AP USA HISTORY
(SECONDARY)
ESSENTIAL UNIT (E06)
(Domestic Global Challenges: 1890-1945)
(July 2015)
Unit Statement: The student will examine the domestic and global challenges that the United States faced as the country debated the proper degree of government activism and its role in international affairs.
Essential Outcomes: (must be assessed for mastery)
1. The Student Will identify the social, political, and economic causes and effects of fluctuations in the business cycles. (AP Course Outline Key Concept 7.1)
2. TSW assess the effectiveness of long and short term reforms ushered in by the New Deal. (APCOKC 7.1)
3. TSW identify and explain how new technologies led to social transformations that improved the standard of living while also contributing to conflict. (APCOKC 7.2)
4. TSW identify the restrictions on civil liberties and freedom of movement that occurred as a result of American involvement in WWI. (APCOKC 7.2)
5. TSW identify migration patterns spurred on by WWI and WWII. (APCOKC 7.2)
6. TSW analyze the motivating factors behind American foreign policy initiatives taken prior to WWI. (APCOKC 7.3)
7. TSW analyze the motivating factors behind American foreign policy initiatives taken between WWI and WWII. (APCOKC 7.3)
8. TSW outline the diplomatic and military role that the US played in both the Pacific and European theater of WWII. (APCOKC 7.3)
9. TSW analyze the social, political, and economic transformations, both domestic and international, that were the result of American participation in WWII. (APCOKC 7.3)
10. TSW assess the balance between liberty and equality fostered by presidential domestic policies within the scope of this time period.
11. TSW analyze continuities and changes in American identity, work, politics, environment, ideas, peopling and its role in the world over time. (AP Course Outline Themes page 20)
Practiced/ Ongoing Skills: (not assessed)
1. The Student Will adopt the habits of mind that historians use when they approach the past in a critical way.
a. Compare causes and/or effects, including between short and long term effects.
b. Analyze and evaluate the interaction of multiple cause and/or effects.
c. Assess historical contingency by distinguishing among coincidence, causation, and correlation as well as critiquing interpretations of cause and effect.
d. Analyze and evaluate historical patterns of continuity and change over time.
e. Connect patterns of continuity and change over time to larger historical processes or themes.
f. Explain ways that historical events and processes can be organized within blocks of time.
g. Analyze and evaluate competing models of periodization of US history.
h. Compare related historical developments and processes across place, time, and/or different societies or within one society.
i. Explain and evaluate multiple and differing perspectives on a given historical phenomenon.
j. Explain and evaluate ways in which specific historical phenomenon, event or process connects to broader regional, national or global processes occurring at the same time.
k. Explain and evaluate ways in which a phenomenon, event or process connects to other, similar historical phenomena across time and place.
2. TSW describe the skills used by historians when they construct and test historical arguments about the past.
a. Analyze commonly accepted historical arguments and explain how an argument has been constructed from historical evidence.
b. Construct convincing interpretations through analysis of disparate, relevant, historical evidence.
c. Evaluate and synthesize conflicting historical evidence to construct persuasive historical arguments.
d. Analyze features of historical evidence such as audience, purpose, point of view, format, argument, limitations, and context germane to the evidence considered,
e. Based on analysis and evaluation of historical evidence, make supportable inferences and draw appropriate conclusions.
f. Analyze diverse historical interpretations.
g. Evaluate how historian’s perspectives influence their interpretations and how models of historical interpretation change over time.
h. Combine disparate, sometimes contradictory evidence from primary sources and secondary works in order to create a persuasive understanding of the past.
i. Apply insights about the past to other historical contexts or circumstances, including the present.
3. TSW initiate and participate effectively in a range of collaborative discussions.
4. TSW explain purpose, point of view, and the value and limitations of primary source documents.
5. TSW develop and strengthen essay writing skills.
a. Student writing should include the development of thesis or argument supported by an analysis of specific, relevant historical evidence.
