honors us history syllabus

HHONORSONORS US H US HISTORYISTORY S SYLLABUSYLLABUS

2011-20142011-2014

COURSE OVERVIEWThis is the first year of a two year course in US History. The objective of this class is to cover factual information about US History from Pre-Columbian societies to present day while helping students develop the discipline and skills necessary to prepare for future AP level courses. Acknowledging that history is more than just dates and dead people the focus of this class will be on ideas and that ideas have consequences. We will explore ideas through several themes some of which are: American Indians; slavery and the black experience in America; religion; patriotism and citizenship – the benefits and responsibilities of freedom; economics; land use; culture including art, music and architecture; war and diplomacy and America’s role in the world.

This class will be taught at the honors high school level, but younger students will have the option to scale back the course reading. In addition to the vast amount of historical information (i.e. LOTS of reading) that will be covered, students will be instructed in skills that will help them be successful on the AP United States History Exam and in future college classes – mainly in taking multiple choice exams, analyzing historical documents and political cartoons, understanding bias, and writing answers to essay questions. This instruction will begin slowly and gain momentum over the next two years.

ASSIGNING CREDITSStudents who are currently in 8th grade or above may count this class for credit toward graduation on their transcript. Credits for this year should be assigned as follows:

1 credit Honors Early American History½ credit Macro Economics (the remaining ½ credit will be earned next year)¼ credit Art Appreciation*¼ credit Music Appreciation*

* Students who complete both years of this course will receive ½ credit each of Art and Music Appreciation. Students have the option of gaining one full credit in each of these courses by completing the following work before the end of next years course (I will provide further details about the papers but wanted to provide this information to give students ample time to meet the requirements):

Art: Make two visits to an Art Museum examining works by American Artists. Provide a summary of your visits that include: date visited, museum visited, collection viewed, a list and description of at least 3 works. Complete a two page paper on one American artist or American art movement .Music: Attend two concerts of American composers or musicians one of which must be a classical concert. Provide a summary of your attendance that includes: ticket stubs if available, date attended, place attended, conductor/performer of the concert, and a list and description of at least 3 pieces performed. Complete a two page paper on one American composer/musician/band and discuss their place in the history of music and American music in particular.

A NOTE ABOUT ADVANCED PLACEMENTThis is not an Advanced Placement class and cannot be counted as an Advanced Placement class on your transcripts. However, I feel that this class will give students who have the desire to take the AP US History (APUSH) exam at the end of the second year a good foundation to do so. Begin thinking about this option now and at the end of next summer if your student would like to attempt the APUSH let me know and I will help them set up a study schedule and some practice tests (in addition to the examples we will take in class). Students who feel that this is an option they may like to pursue could begin this year with a set of flash cards for the fact drills – this is 20-30% of the test and many of the other questions while not strictly factual will rely on students knowing the facts already. If this is something you would like to do please speak with me – there are many commercial and online options for flash cards.

THE STRUCTURE OF CLASS TIMETHE OPPORTUNITYEach of my classes will immediately begin with an Opportunity. An Opportunity is just that – an opportunity for students to show me how they are doing with their reading and studies. These will vary in format and be very short (less than 10 minutes), but it is important that students arrive to class on time prepared and ready to begin. I will not wait on tardy or unprepared students and if an opportunity is missed we will discuss how/when it can be made up.

THIS DAY IN HISTORY AND AMERICAN CULTUREThe first portion of the class will be a relief from the opportunity! I’ll share some fun events that happened in history on our current date, a glimpse at NC or Charlotte in the time period that we are in, or perhaps a current event. I’ll have some slides of art and architecture

and selections of music from the period that we are studying. The first class of every chapter will be more of a survey and the subsequent classes will have a more in depth focus on a work or person.

THE CLASS LECTUREThis class will most likely be structured differently than any that your student has been in before. Most of their classes have probably been formatted so that they read material and answer questions as homework and then come into class and go over the reading and the questions. Since our class is focusing on ideas and we meet only once a week our class time will not be used to go over an outline of the reading or checking to make sure that students have their facts straight. It is the job of the student to do the reading and learn the facts of the material on their own time. Class time will focus on the issues and ideas covered in the students reading and this will often be in the form of a lecture. I will often go into more depth on a person or event, providing students with information for alternate sources asking them to compare this with what they read for homework. This time may be used to examine more closely as primary source document or to discuss ideas in our other class readings. We will together dig for what the right questions to ask are. We may watch film clips, have guest speakers, or do class activities such as debates, skits, etc. In this class time I expect student’s participation in class to be based on having done class readings – students who are not fully prepared will not be able to fully participate. If I see a student struggling with the opportunities or falling into a habit of unpreparedness I will ask for a student/parent conference.

