Day:

62.5

Dates:

1844-1877

Topic #:

Key Concept: 5.1, 5.2; GPS: SSUSH9a

Our Topic:

The Crisis in the Union

5.1: The United States became more connected with the world, pursued an expansionist foreign policy in the Western Hemisphere, and emerged as the destination for many migrants from other countries.

5.2: Intensified by expansion and deepening
regional divisions, debates over slavery and other economic, cultural, and political issues led the nation into civil war.

Required

Pre-Reading:

Boyer: 414-421

Essential Question(s):

MIG-2.0: Analyze causes of internal migration and patterns of settlement in what would become the United States, and explain how migration has affected American life.

NAT-1.0: Explain how ideas about democracy, freedom, and individualism found expression in the development of cultural  values, political institutions, and American identity.
POL-2.0: Explain how popular movements, reform efforts, and activist groups have sought to change American society and institutions.
WXT-1.0: Explain how different labor systems developed in North America and the United States, and explain their effects
on workers’ lives and U.S. society.
CUL-2.0: Explain how artistic, philosophical, and scientific ideas have developed and shaped society and institutions.

NAT-2.0: Explain how interpretations of the Constitution and debates over rights, liberties, and definitions of citizenship have affected American values, politics, and society.
POL-1.0: Explain how and why political ideas, beliefs, institutions, party systems, and alignments have developed
and changed.

Material to Master:

5.1

I. Popular enthusiasm for U.S. expansion, bolstered by economic and security interests, resulted in the acquisition of new territories, substantial migration westward, and new overseas initiatives.

C) The U.S. added large territories in the West
through victory in the Mexican–American War and
diplomatic negotiations, raising questions about the
status of slavery, American Indians, and Mexicans in
the newly acquired lands.

5.2

I. Ideological and economic differences over slavery produced an array of diverging responses from Americans in the North and the South.
A) The North’s expanding manufacturing economy
relied on free labor in contrast to the Southern
economy’s dependence on slave labor. Some
Northerners did not object to slavery on principle but
claimed that slavery would undermine the free labor
market. As a result, a freesoil movement arose that
portrayed the expansion of slavery as incompatible
with free labor.
B) African American and white abolitionists,
although a minority in the North, mounted a
highly visible campaign against slavery, presenting
moral arguments against the institution, assisting
slaves’ escapes, and sometimes expressing a
willingness to use violence to achieve their goals.
C) Defenders of slavery based their arguments on racial
doctrines, the view that slavery was a positive
social good, and the belief that slavery and states’
rights were protected by the Constitution.

II. Debates over slavery came to dominate political discussion in the 1850s, culminating in the bitter election of 1860 and the secession of Southern states.
A) The Mexican Cession led to heated controversies
over whether to allow slavery in the newly
acquired territories.
B) The courts and national leaders made a variety of
attempts to resolve the issue of slavery in the territories,
including the Compromise of 1850, the Kansas–Nebraska
Act, and the Dred Scott decision, but these ultimately
failed to reduce conflict.
C) The Second Party System ended when the issues of
slavery and anti-immigrant nativism weakened loyalties
to the two major parties and fostered the emergence
of sectional parties, most notably the Republican
Party in the North.
D) Abraham Lincoln’s victory on the Republicans’ free-soil
platform in the presidential election of 1860 was
accomplished without any Southern electoral votes.
After a series of contested debates about secession,
most slave states voted to secede from the Union,
precipitating the Civil War.

Documents to be utilized:

In Class:

(file #62)

Homework:

Boyer: 421-427

&/or:

&

Flashcards &/or outlines:

-Dred Scott vs. Sandford

-Lincoln - Douglas Debates

-House Divided Speech

-Harper's Ferry

-Arguments for and against secession

Turn in next class:

Day:

63

Dates:

1844-1877

Topic #:

Key Concept: 5.1, 5.2; GPS: SSUSH9a

Our Topic:

The Crisis in the Union

5.1: The United States became more connected with the world, pursued an expansionist foreign policy in the Western Hemisphere, and emerged as the destination for many migrants from other countries.

5.2: Intensified by expansion and deepening
regional divisions, debates over slavery and other economic, cultural, and political issues led the nation into civil war.

Required

Pre-Reading:

Essential Question(s):

MIG-2.0: Analyze causes of internal migration and patterns of settlement in what would become the United States, and explain how migration has affected American life.

NAT-1.0: Explain how ideas about democracy, freedom, and individualism found expression in the development of cultural  values, political institutions, and American identity.
POL-2.0: Explain how popular movements, reform efforts, and activist groups have sought to change American society and institutions.
WXT-1.0: Explain how different labor systems developed in North America and the United States, and explain their effects
on workers’ lives and U.S. society.
CUL-2.0: Explain how artistic, philosophical, and scientific ideas have developed and shaped society and institutions.

NAT-2.0: Explain how interpretations of the Constitution and debates over rights, liberties, and definitions of citizenship have affected American values, politics, and society.
POL-1.0: Explain how and why political ideas, beliefs, institutions, party systems, and alignments have developed
and changed.

Material to Master:

5.1

I. Popular enthusiasm for U.S. expansion, bolstered by economic and security interests, resulted in the acquisition of new territories, substantial migration westward, and new overseas initiatives.

C) The U.S. added large territories in the West
through victory in the Mexican–American War and
diplomatic negotiations, raising questions about the
status of slavery, American Indians, and Mexicans in
the newly acquired lands.

