Type:
Instructor Manual
Resource:
Visions of America A History of the United States
Edition:
2nd Edition
Author(s):
Jennifer D. Keene Saul T. Cornell Edward T. O’Donnell
INSTRUCTOR’S RESOURCE MANUAL
VISIONS OF AMERICA A History of the United States Second Edition
Jennifer D. Keene Chapman University
Saul Cornell Fordham University
Edward T. O’Donnell College of the Holy Cross
Prentice Hall Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo
Table of Contents Introduction.............................................................................................................................................1 Chapter 1 People in Motion: The Atlantic World to 1590....................................................................18 Chapter 2 Models of Settlement: English Colonial Societies, 1590–1710 ...........................................33 Chapter 3 Growth, Slavery, and Conflict: Colonial America, 1710–1763 ...........................................52 Chapter 4 Revolutionary America: Change and Transformation, 1764–1783......................................67 Chapter 5 A Virtuous Republic: Creating a Workable Government, 1783–1789 ................................87 Chapter 6 The New Republic: An Age of Political Passion, 1789–1800 ...........................................106 Chapter 7 Jeffersonian America: An Expanding Empire of Liberty, 1800–1824...............................124 Chapter 8 Democrats and Whigs: Democracy and American Culture, 1820–1840............................139 Chapter 9 Workers, Farmers, and Slaves: The Transformation of the American Economy, 1815–1848.................................................152 Chapter 10 Revivalism, Reform, and Artistic Renaissance, 1820–1850 ............................................166 Chapter 11 “To Overspread the Continent:” Westward Expansion and Political Conflict, 1840–1848.....................................................181 Chapter 12 Slavery and Sectionalism: The Political Crisis of 1848–1861 .........................................192 Chapter 13 A Nation Torn Apart: The Civil War, 1861–1865 ...........................................................206 Chapter 14 Now That We Are Free: Reconstruction and the New South, 1863–1890.......................218 Chapter 15 Conflict and Conquest: The Transformation of the West, 1860–1900.............................230 Chapter 16 Wonder and Woe: The Rise of Industrial America, 1865–1900 ......................................241 Chapter 17 Becoming a Modern Society: America in the Gilded Age, 1877–1900 ...........................252 Chapter 18 Creating a Democratic Paradise: The Progressive Era, 1895–1915.................................263 Chapter 19 Imperial America: The United States in the World, 1890–1914......................................274 Chapter 20 The Great War: World War I, 1914–1918........................................................................288 Chapter 21 A Turbulent Decade: The Twenties .................................................................................303 Chapter 22 A New Deal for America: The Great Depression, 1929–1940.........................................315 Chapter 23 World War II: Fighting the Good War, 1939–1945 .........................................................335 Chapter 24 A Divided World: The Early Cold War, 1945–1963 .......................................................347 Chapter 25 In a Land of Plenty: Contentment and Discord, 1945–1960 ............................................359 Chapter 26 A Nation Divided: The Vietnam War, 1945–1975 ..........................................................371 Chapter 27 A Decade of Discord: The Challenge of the Sixties.........................................................381 Chapter 28 Righting a Nation Adrift: America in the 1970s and 1980s .............................................392 Chapter 29 Building a New World Order: The United States, 1989–2009.........................................404
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Introduction to Keene, Cornell, and O’Donnell Visions of America 2e MyHistoryLab Instructor’s Manual Welcome to Visions of America 2e MyHistoryLab Instructor’s Manual. This guide is designed to provide several things: • • • •
an overview of how to utilize the Visions of America text with MyHistoryLab a syllabus demonstrating how to integrate MyHistoryLab with a U.S. survey course a listing of relevant material from MyHistoryLab possible ideas on how to utilize MyHistoryLab in the classroom to further critical thinking skills
Prof. Keene and her colleagues state clearly that one simple purpose motivated them in the design of their text: “to enhance the accessibility of American history and thereby increase students’ chances of success.” MyHistoryLab can be a critical component in helping to increase students’ chances of success. Its resources provide methods for teachers to assess and enhance their teaching, while at the same time offering tools students can use to improve research, critical thinking, and comprehension skills.
