United States History 10Mountain Brook High School

Jake Collins, M.Ed.COLLINSJ@mtnbrook.k12.al.us

Course DescriptionThe focus of the course is United States history from the earliest contact between Europeans and Native Americans through Reconstruction. Content will be examined through cultural, political, social, and economic perspectives. Through this analysis, students will gain competency in the areas of basic historical knowledge, the impact of historical events on the shaping of early American society, as well as globalization, and indicators of the future. Students will utilize this information while reading and analyzing primary source documents and visual sources as well as participating in analytical and interpretive writing, discussions, and problem based scenarios. Throughout the year we will be examining and analyzing early American history through a variety of methods. Combining intellectual objectivism with empathy, we will seek historical truths regarding the foundation and development of our nation and the experiences of those who lived through it.

Assessments and EvaluationsThis course is a year-long course, therefore, grades will be given for the first and second nine weeks with the final grade for first semester appearing at the time of the traditional semester break. The process will be the same for the third and fourth nine weeks with final grades appearing at the end of the year.

Assessment and Evaluation ScaleMajor Assessments/Evaluations – 80% Minor Assessments/Evaluations – 20%

Quarter Term Assessments [Multiple Choice/Short Response]There are tests at the end of each chapter

ClassworkThere are multiple individual reading assignments over the course of the year.

Mid-Term Assessments[Multiple Choice/Short Response][Long Essay]There is one mid- term assessment per semester

Debates/DiscussionsThere are multiple simulations over the course of the year.

End of Term Assessments[Multiple Choice/Short Response]There is one end of term assessment per semester

Problem-Based Learning/Minor ProjectsThroughout the course of the year there are multiple activities involving PBL as well as work on minor projects.

Major Projects There is at least one major project per semester

HomeworkThis work is an extension of the work done in class.

Semester ExamsSemester Exams will be performance based assessments that encompass the course work in its entirety. These exams represent 20% of the student’s overall grade.

After every test, we will complete an item analysis to identify the historical thinking skills students are either struggling with, or excelling in. These sheets will be completed in class and MUST be signed by the parent/guardian.

In addition to the content standards, historical thinking skills and standards will be assessed throughout the year. These skills are the anchors for success in the course and will be employed in multiple assignments and assessments. Students will be evaluated on their level of proficiency on these standards throughout the entire year. The standards/skills are online in the course outline.

Course Standards/SkillsI. Chronological Reasoning

Historical Causation Patterns of Continuity and Change over Time Periodization

II. Comparison (including contrast) and ContextualizationIII. Crafting Historical Arguments from Historical EvidenceIV. Historical Interpretation and Synthesis

Major Assessments - FormatThe tests consist of multiple choice and short response questions that emphasize factual information, multiple causation/multiple outcomes and the concept of change over time. In addition, the questions assess the Historical Thinking Skills established by the College Board and utilized in this course.

Minor Assessments – FormatThese include, but are not limited to: reading quizzes, power point homework assignments, simulations, individual projects.

Document Based Questions (DBQ’s), Long Essay Assessments – FormatComposing a quality, coherent, analytical essay is MAJOR focus in this course. The long essay will be evaluated on argumentation, use of evidence, targeted Historical Thinking Skill, and synthesis. Essays should emphasize factual information, but also analysis which requires interpretation and evaluation of the events of history. Conclusions should be supported through correct use of relevant evidence through the inclusion of specific factual information.

Assessment/Evaluation Dates and Submission: Dates for every assessment and/or evaluation is given in advance, therefore, due dates are firm. Communication regarding a student’s inability to meet a deadline is absolutely essential. This must be done in advance of the due date for consideration of any kind to be given.

Extra credit will not be offered to buffer, increase or replace grades earned on assignments.

Make-Up Work Policy:Communication is essential! It is each student’s responsibility to make arrangements to obtain and complete work

missed due to an absence. Use the Canvas page, website, or email for retrieving missed assignments and making contact about your absences. All course work will be available through Canvas. Missed hand-outs and assignment sheets can also be obtained from me directly or on the course website.

If you are absent during your scheduled class period, but you are on campus during the day, you should see me about assignments that day and you are still responsible for turning in work that was due that day.

If you are absent, you need to check Canvas to see what you missed. If possible, you need to complete that work at home. If you can’t complete the work at home, please email me and let me know what’s going on.

If you are absent from class for a school-related activity, you are responsible for any new assignments or work given for the next class meeting. You may see me in advance of this absence or contact me promptly for the missed work.

If you are out on the day of a quiz or test, you should be prepared to take that quiz or test on the within two days of your return back to class. This is regardless of tests you missed in other classes due to your absence.

Individual assignments to be completed and turned in for this class should represent your own thoughts and phrasing. Copying from each other (group work and collaborative work excluded) or from other sources will result in a zero on the assignment.

An absence the day before a test or an assignment DOES NOT excuse you from taking that test or turning in the work. If emergencies occur, please discuss it with me prior to the due date.

The student, not the parent(s), are responsible for communicating with the instructor on all matters regarding the course.

