Instructor: Coach Tyrus L. Moss,Ed.S,CAA
Institution: A.H. Parker High School
Cell # 205 231-2395
Government and Politics
SYL L A B U S
Government and Politics is an intensive study of various structures of government
and the American political system. The purpose of this course is to prepare YO U for the
United States Exam, which will be administered in May.
GOALS: Students successfully completing this course will:
• Know important facts, concepts, and theories pertaining to U.S. Government and
• Understand typical patterns of political processes and behavior and their
consequences (including the components of political behavior, the principles used
to explain or justify various government structures and procedures, and the political
effects of these structures and procedures).
• Be able to analyze and interpret basic data relevant to U.S. Government and Politics
To help students reach these goals the following themes will be covered throughout this
I. Constitutional Underpinnings of U.S. Government
II. Political Beliefs and Behaviors
III. Political Parties, Interest Groups, and the Mass Media
IV. Institutions of National Government
V. Public Policy
VI. Civil Rights and Civil Liberties
VII. Analyzing and Interpreting Data
VIII. Supplemental Readings, Including Primary Resources
IX. Evidence of Curricular Requirement
The American Democracy/ Patterson, Thomas E.
McGraw-Hill, 9th edition
Janda, Kenneth, Jeffrey M. Berry, and Jerry Goldman. The Challenge of Democracy.
Evanston, IL: McDougal Littell/Houghton Miffin, 2008.
Lanahan. The Lanahan Readings in the American Polity. 4th edition Lanahan.
The Federalist Papers (original version/ Old English)
The Anti-Federalist Papers (original version/ Old English)
Legal Court Cases
These reading will be supplemented with classroom handouts throughout the semester.
See the Student Code of Conduct… Regular attendance is essential. The school’s district
policy will be enforced. Remember that if you are consistently tardy or absent you will
be at risk of losing class course credit.
Grading and Course Requirements
Grades are figured on a cumulative basis. Each test, quiz, homework assignment, project, etc. is worth a given number of points according to the quality and level of completion of the work. At the end of a grading period, a grade average is determined by dividing the total possible by points earned.
Data Analysis and Current Events:
Students will examine multiple forms of information including political maps, election
results, charts and public opinion polls throughout the year.
Students will become actively involved in a National Issues Forum (NIF) deliberation,
which requires extensive research and knowledge based discussions. Students will need to stay up to date with events that are going on both locally and nationally. They will be encouraged to read, watch, and listen to several different sources such as The New York Times, NPR, or CNN. Online sources such as Frontline Media clips will also be encouraged.
Homework, Tests, Quizzes, and Projects:
Students should expect nightly and weekend reading assignments. The readings are for
class discussions and quizzes. Quizzes will be focused on vocabulary and important
topics covered. Unannounced quizzes will be from the readings. Tests will be given upon
completion of specific units i.e (Foundation, Constitutional Democracy, Mass Politics,
etc.). Tests will be composed of multiple-choice questions, data based questions/free
response, and several essay questions. Projects will be given periodically and will reflect
major topics covered.
Reading Assignments and Course Calendar
WEEK ONE: I. Constitutional Underpinnings of U.S. Government
Chapter 1 pg. 3-24: Foundations: What are the three structures of government?
What was the founders’ view of the purpose of government? What are the formal
powers of each branch and examples? What are the checks and balances and
separation of powers? What is congressional elaboration? What are the powers
laid out in the constitution? What ideologies and morals influenced the formation
and adoption of the Constitution?
Reading Due: The American Democracy:
Ch. 1 Patterson: American Political Culture:
“Liberty, Equality, and Self-Government,” pg. 6
“The Social Contract,” pg. 14
(“Federalist16, 17, 39, 44, 45,47,48,51, “The Anti-Federalist 17”)
WEEK TWO: I. Constitutional Underpinnings of U.S. Government
Chapter 2 pg. 27-53: Constitutional Democracy: What does the constitution do?
How is impeachment political? How does judicial review work? How does the veto work? How is the constitution changed? What is democracy? Why did the Articles of Confederation fail? What is constitutionalism? Compare the powers of the Constitution to the weaknesses of the Articles. How is the Constitution a living document?
