Course Syllabus

American History II  (1877-the present)- Honors                    Spring 2016

Watauga High School, Boone, North Carolina

Jonathan Miller, M.A., N.B.P.T.S.

 

 During our study of American History (1877-the present), your current understanding of American history will be challenged and possibly altered. The amount of material to be addressed requires mature study habits, responsible time management, and the acceptance of independent academic inquiry. You should structure no less than six hours per week for topic readings. Essays, after-school/on-line video presentations and protracted time-frames for project development will require additional time and resource allocation. Basic understanding of people, events, geography and chronology stand as the foundations on which we will construct a broad and connective concept of American history. For many students, it is difficult to move beyond the collection of facts. We must endeavor to submit facts to critical analysis and academic scrutiny. Our fundamental focus will be the detection of changes throughout our history. What is changing? Who is commanding the change? Are technologies and ideologies promoting change? These types of inquiries must be applied to each unit of study, each written assignment, and each project presentation. Throughout the course we will seek out dynamic populations and revolutionary ideas. We will assess the extent to which these items promoted changes in American society, politics, geography, economics, and foreign relations. The instructional approach to American history will vary. Seminars, traditional lectures, independent investigations, group projects, on-line inquiry, and video based information are examples of instructional delivery methods. It is the responsibility of the student to complete assignments in an accurate and thorough manner. Honors students accept the responsibility of independent reading, assignment preparation, and classroom participation.

 

 

Text, document, and analytical resources

 

The Americans. Danzer, Gerald A. and Alva, J. Jorge. Houghton-Mifflin-Harcourt Publishing Company. New York, 2012.

 

The American Pageant. Kennedy, David. Cohen, Lizbeth, Bailey, Thomas. Houghton Mifflin Company, Boston. 2006.

 

Primary Source collection:

“Documents to Accompany Fifth Edition, America’s History:. Volumes I and II. Kevin J. Fernlund. Bedford/St. Martin’s. Boston. 2004

 

Critical analysis resources:

Perspectives: Readings in American History. Daniel J. Boorstein and Brooks Mather Kelley, editors. Prentice Hall. Needham, Massachusetts. 1992.

 

Forging the American Character: Readings in United States History. 4th edition. Wilson, John R.M., ed. Upper Saddle River, New Jersey: Pearson Prentice Hall, 2003.

Unit One: The Old West, The New Economy, The New Immigrant, and Race Relations

Text readings:  Ch. 13-16

13. Changes on the Western Frontier
14. A New Industrial Age
15. Immigrants and Urbanization
16. Life at the Turn of the 20^th Century

Primary readings: (volume II)

• A Century of Dishonor by Helen Hunt Jackson, pp. 31-33.
• The Significance of the Frontier in American History (1893) by Frederick Jackson Turner. Pp. 152-154.
• The Gospel of Wealth by Andrew Carnegie. Pp. 52-55.
• The Army of the Unemployed by Terrance Powderly. Pp. 62-64.
• Women and Temperance by Frances E. Willard. Pp. 78-80.
• Lynching at the Curve by Ida B. Wells. Pp. 85-86.
• Atlanta Exposition Address by Booker T. Washington. Pp. 86-88.
• Of Mr. Booker T. Washington and Others by W.E.B. DuBois. Pp. 88-92.
• “Cross of Gold” speech by William Jennings Bryan. USHistory.org link.

Critical analysis reading:

• “The Wining of the West Reconsidered” by Brian W. Dippe.
• Excerpts from Crazy Horse and Custer, by Stephen Ambrose.

Unit One Goals:

• Understand the diversity, contributions and burdens of late nineteenth century immigrant populations.
• Trace the establishment of African-Americans as participatory citizens.
• Assess the treatment, and plight of the Plains tribes of Native Americans; to the year 1890.
• Evaluate the costs and benefits of an emerging industrialized workplace and marketplace.

Unite One Assessments:

1. Read the excerpt from “A Century of Dishonor” by Helen Hunt Jackson. Answer this prompt as a timed (30 minutes) writing exercise: “Does Jackson make a compelling case for the in her expose’ on the condition of Native Americans?” Cite evidence to support your position.
2. Read “Atlanta Exposition Address” and “Of Mr. Booker T. Washington and Others”. Contrast the race-relations viewpoints of Mr. Washington and Dr. DuBois. Limit your response to one-double-spaced page
3. Free-response activity: Answer the following, “Identify and analyze the factors that changed the American city in the second half of the nineteenth century. (2002 AP prompt). This work will be completed in class.
4. Identification quizzes.
5. Multiple choice assessment. The unite may require four assessments.

