Course Requirements: 

Attendance Policy (15 pts): 

Attendance in this course is mandatory. It is extremely difficult to succeed in this course if you do not attend class lectures at each class meeting and take an active part in your learning, therefore attendance will be taken at the beginning of each class. A portion of your grade by the end of the semester will be based on your attendance and participation throughout the term. If attendance or compliance with other course policies is unsatisfactory, the instructor will deduct appropriate points from Final grade. 

- For EACH unexcused absence your attendance grade will have 5 points deducted - Students have a total of THREE excused absences during the semester. In order to have an absence count as ‘excused’ you must communicate with the professor the reason for your absence BEFORE class meets to not be marked absent without excuse. The Instructor reserves the right to determine whether or not the reason for absence is acceptable. 

Reading for each chapter should be completed BEFORE each class so that you can come to class ready to augment what you learned in the textbook in lecture. 

Participation (30 pts): 

Part of this grade will also be your participation throughout the course. How does this look? Raising your hand to ask questions, answer questions in lecture, contribute your thoughts, ideas, feelings, or concerns to the group learning adventure, etc. The instructor will keep track of each student’s participation in the course to give a participation grade at the end of the term. 

• However, there will be more concrete opportunities for group work/class discussion/group interaction activities throughout the semester that will help determine your grade for participation
• This is not to punish or pressure students who may be a bit more reserved or shy, but rather to encourage your active participation in the group learning process. 

Introduction Essay (5 pts): 

This small assignment is intended to serve as both a submitted understanding that you have read and accept the conditions outlined in the syllabus for our course, but also to introduce me to who you are as a person. I want to get to know you a little better as our learning journey begins. Tell me about what your educational experience has been in your life. How have you engaged with history in the past? Do you have any particular subjects you’re interested in? What excites and drives you, what passions do you have? Do you have any fears or concerns about history/writing? How have you engaged with American history? Why or why do you not watch the news? How do you get your news about the world? What are your learning styles that I can help incorporate for the semester? (This assignment is mandatory, any who do not submit the introduction essay will be viewed as not accepting the syllabus conditions and could therefore be removed from the course)

InQuizitive (Optional): 

InQuizitive is an integrated quizzing software that goes along with your Norton textbook that helps keep you engaged with learning the material as you go through the chapters. Each chapter has its own InQuizitive quizzes that can GREATLY INCREASE YOUR ABILITY TO SUCCEED ON THE EXAMS and remember the historical material we are learning. 

• This semester I have decided to incorporate the InQuizitive software as an OPTIONAL feature to this course. What does this mean? If you would like to practice learning and studying the material we are covering in class, you are able to additionally purchase an InQuizitive licence for the semester that unlocks a distinct quiz for each chapter of the textbook.

In the past, over 90% of students who have taken the InQuizitive quizzes got A’s in the course. It is available for you to use/study/practice with, but not required. 

Primary Source Response Papers (RPs) (70 pts in total): 

A significant component of this course will be enabling students to engage in the work historians do through an analysis of primary source documents. Throughout the course there will be five (5) primary source response papers (RPs) worth 14 points each. The RPs are designed to give students a direct window into the lived experiences of the past, wrestle with the limitations of the written past to determine where any gaps, biases, or missing perspectives may be. Furthermore, the RPs are crucial for students to blend together what they have learned in class and their textbook and the above described written experiences. Grading will be determined on students' ability to showcase their inner thoughts and analyses about the pieces they have read, but mainly how they can relate and connect the broader story of Americans' history to the small slices of the world that primary sources showcase.

The primary source database we will be working with is www.historyisaweapon.com, which requires a computer or mobile device (computer preferred for reading ease) to access (see ACC technology support section if needed). The RP assignments, alongside class lectures and textbook readings, will closely follow our chronological progress through American history. The above primary source database is structured along either chronological progression (on the mobile device site) or thematically (on desktop version). Each of the 5 RPs will be from a thematically connected epoch that we are currently covering that corresponds with the material we have covered the past week. Students will have the freedom to browse each of these sections and select a document that corresponds to the material we have covered that week. **You have the freedom to select any readings or titles that speak to your heart and mind! Take what you have learned in class and explore these voices of the past to find a document that piques your interest!** 

- For example, the first RP will be due on Sunday February 1st by 11:59 PM and covers the European “discovery” of the Americas through chapter 1. Students will therefore select a document in this corresponding era to write about from the database

