United States History

UNITED STATES HISTORY

ADVANCED PLACEMENT

Instructor: Mr. Roshan R. VARGHESE

Contact Info: 980-343-6007 (x285);

Classroom: A-34

Office Hours: (1) Game Days: 215-500 PM (Home); 215-400 PM (Away)

(2) Non-Game Days: 215-245 PM

(3) By appointment

The study of United States History in high school builds on historical and geographical perspectives gained from the elementary and middle level study of North Carolina and the United States. The study of World History will enable students to place the United States in a world context. The economic and political perspectives and historical foundations gained from the study of Civics and Economics will prepare students for the examination of our nation’s history. Given these foundational studies, it is appropriate that this high school course, United States History, emphasizes the economic, social, and political developments of the nation state up to and including the twentieth century. The study of our nation’s history concentrates on understanding cause-and-effect relationships and on developing an understanding of multiple causation, the knowledge that things are as they are for many reasons. Such historical study leads beyond the memorization of unexamined and isolated facts toward the ability to detect trends, analyze movements and events, and develop a “sense of history.”

In all social studies courses, knowledge and skills depend upon and enrich each other while emphasizing potential connections and applications. In addition to the skills specific to social studies, there are skills that generally enhance students’ abilities to learn, to make decisions, and to develop as competent, self-directed citizens that can be all the more meaningful when used and developed within the context of the social studies.

It is important that students be exposed to a continuum of skill development from kindergarten through grade twelve. As they encounter and reencounter these core skills in a variety of environments and contexts that are intellectually and developmentally appropriate, their competency in using them increases.

The study of United States History in the eleventh grade is designed as a survey course and a continuation of the Civics and Economics curriculum. After the study of Civics and Economics, this survey course will begin with the national period and the administration of George Washington. Throughout the competency goals, there will be some overlap of time periods to allow for teacher flexibility and to address the complexity of the issues and events. The overall curriculum continues to current times.

The focus of this course provides students with a framework for studying political, social, economic, and cultural issues, and for analyzing the impact these issues have had on American society. This course goes beyond memorization of isolated facts to the development of higher level thinking skills, encouraging students to make historical assessments and evaluations.

Rules/Expectations:

· Students will respect all classroom members/individuals (i.e.-instructor, fellow colleagues, visitors, etc).

· Students will serve the needs and interests of the classroom community.

· Students will always strive for excellence, in all aspects of the academic environment, never settling for survival as the final destination.

o Students will come to class prepared to LEARN, having all materials out and ready at the sound of the Tardy bell.

o Students will be dismissed by the instructor ALONE, and not by the sound of a pre-arranged bell.

o Students will raise their hand to be acknowledged by the instructor, as well as, respect the opinions of their fellow peers when they are speaking.

o Students will follow and obey all school rules within the classroom, including all of the detailed rules and regulations described in their CMS Student Rights and Responsibilities handbook.

***Students may expect that Rules/Expectations are subject to be added onto, updated, changed (in some format), and or deleted at the SOLE discretion of the instructor, at any given juncture throughout the school year.***

Required Text(s):

· Zinn, Howard (2003). A People’s History of the United States. New York, NY: The New Press. ISBN # 1-56584-826-8. (APA Format)

Recommended/Optional Text(s):

· Loewen, James W. (1995). Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong. New York, NY: Touchstone. ISBN# 0-684-81886-8. (APA Format)

Materials Needed for Success:

· Textbooks (each & every class session)

· 3-ring Binder: specifically for use in this course

· Colored-coded Dividers (minimum of 15)

· Inside-binder Hole Puncher

· Loose-leaf Paper (college-ruled), to place in binder

· #2 Pencils; Black/Blue Pens; Erasers

· Craft supplies (colored pencils/markers; glue sticks, scotch tape, etc.)

· Kleenex boxes/sets (for personal use)

§ *Hard work ethic*

§ *Willingness to excel*

§ *Ability to produce & perform*

CMS Grading Scale: A: 93-100% PEAK Grading Scale: A

B: 85-92% B

C: 77-84% NY=Not Yet

D: 70-76%

F: <70%

Grading Scale (Weighting of Assignments):

Tests/Projects/Essays: 50%

Quizzes: 20%

Homework: 20%

Classwork/Participation: 10%

Extra Credit: NONE

Final Grade Breakdown:

Semester 1: 37.5% (80%, 20%)

Semester 2: 37.5% (80%, 20%)

EOC: 25%

Instructional Breakdown:

Unit 1: Beginnings and Colonial Society

Unit 2: Road to Revolution and the Revolutionary War

Unit 3: The Federalist Era and the Virginia Dynasty Unit 4: Sectionalism and the National Economy

Unit 5: Jacksonian Democracy and the Politics of Reform

Unit 6: Manifest Destiny/The Coming Crisis

Unit 7: Civil War and Reconstruction

Unit 8: Industrial America

Unit 9: The Trans-Mississippi West and the Populist Movement

Unit 10: Urban America and the Progressive Era

Unit 11: Imperialism and World War I

Unit 12: From Boom to Bust

Unit 13: World War II and the Origins of the Cold War

Unit 14: Conformity and the New-Left Individualism

Unit 15: Conservatism and the New Millennium

Daily Classroom Routine:

o Step 1: Focus and Review

· Daily Warm-ups; Daily Quizzes

o Step 2: Objectives

o Step 3: Teacher Input

· Lecture; Enhanced Direct Instruction

o Step 4: Guided Practice

· Collaborative Learning/Discovery

o Step 5: Independent Practice

· Individual Learning/Discovery

o Step 6: Closure

Honor Code/Academic Integrity:

The honesty, trustworthiness, and personal integrity of each student are integral to the life and purposes of the Harding University High School community. This statement is embodied in one of our oldest traditions, and that is the honor system (or honor code, as some may call it). When you committed to becoming a part of the Harding University student body, you agreed to live by the honor system defined by not only this institution, but Charlotte-Mecklenburg Schools, as a whole. In specific terms that means that you and every other student have agreed not to deceive (lie to) any member of the community, not to steal from one another, not to cheat on academic work, not to plagiarize academic work, and not to engage in any other forms of academic misconduct. It means that we can trust each other, and that we willingly accept responsibility for our own conduct and activities. This is a tradition that goes back to the founding of this place of academic learning, and with your participation, it continues to be a cornerstone of our community and our interactions with one another.

Statement of Principle

Harding University High School is a community of men and women that seeks the enlightenment and freedom which come through diligent study and learning.

A tradition is shared that embraces freedom and integrity and that acknowledges the worth of the individual. This heritage, established by the founders and nurtured by succeeding generations, promotes a democratic spirit arising form the open-mindedness and discourse.

Harding University High School fosters compassion and caring for others. Its collective strength and character are derived from the values and distinctive experiences of each individual; therefore, the richness of human intellect and culture is affirmed and its contribution to knowledge, faith, reason, and dialogue. Furthermore, Harding University High School strives toward a society in which good will, respect, and equality prevail. To that end, hatred and bigotry in any form are rejected, and justice, honor, and mutual trust are promoted.

· Copyright---Wake Forest University-Judicial Affairs-Honor Code:

http://www.wfu.edu/judicial/honor.html

v Cheating includes but is not limited to:

A. Unauthorized copying from the work of another student.

B. Using notes or other materials not authorized during an examination.

C. Giving or receiving information or assistance on work when it is expected that a student will do his/her own work.

D. Engaging in any similar act that violates the concept of academic integrity (honesty, trust, fairness, respect, and responsibility).

E. Cheating infractions will apply to:

*Examinations, *Tests, *Quizzes, *Reports, *Homework, *Any work submitted by a student to fulfill course requirement and presented as solely the work of the student.

· Copyright---David W. Butler High School-“Zero Tolerance for Cheating”

http://www.cms.k12.nc.us/allschools/butler/zerotolerance.html

R. VARGHESE

AP US HISTORY

READING SCHEDULE

W/ APPROPRIATE IDENTIFICATIONS

QUARTER 1

A-Day/B-Day

August 27/28: NONE

August 29/30: NONE

August 31/September 4: NONE

September 5/6: WHEN WORLDS COLLIDE, 1492-1590

Out of Many Chapter 2

Identifications:

Protestant Reformation Treaty of Tordesillas Hernan Cortes

John Calvin joint stock company Mayflower Compact

September 7/10: PLANTING COLONIES IN NORTH AMERICA, 1588-1701

Out of Many Chapter 3

Identifications:

Act of Toleration (1649) Bacon’s Rebellion indentured servant Anne Hutchinson Fundamental Orders of Connecticut (1639)

halfway covenant New England Confederation

“holy” experiment Glorious Revolution Adam Smith headright system

September 11/12: SLAVERY AND EMPIRE, 1441-1770

Out of Many Chapter 4

September 13: NO CLASS

September 14/17: THE CULTURES OF COLONIAL NORTH AMERICA, 1700-1780

Out of Many Chapter 5

Identifications:

hereditary aristocracy Great Awakening Jonathan Edwards

George Whitefield Cotton Mather

Poor Richard’s Almanac Phillis Wheatley Zenger Trial

sectarian/non-sectarian

September 18/19: FROM EMPIRE TO INDEPENDENCE, 1750-1776

Out of Many Chapter 6

Identifications:

Albany Plan of Union Treaty of Paris (1763) William Pitt

salutary neglect Pontiac’s Rebellion (1763)

Proclamation of 1763 Sons & Daughters of Liberty

writs of assistance Intolerable Acts

Committees of Correspondence Quebec Act (1774) Deism

September 20/21: NONE

Identifications:

Suffolk Resolves First Continental Congress (1774) John Dickinson Second Continental Congress

Olive Branch Petition Thomas Paine Treaty of Paris (1783)

Chief Joseph Brant Tories (Loyalists) Whig (patriots)

Land Ordinance 1785 Northwest Ordinance

September 24/25: THE CREATION OF THE UNITED STATES, 1776-1786

Out of Many Chapter 7

September 26/27: THE UNITED STATES OF NORTH AMERICA, 1787-1800

Out of Many Chapter 8

Identifications:

James Madison electoral college system The Federalist Papers

Shays’ Rebellion Federalist #10 Judiciary Act (1789)

assumption funding at par Whiskey Rebellion

Proclamation of Neutrality Washington’s Farewell Address

XYZ Affair Alien & Sedition Acts

Virginia & Kentucky Resolutions

September 28/October 1: AN AGRARIAN REPUBLIC, 1790-1824

Out of Many Chapter 9

Identifications:

Toussiant l’Overture Marbury v. Madison Aaron Burr

Impressments Embargo Act (1807) Macon’s Bill No. 2

Tecumseh & Prophet war hawks

William Henry Harrison Battle of Tippecanoe

Battle of Horseshoe Bend Battle of New Orleans Treaty of Ghent

Hartford Convention

October 2/3: THE GROWTH OF DEMOCRACY, 1824-1840

Out of Many Chapter 10

Identifications:

Era of Good Feelings cultural nationalism tariff of 1816

American System Panic of 1819 Marshall Court

McCulloch v. Maryland Fletcher v. Peck Dartmouth College v. Woodward Gibbons v. Ogden specialization

Rush Bagot Agreement Treaty of 1818 cotton gin Robert Fulton

October 4/5: THE SOUTH AND SLAVERY, 1790s-1850s

Out of Many Chapter 11

Identifications:

Sectionalism Daniel Webster Nativists

“peculiar institution” Denmark Vesey Nat Turner

slave codes

October 8/9: INDUSTRY AND THE NORTH, 1790s-1840s

Out of Many Chapter 12

October 10/11: NONE

Identifications:

New Democracy “King Caucus”

“corrupt bargain” of 1824 Trail of Tears Spoils system

Kitchen Cabinet Indian Removal Act Worcester v. Georgia

Cherokee Nation v. Georgia Tariff of 1828 Revolution of 1828

Peggy Eaton Affair nullification crisis “pet backs”

Specie Circular

October 12/15: COMING TO TERMS WITH THE NEW AGE, 1820s-1850s

Out of Many Chapter 13

Identifications:

Noah Webster Hudson River School Mormons

McGuffey’s Readers Second Great Awakening

“burned-over district” Charles Finney Horace Mann Dorothea Dix Utopian Communities Brook Farm “Cult of Domesticity” Shakers Unitarianism temperance Thomas Cole

James Fenimore Cooper Nathaniel Hawthorne

October 16/17: NONE

October 18: THE TERRITORIAL EXPANSION OF THE UNITED STATES, 1830s-1850s

Out of Many Chapter 14

October 22-26: TBD

GOALS 1-2 READING GUIDES & VOCABULARY TERMS

We begin this unit with the earliest foundations of European settlement in North America. We quickly focus on the English settlers who colonized the area that became the United States of America. We trace the development of a society of English and other European settlers, the forced immigration of Africans to the New World, and the conflict with Native Americans. In Goal 1, we focus on the formation of the English colonial society’s political, social, and economic institutions. In Goal 2, we look at how the English colonists gradually developed an identity as Americans and their struggle to gain independence from England. We conclude by examining the failed Articles of Confederation government.

Below are key terms that you should be familiar with from your readings. Expect these concepts to show up on quizzes and tests and be prepared to identify them and discuss their significance on written assignments.