 

 

 

 

 

 

 

Unit Two: The Progressive Era and the American Imperialism

Text readings: Ch. 17-18. Pp. 510-574

17. The Progressive Era
18. America Claims and Empire

Primary source readings:

• “Twenty Years at Hull House”, by Jane Addams. Pp. 132-134.
• “The Struggle for Social Equality”, by Theodore Roosevelt. Pp. 140-141.
• “The New Freedom”, by Woodrow Wilson. Pp. 142-144.
• “Criticism of events in Philippines and Cuba” (1901) by R.C. Bowman. Pp. 160-162.
• “To the Person sitting in Darkness” (1901) by Mark Twain. Pp. 163-167.
• “The Roosevelt Corollary to the Monroe Doctrine”, by Theodore Roosevelt. Pp. 166-167.
• “The Whiteman’s Burden”, by Rudyard Kipling. Classroom handout.

Literature suggestions: The Iron Heel by Jack London

                                    Maggie, A Girl of the Streets by Stephen Crane

Analytical writings:

• Explain how TWO of the following individuals responded to the economic and social problems created by industrialization during the late nineteenth and early twentieth centuries.
  • Jane Addams
  • Samuel Gompers
  • Upton Sinclair
• In-class timed writing. (30 minute limit) Prompt: “How did Presidents McKinley and Roosevelt resolve the conflicts of public opinion regarding imperialist actions? Evaluate the effectiveness of each leader.
• In-class timed writing. (30 minute limit) Prompt: “Was American imperialism an extension of the Progressive movement, or its extinction?” Support your position by citing significant historical evidence.

Unit Two Goals:

• Assess the effectiveness of the Progressive movement
• Detect the changing relationship between investment capitalist and labor.
• Identify efforts to elevate the role of women in the American economy and democratic process.
• Understand the motivation, actions, and costs of American imperialism.

 

Unit Three: The Great War

Text reading: Ch. 19: The First World War. Pp. 576-613.

Primary source readings: (volume II)

• The Zimmerman Telegram, by Arthur Zimmerman. P. 170
• War Message to Congress, by Woodrow Wilson. Pp. 170-173
• Fourteen Points, by Woodrow Wilson. Pp. 189-190

Web resource: www.worldwarI.com

 

Unit Three Goals:

• Identify global events that led to the outbreak of war in 1914.
• Understand the role of military and medical technologies during the war.
• Evaluate the role of the United States in relation to participation in The Great War, and the Versailles Peace Conference.

Unit Three Assessments:

• Read “Fourteen Points” by President Woodrow Wilson. Respond to the following prompt; “Was Wilson an idealist or a pragmatist?” Support your position with significant facts but limit your discussion to events prior to and including April 17, 1917.
• Read, research, and display three poems about the Great War that you can justify as being exemplary of war-time artistic expression. Justify your choices and include these thoughts on your display.

 

Unite Four: Politics and Life during the ‘Roaring ‘20’s”

Text readings: Ch. 20-21, pp. 618-665

20. Politics of the Roaring Twenties
21. The Roaring Life of the 1920’s

Primary source readings: (volume II)

• American Individualism, by Herbert Hoover. Pp. 201-203
• The Man Nobody Knows, by Bruce Barton. Pp. 207-208
• The Scopes Trial, by William Jennings Bryan. Pp. 214-218
• Editorial in Negro World, by Marcus Garvey. Pp. 220-22

Critical analysis readings, excerpts from:

• A Nationally Advertised President, by Daniel J. Boorstein.

Unit Four Assessments:

• “The Jazz Age” research presentations. Direction to be provided in class.
• Multiple choice assessment.

Unit Four Goals:

• Identify post-Progressive political trends.
• Understand the role of consumerism on the American economy, and society.
• Observe the changing roles of women and minority groups.
• Identify the impact of Prohibition.
• Observe the increased tension between rural /traditional and urban/modernist America.
• Identify significant cases of xenophobia.

 

Unit Five: The Great Depression

Text readings: Ch. 22-23, pp. 668-728

22. The Great Depression Begins
23. The New Deal

Primary source readings: (volume II)

• “Brother Can You Spare a Dime” , lyrics by Yip Harburg
• The Grapes of Wrath (excerpt), by John Steinbeck. Pp. 246-247
• First Inaugural Address (1933), by Franklin D. Roosevelt. Pp. 255-258
• The Long Plan, by Huey Long. Pp. 261-262.

Critical analysis readings:

• The New Deal: The Conservative Achievements of Liberal Reform, by Barton J. Bernstein
• In the Shadow of F.D.R., by William E. Leuchtenburg.

Unit Five Goals:

• Identify the factors of domestic and international economic collapse.
• Assess the effectiveness of the Federal government in addressing dynamic economic conditions.
• Understand the resiliency of the American people to endure economic chaos.

