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United States History I Honors
Course Description:
This course begins with the French and Indian War and continues through the period of Reconstruction and Western Expansion. Students will analyze primary sources and demonstrate knowledge of the economic, social and political transformation of the United States and the world between the end of British rule and sectional conflict. Students will be required to write a research paper, develop cooperative group projects and use various multimedia technologies to enhance their understanding of the key concepts and themes provided by the Massachusetts frameworks. The student will demonstrate skills for historical and geographical analysis, including the ability to analyze and interpret primary and secondary documents to increase understanding of events and life in United States history from 1763-1877.
Students will make connections between past and present, interpret ideas and events from different historical perspectives and evaluate and debate issues orally and in writing.
Course Objectives:
- Master a broad body of knowledge
- Demonstrate an understanding of historical chronology
- Use historical data to support an argument or position
- Differentiate between different schools of historical thought
- Interpret and apply data from original documents, including cartoons, graphs, letters and maps
- Effectively use analytical skills of evaluation, cause and effect, compare and contrast
- Research, organize and analyze a specific topic for the creation of an original research paper
Supply List:
- 3 ring binder
- folder
- notebook
- writing utensil
- highlighters
- flash drive recommended
Textbooks/Materials:
The primary text used for this course will be Mary Beth Norton, et. al., A People and A Nation. In addition there will be numerous handouts, primary and secondary source readings.
Class Procedures:
- Question and Answer-Discussion
- Presentation of material via lectures and PowerPoint slides
- Experiential-Debates, Socratic Seminars, role play, trials, oral presentations, field trips, videos, map exploration and other activities
- Collaborative Group Work
Expectations:
- Homework: In general, students are expected to spend about 50-60 minutes a night on homework in this course.
- All formal papers must be typed, double-spaced and in manuscript form. Your name, date and assignment must appear typed on all assignments.
- All work submitted must include a proper bibliography including author, title of book or website, publisher, date of publication and web address as each applies to the source. This includes photographs or charts used in projects and presentations. Your educational integrity includes proper source citation.
- Academic Freedom: All students have a right to their opinions. How you support your opinions is key to doing well in this class.
- Keep in mind that we want all of you to be successful. We want you to reach your goals and your full potential as a student and a person. If you have a problem, come to me earlier rather than later. If you find you are overwhelmed, we can work something out… but do not let it go.
- Always give your best effort on all class activities and assignments. There are opportunities to learn, achieve, and grow. Take advantage of them.
Class Rules:
- Cover textbooks.
- Remember that your personal honor and integrity are a very precious and important part of who you are as a person. Therefore, I expect that you will do all of your own work at all times. Please see your GDRHS handbook for further information regarding cheating and plagiarism.
- Promptness to class and attendance: You must arrive to class on time and be prepared to work. If you are late, you must have a pass. If you do not have a pass you will be subject to both teacher and administrative detention. If you are absent, you should contact a member of the class or the office for the day’s assignments. Cutting class will result on a zero for that day’s work. You are responsible for all work missed during an absence.
- Bring appropriate materials to class. This includes your textbook, notebook, writing utensils, paper, highlighter and all homework that is due. Late work will receive reduced credit.
- Respect of fellow classmates, teacher and classroom is a mandatory obligation in my classroom.
- No Food or Drinks in the classroom. Water only.
Notebook Requirements:
- You will need a three ring binder for organizing material at home or school and a minimum of a notebook and folder for daily use. Notebook sections should include:
- Notes
- Tests/Quizzes
- Readings/ Handouts/ Worksheets
- IDs
- Essays/ Document Based Questions (DBQ)
- Projects
- Socratic Seminar Questions and Evaluations
Study Information:
Evaluation:
- 30% Tests/Quizzes/In class DBQs: Chapter and unit tests, including essays, on textbook reading, supplemental reading, and class discussions.
- 30% Projects, Essays and Research Paper: Group or Individual work including newspapers, pamphlets, maps, statistical analysis, power point presentations, etc. In class and out of class essays. Ten page research paper on Early American History requirements leading up to original paper.
- 30% Homework: Identifications, short answer, graphic organizers and work sheets.
- 10% Participation: Discussion participation and leadership, including Socratic Seminars. Notebook grade will be included here.