- Students must clearly mark at the top of their papers the title of the piece they are writing about, the piece’s author, and the year it was written 

- RPs must be between 300-500 words in length (no more, no less than this range), typed double space with 1-inch margins on the sides 

- RPs must be based off the documents found in the History is a Weapon database, if a student wishes to analyze a document outside of the database they must get the written permission of the professor 

- RPs will be submitted on Blackboard by 11:59 PM each due date (See course schedule) 

Note: While you are encouraged to explore the database and choose a relevant document, you must select a document that has enough content in order to write 300-500 words. I.e. DO NOT choose to write on a document that only has a few sentences 

- The professor reserves the right to modify the selection of primary sources if necessary 

Analytical Book Review (75 pts): 

The book review assignment is intended to give students a chance to dedicate time to a deep dive into a specific topic and written work relevant to the major themes of the course. For this course, students will read Jeffrey Ostler’s Surviving Genocide, 2020. This excellent book explores Ostler’s attempt to recategorize the United States’ wars of Native American dispossession and removal under a contemporary and historical understanding of genocide. 

This assignment is an exercise analyzing the content of Ostler’s work but also should be approached as an opportunity to expand your creativity in writing and thinking, two very important aspects of any individual's necessary life skills. (I.e. this is an important aspect of the course and will be graded very carefully). 

Collaborative Emphasis:

A key aspect of this assignment is to emphasize the process of creativity and critical thinking while writing rather than simply grading the final product. To achieve this goal, this assignment will be broken up into three discussion board submissions on Blackboard, each worth 25 points for a total of 75 points. On three separate dates (see the course schedule below), students will upload a MINIMUM of 340 word essay that covers the first, then the second, and eventually the third section(s) of Ostler’s book. Additionally, on each discussion board students will be required to post two (2) responses to two (2) other students’ write ups. This is intended to foster a group discussion to go deep into the contents of the book in a relaxed and open environment. Students are encouraged to engage with the material honestly and openly. The professor will be monitoring these submissions and also contributing to the discussion. 

• Each 340 word discussion essay submission will be due on that section of the book’s respective Friday (see course schedule), while that weekend contribute to the discussion boards with your 2 responses by midnight on Sunday

Format: 

Formatting for the book review discussion posts will be somewhat relaxed in comparison to a traditional historical essay. Grading will still be based on clarity of expression, how your writing is structured, effective evidence (with page numbers) cited in your post, and how you engage with the material overall. If writing is sloppy, unstructured (i.e. no paragraphs or a general intro/body/conclusion), and evident that you did not do the readings, your grade will be negatively impacted. 

Unit Exams (400 pts in total, 100 each): 

This course is structured by four units that each cover three or four chapters from the Give Me Liberty! (or The American Yawp) textbook. The end of each unit will have an exam to test student understanding and interpretation of the material previously covered. These exams in total will be the heaviest of the weighted grade by the end of the term for a total of 400 points (100 points each exam). These exams will be written exams taken IN PERSON during specified class days (see course schedule below). Exams will be taken without computer or phone usage. Any phone or computer usage during the exam will result in your test being taken and you will instantly receive a 0 for cheating. 

Note: Study guides will be uploaded to our Blackboard page 

Makeup Policy/Retests:

If students are unsatisfied with an initial exam grade, each student will have ONE retest option available to them to use throughout the semester for any of the four exams. If students wish to retake their exams AFTER taking the exam, they must contact the professor to set up a makeup exam appointment online. 

Note: The most points you can get on a retest exam is a 75. 

• Therefore, for example, if you make a 50 on your first attempt, the most points you can get the second attempt will be a 75. If you make a 75 and above the first attempt, you cannot retake the exam 

Profe’s Special Stipulation: If you cannot make the exam date, you must get in contact with me to set up a makeup exam BEFORE the exam date. (Makeup test requests made after the test has already passed will not be accepted) For all makeups and retests, I will directly proctor the exam and you will take it in my presence (either in person if possible or on Google Meet) and will still be handwritten without computers. 