Unit Five Assessments:

• Small group presentation: From the era of the Great Depression, select two of the following items. Present examples of each category that you determine to be exemplary works from the period. Base your presentation on why these works merit selection for your project. Categories: (a) music, (b) poetry, (c) significant works of literature, (d) photographs, (e) political cartoons, or (f) film and cinema.
• In class essay: “How successful were New Deal programs in solving the problems of the Great Depression? Assess with respect to TWO of the following: Relief, Recovery, or Reform.”
• Multiple-choice/fact-based assessment.

 

Unit Six: The Second World War

Text readings: Ch. 24-25, pp. 732-804

24. World War Looms
25. The United States in World War II

Primary readings: (volume II)

• Fireside chat on the Great Arsenal of Democracy (1940), by President Franklin D. Roosevelt. Pp. 279-280.
• Four Freedoms Speech, by President Franklin D. Roosevelt. Pp. 280-282.
• “Mother, When Will You Stay Home Again?” (1944). Pp. 285-286.
• Executive Order 9066 to Prescribed Military Areas, by President Franklin D. Roosevelt. Pp. 291-292.
• The Decision to Use the Atomic Bomb (1945), by Harry Stimson. Pp. 300-304.

Multi-media/video suggestion: (Note: these are only suggestions and are not required viewing. Film ratings must be considered by yourself and your family before viewing these suggested films. Your choice to watch any selection is by your choosing, and the films content so explained by film rating systems.)

• Saving Private Ryan
• Flags of Our Fathers
• Letters from Iwo Jima
• Band of Brothers (HBO series)
• The Pacific (HBO series)
• Schindler’s List

 

Unit Six Goals:

• Assess the effectiveness of isolationism.
• Understand the degree to which the industrial and military power of the United States influenced global events.
• Consider the role of nuclear technology as a military weapon and political tool.
• Identify key locations and military actions of World War II.
• Develop an understanding of combat from a veteran’s perspective.
• Evaluate changes for American society that were resultant of the war.

Unit Six Assessments:

• Identification and geography quizzes
• Critical writing. Prompt: “Was the use of atomic weaponry against Imperial Japan justifiable?” Cite significant factual information AND critical opinion of the decision to support or refute the deployment of the weapons. Additionally, your response must demonstrate that you comprehend the perspective of the Truman administration at the time the decision was made and the corresponding orders were given.
• Multiple choice/fact-based assessment.

Unit Seven: The Cold War and Post-War America

Text readings: Ch. 26-27, pp. 806-870

26. Cold War Conflicts
27. The Post War Boom

Primary readings: (volume II)

• Containment Policy, by George Kennan. Pp. 310-312
• NSC-68 (1950). Pp. 314-321
• Communists in the U.S. Government, by Sen. Joseph McCarthy. Pp. 324-326.
• Cold War Policy, by John Foster Dulles. Pp. 335-337.
• Farwell Address (1953), by President Dwight D. Eisenhower. Pp. 337-339.

Unit Seven Goals:

• Assess the impact of the Cold War on America in terms of foreign and domestic issues.
• Evaluate the role of the United States in the Korean War.
• Understand the forces and trends that lead to the ‘suburbanization’ of America.
• Define the impact of the ‘baby boom’ on American society.

Unit Seven Assessments:

• In-class writing prompt: “Which of the following items had the most significant influence on American lifestyles during the 1950’s and early 1960’s, (a) the television, (b) the automobile, (c) the ‘cult of domesticity’, (d) popular music, or (e) the ‘beat’ movement? Cite specific and relevant information to justify your choice.
• Multiple choice/fact-based assessment.

Unit Eight: The Modern Civil Rights Movement

Text reading: Ch. 29 pp. 904-932

29. Civil Rights

Primary readings: (volume II)

• Brown v. Board of Education (1954), by Chief Justice Earl Warren. Pp. 327-329.
• Letter from a Birmingham Jail, by Dr. Martin Luther King, Jr. pp. 357-360.
• “I Have a Dream” speech (1963), by Dr. Martin Luther King, Jr. (online access)

Unit Eight Goals:

• Trace the development of the modern Civil Rights movement.
• Understand the contentious nature of segregationists.
• Identify triumphs and tragedies of the late 1950’s and early 1960’s.

Unit Eight Assessments:

• In-class writing prompt: “How did the African-American Civil Rights movement of the 1950’s and 1960’s address the failures of Reconstruction?
• Multiple choice/fact-based assessment.

 

Unit Nine: The New Frontier, The Great Society, and Vietnam

Text readings; Ch. 28, and 30. Pp. 874-902/934-970.

28. The New Frontier and The Great Society
29. The Vietnam War

Primary readings: (volume II)

• Inaugural Address (1961), by President John F. Kennedy. Pp. 356-357.
• Peace without Conquest, by President Lyndon Johnson. Pp. 368-370.
• Invasion of Cambodia, by President Richard M. Nixon. Pp. 385-386.
• The Splendid Little War (excerpt) by Philip Caputo. Pp. 370-372.
• Coming Home, by Lynda Van Devanter. Pp. 386-388.

