HONORS

United States History I; Course Syllabus

Contact Info: jali@keansburg.k12.nj.us

Course Description: America: The Story of USUnited States Honors 1 History is a thought-provoking course that is meant to challenge and build upon the students’ research, critical thinking, reading, writing and technological skills. This class is a one-semester course that introduces students to American history in the time periods of 1500 to 1865. This course covers the migration of Native American peoples through the American Civil War. Solid reading skills, along with a willingness to devote considerable time to homework and study are necessary to succeed. Emphasis is placed on critical thinking and analytical thinking skills, essay writing and on interpretation of primary and secondary sources.

Course Objective:Students will:

Demonstrate a thorough understanding of democratic citizenship Illustrate a high level of proficiency in historical and geographic knowledge Demonstrate an understanding of chronology Use historical records to support or oppose arguments and positions Interpret and apply data from primary and secondary sources Utilize a variety of technological programs to complete assignments and

historical research for the purpose of assessment

Course Text:United States History: Prentice Hall

Course Materials Required: Mac Book Thumb/Flash Drive Folder (kept in class) Journal Notebook (kept in class) Pen (no pencils) THE ATTITUDE THAT GOOD ENOUGH IS NEVER ENOUGH!!! BRING YOUR

“A” GAME.

Grading Policy:Grade percentages will be consistent with Keansburg Board of Education policy. These grading percentages can be viewed on the school district’s website or in your student handbook. All grades are earned NOT given. “Reach high, for stars lie hidden in you. Dream deep, for every dream precedes the goal.”

US I Honors Grading System:Your grade will be calculated with the following values

Tests and essays = 50% of your total grade, projects will be valued as 2 testsClasswork and Homework = 30% of your total gradeQuizzes = 20% of your total grade

Second Chance: This will be consistent with district policy. All students have the opportunity to retake any test or quiz within 5 days of receiving the graded assessment. Furthermore, class policy will allow any student to make-up any missing assignment with a 10-point penalty for each school day late. Lowest grade given for a make-up assignment will be a 50%. There are no extra credit assignments for this class. DO YOUR WORK AND DO IT ON TIME!!!

Keys for Success: Be on time in regards to attendance and assignments Organization and preparedness will bring you success Continue to develop superior research skills, it saves time If you don’t know you better ask somebody Credit all sources; plagiarism will be handled in a serious manner Respectfully share thoughts, opinions, resources and knowledge with your

peers, together we succeed

Course Outline:Twelve themes will be identified, analyzed, critically thought over, written about and discussed:

American Diversity

The diversity of the American people and the relationships among different groups. The roles of race, class, ethnicity, and gender in the history of the United States.

American Identity

Views of the American national character and ideas about American exceptionalism. Recognizing regional differences within the context of what it means to be American.

Culture

Diverse individual and collective expressions through literature, art, philosophy, music, theater, and film throughout U.S. history. Popular culture and the dimensions of cultural conflict within American society.

Demographic Changes

Changes in birth, marriage, and death rates; life expectancy and family patterns; population size and density. The economic, social, and political effects of immigration, internal migration, and migration networks.

Economic Transformations

Changes in trade, commerce, and technology from the time of British settlement to Civil War.

Environment

Ideas about the consumption and conservation of natural resources. The impact of population growth, industrialization, pollution, and urban and suburban expansion.

Globalization

Engagement with the rest of the world from the fifteenth century to the present: colonialism, mercantilism, global hegemony, development of markets, imperialism, and cultural exchange.

Politics and Citizenship

Colonial and revolutionary legacies, American political traditions, growth of democracy, and the development of the modern state. Defining citizenship. Struggles for civil rights.

Reform

Diverse movements focusing on a broad range of issues, including anti-slavery, education, labor, temperance, women's rights, civil rights, gay rights, war, public health, and government.

Religion

The variety of religious beliefs and practices in American from prehistory to the twenty-first century; influence of religion on politics, economics, and society.

Slavery and Its Legacies in North America

Systems of slave labor and other forms of unfree labor (e.g., indentured servitude, contract labor) in Native American societies, the Atlantic World, and the American South and West. The economics of slavery and its racial dimensions. Patterns of resistance and the long-term economic, political, and social effects of slavery.

War and Diplomacy

Armed conflict from the precolonial period to the Civil war; impact of war on American foreign policy and on politics, economy, and society.

