Documenting United States History: Themes, Concepts, and Skills for the AP* Course available in Hardcover
Updated for the 2015 AP® US History Redesigned Course revisions.
Authored by experienced AP® teachers, workshop leaders, and AP® Exam readers, this document reader is the must-have resource for your redesigned AP® US History classroom. Documenting US History complements your textbook and in class work by helping students cultivate the historical skills they will need to think critically and purposefully.
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About the Author
Jason Stacy is associate professor of U. S. History and Social Science Pedagogy at Southern Illinois University Edwardsville. Before joining the history department at SIUe, Stacy taught AP® U.S. History for eight years at Adlai E. Stevenson High School in Lincolnshire Illinois. Stacy has served as an AP® U.S. History Reader, Table Leader, Exam Leader, Consultant, Senior Auditor, and question author for the redesigned AP® U.S. History exam.
Stacy is the author of Walt Whitman's Multitudes: Labor Reform and Persona in Whitman's Journalism and the First Leaves of Grass, 1840-1855 (2008), editor of Leaves of Grass, 1860: the 150th Anniversary Facsimile Edition (2009) and co-editor of Walt Whitman’s Selected Journalism (2015). His research has appeared in Social Education, the Walt Whitman Quarterly Review, and American Educational History and his reviews have appeared in American Literature, the Journal of American History, and the Walt Whitman Quarterly Review. Stacy is also a contributing editor for the Walt Whitman Archive. Since 2009, Stacy has served as editor-in-chief of The Councilor: A Journal of the Social Studies. He is a former president of the Illinois Council for the Social Studies (2014).
Stephen Heller has taught for 28 years in the Chicagoland area, the last 16 of which have been at Adlai E Stevenson High School in Lincolnshire, IL, where he teaches AP® English Language and Composition. Heller has served as a Question Leader, Table Leader, and Reader for the AP® English Language and Composition exam, and he recently completed a six year term on the AP® English Language and Composition Test Development Committee. A national and international College Board consultant for AP® and Pre-AP® English, Heller has also served as the College Board Adviser while on the Development Committee. Heller is also a contributing item writer for the revised SAT exam, and he also serves as a reader for the International Baccalaureate exam.
Heller's publications include co-authorship of two textbooks for pre-AP® and AP® English: AP® English Bound (2009) and Entering the Conversation (2010), both with Peoples Publishing. Heller also was the editor in chief and served as a contributing author to the College Board's 2007 and 2013 workshop materials--"Using Sources" and "Expanding Definitions of Argument", respectively, as well as serving as a contributing author to the College Board's English Vertical Teams workshop. Heller's additional publications have appeared in English Journal, Social Education (a piece co-authored with Jason Stacy) and the Illinois Bulletin of English.
Since 2007, Heller has teamed with Jason Stacy to teach American Themes in the AP® Classroom, a course that examines the skills common to both AP® English Language and AP® US History, and for many years this course has been offered at Carleton College, Northfield, MN. In 2006 Heller was recognized as an outstanding teacher by the US Department of Education as part of the Presidential Scholars program. Heller also serves on NCTE's Secondary Section Steering Committee.
Table of Contents
View the AP® Correlation Guide.