Description MyHistoryLab is available for U.S. History, African-American History, World History, and History of Western Civilization courses. The moment you know. Educators know it. Students know it. It’s that inspired moment when something that was difficult to understand suddenly makes perfect sense. Our MyLab products have been designed and refined with a single purpose in mind—to help educators create that moment of understanding with their students. The new MyHistoryLab delivers proven results in helping individual students succeed. It provides engaging experiences that personalize, stimulate, and measure learning for each student. And it comes from a trusted partner with educational expertise and an eye on the future. MyHistoryLab can be used by itself or linked to any learning management system. To learn more about how the new MyHistoryLab combines proven learning applications with powerful assessment, visit www.pearsonhighered.com/newmylabs. MyHistoryLab—the moment you know.
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Features MyHistoryLab delivers proven results in helping individual students succeed. • Pearson MyLabs are currently in use by millions of students each year across a variety of disciplines. • MyHistoryLab
works—but don’t take our word for it. Visit www.pearsonhighered.com/elearning to read white papers, case studies, and testimonials from instructors and students that consistently demonstrate the success of our MyLabs.
MyHistoryLab provides engaging experiences that personalize, stimulate, and measure learning for each student. • Closer Look tours walk students through a variety of key primary sources in detail, helping them to uncover their meaning and understand their context. • A History Bookshelf enables students to read, download, or print up to 100 of the
most commonly assigned history works like Thomas Paine’s Common Sense, Homer’s The Iliad, and Machiavelli’s The Prince. • Complete audio of the entire book is included to suit the varied learning styles
of today’s students. • The Pearson eText lets students access their textbook anytime, anywhere, and
any way they want—including listening online or downloading to iPad. • A personalized study plan for each student arranges content from less complex
thinking—like remembering and understanding—to more complex critical thinking—like applying and analyzing. This layered approach promotes better critical thinking skills and helps students succeed in the course and beyond. • Assessment tied to videos, applications, and chapter enables both instructors and
students to track progress and get immediate feedback. With results feeding into a powerful gradebook, the assessment program helps instructors identify student challenges early—and find the best resources with which to help students. • An assignment calendar allows instructors to assign graded activities, with
specific deadlines, and measure student progress. • Class Prep collects the very best class presentation resources in one convenient
online destination, so instructors can keep students engaged throughout every class. MyHistoryLab comes from a trusted partner with educational expertise and an eye on the future. • Pearson supports instructors with workshops, training, and assistance from Pearson Faculty Advisors—so you get the help you need to make MyHistoryLab work for your course. • Pearson gathers feedback from instructors and students during the development of
content and the feature enhancement of each release—to ensure that our products meet your needs.
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An Overview of Assets MyHistoryLab is a fully comprehensive website with the needs of students and teachers in mind. The program consists of the following components: •
Assignment Calendar
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Study Plan & Assignments
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eText and Chapter Audio
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Closer Looks
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Multimedia Library
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Student Resources
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Student Grades
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Communication
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Instructor’s Resources
Assignment Calendar Section allows you to completely lay out assignments from your course syllabus or outline and plan out your semester/quarter/year. Assignments once created can be selected to show on student calendar. Tools help instructor for planning and student for keeping track of deadlines. Study Plan & Assignments Contains several tools helpful for student planning including Learning Objectives, Study Plan, Exam, Media, Quick Reviews, and Summary subsections. •
Learning Objectives – Objectives provided in text for each chapter.
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Study Plan – A personalized study plan for each student, arranges content from less complex thinking—like remembering and understanding—to more complex critical thinking—like applying and analyzing. This layered approach promotes better critical-thinking skills and helps students succeed in the course and beyond.
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Exam – An exam provided by Pearson, timed, scored, and sent to instructor, informs students of which questions they answered incorrectly.
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Media – Contains two tabs: Media Links and Media Assignment. 3 .