5.2

I. Ideological and economic differences over slavery produced an array of diverging responses from Americans in the North and the South.
A) The North’s expanding manufacturing economy
relied on free labor in contrast to the Southern
economy’s dependence on slave labor. Some
Northerners did not object to slavery on principle but
claimed that slavery would undermine the free labor
market. As a result, a freesoil movement arose that
portrayed the expansion of slavery as incompatible
with free labor.
B) African American and white abolitionists,
although a minority in the North, mounted a
highly visible campaign against slavery, presenting
moral arguments against the institution, assisting
slaves’ escapes, and sometimes expressing a
willingness to use violence to achieve their goals.
C) Defenders of slavery based their arguments on racial
doctrines, the view that slavery was a positive
social good, and the belief that slavery and states’
rights were protected by the Constitution.

II. Debates over slavery came to dominate political discussion in the 1850s, culminating in the bitter election of 1860 and the secession of Southern states.
A) The Mexican Cession led to heated controversies
over whether to allow slavery in the newly
acquired territories.
B) The courts and national leaders made a variety of
attempts to resolve the issue of slavery in the territories,
including the Compromise of 1850, the Kansas–Nebraska
Act, and the Dred Scott decision, but these ultimately
failed to reduce conflict.
C) The Second Party System ended when the issues of
slavery and anti-immigrant nativism weakened loyalties
to the two major parties and fostered the emergence
of sectional parties, most notably the Republican
Party in the North.
D) Abraham Lincoln’s victory on the Republicans’ free-soil
platform in the presidential election of 1860 was
accomplished without any Southern electoral votes.
After a series of contested debates about secession,
most slave states voted to secede from the Union,
precipitating the Civil War.

Documents to be utilized:

In Class:

Lecture: concept web of events leading to the Civil War

Project Assigned:

Compromise of 1861

Directions: working with your assigned group members develop a plan for prevention of the Civil War

Step 1: identify your stakeholders, who were the major groups and individuals who contributed to the start of the war & would have to be appeased to prevent it, rank them by the amount of power they wield - explain your decision (10 pts)

Step 2: identify the concerns/goals of each stakeholders, include an explanation of the historical context (10 pts) (steps 1 & 2 should be submitted as a typed table in hardcopy on due date)

Step3: construct a plan for the LONG TERM prevention of war that address the concerns/goals of each stakeholder without further antagonizing another person or group, justify your decisions (20 pts) (this should be submitted as a typed document in hardcopy on due date)

Step 4: develop a presentation to explain your proposal to the class -- this must include clear visuals to help the class understand all parts of your plan

(20 pts)

Step 5: defend your proposal from challenges by classmates (10 pts)

Step 6: acting as the congress, vote to adopt one proposal (5 pts)

Additional Requirement: your group must challenge another group's proposal twice, this should include a thorough explanation of your concern and be grounded in the historical record (15 pts)

Homework:

Boyer: 427-434

&:

Watch this video

&

Flashcards &/or outlines:

-Election of 1860

-free soil platform

-Jefferson Davis (more later)

- fall of Fort Sumter

Turn in next class:

Day:

64

Dates:

1844-1877

Topic #:

Key Concept: 5.1, 5.2; GPS: SSUSH9a

Our Topic:

The Crisis in the Union

5.1: The United States became more connected with the world, pursued an expansionist foreign policy in the Western Hemisphere, and emerged as the destination for many migrants from other countries.

5.2: Intensified by expansion and deepening
regional divisions, debates over slavery and other economic, cultural, and political issues led the nation into civil war.

Required

Pre-Reading:

Essential Question(s):

MIG-2.0: Analyze causes of internal migration and patterns of settlement in what would become the United States, and explain how migration has affected American life.

NAT-1.0: Explain how ideas about democracy, freedom, and individualism found expression in the development of cultural  values, political institutions, and American identity.
POL-2.0: Explain how popular movements, reform efforts, and activist groups have sought to change American society and institutions.
WXT-1.0: Explain how different labor systems developed in North America and the United States, and explain their effects
on workers’ lives and U.S. society.
CUL-2.0: Explain how artistic, philosophical, and scientific ideas have developed and shaped society and institutions.

NAT-2.0: Explain how interpretations of the Constitution and debates over rights, liberties, and definitions of citizenship have affected American values, politics, and society.
POL-1.0: Explain how and why political ideas, beliefs, institutions, party systems, and alignments have developed
and changed.

Material to Master:

5.1

I. Popular enthusiasm for U.S. expansion, bolstered by economic and security interests, resulted in the acquisition of new territories, substantial migration westward, and new overseas initiatives.

C) The U.S. added large territories in the West
through victory in the Mexican–American War and
diplomatic negotiations, raising questions about the
status of slavery, American Indians, and Mexicans in
the newly acquired lands.

5.2

I. Ideological and economic differences over slavery produced an array of diverging responses from Americans in the North and the South.
A) The North’s expanding manufacturing economy
relied on free labor in contrast to the Southern
economy’s dependence on slave labor. Some
Northerners did not object to slavery on principle but
claimed that slavery would undermine the free labor
market. As a result, a freesoil movement arose that
portrayed the expansion of slavery as incompatible
with free labor.
B) African American and white abolitionists,
although a minority in the North, mounted a
highly visible campaign against slavery, presenting
moral arguments against the institution, assisting
slaves’ escapes, and sometimes expressing a
willingness to use violence to achieve their goals.
C) Defenders of slavery based their arguments on racial
doctrines, the view that slavery was a positive
social good, and the belief that slavery and states’
rights were protected by the Constitution.