STUDENTS ORATORYThe last portion of class time will be reserved for student orations. The subject/style of these orations will be announced the class before and all students are to come prepared to be called on – I will not announce the order of presentations. There will be enough time for at least two student presentations per class period and each assignment will continue until every student has had an opportunity to present – be ready each class period, you won’t know when it’s your turn.

STUDENT NOTEBOOKSStudents will leave their notebooks with me after class so that I may check their notebook work. They will be able to pick up their notebooks from a designated spot before the end of Co-Op.

COURSE MATERIALS

PRIMARY TEXTBOOK:America the Last Best Hope Volume I by William J. Bennett

ADDITIONAL READINGS:Classroom Collection of Primary Sources (handed out at the beginning of class)Whatever Happened to Penny Candy by Richard J. Maybury (used for 2 years) My Folks Don’t Want me to Talk About Slavery by Belinda Hurmence

FIRST SEMESTER LITERATURE SELECTIONS:(younger students are not required to read the autobiographies)Autobiography (choose 1)Autobiography of Benjamin Franklin by FranklinNarrative of the Life of Frederick Douglas by Frederick Douglas (Dr. G’s list)Narrative of Sojourner Truth by Sojourner TruthLife of Black Hawk dictated by Himself

Literature First 9 Weeks (choose 1) *A Washington Irving bookThe Last of the Mohicans by James Fenimore Cooper (Dr. G’s list)Selected Tales by Edgar Alan Poe (Dr. G’s list)Selected Essays by Ralph Waldo Emerson (Dr. G’s list) Literature Second 9 Weeks (choose 1 – all are on Dr. G’s list )A book by Herman Melville (there are 2 on Dr. G’s list)A book by Nathaniel Hawthorne (The Scarlet Letter is on Dr. G’s list)*The Adventures of Huckleberry Finn by Mark TwainUncle Tom’s Cabin by Harriet StoweWalden by Thoreau

SECOND SEMESTER LITERATURE SELECTIONS: Autobiography (choose 1)Up From Slavery by Booker T. WashingtonThe Story of My Life by Helen KellerThe Education of Henry Adams by Henry Adams Literature Third 9 Weeks (choose 1) Hiawatha by Henry Wadsworth LongfellowLeaves of Grass by Walt Whitman (Dr. G’s List)A book by Henry James (there are 2 on Dr. G’s List)*A book by Louisa May Alcott Literature Fourth 9 Weeks (choose 1 )*Red Badge of Courage by Stephen Crane (Dr. G’s List)The Awakening by Kate Chopin (Dr. G’s List)Death Comes for the Archbishop by Willa Cather (Dr. G’s List)Soldiers of Fortune by Richard Harding Davis*Call of the Wild by Jack London (Dr. G’s List)The House of Mirth by Edith Wharton (Dr. G’s List)Riders of the Purple Sage by Zane GreyBabbitt by Sinclair Lewis (Dr. G’s List)

ADDITIONAL RESOURCES:Online Roadmap SubscriptionStudent Premium subscription to Online Roadmap for Volume 1: http://www.roadmaptolastbesthope.com/(Go ahead and familiarize yourself with this website before class begins. Explore the helps and resources for Chapter 1.)

History Notebook3 Ring binder set up as detailed below:

Page protectors in very front for syllabus

http://www.roadmaptolastbesthope.com/

http://www.roadmaptolastbesthope.com/

Notebook paper for notes or assignments in classDividers:Volume 1

A divider for each chapter 1-13Volume 2 (for use next year)Assignments

HistoryArtMusicEconomicsLiterature

Current EventsVocabulary

Place blank lined paper hereReference

Place page protectors here for hand outs

NetflixThis is not required for the class, but from time to time there will be pertinent films and documentaries that I will recommend as supplementary material. These will not be required unless shown in class or we schedule a group time to watch, but they will enhance the experience of the class. A History of the American People by Paul JohnsonI highly recommend this book to parents who want to follow along with the content of the course.

STUDENT EVALUATION

I recognize that students have a variety of strengths and weaknesses and so I have spread out the evaluation of this class over a variety of kinds of activities. The main emphasis of student evaluation is preparedness – 60% of their grade will come from doing the things that need to be done when they are assigned and only 20% from tests. Another 20% of the student’s grade will be from our presentation/project days which will allow students whose strength is more creative in nature or students who may struggle with tests to shine. So please note now, US History students will be participating in the Co-Op presentation day(s) this year – details will be forthcoming on the requirements, but it will be a significant portion of their grade.