PERIOD ONE: 1491-1607Chapter 1: First ContactsSeeking the Main PointTopic I: The Diverse Societies of North AmericaDocument 1.1: Gold Frog Ornaments, Mixtec, Southern Mexico, 15th to 16th Century Document 1.2: Ruins of the Pueblo town of Cicuique, New Mexico, 16th CenturyDocument 1.3: Chief Powhatan’s Deerskin Cloak, Virginia, 1608Topic II: Change and ExchangeDocument 1.4: Christopher Columbus, Journal, 1492 Document 1.5: Images of Hernán Cortés Assisted by the Tlaxcalan People of Mexico, 1560 Applying AP® Historical Thinking Skills: New Skill: Continuity/Change over Time Topic III: Transatlantic ConquestDocument 1.6: Pope Paul III, Papal Bull: Sublimis Deus, 1537 Document 1.7: Bartolomé de las Casas, Brief Account of the Destruction of the Indies, 1542 Document 1.8: Juan Ginés de Sepulveda, Concerning the Just Causes of the War against the Indians, 1547 Document 1.9: Transcript of the Spanish Trial in the Aftermath of a Pueblo Revolt, 1598 Applying AP® Historical Thinking Skills: New Skill: Periodization Document 1.10: Afonso I (Mbemba a Nzinga), Letter to John III, King of Portugal, 1526Document 1.11: Jacques Cartier, Voyage to the St. Lawrence, 1534 Document 1.12: John Smith, The Generall Historie of Virginia, 1624 Applying AP® Historical Thinking Skills: New Skill: Historical Causation Putting It All Together: Revisiting the Main PointBuilding AP® Writing Skills: PreWritingWorking with Secondary Sources: AP® Short Answer Questions -Native Americans, Europeans, and the Exchange of MisconceptionsPERIOD TWO: 1607-1754Chapter 2: Colonial North AmericaSeeking the Main PointTopic I: Settling Atlantic North AmericaDocument 2.1: Samuel de Champlain, Description of the French Fur Trade, 1608 Document 2.2: John Rolfe, Letter on Jamestown Settlement, 1618 Document 2.3: The Mayflower Compact, 1620 Document 2.4: John Winthrop, "A Model of Christian Charity," 1630 Applying AP® Historical Thinking Skills: Review: Historical CausationTopic II: Conquest of Native North AmericaDocument 2.5: Native Attack on Jamestown, 1622 Document 2.6: John Martin, "Proposal for Subjugating Native Americans," 1622 Document 2.7: Philip IV, Letter to Don Luis Valdés, 1647 Document 2.8: John Easton, A Relation of the Indian War, 1675 Document 2.9: Edward Randolph, Assessment of the Causes of King Philip’s War, 1675 Document 2.10: Nathaniel Bacon, "Declaration against Governor William Berkeley," 1676 Document 2.11: Experience Mayhew and Thomas Prince, Indian Converts…, 1727 Applying AP® Historical Thinking Skills: New Skill: ComparisonTopic III: Slavery in the British ColoniesDocument 2.12 Richard Ligon, Map of Barbados, 1657 Document 2.13 Virginia Slave Laws, 1662-1669 Document 2.14 Enslaved Africans to the Western Hemisphere, 1450-1900 Document 2.15 George Cato, "Account of the Stono Rebellion," 1739 Document 2.16 South Carolina Slave Code, 1740 Applying AP® Historical Thinking Skills: Review: Historical Causation; New Skill: ContextualizationPutting It All Together: Revisiting the Main Point Building AP® Writing Skills: Comparison When Assembling Multiple Body Paragraphs Chapter 3: Awakening, Enlightenment, and Empire in British North AmericaSeeking the Main PointTopic I: Strengthening EmpireDocument 3.1: First Navigation Act of 1660 Document 3.2: Charter of the Royal African Company, 1662 Document 3.3: Commission for the Dominion of New England, 1688 Document 3.4: Map of North America, Eastern Seaboard, 1701 Document 3.5: Thomas Oliver, Letter to Queen Anne, 1708 Document 3.6: Treaty of Utrect, 1713 Applying AP® Historical Thinking Skills: Review: Historical Causation Topic II: Transatlantic Ideas in a North American ContextDocument 3.7: William Penn, Preface to "Frame of Government" 1682 Document 3.8: Letter from a Gentleman of the City of New York on Leisler’s Rebellion, 1689 Document 3.9: John Locke, "Second Treatise on Civil Government," 1690 Document 3.10: Image of John Winthrop IV, 1779Document 3.11: Benjamin Franklin, Poor Richard’s Almanac, 1739 Document 3.12: George Whitefield, "Marks of a True Conversion," 1739 