Reading Due: The American Democracy: Ch. 2 Patterson:
“The Declaration of Independence,” pg. 30
“The Ratification Debate,” pg. 36
“The Articles of Confederation,” pg. 30
“Shay’s Rebellion: A Nation Dissolving,” pg. 32
WEEK THREE: I. Constitutional Underpinnings of U.S. Government
Chapter 3 pg. 57-81: Federalism: What are the characteristics of federalism? What
is good federalism? How are powers shared? What is the role of the Supremes in
federalism? Define reserved and concurrent powers of the states. Horizontal
federalism. Define centrists, republicans, democrats, and cooperative federalism.
Reading Due: The American Democracy: Ch. 3 Patterson:
“Dual Federalism and Laissez-Faire Capitalism,” pg. 67
WEEK FOUR: II. Political Beliefs and Behavior
Chapter 5 pg. 117-143: Equal Rights: How do we come by our political beliefs?
Does how or where we were raised influence our political beliefs or is it a decision we make on our own? What are the sources of public opinion? What is “political culture”? What is the role of the citizen in a civil society? Which citizens vote and why? Gender politics. Religious Politics. Are wealth, occupation, education, and age determining factors in the result of how someone as voted? Review exit polls in both party primaries/caucuses.
Reading Due: The American Democracy: Ch.5 Patterson:
“The Fourteenth Amendment,” pg. 134
“Equal Ballots: The Voting Rights Acts of 1965, as Amended,” pg. 136
“Affirmative Action in the Law,” pg. 139
WEEK FIVE: III: Political Parties, Interest Groups, and Mass Media Campaigns
and Elections Chapter 6 pg. 147-167: Public Opinion and Political Socialization: The types of public opinion. Political socialization. Analyze the techniques and accuracy of public opinion polls. How do we come to our political beliefs? Is it how or where we were raised? What is “political culture”? What is the role of the citizen in a civil society?
Reading Due: The American Democracy: Ch. 6 Patterson:
“The Measurement of Public Opinion,” pg. 150
WEEK SIX: III. Political Parties, Interest Groups, and Mass Media Campaigns
Chapter 7 pg. 171-188: Political Participation and Voting: Voter efficacy. Political
Participation. List the determining factors that affected the expansion of the right
to vote. List the factors affecting turnout. Who vote and how? Examining the
characteristics of the electorate.
Reading Due: The American Democracy: Ch. 7 Patterson:
“Why Some AmericansVote and Others Do Not,” pg. 179
“Community Activities,” pg. 184
“Federalist 10,” pg. 173
WEEK SEVEN: III. Political Parties, Interest Groups, and Mass Media Campaigns
Chapter 8 pg. 191-218: Political Parties, Candidates, and Campaigns: Equal single
member plurality voting systems. Electoral college. Compare and contrast running for House and Senate. List the types of primaries and the impact. Explain caucuses and the impact. Explain differences between the two parties in nomination process. Conventions and the platforms. Money and politics. Develop a general understanding of election laws. How presidential campaigns are run- nomination process and general election campaigns?
Reading Due: The American Democracy: Ch. 8 Patterson:
“Andrew Jackson and Grassroots Parties,” pg. 194
“The Structure and Role of Party Organization,” pg. 206
WEEK EIGHT: III. Political Parties, Interest Groups, and Mass Media
Campaigns and Elections
Chapter 9 pg. 221-243: Interest Groups: What they are and examples of each type.
Define business, professional, ideological, public interest, trade associations.
Federalist #10. Modern politics and policy-making. Cover differences between IG
politics and movement politics (women rights, Indian, animal welfare, gay rights,
nuclear freeze, religious). What types of movements succeed and fail and why?
Explain the revolving door. Examine the government access points and strategies. Discuss differences between PAC’s and interest groups. Explain how PAC’s and IG are regulated and success or failure of regulation.
Reading Due: The American Democracy: Ch. 9 Patterson:
“Economic and Citizens’ Groups,” pg. 223-227
WEEK NINE: III. Political Parties, Interest Groups, and Mass Media
Chapter 10 pg. 247-271: The News Media: All national large broadcast networks
are conglomerates. Profit motive, audience share and ratings wars have the
potential to impact news. Differentiate between various types of media and their
impact. Differentiate between public opinion, agenda setting and public attitudes.