Class Coverage and Major Assignments

1. Black History Month

2. Note Taking Guide (1 day)

3. Pre-Columbian America

4. Post Columbian Contact / Columbian Exchange

5. Conquistadors, Colonization and Settlement

6. Colonies Take Shape

7. Continental Supremacy / French and Indian War

8. American Revolution

9. Inventing a Nation; Costitution

10. Unknown Presidents 1797 to 1861 / War of 1812

11. Nationalism and Sectionalism

12. Westward expansion / Manifest Destiny

13. Election of Abraham Lincoln

14. Civil War

Major Projects;

Black History Month

Creating the Colonies

American Revolution (persuasive essay)

Constitution (Team Debate)

Western Expansion (expository essay)

Battles of the Civil War

Book Review: Fredrick Douglass autobiography

Book Report/Review

Historical Events

The Chronicles: Life’s Incredible Voyage on Earth

Historical Events Review Project(s)

Those who do not learn from the past are destined to repeat it. History is important because WE ARE the past: we are the sum of all the events (good, bad and indifferent) that have happened to us. This sum product guides our actions in the present.

This is true not only for the individual (imagine what would have happened to you had your parents never met, or had your parents raised you with different values), but for large societies as well (how would the U.S. be different, for example, if it had lost the American Revolution, or if the Spanish had founded the colonies of North America that became the United States?). In both cases the United States, as we know it would not exist.

The only way we can understand who we are and how we got to be that way is by studying the past. Similarly, the only way we can understand others is by studying their past. If we don't understand what made them who they are--in terms of how they think and act--we will make all sorts of mistakes in our interactions with them. Think of how you treat people differently based on how you know them. The same is true for countries when it comes to diplomacy. Our failures in Iraq were born out of a limited understanding of who they are because we have not taken the time to truly study and understand their past.

"We study the past to understand the present; we understand the present to guide the future." -- William Lund

Purpose- The purpose of this assignment is to exam our world and its many complexities with a broadened sense of understanding focusing on the interdependent nature of all living beings and the role of humans in determining life’s future.

Assignment Directions- Below you will find an extensive list of documentaries that vary greatly in category. Students will separately view five different documentaries only two of which may come from the same category. Then students are to complete a lesson review that outlines their factual and conceptual understanding of the selection. Use the attached lesson review as a template to guide your writing. Furthermore, all students will create a presentation that reflects their understanding of life’s interdependence and our role in the future using the collective knowledge gained from documentarian research. An assignment sheet and rubric will follow as assignment nears.

Assignment Requirements: Typed Word Document 12 Font

Times New Roman MLA StyleBiographical Documentaries;-The Real Story of Jesus: BBC Documentary-Fat Sick and Nearly Dead-The Double Headed Eagle Hitler-A Life Among Whales-Alexander the Great; The man Behind the Myth: Nat Geo-Dark Days-Steve Jobs; Visionary Genius-The Madoff Affair-Frontline: Dreams of Obama-30 for 30: Broke-Clash of the Gods

Historical Documentaries-Dark Ages-Pompeii: Back from the -Dead-Into the Great Pyramid: Nat Geo-Building AlaskaExplorer 25 years: Nat Geo-The Last Stand of the 300-BC Battles

-Ice Age Columbus; Who were the First Americans-History of Rome – Engineering the Roman Empire-Lost Civilizations

-Neanderthal-Ape to Man

Military Documentaries-Deadliest Warrior (Two Episodes)-Warriors (Two Episodes)-Rules of Engagement-Delta Boys-The Forgotten Bomb-Unforgettable: The Korean War-The Empire in Africa-Inside Guantanamo: Nat Geo-Super Carrier: Nat Geo-Two Weeks in Hell (Both Episodes)

Political Documentaries-Loose Change 9/11: An American Coup-The Union: The Business of Getting High

-Inside North Korea: Nat Geo-Surviving Progress-If a Tree Falls: Earth Liberation Front-A River of Waste: The -Hazardous TruthBattle for Occupation and Retaliation-The Vaccine War-Solitary Confinement -The One Percent-Born Rich

-Vice Documentaries (two episodes)

Science and Nature Documentaries-Six Degrees Could Change the World-Planet Earth-Amazing Planet-Discover Planet Ocean-Pre-Historic Disasters-Man vs. Wild (two episodes)-Survivor man (two episodes)-Dual Survivor (two episodes)-Predators at War: Nat Geo-Ultimate Crocodile-I Shouldn’t Be Alive -Hogs Gone Wild (two episodes)-I. Predator

Note – All documentaries can be found on Netflix or YouTube. Be careful when selecting your choice of documentary. Choose something that you would be interested in learning about, as well as something foreign enough that allows you to experience things you know little about. Be sure to read the synopsis and watch the introduction of the documentary before viewing it in its entirety.