Key Terms and Concepts:
American exceptionalism / USS Maine / Teller Amendment / Insular Cases / Platt AmendmentOpen door policy / Root Takahira Agreement / Panama Canal / Roosevelt Corollary / Zimmerman telegram
War Industries Board / National War Labor Board / Committee on Public Information / Four Minute Men / Sedition Act 1918
Great Migration / National Women’s Party / 14 Points / League of Nations / Treaty of Versailles
Adkins v. Children’s Hospital / Welfare capitalism / Red Scare / Palmer raids / Sheppard Towner Federal Maternity and Infancy Act
Women’s International League for Peace and Freedom / Associated state / Teapot Dome / Dollar diplomacy / Prohibition
ACLU / Scopes trial / National Origins Act / Harlem Renaissance / Jazz
Universal Improvement Association / Pan-Africanism / Lost Generation / Consumer credit / Hollywood
Flapper / Soft power / Smoot Hawley Tariff / Bonus Army / Fireside chats
Hundred Days / Glass Steagall Act / Agricultural Adjustment Act / National Recovery Administration / Public Works Administration
Civilian Conservation Corps / Federal Housing Administration / Securities and Exchange Commission / Liberty League / National Association of Manufacturers
Townsend Plan / Welfare state / Wagner Act / Social Security Act / Works Progress Administration
Roosevelt recession / Keynesian economics / Indian Reorganization Act / Dust bowl / Tennessee Valley Authority
Rural Electrification Administration / Fascism / Nazi Party / Rome Berlin Axis / Neutrality Act of 1935
Popular Front / Munich Conference / Committee to defend America by aiding the Allies / America First Committee / Four Freedoms
Lend Lease Act / Atlantic Charter / Pearl Harbor / War Powers Act / Revenue Act
Code talkers / Executive Order 8802 / Servicemen’s readjustment Act / Zoot suits / Executive Order 9066
Holocaust / Manhattan Project / D-Day
Suggested Materials:
America’s History AP Edition: Chapters 21-24
A People’s History of the United States: Howard Zinn; Chapter 12
A Patriot’s History of the United States: Peter Schweikart: Chapter 14
Opposing Viewpoints in American History Volume II:
American Empire
WWI and the League of Nations
WWII
Technology Links:
WebPath Express (found in school library)
http://www.historyteacher.net/AHAP/Weblinks/AHAP_Weblinks19.htm
http://www.historyteacher.net/AHAP/Weblinks/AHAP_Weblinks21.htm
http://www.historyteacher.net/AHAP/Weblinks/AHAP_Weblinks22.htm
http://www.historyteacher.net/AHAP/Weblinks/AHAP_Weblinks23.htm
http://www.historyteacher.net/AHAP/Weblinks/AHAP_Weblinks24.htm
http://www.historyteacher.net/AHAP/Weblinks/AHAP_Weblinks25.htm
The six links above include comprehensive lists of documents, lessons, practice questions and exams for the time period outlined in this unit.
http://www.historyisaweapon.com/zinnapeopleshistory.html
This is a digital copy of Howard Zinn’s book, A People’s History of the United States. The author of this site recognizes the potential copyright issues related to this publication; however, there is a disclaimer expressing that Zinn gave the creators of the site explicit permission to duplicate the source in this manner.
http://memory.loc.gov/ammem/mcchtml/corlst.html
This is a digital library of primary source documents in US History.
http://www.digitalhistory.uh.edu/
This is a digital library of primary source documents, lesson plans, resources, and general reference material to enhance teaching AP US History.
http://www.historicaltextarchive.com/links.php?op=viewslink&sid=81
This is another digital library of primary source documents, lesson plans, resources, and general reference material to enhance teaching AP US History.
https://www.youtube.com/playlist?list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s
The Crash Course series by John Green is a comprehensive set of videos, each between ten and fifteen minutes in length, which complement the AP US History course of study. Unfortunately, schools in certain regions may have difficulty retrieving these sources due to issues related to website accessibility.
http://ap.gilderlehrman.org/period/7
The Gilder Lehrman Institute of American History site is a comprehensive set of videos that introduce key concepts, a timeline, documents, and essays that complement each period outlined in the AP US History course.
https://advancesinap.collegeboard.org/english-history-and-social-science/us-history
The AP College Board website provides a plethora of resources for the AP US History exam. These resources include lesson plans, documents, practice questions and student samples and scores for essay writing.
Suggested Assessment Tools and Strategies:
1. Complete AP Thematic chart for the time period outlined in unit 6.
a. Use the chart to outline continuities and changes among the themes in the given time period.
2. Complete Cornell Notes for chapters 21-24 of America’s History
3. Readings:
a. A People’s History by Howard Zinn: chapter 12
b. A Patriot’s History by Peter Schweikart: chapter 14
c. Use the accounts in the two historical sources to examine the motivating factors behind American Foreign Policy
4. Document Analysis: The students will use the APPARTS method to analyze the following documents that offer opposing viewpoints on unit content:
a. American Empire
i. “America Should Retain the Philippines” Albert Beveridge
ii. “America Should not Retain the Philippines” JH Crooker
b. WWI and the League of Nations
i. “War Dissenters Freedom must be Preserved” Robert LaFollete
ii. “War Dissenters Speech must be Limited” Outlook
c. WWII
i. “Using the Atomic Bomb is Justified” H Truman
ii. “Using the Atomic Bomb is not Justified” Christian Century
5. Film Analysis: Through Charlie Chaplin’s Modern Times the students will assess the impact of modern media on American society.
