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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: Website http://mail.gdrsd.org/~colson  Extra help is available during my prep period or after school by appointment. A People A Nation textbook link   http://college.hmco.com/history/us/norton/people_nation/6e/students/index.html 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. United States History I Syllabus Topic Projects Severing the Bonds of Empire Pamphlets Revolution Forging a National Republic Constitutional Convention News Paper Project The Early Republic Partisan Politics and War:  The Democratic-Republicans in Power War of 1812 Poster Project Nationalism, Expansion and the Market Economy Begin Research Paper Project Reform and Politics in the Age of Jackson Age of Jackson Scrapbook Project People and Communities in the North and West, 1830-1860 People and Communities in a Slave Society:  The South, 1830-1860 Power Point Presentations on People of North and South Slavery and America’s Future:  The Road to War The Civil War Draft Riots Primary Document Activity Reconstruction Final Research Paper Due Developing the West Access and Denial of Democracy in the West Industrialization Advert Project Urbanization Quantitative Analysis Project 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. 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 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 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 Lowell Mill Girls Masons Development of Photography Republican Motherhood Cult of Femininity