Film Analysis RubricScore Synopsis of Film Analysis of Devices Purpose of Film Writing Style

5 Far exceeds expectations of a thorough synopsis; provides insightfulconnections or image filled descriptions

Advanced analysis ordetailed explanation ofthe connectionbetween literary, thematic, and cinematic devices

Depth of thought isevident; connectionsare drawn between thisfilm and “real life.”

Clear mastery oflanguage (advancedvocab., literary techniques, maturity); MLA format is used correctly.

4 A thorough synopsissets up the premise ofthe film, including:• plot developments• key characters• genre of film• details (key scenes)

The majority of thereview focuses on adetailed analysis ofadvanced devices,including two fromeach of the followingcategories:• literary• thematic, and• cinematicDetailed descriptions ofscenes are used astextual evidence.

The purpose of the filmis connected to social,political, economic,artistic, or mythologicalissues that the reviewerexplains in depth.The reviewer addressesthe following questions:• Why is this animportant film?• Who is the intendedaudience?

The paper is exceptionallywell-written, asevidenced by:• abundant imagery• sophisticated syntax• effective diction (word choice)• logical sense of organization• “hooked” transitions• mature voice• appropriate tone• obvious revision,proofreading, polish• proper MLA formatting

3 A detailed synopsis sets up the premise of the film, but some information may be missing or the storyline of the film may not be evident to the reader who has not viewed the film.

Analysis focuses on twodevices from eachcategory, but reviewermay select only themost basic devices orone category may notbe as developed as theothers.

The reviewer mayinclude an assertionabout the purpose ofthe film but fail toprovide evidence thatsupports the claim.

The writer incorporatesmost of the techniqueslisted above, butstruggles with:

2 Some details from thefilm are included in theessay, but the synopsisis too vague or not longenough to clearlyconvey the story to thereader.

One category (literary,thematic, cinematic)may be missing from theanalysis OR the reviewermay not provideenough description astextual evidence.

The purpose of the filmis mentioned but maybe vague. The reviewermay not be able todetermine the audienceor make any clearconnections.

Several writing errorsdetract from the overallimpact of the review.Work on:

1 A synopsis is notevident or so poorlywritten that it detractsfrom the overall

Analysis may be verysurface-level or filmreview may only consist

The purpose of the filmis omitted or unclear.

Multiple writing errorsindicate very little timespent revising and/orproofreading the

review. of a synopsis. paper.

20 = 100 8 = 75 Comments:16-19 = 95-99 7 = 7014-15 = 90 6 = 6012-13 = 85 5 = 509-11 = 80 Final Grade:______

Film Review TemplateName:_______________________________________________ Date:________________________

Documentary Type:Documentary Title:Director:Production Company:Production Date:

1. In two to three sentences explain your first impression of the documentary upon reading the title and summary of the film. What did you think it would be about? What made you decide on this film selection?

2. Synopsis of the film briefly describing its plot, themes, and culturally significant behaviors and characteristics that you observed. (2-paragraph minimum)

3. Understanding of significant statements or exposed revelations. Analyze and explain three focus points in the film that were made clearer to you because of this documentary. Directly quote the film while explaining through examples and conceptual understanding. (3 paragraphs minimum)

4. Describe knowledge gained from the film as well as any myths/falsities you may have believed prior to the viewing of the documentary. (1 to 2 paragraphs)

5. Connections, associations, and linkages. What did this documentary remind you of? What connections are there to the environment, society or life in general? Does this documentary share links with other realms of life on earth? Analyze cause and effect.

6. Why would you recommend or not recommend this documentary to you peers? Explain your answer thoroughly on either side.