II. Debates over slavery came to dominate political discussion in the 1850s, culminating in the bitter election of 1860 and the secession of Southern states.
A) The Mexican Cession led to heated controversies
over whether to allow slavery in the newly
acquired territories.
B) The courts and national leaders made a variety of
attempts to resolve the issue of slavery in the territories,
including the Compromise of 1850, the Kansas–Nebraska
Act, and the Dred Scott decision, but these ultimately
failed to reduce conflict.
C) The Second Party System ended when the issues of
slavery and anti-immigrant nativism weakened loyalties
to the two major parties and fostered the emergence
of sectional parties, most notably the Republican
Party in the North.
D) Abraham Lincoln’s victory on the Republicans’ free-soil
platform in the presidential election of 1860 was
accomplished without any Southern electoral votes.
After a series of contested debates about secession,
most slave states voted to secede from the Union,
precipitating the Civil War.

Documents to be utilized:

In Class:

Project work day

Homework:

Boyer: 439-449

&:

Watch this video

Optional:

Video about battles

Flashcards &/or outlines:

-Funding the Civil War

-Jefferson Davis

-Radical Republicans

-Ex parte Merryman

-Union: advantages/disadvantages leading into the Civil War

-Confederacy: advantages/disadvantages leading into the Civil War

-Anaconda Plan

-Battle of Antietam

-Emancipation Proclamation

-Stonewall Jackson

-Robert E. Lee

Turn in next class:

Day:

65

Dates:

1844-1877

Topic #:

Key Concept: 5.3; GPS: SSUSH9f, SSUSH11b

Our Topic:

Civil War/mobilization

5.3: The Union victory in the Civil War and the
contested reconstruction of the South settled the issues of slavery and secession, but left unresolved many questions about the power of the federal government and citizenship rights.

Required

Pre-Reading:

Boyer: 439-452

Essential Question(s):

NAT-1.0: Explain how ideas about democracy, freedom, and individualism found expression in the development of cultural values, political institutions, and American identity.

Material to Master:

Documents to be utilized:

In Class:

Civil War till 1863

-Why they fought, students look at quotes from soldiers letters to identify why what motivated them to fight

-students sort a list of advantages and disadvantages held by each side by region.

Homework:

Boyer: 452-463, 466-466

&/or:

&

Flashcards &/or outlines:

-Emancipation Proclamation

-Black Soldiers in the Civil War

-Pacific Railroad Act (more later)

-Homestead Act

-Dissent in the North and South during the Civil War

-Gettysburg

-Gettysburg Address

-Vicksburg

Turn in next class:

Day:

66

Dates:

1844-1877

Topic #:

Key Concept: 5.3; GPS: SSUSH9b-d

Our Topic:

Civil War

5.3: The Union victory in the Civil War and the
contested reconstruction of the South settled the issues of slavery and secession, but left unresolved many questions about the power of the federal government and citizenship rights.

Required

Pre-Reading:

Boyer: 452-463, 466-466

Essential Question(s):

Material to Master:

I. The North’s greater manpower and industrial resources, the leadership of Abraham Lincoln and others, and the decision to emancipate slaves eventually led to the Union military victory over the Confederacy in the devastating Civil War.
A) Both the Union and the Confederacy mobilized their
economies and societies to wage the war even
while facing considerable home front opposition.
B) Lincoln and most Union supporters began the Civil
War to preserve the Union, but Lincoln’s decision to
issue the Emancipation Proclamation reframed the
purpose of the war and helped prevent the Confederacy
from gaining full diplomatic support from European
powers. Many African Americans fled southern
plantations and enlisted in the Union Army, helping to
undermine the Confederacy.
C) Lincoln sought to reunify the country and used speeches such as the Gettysburg Address to portray the
struggle against slavery as the fulfillment of America’s
founding democratic ideals.
D) Although the Confederacy showed military initiative and daring early in the war, the Union ultimately succeeded due to improvements in leadership and strategy, key victories, greater resources, and the wartime destruction of the South’s infrastructure.

Documents to be utilized:

·         "Grant Takes Command" (1864/1865)

·         Charles Sumner, "Letter to John Bright" (March 13, 1865)

·         Jefferson Davis, "African Church Speech" (February 6, 1865)

       Abraham Lincoln's "Second Inaugural Address" (March 4, 1865)

In Class:

Quick Video on Emancipation Proclamation

Students read three documents from the period just before Lincoln's second Inaugural and use the information to predict what Lincoln will say in this speech, then they will compare their predictions to reality

Homework:

Boyer: 468-475 & Video

Optional

&

Flashcards &/or outlines:

-William T. Sherman

-Election of 1864

-Ulysses S. Grant

-Battle for Atlanta and March to the Sea

Turn in next class:

Day:

67

Dates:

1844-1877

Topic #:

Key Concept: 5.3; GPS: SSUSH9b-d

Our Topic:

Civil War

5.3: The Union victory in the Civil War and the
contested reconstruction of the South settled the issues of slavery and secession, but left unresolved many questions about the power of the federal government and citizenship rights.