Unit Nine Goals:

• Identify the goals of the “New Frontier” and “The Great Society”.
• Understand the impact on American society by the assassination of President John F. Kennedy.
• Assess the goals of the American space program.
• Understand the motivations of the United States in the Vietnam War.
• Evaluate the effectiveness of the anti-war movement.

Unit Nine Assessments:

• In-class writing prompt: “To what degree was the War on Poverty a success? Were the goals established by President Johnson reasonable and attainable? Support your position by citing significant historical facts.”
• In-class writing prompt: “Did anti-war protest over involvement in Vietnam have a positive or negative effect on governmental policy and the conduct of the war? Explain your perspective by citing significant historical facts.”
• Multiple choice/fact-based assessment.

 

Unit Ten: Social Change and the Age of Limits

Text reading: Ch.31-32; pp. 972-1032

31. An Era of Social Change
32. An Age of Limits

Primary readings: (volume II)

• An No Birds Sing, by Rachel Carson. Pp. 402-405.
• The National Crisis of Confidence, by President James E. Carter. Pp. 409-411.
• Rachel and Her Children, by Jonathan Kozol. Pp. 424-425.
• America’s changing face, by Tim Mathews
• The Watergate Hearings, online link.

Video resource suggestions. (Note: these items are only suggestions that would enhance your understanding of the era. None of the selections are required nor will they be assessed. You must view according to established film rating systems and if you do so, it is voluntary on your part.)

• Apocalypse Now
• All the Presidents Men
• Roots (television mini-series)
• Vietnam in HD-History Channel presentation

Unit Ten Goals:

• Understand the impact of the Watergate Scandal.
• Analyze the effect of the 1973 Arab oil embargo on the American economy
• Detect the reaction of America to our energy crisis.
• Identify emerging social trends.

Unit Ten Assessments:

• In-class writing prompt: “Analyze the ways in which TWO of the following shaped American politics in the post-World War II era.
  • The women’s liberation movement of the 1960’s
  • The ‘silent majority’ movement of the late 1960’s and early 1970’s.
  • The energy crisis of the 1970’s.

Unit Eleven: The Conservative Tide and Modern America

            Text reading: Ch. 33-34. Pp. 1034-1116.

33. The Conservative Tide
34. The United States in Today’s World

Unit Eleven Goals:

• Identify shifting voting patterns.
• Understand the influence of conservative religious political activism.
• Chronicle significant social trends, 1980-2000.
• Assess the controversy related to the presidential election of 2000.
• Analyze the influence of computer and communications technology on American society.
• Understand the political, economic, and military changes brought on by the terrorist attacks of Sept. 11, 2001.

Unit Eleven Assessments:

• In-class writing prompt: “What issues motivated a shift in voting patterns, population movements, and economic growth during the period 1981 to 2000? Of these issues, which to you determine to be the most influential on our society today?” Cite significant historical facts to support your assessment.
• Multiple choice/fact-based assessment.

 

Exam Review: Reminder-this course has a North Carolina final exam. The exam will account for 25% of your final grade.

 

2016 Classroom policies

  A productive learning environment is critical to the success of each student. As honors students you are expected to:

1. Contribute to a community that values and promotes academic inquiry.
2. Accept the responsibility of independent reading.
3. Discipline your un-necessary use of electronic devices. If you make the choice to distract yourself with any electronic device, you, and you alone are responsible for the academic repercussions.
4. Exceed the standards of dress and decorum set by policy and practice.

As honors students you are required to:

1. Submit work that is of your own effort. To do otherwise is dishonest and debilitating to your academic growth.
2. Behave in a manner that does not distract others from putting forth their best effort.
3. Submitting work on time. If you are absent, you must submit work within a time frame equal to your absences. Example; Monday is missed and an assignment was due Tuesday. You return on Tuesday. Your work is due on Wednesday. On a ten point grading scale the opportunity to earn a higher letter grade is greater than the previous seven point scale. Therefore, late work will not be accepted. Extenuating circumstances are always considered on an individual basis but it is the responsibility of the student, parent/guardians, or any appropriate official to make me aware of those circumstances.
4. Limit consumption of food to the designated times within our school day schedule: at break, and at lunch. Water may be consumed in class. Please use a clear container. If you spill it, you clean it.

 

  The information in this syllabus and class policy document will guide us throughout our study of American History II (1877-the present day).  It may be necessary to add or delete from the list of assignments to accommodate other learning opportunities, the necessities of remediation, the challenges of topic enrichment, and unexpected school disruption.

  Please send an email to millerj@watauga.k12.nc.us to confirm your access to the American History II syllabus and class policies by January 15, 2016. Use the subject heading “syllabus 2016”