Media Links provides three areas for study: Review the Timeline, which lists dates accompanied with significant events or people; if student selects marker, it then provides brief explanation. Study the Flashcards enables the student to study key terms in flashcard form. Read the Text allows student to go into eText and begin to read and study chapter. Media Assignment contains chapter resources and provides six (6) categories: Audio folder provides an audio recording of a song, recital, or lecture with assignment. Closer Look folder uses visual images to provide a deeper explanation to a concept. The visual may be an image, map, chart, or graph and is accompanied by a Critical Thinking Question. Document folder has documents available with questions for use as assignments or classroom tools. Exploring America examines a topic and goes into greater depth, providing readings and visuals combined in an assignment to help students see a connection between an idea and history. The questions that follow the assignment may be clicked on and answered online for easy grading and sent to the instructor. Images are provided for students to examine ranging from drawings to paintings to cartoons and to photographs. Some questions are provided and answered online, again for easier grading. Map folder provides a series of maps ranging from outline maps to interactive maps. An exercise accompanies the map, which the student completes and emails to the instructor. Exercises can be short answer or multiple choice. •
Quick Reviews – Provides a tab for each section in the chapter. Within each section is a series of questions provided for the students to check on their comprehension of the chapter. Each question has a time limit and is designed to be sent to the teacher via email.
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Chapter Summary – Provides the chapter summary examining the chapter and helping the student examine each section and its main themes.
eText and Chapter Audio The eText is a complete copy of the textbook online. It offers instructors the chance to highlight important sections for themselves and their students. Teachers can allow access to highlighted sections or keep them closed for their personal use only. Students, through their own password, can highlight the text as they see fit. They can make notes and bookmark pages and, just like professors, they can allow those to be seen or be hidden. Each chapter may also be downloaded to an Apple iPod/iPad with the Pearson eText app. This enables student or teacher to have access to chapters at any time. 4 .
Closer Looks Provides access to all the Closer Look exercises from each chapter. Multimedia Library Here, ten kinds of resources are gathered for student and instructor use. They include Documents, Images, Audio, Video, Closer Looks, Exploring America, Learning Activity, Pearson Profile, Interactive Maps, and Maps. As an instructor, this may perhaps be the most valuable section. The old expression of not wanting to “reinvent the wheel” applies here. The time teachers might spend looking for resources can be put to other uses by utilizing this section. Many of the documents include prompting or comprehension questions to help students with the reading of these primary sources and/or to be used as assignments to measure student success. The Images include some of the more famous images in American history as well as new and unique images to spark student curiosity. Like the documents, most have questions to go with them to help further student understanding and/or be used to measure student success. Both the audio and video sections provide unique additional perspectives to help students push for greater understanding and succeed in comprehending the material. The audio clips include songs, speeches, and readings that take the student to the moment in time they are from and give a feel for the time they were performed, drawing the student into a better understanding of the period. Many of the video clips are segments recorded with leading historians who provide a more in-depth examination of an issue, usually through an individual or an event, to help give greater clarity to a period or movement in history. They include a brief quiz to check for understanding by students and/or instructors. Some of the later chapters in the text have clips showing speeches, political ads, and even short documentary clips. Some of the newer resources Pearson provides in this section combine several of the other media assets with tools for instructors to measure progress, comprehension, and even critical thinking skills. Many of these tools will engage the students more fully in the process of learning and many will find them helpful in retaining knowledge and developing a greater understanding of topics developed in and out of the classroom. The interaction and engagement are what make these new sections so invaluable. Student Resources Here MyHistoryLab has provided another way to find the activities included in the program as well as several new activities not in other sections. • MyHistoryLibrary – Hundreds of primary source documents and featuring the History Bookshelf, which contains 100 of the most commonly assigned readings in American history. • History Toolkit – A section providing links to tutorials on analyzing primary sources, several online resources, and a handbook on how to succeed in the environment of a history course. • Tutorial: How to Analyze Primary Sources – A section listed in the History Toolkit, here it stands by itself. It teaches students to use the provided 5 .
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activities to learn how to analyze various types of sources and to become historian themselves. The section sources include Primary and Secondary Sources, Primary Source Documents, Visual Sources, and Maps. Each section focuses on helping the student better understand how to utilize the type of source and gain from it what historians gain in their own studies of history. MySearchLab – Here Pearson’s MySearchLab™ offers extensive help on the research process and four databases of credible and reliable sources so students can quickly and efficiently do their research. Writing Resources – This area connects to Pearson’s main site and is provided for all Pearson texts. It includes sections on Avoiding Plagiarism, History Writing, Starting the Research Process, Finding Reliable Research Sources, Writing and Grammar Resources, and Style Guidelines for History.
