Advanced United States History
Druid Hills High School
Phone Number: 678.874.6372
Teacher: Andrea Avery
Room Number: Room 200A
Tutorial Days: Tuesdays and Thursdays by appointment
Semester: Fall 2012
Textbook: The Americans Tutorial Hours: 3:15-4:15 PM
Tutorial Location: Room 200A
*Email is the best way to contact me
Department Philosophy: It is the philosophy of the Druid Hills Social Studies department that all children can learn given
a nurturing environment incorporating diverse approaches and modalities and operating in the belief that education is a
collaborative effort on the part of students, teachers, and parents. It is the goal of the Druid Hills Social Studies Department
to create a lifelong learner with a genuine interest in the subject matter who will be able to survive and thrive in the adult
world in which they shall live.
Course Description: This course will focus on an analysis of the origins, foundations, and evidence of the American
democratic ideal. The colonial era and the establishment of constitutional government will receive great emphasis. Further
focus will be placed on the physical growth of the nation with analysis of its attendant sectional issues. The role of early
reform movements will be stressed as part of the process of developing the American dream. The Civil War and
Reconstruction eras, their successes and failures, will be analyzed and evaluated. The post Reconstruction period through
the modern era will be analyzed. Reforms which addressed issues created by industrialization and increased world
involvement will be stressed as well as those which addressed civil rights for all citizens. The discussion of civic
responsibilities and rights as part of the democratic ideal during times of peace and national crisis will continue.
Chapters 24-25- WWII, Changing Role of
Week 1: Chapters 1-2 & U.S. History Concepts Week 10:
Chapter 3- European Settlement of North
Week 2: Week 11: Chapters 26-29- Social Movements
Week 3: Chapters 4- American Revolution Week 12: Chapters 30-32- Cultural Change
Chapters 5-6- Creation of the United
Week 4: Week 13: Chapters 33-34- Globalization
Review course content and prepare for
Week 5: Chapters 7-9- Early Expansion Week 14:
Chapters 10-12- Clash of Beliefs and Review course content and prepare for
Week 6: Week 15:
Week 7: Chapters 13-17- Expansion and Reform Week 16: EOCT and begin project research
Chapters 18-19- Isolation vs.
Week 8 Week 17: Final project preparation
Chapters 20-23 Roaring 20’s, Great
Week 9 Week 18: Final projects
Area Percentage Area Percentage
Classwork/Daily Work 20% Quizzes 10%
Homework 15% EOCT/Final Exam 15%
* Based on established national/international standards for the Advanced Placement and International Baccalaureate
Programs, these courses are exempted from and/or may make modifications to the system-wide grading percentages.
However, the approved syllabi template established by the DeKalb County School System will be used.
Returned Work: Students will be asked to keep up with all graded and returned work. If your graded assignments do not
match my gradebook, we will make necessary corrections. Keep your proof- you worked for it!
KEYS TO SUCCESS IN UNITED STATES HISTORY
*Come to class on time each day. When the tardy bell rings each student must be in his/her seat and
ready for class. Frequent tardiness is unacceptable and may negatively impact your grade. When we have 100% class
promptness for a week, you will receive a reward!
*Required Materials/Elements for EVERY day:
Notebook- A three-ring binder with pockets is suggested
Writing Utensils: At least two #2 pencils and two pens (blue or black ink)
Knowledge of current topics through last night’s review and reading
Positive attitude and open mind
HONESTY (dishonest actions always hurt your reputation with your teachers, classmates, and your community)
*Always be aware of what is expected. Being absent is not an excuse for not knowing. Select a few reliable friends to call
in the event of an absence.
*Class is in session from bell to bell. However, the bell does not dismiss class. Students will remain in their assigned seat
until the teacher dismisses class. Never pack up early unless you want to stay late.
*Respect the rights of others. Only one person talks while everyone else listens. Treat others with
dignity and respect. Students should feel safe to exchange ideas (as long as they are relevant).
