Honors US History Resources: Syllabus1
Honors United States History Syllabus
Ms. O’Hara
Perryville High School
Course Design:
Honors U.S. History is a challenging course that is designed to prepare students for the rigors of college courses. It is a one-credit survey of American History from the period of Reconstruction to the present. Solid reading and writing skills, along with a willingness to devote considerable time to homework and study, are necessary to succeed. Emphasis is placed on critical and evaluative thinking skills, using historical perspective, essay writing, and interpretation of primary and secondary source documents. Topics include Reconstruction, Expansion West, Industrialism, Imperialism, The Progressive Era, The Great War, The Great Depression, The New Deal, World War Two, The Cold War, The Civil Rights Movement, and Political, Social, and Economic issues of the 1970’s-present. The themes will include discussions of American diversity, the development of a unique American identity, the evolution of American culture, demographic changes over the course of America’s history, economic trends and transformations, environmental issues, the development of political institution, social reform movements, the growth and impact of a multicultural society, war and diplomacy, and finally, the place of the United States in a global arena.
Course Materials:
Text Books:
Applebee, Joyce, et al (2003), The American Republic since 1877, McGraw-Hill
Supplemental Readings:
· Retracing the Past, Readings in the History of the American People, Vol 2. 5th edition by Gary Nash and Ronald Schultz (2003)
· Taking Sides, Clashing Views in United States History by Larry Madaras and James M. SoRelle (2007), Vol. 2, 12th edition
· Rocket Boys/October Sky by Homer Hickam
Requirements and Activities:
Activities will be individual, group or teacher-directed. The activities used are designed to help students to develop high-level analytical skills that will facilitate analysis of primary source documents, secondary scholarship and global historical content. Typical activities may include but are not limited to the following:
1. Summer Assignment: Prior to the beginning of the school year students will be required to complete a summer reading assignment, which involves independent reading and written responses. All summer assignments are due the first week of semester one. This applies to all students, including those scheduled for the second semester.
2. National History Day: All students may complete a project using National History Day criteria consistent with the current year’s theme and project types. Students will select a topic, complete extensive independent research, produce a project and present it to teachers and peers.
3. Maryland History: Students are required to research, write, and present an eight to ten page research paper on an approved topic related to Maryland History. Students will use the Research Cycle as a guide for their research.
4. Extended Writing (DBQ): Students will complete five or more extended writing assignments such as Document Based questions (DBQ’s) and historical investigation based upon historical readings and primary sources. Successful responses to these prompts will require a coherent thesis and multiple paragraphs of development. These will consist of both timed in-class essays and longer out of class assignments.
5. Reading: Students will be expected to read approximately 20 to 30 pages per week outside of class time. The readings may include the text, as well as other supplemental materials.
6. Reflection: Students will complete daily and weekly activities to reflect upon the historical significance of topics and issues of study.
7. Socratic discussions: Students read an article on a given topic and discuss the issue or event showing knowledge and perspective. They are graded on their participation rate and the quality of their answers while the teacher’s role is one of facilitator.
8. Simulations: Students will be asked to simulate a variety of situations including but not limited to press conferences, cabinet meetings, symposiums, role playing, interaction of historical figures.
9. Mini Projects/Presentations: Students will be asked to present information on topic of study in a variety of formats including PowerPoints, posters, videos, and/or oral presentation.
10. Historiography: Students are expected to read and evaluate selections by prominent historians across historical time periods.
11. Court Case Analysis: Students will be asked to read and analyze a variety of court cases to understand the issues and decisions inherent in the cases. Emphasis will be on minority and majority opinions as well as long-term significance of the cases.
12. Lectures: Students will develop note-taking techniques required for success in high school and beyond. Lectures will be power (less than 20 minutes) lectures that involve critical thinking questions in which student participation is required.
Skills and Processes:
Students will demonstrate the following skills and processes through the assignments listed above:
1. Reading, Writing, and Critical Thinking Skills: Assignments will emphasize independent reading, writing and critical thinking skills. Students will be taught and assessed in context of historical analysis, synthesis, and evaluation. Students will also be asked to design rubrics and engage in peer review of each other’s work.
2. Research and Note-Taking Skills: Students are expected to use a variety of tools in order to locate appropriate information on historical topics. Students will use various note-taking strategies in order to identify and later synthesize that knowledge.
3. Primary Source Analysis: Students are asked to read and analyze primary source material. Assessment may be in the form of discussion, answering critical thinking questions, reporting to the class or in the context of a more extensive assignment.
4. Presentation Skills: Each student will demonstrate competent oral communication skills by preparing and presenting research to the class.
5. Technology Skills: Successful completion of this course will require technology literacy of tools used in data and information research, synthesis, and presentation.
Required Summer Assignment: (One of the following will be assigned by the teacher) (Assignment and grading criteria will be provided by the teacher before the last day of school)
Their Eyes Were Watching God by Zora Neale Hurston
The Jungle by Upton Sinclair
The Grapes of Wrath by John Steinbeck
A Separate Peace by John Knowles
Rocket Boys/October Sky by Homer Hickam
Warriors Don’t Cry by Melba Beals
Course Outline
Unit
1. Reconstruction to 1898 3 weeks
2. 1899-1929 3 weeks
3. 1929-1945 3 weeks
4. 1946-1968 3 weeks
5. 1968-1980 3 weeks
6. 1980-present 2 weeks
Unit 1: Reconstruction to1898
Prior Knowledge
1. Causes and consequences of the Civil War.
2. Influence of geography on settlement patters, the development of industry and agriculture.
3. Causes and consequences of early 19th century industrialization, immigration, and urbanization.
4. Seminaries and differences of Command v. market economy.
5. Impact of Manifest Destiny and territorial expansion up to 1865.
6. Importance of diversity of Native American cultures and the impact of European settlement on indigenous peoples.
Enduring Understandings
1. The balance of power between the three branches of government and between the states and federal government is constantly being renegotiated.