Retest Policy:Students may retake tests but they will have to complete a comprehensive plan in order to be able to re-take the test. Students will 1) Complete an item analysis, 2) get the item analysis signed, 3) set up a time to complete corrected sentences for the questions they missed on the test, 4) get their sentences signed, 5) retake the test BEFORE THE NEXT CHAPTER TEST. This is a 3 day process so you must plan ahead. Once we test on the next chapter, you may not retake a test from a previous chapter.

All make up tests and retakes will be done in COACH WEBB’S room at 7:00am.

Expectations: Be on time. We cannot afford to start late. I expect you to be in your seat when the bell

rings. You should always have pen and paper. I will not have a pencil sharpener, so please use

pens in my class. No cell phones! Since everyone has a chrome book, I do not need to see your phone.

Please, no selfies, and no snapchatting. Please make sure that your ear buds are out of your ears when you come into my class.

You may listen to music ONLY when I give you permission to do so. I expect all students to participate in class discussion. You are not graded on your

opinion. Different opinions are welcome in this class. You will be graded on your ability to work with the key concepts listed towards the end of the Syllabus.

Plagiarism and Academic Dishonesty“Because I am a Mountain Brook Spartan, I will not lie, I will not cheat, and I will not steal.”Plagiarism is using another person’s thoughts and accomplishments without proper acknowledgment or documentation. It is important for students to understand that copying from other sources such as the Internet, books, or other students without giving these sources credit is unacceptable and all students involved willingly or otherwise will receive zeroes on the assignment established to constitute academic dishonesty. Please avoid this behavior because consequences will be enforced.

Mountain Brook High School students are expected to do their own work at all times. This includes homework, class work, projects, quizzes and tests. All of these activities should be completed independently. Collaboration, working together, and/ or sharing information is appropriate only when directed by the teacher. All students will be held to this standard. Personal and academic integrity are core beliefs of MBHS. To that end the consequences for any violation of the Honor Code will be determined by the following: Developing positive character traits which lead to integrity Motivating students to follow the Honor Code Discouraging repeat violations Ensuring consistent application of the Honor Code

Violation of the honor code will result in forfeiture of points on the assignments for all parties involved, and will result in their names being submitted to the administration to begin the process of disciplinary action.

CommunicationRemind 101: Text the number 81010, with a message @us10m, to sign up for remind 101

Email: Parents, please email me @ COLLINSJ@mtnbrook.k12.al.us as soon as you get this so that I can save your email and add you to the email group.

History 10 - Syllabus Agreement

By signing this document we affirm that we have read, understood and agree to adhere to the above objectives and course requirements for the Advanced History course. We further agree to adhere to the Mountain Brook High School policy on academic honesty in an effort to protect our own integrity as well as the integrity of the course, the school, and the community.

________________________ ____________________Student Signature Class Period

________________________ ____________________Parent Signature Date

Advanced United States History 10 – Course Outline

FIRST SEMESTER

PERIOD 1 – 1491-1607

A New World of Many Cultures, 1491-1607On a North American continent controlled by American Indians, contact among the peoples of Europe, the Americans, and West Africa created a new world.

Key Concept 1:Before the arrival of Europeans, native populations in North America developed a wide variety of social, political, and economic structures based in part on interactions with the environment and each other.

-As settlers migrated and settled across the vast expanse of North America over time, they developed quite different and increasingly complex societies by adapting to and transforming their diverse environments. (PEO-1) (ENV-1) (ENV-2)

Key Concept 2:European overseas expansion resulted in the Columbian Exchange, a series of interactions and adaptions among societies across the Atlantic.

-The arrival of Europeans in the Western Hemisphere in the 15th and 16th centuries triggered extensive demographic and social changes on both sides of the Atlantic. (PEO-4) (PEO-5) (ENV-1) (WXT-1) (WXT-4) (WOR-1)-European expansion into the Western Hemisphere caused intense social/religious, political, and economic competition in Europe and the promotion of empire building. (ENV-1) (ENV-4) (WXT-1) (WOR-1) (POL-1)

Key Concept 3:Contacts among American Indians, Africans, and Europeans challenged the worldviews of each group.

-European overseas expansion and sustained contacts with Africans and American Indians dramatically altered European views of social, political, and economic relationships among and between white and nonwhite peoples. (CUL-1)

-Native peoples and Africans in the Americas strove to maintain their political and cultural autonomy in the face of European challenges to their independence and core beliefs. (ID-4) (POL-1) (CUL-1) (ENV-2)

Terminology: corn, horses, disease, encomienda system, asiento system, slavery, land bridge, Adena-Hopewell, Hokokam, Anasazi, and Pueblos, Woodland mound builders, Lakota Sioux, Maya, Incas, Aztecs, conquistadores, Hernan Cortes, Francisco Pizarro, New Laws of 1542, Roanoke Island, compass, printing press, Ferdinand and Isabella, Protestant Reformation, Henry the Navigator, Christopher Columbus, Treaty of Tordesillas, slave trade, nation-state, Algonquian, Siouan, Iroquois Confederation, longhouses, John Cabot, Jacques Cartier, Samuel de Champlain, Henry Hudson, Bartolome de Las Casas, Valladolid Debate, Juan Gines de Sepulveda.

*QUARTER TERM ASSESSMENT/EVALUATION, October 7*PERIOD 2: 1607-1763

The Thirteen Colonies and the British Empire, 1607-1754Colonial Society in the 18th Century Imperial Wars, 1607-1763Europeans and American Indians maneuvered and fought for dominance, control, and security in North America, and distinctive colonial and native societies emerged.

Key Concept 1:Differences in imperial goals, cultures, and the North American environments that different empires confronted led Europeans to develop diverse patterns of colonization.

-Seventeenth-century Spanish, French, Dutch and British colonizers embraced different social and economic goals, cultural assumptions, and folkways, resulting in varied models of colonization. (WXT-2) (PEO-1) (WOR-1) (ENV-4)-The British-American system of slavery developed out of the economic demographic, and geographic characteristics of British controlled regions of the New World. (WOR-1) (WXT-4) (ID-4) (POL-1) (CUL-1)-Along with other factors, environmental and geographical variations, including climate and natural resources, contributed to regional differences in what would become the British colonies. (WXT-2) (WXT-4) (ENV-2) (ID-5) (PEO-5) (CUL-4)

Key Concept 2:European colonization efforts in North America stimulated intercultural contact and intensified conflict between the various groups of colonizers and native peoples.

-Competition in Europe spread to North America, as French, Dutch, British, and Spanish colonies allied, traded with, and armed American Indian groups, leading to continuing political instability. (WXT-1) (PEO-1) (WOR-1) (POL-1) (ENV-1)-Clashes between European and American Indian social and economic values caused changes in both cultures. (ID-4) (WXT-1) (PEO-4) (PEO-5)

Key Concept 3:The increasing political, economic, and cultural exchanges within the Atlantic World had a profound impact on the development of colonial societies in North America.

-“Atlantic World” commercial, religious, philosophical, and political interactions among Europeans, Africans, and American native peoples stimulated economic growth, expanded social networks, and reshaped labor systems. (WXT-1) (WXT-4) (WOR-1) (WOR-2) (CUL-4)-Britain’s desire to maintain a viable North American empire in the face of growing internal challenges and external competition inspired efforts to strengthen its imperial control, stimulating increasing resistance from colonists who had grown accustomed to a large measure of autonomy. (WOR-1) (WOR-2) (ID-1) (CUL-4)

PERIOD 2: 1607-1763, CONTINUED

Terminology: [RELIGION] Lord Baltimore, Act of Toleration, Roger Williams, Providence, Anne Hutchinson, antinomianism, Rhode Island, Halfway Covenant, Quakers, William Penn, Holy Experiment, Charter of Liberties (1701), Great Awakening, Jonathan Edwards, George Whitefield, Cotton Mather, sectarian, nonsectarian [CROPS] rice plantations, tobacco farms, [EARLY SETTLEMENTS] John Cabot, Jamestown, Captain John Smith, John Rolfe, Pocahontas, Puritans, Separatists, Pilgrims, Mayflower, Plymouth Colony, Massachusetts Bay Colony, Great Migration, Virginia, Thomas Hooker, John Davenport, Connecticut, New Hampshire, [LATER SETTLEMENTS] The Carolinas, New York, New Jersey, Pennsylvania, Delaware, Georgia, John Oglethorpe, [CONFLICT] Wampanoags, Metacom, King Philip’s War, [SELF-RULE/GOVERNMENT] Mayflower Compact, Virginia House of Burgesses, Sir William Berkeley, Bacon’s Rebellion, Fundamental Orders of Connecticut (1639), New England Confederation, Frame of Government (1682), hereditary aristocracy, John Peter Zenger, Andrew Hamilton, Enlightenment, colonial legislatures, town meetings, county governments, limited democracy [AUTHORITY] corporate colonies, royal colonies, proprietary colonies, Chesapeake colonies, joint-stock company, Virginia Company of London, colonial governors [ROYAL AUTHORITY] mercantilism, Navigation Acts, Dominion of New England, Sir Edmund Andros, Glorious Revolution, royal colonial governors, salutary neglect [LABOR] indentured servants, headright system, slavery, triangular trade, Middle Passage, subsistence farming [ARTS & SCIENCE] English cultural domination, Benjamin West, John Copley, Benjamin Franklin, Poor Richard’s Almanack, Philis Wheatley, John Bartram, professions: religion, medicine, law [ETHNICITY] J. Hector St. John Crevecoer, colonial families, Germans, Scotch-Irish, Huguenots, Dutch, Swedes, Africans [PEOPLE] immigrants, social mobility [EMPIRE] Seven Year’s War/French and Indian War, Albany Plan of Union (1754), Edward Braddock, George Washington, Treaty of Paris, 1763, Pontiac’s Rebellion, Proclamation of 1763

*MID-TERM ASSESSMENT/EVALUATION, OCTOBER 7*

PERIOD 3: 1754-1789

Colonial Protest and the American Revolution, 1754-1783Confederation and the Constitution, 1783-1789British imperial attempts to reassert control over its colonies and the colonial reaction to these attempts produced a new American republic, along with struggles over the new nation’s social, political, and economic identity.

Key Concept 1:Britain’s victory over France in the imperial struggle for North America led to new conflicts among the British government, the North American colonists, and American Indians, culminating in the creation of a new nation, the United States.

-During and after the imperial struggles of the mid-18th century, new pressures began to unite the British colonies against perceived and real constraints on their economic activities and political rights, sparking a colonial independence movement and war with Britain. (ID-1) (WXT-1) (POL-1) (WOR-1) (CUL-2) (CUL-4)

Key Concept 2:In the late 18th century, new experiments with democratic ideas and republican forms of government, as well as other new religious, economic, and cultural ideas, challenged traditional imperial systems across the Atlantic World.

-During the 18th century, new ideas about politics and society led to debates about religion and governance and ultimately inspired experiments with new governmental structures. (ID-1) (POL-5) (WOR-2) (CUL-4)-After experiencing the limitations of the Articles of Confederation, American political leaders wrote a new Constitution based on the principles of federalism and separation of powers, crafted a Bill of Rights, and continued their debates about the proper balance between liberty and order. (WXT-6) (POL-5) (WOR-5)-While the new governments continued to limit rights to some groups, ideas promoting self-government and personal liberty reverberated around the world. (ID-4) (WOR-2) (POL-5) (CUL-2)

Key Concept 3:

Migration within North America, cooperative interaction, and competition for resources raised questions about boundaries and policies, intensified conflicts among peoples and nations, and led to contests over the creations of a multiethnic, multiracial national identity.

-As migrants streamed westward from the British colonies along the Atlantic seaboard, interactions among different groups that would continue under an independent United States resulted in competition for resources, shifting alliances, and cultural blending. (ID-5) (ID-6) (PEO-5) (POL-1) (WOR-1) (WOR-5) -The policies of the United States that encouraged western migration and the orderly incorporation of new territories into the nation both extended republican institutions and intensified conflicts among American Indians and Europeans in the trans-Appalachian West. (POL-1) (PEO-4) (WOR-5)

PERIOD 3: 1754-1789 , CONTINUED

Terminology: [COLONIAL UNREST] Patrick Henry, Stamp Act Congress, Sons and Daughters of Liberty, John Dickinson; “Letters From…”, Samuel Adams, James Otis, Massachusetts Circular Letter, Committees of Correspondence, Intolerable Acts [RULERS & POLICIES] George III, Whigs, Parliament, salutary neglect, Lord Frederick North, Proclamation of 1763 [ECONOMIC POLICIES] Sugar Act (1764), Quartering Act (1765), Stamp Act (1765), Declaratory Act (1766), Townshend Acts (1767), Writs of Assistance, Tea Act (1773), Coercive Acts (1774): Port Act; Massachusetts Government Act; Administration of Justice Act; Quebec Act (1774) [PHILOSOPHY] Enlightenment, Deism, Rationalism, John-Locke, Jean-Jacques Rousseau [SEPARATION] Intolerable Acts, John Adams, John Dickinson, John Jay, First Continental Congress (1174), Joseph Galloway, Suffolk Resolves, economic sanctions, Declaration of Rights and Grievances, Second Continental Congress (1775), Olive Branch Petition, Declaration of the Causes and Necessities for Taking Up Arms, Thomas Jefferson, Declaration of Independence, George Washington [EXPANSION] Land Ordinance of 1785, Northwest Ordinance of 1787 [WAR] Paul Revere, William Dawes, Lexington, Concord, Battle of Bunker Hill, Battle of Saratoga, George Rogers Clark, Battle of Yorktown, Articles of Confederation, unicameral legislature [FINAL BREAK] absolute monarch, Prohibitory Act (1779), Treaty of Paris (1783) [A NEW NATION] Thomas Paine: Common Sense, Patriots, Loyalists (Tories), Minutemen, Continentals, Valley Forge, Abigail Adams, Deborah Sampson, Mary McCauley (Molly Pitcher), Shay’s Rebellion [FOUNDERS] James Madison, Alexander Hamilton, Framers of the Constitution, Gouverneur Morris, Federalists, Anti-Federalists, The Federalist Papers, Bill of Rights, Amendments [DISPUTES] slave trade [A CONSTITUTION] Mt. Vernon Conference, Annapolis Convention, checks and balances, Virginia Plan, New Jersey Plan, Connecticut Plan; The Great Compromise, House of Representatives, Senate, Three-Fifths Compromise, Commercial Compromise, electoral college, legislative branch, Congress

*QUARTER TERM ASSESSMENT/EVALUATION, NOVEMBER 4 *Colonial Protest and the American Revolution, 1754-1783

*END-OF-TERM ASSESSMENT/EVALUATION, DECEMBER 6TH *A World of Many Cultures through Confederation and the Constitution, 1491-1789

FINAL EXAMS – DECEMBER 12-16

PERIOD 4: 1789-1812

The New Republic and the Age of Jefferson, 1787-1812The Second War for Independence, 1812-1815The new republic struggled to define and extend democratic ideals in the face of rapid economic, territorial and demographic changes.

Key Concept 1:The United Stated developed the world’s first modern mass democracy and celebrated a new national culture, while Americans sought to define the nation’s democratic ideals and reform its institutions to match them.

-In response to domestic and international tensions, the new United States debated and formulated foreign policy initiatives and asserted an international presence. (WOR-5) (POL-2)-New voices for national identity challenged tendencies to cling to regional identities, contributing to the emergence of distinctly American cultural expressions (ID-5) (WXT-4) (POL-2) (ENV-3)-The nation’s transformation to a more participatory democracy was accompanied by continued debates over federal power, the relationship between federal government and the states, the authority of different branches of the federal government, and the rights and responsibilities of individual citizens. (POL-2) (POL-5) (POL-6) (ID-5)

Key Concept 2:U.S. interest in increasing foreign trade, expanding its national boarders, and isolating itself from European conflicts shaped the nation’s foreign policy and spurred government and private initiatives.

-Struggling to create an independent global presence, U.S. policymakers sought to dominate the North American continent and to promote its foreign trade. (WOR-5) (WOR-6)

Terminology: [A NEW REPUBLIC] executive departments, cabinet, Henry Knox, Edmund Randolph, Judiciary Act (1789) federal courts, Supreme Court, national debt, Whiskey Rebellion, Federalist era, Democratic-Republicans, political parties, two-term tradition, John Adams,

SECOND SEMESTER

Revolution of 1800 [FOREIGN AFFAIRS] French Revolution, Proclamation of Neutrality (1793), “Citizen” Genet, Jay Treaty (1794), Pickney Treaty (1795), right of deposit, XYZ Affair, Quasi War [DISPUTES] infant industries, protective tariffs, excise taxes, national bank [DECISIONS] Thomas Jefferson, Louisiana Purchase, war hawks, Henry Clay, John C. Calhoun [THE WEST] Tecumseh, Prophet, William Henry Harrison, Battle of Tippecanoe [SUPREME COURT] strict interpretation, loose interpretation, John Marshall, judiciary review, Marbury v. Madison, Aaron Burr, “Quids,” Hartford Convention (1814) [WAR] Napoleon Bonaparte, Toussaint l’Ouverture, Barbary pirates, neutrality, impressment, Chesapeak-Leopard affair, Embargo Act (1807), James Madison, Non-Intercourse Act (1809), Macon’s Bill No. 2 (1810), War of 1812, “Old Ironsides,” Battle of Lake Erie, Oliver Hazard Perry, Battle of the Thames River, Thomas Macdonough, Battle of Lake Champlain, Andrew Jackson, Battle of Horseshoe Bend, Creek nation, Battle of New Orleans, Treaty of Ghent (1814) [EXPLORATION] Lewis and Clark expedition [THE ANTHEM] Francis Scott Key, “The Star Spangled Banner.”

PERIOD 5: 1815-1850

Nationalism and Economic Development, 1816-1848Society, Culture and Reform, 1820-1860The Age of Jackson, 1824-1844Territorial and Economic Expansion, 1830-1848As the nation expanded and the population grew the struggle to define and extend democracy led to regional tensions which began to propel America towards social and political division.

Key Concept 1:The United States developed the world’s first modern mass democracy and celebrated a new national culture, while American sought to define the nation’s democratic ideals and to reform its institutions to match them.

-The nation’s transformation to a more participatory democracy was accompanied by continued debates over federal power, the relationship between the federal government and the states, the authority of different branches of the federal government, and the rights and responsibilities of individual citizens. (POL-2) (POL-5) (POL-6) (ID-5)-Concurrent with an increasing international exchange of goods and ideas, larger numbers of Americans began struggling with how to match democratic political ideals to political institutions and social realities. (CUL-2) (POL-3) (POL-6) (WOR-2)-While Americans celebrated their nation’s progress toward a unified new national culture that blended Old World forms with New World ideas, various groups of the nation’s inhabitants developed distinctive cultures of their own. (ID-1) (ID-2) (ID-5) (CUL-2) (CUL-5)

Key Concept 2:Developments in technology, agriculture, and commerce precipitated profound changes in U.S. settlement patterns, regional identities, gender and family relations, political power, and distribution of consumer goods.

*QUARTER TERM ASSESSMENT/EVALUATION, JANUARY 26 *The New Republic and the Age of Jefferson, 1787-1812

-A global market and communications revolution, influencing and influenced by technological innovations, led to dramatic shifts in the nature of agriculture and manufacturing. (WXT-2) (WXT-5)-Regional economic specialization, especially the demands of cultivating southern cotton, shaped settlement patterns and the national and international economy. (PEO-2) (PEO-3) (WXT-2) (WXT-5) (WXT-6)-The economic changes caused by the market revolution had significant effects on migration patterns, gender and family relations, and the distribution of political power. (WXT-2) (WXT-7) (PEO-2) (PEO-3) (ID-5) (ID-6)-Various American groups and individuals initiated, championed, and/or resisted the expansion of territory and/or government powers. (WOR-6) (POL-6)

Key Concept 3:The United States became more connected with the world as it pursued an expansionist foreign policy in the Western Hemisphere and emerged as the destination for many migrants from other countries.

-Enthusiasm for U.S. territorial expansion, fueled by economic and national security interests and supported by claims of U.S. racial and cultural superiority, resulted in war, the opening of new markets, acquisition of new territory, and increased ideological conflicts. (ID-2) (WXT-2) (WOR-5) (WOR-6) (ENV-3) (ENV-4)-Westward expansion, migration to and within the United States, and the debate over slavery reshaped North American boundaries and caused conflicts over American cultural identities, citizenship, and the question of extending and protecting rights for various groups of U.S. inhabitants. (ID-6) (WXT-6) (PEO-2) (PEO-5) (PEO-6) (POL-6)

Terminology: [PUBLIC CONFIDENCE] Era of Good Feelings, sectionalism, James Monroe, cultural nationalism, economic nationalism [INDUSTRY] Tariff of 1816, protective tariff, Henry Clay; America System, Second Bank of the United States, Panic of 1819, Lancaster Turnpike, National (Cumberland) Road, Erie Canal, Robert Fulton; steamboats, railroads, Eli Whitney; interchangeable parts, corporations, Samuel Slater, factory system, Lowell System; textile mills, industrialization, unions, cotton gin, market revolution [MAKING THE LAW] John Marshall, Fletcher v. Peck, McCullough v. Maryland, Dartmouth College v. Woodward, Gibbons v. Ogden, implied powers, Tallmadge Amendment, Missouri Compromise (1820) [FOREIGN AFFAIRS] Stephen Decatur, Rush-Bagot Agreement (1817), Treaty of 1818, Andrew Jackson, Florida Purchase Treaty (1819), Monroe Doctrine (1823) [MIGRATION] Indian Removal Act (1830) Cherokee Nation v. Georgia, Worchester v. Georgia, Cherokee Trail of Tears [ECONOMIC] Bank of the United States, Nicholas Biddle, Roger Taney, “pet banks”, Specie Circular, Panic of 1837, Martin Van Buren [COMMON MAN] common man, universal white male suffrage, party nominating convention, “King Caucus”, popular election of president [JACKSONIAN POLITICS] Anti-Masonic party, Workingmen’s party, popular campaigning, spoils system, rotation in office, John Quincy Adams, Henry Clay; “corrupt bargain”, Tariff of 1828; “tariff of abominations”,

Revolution of 1828, Andrew Jackson; role of the president, Peggy Eaton affair, state’s rights, nullification crisis, Webster-Hayne debate, John C. Calhoun, Proclamation to the People of South Carolina, two-party system, Democrats, Whigs, “log cabin and hard cider” campaign [ALTERNATIVE GROUPS] utopian communities, Shakers, Amana colonies, Robert Owen, New Harmony, Joseph Henry Noyes, Oneida community, Charles Fourier, phalanxes, Horace Mann [REFORMING SOCIETY] temperance, American Temperance Society, Washingtonians, Women’s Christian Temperance Union, asylum movement, Dorothea Dix, Thomas Gallaudet, Samuel Gridley Howe, penitentiaries, Auburn system, Horace Mann, public school movement, McGuffey readers, American Peace Society [ABOLITION EFFORTS] American Colonization Society, American Antislavery Society [NEW IDEAS] antebellum period, romantic movement, transcendentalists, Ralph Waldo Emerson, “The American Scholar”, Henry David Thoreau; Walden, “On Civil Disobedience”, Brook Farm, George Ripley, feminists, Margaret Fuller, Theodore Parker, George Caleb Bingham, William S. Mount, Thomas Cole, Frederick Church, Hudson River School, Washington Irving, James Fennimore Cooper, Nathaniel Hawthore, Sylvester Graham, Amelia Bloomer [THOUGHTS ON RELIGION] Second Great Awakening, Timothy Dwight, revivalism; revival (camp) meetings, millennialism, Church of Latter Day Saints; Mormons, Joseph Smith, Brigham Young, New Zion [WOMEN’S RIGHTS] women’s rights movement, cult of domesticity, Terminology continued: Sarah Grimke, Angelina Grimke, Letter on the Condition of Women and the Equality of the Sexes, Lucretia Mott, Elizabeth Cady Stanton, Seneca Falls Convention (1848), Susan B. Anthony [BELIEF] Manifest Destiny [EXPANDING ECONOMY] industrial technology, EIias Howe, Samuel F.B. Morse, railroads, Panic of 1857 [EXPANSION POLITICS] John Tyler, Oregon Territory, “Fifty-four Forty of Fight!”, James K. Polk, Wilmot Proviso, Franklin Pierce, Ostend Manifesto (1852) [MILITARY & DIPLOMATIC EXPANSION] Texas, Stephen Austin, Antonio Lopez de Santa Anna, Sam Houston, Alamo, Aroostok War, Webster-Ashburton Treaty (1842), Rio-Grande; Nueces River, Mexican War (1846-1847), Zachary Taylor, Stephen Kearney, Winfield Scott, John C. Fremont, California; Bear Flag Republic, Treaty of Guadalupe Hidalgo (1848), Mexican Cession, Walker Expedition, Clayton-Bulwer Treaty (1850), Gadsden Purchase, foreign commerce, exports and imports, Matthew C. Perry; Japan

*MID-TERM ASSESSMENT/EVALUATION, March 3*The New Republic through the Age of Jackson, 1787-1844

PERIOD 6: 1850-1877 Sectionalism, 1820-1860The Union in Peril, 1848-1861The Civil War, 1861-1865Reconstruction, 1863-1877The transformation of the United States from an agricultural society to an increasingly industrialized and urbanized society brought about significant economic, political, diplomatic, social, environmental, and cultural changes.

Key Concept 1:Intensified by expansion and deepening regional divisions, debates over slavery and other economic, cultural, and political issues led the nation into civil war.

-The American acquisition of lands in the West gave rise to a contest over the extension of slavery into the western territories as well as a series of attempts at national compromise. (ENV-3) (POL-6)-The institution of slavery and its attendant ideological debates, along with regional economic and demographic changes, territorial expansion in the 1840s and 1850s, and cultural differences between the North and the South, all intensified sectionalism. (ID-5) (POL-3) (POL-5) (POL-6) (CUL-2) (CUL-6)-Repeated attempts at political compromise failed to calm tensions over slavery and often made sectional tension worse, breaking down the trust between sectional leaders and culminating in the bitter election of 1860, followed by the secession of southern states. (POL-2) (POL-6) (PEO-5) (ID-5)

Key Concept 2: The Union victory in the Civil War and the contested Reconstruction of the South settled the issues of slavery and secession, but left unresolved many questions about the power of the federal government and citizenship rights.

-The North’s greater manpower and industrial resources, its leadership, and the decision for emancipation eventually led to the Union military victory over the Confederacy in the devastating Civil War. (POL-5) (CUL-5) (ENV-5)-The Civil War and Reconstruction altered power relationships between the states and the federal government and among executive, legislative, and judicial branches, ending slavery and the notion of a divisible union but leaving unresolved questions of relative power and largely unchanged social and economic patterns. (POL-5) (POL-6) (ID-5)-The constitutional changes of the Reconstruction period embodied a Northern idea of American identity and national purpose and led to conflicts over new definitions of citizenship, particularly regarding the rights of African Americans, women, and other minorities. (ID-2) (POL-6)

Terminology: [IDENTITIES & CONFLICT] sectionalism, Nativists, American party, Supreme Order of the Star-Spangled Banner, Know-Nothing Party, Free African Americans, planters, Codes of Chivalry, poor whites, hillbillies, mountain men, the West, the frontier [URBAN GROWTH] urbanization, urban life, new cities, Irish; potato famine, Roman Catholic, Tammany Hall, Germans, Old Northwest, immigration [THE SLAVE INDUSTRY] King Cotton, Eli Whitney, “peculiar institution,” Denmark Vesey, Nat Turner, slave codes [INDUSTRY & PROBLEMS] Industrial Revolution, unions, Commonwealth v. Hunt, ten-hour workday, Cyrus McCormick, John Deere [CHANGING POLITICS] Daniel Webster, Tammany Hall [BATTLE FOR THE TERRITORIES] free-soil movement, Free-Soil Party, conscience Whigs, “barnburners,” New England Emigrant Aid Company, “bleeding Kansas,” Pottawatomie Creek, Lecompton Constitution [COMPROMISING] popular sovereignty, Lewis Cass, Henry Clay, Zachary Taylor, Compromise of 1850, Stephen A. Douglas, Millard Fillmore, Kansas-Nebraska Act (1854), Crittenden compromise [POLITICS IN CRISIS] Franklin Pierce, Know-Nothing Party, Republican Party, John C. Fremont, James Buchanan, election of 1860, secession [SLAVERY] Fugitive Slave Law, Underground Railroad, Harriet Tubman, Dred Scott v. Sandford, Roger Taney, Abraham Lincoln, Lincoln-Douglas debates, house-divided speech, Freeport Doctrine [VIOLENT RESPONSES] Sumner-Brooks incident, John Brown, Harpers Ferry raid [WRITING POWER] Harriet Beecher Stowe, Uncle Tom’s Cabin, Hinton R. Helper; Impending Crisis of the South, George Fitzhugh, Sociology of the South [THE BREAK] boarder states, Confederate States of America, Jefferson Davis, Alexander H. Stephens, Second American Revolution [ECONOMIC