No question is a "stupid" question!
Note about textbooks: Textbooks will not be issued due to a shortage. Textbooks will be used in class. For nightly use,
an online US History textbook can be accessed at http://sites.google.com/site/pmdougherty/us-history-text (Thanks to
Mr. Dougherty for uploading the files!)
STARTERS: Each class period will begin a quick assignment and reading time. This will last about 10 minutes. Students
will need to grab a textbook off the shelf and return it neatly before leaving class.
HOMEWORK: Your weekly homework is to complete a theme chart. This handout will be given to you the first week of
school only, due to paper shortages. You are to recreate on notebook paper and turn in every Friday.
Restroom/locker/extra credit passes: It is expected that you will use the restroom and gather all needed materials from
your locker between classes. In the event of an emergency you are granted 4 passes per semester. Use them wisely for
either the restroom or your locker. Please keep these passes in your notebook. Any passes leftover at the end of the
semester can be used for 10 points each on a weekly homework assignment, test, or quiz. No one will be permitted to
leave class the first or last 15 minutes of class time unless it is an emergency.
Late Assignments: Are NEVER accepted.
Redo Policy: Students may have the opportunity to redo ONE assignment/test during the semester. Please choose wisely.
Make-up Policy: Students have ONE day to make up work for EACH day they missed. Failure to do so will result in zeros
for missing assignments. Starters cannot be made up, only exempted (exemptions are awarded with an excused absence
pass from attendance office).
WASTE: Students are expected to recycle plastic and paper here at DHHS. Please do not throw these items in the trash
can. In addition, any student caught littering in the classroom will be held one minute after the bell (one minute per piece
This year Juniors enrolled in US History will be taking one or two state tests.
1. A US History End of Course Test (EOCT) will be given in December and it counts as 15% of your final grade.
2. The Georgia High School Graduation Test will be administered in March. A passing score on either the
December EOCT OR the GHSGT Social Studies portion will count towards graduation.
Consequences for unacceptable actions*:
Phone call or email to parent
Disciplinary referral to administration
*All serious offenses such as verbal or physical abuse, weapons, etc. will result in immediate referral. Always control
yourself and make good decisions!
As part of the goals of DHHS, the community, and my classroom, I am offering two internship positions per class for the
students to apply for at the beginning of the semester. This is a wonderful way for students to learn responsibility and
make a name for themselves at DHHS. For dedicated interns, I will serve as a reference for them as they apply and try-out
for clubs, sports, organizations, and jobs inside and outside the school. The internship will also apply to community
Intern job descriptions:
Absentee Manager (during school): This intern will be responsible for finding out who was absent on the previous day
and bringing them up to speed on what the class did the day he/she was absent. This includes keeping complete and
accurate class notes, gathering worksheets and handouts out of the class file box, writing down assignments, scheduling
possible times for make-up tests, and being here as early as possible to do so.
Administrative Assistant (after school): This position requires only one hour after school each week. The intern will be
responsible for helping with various tasks in the classroom.. In addition, the intern may help with various administrative
tasks relating to the school yearbook.
Intern applicants must write a one-page paper describing why they would like to be involved, what attributes they possess
that make them perfect for the job, and why being this type of intern is good for the community. Also, please list two
references (including one non-relative) with phone number and email address.
Learn more (and express yourself) about government, politics, and issues. Join me at the Georgia Capitol in March for a
life-changing 3-Day field trip in Civic Education. Anyone is welcome. Join Mr. Gray in Washington, D.C. for a week-
long trip. See me for details and brochures.
I am the Yearbook Adviser here at Druid Hills. Applications are due March 1 st for next school year’s staff. You can also
see me about senior portraits next year. You can send me pictures for the yearbook as well and I can send them to my
In 2006, Ms. Montooth and I founded the Environmental Club, a.k.a The Green Team! We meet once a month Friday after
school. Ask me about our next meeting! You can join anytime.