2. Although the responsibility of the federal government to protect the rights of minorities and the individual evolved as policy, the government does not always follow through to ensure enforcement of these policies.
3. Industrialization had both positive and negative results. While the technological explosion causes an explosion in the standard of living and provided opportunities for many new immigrants, the creation of cities and the exploitation of the working class generated new social problems.
4. Westward expansion helps to define American Identity. People moved west in search of new opportunities and spurned by improvements in transportation, yet their experience often did not live up to their expectations and helped cause the destruction of Native American cultures and the environment.
Essential Questions
1. What is the role of the government in protecting the rights of minorities and the individual?
2. How has the balance of power between the branches of government shifted under social and economic pressure?
3. What should the role of government be in regulating the economy and in responding to social problems?
4. How has technology impacted the social, political, and economic development of the United States?
5. What is the role of the individual in influencing the course of historical events?
6. How has the development of class-based politics changed the American government, society, and economy?
7. What is the impact of geography on the social, political and economic development of the United States?
8. How are industrialization, urbanization, and Westward expansion affected by geography and how does each impact the environment?
Unit: 2: 1899-1929
Prior Knowledge
1. Process and effects Reconstruction
2. Causes and effects of Westward Expansion
3. Impact of Industrial Revolution
4. Influences of earlier political and social reforms
ENDURING UNDERSTANDINGS
1. The role of the United States as a world power.
2. The role of government in the United States economy.
3. The role of government in protecting the rights of workers and consumers.
4. The continuing struggle for civil rights by various groups in America.
5. The changing cultural/artistic milieu and its reflection of the times.
6. Continuing questions and debate on immigration.
ESSENTIAL QUESTIONS
1. What responsibility should the United States assume as a world power?
2. How can government support industry and at the same time address the needs of American workers and consumers?
3. Should civil rights be extended to all people living in the United States?
4. What are the issues surrounding questions of immigration?
5. How does the art and culture of a historical era reflect the times?
Unit 3: 1929-1945
Prior Knowledge
1. Importance of the economic situation in the United States in the years between 1920-1928. This should include overproduction, consumerism, credit buying, and components of the business cycle
2. Impact of American foreign policy positions of the 1920s including the USA not recognizing the Soviet Union.
3. Effects of downsizing of the United States military during the 1920s and 1930s, and our limited involvement in international affairs.
4. Causes of political situation that evolved in the world after World War I, including the long term impact of the Treaty of Versailles.
Enduring Understandings
Essential Questions
1. How have citizen’s expectations of the role of government changed as a result of the New Deal and World War II?
2. What is the legacy of the New Deal Era in American society?
3. How did World War II change the role of the United States in the world arena?
4. How did the sacrifice of citizens show the American character of overcoming adversity, and being able to adapt to an ever-changing situation?
5. How did the United States rise out of the Depression, fight World War II, and then become a superpower?
6. How did America’s alliances during the Second World War help define our position in the Cold War?
Unit: 4: 1946 - 1968
Prior Knowledge
1. Impact of treaties and agreements that ended World War II
2. Importance of Communism as an economic and political system and the creation of the Soviet Union
3. Importance of the Bill of Rights and civil liberties
4. Impact of the New Deal
5. Causes and effects discrimination against African Americans throughout U.S. history, including slavery, emancipation and Reconstruction, Jim Crow laws, and African American resistance to discrimination
6. Examples of roles of the executive, legislative, and judicial branches
Enduring Understandings
1. During the Red Scare, the United States government attempted to balance civil liberties and security/authority.
2. The Cold War resulted from competition between the United States and Soviet Union for international power and the tension between communist and democratic political and economic systems.
3. During this era, the United States became a superpower and defined the responsibilities of a world leader.
4. During this era, fuller civil rights were extended to more Americans, including women, African Americans, and people living in poverty.
5. Post-war economic prosperity had a profound impact on family structure, residential patterns, and social values.
Essential Questions
1. How do the concepts of liberty and civil rights evolve over time in a democratic society and what role do citizens play in that process?
2. What are the global responsibilities of a superpower?
3. What responsibilities does a democratic government have toward its own citizens?
4. How are economic, political, and societal trends interrelated?
5. What is the proper balance between protecting civil liberties and providing national security?
Unit 5: 1968 – 1980
Prior Knowledge
1. Origins of the Civil Rights Movement
2. Causes of the Cold War
3. Impact of US involvement with the Chinese Nationalists
4. Importance of US energy dependence on foreign countries
5. Causes of US involvement in Vietnam
6. Impact of the Gulf of Tonkin Resolution and the expansion of presidential power
7. Causes and effects of Public opinions toward the War in Vietnam
8. Impact of public perceptions of the office of the presidency
9. History of environmental protection
10. Impact of nuclear proliferation
Enduring Understandings
1. As a world superpower the US became increasingly involved in world affairs.
2. Many citizens of the US protested against government actions they believed were illegal, unfair or harmful.
3. The citizens of the US demonstrated an increasing concern for the environment.
4. More minority groups sought an expansion of civil rights.
Essential Questions
1. How does an increasing involvement in foreign affairs change the responsibility a country has toward world events?
2. What societal conditions should exist to allow for citizens to express their views and concerns?
3. How can individual rights and a government’s view of the common good create stability or conflict?
Unit 6: 1981-Present
Prior Knowledge
1. Impact of Cold War
2. Changes in Communist China
3. History and nature of Arab-Israeli conflicts
4. Importance of U.S. relations in the Middle East and dependence on foreign oil
5. Importance of Islamic religion and culture