Notes: Do not write in the first person with the exception of numbers 1 and 6. Use vocabulary and direct quotes from the film to support your review Utilize as much detail from the film as possible Formulate a personal opinion and/or understanding of the film Take notes while watching documentary Go back as many times as you feel necessary to fully understand the information Have a map up that shows the region of the world the documentary focuses on

American History Book Review/ReportReading List

* Carefully choose a book from the list below. Be sure to select a book that you would have some enjoyment reading.

The American Spirit in Literature; Bliss Perry American Heroes; Edmund S. Morgan Love and Hate in Jamestown; David A. Price A Land as God Made It: Jamestown and the Birth of America; James Horn America Crisis: George Washington and the Dangerous Two Years After

Yorktown; William M. Fowler The Red Badge of Courage; Stephen Crane The DeerSlayer; James Fenimore Cooper The Last of the Mohicans; James Fenimore Cooper Pursuits of Happiness: The Social Development of Early Modern British

Colonies; Jack P. Greene American Colonies; Alan Taylor Tories; Fighting for the King in America’s First Civil War; Thomas B. Allen 1491: New Revelations of the Americas Before Columbus; Charles C. Mann American Indian/American Presidents: A History; Clifford E. Trafzer Lewis and Clark Through Indian Eyes; Alvin M. Josephy Jr. The Indians of New Jersey: Dickon Among the Lenapes; M.R. Harrington A Slave in the White House; Elizabeth Dowling Taylor

A Great and Good Man: George Washington in the Eyes of His Contemporaries; John P. Kaminski

The Odd Clauses; Jay Wexler Inventing a Nation; Gore Vidal Lincoln; Gore Vidal

* Note- Books can be purchased online; Barnes and Noble or other books stores, and the library. Most books on this list will not be found in the school’s library. There are some books on the list, which can be read in full on Google books or other online sources. If there is any trouble with picking out or purchasing a book, please come see me as soon as possible.

Book Review/Report Assignment Sheet

You may have written a book report in before that was a simple summary of a book, that ensured (more or less) that you read the book, but was pretty mindless and boring. That is NOT what this book review assignment is about.

The idea of a professional book review is to briefly summarize the ideas of the book, but mainly to give your opinion about the book’s merits – it is a critical analysis of the book. Critical does not imply that you are going to be mean or harsh in your review. It means that you are going to evaluate objectively whether the author(s) have fulfilled their objectives in the book, and whether they have used persuasive and/or unbiased evidence to support their claims. Did you find the book engaging? Persuasive? Did you agree with it? Did you enjoy it? Would you recommend it to others? What is the intended audience of the book? Does it succeed in reaching this audience?

Work hard on making your book review very readable to a general audience – it should flow well and be written nicely. You should have an introduction, discussion of the book, and clear conclusion (although these don’t have to be broken into explicit sections – you can write this like an essay). Include:

Before You Write

Consider the elements you will need to be included in your review. The following items may help:

•Author: Who is the author? What else has s/he written? Has this author won any awards? What is the author’s typical style?

•Genre: What type of book is this: fiction, nonfiction, romance, poetry, youth fiction, etc.? Who is the intended audience for this work? What is the purpose of the work?

• Title: Where does the title fit in? How is it applied in the work? Does it adequately encapsulate the message of the text? Is it interesting? Uninteresting?

• Preface/Introduction/Table of Contents: Does the author provide any revealing information about the text in the preface/introduction? Does a “guest author” provide the introduction? What judgments or preconceptions do the author and/or “guest author” provide? How is the book arranged: sections, chapters?

•Book Jacket/Cover/Printing: Book jackets are like mini-reviews. Does the book jacket provide any interesting details or spark your interest in some way? Are there pictures, maps, or graphs? Do the binding, page cut, or typescripts contributes or take away from the work?

•Characters: Are there characters in the work? Who are the principal characters? How do they affect the story? Do you empathize with them?

•Themes/Motifs/Style: What themes or motifs stand out? How do they contribute to the work? Are they effective or not? How would you describe this author’s particular style? Is it accessible to all readers or just some?

•Argument: How is the work’s argument set up? What support does the author give for her/findings? Does the work fulfill its purpose/support its argument?

•Key Ideas: What is the main idea of the work? What makes it good, different, or groundbreaking?

• Quotes: What quotes stand out? How can you demonstrate the author’s talent or the feel of the book through a quote?