Document 3.13: Jonathan Edwards, "Sinners in the Hands of an Angry God," 1741 Document 3.14: Interior of St. James Anglican Church, 1711-1719 Document 3.15: Interior of Mt. Shiloh Baptist Church, 1700s Applying AP® Historical Thinking Skills: Combining Skills Review: Comparison and Contextualization Putting It All Together: Revisiting the Main Point Building AP® Writing Skills: The Subordinated Thesis StatementWorking with Secondary Sources: AP® Short Answer Questions -How Puritan were the Puritans? PERIOD THREE: 1754-1800Chapter 4: An Atlantic EmpireSeeking the Main PointTopic I: Challenging an EmpireDocument 4.1: North America before and after the French and Indian War, 1754-1763 Document 4.2: The Diary of William Trent, 1763 Document 4.3: The Stamp Act, 1765 Document 4.4: Patrick Henry, Virginia Resolves, 1765 Document 4.5: John Dickinson, "Letter from Farmer in Pennsylvania," 1767 Document 4.6: Testimony in the Trial of the British Soldiers of the Nineteenth Regiment of Foot, 1770 Document 4.7: Account of the Boston Tea Party, Massachusetts Gazette, 1773 Document 4.8: Memory of a British Officer Stationed at Lexington and Concord, Atlantic Monthly, April 19, 1775 Applying AP® Historical Thinking Skills: Skill Review: Patterns of Continuity and Change over Time; New Skill: Appropriate Use of Historical Evidence Topic II: Entangling AlliancesDocument 4.9: Treaty of Alliance between the United States and France, 1778 Document 4.10: Col. Daniel Brodhead, Letter to General George Washington on an American Expedition into Pro-British Iroquois Territory, 1779 Document 4.11: Treaty of Paris, 1783 Document 4.12: Thomas Jefferson, Letter to Thomas Pinckney, 1793Document 4.13: Thomas Jefferson, Letter to James Monroe, 1795 Document 4.14: Anti-Jefferson Cartoon, "The Providential Detection," 1797 Applying AP® Historical Thinking Skills: Combining Skills: Historical Causation and Historical ArgumentationPutting It All Together: Revisiting the Main Point Building AP® Writing Skills: The Subordinated Thesis Statement and Appropriate OrganizationChapter 5: A Republic Envisioned and RevisedSeeking the Main PointTopic I: Rights-Based GovernmentDocument 5.1: John Locke, "Two Treatises on Government," 1690 Document 5.2: Jonathan Mayhew, "Discourse Concerning Unlimited Submission and Non-Resistance to the Higher Powers," 1750 Document 5.3: Phillis Wheatley, "On Being Brought from Africa to America," 1770 Document 5.4: Thomas Paine, Common Sense, 1776 Document 5.5: Abigail Adams, Letter to John Adams, 1776Document 5.6: Thomas Jefferson, Declaration of Independence, 1776 Document 5.7: Abigail Adams, Letter to John Quincy Adams, 1780Document 5.8: Franchise Restrictions in the Georgia State Constitution, 1777 Document 5.9: The Articles of Confederation and Perpetual Union, 1781-1789 Applying AP® Historical Thinking Skills: Skill Review: Contextualization and Historical Argumentation Topic II: Debating Liberty and SecurityDocument 5.10: "The Address and Reasons of Dissent of the Minority of the Convention of Pennsylvania to Their Constituents," 1787 Document 5.11: James Madison, Federalist No. 10, 1787 Document 5.12: Political Cartoon on Virginia’s Ratification of the Constitution, from the Boston Independent Chronicle, 1788Applying AP® Historical Thinking Skills: Skill Review: Comparison and Historical Argumentation Topic III: ReverberationsDocument 5.13: Pennsylvania Act for the Gradual Abolition of Slavery, 1780 Document 5.14: US Constitution, Preamble, 1787Document 5.15: US Constitution, Article I, Sections 2 and 9, 1787 Document 5.16: Declaration of the Rights of Man, 1789 Document 5.17: Toussaint L’Ouverture, Letter to the Directory, 1797 Document 5.18: Sedition Act, 1798 Document 5.19: Kentucky Resolution, 1799Applying AP® Historical Thinking Skills: Skill Review: Appropriate Use of Relevant Historical Evidence Putting It All Together: Revisiting the Main PointBuilding AP® Writing Skills: Avoiding the Either/Or Fallacy in Historical ArgumentChapter 6: Growing PainsSeeking the Main PointTopic I: The Perils and