Personal integrity is essential to a quality education and a healthy academic environment. The pursuit of excellence in
education at Druid Hills High School requires an atmosphere of academic honesty, as does the nature of our community.
In our goal to help develop the student’s character and intellect, we strive to teach by example the importance of truth in
curricular, co-curricular and extracurricular activities. In order to create and maintain a strong sense of personal honor and
integrity in the Druid Hills High School community, every member of the Druid Hills “family” should respect and support
the philosophy and guidelines of the honor code. The essence of that code is embodied in the following statement:
I will not lie, cheat or steal nor tolerate others who do. I will respect others and myself.
Recognition of the Honor Code will also be reinforced with the following Honor Pledge to be written and signed by
students in grades 9 – 12 on all submitted written work and on all quizzes, tests and other assignments designated by
I have neither given nor received unauthorized help on this assignment.
All tests, quizzes, and examinations must be pledged.
A teacher may choose to make other assignments subject to the pledge.
Each teacher will establish rules concerning homework in his or her class and will post those rules in the classroom.
A copy of classroom policy for each teacher must be on file in the Instructional Assistant Principal’s (IAP) office.
In order to provide students and their parents with a better understanding of the behaviors to which the Honor Code
applies, the following general information is provided. It must be noted, however, that this list is not all-inclusive and
there are many other behaviors that can be reasonably interpreted as Honor Code infractions.
1. Lying – A person lying or purposely misrepresenting the truth violates the Honor Code. Forging the signature of any
person is a violation. Violations of this policy will result in disciplinary action as warranted by the offense.
2. Stealing – A person taking another’s property without permission violated the Honor Code. Suspension and/or
expulsion will result from violations of this policy.
3. Academic Dishonesty – Academic dishonesty is defined as knowingly giving or receiving information or assistance on
any graded work that is understood to be an example of individual effort and /or a work requiring the Honor Pledge.
Academic Dishonesty includes, but is not limited to, the following:
Copying, or allowing another student to copy the following homework, vocabulary lessons, worksheets, essays,
research papers, test answers, or lab reports that will be graded and/or require the Honor Pledge (We acknowledge that
teachers may give permission to work cooperatively on some assignments).
Having in your immediate possession unauthorized materials that could be of assistance during testing or another form
of evaluation. It is the student'’ responsibility to remove all such material from close proximity to him/her during a
test or another from of evaluation.
Having material written on skin or clothing that is considered to be of assistance in completing a graded assignment.
Plagiarizing encompasses, but is not limited to, the following:
- Presenting as one’s own, the works or the opinions of someone else without proper acknowledgement.
- Borrowing of the sequence of ideas, the arrangement of materials, or the pattern of thought of someone else
without proper acknowledgement.
- Some examples are: having a parent or another person write an essay or do a project which is then submitted as
one’s own work: using the Internet to locate prepared essays or papers to submit as original work AND/OR failing
to use proper documentation and bibliography.
The use of calculators or electronic devices to procure answers during an examination or quiz (Teachers may
specifically give permission to use such items for some assignments).
The following policy will be in effect upon the confirmation of incidents of dishonesty:
First Offense: The student who knowingly violates the academic dishonesty policy will receive a grade of zero for the
graded work involved. The incident will be documented and kept on file. Parents will be notified. Action appropriate
under the DCSS Discipline Brochure will be taken.
Second Offense: The student who knowingly violates the academic dishonesty policy A SECOND TIME will receive
the same punishment as above, with added disciplinary action as warranted by the infraction. Suspension from any
and all such extracurricular activities as the student may then be engaged in is required for a period of one week or two
contests or performances, whichever is greater.
Third Offense: A THIRD OFFENSE will result in disciplinary proceedings as required by the DCSS Disciplinary
Brochure AND DISMISSAL from any/all extracurricular activities such as the student may then be engaged for a
period of ONE CALENDAR YEAR from the date of the offense. Coaches and/or sponsors of extracurricular
activities may use their discretion regarding participation of these students after the period of dismissal has expired.