Exams will consist of a mix of the following: 

1. Map quiz
   1. Seeing as American history is integrally tied to the colonization of the North American continent, understanding American geography as time progresses is crucial. Each exam will have a map quiz that corresponds to the unit we are currently studying. Each quiz will contain a mix of geographic (rivers, mountains, oceans, etc.) and political (colonies, capitals, cities, etc.) features of what will eventually make up the United States (any other geographic regions that will appear on the quiz will be stated beforehand by the professor). This quiz will make up 15 points of the overall exam grade.
2. The true/false, matching, and/or multiple choice section

a) Consists of a mix of true/false questions, matching questions, and/or multiple choice questions (worth TWO points each) for a total of 50 points 

1. The Writing Section
   1. This section will consist of written responses of minimum 5 sentences each to each question prompt. Students will be given a bank of prompts that correspond to the material covered in each unit beforehand, and the professor will select a mix of these prompts at random that will appear on the exam. High scores on the written section will consist of well thought out, deep responses that get to the heart of effectively answering the specific question asked. Utilize the 5 Ws (who, what, where, when, why/how) as a guide to answering the questions. This section will be worth 35 points.

Final Project: The UNessay (80 pts): 

In lieu of a final research essay to cap off the class, this course will require students to complete an UNessay. The UNessay is a chance for students to spread their wings and unleash their creativity in nearly any manner they can imagine. The UNessay is a way to move beyond traditional papers to convey historical ideas as a form of self-expression in a hands-on/visual way that lets students show off different styles of learning and expression. This assignment asks students to take any topic, event, person, theme, etc. from the course they found interesting and expand on it in this project of creativity. 

- This is a project that will be presented to the class and professor during the last week of the term. You are HEAVILY ENCOURAGED to meet with me prior to getting to work on your project to help you with ideas and determine if your idea is feasible. 

- Students will be required to also submit a 250-500 word write up of their project. This will make up 20 out of the total 80 points for the project.  Basically condense your project and ideas into written form. What did you do? How did you do it? How did you want to present it? Did it go according to plan? What aspect of the course/American history did you want to explore with your UNessay? 

- Throughout the semester, take note of content we cover together that greatly interests you and begin to expand upon in and think how you can create something that both explores that content and caters to your specific creative outlets 

- This will allow students to also experience the learning process together - Examples can range from creating a board game to simulate the Seven Year’s War, filming a movie to play for your classmates, taking your presentation time to teach something you loved in the class to your classmates, building Jamestown out of Legos, sewing a quilt that showcases Native American culture and story telling, etc. etc. etc! (NOTE: These are just examples, you do not have to specifically do these projects, the purpose of this assignment is for YOU to decide what you want to dive further into and HOW you want to present it artistically, narratively, creatively, etc. to the professor and class 

- A specific rubric with more details will be provided on Blackboard

Required Textbooks:

• Give Me Liberty! An American History, Seventh Seagull Edition, Volume TWO, Eric Foner, Kathleen DuVal, Lisa McGirr
• It is the student’s responsibility to acquire a copy of the textbook for this class. 
• The online eBook is highly recommended 

The link to purchase the eBook and InQuizitive can be found here:

https://wwnorton.com/books/9781324041481

- However, if you would like a hard copy to read in place of the eBook, you could rent it from either the ACC bookstore or any online textbook retailer 

• *NOTE: If financial constraints are a concern, the free to use online collaborative textbook “The American Yawp” is also available for use at this link: https://www.americanyawp.com/

• Ari Kelman, A Misplaced Massacre: Struggling Over The Memory of Sand Creek, 2006.

• We will be reading this book via ACC Library’s free online eBook found at this link (Sign in with your ACC credentials)

Course Description & Learning Outcomes:

In an era when the historical legacies of erasure, oppression, exploitation, survival, resistance, and triumph can be manipulated to serve present day oppression, we must ask what purpose should learning history serve? What even is history? What and where is America? This course is a broad introduction to the study of an American past in what would eventually become the nation of the United States from 1492 through Reconstruction after the Civil War. We will explore the stories that make up the complex web of peoples and pasts in the United States that have contributed to the world as we know it today. Upon successful completion, students will receive 3 credit hours for this course. 3 contact hours are required by SACS.

Student Learning Objectives and Outcomes:

This course will provide students with an introduction to the study of United States history with a decolonial approach. This is a reading and writing heavy course that will require students to read material provided outside of lecture in order to succeed (i.e. textbook, book review and primary sources). Success in the course will require regular attendance and participation in class lecture, textbook readings before class, and outside primary source readings. We will explore the histories of violence, expulsion, enslavement, exploitation, survival, resistance and perseverance in this first half of American history.

