape this country.

Strand History


An increasingly pluralistic United States faced profound domestic and global challenges, debated the proper degree of government activism, and sought to define its international role.


29 days

Content Statement

1. Governmental, political, and social organizations struggled to address the effects of large-scale industrialization, economic uncertainty, and related social changes such as urbanization and mass migration.

Learning Targets:

 I can explain how the continued growth and consolidation of large corporations transformed American society and the nation’s economy, promoting urbanization and economic growth, even as business cycle fluctuations became increasingly severe.

 I can describe how Progressive reformers responded to economic instability, social inequality, and political corruption by calling for government intervention in the economy, expanded democracy, greater social justice, and conservation of natural resources.

 I can understand how national, state, and local reformers responded to economic upheavals, laissez-faire capitalism, and the Great Depression by transforming the U.S. into a limited welfare state.

2. A revolution in communications and transportation technology helped to create a new mass culture and spread “modern” values and ideas, even as cultural conflicts between groups increased under the pressure of migration, world wars, and economic distress.

Learning Targets:

 I can show how new technologies led to social transformations that improved the standard of living for many, while contributing to increased political and cultural conflicts.

 I can analyze how the global ramifications of World War I and wartime patriotism and xenophobia, combined with social tensions created by increased international migration, resulted in legislation restricting immigration from Asia and from southern and eastern Europe.

 I can illustrate the economic dislocations, social pressures, and the economic growth spurred by World Wars I and II led to a greater degree of migration within the United States, as well as migration to the United States from elsewhere in the Western Hemisphere.

3. Global conflicts over resources, territories, and ideologies renewed debates over the nation’s values and its role in the world, while simultaneously propelling the United States into a dominant international military, political, cultural, and economic position.

Learning Targets:

 I can describe how many Americans began to advocate overseas expansionism in the late 19th century, leading to new territorial ambitions and acquisitions in the Western Hemisphere and the Pacific.

 I can show that World War I and its aftermath intensified debates about the nation’s role in the world and how best to achieve national security and pursue American interests.

 I can analyze that the involvement of the United States in World War II, while opposed by most Americans prior to the attack on Pearl Harbor, vaulted the United States into global political and military prominence, and transformed both American society and the relationship between the United States and the rest of the world.

Content Elaborations

1: A. Large corporations came to dominate the U.S. economy as it increasingly focused on the production of consumer goods, driven by new technologies and manufacturing techniques.

1: B. The United States continued its transition from a rural, agricultural society to an urban, industrial one, offering new economic opportunities for women, internal migrants, and international migrants who continued to flock to the United States.
1: C. Even as economic growth continued, episodes of credit and market instability, most critically the Great Depression, led to calls for the creation of a stronger financial regulatory system.
1: D. In the late 1890s and the early years of the 20th century, journalists and Progressive reformers — largely urban and middle class, and often female —worked to reform existing social and political institutions at the local, state, and federal levels by creating new organizations aimed at addressing social problems associated with an industrial society.
1: E. Progressives promoted federal legislation to regulate abuses of the economy and the environment, and many sought to expand democracy.
1: F. The liberalism of President Franklin Roosevelt’s New Deal drew on earlier progressive ideas and represented a multifaceted approach to both the causes and effects of the Great Depression, using government power to provide relief to the poor, stimulate recovery, and reform the American economy.
1: G. Radical, union, and populist movements pushed Roosevelt toward more extensive reforms, even as conservatives in Congress and the Supreme Court sought to limit the New Deal’s scope.
1: H. Although the New Deal did not completely overcome the Depression, it left a legacy of reforms and agencies that endeavored to make society and individuals more secure, and it helped foster a long-term political realignment in which many ethnic groups, African Americans, and working class communities identified with the Democratic Party.
2: A. New technologies contributed to improved standards of living, greater personal mobility, and better communications systems.
2: B. Technological change, modernization, and changing demographics led to increased political and cultural conflict on several fronts: tradition versus innovation, urban versus rural, fundamentalist Christianity versus scientific modernism, management versus labor, native-born versus new immigrants, white versus black, and idealism versus disillusionment.
2: C. The rise of an urban, industrial society encouraged the development of a variety of cultural expressions for migrant, regional, and African American artists (expressed most notably in the Harlem Renaissance movement); it also contributed to national culture by making shared experiences more possible through art, cinema, and the mass media.
2: D. World War I created a repressive atmosphere for civil liberties, resulting in official restrictions on freedom of speech.
2: E. As labor strikes and racial strife disrupted society, the immediate postwar period witnessed the first “Red Scare,” which legitimized attacks on radicals and immigrants.
2: F. Several acts of Congress established highly restrictive immigration quotas, while national policies continued to permit unrestricted immigration from nations in the Western Hemisphere, especially Mexico, in order to guarantee an inexpensive supply of labor.
2: G. Although most African Americans remained in the South despite legalized segregation and racial violence, some began a “Great Migration” out of the South to pursue new economic opportunities offered by World War I.
2: H. Many Americans migrated during the Great Depression, often driven by economic difficulties, and during World Wars I and II, as a result of the need for wartime production labor.
2: I. Many Mexicans, drawn to the U.S. by economic opportunities, faced ambivalent government policies in the 1930s and 1940s.
3: A. The perception in the 1890s that the western frontier was “closed,” economic motives, competition with other European imperialist ventures of the time, and racial theories all furthered arguments that Americans were destined to expand their culture and norms to others, especially the nonwhite nations of the globe.
3: B. The American victory in the Spanish-American War led to the U.S. acquisition of island territories, an expanded economic and military presence in the Caribbean and Latin America, engagement in a protracted insurrection in the Philippines, and increased involvement in Asia.
3: C. Questions about America’s role in the world generated considerable debate, prompting the development of a wide variety of views and arguments between imperialists and anti-imperialists and, later, interventionists and isolationists.
3: D. After initial neutrality in World War I the nation entered the conflict, departing from the U.S. foreign policy tradition of noninvolvement in European affairs in response to Woodrow Wilson’s call for the defense of humanitarian and democratic principles.
3: E. Although the American Expeditionary Force played a relatively limited role in the war, Wilson was heavily involved in postwar negotiations, resulting in the Treaty of Versailles and the League of Nations, both of which generated substantial debate within the United States.
3: F. In the years following World War I, the United States pursued a unilateral foreign policy that used international investment, peace treaties, and select military intervention to promote a vision of international order, even while maintaining U.S. isolationism, which continued to the late 1930s.
3: G. The mass mobilization of American society to supply troops for the war effort and a workforce on the home front ended the Great Depression and provided opportunities for women and minorities to improve their socioeconomic positions.
3: H. Wartime experiences, such as the internment of Japanese Americans, challenges to civil liberties, debates over race and segregation, and the decision to drop the atomic bomb raised questions about American values.
3: I. The United States and its allies achieved victory over the Axis powers through a combination of factors, including allied political and military cooperation, industrial production, technological and scientific advances, and popular commitment to advancing democratic ideals.
3: J. The dominant American role in the Allied victory and postwar peace settlements, combined with the war-ravaged condition of Asia and Europe, allowed the United States to emerge from the war as the most powerful nation on earth.