The teacher reserves the right to alter or change any portion of this syllabus in order to better meet the needs of the
students or accommodate changes in system curriculum.
Looking forward to a great semester!
Please sign, detach, and bring back the following day for 5 points extra credit on your first test! Keep the rest in
your notebook so you can access it throughout the semester.
Student Signature: ________________________________________ Date: ______________
Parent/Guardian Signature: ________________________________ Date: ______________
Parent/Guardian Phone Number: ___________________________
Parent/Guardian Email Address: ___________________________
Georgia Performance Standards
SSUSH1 The student will describe European settlement in North America during the 17th century.
a. Explain Virginia’s development; include the Virginia Company, tobacco cultivation, relationships with Native Americans such as
Powhatan, development of the House of Burgesses, Bacon’s Rebellion, and the development of slavery.
b. Describe the settlement of New England; include religious reasons, relations with Native Americans (e.g., King Phillip’s War), the
establishment of town meetings and development of a legislature, religious tensions that led to colonies such as Rhode Island, the half-
way covenant, Salem Witch Trials, and the loss of the Massachusetts charter.
c. Explain the development of the mid-Atlantic colonies; include the Dutch settlement of New Amsterdam and subsequent English
takeover, and the settlement of Pennsylvania.
d. Explain the reasons for French settlement of Quebec.
SSUSH2 The student will trace the ways that the economy and society of British North America developed.
a. Explain the development of mercantilism and the trans-Atlantic trade.
b. Describe the Middle Passage, growth of the African population, and African-American culture.
c. Identify Benjamin Franklin as a symbol of social mobility and individualism.
d. Explain the significance of the Great Awakening.
SSUSH3 The student will explain the primary causes of the American Revolution.
a. Explain how the end of Anglo-French imperial competition as seen in the French and Indian War and the 1763 Treaty of Paris laid the
groundwork for the American Revolution.
b. Explain colonial response to such British actions as the Proclamation of 1763, the Stamp Act, and the Intolerable Acts as seen in Sons
and Daughters of Liberty and Committees of Correspondence.
c. Explain the importance of Thomas Paine’s Common Sense to the movement for independence.
SSUSH4 The student will identify the ideological, military, and diplomatic aspects of the American Revolution.
a. Explain the language, organization, and intellectual sources of the Declaration of Independence; include the writing of John Locke and
Montesquieu, and the role of Thomas Jefferson.
b. Explain the reason for and significance of the French alliance and foreign assistance and the roles of Benjamin Franklin and the
Marquis de Lafayette.
c. Analyze George Washington as a military leader; include the creation of a professional military and the life of a common soldier, and
describe the significance of the crossing of the Delaware River and Valley Forge.
d. Explain Yorktown, the role of Lord Cornwallis, and the Treaty of Paris, 1783.
SSUSH5 The student will explain specific events and key ideas that brought about the adoption and implementation of the
United States Constitution.
a. Explain how weaknesses in the Articles of Confederation and Daniel Shays’ Rebellion led to a call for a stronger central government.
b. Evaluate the major arguments of the anti-Federalists and Federalists during the debate on ratification of the Constitution as put forth in
The Federalist concerning form of government, factions, checks and balances, and the power of the executive, including the roles of
Alexander Hamilton and James Madison.
c. Explain the key features of the Constitution, specifically the Great Compromise, separation of powers, limited government, and the
issue of slavery.
d. Analyze how the Bill of Rights serves as a protector of individual and states’ rights.
e. Explain the importance of the Presidencies of George Washington and John Adams; include the Whiskey Rebellion, non-intervention
in Europe, and the development of political parties (Alexander Hamilton).