Possibilities of ExpansionDocument 6.1: William Henry, Letter Regarding Attacks of Paxton Boys on Conestogo Indians in Lancaster, Pennsylvania, 1763 Document 6.2: A Declaration and Remonstrance of the Distressed and Bleeding Frontier Inhabitants of the Province of Pennsylvania (Paxton Boys’ Declaration), 1764 Document 6.3: Father Junipero Serra, Letter to Father Palóu Regarding the Founding of Mission San Diego de Alcala in California, 1769Document 6.4 Correspondence between Daniel Shays and Benjamin Lincoln, 1787 Applying AP® Historical Thinking Skills: Skill Review: Historical Causation and Historical Argumentation Topic II: Securing BordersDocument 6.5: Northwest Ordinance, Key Sections, 1787 Document 6.6: Treaty of Greenville, Article 9, 1795 Document 6.7: Pinckney’s Treaty, Article IV, 1795 Applying AP® Historical Thinking Skills: Skill Review: Comparison and Appropriate Use of Relevant Historical EvidenceTopic III: Regional and National IdentitiesDocument 6.8: James Peale, "The Artist and His Family," 1795Document: 6.9: Thomas Jefferson, Letter to Philip Mazzei, 1796 Document 6.10: Isaac Weld, Travels throughout the States of North America, 1797 Applying AP® Historical Thinking Skills: Skill Review: Contextualization and Appropriate Use of Historical EvidencePutting It All Together: Revisiting the Main PointBuilding AP® Writing Skills: Historical Causation: The Linear ArgumentWorking with Secondary Sources: AP® Short Answer Questions -Rationales for Revolution PERIOD FOUR: 1800-1848Chapter 7: Reform and ReactionSeeking the Main PointTopic I: Factions and Federal PowerDocument 7.1: James Monroe, Second Inaugural Address, 1821 Document 7.2: John C. Calhoun, Address to the Southern States, 1831 Document 7.3: James Madison, Letter to Mathew Carey, 1831Document 7.4: Justice John Marshall, Worcester v. Georgia, 1832Applying AP® Historical Thinking Skills: New Skill: InterpretationTopic II: Debating the Identity of AmericaDocument 7.5: Lyman Beecher, "The Evils of Intemperance," 1827 Document 7.6: David Walker, "Walker's Appeal…to the Coloured Citizens of the World," 1830 Document 7.7: William Lloyd Garrison, The Liberator, 1831 Document 7.8: John C. Calhoun, "Slavery a Positive Good," 1837 Document 7.9: Frederick Douglass, Narrative of the Life of Frederick Douglass, an American Slave, Written by Himself, 1845 Document 7.10: Elizabeth Cady Stanton, Declaration of Sentiments and Resolutions, 1848 Document 7.11: Asher Durand, Dover Plains, 1850 Applying AP® Historical Thinking Skills: New Skill: Synthesis Putting It All Together: Revisiting the Main PointBuilding AP® Writing Skills: Patterns in Historical ArgumentChapter 8: The Market RevolutionSeeking the Main PointTopic I: A Market EconomyDocument 8.1: Eli Whitney, Petition for Renewal of Patent on Cotton Gin, 1812 Document 8.2: Election Ticket: Agriculture, Trade, Manufactures, 1828 Document 8.3: Advertisement of a South Carolina Slave Dealer, Thomas Griggs, 1835 Document 8.4: Joseph H. Davis, Family Portraits, 1832–1837Document 8.5: Mike Walsh, "Meeting: Democratic Mechanics and Working Men of New York," 1842Document 8.6: Harriet Robinson, Loom and Spindle: or, Life among the Early Mill Girls, 1898 Applying AP® Historical Thinking Skills: Skill Review: Patterns of Continuity and Change over Time and InterpretationTopic II: The Politics of GrowthDocument 8.7: John C. Calhoun, "South Carolina Exposition and Protest," 1828 Document 8.8: "General Jackson Slaying the Many-Headed Monster," 1836 Document 8.9: John L. O’Sullivan, "The Great Nation of Futurity," United States Democratic Review, 1839 Applying AP® Historical Thinking Skills: Skill Review: SynthesisPutting It All Together: Revisiting the Main Point Building AP® Writing Skills: Knowing What and When to QuoteChapter 9: Expansionism: Part 1Seeking the Main PointTopic I: Expansion, Compromise, and ConflictDocument 9.1: Map of the Louisiana Purchase, 1805Document 9.2: Two Opinions on the Missouri Crisis, 1819 Document 9.3: Missouri Compromise of 1820 Document 9.4: Monroe Doctrine, 1823 Document 