Grade Categories Percent of Grade

Opportunities 25%Student Notebooks 15%

Oratory 20%Tests 20%

Presentations/Projects 20%

GRADING SCALE

A = 90-100%B = 80-89%C = 70-79%D = 60-69%F = 0-59%

A SPECIAL NOTE:DURING THE FIRST PORTION OF STUDY HALL I WILL BE ASSITING INTERESTED STUDENTS IN DEVELOPING SELF DISCIPLINE, TIME MANAGEMENT AND STUDY SKILLS. THROUGHOUT THE YEAR WE WILL COVER READING STRATEGIES, OUTLINING, NOTETAKING, AND MORE. IF YOUR STUDENT CANNOT ATTEND STUDY HALL AND YOU STILL WANT THE BENEFIT OF THESE SESSIONS CONTACT ME AND I’LL PASS ALONG INFORMATION TO YOU VIA EMAIL OR HANDOUTS.

Chapter 1: Westward the Course (1492-1607)

Week 1

8/23/11 Completed Homework

Introduction and Chapter 1 of Last Best Hope

Study of American Indians Practice drawing map of Americas Make selection of first semesters

autobiography and the first 9 weeks literature reading.

Class Content

Setting up history notebooksExplaining Requirements of Class and how to use Roadmap Introduce themes of class Introduction to economics and the role it played in early exploration and colonialismMercantilism and the industrialization of the slave trade

Activities Opportunity; The Resource GameOther Resources

PBS Documentary: Conquistadors

Chapter 2: A City Upon A Hill (1607-1765)

Week 2


Last Best Hope: pp. 30-46 pp 1-6 Primary Source Handbook (PSH):

de Casas pp 7- 9 PSH: Ann Bradstreet Autobiography reading plan and begin

reading Literature reading plan and begin reading American Exceptionalism Handout

(w/parents) Vocabulary Penny Candy Send Mrs. Benton an email so she has your

address: [email protected] Class Content

Written documents for governmentLand (the vastness of America) and it’s effect on

mailto:[email protected]

governmentSuccess of English settlement vs. French/SpanishRelationships with Indians (de Casas)Role of Women in Early America (Ann Bradstreet)The First World WarEconomics Why Bother Handout

Activities Opportunity; AP Skill: Interpreting a Political Cartoon

Week 3


Last Best Hope: pp. 46-61 pp 10-11 PSH: City Upon a Hill Autobiography Literature Vocabulary Be prepared to present cartoon Penny Candy

Content Oliver Cromwell & English Civil WarOriginal religious settlers and subsequent generationsPuritans (City Upon A Hill)The Great AwakeningA Time of Polymaths

Activities Opportunity; Jonathan Edwards SermonResources

Noel Piper CD on Jonathan and Sarah Edwards

Chapter 3: The Greatest Revolution (1765-1783)

Week 4


Last Best Hope: pp. 62-86 Pp 12-17 PSH: Edmund Burke Autobiography Literature Vocabulary At least one Current Event should be in

Notebook by now. Penny Candy Be prepared to present cartoon

Content

Activities Opportunity

Week 5


Last Best Hope: pp. 87-106 Autobiography Literature Vocabulary Penny Candy Be prepared to present cartoon

Content Laws of Economics Handout

Activities Opportunity

Chapter 4: Reflection and Choice: Framing the Constitution (1783-1789)

Week 6


Last Best Hope: pp. 107-115 pp 18-24 PSH: excerpt from Thomas

Paine’s Common Sense Autobiography Literature Vocabulary Penny Candy Be prepared to present cartoon

ContentActivities Opportunity

Week 7

10/4/11 CompletedHomework

Last Best Hope: pp. 115-132 PSH pp 25-29: Federalist Paper #51 Autobiography Literature Vocabulary Penny Candy Economics Assignment

ContentActivities Opportunity; Review Recitation Project

FALL BREAK

Chapter 5: The New Republic (1789-1801)

Week 8

10/18/11

CompletedHomework

Last Best Hope: pp. 133-153 PSH pp 30-35: Bartram Autobiography Literature finished Data Sheet/ One page summary for Lit. Turn in reading plan for 2nd Lit. choice Vocabulary Current Event due

Content Economics Production HandoutActivities Opportunity; AP Skill: Examining Historical

Documents

Week 9

10/25/11

CompletedHomework

Last Best Hope – pp. 153-176 Autobiography Literature Vocabulary Penny Candy Be prepared for recitation Art/Music Response


Chapter 6: The Jeffersonians (1801-1829)

Week 10


Last Best Hope – pp. 177-195 PSH pp 36-41: Murray Autobiography Literature Vocabulary Penny Candy Be prepared for recitation


Week 11


Last Best Hope – pp. 195-208 PSH pp 42-43: The British Burn

Washington Autobiography Literature Vocabulary Penny Candy Be prepared for recitation


Week 12

11/15/11

CompletedHomework

Last Best Hope – pp. 208-219 PSH pp 44-46: Monroe Doctrine Autobiography Literature Vocabulary Penny Candy Current Event Due Be prepared for recitation