Understanding the difference between commentary, opinion and fact. Understand
filtering and spin. Understanding the linking mechanism of the media. Identify the
impact of selective perception on the media. The media and the first amendment
(cases: Sullivan, Pentagon Papers, etc.) The media and campaigns; technology,
infomercials, image making, media consultants, impact on election reporting.
Reading Due: The American Democracy: Ch. 10 Patterson:
“The Rise of the “News”,” pg. 251
“The Shrinking Audience for News,” pg. 267
WEEK TEN: Midterm Exam: The format of this test will emulate that of the
actual AP Exam, therefore, there will be 60 multiple choice questions and 2 free
WEEK ELEVEN: IV: Institutions of National Government
Congress: Chapter 11 pg. 275-304
How our laws made? Does the current system reflect what founders intended? Does the current system adequately work for citizens today? How does Congress
represent and reflect the interest and desires of the nation? Is Congress
representative of the nation as a whole? Is this the most efficient and effective way to make policy? Compare and contrast the makeup and operations of the House and Senate focusing on rules and leadership.
Reading Due: The American Democracy: Ch. 11 Patterson:
“Safe Incumbency and Representation,” pg. 283
WEEK TWELVE: IV: Institutions of National Government
The Presidency: Chapter 12 pg. 307-336
What are the formal and informal powers of the presidency? How has presidential
power changed over time? How have President’s abused/used powers throughout history? How do the other branches of government check and balance out the Executive Branch? Executive privileges. The impact of appointment powers. Executive office of the president: structure and functions. Define the role and duties of homeland security and national security.
Reading Due: The American Democracy: Ch. 12 Patterson:
“The Campaign for Election,” pg. 317
“The Stage of the President’s Term,” pg. 327
WEEK THIRTEEN: IV: Institutions of National Government
The Federal Bureaucracy: Chapter 13 pg. 339-362
Bureaucracy: What are the specific issues addressed in public policy making?
Define an “Iron Triangle,” does it exist and if so how does it influence policy
implementations? Who controls the bureaucracy: The president? Congress? The
people? Does a largely permanent professional bureaucracy serve democracy?
Identify the influences and possible effects of the merit system, spoils system,
political patronage, the Civil Service.
Reading Due: The American Democracy: Ch. 13 Patterson:
“Federal Employment,” pg.345
“Sources of Bureaucratic Power,” pg. 351
WEEK FOURTEEN: IV: Institutions of National Government
The Federal Judicial System: Chapter 14 pg. 365-389
Judiciary: What role do the courts play in interpreting the Constitution and
implementing public policy? What is the proper role for the judicial branch in the
public policy process? How do cases make their way to the Supreme Court? Appeal procedures and structure of federal system. Appeals and decisions: concurring, dissenting etc. Define stari decisis and rule of law. Appointment to fed. Courts: gender, race, ideology. What is original intent- Federalist #78?
The American Democracy: Ch. 14 Patterson:
“Other Federal Courts,”pg. 370
“The Limits of Judicial Power,” pg. 385
“Debating Judiciary Proper Role,” pg. 386 “Federalist 78”
WEEK FIFTEEN: V. Public Policy: Economic and Environmental Policy
Public Policy: Chapter 15 pg. 393-421
Who sets policy agendas for our nation? How does federalism affect public policy?
How is federal budget made? How is monetary policy different from fiscal policy?
What are subsidies and entitlements? What is the proper role for government in
social issues such as education, welfare, and crime? What role should the U.S. play in the world? Define progressive taxes, excise taxes, import tariffs, corporate taxes, revenues, expenditures, deficit spending, and national debt. Identify the differences between distributive and redistributive policy. Examine what happens to an economy and during inflation, deflation, stagflation, supply side economics, and trade deficit.
Reading Due: The American Democracy: Ch. 15 Patterson:
“The Public Policy Process,” pg. 394
“The Budgetary Process,” pg. 414
WEEK SIXTEEN: VI: Civil Rights and Civil Liberties
Civil Liberties: Chapter 4 pg. 85-114 1st Amendment Freedoms: What constitutes
free speech? How does the national Bill of Rights apply to states? What is the “equal protection: under the law? How does the national Bill of Rights apply to the states? Do the courts “legislate” from the bench”?