LEARNING OBJECTIVES UNIT 1

Part A- The New South

1.  Identify the issues in the election of 1876.

2.  Name the candidate who received the most votes in 1876.

3.  Describe how the election of 1876 was settled.

4.  Explain why Hayes accepted concessions to the South.

5.  Identify the compromise of 1877 for North and South.

6.  Explain the result of reestablishment of home rule in the South.

7.  Describe what happened to Black officeholders until the 1890's.

8.  Name the year when segregation came to the South

9.  Identify the results of the Plessy v. Ferguson ruling.

10. State the purpose of the Mississippi Plan.

11. Identify the results of the Mississippi Plan.

12. Describe the intention of the Atlanta Compromise.

13. Identify the membership of Redeemers of the South.

14. Describe the Redeemers' program.

15. Explain the doctrine of the New South.

16. Name the leading advocate of the doctrine of the New South.

17. Describe the condition of the South at the turn of the century.

18. Explain the role of the South in the national economy in 1900.

19. Explain why industrialism lagged between in the South.

20. Name what characterized the wealth of the South after 1880.

Part B- The West

1.  Name the last part of the continental US settled.

2.  Identify the factors that discouraged settlement on the Great Plains.

3.  Describe the lifestyle of the Indians on the Great Plains.

4.  Describe the "concentration" policy for Indians in 1851.

5.  Explain the new government Indian policy after 1867.

6.  Explain Grant's Peace Policy.

7.  Describe how the Dawes Act undermined Indian culture.

8.  Name the areas of gold rushes in the 1860's & 1870's.

9.  Name the biggest single silver bonanza in the US.

10. Explain the system of law & order in mining towns

11. Explain the factors responsible for the cattleman's bonanza.

12. Describe how the railroad helped the cattle bonanza.

13. Explain the function of cattlemen's associations.

14. Describe the factors that ended the open-range grazing.

15. Explain the purpose of the Homestead Act.

16. List the reasons the Homestead Act failed to achieve its goal.

17. Name who received the largest federal land grants.

18. Describe how railroads encouraged western settlement.

19. Name the state associated with "Boomers” and “Sooners”.

20. List discoveries that helped western farmers.

Part C- Industrialization

1.  Enumerate the US position in world manufacturing in 1890.

2.  Explain the role of railroad construction & management in the US.

3.  Name the two railroads that formed the Transcontinental RR.

4.  Explain the position of the eastern railroads in the US.

5.  Name the other industry that railroads influenced directly.

6.  Explain the managerial revolution in the later 19th century.

7.  Name the groups who supported railroad regulation by 1880.

8.  Explain the Supreme Court decision in Munn v. Illinois (1877).

9.  Explain the Supreme Court decision in the Wabash cases.

10. Identify the provisions of the Interstate Commerce Act.

11. Explain the significance of the Interstate Commerce Act.

12. Describe why the US was the world's greatest steel producer.

13. Explain the concept of vertical integration in the steel industry.

14. Name the person most closely associated with steel in the US.

15. Name the individual & company most closely tied to "trusts".

16. Name the targets of the Sherman Anti-Trust Act of 1890.

17. Name the prime mover behind Social Darwinism.

18. Explain the goals of the Knights of Labor.

19. List the goals of Samuel Gompers.

20. Explain the significance of the Chicago Haymarket Riot.

Part D- Gilded Age Politics

1.  Explain the issues discussed in elections from 1877 to 1896.

2.  Identify the elements within the Republican Party.

3.  Explain the difference between "Stalwarts" & "Half Breeds".

4.  Identify the elements within the Democratic Party.

5.  Identify the areas of the country home to most Pres & VP                                       candidates.

6.  Explain the issue of the Republican "Mugwamps".

7.  Identify the reasons for passage of the Pendleton Act.

8.  Explain the significance of the Pendleton Act.

9.  Explain why Cleveland was elected in 1884 and 1892.

10. List the result of the Sherman Silver Purchase Act of 1890.

11. Identify the supporters of the Populist movement.

12. Explain the major political result of the Panic of 1893.

13. Describe the members of Coxey’s Army.

14. Name the tariff passed during the second Cleveland

administration.