Student Grades Keeps track of your student’s progress in the course. All auto-graded activities are recorded for your student here and in your Instructor Gradebook. Your Instructor Gradebook shows Chapters with Content in the first column, student names and IDs in the second, and student work from MyHistoryLab in the final column—a complete gradebook tool for any instructor. Communication This section provides communication tools for your students and for you. They can communicate with each other and you, while you can reach out to them. It is divided into three parts: • Discussion – A blog-like tool that allows you and your students to discuss and share ideas by creating discussion topics or adding responses. • Chat & ClassLive – A collaborative online classroom where instructors and students can share a whiteboard, software applications, text, images, and videos. You or your students can begin sessions, leaving and returning at any time. Anyone in the class can join a discussion in progress. • Email – Students and instructors can send email to each other from this section. Instructor Resources Pearson pulls together several tools into one convenient location for instructors to use. It is divided into two main parts: Grades & Reporting Tools and Instructor Resources. Within each section are several folders for teachers to access. The Grades & Reporting Tools provide access to: • Assign Content – Here instructors can assign content through use of the course calendar. • Gradebook – Accesses the Gradebook section discussed previously. • Custom View – Allows instructor to use Custom View section of Gradebook. • Reports – Reports can be viewed for instructors to generate based on their course. 6 .
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Today’s View – Provides a view of Course Performance Information. Instructors can view a window with course catalog and type in messages for students.
Instructor Resources provides: • Class Prep – A “Best Of” instructor resources section, including art and figures from our leading texts, videos, lecture activities, classroom activities, demonstrations, and much more. • Instructor’s Manual – A thorough collection of resources in an easy-to-use format, including activities, assignments, handouts, and much more. • PowerPoints – Here both lectures and highly visual interactive PowerPoints are available. • Test-Item File – Thousands of questions to help build tests and quizzes for your class are housed here. Teaching Advantages In years past at the survey level, and to a degree at the secondary level, I have had to include a primary source reader or gather my own collection of primary sources. Many times I spent valuable time searching, followed by additional time developing questions and exercises to help students come to grips with the sources chosen. This semester, my second full semester using MyHistoryLab, I have not only reduced that time but also enhanced the student experience by bringing them into the exercise more fully. Students selected a chapter from the text and selected the resources to use in our discussions. They were required to pick one visual image and one document; the third resource was of their choosing. I had students tell me they chose a map thinking it would be the easiest to analyze or a video because it had no question of its own and they could make questions up. They found the selection gave them a kind of ownership of the choice. Many expressed surprise at the difficulty in creating a question that made their selection clear in its value and significance to the greater story the chapter was trying to tell. Several students utilized MySearchLab to select and narrow topics for the paper required in the class. The sections on style guidelines and writing resources cut down on extra sections I used to have to include on my blackboard page for students who struggled with writing. I look forward to developing continued activities and exercises, but with MyHistoryLab the options have expanded. Below you will find a sample syllabus indicating various uses you can utilize to put the resources of MyHistoryLab to work. Syllabus & Course Outline: American History I American History I Semester Professor Professor Contact Information Professor Office Location 7 .
Course Description: Primary Texts: Keene, Jennifer, et al. Visions of America. 2nd Ed. New York: Pearson Publishing Co., Inc. 2012. Course Themes: Course Requirements: Grading:
Course Outline: Week One: A New World Textbook Assignment • Read: Visions of America, Chapter 1 – People in Motion (pp. 2–33) • Watch: Critical Visions video for Chapter 1 MyHistoryLab – Required • Closer Look: Competing Visions: European and Huron Views of Nature • Video: What Is Columbus’s Legacy? MyHistoryLab – Optional • Complete the Study Plan for Chapter 1
Week Two: Beginnings of English Colonial Societies Textbook Assignment • Read: Visions of America, Chapter 2 – Models of Settlement (pp. 34–63) • Watch: Critical Visions video for Chapter 2 MyHistoryLab – Required • Closer Look: The Chickahominy Become “New Englishmen” • Primary Document: Profile: John Winthrop MyHistoryLab – Optional • Complete the Study Plan for Chapter 2