1. Life, Liberty, and Property: What is procedural due process? Is there a right
to privacy? What do property rights mean in relation to community interests?
2. Equal Protection under the Law: How has the interpretation of the equal
protection clause changed over time? How have laws like the Civil Rights Act of
1964, the Voting Rights Act of 1965, and affirmative action influenced our
understanding of the clause?
The American Democracy: Ch. 16 Patterson:
“Free Expression and State Governments,” pg. 90
“Abortion,” pg. 100
“The Anti-Federalist 84”
Review for AP U.S Government and Politics Exam and in class final exam
WEEK EIGHTEEN: AP U.S Government and Politics Final Exam
Classroom Management Policy:
a. Taking notes and outlining are necessary for this class. They will assist you in
preparing for the quizzes, and the unit’s exam and AP exam.
b. Students you are expected to be prepared for class, take an active role in
discussions, ask questions, make comments and be able to challenge a thought or
statement and to actively think.
c. Respect yourself, respect others and others will respect you._______________________________________________________________________________________
A.H. Parker High School
U.S. History 10-U.S. History 11
Instructor: Coach Tyrus L. Moss Ed.S, CAA Office Room: 268
Phone: (205) 231-2395 Office Hours: 8:00-9:20 a.m.
E-mail: firstname.lastname@example.org / email@example.com
The America Vision (Vol. 1 & 2)
· 3 Ring Binder
· Pens or Pencils
· 1 Highlighter
· 1 Box of crayons or color pencils
Students will: Tenth Grade
United sTATES HISTORY TO 1877
1. Contrast effects of economics, geographic, social, and political conditions before and after European explorations of the fifteenth through seventeenth centuries on Europeans, American colonists, and indigenous Americans.
· Contrasting European motives for establishing colonies
Ø Examples: religious persecution, poverty, and oppression
· Tracing the course of the Columbian Exchange
· Explaining how the institution of slavery developed in the colonies
· Describing conflicts among Europeans that occurred regarding the colonies
· Explaining how mercantilism was a motive for colonization
2. Compare various early English settlements and colonies on the basis of Economics, geography, culture, government, and Native American relations.
Ø Examples: three colonial regions, colonies of settlement verses colonies of exploration, religious beliefs
· Identifying tensions that developed between the colonist and their local governments and between colonist and Great Britain
· Describing the influence of the Age of Enlightenment on the colonies
· Explaining the role the House of Burgesses and New England town meetings on colonial society
· Describing the impact of the Great Awakening on colonial society
3. Trace the chronology of events leading to the Americans Revolution, including the French and Indian War, the Stamp Act, the Boston Tea Party, the Intolerable Acts, the Battle of Lexington and Concord, the Publication of Common Sense, and the Declaration of Independence.
· Explaining the role of key leaders and major events of the Revolutionary War
Ø Examples: key leaders-George Washington, Thomas Jefferson, Patrick Henry, Marquis de Lafayette; Saratoga, and Yorktown
· Summarizing major ideas, including their origins, in the Declaration of Independence
Ø John Locke, Baron de Montesquieu, Jean-Jacques Rousseau
· Comparing roles in and perspectives of the American Revolution from regions and groups in society, including men, women, white settlers, free and enslaved African Americans and Native Americans
· Describing reasons for American victory in the American Revolution
· Analyzing how provisions of the Treaty of Paris (1783) affected relations of the United States with European nations and Native Americans
· Contrasting prewar colonial boundaries with those established by the Treaty of Paris (1783)
4. Describe the political system of the United States base on the Constitution and the Bill of Rights.
· Describing inadequacies of the Articles of Confederation
· Describing personalities, issues, ideologies, and compromises related to the Constitutional Convention and ratification of the Constitution
· Identifying factors leading to the development and establishment of political parties including Alexander Hamilton’s economic policies and the election of 1800.
5. Indentify key cases that helped shape the United States Supreme Court, including Marbury verses Madison, McCullough verses Maryland, and Cherokee Nation versus Georgia.
· Identifying concepts of loose and strict constructionism.
6. Describe relations of the United States with Britain and France from 1781 to 1823, including the XYZ Affair, the War of 1812, and the Monroe Doctrine.