SSUSH6 The student will analyze the nature of territorial and population growth and the impact of this growth in the early
decades of the new nation.
a. Explain the Northwest Ordinance’s importance in the westward migration of Americans, and on slavery, public education, and the
addition of new states.
b. Describe Jefferson’s diplomacy in obtaining the Louisiana Purchase from France and the territory’s exploration by Lewis and Clark.
c. Explain major reasons for the War of 1812 and the war’s significance on the development of a national identity.
d. Describe the construction of the Erie Canal, the rise of New York City, and the development of the nation’s infrastructure.
e. Describe the reasons for and importance of the Monroe Doctrine.
SSUSH7 Students will explain the process of economic growth, its regional and national impact in the first half of the 19th
century, and the different responses to it.
a. Explain the impact of the Industrial Revolution as seen in Eli Whitney’s invention of the cotton gin and his development of
interchangeable parts for muskets.
b. Describe the westward growth of the United States; include the emerging concept of Manifest Destiny.
c. Describe reform movements, specifically temperance, abolitionism, and public school.
d. Explain women’s efforts to gain suffrage; include Elizabeth Cady Stanton and the Seneca Falls Conference.
e. Explain Jacksonian Democracy, expanding suffrage, the rise of popular political culture, and the development of American
SSUSH8 The student will explain the relationship between growing north-south divisions and westward expansion.
a. Explain how slavery became a significant issue in American politics; include the slave rebellion of Nat Turner and the rise of
abolitionism (William Lloyd Garrison, Frederick Douglas, and the Grimke sisters).
b. Explain the Missouri Compromise and the issue of slavery in western states and territories.
c. Describe the Nullification Crisis and the emergence of states’ rights ideology; include the role of John C. Calhoun and development of
d. Describe the war with Mexico and the Wilmot Proviso.
e. Explain the Compromise of 1850.
SSUSH9 The student will identify key events, issues, and individuals relating to the causes, course, and consequences of the Civil
a. Explain the Kansas-Nebraska Act, the failure of popular sovereignty, Dred Scott case, and John Brown’s Raid.
b. Describe President Lincoln’s efforts to preserve the Union as seen in his second inaugural address and the Gettysburg speech and in
his use of emergency powers, such as his decision to suspend habeas corpus.
c. Describe the roles of Ulysses Grant, Robert E. Lee, “Stonewall” Jackson, William T. Sherman, and Jefferson Davis.
d. Explain the importance of Fort Sumter, Antietam, Vicksburg, Gettysburg, and the Battle for Atlanta.
e. Describe the significance of the Emancipation Proclamation.
f. Explain the importance of the growing economic disparity between the North and the South through an examination of population,
functioning railroads, and industrial output.
SSUSH10 The student will identify legal, political, and social dimensions of Reconstruction.
a. Compare and contrast Presidential Reconstruction with Radical Republican Reconstruction.
b. Explain efforts to redistribute land in the South among the former slaves and provide advanced education (e.g., Morehouse College)
and describe the role of the Freedmen’s Bureau.
c. Describe the significance of the 13th, 14th, and 15th amendments.
d. Explain Black Codes, the Ku Klux Klan, and other forms of resistance to racial equality during Reconstruction.
e. Explain the impeachment of Andrew Johnson in relationship to Reconstruction.
SSUSH11 The student will describe the growth of big business and technological innovations after Reconstruction.
a. Explain the impact of the railroads on other industries, such as steel, and on the organization of big business.
b. Describe the impact of the railroads in the development of the West; include the transcontinental railroad, and the use of Chinese
c. Identify John D. Rockefeller and the Standard Oil Company and the rise of trusts and monopolies
d. Describe the inventions of Thomas Edison; include the electric light bulb, motion pictures, and the phonograph, and their impact on
SSUSH12 The student will analyze important consequences of American industrial growth.
a. Describe Ellis Island, the change in immigrants’ origins to southern and eastern Europe and the impact of this change on urban
b. Identify the American Federation of Labor and Samuel Gompers.
c. Describe the growth of the western population and its impact on Native Americans with reference to Sitting Bull and Wounded Knee.
d. Describe the 1894 Pullman strike as an example of industrial unrest.