15. Explain the significance of the congressional elections of 1984.

16. Name the group who controlled the Democrats in 1896.

17. Name the author of the "Cross of Gold" speech.

18. Explain why William McKinley won in 1896.

19. Explain how the gold/silver controversy ended.

20. Explain why the Populist Party declined after 1896.

LEARNING OBJECTIVES UNIT 2

Part A- The American Empire

1.  Describe the goal of the advocates of "continentalism".

2.  List the supporters of "continentalism".

3.  Explain the aspects of American security from foreign enemies.

4.  Name the area of conflict for the US with Germany & Britain.

5.  List the factors causing the new imperialist spirit in the US.

6.  Explain the importance in economic factors in overseas                               expansion.

7.  Define the term "jingoism".

8.  Describe the resolution of the British/Venezuelan boundary dispute.

9.  Explain why Hawaii interested America in the 19th Century.

10. Name the groups who opposed the Spanish American War.

11. Name the most impressive aspect of the Pacific campaign.

12. Describe the forces that caused the greatest American casualties.

13. Name the US conquests in the Spanish American War.

14. Explain why McKinley said the US must hold the Philippines.

15. Explain the results of the peace treaty in 1898.

16. Describe the campaign in the Philippines after 1898.

17. Explain the significance of the Platt Amendment.

18. Explain the purpose of Hay’s “Open Door” policy.

19. Explain the Boxer Revolt in China.

20. Explain the results of the election of 1900.

Part B- The Progressives

1.  Note the most important corporate trend by 1900.

2.  Explain the goals of the Niagara Movement.

3.  Describe the goals of the feminists in 1900.

4.  Explain the difference between Debs & Haywood.

5.  Name the philosophy of William James & John Dewey.

6.  Name the leader & home of progressivism.

7.  Explain the goals of the Progressives.

8.  Explain T. Roosevelt's philosophy of Presidential leadership.

9.  Describe T. Roosevelt's policies during his first term.

10. Explain T. Roosevelt's handling of the trusts.

11. Describe T. Roosevelt's handling of the coal strike of 1902.

12. Name the area in which T. Roosevelt's views were ahead of the time.

13. Note the difference in T. Roosevelt's programs after 1907.

14. Explain how T. Roosevelt's preparedness program worked.

15. Explain the significance of the Insular cases.

16. Describe the conditions of the Philippines under TR.

17. Describe T. Roosevelt's western hemisphere foreign policy.

18. Explain how the Panama Canal came to be built by the US.

19. Note the significance of TR's role in the Russo-Japanese War.

20. Explain why T. Roosevelt did not run for President in 1908.

Part C- Taft & Wilson

1.  Describe the Republican coalition of 1908.

2.  Describe the major difference between T. Roosevelt & Taft.

3.  List the issues that divided the Republicans during Taft's term.

4.  Explain "dollar diplomacy".

5.  Discuss why T. Roosevelt lost the Republican nomination in 1912.

6.  List the constitutional amendments by 1913 that pleased

reformers.