When You Are Ready to Write

•Establish a Background, Remember your Audience: Remember that your audience has not read the work; with this in mind, be sure to introduce characters and principals carefully and deliberately. What kind of summary can you provide of the main points or main characters that will help your readers gauge their interest? Does the author’s text adequately reach the intended audience? Will some readers be lost or find the text too easy?

•Minor principals/characters: Deal only with the most pressing issues in the book. You will not be able to cover every character or idea. What principals/characters did you agree or disagree with? What other things might the author have researched or considered?

• Organize: The purpose of the review is to critically evaluate the text, not just inform the readers about it. Leave plenty room for your evaluation by ensuring that your summary is brief. Determine what kind of balance to strike between your summary information and your evaluation. If you are writing your review for a class, ask your instructor. Often the ratio is half and half.

• Your Evaluation: Choose one or a few points to discuss about the book. What worked well for you? How does this work compare with others by the same author or other books in the same genre? What major themes, motifs, or terms does the book introduce, and how effective are they? Did the book appeal to you on an emotional or logical way?

IntroductionThere are two sections for this part. First you want to provide basic information about the book and the author. Include:

Title (underlined)/AuthorPublication Information: Publisher, year, number of pagesGenrePurpose of book (1-2 sentences)Background in formation on the Author and some of his other works

The second part of the introduction should provide information on what your paper will cover. This part of the introduction should include;

1. Description of the book and the time period covered2. Thesis statement that provides the reader with the structure of your paper

BodyThere are two main sections for this part. The first is an explanation of what the book is about. The second is your critical analysis about the book and how successful it is. There are some differences between reports on fiction or other imaginative writing and reports on non-fiction books.

But for both, a good place to start is to explain the author's purpose and/or the main themes of the book. Then you can summarize.

• For fiction or other creative writing:Provide brief descriptions of the setting, the point of view (who tells the story), the protagonist , and other major characters. If

there is a distinct mood or tone, discuss that as well.Give a concise plot summary. Along with the sequence of major events, you may want to discuss the book's climax and resolution, and/or literary devices such as foreshadowing. But, if you are writing a review, be careful not to give away important plot details or the ending.

• For non-fiction:Provide a general overview of the author's topic, main points, and argument. What is the thesis? What are the important conclusions?Don't try to summarize each chapter or every angle. Choose the ones that are most significant and interesting to you.

Analysis and EvaluationIn this section you analyze or critique the book. You can write about your own opinions; just be sure that you explain and support them with examples. Some questions you might want to consider:

• Did the author achieve his or her purpose?• Is the writing effective, powerful, difficult, beautiful?• What are the strengths and weakness’s of the book?• For non-fiction, what are the author's qualifications to write about the subject? Do you

agree with the author's arguments and conclusions?• What is your overall response to the book? Did you find it interesting, moving, dull?• Would you recommend it to others? Why or why not?ConclusionBriefly conclude by pulling your thoughts together. You may want to say what impression the book left you with, or emphasize what you want your reader to know about it.

Assignment Due Dates

Book Identification: 3/18/13 (Homework x2)

Chapter Outline; First four chapters: 4/2/13 (quiz)

Chapter Outline; All chapters: 4/ 22/13 (quiz)

First Draft; 5/6/13 (Test)

Final Paper; 5/24/13 (Test x2)

All assignments may be turned in early. However, any assignment that is turned in late will result in a 10-point deduction for the first day late and 20-point deduction will for everyday after. Do not procrastinate on this assignment. We still have numerous projects, essays, classwork and tests to complete. Work will pile up and it will be extremely difficult to catch with the assignments.

Book Report/Review Requirements:

MLA Formatted 12 Font Times New Roman Authentic Title Minimum 6 quotes 7-10 pages (may go higher than 10, any lower than 7 is automatic 15

point deduction) Works Cited Page One additional web source is required for first part of introduction

(may use more than one, as well as additional sources to help promote the books conceptual understanding)

*Note- Please have parent or guardian read through the assignment syllabus carefully and sign. This is due back Monday 3/11/15 and will count as a homework grade. Parents or guardians with any questions may call during school hours or email any time at jail@keansburg.k12.nj.us

Student Name: _________________________________________________________ Date: __________________________

Parent or Guardian Name: (print) _____________________________________________________________________

Parent or Guardian: (sign) ____________________________________________________ Date: ___________________