SSUSH13 The student will identify major efforts to reform American society and politics in the Progressive Era.
a. Explain Upton Sinclair’s The Jungle and federal oversight of the meatpacking industry.
b. Identify Jane Addams and Hull House and describe the role of women in reform movements.
c. Describe the rise of Jim Crow, Plessy v. Ferguson, and the emergence of the NAACP.
d. Explain Ida Tarbell’s role as a muckraker.
e. Describe the significance of progressive reforms such as the initiative, recall, and referendum; direct election of senators; reform of
labor laws; and efforts to improve living conditions for the poor in cities.
SSUSH14 The student will explain America’s evolving relationship with the world at the turn of the twentieth century.
a. Explain the Chinese Exclusion Act of 1882 and anti-Asian immigration sentiment on the west coast.
b. Describe the Spanish-American War, the war in the Philippines, and the debate over American expansionism.
c. Explain U.S. involvement in Latin America, as reflected by the Roosevelt Corollary to the Monroe Doctrine and the creation of the
SSUSH15 The student will analyze the origins and impact of U.S. involvement in World War I.
a. Describe the movement from U.S. neutrality to engagement in World War I, with reference to unrestricted submarine warfare.
b. Explain the domestic impact of World War I, as reflected by the origins of the Great Migration, the Espionage Act, and socialist
c. Explain Wilson’s Fourteen Points and the proposed League of Nations.
d. Describe passage of the Eighteenth Amendment, establishing Prohibition, and the Nineteenth Amendment, establishing woman
SSUSH16 The student will identify key developments in the aftermath of WW I.
a. Explain how rising communism and socialism in the United States led to the Red Scare and immigrant restriction.
b. Identify Henry Ford, mass production, and the automobile.
c. Describe the impact of radio and the movies.
d. Describe modern forms of cultural expression; include Louis Armstrong and the origins of jazz, Langston Hughes and the Harlem
Renaissance, Irving Berlin, and Tin Pan Alley.
SSUSH17 The student will analyze the causes and consequences of the Great Depression.
a. Describe the causes, including overproduction, underconsumption, and stock market speculation that led to the stock market crash of
1929 and the Great Depression.
b. Explain the impact of the drought in the creation of the Dust Bowl.
c. Explain the social and political impact of widespread unemployment that resulted in developments such as Hoovervilles.
SSUSH18 The student will describe Franklin Roosevelt’s New Deal as a response to the depression and compare the ways
governmental programs aided those in need.
a. Describe the creation of the Tennessee Valley Authority as a works program and as an effort to control the environment.
b. Explain the Wagner Act and the rise of industrial unionism.
c. Explain the passage of the Social Security Act as a part of the second New Deal.
d. Identify Eleanor Roosevelt as a symbol of social progress and women’s activism.
e. Identify the political challenges to Roosevelt’s domestic and international leadership; include the role of Huey Long, the “court
packing bill,” and the Neutrality Act.
SSUSH19 The student will identify the origins, major developments, and the domestic impact of World War II, especially the
growth of the federal government.
a. Explain A. Philip Randolph’s proposed march on Washington, D.C., and President Franklin D. Roosevelt’s response.
b. Explain the Japanese attack on Pearl Harbor and the internment of Japanese- Americans, German-Americans, and Italian-Americans.
c. Explain major events; include the lend-lease program, the Battle of Midway, D-Day, and the fall of Berlin.
d. Describe war mobilization, as indicated by rationing, war-time conversion, and the role of women in war industries.
e. Describe Los Alamos and the scientific, economic, and military implications of developing the atomic bomb.