Required

Pre-Reading:

Boyer: 468-475

Essential Question(s):

NAT-1.0: Explain how ideas about democracy, freedom, and individualism found expression in the development of cultural values, political institutions, and American identity.
WOR-2.0: Analyze the reasons for, and results of, U.S. diplomatic, economic, and military initiatives in North America
and overseas.

Material to Master:

I. The North’s greater manpower and industrial resources, the leadership of Abraham Lincoln and others, and the decision to emancipate slaves eventually led to the Union military victory over the Confederacy in the devastating Civil War.
A) Both the Union and the Confederacy mobilized their
economies and societies to wage the war even
while facing considerable home front opposition.
B) Lincoln and most Union supporters began the Civil
War to preserve the Union, but Lincoln’s decision to
issue the Emancipation Proclamation reframed the
purpose of the war and helped prevent the Confederacy
from gaining full diplomatic support from European
powers. Many African Americans fled southern
plantations and enlisted in the Union Army, helping to
undermine the Confederacy.
C) Lincoln sought to reunify the country and used speeches such as the Gettysburg Address to portray the
struggle against slavery as the fulfillment of America’s
founding democratic ideals.
D) Although the Confederacy showed military initiative and daring early in the war, the Union ultimately succeeded due to improvements in leadership and strategy, key victories, greater resources, and the wartime destruction of the South’s infrastructure.

Documents to be utilized:

In Class:

A Union Victory

Sherman's March to the Sea -- Ken Burns, War is Hell

Complete as you view

Homework:

Zinn: 180-192

&

Flashcards &/or outlines:

-white vs. black abolitionists

-North Star

-Lincoln opinions on race

-draft riots of 1863

Turn in next class:

Project due tomorrow

Day:

68

Dates:

1844-1877

Topic #:

Key Concept: 5.1, 5.2; GPS: SSUSH9a

Our Topic:

The Crisis in the Union

5.1: The United States became more connected with the world, pursued an expansionist foreign policy in the Western Hemisphere, and emerged as the destination for many migrants from other countries.

5.2: Intensified by expansion and deepening
regional divisions, debates over slavery and other economic, cultural, and political issues led the nation into civil war.

Required

Pre-Reading:

Essential Question(s):

MIG-2.0: Analyze causes of internal migration and patterns of settlement in what would become the United States, and explain how migration has affected American life.

NAT-1.0: Explain how ideas about democracy, freedom, and individualism found expression in the development of cultural  values, political institutions, and American identity.
POL-2.0: Explain how popular movements, reform efforts, and activist groups have sought to change American society and institutions.
WXT-1.0: Explain how different labor systems developed in North America and the United States, and explain their effects
on workers’ lives and U.S. society.
CUL-2.0: Explain how artistic, philosophical, and scientific ideas have developed and shaped society and institutions.

NAT-2.0: Explain how interpretations of the Constitution and debates over rights, liberties, and definitions of citizenship have affected American values, politics, and society.
POL-1.0: Explain how and why political ideas, beliefs, institutions, party systems, and alignments have developed
and changed.

Material to Master:

5.1

I. Popular enthusiasm for U.S. expansion, bolstered by economic and security interests, resulted in the acquisition of new territories, substantial migration westward, and new overseas initiatives.

C) The U.S. added large territories in the West
through victory in the Mexican–American War and
diplomatic negotiations, raising questions about the
status of slavery, American Indians, and Mexicans in
the newly acquired lands.

5.2

I. Ideological and economic differences over slavery produced an array of diverging responses from Americans in the North and the South.
A) The North’s expanding manufacturing economy
relied on free labor in contrast to the Southern
economy’s dependence on slave labor. Some
Northerners did not object to slavery on principle but
claimed that slavery would undermine the free labor
market. As a result, a freesoil movement arose that
portrayed the expansion of slavery as incompatible
with free labor.
B) African American and white abolitionists,
although a minority in the North, mounted a
highly visible campaign against slavery, presenting
moral arguments against the institution, assisting
slaves’ escapes, and sometimes expressing a
willingness to use violence to achieve their goals.
C) Defenders of slavery based their arguments on racial
doctrines, the view that slavery was a positive
social good, and the belief that slavery and states’
rights were protected by the Constitution.

II. Debates over slavery came to dominate political discussion in the 1850s, culminating in the bitter election of 1860 and the secession of Southern states.
A) The Mexican Cession led to heated controversies
over whether to allow slavery in the newly
acquired territories.
B) The courts and national leaders made a variety of
attempts to resolve the issue of slavery in the territories,
including the Compromise of 1850, the Kansas–Nebraska
Act, and the Dred Scott decision, but these ultimately
failed to reduce conflict.
C) The Second Party System ended when the issues of
slavery and anti-immigrant nativism weakened loyalties
to the two major parties and fostered the emergence
of sectional parties, most notably the Republican
Party in the North.
D) Abraham Lincoln’s victory on the Republicans’ free-soil
platform in the presidential election of 1860 was
accomplished without any Southern electoral votes.
After a series of contested debates about secession,
most slave states voted to secede from the Union,
precipitating the Civil War.