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Week Three: Colonial America Textbook Assignment • Read: Visions of America, Chapter 3 – Growth, Slavery, and Conflict (pp. 64–95) • Watch: Critical Visions video for Chapter 3 MyHistoryLab – Required • Closer Look: African Slave Trade, 1451–1870 • Primary Document: Profiles: Benjamin Franklin MyHistoryLab – Optional • Complete the Study Plan for Chapter 3
Week Four: The American Revolution Textbook Assignment • Read: Visions of America, Chapter 4 – Revolutionary America (pp. 96–127) • Watch: Critical Visions video for Chapter 4 MyHistoryLab – Required • Closer Look: The Bloody Massacre • Primary Document: Slave Petition to the Governor of Massachusetts, 1774 MyHistoryLab – Optional • Complete the Study Plan for Chapter 4
Week Five: Founding a Nation Textbook Assignment • Read: Visions of America, Chapter 5 – A Virtuous Republic (pp. 128–155) • Watch: Critical Visions video for Chapter 5 MyHistoryLab – Required • Closer Look: Competing Visions: Reactions to Shays’s Rebellion • Primary Document: Patrick Henry Speaks Against the Constitution MyHistoryLab – Optional • Complete the Study Plan for Chapter 5
Week Six: The New Republic Textbook Assignment • Read: Visions of America, Chapter 6 – The New Republic (pp. 157–187) • Watch: Critical Visions video for Chapter 6
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MyHistoryLab – Required • Closer Look: Competing Visions – Congressional Debates Over the Sedition Act • Primary Document: A Virginia Slave Explains Gabriel’s Rebellion MyHistoryLab – Optional • Complete the Study Plan for Chapter 6
Week Seven: The Rise of Republicanism Textbook Assignment • Read: Visions of America, Chapter 7 – Jeffersonian America (pp. 189–219) • Watch: Critical Visions video for Chapter 7 MyHistoryLab – Required • Video Lecture: Lewis and Clark: What Were They Trying to Accomplish? • Primary Document: Monroe Doctrine MyHistoryLab – Optional • Complete the Study Plan for Chapter 7
Week Eight: Democracy in America Textbook Assignment • Read: Visions of America, Chapter 8 – Democrats and Whigs (pp. 220–251) • Watch: Critical Visions video for Chapter 8 MyHistoryLab – Required • Closer Look: Images as History: Old Hickory or King Andrew: Popular Images of Andrew Jackson • Primary Document: Michel Chevalier, Society, Manners and Politics in the U.S. MyHistoryLab – Optional • Complete the Study Plan for Chapter 8
Week Nine: The Market Revolution Textbook Assignment • Read: Visions of America, Chapter 9 – Workers, Farmers, and Slaves (pp. 252–281) • Watch: Critical Visions video for Chapter 9 MyHistoryLab – Required • Closer Look: Competing Visions – The Lowell Strike of 1834 • Primary Document: Petition of the Catholics of New York (1840)
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MyHistoryLab – Optional • Complete the Study Plan for Chapter 9
Week Ten: An Age of Reform Textbook Assignment • Read: Visions of America, Chapter 10 – Revivalism, Reform, and Artistic Renaissance (pp. 282–315) • Watch: Critical Visions video for Chapter 10 MyHistoryLab – Required • Closer Look: Images as History: The Greek Slave • Interactive Map: Utopian Communities before the Civil War MyHistoryLab – Optional • Complete the Study Plan for Chapter 10
Week Eleven: Westward Expansion Textbook Assignment • Read: Visions of America, Chapter 11 – “To Overspread the Continent (pp. 316–339) • Watch: Critical Visions video for Chapter 11 MyHistoryLab – Required • Closer Look: Images as History: George Catlin and Mah-To-Toh-Pa • Primary Document: John L. O’Sullivan, “The Nation of Great Futurity” MyHistoryLab – Optional • Complete the Study Plan for Chapter 11
Week Twelve: The Sectional Crisis Textbook Assignment • Read: Visions of America, Chapter 12 – Slavery and Sectionalism (pp. 340–373) • Watch: Critical Visions video for Chapter 12 MyHistoryLab – Required • Closer Look: Competing Visions: Slavery and Christianity • Primary Document: John C. Calhoun, Proposal to Preserve the Union (1850) MyHistoryLab – Optional • Complete the Study Plan for Chapter 12
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Week Thirteen: The Civil War Textbook Assignment • Read: Visions of America, Chapter 13 – A Nation Torn Apart (pp. 374–403) • Watch: Critical Visions video for Chapter 13 MyHistoryLab – Required • Closer Look: Lincoln Visits McClellan • Primary Document: Letter from a Free Black Volunteer to the Christian Recorder MyHistoryLab – Optional • Complete the Study Plan for Chapter 13
Week Fourteen: Reconstruction Textbook Assignment • Read: Visions of America, Chapter 14 – Now That We Are Free (pp. 404–437) • Watch: Critical Visions video for Chapter 14 MyHistoryLab – Required • Closer Look: First Vote • Primary Document: Charlotte Forten, “Life on the Sea Islands” MyHistoryLab – Optional • Complete the Study Plan for Chapter 14
Syllabus & Course Outline: American History II American History II Semester Professor Professor Contact Information Professor Office Location Course Description: Primary Texts: Keene, Jennifer, et al. Visions of America. 2nd Ed. New York: Pearson Publishing Co., Inc. 2012.