7. Describe the development of a district culture within the United States between the American Revolution and the Civil War, including the impact of the Second Great Awakening and writing of James Fenimore Cooper, Henry David Thoreau and Edgar Allan Pope.
· Tracing the development of temperance, women’s and other reform movements in the United States between 1781 and 1861
· Relating events in Alabama from 1781 to 1861 to those of the developing nation
Ø Examples: statehood as part of the expanding nation, acquisition of land, settlement, Creek War
· Tracing the development of transportation systems in the United States between 1781 and 1861
8. Trace the development of efforts to abolish slavery prior to the Civil War.
· Describing the abolition of slavery in most Northern states in the late 18th century
· Describing the rise of religious movements in opposition to slavery, including the objections of the Quakers
· Describing the impact of the principle of “inalienable rights” as a motivating factor for movements to oppose slavery
· Describing the founding of the first abolitionist societies by Benjamin Rush and Benjamin Franklin and the role played by later critics of slavery, including William Lloyd Garrison, Frederick Douglas, Angelina and Sarah Grimke, Henry David Thoreau, and Charles Sumner
· Explaining the importance of the Northwest Ordinance of 1787 that banned slavery in new states north of the Ohio River
· Describing the rise of the Underground Railroad and its leaders including: Harriet Tubman and the impact of Harriet Beecher Stowe’s Uncle Tom’s Cabin
9. Summarize major legislation and court decisions form 1800 to 1861 that led to increasing sectionalism, including the Missouri Compromise of 1820, the Compromise of 1850, the Fugitive Slave Act, the Kansas-Nebraska Act, and the Dred Scott decision.
· Describing Alabama’s role in the developing sectionalism of the United States from 1819 to 1861
Ø Examples: participation in slavery, session, Indian Wars, reliance on cotton
· Analyzing the Westward Expansion from 1803 to 1861 to determine its effects on sectionalism, including Louisiana Purchase, Texas Annexation, and the Mexican Cession
· Describing the tariff debate and the nullification crisis
· Describing the formation of the Republican Party and its effects on the election of 1860
· Identifying the causes leading to the Westward Expansion
Ø Examples: quest for gold, opportunity for upward mobility
· Locating on a map areas affected by the Missouri Compromise, the Compromise of 1850 and the Kansas-Nebraska Act
10. Describe how the course, character, and effects of the Civil War influenced the United States
· Indentifying key Northern and Southern personalities, including Abraham Lincoln, Ulysses S. Grant, Robert E. Lee, Thomas J. Stonewall Jackson, and William T. Sherman
· Describing the impact of the division of the nation during the Civil War on resources, population, and transportation
· Explaining reasons for border states remaining in the Union
· Discussing nonmilitary events and life during the Civil War
· Explaining causes of the military defeat of the Confederacy
· Explaining Alabama’s involvement in the Civil War
11. Contrast congressional and presidential reconstruction plans, including African Americans political participation.
· Tracing economic changes in the post-Civil War period for whites and African Americans in the North and the South, including the effectiveness of the Freedmen’s Bureau
· Describing the social restricting of the south
· Describing the Comprise of 1877
· Identifying post-Civil War Constitutional Amendments
· Discussing causes for the impeachment of Andrew Johnson
United States History from 1877 to the Present
1. Explain the transition of the United States from an agrarian society to an industrial nation to World War I.
a. Describing the impact of Manifest Destiny on the economic development of the post-Civil War West, including mining, the cattle industry, railroads, Great Plains farming, and the Grange
b. Contrasting the arguments over the currency issue, including the silver issue, greenbacks, and the gold standard
c. Describing the impact of the Indian Removal Act of 1830 and the Dawes Act on the United States between Reconstruction and World War I
d. Comparing the Volume, motives and settlements patterns of immigrants from Asia, Africa, Europe, and Latin America
e. Describing the impact of entrepreneurship and mutual aid in the lives of African Americans and immigrants
2. Describe the social and political origins, accomplishments, and limitations of Progressivism.
a. Explaining the populist Movements as a forerunner of Progressivism
b. Identifying the impact of the Muckrakers on public opinion during the Progressive Movement
c. Analyzing the political and social motives that shaped the 1901 Alabama Constitution to determine their long term effect on the politics and economics of Alabama
d. Explaining Supreme Court decisions affecting the Progressive Movement
e. Determining the influence of the Niagara Movement, Booker T. Washington, William Edward Burghard (W. E. B.) DuBois, and Carter G. Woodson on the Progressive Era
f. Comparing the Presidential leadership of Theodore Roosevelt, William Howard Taft, and Woodrow Wilson in obtaining the passage of measures regarding trust busting, the Hepburn Act, the Pure Food and Drug Act, conversation, and Wilson’s foreign relations
3. Explain the impact of American imperialism, including the geographic changes due to the Open Door Policy and the Roosevelt Corollary, on the foreign policy of the United States between Reconstruction and World War I.