Documents to be utilized:

A Renegade History of the United States, by Thaddeus Russell selections from chapter 2 & 3

In Class:

Projects work day

Homework:

Project

&

&

Flashcards:

Turn in next class:

Project

Day:

69

Dates:

1844-1877

Topic #:

Key Concept: 5.1, 5.2; GPS: SSUSH9a

Our Topic:

The Crisis in the Union

5.1: The United States became more connected with the world, pursued an expansionist foreign policy in the Western Hemisphere, and emerged as the destination for many migrants from other countries.

5.2: Intensified by expansion and deepening
regional divisions, debates over slavery and other economic, cultural, and political issues led the nation into civil war.

Required

Pre-Reading:

Essential Question(s):

MIG-2.0: Analyze causes of internal migration and patterns of settlement in what would become the United States, and explain how migration has affected American life.

NAT-1.0: Explain how ideas about democracy, freedom, and individualism found expression in the development of cultural  values, political institutions, and American identity.
POL-2.0: Explain how popular movements, reform efforts, and activist groups have sought to change American society and institutions.
WXT-1.0: Explain how different labor systems developed in North America and the United States, and explain their effects
on workers’ lives and U.S. society.
CUL-2.0: Explain how artistic, philosophical, and scientific ideas have developed and shaped society and institutions.

NAT-2.0: Explain how interpretations of the Constitution and debates over rights, liberties, and definitions of citizenship have affected American values, politics, and society.
POL-1.0: Explain how and why political ideas, beliefs, institutions, party systems, and alignments have developed
and changed.

Material to Master:

5.1

I. Popular enthusiasm for U.S. expansion, bolstered by economic and security interests, resulted in the acquisition of new territories, substantial migration westward, and new overseas initiatives.

C) The U.S. added large territories in the West
through victory in the Mexican–American War and
diplomatic negotiations, raising questions about the
status of slavery, American Indians, and Mexicans in
the newly acquired lands.

5.2

I. Ideological and economic differences over slavery produced an array of diverging responses from Americans in the North and the South.
A) The North’s expanding manufacturing economy
relied on free labor in contrast to the Southern
economy’s dependence on slave labor. Some
Northerners did not object to slavery on principle but
claimed that slavery would undermine the free labor
market. As a result, a freesoil movement arose that
portrayed the expansion of slavery as incompatible
with free labor.
B) African American and white abolitionists,
although a minority in the North, mounted a
highly visible campaign against slavery, presenting
moral arguments against the institution, assisting
slaves’ escapes, and sometimes expressing a
willingness to use violence to achieve their goals.
C) Defenders of slavery based their arguments on racial
doctrines, the view that slavery was a positive
social good, and the belief that slavery and states’
rights were protected by the Constitution.

II. Debates over slavery came to dominate political discussion in the 1850s, culminating in the bitter election of 1860 and the secession of Southern states.
A) The Mexican Cession led to heated controversies
over whether to allow slavery in the newly
acquired territories.
B) The courts and national leaders made a variety of
attempts to resolve the issue of slavery in the territories,
including the Compromise of 1850, the Kansas–Nebraska
Act, and the Dred Scott decision, but these ultimately
failed to reduce conflict.
C) The Second Party System ended when the issues of
slavery and anti-immigrant nativism weakened loyalties
to the two major parties and fostered the emergence
of sectional parties, most notably the Republican
Party in the North.
D) Abraham Lincoln’s victory on the Republicans’ free-soil
platform in the presidential election of 1860 was
accomplished without any Southern electoral votes.
After a series of contested debates about secession,
most slave states voted to secede from the Union,
precipitating the Civil War.

Documents to be utilized:

In Class:

Project Presentations

Homework:

Russell selections from chapter 2 & 3 this is for a Socratic Seminar on day 71, if you have trouble opening it, right click and select "save target as"

&/or:

&

Flashcards:

Turn in next class:

Day:

71

Dates:

1865-1889

Topic #:

Our Topic:

Reconstruction

5.3: The Union victory in the Civil War and the
contested reconstruction of the South settled the issues of slavery and secession, but left unresolved many questions about the power of the federal government and citizenship rights.

Required

Pre-Reading:

A People's History of the United States by Howard Zinn Chapter 9

A Renegade History of the United States, by Thaddeus Russell selections from chapter 2 & 3

Essential Question(s):

NAT-2.0: Explain how interpretations of the Constitution and debates over rights, liberties, and definitions of citizenship have affected American values, politics, and society.

WXT-1.0: Explain how different labor systems developed in North America and the United States, and explain their effects on workers’ lives and U.S. society.

Material to Master:

II. Reconstruction and the Civil War ended slavery, altered relationships between the states and the federal government, and led to debates over new definitions of citizenship, particularly regarding the rights of African Americans, women, and other minorities.
A) The 13th Amendment abolished slavery, while the 14th and 15th amendments granted African Americans citizenship, equal protection under the laws, and voting rights.

C) Efforts by radical and moderate Republicans to change the balance of power between Congress and
the presidency and to reorder race relations in the defeated South yielded some short-term successes. Reconstruction opened up political opportunities and other
leadership roles to former slaves, but it ultimately failed, due both to determined Southern resistance and the North’s waning resolve.
E) Segregation, violence, Supreme Court decisions, and local political tactics progressively stripped away African American rights, but the 14th and 15th amendments eventually became the basis for court decisions upholding civil rights in the 20th century.