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Course Themes: Course Requirements: Grading:
Course Outline: Week One: Settling the West Textbook Assignment • Read: Visions of America, Chapter 15 – Conflict and Conquest (pp. 438–467) • Watch: Critical Visions video for Chapter 15 MyHistoryLab – Required • Closer Look: Railroad and Buffalo • Primary Document: Autobiographical Narrative by Zitkala-Sa on Her First Days at Boarding School in Indiana (1900) MyHistoryLab – Optional • Complete the Study Plan for Chapter 15
Week Two: Industrial America Textbook Assignment • Read: Visions of America, Chapter 16 – Wonder and Woe (pp. 468–497) • Watch: Critical Visions video for Chapter 16 MyHistoryLab – Required • Interactive Map: Organizing American Labor in the Late Nineteenth Century • Primary Document: Andrew Carnegie, “Wealth” MyHistoryLab – Optional • Complete the Study Plan for Chapter 16
Week Three: Urbanization Textbook Assignment • Read: Visions of America, Chapter 17 – Becoming a Modern Society (pp. 498–529) • Watch: Critical Visions video for Chapter 17 MyHistoryLab – Required • Closer Look: Immigration to the U.S. 1870–1915 • Primary Document: Jacob Riis, How the Other Half Lives
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MyHistoryLab – Optional • Complete the Study Plan for Chapter 17
Week Four: The Progressive Era Textbook Assignment • Read: Visions of America, Chapter 18 – Creating a Democratic Paradise (pp. 530–559) • Watch: Critical Visions video for Chapter 18 MyHistoryLab – Required • Closer Look: Triangle Fire: March 25, 1911 • Primary Document: Upton Sinclair, from The Jungle (1905) MyHistoryLab – Optional • Complete the Study Plan for Chapter 18
Week Five: Becoming an Empire Textbook Assignment • Read: Visions of America, Chapter 19 – Imperial America (pp. 560–591) • Watch: Critical Visions video for Chapter 19 MyHistoryLab – Required • Closer Look: Competing Visions – The White Man’s Burden • Primary Document: Josiah Strong, from Our Country (1885) MyHistoryLab – Optional • Complete the Study Plan for Chapter 19
Week Six: World War I Textbook Assignment • Read: Visions of America, Chapter 20 – The Great War (pp. 592–623) • Watch: Critical Visions video for Chapter 20 MyHistoryLab – Required • Closer Look: Choices and Consequences: Defining Neutrality: America’s Path into World War I • Primary Document: Woodrow Wilson’s Fourteen Points MyHistoryLab – Optional • Complete the Study Plan for Chapter 20
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Week Seven: The 1920s Textbook Assignment • Read: Visions of America, Chapter 21 – A Turbulent Decade (pp. 624–653) • Watch: Critical Visions video for Chapter 21 MyHistoryLab – Required • Closer Look: Competing Visions – Marriage and Birth Control • Primary Document: The “Creed of Klanswomen” MyHistoryLab – Optional • Complete the Study Plan for Chapter 21
Week Eight: The Depression and the New Deal Textbook Assignment • Read: Chapter 22 – A New Deal for America (pp. 654–683) • Watch: Critical Visions video for Chapter 22 MyHistoryLab – Required • Closer Look: Images as History – Post Office Murals • Primary Document: Franklin D. Roosevelt – Radio Address (1933) MyHistoryLab – Optional • Complete the Study Plan for Chapter 22
Week Nine: World War II Textbook Assignment • Read: Visions of America, Chapter 23 – World War II (pp. 684–717) • Watch: Critical Visions video for Chapter 23 MyHistoryLab – Required • Closer Look: Images as History: “We Can Do It!” Visual Myths about Women’s Roles During World War II • Primary Document: Charles Lindbergh, Radio Address (1941) MyHistoryLab – Optional • Complete the Study Plan for Chapter 23
Week Ten: The Cold War Textbook Assignment • Read: Visions of America, Chapter 24 – A Divided World (pp. 718–749) • Watch: Critical Visions video for Chapter 24
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MyHistoryLab – Required • Closer Look: Images as History: Fallout Shelters • Primary Document: George F. Kennan, “The Long Telegram” (1946) MyHistoryLab – Optional • Complete the Study Plan for Chapter 24