a. Describing the cause and consequences of the Spanish-American
b. Identifying Alabama’s significant contributions to the Unites States between reconstruction and World War I, including those of William Gorgas, Joe Wheeler, and John T. Morgan
4. Describe the causes and impact of the intervention by the United States in World War I.
a. Identifying major events of World War I
b. Explaining how the mobilization of the United States for World War I affected the population of the United States
c. Describing economic, political, and social changes on the home front during World War I
d. Explaining the controversies over the Treaty of Versailles (1919), Fourteen Points, and the League of Nations
e. Comparing the short- and long- term effects of changing boundaries in pre- and post- World War I Europe on European nations
5. Describe the impact of social changes and the influence of key figures in the United States from World War I thought the 1920s, including prohibition, the passage of the Nineteenth Amendment, the Scopes trial, immigration, the Red Scare, Susan B. Anthony, Margaret Sanger, Elizabeth Cady Stanton, the Harlem Renaissance, the Great Migration, W.C. Handy, the Jazz Age, and Zelda
a. Comparing the domestic policies of Presidents Harding, Coolidge, and Hoover
b. Describing the impact of American writers, mass entertainment, and technological innovations on the culture of the United States from the end of World War I through the 1920s
c. Describing the changing economic behavior of American consumers
6. Describe the social and economic conditions from the 1920s through the Great Depression, the factors leading to a deepening crisis, and the successes and failures associated with the programs and policies of the New Deal.
a. Describing the impact of the Hawley Smoot Tariff Act on the Global economy
b. Describing the impact of the TVA, the Agricultural Adjustment Administration (AAA), and the Civilian Conservation Corps (CCC) on Alabama and the Southeast
c. Analyzing the conditions created by the Dust Bowl for their impact on migration patterns during the Great Depression
d. Identifying notable authors of the period
7. Explain the entry by the United States into World War II and major military campaigns in the European and Pacific Theaters.
a. Identifying the role of significant leaders, including Franklin D. Roosevelt, Winston Churchill, Joseph Stalin, and Adolf Hitler
b. Explaining the isolationist debates as it evolved from the 1920s to Pearl Harbor
c. Describing the changing home front, including wartime economic measures, population shifts, racial and ethnic tensions, industrialization, science, and technology
d. Explaining Alabama’s participation in world War II, including the Tuskegee Airmen, the Aliceville Prisoner of War (POW) camp, the growth of Mobile, Birmingham steel, and military bases
e. Explaining the events and consequences of war crimes committed during World War II, including the Holocaust, the Bataan March, and the Nuremburg Trails
f. Describing the consequences of World War II on the lives of American citizens
8. Describes the international role of the United States from 1945 through 1960 relatives to the Truman Doctrine, Marshall Plan, Berlin Blockade, and NATO.
a. Describing Cold War policies and issues, including the domino theory and McCarthyism, and their consequences
b. Locating areas of conflict during the Cold War from 1945 to 1960
9. Describes the major domestic events and issues of the Kennedy and Johnson Administrations.
a. Explaining the impact of the New Frontier and the Great Society on the people of the United States
b. Describing Alabama’s role in the space program under the New Frontier
10. Describes major foreign events and issues of the Kennedy Presidency, including the construction of the Berlin Wall, the Bay of Pigs invasions, and the Cuban Missile Crisis.