SSUSH20 The student will analyze the domestic and international impact of the Cold War on the United States.
a. Describe the creation of the Marshall Plan, U.S. commitment to Europe, the Truman Doctrine, and the origins and implications of the
b. Explain the impact of the new communist regime in China and the outbreak of the Korean War and how these events contributed to
the rise of Senator Joseph McCarthy.
c. Describe the Cuban Revolution, the Bay of Pigs, and the Cuban missile crisis.
d. Describe the Vietnam War, the Tet offensive, and growing opposition to the war.
SSUSH21 The student will explain economic growth and its impact on the United States, 1945-1970.
a. Describe the baby boom and its impact as shown by Levittown and the Interstate Highway Act.
b. Describe the impact television has had on American culture; include the presidential debates (Kennedy/Nixon,1960) and news
coverage of the Civil Rights Movement.
c. Analyze the impact of technology on American life; include the development of the personal computer and the cellular telephone.
d. Describe the impact of competition with the USSR as evidenced by the launch of Sputnik I and President Eisenhower’s actions.
SSUSH22 The student will identify dimensions of the Civil Rights Movement, 1945-1970.
a. Explain the importance of President Truman’s order to integrate the U.S. military and the federal government.
b. Identify Jackie Robinson and the integration of baseball.
c. Explain Brown v. Board of Education and efforts to resist the decision.
d. Describe the significance of Martin Luther King, Jr.’s Letter from a Birmingham Jail and his I have a dream speech.
e. Describe the causes and consequences of the Civil Rights Act of 1964 and the Voting Rights Act of 1965.
SSUSH23 The student will describe and assess the impact of political developments between 1945 and 1970.
a. Describe the Warren Court and the expansion of individual rights as seen in the Miranda decision.
b. Describe the political impact of the assassination of President John F. Kennedy; include the impact on civil rights legislation.
c. Explain Lyndon Johnson’s Great Society; include the establishment of Medicare.
d. Describe the social and political turmoil of 1968; include the assassinations of Martin Luther King, Jr. and Robert F. Kennedy, and the
events surrounding the Democratic National Convention.
SSUSH24 The student will analyze the impact of social change movements and organizations of the 1960s.
a. Compare and contrast the Student Non-Violent Coordinating Committee (SNCC) and the Southern Christian Leadership Conference
(SCLC) tactics; include sit-ins, freedom rides, and changing composition.
b. Describe the National Organization of Women and the origins and goals of the modern women’s movement.
c. Analyze the anti-Vietnam War movement.
d. Analyze Cesar Chavez and the United Farm Workers’ movement.
e. Explain Rachel Carson and Silent Spring, Earth Day, the creation of the EPA, and the modern environmentalist movement.
f. Describe the rise of the conservative movement as seen in the presidential candidacy of Barry Goldwater (1964) and the election of
Richard M. Nixon (1968).
SSUSH25 The student will describe changes in national politics since 1968.
a. Describe President Richard M. Nixon’s opening of China, his resignation due to the Watergate scandal, changing attitudes toward
government, and the Presidency of Gerald Ford.
b. Explain the impact of Supreme Court decisions on ideas about civil liberties and civil rights; include such decisions as Roe v. Wade
(1973) and the Bakke decision on affirmative action.
c. Explain the Carter administration’s efforts in the Middle East; include the Camp David Accords, his response to the 1979 Iranian
Revolution, and the Iranian hostage crisis.
d. Describe domestic and international events of Ronald Reagan’s presidency; include Reaganomics, the Iran-contra scandal, and the
collapse of the Soviet Union.
e. Explain the relationship between Congress and President Bill Clinton; include the North American Free Trade Agreement and his
impeachment and acquittal.
f. Analyze the 2000 presidential election and its outcome, emphasizing the role of the electoral college.
g. Analyze the response of President George W. Bush to the attacks of September 11, 2001, on the United States, the war against
terrorism, and the subsequent American interventions in Afghanistan and Iraq.