9.5: Indian Removal Act of 1830 Applying AP® Historical Thinking Skills: Skill Review: Historical Causation and Interpretation Topic II: Destinies ManifestedDocument 9.6: Texas Declaration of Independence, 1836 Document 9.7: "On the Webster-Ashburton Treaty," Brooklyn Daily Eagle, 1842Document 9.8: Democratic Party Platform, 1844 Document 9.9: Parody of the Democratic Party, 1848 Applying AP® Historical Thinking Skills: Skill Review: Appropriate Use of Relevant Evidence, Causation, and SynthesisPutting It All Together: Revisiting the Main Point Building AP® Writing Skills: Organizing and Outlining a Reason-Based Historical ArgumentWorking with Secondary Sources: AP® Short Answer Questions -Race and Democracy
PERIOD FIVE: 1844-1877Chapter 10: Expansionism: Part 2 Seeking the Main PointTopic I: Conquest WestDocument 10.1: James K. Polk, War Message, 1846 Document 10.2: Abraham Lincoln, "Spot Resolutions," 1847 Document 10.3: "Commodore Perry at the Loo Choo Isles," New York Daily Times, 1853 Document 10.4: American (or Know-Nothing) Party Platform, 1856 Applying AP® Historical Thinking Skills: Skill Review: Periodization and ComparisonDocument 10.5: Homestead Act of 1862 Document 10.6: Report from the Spotted Tail Indian Agency, 1877 Applying AP® Historical Thinking Skills: Skill Review: SynthesisPutting It All Together: Revisiting the Main PointBuilding AP® Writing Skills: Counterarguments in Historical EssaysChapter 11: The Union Undone?Seeking the Main PointTopic I: The Breakdown of CompromiseDocument 11.1: John C. Calhoun, "The Clay Compromise Measures," 1850 Document 11.2: Harriet Beecher Stowe, Uncle Tom’s Cabin, 1852 Document 11.3: Mary Henderson Eastman’s Aunt Phillis’s Cabin, 1852 Document 11.4: Map of Kansas-Nebraska Act, 1854 Document 11.5: Republican Campaign Song, 1856 Document 11.6: Roger B. Taney, Dred Scott v. Sandford, 1857 Document 11.7: Abraham Lincoln, Speech at Edwardsville, Illinois, 1858 Applying AP® Historical Thinking Skills: Skill Review: Appropriate Use of Historical Evidence and ContextualizationTopic II: Explaining SecessionDocument 11.8: Jefferson Davis, Inaugural Address, 1861 Document 11.9: Abraham Lincoln, First Inaugural Address, 1861 Document 11.10: James E. Taylor, The Cause of the Rebellion, c. 1861Document 11.11: Emily Dickinson, "Much Madness is Divinest Sense," 1862 Applying AP® Historical Thinking Skills: Skill Review: Comparison and Synthesis Putting It All Together: Revisiting the Main Point Building AP® Writing Skills: Addressing Exceptions in Historical argument: The Role of the QualifierChapter 12 War and EmancipationSeeking the Main PointTopic I EmancipationDocument 12.1: "What to Do with the Slaves When Emancipated," New York Herald, 1862Document 12.2: Abraham Lincoln, Letter to Horace Greeley, 1862Document 12.3: Abraham Lincoln, Emancipation Proclamation, 1862Document 12.4: "President Lincoln and His Scheme of Emancipation," Charleston Mercury, 1862Document 12.5: Thomas Nast, "The Emancipation of the Negroes, January, 1863—The Past and the Future," Harper’s Weekly, 1863Applying AP® Historical Thinking Skills: Skill Review: Comparison, Contextualization, and Historical ArgumentationTopic II Total WarDocument 12.6: Ulysses S. Grant, Memoirs, 1885Document 12.7: Call for Black Troops, 1863Document 12.8: Abraham Lincoln, Gettysburg Address, 1863Document 12.9: "Emancipation of the Slaves by the Confederate Government," Charleston Mercury, 1864Document 12.10 Ruins of Richmond, 1865Applying AP® Historical Thinking Skills: Skill Review: Historical Causation and PeriodizationTopic III ReconstructionDocument 12.11: Anti-Reconstruction Cartoon, Independent Monitor, 1868Document 12.12: Fourteen and Fifteenth Amendments, 1868 and 1870Document 12.13: Thomas Nast, "This Is a White Man’s Government," 1874Document 12.14: Sharecropper Contract, 1882Applying AP® Historical Thinking Skills Skill Review: Comparison, Interpretation and SynthesisPutting It All Together: Revisiting the Main PointBuilding AP® Writing Skills: Beginning an Argument with Sources: The Preliminary ClaimWorking with Secondary Sources: AP® Short Answer Questions -Reconstructions