Content Economics Supply & Demand HandoutActivities Opportunity; How to prepare for and take a

multiple choice exam

THANKSGIVING BREAK

Chapter 7: Jackson and Democracy (1829-1849)

Week 13

11/29/11

CompletedHomework

Last Best Hope – pp. 220-247 PSH pp 53-55 : William Lloyd Garrison optional (PSH pp 47-52: Washington

Irving’s Gotham) Autobiography Literature Vocabulary


Week 14


Last Best Hope – pp. 247-268PSH pp 56-62 : Lincoln on Mexican War

Autobiography Literature Vocabulary Economics Assignment


Week 15

12/13/11

CompletedHomework

Review Multiple Choice Strategies Follow study guide Autobiography Literature Penny Candy Vocabulary

ContentActivities MULTIPLE CHOICE TEST

CHRISTMAS BREAK

Chapter 8: The Rising Storm (1849-1861)

Week 16


Last Best Hope – pp. 269-292 Autobiography Finished POV summary for Autobiography Literature finished Data Sheet/One page summary for Lit. Turn in reading plan for 3rd Lit. choice Vocabulary Current Event Due

Content Economics Market Economy HandoutActivities Opportunity; What is Bias (Ted Talk Video)

Week 17


Last Best Hope – pp. 292-310 Turn in reading plan for 2nd Autobiography Autobiography Literature

Penny Candy Vocabulary My Folks Interview

ContentActivities Opportunity; Review POV Project

Chapter 9: Freedom’s Fiery Trial (1860-1863)

Week 18


Last Best Hope – pp. 311-334 Autobiography Literature Vocabulary Penny Candy My Folks Interview

ContentActivities Opportunity; Practice POV in class

Week 19


Last Best Hope – pp. 334-355 Autobiography Literature Penny Candy Vocabulary Be prepared for POV

ContentActivities Opportunity; Point of View (POV) from My Folks

Chapter 10: A New Birth of Freedom (1863-1865)

Week 20


Last Best Hope – pp. 356-375 Autobiography Literature Penny Candy Vocabulary Current Event Due Be prepared for POV

Content Economics Competition in the Free Market Handout

Activities Opportunity; Point of View (POV) from My Folks

Week 21


Last Best Hope – pp. 375-392 Autobiography Literature Penny Candy Vocabulary Economics Assignment Be Prepared for POV


Chapter 11: To Bind Up the Nation’s Wounds (1865-1877)

Week 22


Last Best Hope – pp. 393-411 Autobiography Literature Penny Candy Vocabulary Be Prepared for POV


Week 23


Last Best Hope – pp. 411-421 Autobiography Literature Penny Candy Vocabulary Art/Music Response

ContentActivities Opportunity; AP Skill: Free Response Essay;

Introduce Oral History Project

Week 24

2/28/11 Completed

Last Best Hope – pp. 421-433 Autobiography

Homework

Literature Finished Data Sheet/One page summary for Lit. Turn in reading plan for 4th Lit. choice Penny Candy Vocabulary Current Event Due

ContentActivities Opportunity; AP Skill: Another FRE; Review

Oral History project

SPRING BREAK

Chapter 12: An Age More Golden Than Gilded? (1877-1897)

Week 25


Last Best Hope – pp. 434-446 Autobiography Literature Vocabulary

Content Economics Efficiency of Production HandoutActivities Opportunity

Week 26


Last Best Hope – pp. 447-458 Autobiography Literature Penny Candy Vocabulary Be prepared for Oral History

ContentActivities Opportunity; Oral Family History

Week 27


Last Best Hope – pp. 459-474 Autobiography Literature Penny Candy Vocabulary Be prepared for Oral History

Content

Activities Opportunity; Oral Family History

Chapter 13: The American Dynamo – Shadowed by War (1897-1914)

Week 28


Last Best Hope – pp. 475-490 Autobiography Literature Vocabulary Penny Candy Current Event Due Be Prepared for Oral History

ContentActivities Opportunity; Oral family History

Week 29


Last Best Hope – pp. 490-510 Autobiography Literature Penny Candy Vocabulary Be Prepared for Oral History

ContentActivities Opportunity; Oral Family History

Week 30


Last Best Hope – pp. 510-525 Autobiography Literature Vocabulary Penny Candy Prepare for Presentation Day


Week 31

4/24/11 CompletedHomewor

STUDY Autobiography Literature

k Prepare for Presentation DayContentActivities FINAL

Week 32


Presentations for Presentation Day Finish Autobiography POV Summary for Autobiography Finish Literature Data Sheet/One page summary for Lit. Last Current Event Due

ContentActivities Presentations, Returned Final