6. Special Focus Lesson: AP Theme Belief Systems: Ideas/Ideologies and Culture
a. Activity: Consumer Culture in America
b. To introduce students to the importance of consumerism in the 1920s, when there was a shift from "inner-directed" to "outer-directed" ways of self-improvement.
c. To have students recognize the connections between commodities and culture in the American past and present.
d. To improve students' abilities to analyze and interpret historical documents and images.
e. Examine the tension between modernity and fundamentalism.
7. Photograph Analysis:
a. the students will analyze the painting “Early Twenties” by Thomas Hart Benton
b. the students will analyze the painting “American Gothic” by Grant Wood
8. Music Analysis: the students will examine ways in which music is representative of an era
a. the students will analyze the song “Strange Fruit” performed by Billie Holiday
b. the students will analyze the song “Brother Can you Spare a Dime” performed by Al Jolson
c. the students will analyze the song “Dust Bowl” performed by Woody Guthrie
9. Categorization Activity: New Deal Programs; Relief, Reform, Recovery
10. WWII by the Numbers: the students will examine US bombing campaigns in the Pacific in 1945 and consider the issue of proportionality in war.
11. Presidential Analysis Worksheets:
a. The students will outline the foreign and domestic policies of the presidents in this time period.
b. The students will debate the impact that presidential policies had on the American people.
c. The students will rate how well each president created a balance between liberty and equality.
12. Unit Test over Chapters 21-24: the test will mirror the types of questions on the AP Exam
a. Part 1: Multiple Choice
b. Part 2: Short Answer
c. Part 3: Using Documents
d. Part 4: Long Essay
13. Unit Essay: To what degree, if any, did American foreign policy contradict and detract from the domestic policy of the presidents during the Progressive Age (1896-1920)?
RUBRICS FOUND ON FOLLOWING PAGES……………………………..
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QSI AP USA HISTORY SEC E06
Copyright © 1988-2015
AP USA HISTORY
Suggested Essential Unit 6 (E06) Rubric:
Name ______Class______Date ______
· All TSW’s must be mastered for a ‘B’.
· 3 of 5 ‘A’-level blocks should be met for an ‘A’.
· Teachers may choose to use their own rubrics; however, all TSW’s must be assessed.
The Student Will / ‘A’-Level / ‘B’-Level / Notes1. Identify the social, political, and economic causes and effects of fluctuations in the business cycles. / Identify the social, political, and economic causes and effects of fluctuations in the business cycles.
2. Assess the effectiveness of long and short term reforms ushered in by the New Deal / Assess the effectiveness of long and short term reforms ushered in by the New Deal; offering original insight and/or a number of specific details. / Assess the effectiveness of long and short term reforms ushered in by the New Deal; offering general ideas from the text.
3. Identify and explain how new technologies led to social transformations that improved the standard of living while also contributing to conflict. / Identify and explain how new technologies led to social transformations that improved the standard of living while also contributing to conflict.
4. Identify the restrictions on civil liberties and freedom of movement that occurred as a result of American involvement in WWI. / Identify the restrictions on civil liberties and freedom of movement that occurred as a result of American involvement in WWI.
5. Identify migration patterns spurred on by WWI and WWII. / Identify migration patterns spurred on by WWI and WWII.
6. Analyze the motivating factors behind American foreign policy initiatives taken prior to WWI. / Analyze the motivating factors behind American foreign policy initiatives taken prior to WWI. offering original insight and/or a number of specific details. / Analyze the motivating factors behind American foreign policy initiatives taken prior to WWI; offering general ideas from the text.
7. Analyze the motivating factors behind American foreign policy initiatives taken between WWI and WWII. / Analyze the motivating factors behind American foreign policy initiatives taken between WWI and WWI; offering original insight and/or a number of specific details. / Analyze the motivating factors behind American foreign policy initiatives taken between WWI and WWII; offering general ideas from the text.
8. Outline the diplomatic and military role that the US played in both the Pacific and European theater of WWII. / Outline the diplomatic and military role that the US played in both the Pacific and European theater of WWII.
9. Assess the balance between liberty and equality fostered by presidential domestic policies within the scope of this time period. / Assess the balance between liberty and equality fostered by presidential domestic policies within the scope of this time period; offering original insight and/or a number of specific details. / Assess the balance between liberty and equality fostered by presidential domestic policies within the scope of this time period; offering general ideas from the text.
10. Analyze continuities and changes in American identity, work, politics, environment, ideas, the peopling of and its role in the world over time. / Analyze continuities and changes in American identity, work, politics, environment, ideas, the peopling of and its role in the world over time; offering original insight and/or a number of specific details. / Analyze continuities and changes in American identity, work, politics, environment, ideas, the peopling of and its role in the world over time; offering general ideas from the text.
AP USA HISTORY