PERIOD SIX: 1865-1898Chapter 13 A Gilded AgeSeeking the Main PointTopic I The New EconomyDocument 13.1 Completion of the Transcontinental Railroad at Promontory Point, 1869Document 13.2 Henry Grady, "The New South," 1886 Document 13.3 Joseph Keppler, "Bosses of the Senate," Puck, 1889Document 13.4 New Year’s Greetings in Puck, 1898Document 13.5 John Foster, Memo to President Grover Cleveland, 1893 Document 13.6 Andrew Carnegie, "The Gospel of Wealth," 1889Applying AP® Historical Thinking Skills Skill Review: ContextualizationTopic II Discontents of the New EconomyDocument 13.7 "Hopelessly Bound to the Stake," Puck, 1883Document 13.8 Reaction to African American Agricultural Activism, St. Louis Globe-Democrat, 1889 Document 13.9 Las Gorras Blancas, Nuestra Platforma, 1890 Document 13.10 Jacob Riis, How the Other Half Lives, 1890Document 13.11 Benjamin Harrison, Presidential Proclamation, Wyoming, 1891Document 13.12 People’s Party Platform, 1892Applying AP® Historical Thinking Skills: Skill Review: Historical Causation and Continuity and Change over TimePutting It All Together: Revisiting the Main PointBuilding AP® Writing Skills Contextualizing Historical ArgumentChapter 14 The Throes of AssimilationSeeking the Main PointTopic I The Western War against Native PeoplesDocument 14.1 Columbus Delano, Testimony before the House Committee on Military Affairs, 1874Document 14.2 General Philip Sheridan, Description of Custer’s Battlefield, 1876Document 14.3 "Educating the Indians," Frank Leslie’s Illustrated Newspaper, 1884Document 14.4 Dawes Allotment Act, 1887Document 14.5 "Consistency," Puck, 1891Applying AP® Historical Thinking Skills Skill Review: Contextualization and ComparisonTopic II The New Urban EnvironmentDocument 14.6 Jane Addams, Twenty Years at Hull House, 1900Document 14.7 George Washington Plunkitt, "Honest Graft and Dishonest Graft," 1905Document 14.8 Forrester B. Washington, A Study of Negro Employees of Apartment Houses in New York City, 1916Applying AP® Historical Thinking Skills Skill Review: Interpretation and SynthesisPutting It All Together: Revisiting the Main PointBuilding AP® Writing Skills: Synthesizing Themes in Historical ArgumentChapter 15 New Ideas and Old Ideas in the New Industrial AgeSeeking the Main PointTopic I Reform ImpulsesDocument 15.1 Women of Lorain County, Petition against Woman Suffrage, 1870Document 15.2 Susan B. Anthony, Speech in Support of Woman Suffrage, 1873Document 15.3 "A Model Office Seeker," Puck, 1881Document 15.4 Chinese Exclusion Act, 1882Document 15.5 Edward Bellamy, Looking Backward, 2000–1887, 1887Document 15.6, Andrew Carnegie, Autobiography of Andrew Carnegie, 1920Document 15.7 Robert M. LaFollette, "The Danger Threatening Representative Government," 1897Document 15.8 Daniel DeLeon, "What Means This Strike?," 1898Applying AP® Historical Thinking Skills Skill Review: Periodization and Historical ArgumentationPutting It All Together: Revisiting the Main PointBuilding AP® Writing Skills: Periodization in Writing Historical ArgumentsWorking with Secondary Sources: AP® Short Answer Questions -Economic Consolidation PERIOD SEVEN: 1890-1945Chapter 16 Prosperity and ReformSeeking the Main PointTopic I The Consumer’s CityDocument 16.1 United States Strike Commission, Report on the Chicago Strike, 1894Document 16.2 Louis Gilrod and David Meyrowitz, "A Boychik Up-to-Date," c. 1900 Document 16.3Luna Park, Coney Island, 1908Document 16.4 Two Women Reading Employment Advertisements, 1909Applying AP® Historical Thinking Skills Skill Review: Contextualization Topic II The Progressive Critique and New Deal ResponseDocument 16.5 Lincoln Steffens, The Shame of the Cities, 1904Document 16.6 Upton Sinclair, The Jungle, 1906Document 16.7 Ida M. Tarbell, The Business of Being a Woman, 1921Document 16.8 Clifford K. Berryman, "Dr. New Deal," 1934Document 16.9 Franklin D. Roosevelt, Message to Congress on Making the Civilian Conservation Corps a Permanent Agency, 1935Document 