Documents to be utilized:

A People's History of the United States by Howard Zinn Chapter 9

A Renegade History of the United States, by Thaddeus Russell selections from chapter 2 & 3

In Class:

Socratic Seminar:

Guiding Questions

1. Was there a relationship between growing racial tolerance and emancipation?

2. How did slaves respond to emancipation?  How about northern whites and southern whites?

3. How does Zinn's account of the end of slavery compare with Russell's?  How do we explain the difference?

4. Was emancipation an act of benevolence or greed?

5. What does Zinn mean by "emancipation without freedom?"

6. Zinn seems to be arguing that the Compromise of 1877 essentially threw African Americans under the bus to protect America's moneyed interest.  How affectively does Zinn support this argument?

Homework:

Schweikart: 389-391

&/or:

&

Flashcards:

-Compromise of 1877

Turn in next class:

Be prepared to discuss the difference between Zinn and Schweikart's interpretations of the Compromise of 1877

Day:

72

Dates:

1865-1878

Topic #:

Our Topic:

Reconstruction

5.3: The Union victory in the Civil War and the
contested reconstruction of the South settled the issues of slavery and secession, but left unresolved many questions about the power of the federal government and citizenship rights.

Required

Pre-Reading:

Schweikart: 389-391

Essential Question(s):

POL-3.0: Explain how different beliefs about the federal government’s role in U.S. social and economic life have affected political debates and policies.

NAT-2.0: Explain how interpretations of the Constitution and debates over rights, liberties, and definitions of citizenship have affected American values, politics, and society.

WXT-1.0: Explain how different labor systems developed in North America and the United States, and explain their effects on workers’ lives and U.S. society.

Material to Master:

Documents to be utilized:

In Class:

Lecture -- end of the war and reconstruction

Homework:

Boyer: 479-487

&/or:

optional:

Flashcards and or outlines:

-Radical Republicans vs. Moderate Republicans

-Proclamation of Amnesty and Reconstruction vs. Wade-Davis bill

-Freedman's Bureau

-Johnson presidency (cont.)

-Reconstruction Act of 1867

-Congressional Reconstruction (more later)

-Frederick Douglass (add to card)

-Elizabeth Cady Stanton (add to card)

-American Woman Suffrage Association vs. National Woman Suffrage Association

Turn in next class:

Day:

73

Dates:

1865-1866

Topic #:

Our Topic:

Presidential Reconstruction

5.3: The Union victory in the Civil War and the
contested reconstruction of the South settled the issues of slavery and secession, but left unresolved many questions about the power of the federal government and citizenship rights.

Required

Pre-Reading:

Boyer: 479-487

Essential Question(s):

POL-3.0: Explain how different beliefs about the federal government’s role in U.S. social and economic life have affected political debates and policies.

NAT-2.0: Explain how interpretations of the Constitution and debates over rights, liberties, and definitions of citizenship have affected American values, politics, and society.

Material to Master:

II. Reconstruction and the Civil War ended slavery, altered relationships between the states and the federal government, and led to debates over new definitions of citizenship, particularly regarding the rights of African Americans, women, and other minorities.
C) Efforts by radical and moderate Republicans to change the balance of power between Congress and
the presidency and to reorder race relations in the defeated South yielded some short-term successes. Reconstruction opened up political opportunities and other

Documents to be utilized:

- Proclamation of Amnesty and Reconstruction, 1863

-Selections of the Black Codes

In Class:

Presidential Reconstruction

Compare Lincoln's ideal in the Proclamation of Amnesty and Reconstruction to the reality of the Black Codes

Homework:

Boyer: 488-500

&/or:

&

Flashcards &/or outlines:

-Hiram Revels and Blanche K. Bruce

-Ku Klux Klan

-Freedman's Bureau (cont.)

-Sharecropping

-Southern Homestead Act

-Morehouse College

Turn in next class:

Day:

74

Dates:

1866-1868

Topic #:

Our Topic:

Congressional Reconstruction

5.3: The Union victory in the Civil War and the
contested reconstruction of the South settled the issues of slavery and secession, but left unresolved many questions about the power of the federal government and citizenship rights.

Required

Pre-Reading:

Boyer: 483-490

Essential Question(s):

POL-3.0: Explain how different beliefs about the federal government’s role in U.S. social and economic life have affected political debates and policies.

NAT-2.0: Explain how interpretations of the Constitution and debates over rights, liberties, and definitions of citizenship have affected American values, politics, and society.

Material to Master:

Documents to be utilized:

"The Strong Government"

Thaddeus Stevens, Speech to House of Representatives, March 19, 1867

-Andrew Johnson, Speech in Cleveland, Ohio, September 3, 1866.
-Andrew Johnson, Speech to Congress, March 2, 1867.
 

In Class:

Congressional Reconstruction

Write a DBQ as a class

Homework:

Boyer: 500-508

&/or:

&

Flashcards:

Turn in next class:

Day:

75

Dates:

1868-1877

Topic #:

Our Topic:

The Redeemers

5.3: The Union victory in the Civil War and the
contested reconstruction of the South settled the issues of slavery and secession, but left unresolved many questions about the power of the federal government and citizenship rights.

Required

Pre-Reading:

Boyer: 500-508

Essential Question(s):

POL-3.0: Explain how different beliefs about the federal government’s role in U.S. social and economic life have affected political debates and policies.

NAT-2.0: Explain how interpretations of the Constitution and debates over rights, liberties, and definitions of citizenship have affected American values, politics, and society.