Content Vocabulary

 Clayton Antitrust Act  Edward Hopper

 Florence Kelley  Bracero program

 Federal Reserve Bank  Luisa Moreno

 National Recovery Administration  dollar diplomacy

 Tennessee Valley Authority  Mexican intervention

 Federal Writers’ Project  Washington Naval Conference

 Huey Long  Stimson Doctrine

 Social Security Act  Neutrality Acts

 Federal Deposit Insurance  Atlantic Charter

Corporation (FDIC)  sonar

 Yiddish theater  Manhattan Project

 jazz

Academic Vocabulary

 analyze  evaluate

 compare  examine

 contrast  explain

 define  synthesize

 describe  understand

Formative Assessments

Students will be required to produce written synopses of the chapters to help them establish their basic conceptual knowledge of the concepts of the unit that is being studied. Any lack of understanding will be dealt with throughout the teaching of the unit. Daily feedback will be given in class as part of the ongoing assessment of students’ abilities and comprehension. All summative assessments will be utilized in a formative manner as well as a summative manner.

Summative Assessments

Students will be required to produce evidence of mastery of content materials through a variety of methods. They will take multiple choice exams, complete document based questions, and answer short response/essay prompts. These evaluations are patterned after the type of exam they will complete for the College Board in mid-May. These assessments will provide students definitive feedback in how well they are mastering the material and what work they need to do to be prepared for the Advanced Placement Exam.


America Past and Present, by Divine. (At the time of this writing, we are going through the textbook adoption process and this is likely to change.)

 Various primary source excerpts and documents

A History of the American People, by Paul Johnson

A Patriot’s History of the United States, by Larry Schweikart and Michael Allen

From Colony to Superpower, by George Herring

Freedom From Fear, by David Kennedy

Enrichment Strategies

The nature of the course is already enriched as the expectation is that the content and materials are equivalent to a college freshmen survey course. Some strategies for enriching the course further would be to read any of the books on the resources list, obtain full length versions of excerpted primary sources, or explore the Miller Centers website which contains a series of academic essays on each president and covers more details than the College Board requires.


Depending on the unit, a variety of integrations will be utilized. Definitive links will be made with the English department in terms of coordination of writing as well as passages, texts, short reads, and novels that are being utilized in the English classroom. Math will be used in analyzing statistics most often pertaining to elections but not solely. Scientific discoveries and developments will be integrated throughout the discussion of the process of creating modern America. STEM will be incorporated specifically in discussion on industrialization and wartime production. Geography will be a constant as we use maps to illustrate the geographic changes to America and the changing electoral process as well as utilizing world maps for understanding America’s growth as a super power. Visual arts will be used consistently throughout the course in the nature of how art reflects American ideals as well as the importance of political cartoons as a political tool.

Intervention Strategies

Students struggling to succeed in Advanced Placement United States History must first determine if the coursework is too difficult for their abilities. Many students struggle with the volume and level of reading required for success in this course. In those cases it is suggested that a student consider purchasing a study guide book for the Advanced Placement Exam to help them with their reading comprehension. These books outline key concepts in a simple form which helps the student when reading the textbook to focus on main ideas. Students struggling with writing should set up an appointment to meet with the teacher to discuss writing strategies and should also consider meeting with the English and History academic assistants. Students who are struggling with multiple choice exams should make an appointment to come in to go over old exams to get a better idea how to take the multiple choice exam and guide their studying for future tests. Visiting the College Board website for the Advanced Placement United States History exam will provide the student with an additional resource if they are struggling.

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