Week Eleven: The 1950s and the Early Civil Rights Movement Textbook Assignment • Read: Visions of America, Chapter 25 – In a Land of Plenty (pp. 750–777) • Watch: Critical Visions video for Chapter 25 MyHistoryLab – Required • Closer Look: Choices and Consequences: Does Father Know Best? • Primary Document: SNCC Statement of Purpose (1960) MyHistoryLab – Optional • Complete the Study Plan for Chapter 25
Week Twelve: Vietnam Textbook Assignment • Read: Visions of America, Chapter 26 – A Nation Divided (pp. 778–809) • Watch: Critical Visions video for Chapter 26 MyHistoryLab – Required • Closer Look: Competing Visions – Popular Music and the Vietnam War • Primary Document: Johnson’s Defense of the U.S. Presence in Vietnam (1965) MyHistoryLab – Optional • Complete the Study Plan for Chapter 26
Week Thirteen: The Sixties Textbook Assignment • Read: Visions of America, Chapter 27 – A Decade of Discord (pp. 810–841) • Watch: Critical Visions video for Chapter 27 MyHistoryLab – Required • Closer Look: Competing Visions: The Federal Government, Friend or Foe? • Primary Document: Voting Literacy Test (1965) MyHistoryLab – Optional • Complete the Study Plan for Chapter 27
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Week Fourteen: The Rise of Conservatism Textbook Assignment • Read: Visions of America, Chapter 28 – Righting a Nation Adrift (pp. 842–873) • Watch: Critical Visions video for Chapter 28 MyHistoryLab – Required • Closer Look: Competing Visions: Two Presidential Views of America • Primary Document: Boston Busing (1975) MyHistoryLab – Optional • Complete the Study Plan for Chapter 28
Week Fifteen: America in a Global Age Textbook Assignment • Read: Visions of America, Chapter 29 – Building a New World Order (pp. 874–905) • Watch: Critical Visions video for Chapter 29 MyHistoryLab – Required • Closer Look: Competing Visions: Global Warming: Good Science or Media Hype? • Primary Document: George W. Bush, National Security Strategy of the United States of America (2002) MyHistoryLab – Optional • Complete the Study Plan for Chapter 29
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CHAPTER ONE PEOPLE IN MOTION: THE ATLANTIC WORLD TO 1590 I. The First Americans A. Migration, Settlement, and the Rise of Agriculture B. The Aztecs C. Mound Builders and Pueblo Dwellers D. Eastern Woodlands Indian Societies E. American Societies on the Eve of European Contact II. European Civilization in Turmoil A. The Allure of the East and the Challenge of Islam B. Trade, Commerce, and Urbanization C. Renaissance and Reformation D. New Monarchs and the Rise of the Nation-State III. Columbus and the Columbian Exchange A. Columbus Encounters the “Indians” B. European Technology in the Era of the Columbian Exchange C. The Conquest of the Aztec and Inca Empires IV. West African Worlds A. West African Societies, Islam, and Trade B. The Portuguese-African Connection C. African Slavery V. European Colonization of the Atlantic World A. The Black Legend and the Creation of New Spain B. Fishing and Furs: France’s North Atlantic Empire C. English Expansion: Ireland and Virginia To the people who had lived in the Americas for millennia, the idea that theirs was a “New World” would have seemed strange. Scientists continue to debate when the first people arrived in the Americas from Asia, but estimates range from between 40,000 and 14,000 years ago. In the millennia that followed, the peoples of the Americas fanned out and established a range of societies. Yet to the Europeans who arrived in the Americas toward the end of the fifteenth century, America was indeed a “brave new world,” as William Shakespeare wrote, inhabited by exotic plants, animals, and peoples. In images and words Europeans portrayed this extraordinary land in the most fantastic terms. Some accounts spoke of America as an Eden-like earthly paradise inhabited by good-natured, but primitive, peoples. Others emphasized themes like those featured in the engraving, Amerigo Vespucci Awakens a Sleeping America. Vespucci, an Italian-Spanish navigator from whose first name the New World came to be called the Americas, gazes upon a naked native woman rising from her hammock. Her nudity symbolizes the wild sexuality Europeans believed characterized the native inhabitants of the Americas. The cannibals 18 .