WXT-1.0: Explain how different labor systems developed in North America and the United States, and explain their effects on workers’ lives and U.S. society.

CUL-4.0: Explain how different group identities, including racial, ethnic, class, and regional identities, have emerged and
changed over time.

Material to Master:

Documents to be utilized:

-Civil Rights Act 1866

-Letter from Melton R. Linton to a the South Carolina Leader, March 31, 1866

-Civil Rights. Speech of Hon. Robert B. Elliott, of South Carolina in the House of Representatives, January 6, 1874 (Washington, DC, 1874)

In Class:

Pre-assessment: AP Insight Student Progress Sheet

AP Insight: Challenge Area III, Building Block C

Performance Task – Tying Evidence to Thesis: Reconstruction & Identity

Homework:

&

Optional:

Flashcards:

-Homestead Act (cont.)

-Buffalo

-tribal reservations

-Sand Creek Massacre

-Sitting Bull

-Little Bighorn

-Helen Hunt Jackson

-Dawes Act

-Ghost Dance

-Wounded Knee

Turn in next class:

Day:

76

Dates:

Topic #:

Our Topic:

The Indians and Westward Expansion

5.1: The United States became more connected with the world as it pursued an expansionist foreign policy in the Western Hemisphere and emerged as the destination for many migrants from other countries.

6.2: The emergence of an industrial culture in the United States led to both greater opportunities for, and restrictions on, immigrants, minorities, and women.

Required

Pre-Reading:

Essential Question(s):

How did the Indians become the victims of Manifest Destiny?

Material to Master:

5.1

I. Enthusiasm for U.S. territorial expansion, fueled by economic and national security
interests and supported by claims of U.S. racial and cultural superiority, resulted in war, the opening of new markets, acquisition of new territory, and increased ideological conflicts. (ID-2) (WXT-2) (WOR-5) (WOR-6) (ENV-3) (ENV-4)
A. The idea of Manifest Destiny, which asserted U.S. power in the Western Hemisphere and supported U.S. expansion westward, was built on a belief in white racial superiority and a sense of American cultural superiority, and helped to shape the era’s political debates.

C. The desire for access to western resources led to the environmental transformation of the region, new economic activities, and increased
settlement in areas forcibly taken from American Indians.
D. U.S. interest in expanding trade led to economic, diplomatic, and cultural initiatives westward to Asia.
• clipper ships, Commodore Matthew Perry’s expedition to Japan

II. Westward expansion, migration to and within the United States, and the end of slavery reshaped North American boundaries and caused conflicts over American cultural identities, citizenship, and the question of extending and protecting rights for various groups of U.S. inhabitants. (ID-6) (WXT-6) (PEO-2) (PEO-5) (PEO-6) (POL-6)

B. Asian, African American, and white peoples sought new economic opportunities or religious refuge in the West, efforts that were boosted
during and after the Civil War with the passage of new legislation promoting national economic development.
• Mormons, the gold rush, the Homestead Act
C. As the territorial boundaries of the United States expanded and the migrant population increased, U.S. government interaction and conflict with Hispanics and American Indians increased, altering these groups’ cultures
and ways of life and raising questions about their status and legal rights.
• Sand Creek Massacre, Little Big Horn

6.2

I. International and internal migrations increased both urban and rural populations,
but gender, racial, ethnic, religious, and socioeconomic inequalities abounded,
inspiring some reformers to attempt to address these inequities. (ID-6) (PEO-2) (PEO-3) (PEO-6) (POL-3)
A. Increased migrations from Asia and from southern and eastern Europe, as well as African American migrations within and out of the South,
accompanied the mass movement of people into the nation’s cities and the rural and boomtown areas of the West.

II. As transcontinental railroads were completed, bringing more settlers west, U.S. military actions, the destruction of the buffalo, the confinement of American Indians to reservations, and assimilationist policies reduced the number of American Indians and threatened native culture and identity. (PEO-4) (ENV-5) (POL-6)
A. Post–Civil War migration to the American West, encouraged by economic opportunities and government policies, caused the federal government to violate treaties with American Indian nations in order to expand the amount
of land available to settlers.
• land-grant colleges
B. The competition for land in the West among white settlers, Indians, and Mexican Americans led to an increase in violent conflict.
C. The U.S. government generally responded to American Indian resistance with military force, eventually dispersing tribes onto small reservations and hoping to end American Indian tribal identities through assimilation.
• Dawes Act, Ghost Dance movement

Documents to be utilized:

In Class:

AP Insight: Challenge Area III, Building Block B  Quiz

The Indians and westward expansion

Lecture

Read and Analysis: John O'Sullivan on Manifest Destiny

Homework:

Optional:

&

Flashcards:

-Chinese Immigrants

-Western agriculture & ranching

-Settlement of the Southwest

-Transcontinental Railroad

-Mining Booms in the west

-Western agriculture & ranching (cont)

-Oklahoma Land Rush

Turn in next class:

Day:

77

Dates:

Topic #:

Our Topic:

The Indians and Westward Expansion

5.1: The United States became more connected with the world as it pursued an expansionist foreign policy in the Western Hemisphere and emerged as the destination for many migrants from other countries.

6.2: The emergence of an industrial culture in the United States led to both greater opportunities for, and restrictions on, immigrants, minorities, and women.