11. Trace the course of the involvements of the United States in Vietnam from the 1950s to 1975
a. Locating the divisions of Vietnam, the Ho Chi Minh Trail, major battle sites
b. Describing the creation of North and South Vietnam
c. Describing the strategies of the Viet Cong and the North Vietnamese Army, including the Ho Chi Minh Trail
12. Trace the events of the modern Civil Rights Movements from post-World War II to 1970 that resulted in social and economic changes, including the Montgomery bus boycott, the desegregation of Little Rock Central High School, the march on Washington, and the Freedom Rides.
a. Tracing the federal government’s involvement in the modern Civil Rights Movements, including the abolition of the poll tax, the desegregation of the armed forces, the nationalization of state militias, Brown versus Board of Education, the Civil Rights Acts of 1957 and 1964, and the Voting Rights Act of 1965
b. Explaining the contributions of individuals and groups to the modern Civil Rights Movements, including Martin Luther King, Jr., James Meredith, Medgar Evers, the Southern Christian Leadership conference (SCLC), the Students Nonviolent Coordination Committee (SNCC), and the Congress of Racial Equality (CORE)
c. Identifying people and events in Alabama that influenced the modern Civil rights Movements, including Rosa Parks, Autherine Lucy, Governor John Patterson, Governor George C. Wallace, Vivian Malone, Fred Shuttles worth, the Children’s March, the Sixteenth Street Baptist Church bombing, and the Selma-to-Montgomery march
d. Describing the development of a Black Power movements including the change in focus of the SNCC, the rise of Malcolm X, and Stokely Carmichael and the Black Panther Movements
e. Describing the impact of African American entrepreneurship on the modern Civil Rights Movements
13. Describe the Women’s Movement, the Hispanic Movements, and the Native American Movements during the 1950s and 1960s
a. Describing changing conditions in the United States during the 1950s and 1960s that were influenced by music and cultural and environmental concerns
14. Trace significant foreign policies and issues of presidential administrations from Richard Nixon to the present.
a. Describing political and economic policies that led to the collapse of Communism and the Cold War
b. Tracing significant domestic policies and issues of presidential administrations from Richard Nixon to the present
c. Describing technological, social, and economic changes occurring in the United States from the 1970s to the present
· Raise student achievement by ensuring student understanding of an application of knowledge and skills
· Prepare students to be competent citizens committed to fundamental constitutional values and principles
· Aid students to laws productive and independent lives
· Give students systematic attention to responsive citizenship throughout the social studies curriculum
· Equip students to contribute effectively to their community, state, nation, and world
· Develop knowledge, skills, and attitudes in students needed to enter the working world
· Develop critical thinking skills to apply knowledge
· Chapter Overview, Student Web activities, Self-Check quizzes, E-puzzles and Games, Vocabulary e-Flashcards and Interactive Maps.
· www.alsde.edu (Alabama Course of the Study Social, 2004 and ALEX-Alabama Learning Exchange)
· www.marcopolo-education.org (Marcopolo-Internet Connection for the Classroom)
· www.tav.glencoe.com (Glencoe for Grades 9-12 Social Studies)
· The point value of these assignments will vary depending on the amount of material involved
· Test, quizzes, and written assignment will be assigned a point value
Ø Example: 92/100 = 90% 28/40= 70%
· Projects and Presentations will be graded with a rubric evaluation form
· Chapter outlines, review questions, and test
Chapter Outlines, Review Questions, Tests
Homework & Class Assignments
· 1st Nine Weeks
· 2nd Nine Weeks
· 3rd Nine Weeks
· 4th Nine Weeks
· 1st Nine Weeks
· 2nd Nine Weeks
· 3rd Nine Weeks
· 4th Nine Weeks
· 1st Semester
· 2nd Semester
Monday - Friday (Before School: 7:00 a.m. -8:15 a.m.)