GDRHS Core Assignment
(Performance Based Assessment)
Course: United States History I
Grade Level: 10th Grade Honors/ Advanced/ Standard
Title: 10th Grade Research Paper
Background: Students will have the opportunity to pick one topic from the United States I curriculum, which is of interest to them, which they will write a research paper on. The 9th Grade Research Paper is an assignment that fortifies student research and writing skills, and helps students to write well-crafted, thesis-based papers. Students will sharpen research methods, citation skills and logical paper outlining ability.
Task: Students will demonstrate the skills of research, primary source analysis, secondary text analysis, organization, proper formatting of bibliography and footnote citation, writing, and skills of summation in a formalized research paper on a specific USI topic.
Audience: The Teacher
Purpose: the purpose of this assignment is to create an original research paper compiling the skills of research, primary source analysis, secondary text analysis, organization, proper formatting of bibliography and footnote citation, writing and summation. Students will gain insight into a specialized topic of their choice within US History I.
Learning Objectives:
- Students will be able to write a thesis paper based on research that includes quotations, footnotes or endnotes, and a bibliography.
- Students will apply steps for obtaining and evaluating information and presenting research, including differentiating between primary and secondary sources; differentiating between using paraphrasing and direct quotations; documenting information in a consistent, standard bibliographic format.
- Students will prove a thesis statement by using logical organization, effective supporting evidence, and a variety of sentence structures.
- Students will formulate open-ended research questions and apply steps for obtaining and evaluating information from a variety of sources, and be able to present this research in writing.
Procedure:
Students will select an appropriate, and approved, topic within the context of US History from 1763-1877.
Students will locate primary and secondary sources.
Students will develop a thesis statement.
Students will organize and develop a proper bibliography.
Students will organize and develop an outline.
Students will synthesize research and writing skills to create an original research paper.
CRITERIA |
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Thesis Statement |
Thesis statement expresses one main point and is specific. There is nothing vague or unclear about the thesis statement.
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Thesis statement expresses one main point. |
Thesis does not express one main point or is not on a topic that is clearly definable. |
No identifiable thesis statement within the paper |
Logical Organization Introduction |
Introduction grabs the readerís attention, introduces the main idea of the paper, and contains a strong thesis statement. |
Introduction introduces the main idea of the paper and contains an adequate thesis statement. |
The main idea is not clearly stated in the introduction and the thesis is weak. |
The main idea is not found in the introduction and there is no clear thesis statement. |
Logical Organization Idea Development |
The ideas are arranged logically to support the central purpose. Ideas flow smoothly and are clearly linked to each other. The reader can clearly follow the line of reasoning. |
The ideas are arranged logically to support the central purpose. They are usually clearly linked to each other, and for the most part, these connections can be followed by the reader. |
In general, the ideas are arranged logically, although occasionally ideas fail to make sense together. The reader is fairly clear about the writerís intentions. |
The writing is not logically organized. Frequently, ideas fail to make sense together. No cohesive line of reasoning is apparent.
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Sentence Structure/ Word Choice |
Sentences are well phrased and varied in length and structure. Sentences flow smoothly from one to another. Word choice is consistently precise and accurate. |
Sentences are well phrased and there is some variety in length and structure. The flow from sentence to sentence is generally good. The writer goes beyond the generic word to find one more precise and effective. |
Some sentences are awkwardly constructed so that the reader is occasionally distracted. Word choice is merely adequate, and range of words is limited. Some words are used inappropriately.