behind her, devouring human flesh, represent savagery, a second prominent element of the European vision of the New World. Neither vision of the Americas was accurate, but both would greatly complicate Europeans’ understanding of the American civilizations they encountered, leading to a legacy of violence, exploitation, and conquest. The European arrival in the Americas was part of a process of exploration and colonization pursued primarily by Portugal, Spain, France, and England. This impulse was driven both by a hunger for riches as well as by profound changes in European society, religion, economics, and politics brought on by the Renaissance and Reformation. Africa was eventually drawn into this vast trading network encompassing the entire Atlantic world. Colonization almost always involved the severe exploitation of native peoples, including dispossession of land and coerced labor. Eventually Europeans turned to the international slave trade and the labor of enslaved Africans to draw the wealth from the mines and fields of the New World. Learning Objectives After a careful examination of Chapter 1, students should be able to answer the following questions: 1.
Why did Paleo-Indians migrate to the Americas?
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How did economic and political changes in Europe facilitate overseas expansion?
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What was the Columbian Exchange, and how did it affect societies in the Americas and Europe?
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What were the chief similarities and differences between the civilizations of Africa and the Americas?
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How did the different labor systems employed by the Spanish, French, and English affect the indigenous populations of the Americas?
Topics for Classroom Lecture 1.
Discuss pre-Columbian Native American culture, stressing the diversity and complexity of indigenous societies in the New World. Point out differences in population dispersal and density and the variety of religions, architecture, art, and political and economic organization in these cultures. Discuss the meaning of the term “civilization” and what modern-day Americans mean when they describe a society or culture as “civilized.” Have students question the traditional historical assertion that American history began with the arrival of Europeans and suggest that European settlement simply initiated another phase of American history.
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Present a discussion of the factors contributing to the development of European interest in exploration and settlement in the New World. Because the United States originated as British colonies, focus specifically on the British motivation. 19 .
A complete treatment of the issue would examine both political and individual reasons for movement into the New World. Include in the political discussion such issues as the national pursuit of a mercantile economic policy, the political power associated with the acquisition of empire, the expansion of military power, and the missionary motive. Considering the individual, how did religion, economic hardship, and the lure of adventure impact many people’s decisions to go to the New World? 3.
Discuss aspects of Aztec human sacrifice.
Topics for Class Discussion and Essays 1.
Compare and contrast Native American, European, and West African society on the eve of contact. How did beliefs regarding land ownership, family, religion, law, and justice impact relations among these groups? How did each group regard the others and why?
2.
Compare and contrast the European perception and treatment of Native Americans and Africans during the sixteenth century. What negative impressions did Europeans hold about each society? Did they see anything positive or worthy in either culture? Discuss the distinction between race and culture. To what extent did race and culture define the European perception and treatment of each group? Which of these factors, race or culture, contributed most to the European perception of Native Americans? Which contributed most to the European perception of Africans?
3.
Organize a group classroom activity in which students develop an understanding of Native American, West African, and European culture. Organize students in the classroom into groups so that one third of the class is working on Native American culture, one third on West African culture, and one third on European culture. For example, in a class of 30, set up six groups of five, with two groups working on each culture. Have them examine religion, family, politics, and the economy in their assigned society. After the groups have finished this assignment, reorganize the class into groups of three. Each group will include one member who has studied each of the three groups. Have each student teach the other two about “his” or “her” culture. You can test the material by giving a take-home essay in which the students are asked to compare and contrast the Native American, West African, and European cultures.
4.
Why did Benin restrict the use of slaves?
Topics for Term Papers and Class Projects 1.
Research the primary historical resources left by western Europeans in which they recorded the events of their initial contact with Native Americans in the New World. These resources could include written records, such as journals or diaries 20 .