7.  Name Wilson's chief advisor on the New Freedom programs.

8.  Explain the results of the election of 1912.

9.  Discuss the results of the Underwood-Simmons Tariff of 1913.

10. Explain the purpose of the Federal Reserve Act of 1913.

11. Discuss the weaknesses of the Clayton Anti-Trust Act.

12. Explain the basis of Wilson's foreign policy.

13. Explain William Jennings Bryan’s success as Secretary of State.

14. Trace Wilson's foreign policy regarding Mexico.

15. Explain America's growing sympathy for the Allies in 1916-17.

16. Explain the importance of the "Sussex" pledge.

17. Describe Wilson's policy of "preparedness".

18. List the groups supporting Wilson in 1916.

19. Explain the Zimmerman note of 1917.

20. Name the decisive event that brought the US into World War I.

Part D- World War I

1.  Name the first battle in which US troops played a big part.

2.  Explain the key factor in turning the war in favor of the Allies.

3.  List the wartime powers Congress granted to Wilson.

4.  Explain how the US financed World War I.

5.  List the effect of the 18th Amendment.

6.  Name the more important of Wilson's Fourteen Points.

7.  Name those who objected to Wilson's Fourteen Points.

8.  Explain why the US delegation to Versailles was inadequate.

9.  Describe why Wilson couldn't get the treaty ratified.

10. Explain why Senator Henry Cabot Lodge opposed the treaty.

11. Name the events that followed shortly after World War I.

12. List the goals of the NAACP in the 1920's.

13. Explain the main appeal of Marcus Garvey.

14. Name the victims of Attorney General Palmer's raids.

15. Explain the significance of the Sacco & Vanzetti case.

16. List the groups supporting the Republicans in 1920.

17. Name the most significant accomplishment of Harding's term.

18. Explain the meaning of the term "return to normalcy".

19. Explain the significance of the 1920's Supreme Court rulings.

20. Explain the Teapot Dome scandal.

LEARNING OBJECTIVES UNIT 3

Part A- The 1920's

1.  Explain Coolidge's views on economic & social policy.

2.  Describe the US system of mass production in the 1920's.

3.  Explain the power of the Ku Klux Klan in the 1920's.

4.  Explain the relationship between Prohibition & organized crime.

5.  Explain US foreign policy toward Central America 1923-1929.

6.  Explain General "Billy" Mitchell's cause of the 1920's.

7.  Describe the intent of the Kellogg-Briand Pact of 1928.

8.  Explain why stock market speculation in the 1920's was bad.

9.  Describe Secretary of the Treasury Mellon's tax policy.

10. Name the leading representative of the Harlem Renaissance.

11. Explain the causes of Hoover's landslide election of 1928.

12. Explain how Hoover fulfilled the image of a "good businessman".

13. Explain the immediate cause of the Great Depression.

14. Explain how Hoover responded to the Depression in 1929-30.

15. Show what happened to wages & salaries in the Depression.

16. Explain the results of the Congressional elections of 1930.

17. Explain US foreign policy in Latin America under Hoover.

18. Explain how the US responded to Japan's invasion of China.  

19. Explain Hoover’s response to the Veterans’ March of 1932.

20. Describe the basic tenets of FDR’s political strength in 1932.

Part B- The New Deal

1.  Note how T. Roosevelt & FDR were alike.

2.  Describe the principle idea of the "brain trust".

3.  Explain the first order of business for Congress in 1933.

4.  Discuss the goals of the Agricultural Adjustment Act of 1933.

5.  Explain what the National Industrial Recovery Act did.

6.  Describe the successes of the N.R.A.

7.  Explain the success of the Tennessee Valley Authority.

8.  Describe the "Share Our Wealth" Program.

9.  Trace the development of social security.

10. Show how the first phase of the New Deal was destroyed.

11. Trace the consolidation of labor & FDR's administration.

12. List the chief conservative argument against the New Deal.

13. Name the new group of voters voting Democratic in 1936.

14. Explain the results of the attempt to “pack” the Supreme Court.

15. Show what happened to wages & salaries in the Depression. 

16. Explain the result of the debate over the New Deal in Congress.

17. Show what happened when FDR attempted to purge conservatives.

18. Explain why radicalism was not attractive to most Americans.

19. Show how minorities benefited from the New Deal.

20. Explain the accomplishments of the New Deal.                                                          

Part C- Foreign Relations in the 1930's

1.  Explain who favored isolationism in the 1930's.

2.  Name those who influenced FDR’s foreign policy thinking.

3.  Explain the US position at the Montevideo Conference in 1933.

4.  Explain FDR's ideas of foreign policy thinking.

5.  Explain why the US recognized the Soviet Union in 1933.

6.  Describe the effect of the Nye Committee hearings.

7.  State how FDR showed US disapproval of Italy in 1935.

8.  Explain the US attitude toward Japan's invasion of China.

9.  Explain the ideas behind FDR's quarantine speech in 1937.

10. Explain why FDR's quarantine policy failed.

11. Describe FDR's reaction to the outbreak of war in 1939.