Required

Pre-Reading:

Boyer: 523-530

Essential Question(s):

Material to Master:

5.1

I. Enthusiasm for U.S. territorial expansion, fueled by economic and national security
interests and supported by claims of U.S. racial and cultural superiority, resulted in war, the opening of new markets, acquisition of new territory, and increased ideological conflicts. (ID-2) (WXT-2) (WOR-5) (WOR-6) (ENV-3) (ENV-4)
A. The idea of Manifest Destiny, which asserted U.S. power in the Western Hemisphere and supported U.S. expansion westward, was built on a belief in white racial superiority and a sense of American cultural superiority, and helped to shape the era’s political debates.

C. The desire for access to western resources led to the environmental transformation of the region, new economic activities, and increased
settlement in areas forcibly taken from American Indians.
D. U.S. interest in expanding trade led to economic, diplomatic, and cultural initiatives westward to Asia.
• clipper ships, Commodore Matthew Perry’s expedition to Japan

II. Westward expansion, migration to and within the United States, and the end of slavery reshaped North American boundaries and caused conflicts over American cultural identities, citizenship, and the question of extending and protecting rights for various groups of U.S. inhabitants. (ID-6) (WXT-6) (PEO-2) (PEO-5) (PEO-6) (POL-6)

B. Asian, African American, and white peoples sought new economic opportunities or religious refuge in the West, efforts that were boosted
during and after the Civil War with the passage of new legislation promoting national economic development.
• Mormons, the gold rush, the Homestead Act
C. As the territorial boundaries of the United States expanded and the migrant population increased, U.S. government interaction and conflict with Hispanics and American Indians increased, altering these groups’ cultures
and ways of life and raising questions about their status and legal rights.
• Sand Creek Massacre, Little Big Horn

6.2

I. International and internal migrations increased both urban and rural populations,
but gender, racial, ethnic, religious, and socioeconomic inequalities abounded,
inspiring some reformers to attempt to address these inequities. (ID-6) (PEO-2) (PEO-3) (PEO-6) (POL-3)
A. Increased migrations from Asia and from southern and eastern Europe, as well as African American migrations within and out of the South,
accompanied the mass movement of people into the nation’s cities and the rural and boomtown areas of the West.

II. As transcontinental railroads were completed, bringing more settlers west, U.S. military actions, the destruction of the buffalo, the confinement of American Indians to reservations, and assimilationist policies reduced the number of American Indians and threatened native culture and identity. (PEO-4) (ENV-5) (POL-6)
A. Post–Civil War migration to the American West, encouraged by economic opportunities and government policies, caused the federal government to violate treaties with American Indian nations in order to expand the amount
of land available to settlers.
• land-grant colleges
B. The competition for land in the West among white settlers, Indians, and Mexican Americans led to an increase in violent conflict.
C. The U.S. government generally responded to American Indian resistance with military force, eventually dispersing tribes onto small reservations and hoping to end American Indian tribal identities through assimilation.
• Dawes Act, Ghost Dance movement

Documents to be utilized:

In Class:

Lecture Continued

Settlement of the West

Homework:

&/or:

&

Flashcards:

Turn in next class:

Day:

78

Dates:

Topic #:

Our Topic:

Diversity in the west

5.1: The United States became more connected with the world as it pursued an expansionist foreign policy in the Western Hemisphere and emerged as the destination for many migrants from other countries.

Required

Pre-Reading:

Essential Question(s):

How wild was the Wild West?

Material to Master:

II. Westward expansion, migration to and within the United States, and the end of slavery reshaped North American boundaries and caused conflicts over American cultural identities, citizenship, and the question of extending and protecting rights for various groups of U.S. inhabitants. (ID-6) (WXT-6) (PEO-2) (PEO-5) (PEO-6) (POL-6)

B. Asian, African American, and white peoples sought new economic opportunities or religious refuge in the West, efforts that were boosted
during and after the Civil War with the passage of new legislation promoting national economic development.
• Mormons, the gold rush, the Homestead Act

Documents to be utilized:

In Class:

Prairie Speed Dating

Homework:

&/or:

&

Flashcards:

-Fredrick Jackson Turner

-Theodore Roosevelt

-Yellowstone National Park

-Sierra Club

Turn in next class:

Day:

79

Dates:

Topic #:

Our Topic:

The Myth of the West

6.1: The rise of big business in the United States encouraged massive migrations and urbanization, sparked government and popular efforts to reshape the U.S. economy and environment, and renewed debates
over U.S. national identity.

7.3: 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.

Required

Pre-Reading:

Boyer: 536-540

Essential Question(s):

How wild was the Wild West?

Material to Master:

6.1

III. Westward migration, new systems of farming and transportation, and economic instability led to political and popular conflicts. (ENV-5) (WXT-5) (WXT-7) (POL-3)
(PEO-3) (PEO-5)
A. Government agencies and conservationist organizations contended with corporate interests about the extension of public control over natural resources, including land and water.
• Sierra Club

 D. Business interests battled conservationists as the latter sought to protect sections of unspoiled wilderness through the establishment of national parks and other conservationist and preservationist measures.

7.3

I. 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. (WOR-6) (WOR-7) (ENV-5) (POL-6)

A. The perception in the 1890s that the western frontier was “closed,”

Documents to be utilized:

In Class:

Review in Pictures

Clip of Gary Cooper as the Virginian

& Buffalo Bill's Wild West Show

Homework:

&/or:

&

Flashcards:

Turn in next class: