HONORS US HISTORY SYLLABUS 2011-2014

COURSE OVERVIEW
This 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 Americas 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on the AP United States History Exam and in future college classes mainly in taking multiple choice exams, analyzing historical documents and political cartoons, understanding bias, and writing answers to essay questions.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 CREDITS

Students 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 History credit Macro Economics (the remaining credit will be earned next year) credit Art Appreciation* credit Music Appreciation* * Students who complete both years of this course will receive 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 PLACEMENT

This 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 TIME

THE OPPORTUNITY Each 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 CULTURE The first portion of the class will be a relief from the opportunity! Ill 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. Ill 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 LECTURE This 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 students 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 ORATORY The 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 wont know when its your turn. STUDENT NOTEBOOKS Students 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 Dont 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 Franklin Narrative of the Life of Frederick Douglas by Frederick Douglas (Dr. Gs list) Narrative of Sojourner Truth by Sojourner Truth Life of Black Hawk dictated by Himself

Literature First 9 Weeks (choose 1) *A Washington Irving book The Last of the Mohicans by James Fenimore Cooper (Dr. Gs list) Selected Tales by Edgar Alan Poe (Dr. Gs list) Selected Essays by Ralph Waldo Emerson (Dr. Gs list) Literature Second 9 Weeks (choose 1 all are on Dr. Gs list) A book by Herman Melville (there are 2 on Dr. Gs list) A book by Nathaniel Hawthorne (The Scarlet Letter is on Dr. Gs list) *The Adventures of Huckleberry Finn by Mark Twain Uncle Toms Cabin by Harriet Stowe Walden by Thoreau SECOND SEMESTER LITERATURE SELECTIONS: Autobiography (choose 1) Up From Slavery by Booker T. Washington The Story of My Life by Helen Keller The Education of Henry Adams by Henry Adams Literature Third 9 Weeks (choose 1) Hiawatha by Henry Wadsworth Longfellow Leaves of Grass by Walt Whitman (Dr. Gs List) A book by Henry James (there are 2 on Dr. Gs List) *A book by Louisa May Alcott Literature Fourth 9 Weeks (choose 1) *Red Badge of Courage by Stephen Crane (Dr. Gs List) The Awakening by Kate Chopin (Dr. Gs List) Death Comes for the Archbishop by Willa Cather (Dr. Gs List) Soldiers of Fortune by Richard Harding Davis *Call of the Wild by Jack London (Dr. Gs List) The House of Mirth by Edith Wharton (Dr. Gs List) Riders of the Purple Sage by Zane Grey Babbitt by Sinclair Lewis (Dr. Gs List) ADDITIONAL RESOURCES: Online Roadmap Subscription Student 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 Notebook 3 Ring binder set up as detailed below: Page protectors in very front for syllabus Notebook paper for notes or assignments in class

Dividers: Volume 1 A divider for each chapter 1-13 Volume 2 (for use next year) Assignments History Art Music Economics Literature Current Events Vocabulary Place blank lined paper here Reference Place page protectors here for hand outs Netflix This 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 Johnson I 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 students 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 Opportunities Student Notebooks Oratory Tests Presentations/Projects 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 ILL PASS ALONG INFORMATION TO YOU VIA EMAIL OR HANDOUTS. Percent of Grade 25% 15% 20% 20% 20%

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. Setting up history notebooks Explaining Requirements of Class and how to use Roadmap Introduce themes of class Introduction to economics and the role it played in early exploration and colonialism Mercantilism and the industrialization of the slave trade Opportunity; The Resource Game PBS Documentary: Conquistadors

Class Content

Activities Other Resources

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

Week 2 8/30/11 Completed Homework 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: amberb@carolina.rr.com Written documents for government Land (the vastness of America) and its effect on government Success of English settlement vs. French/Spanish Relationships with Indians (de Casas) Role of Women in Early America (Ann Bradstreet) The First World War Economics Why Bother Handout

Class Content

Activities

Opportunity; AP Skill: Interpreting a Political Cartoon Week 3

9/6/11

Completed Homework

Content

Activities Resources

Last Best Hope: pp. 46-61 pp 10-11 PSH: City Upon a Hill Autobiography Literature Vocabulary Be prepared to present cartoon Penny Candy Oliver Cromwell & English Civil War Original religious settlers and subsequent generations Puritans (City Upon A Hill) The Great Awakening A Time of Polymaths Opportunity; Jonathan Edwards Sermon Noel Piper CD on Jonathan and Sarah Edwards

Chapter 3: The Greatest Revolution (1765-1783)

Week 4 9/13/11 Completed Homework 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 Opportunity Week 5 9/20/11 Completed Homework Last Best Hope: pp. 87-106 Autobiography Literature Vocabulary Penny Candy Be prepared to present cartoon

Content Activities

Content Activities

Laws of Economics Handout Opportunity

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

Week 6 9/27/11 Completed Homework Last Best Hope: pp. 107-115 pp 18-24 PSH: excerpt from Thomas Paines Common Sense Autobiography Literature Vocabulary Penny Candy Be prepared to present cartoon Opportunity Week 7 10/4/11 Completed Homework Last Best Hope: pp. 115-132 PSH pp 25-29: Federalist Paper #51 Autobiography Literature Vocabulary Penny Candy Economics Assignment

Content Activities

Content Activities

Opportunity; Review Recitation Project

FALL BREAK Chapter 5: The New Republic (1789-1801)

Week 8 10/18/11 Completed Homework Last Best Hope: pp. 133-153 PSH pp 30-35: Bartram Autobiography Literature finished

Content Activities

Data Sheet/ One page summary for Lit. Turn in reading plan for 2nd Lit. choice Vocabulary Current Event due Economics Production Handout Opportunity; AP Skill: Examining Historical Documents Week 9

10/25/11 Completed Homework

Content Activities

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

Chapter 6: The Jeffersonians (1801-1829)

Week 10 11/1/11 Completed Homework Last Best Hope pp. 177-195 PSH pp 36-41: Murray Autobiography Literature Vocabulary Penny Candy Be prepared for recitation

Content Activities

Opportunity Week 11

11/8/11

Completed Homework

Content

Last Best Hope pp. 195-208 PSH pp 42-43: The British Burn Washington Autobiography Literature Vocabulary Penny Candy Be prepared for recitation

Activities

Opportunity Week 12

11/15/11

Completed Homework

Content Activities

Last Best Hope pp. 208-219 PSH pp 44-46: Monroe Doctrine Autobiography Literature Vocabulary Penny Candy Current Event Due Be prepared for recitation Economics Supply & Demand Handout 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 Completed Homework Last Best Hope pp. 220-247 PSH pp 53-55 : William Lloyd Garrison optional (PSH pp 47-52: Washington Irvings Gotham) Autobiography Literature Vocabulary Opportunity Week 14 12/6/11 Completed Homework Last Best Hope pp. 247-268 PSH pp 56-62 : Lincoln on Mexican War Autobiography Literature Vocabulary Economics Assignment Opportunity Week 15

Content Activities

Content Activities

12/13/11

Completed Homework

Content Activities

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

MULTIPLE CHOICE TEST

CHRISTMAS BREAK Chapter 8: The Rising Storm (1849-1861)

Week 16 1/3/11 Completed Homework 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 Economics Market Economy Handout Opportunity; What is Bias (Ted Talk Video)

Content Activities

Week 17 1/10/11 Completed Homework Last Best Hope pp. 292-310 Turn in reading plan for 2nd Autobiography Autobiography Literature Penny Candy Vocabulary My Folks Interview

Content Activities

Opportunity; Review POV Project

Chapter 9: Freedoms Fiery Trial (1860-1863)

Week 18

1/17/11

Completed Homework

Content Activities

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

Opportunity; Practice POV in class Week 19

1/24/11

Completed Homework

Content Activities

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

Opportunity; Point of View (POV) from My Folks

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

Week 20 1/31/11 Completed Homework Last Best Hope pp. 356-375 Autobiography Literature Penny Candy Vocabulary Current Event Due Be prepared for POV Economics Competition in the Free Market Handout Opportunity; Point of View (POV) from My Folks Week 21 2/7/11 Completed Homework Last Best Hope pp. 375-392 Autobiography Literature Penny Candy Vocabulary Economics Assignment

Content Activities

Content Activities

Be Prepared for POV Opportunity; Point of View (POV) from My Folks

Chapter 11: To Bind Up the Nations Wounds (1865-1877)

Week 22 2/14/11 Completed Homework Last Best Hope pp. 393-411 Autobiography Literature Penny Candy Vocabulary Be Prepared for POV Opportunity; Point of View (POV) from My Folks Week 23 2/21/11 Completed Homework Last Best Hope pp. 411-421 Autobiography Literature Penny Candy Vocabulary Art/Music Response

Content Activities

Content Activities

Opportunity; AP Skill: Free Response Essay; Introduce Oral History Project Week 24

2/28/11

Completed Homework

Content Activities

Last Best Hope pp. 421-433 Autobiography Literature Finished Data Sheet/One page summary for Lit. Turn in reading plan for 4th Lit. choice Penny Candy Vocabulary Current Event Due

Opportunity; AP Skill: Another FRE; Review Oral History project

SPRING BREAK Chapter 12: An Age More Golden Than Gilded? (1877-1897)
Week 25 3/13/11 Completed Homework Last Best Hope pp. 434-446 Autobiography Literature Vocabulary Economics Efficiency of Production Handout Opportunity Week 26 3/20/11 Completed Homework Last Best Hope pp. 447-458 Autobiography Literature Penny Candy Vocabulary Be prepared for Oral History

Content Activities

Content Activities

Opportunity; Oral Family History Week 27

3/27/11

Completed Homework

Content Activities

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

Opportunity; Oral Family History

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

Week 28 4/3/11 Completed Homework Last Best Hope pp. 475-490 Autobiography

Content Activities

Literature Vocabulary Penny Candy Current Event Due Be Prepared for Oral History

Opportunity; Oral family History Week 29

4/10/11

Completed Homework

Content Activities

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

Opportunity; Oral Family History Week 30

4/17/11

Completed Homework

Content Activities 4/24/11 Completed Homework

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

Opportunity Week 31 STUDY Autobiography Literature Prepare for Presentation Day

Content Activities

FINAL Week 32

5/1/11

Completed Homework

Presentations for Presentation Day Finish Autobiography POV Summary for Autobiography

Content Activities

Finish Literature Data Sheet/One page summary for Lit. Last Current Event Due Presentations, Returned Final