12. Describe the results of Germany's "blitzkrieg" of 1940.

13. Describe Wendell Wilkie's views in 1940.

14. Explain the 1940 agreement between FDR & Churchill.

15. Explain the attitudes of most Americans in 1940-41.

16. Describe how FDR stretched his war-making powers in 1941.

17. Name whose who supported isolationism in the 1930's.

18. State the terms of the Atlantic Charter.

19. Explain why relations between the US & Japan worsened in the 1930's.

20. State the significance of Japan's attack on Pearl Harbor.

Part D- World War II

1.  Describe the economic phenomena of WWII.

2.  Explain how the US kept civilian spending from causing inflation.

3.  Describe the economic & social trends encouraged by WWII.

4.  State the successes of the FEPC.

5.  Name the groups who dominated Congress in WWII.

6.  Name the first principal fighting between the US & Germany.

7.  Describe official US war policy after Pearl Harbor.

8.  Name the commander of Allied Forces in North Africa.

9.  State the most significant result of the North Africa campaign.

10. Categorize the Allied campaign for Italy.

11. Explain why the Allies established a second front in France.

12. Explain the significance of the Battle of Midway.

13. Explain overall US strategy in the Pacific.

14. Explain the results of the election of 1944.

15. List the principle agreed to by FDR & Churchill for postwar peace.

16. Explain what the Russians thought necessary for postwar peace.

17. Explain why the Allies demanded unconditional surrender.

18. Describe the results of the Cairo Conference.

19. Describe the agreements of the Yalta Conference.

20. Explain why Truman used atomic weapons against Japan.

LEARNING OBJECTIVES  UNIT 4

Part A- The Cold War

Describe the feelings of most Americans after WWII.

Describe Harry Truman's background before 1945.

Explain Stalin's interpretation of Yalta.

Explain the significance of the Nurnberg trials.

List the Soviet actions that aroused US fear and hostility.

Explain the treatment given to Germany after WWII.

Explain the occupation policy of Japan.

Explain the purpose of the Truman Doctrine.

Explain the purpose of the containment policy of George Kennan.

Describe the successes of the Marshall Plan.

Describe the results of the Berlin Crisis of 1948.

Describe the main purpose of the Taft-Hartley Act.

Explain how Truman helped civil rights advance.

Explain Truman's surprise victory in 1948.

Explain Truman's Point Four program in 1949.

Explain the difference in strategy in Korea.

Explain why Truman fired MacArthur from his Korean command.

Describe the events that supported "McCarthyism".

Explain how Congress dealt with McCarthy in 1950.

List the issues in the election of 1952.

Part B- The  l950's & 1960's

Discuss the important factors in the election of 1960.

Show how JFK responded to Russia's wars of liberation.

Discuss JFK's economic policies.

Explain how the second Berlin Crisis was solved.

Discuss JFK's objections to missiles in Cuba.

Explain the results of the Cuban missile crisis.

Explain how Cuban-American relationships deteriorated.

Part C- LBJ to Ronald Reagan

Discuss the results of LBJ's war on poverty.

List the civil rights initiatives of the LBJ administration.

List LBJ's domestic programs passed by Congress in 1965-66.

Describe LBJ's foreign policy in Latin America.

List the reasons for Americanization of the Vietnam War.

Describe how the US military erred strategically in Vietnam.

Describe the important factors in the 1968 election.

Name Richard Nixon's national security adviser.

Explain the new anti-war protests in 1970.

Name Richard Nixon's opponent in 1972.

List the groups expected to support Nixon in 1972.

Describe Nixon's plan to end the Vietnam War.

Describe Nixon's actions in 1972 when the peace discussions stalled.

Discuss the results of Ford's pardon of Nixon in 1974.

Discuss the Democrats response to the energy crisis.

Discuss the Republicans response to the energy crisis.

Name the fastest-growing ethnic group in the 1970's.

Explain Jimmy Carter's election victory in 1976.

Name the most effective conservative spokesman in the 1970's.

Explain Ronald Reagan's election victory in 1980.

Part D Reagan to Donald Trump

Explain the main principles of Reagan's supply side economics.

Describe  how Reagan  hoped  to reduce government spending

Describe Reagan's domestic accomplishments.

Describe the successes & failures of Reaganomics.

Explain how Reagan restored US standing in the world.

Describe the basic tenet of Reagan foreign policy.

Describe Reagan's Latin American foreign policy.

Describe Reagan's foreign policy toward the USSR in 1987-88.

Explain Reagan's administrative style.

Explain the factors involved in the 1988 election.

Describe the main elements of Bush's foreign policy.

Describe the events leading to US foreign policy successes in Kuwait.

Describe the campaign & results of the election of 1992.

Discuss Clinton's domestic policy in his first term·.

Describe the Clinton impeachment.

Describe the foreign policy of George W. Bush

Explain Barack Obama’s election in 2008

Discuss Donald Trump’s triumph in 2016.