16.10Clifford K. Berryman, "Old Reliable," c. 1938Document 16.11 Charles Fusco, Interview on the New Deal, 1938Applying AP® Historical Thinking Skills Skill Review: Patterns of Continuity and Change over TimePutting It All Together: Revisiting the Main PointBuilding AP® Writing Skills Evaluating Evidence: Discovering Turning PointsChapter 17 Challenges to the Status QuoSeeking the Main PointTopic I ModernityDocument 17.1 Chicago Streetcar, 1900Document 17.2 "Our Superb 1914 Model Peerless Bicycle," 1914Document 17.3 Model T Fords Coming Off the Assembly Line, 1900Document 17.4 Clarence Darrow versus William Jennings Bryan, 1925Document 17.5 F. Scott Fitzgerald, The Great Gatsby, 1925Document 17.6 Zora Neale Hurston, "How It Feels to Be Colored Me," 1928Applying AP® Historical Thinking Skills Skill Review: Continuity and Change over Time, Contextualization, and Historical ArgumentationTopic II Challenges to Civil LibertiesDocument 17.7 Espionage Act, 1917Document 17.8 Sedition Act, 1918Document 17.9 Eugene Debs, Speech in Canton, Ohio, 1918Document 17.10 Meeting of the Communist Labor Party, New York Times, 1919Document 17.11 John Vachon, Picket Line, Chicago, 1941Document 17.12 Lawrence E. Davies, "Zoot Suits Become Issue on Coast," New York Times, 1943Applying AP® Historical Thinking Skills Skill Review: Comparison, Appropriate Use of Evidence, and ContextualizationPutting It All Together: Revisiting the Main PointBuilding AP® Writing Skills Evaluating Context and Multiple PerspectivesChapter 18: Isolated No More Seeking the Main PointTopic I: From Frontier to EmpireDocument 18.1: Frederick Jackson Turner on the Closing of the Frontier, 1893 Document 18.2: U.S. Diplomatic Cable to Spanish Ambassador, 1898 Document 18.3: Platform of the American AntiImperialist League, 1899 Applying AP® Historical Thinking Skills: Skill Review: Periodization, Continuity and Change over Time, Historical Causation, and Historical ArgumentationTopic II: War in the Name of Democracy?Document 18.4: Woodrow Wilson, Remarks to the Senate, 1917Document 18.5: Woodrow Wilson, On the League of Nations, 1919 Document 18.6: Kellogg-Briand Pact, 1928Document 18.7: Russell Lee, Japanese American Child on the Way to Internment, 1942Document 18.8: "Rosie the Riveter," Office of War Information, 1943 Document 18.9: Carl Murphy, An Open Letter Home during World War II, 1943Document 18.10: Franklin Delano Roosevelt, State of the Union Address, 1944 Applying AP® Historical Thinking Skills: Skill Review: Patterns of Continuity and Change over Time, Comparison, and Synthesis Putting It All Together: Revisiting the Main Point Building AP® Writing Skills: Implications in Historical ArgumentWorking with Secondary Sources: AP® Short Answer Questions -International and Grassroots Progressivism PERIOD EIGHT: 1945-1980Chapter 19: Containment and ConflictSeeking the Main PointTopic I: The Origins of the Cold WarDocument 19.1: Harry S. Truman, On Atomic Technology, 1945Document 19.2: George F. Kennan, The Long Telegram, 1946 Document 19.3: Harry S. Truman, On Greece and Turkey,1947Document 19.4: John N. Wheeler, Letter Home from Korean War, 1950Document 19.5: Central Intelligence Agency, A Study of Assassination, 1953 Document 19.6: Pete Seeger, Testimony before the House Un-American Activities Committee, 1955 Document 19.7: Dwight D. Eisenhower, Farewell Address, 1961 Document 19.8: Nikita Khrushchev, Diplomatic Cable to Fidel Castro, 1962 Document 19.9: The Commune Comes to America, Life, 1969Document 19.10: Jimmy Carter, Inaugural Address, 1977 Applying AP® Historical Thinking Skills: Skill Review: Contextualization and InterpretationPutting It All Together: Revisiting the Main Point Building AP® Writing Skills: Organizing Themes in Historical ArgumentsChapter 20: The Breakdown of ConsensusSeeking the Main PointTopic I: The Beginnings of the Modern Civil Rights MovementDocument 20.1: Dwight D. Eisenhower, On Earl Warren and the Brown Decision, 1954 Document 20.2: Students for a Democratic Society, Port Huron Statement, 1962 Document 20.3: Betty Friedan, The Feminine Mystique, 1963 Document 20.4 Martin Luther King, Jr., "I Have a Dream," 1963 Document 20.5: Civil Rights Act of 1964 Document 20.6: Caesar Chavez, "We Shall Overcome," 1965 Applying AP® Historical Thinking Skills: Skill Review: Historical Causation and Historical ArgumentationTopic II: The Shattering Consensus Document 20.7: Lyndon B. Johnson Campaign Poster, 1967 Document 20.8: H. Rap Brown, Speech at Free Huey Rally, 1968Document 20.9: Martin Luther King, Jr. Address at Mason Temple, Memphis, 1968 Document 20.10: Edmund White: Letter to Ann and Alfred Corn, 1969 Document 20.11: The Weatherman Underground, Communiqué No. 1, 1970 Document 20.12: American Indian Movement, 20 Point Proposal, 1972 Document 20.13: Ronald Reagan, Address to the First Conservative Political Action Conference, 1974 Applying AP® Historical Thinking Skills: Skill Review: Historical Causation, Periodization, and InterpretationPutting It All Together: Revisiting the Main Point Building AP® Writing Skills: Analyzing and Evaluating Persona in DocumentsChapter 21: DiscontinuitiesSeeking the Main PointTopic I: Conflicting Post-War VisionsDocument 21.1: Levittown, early 1948Document 21.2: William Faulkner, Nobel Prize Acceptance Speech, 1950 Document 21.3: Trans World Airlines Advertisement, 1953 Document 21.4: Senate Subcommittee to Investigate Juvenile Delinquency, Interim Report on Comic Books and Juvenile Delinquency, 1955Document 21.5: Rachel Carson, Silent Spring, 1962 Document 21.6: Abbie Hoffman, Steal This Book, 1970Document 21.7: Governor’s Investigating Committee on Problems of Wisconsin’s Spanish-Speaking Communities, Report to the Governor, 1971 Document 21.8: Phyllis Schlafly, Interview with the Washington Star, 1976 Applying AP® Historical Thinking Skills: Skill Review: Historical Causation, Use of Relevant Evidence, Interpretation, and SynthesisPutting It All Together: Revisiting the Main Point Building AP® Writing Skills: Incorporating Secondary Sources into Historical ArgumentWorking with Secondary Sources: AP® Short Answer Questions -Civil Rights Leadership PERIOD NINE: 1980-PresentChapter 22: A Conservative TenorSeeking the Main Point Topic I: An End to the Twentieth CenturyDocument 22.1: President Jimmy Carter, "Crisis of Confidence," 1979Document 22.2: Reginald Stuart, "Michigan Requests Federal Loan to Bolster Unemployment Fund," The New York Times, 1980Document 22.3: "Morning in America" Campaign Television Commercial, 1984 Document 22.4: Ronald Reagan, Speech at the Berlin Wall, 1987 Document 22.5: Ronald Reagan, Speech at the University of Virginia, 1988 Document 22.6: Francis Fukuyama, "The End of History?" National Interest, 1989 Document 22.7: Bill Clinton, Address on Health Care Reform, 1993Document 22.8: Republican Party, "Contract With America," 1994Document 22.9: Southern Baptist Convention, "Resolution On Homosexual Marriage," 1996Applying AP® Historical Thinking Skills: Skill Review: Contextualization and SynthesisTopic II: An End to History’s EndDocument 22.10: George W. Bush, Presidential Nomination Acceptance Speech, 2000 Document 22.11: Office of the President, Proposal to Create the Department of Homeland Security, 2002 Document 22.12: George W. Bush, On Iraq, 2003 Document 22.13: George W. Bush, On Social Security Reform, 2005 Document 22.14: United Nations, Kyoto Protocol on Emissions, 2008 Document 22.15: Border Fence with Mexico, 2009Document 22.16: Barack Obama, Address to Congress on Health Care, 2011 Document 22.17: Barack Obama, Speech on Middle East, 2011 Document 22.18: Sam Schlinkert, "Facebook is Invading Your Phone," The Daily Beast, 2013 Document 22.19: Jennifer Medina, "New Suburban Dream Born of Asia and Southern California," New York Times, 2013Applying AP® Historical Thinking Skills: Skill Review: Periodization and ComparisonPutting It All Together: Revisiting the Main Point Building AP® Writing Skills: Rethinking Audience and Voice in Primary DocumentsWorking with Secondary Sources: AP® Short Answer QuestionsThe New RightAcknowledgmentsIndex