GROWTH] greenbacks, Morrill Tariff Act (1861), Morrill Land Grant Act (1862), Pacific Railway Act (1862) [FREE LAND] Homestead Act (1862) [THE FIGHTING] Fort Sumter, Bull Run, Thomas (Stonewall) Jackson, Winfield Scott, Anaconda Plan, George McClellan, Robert E. Lee, Antietam, Fredericksburg, Monitor v. Merrimac, Ulysses S. Grant, Shiloh, David Farragut, Gettysburg, Vicksburg, Sherman’s March, Appomattox Court House [WAR AND THE LAW] executive power, habeas corpus, insurrection, confiscation acts, Emancipation Proclamation, 13th Amendment, Ex Parte Milligan, draft riots, [WARTIME POLITICS] Copperheads, election of 1864 [WAR DIPLOMACY] Trent Affair, Alabama, Laird rams [THE FINAL ACT] John Wilkes Booth [SOCIAL IMPACT] segregated black troops, Massachusetts 54th Regiment, women in the workplace, women in nursing, war’s long term effects, 4 million freedmen [EQUALITY] Civil Rights Act 1864, 14th amendment, equal protection of law, 15th amendment, Civil Rights Act of 1875 [CORRUPTION] Jay Gould, Credit Mobilier, William (Boss) Tweed [POLITICS] spoilsmen, patronage, Thomas Nast, Liberal Republicans, Horace Greenley , Panic of 1873, greenbacks, redeemers, Rutherford B. Hayes, Samuel J. Tilden, Compromise of 1877 [RECONSTRUCTION] presidential reconstruction, Proclamation of Amnesty and Reconstruction (1863), Wade-Davis Bill (1864), Andrew Johnson, Freedmen’s Bureau, Black Codes, Congressional Reconstruction, Radical Republicans, Charles Sumner, Thaddeus Stephens, Benjamin Wade, Reconstruction Acts (1867), Tenure of Office Act (1867), Edwin Stanton, impeachment, scalawags, carpetbaggers, Blanche K. Bruce, Hiram Revels, sharecropping, Ku Klux Klan, Force Acts (1870,1871), Amnesty Act of 1872)

*QUARTER TERM ASSESSMENT/EVALUATION, May 5 *Territorial and Economic Expansion through Sectionalism, 1830-1860

*END-OF-TERM ASSESSMENT/EVALUATION, MAY 12 *The New Republican through Reconstruction, 1787 - 1877

FINAL EXAMS – MAY 15-19

*All Dates are subject to change

Class Norms“Do your duty in all things. You cannot do more, you should

never wish to do less.” Robert E. Lee

1. Not agreeing is okay.2. Raise hands as needed (civil, respectful).3. Let people finish thoughts and comments.4. No dominant individual.5. Help monitor the conversation (respectfully).6. Do not depend on Mr. Collins to monitor conversation.7. Say what you believe, not what you think people want to hear.8. Understand others:

Listen Ask questions Reflect

9. Be tolerant of different opinions.10.Recognize and respect diversity.11.Try not to take offense if someone disagrees with you/Do not be

defensive.12.Keep the conversation moving; do not get stuck in a rut.13.Have fun!

Mountain Brook High School-US 10

Dear Parents:

I am happy to have your son/daughter enrolled in my History Course. US is taught as a college-level course and offers a significant opportunity for academic challenge. Early on it is not uncommon for excellent students to feel a bit overwhelmed or intimidated. With encouragement they will quickly blossom into better thinkers, and enjoy being treated like responsible young men and women. Our primary objective is the intellectual growth of every student we teach. We will work very hard on information processing skills, with an emphasis on improving student ability to analyze and evaluate the relative significance of historical data, and a corresponding ability to express those ideas through the written word.

A significant number of formal and sophisticated essays will be written that, in the beginning, may require a number of revisions prior to reaching mastery of historical essay writing.

Individual tests may cover a significantly greater body of information than students may be accustomed to. In addition, a majority of the multiple choice questions require analysis, not rote memory.

Homework consists primarily of reading assignments for which the student is responsible for mastery of the factual information.

There are relatively few graded assignments each quarter increasing the need for adequate preparation for each.

Problem based learning and simulations are aspects of this course and will require a great deal of critical thinking, collaboration and problem solving.

Our honor pledge, “I have neither given nor received unauthorized assistance on this academic work,” applies to all assignments not specifically exempted by the instructor. Violations of this pledge will result in administrative action.

Class grades will consist of 80% for all major assessments (tests/essays/projects) and 20% for minor assessments (homework/daily work). Grades will be updated in STINow on a consistent basis.

Please continue to have high expectations for your child while being supportive and understanding of the fact that they are being asked to perform at a higher level than they’ve been accustomed to in the past.

Please feel free to contact me at any time concerning your child’s progress.

Sincerely,

Jake CollinsPhone: 414-3800 e-mail: COLLINSJ@mtnbrook.k12.al.us

US 10

Basic Assumptions

Everyone counts…hence, ALL opinions are valued. Listening is a sign of respect. Talking while another is talking is self-centered behavior. Questions are our friends. We are ALL learners. We all take responsibility for ourselves, we share responsibility for learning, the

direction of the class and the quality of the discussions. “Success” is a shared responsibility. Everyone has the “right to pass.” Mutual trust is essential to this class.

Expectations

This will be challenging. Risks will be taken. Individuals will be uncomfortable…sometimes. Everyone will be here, on time, and participate fully and honestly. Communication between us is essential. You will check with someone in class to see what you missed and you will make

up the work promptly. You will come to class prepared. This class will require rigorous attentive inquiry and self-examination. You will learn more from each other than from me or any other guest. We will all work hard individually and together. We will listen to each other carefully.

You will monitor yourselves and each other in this class. We will have fun and will grow as learners, group members and individuals

exponentially.