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Errors in sentence structure are frequent enough to be a major distraction to the reader. Many words are used inappropriately, confusing the reader. |
Logical Organization/ Conclusion |
Conclusion fully supports the thesis and is in line with all evidence given. The conclusion is well constructed and engaging. No new evidence is given in the final paragraph. |
Conclusion generally supports the thesis. The conclusion is well constructed. No new evidence is given in the final paragraph. |
Conclusion attempts to support the thesis. The conclusion is unsupported by evidence given throughout the paper. New evidence may appear in the final paragraph. |
Conclusion fails to support thesis. The conclusion is unsupported by evidence. New evidence appears in the final paragraph. |
Grammar, Spelling and Mechanics |
The writing is virtually free of errors. |
There are occasional errors, but they do not present a major distraction or obscure the meaning. |
The writing has many errors, and they distract the reader. |
There are so many errors that the meaning is obscured. The reader is confused. |
Structure/ Length |
Heading, margins and spacing are all error free, and # of pages meet requirements. |
Heading, margins and spacing are almost error free. # of pages almost meets requirements. |
Headings, margins and spacing have a few errors, and # of pages does not meet requirements. |
Multiple errors and/or does not meet the length requirements. |
Bibliography
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Primary and secondary sources are correct in # and appear in excellent bibliographic form. |
Primary and secondary sources are correct in # and appear in fair bibliographical form. |
Primary and secondary sources are fewer than assigned and/or lack proper form. |
Bibliography is lacking in effort. |
Footnotes and Evidence |
Footnotes are used throughout the paper in excellent form. Compelling evidence from professionally legitimate sources is given to support claims. Attribution to sources is clear and fairly representatives. |
Footnotes are used in proper form. Professionally legitimate sources that support claims are generally present and attribution is largely clear and represented. |
Footnotes are present, but not always where needed. Although attributions are occasionally given, many statements seem unsubstantiated. The reader is confused about the source of information. |
Attempt to use footnotes is minimal and poorly organized. References are seldom cited to support statements.
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POSSIBLE TOPICS FOR USI RESEARCH PAPER
Colonial America Navigation Acts Roger Williams Anne
Hutchinson John Smith King Philips Baconís Rebellion Puritan Society Virginia and slave code (1705) The French and Indian War Albany Plan of Union Stamp Act Crisis Sons of Liberty Boston Massacre Boston Tea Party First Continental Congress Battles of the Revolution
- Lexington/ Concord
- Battle of Bunker Hill
- Valley Forge
- The Battle of Saratoga
- Battle of Kings Mountain
- Battle of Yorktown
Thomas Paine and ìCommon Senseî Designing the Declaration of Independence John Paul Jones Signing of the Treaty of Paris Virginia Statute for Religious Freedom Slavery
- Economics of Plantations
- Daily Life of slave/slave owner
- Resistance to Slavery
- The Middle Passage
- Three/Fifths Compromise
Articles of Confederation The Northwest Ordinance Shays Rebellion The Framers of the
Constitution
- James Madison
- George Washington
- Roger Sherman
- Alexander Hamilton
- Benjamin Franklin
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Women of the Revolution Great Compromise Federalism/ Anti-Federalist Debate Formation of the Bank of US Whiskey Rebellion Thomas Jefferson and Agrarianism Jayís Treaty Pinckneyís Treaty Alien and Sedition Act The Election of 1800
(John Adams vs. Jefferson) The Louisiana Purchase Expedition of Louis and Clark The War of 1812/ Treaty of Ghent Tecumseh and Tippecanoe Era of Good Feelings Court Cases
- Marbury vs. Madison
- Martin vs. Hunterís Lessee
- McCulloch vs. Maryland
- Gibbons vs. Ogden
- Dred Scott vs. Sandford
The Monroe Doctrine National Railroads Steamboats and Canals The Iron Horse Francis C. Lowell Eli Whitney and the Cotton Gin Early 19th Century Labor Unions 19th Century Life in
- The South
- The Northeast
- The Frontier
- Middle America
The Missouri Compromise Jacksonian America Suffrage Rights in US The Nullification Crisis and Daniel Webster Indian Removal Act and the Trail of Tears Panic of 1837 and Marin Van Buren
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Religious Groups
- German Mennonites
- Unitarians and Universalists
- Baptists
Mormons Transcendentalism and Margaret Fuller Henry David Thoreau and Walden Pond The Temperance Movement Elizabeth Cady Stanton Susan B. Anthony Seneca Falls Convention The Abolition Movement Frederick Douglas Sojourner Truth Manifest Destiny Sam Houston and the Alamo The War with Mexico The Gold Rush Compromise of 1850 Underground Railroad Harriet Tubman Bleeding Kansas John Brownís Raid The Civil War
- Forming of the Confederacy
- Fighting for the Union
- Life of a Civil War Soldier
- Battles of the Civil War
- Military Technology
- Southern Strategy
- The Anaconda Plan
- Stonewall Jackson
- Ulysses S. Grant
- Emancipation Proclamation
- Shermanís March to the Sea
- Lincolnís Assasination
Reconstruction Freedmenís Bureau Black Codes Carpetbaggers and Scalawags KKK Compromise of 1877
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Lowell Mill Girls Masons Development of Photography Republican Motherhood Cult of Femininity
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