Monday - Thursday (After School: 3:45 p.m. - 5:00 p.m.) *NOT DURING SEASONS (Football & Baseball)
Saturday - 9:00 a.m. – 10:30 (optional)
Chapter 1 Converging Cultures (Prehistory to 1520)
The Migration of America; Native American Cultures; African Cultures; European Cultures; European Encounters America
Chapter 2 Colonizing America (1519-1733)
The Spanish and French Build Empires; English Colonies in America; New England; The Middle and Southern Colonies
Chapter 3 Colonial Ways of Life (1697-1763)
The Southern Colonies; New England and the Middle Colonies; The Imperial System; A Diverse Society
Chapter 4 The American Revolution (1754-1783)
The Colonies Fight for Their Rights; The Revolution Begins; The War for Independence; The War Changes American Society
Chapter 5 Creating a Constitution (1781-1789)
The Confederation; A New Constitution; Ratification
Chapter 6 Federalists and Republicans (1789-1816)
Washington and Congress; Partisan Politics; Jefferson in Office; The War of 1812
Chapter 7 Growth and Division (1816-1832)
American Nationalism; Early Industry; The Land of Cotton; Growing Sectionalism
Chapter 8 The Spirit or Reform (1828-1845)
Jacksonian America; A Changing Culture; Reforming Society; The Abolitionist Movement
Chapter 9 Manifest Destiny (1835-1848)
The Western Pioneers; Independence for Texas; War Mexico
Chapter 10 Sectional Conflict Intensifies (1848-1860)
Slavery and Western Expansion; Mounting Violence; The Crisis Deepens; The Union Dissolves
Chapter 11 The Civil War (1861-1865)
The Opposing Sides; The Early Stages; Life During the War; The Turning Point; The War Ends
Chapter 12 Reconstruction (1865- 1877)
Reconstruction Plans; Congressional Reconstruction; Republican Rule; Reconstruction Collapses
Chapter 13 Settling the West (1865- 1900)
Miners and Ranchers; Farmers the Plains; Native Americas
Chapter 14 Industrialization (1865-1901)
The Rise of Industry; The Railroads; Big Business; Unions
Chapter 15 Urban America (1865- 1896)
Immigration; Urbanization; The Gilded Age; The Rebirth of Reform
Chapter 16 Politics and Reform (1877- 1896)
Stalemate in Washington; Populism; The Rise of Segregation
Chapter 17 Becoming a World Power (1872-1912)
The Imperialist Vision; The Spanish-America War; New American Diplomacy
Chapter 18 The Progressive Movement, (1890-1919)
The Roots of Progressivism; Roosevelt in Office; The Taft Administration; The Wilson Years
Chapter 19 World War I and Its Aftermath (1914-1920
The United States Enters World War I; The Home Front; A Bloody Conflict; The War’s Impact
Chapter 20 The Jazz Age (1921-1929
A Clash of Values; Cultural Innovations; African American Culture
Chapter 21 Normalcy and Good Times (1921-1929
Presidential Politics; A Growing Economy; The Policies of Prosperity
Chapter 22 The Great Depression Begins (1929-1932)
Causes of the Depression; Life During the Depression; Hoover Responds
Chapter 23 Roosevelt and the New Deal (1933-1939
Roosevelt Takes Office; The First New Deal; The Second New Deal; The New Deal Coalition
Chapter 24 A World in Flames (1931-1941)
America and the World; World War II Begins; The Holocaust; America Enters the War
Chapter 25 America and World War II ( 1941-1945)
Mobilizing for War; The Early Battles; Life on the Home Front; Pushing the Axis Back; The War Ends
Chapter 26 The Cold War Begins (1945-1960)
Origins of the Cold War; The Early Cold War Years; The Cold War and American Society; Eisenhower’s Policies
Chapter 27 Postwar America (1945-1960)
Truman and Eisenhower; The Affluent Society; Popular Culture of the 1950s;The Other Side of American Life
Chapter 28 The New Frontier and The Great Society (1961-1968)
The New Frontier; JFK and the Cold War; The Great Society
Chapter 29 The Civil Rights Movement (1954-1968)
The Movement Begins; Challenging Segregation; New Issues
Chapter 30 The Vietnam War (1954-1975)
The United States Focuses on Vietnam; Going to War in Vietnam; Vietnam Divides the Nation; The War Winds Down
Chapter 31 The Politics of Protest (1960-1980)
The Student Movement and the Counterculture; The Feminist Movement; New Approaches to Civil Rights; Saving the Earth
Chapter 32 Politics and Economics (1971-1980)
The Nixon Administration; The Watergate Scandal; Ford and Carter; The”Me”Decade: Life in the 1970s
Chapter 33 Resurgence of Conservatism (1980-1992)
The New Conservatism; The Reagan Years; Life in the 1980s;The End of the Cold War
Chapter 34 Into a New Century (1992-present)
The Technological Revolution; The Clinton Years; An Interdependent World; America Enters a New Century; The War on Terrorism