King Philip Regional High School

Honours United States History I Syllabus

2008 - 2009

Mr. Ferreira

Period 6(F)

Office Hours: Thursdays, 2:30 - 4:00 PM, or by appointment

Text: Boorstin, Daniel & Kelley, Brooks Mather. A History of the United States. New York: Prentice Hall, 1996; 2000.

Required Materials: Large three ring loose-leaf binder for note-taking, distributed outlines, assignments, practice tests, etc. and a USB flash drive.

Required Daily Materials (unless otherwise notified): Notebook, writing instruments (pen & pencil), textbook, three ring binder, USB flash drive. 

Course Description: Honours United States History is a Level I course that fulfills the state and school district requirements for first half of the United States history course. This course will examine United States history beginning with the American Revolution and then moving on to through to 1877 and the conclusion of Reconstruction. The course will examine topics and themes including, but not limited to, the development of the U.S. Constitution, the Early Republic period, Jacksonian democracy, westward expansion, slavery, and the Civil War and Reconstruction eras.  NOTE: This course is the first half of the course preparation for the MCAS US History exam which will be taken in May/June of your sophomore year.  It is imperative that you take the course seriously and commit yourself to doing well in order to better your chances of passing the US History MCAS now that it is a graduation requirement!

Work Requirements: Students may expect to have, on average, eight pages of reading in both the text and supplementary reading handouts a minimum of three nights each week. Additionally, students will be required to listen to two - three pre-recorded lectures per chapter.  Each pre-recorded lecture will be accompanied by a study guide which students must answer in preparation for class discussion and Q & A during the first class following the lecture homework assignment.  Text readings are expected to be outlined by students with each outline written on loose-leaf three-holed paper or, if typed or word processed, paper that can be three-hole punched for insertion in the student's three ring binder. Outlines will be reviewed regularly, sometimes without advanced notice! Students will be quizzed each Friday on the previous week's readings. Students may expect a minimum of two to three concept tests per term drawing on information from readings, lectures, discussions, and/or research. There will be a significant writing (research paper, book review, annotated bibliography, etc.) each term as directed.  

Grading: Homework assignments and chapter outlines will be ten percent (10%) of the term grade. Quizzes will be twenty percent (20%) of their total grade for the term. There will be two to three tests per term, worth twenty percent (20%) of the student's total grade for the. Writing assignments and/or projects will constitute twenty percent (20%) of the student's total term grade. Team debates will constitute 20% of the term grade.  Class participation and attendance will be assessed at ten percent (10%) of the total term grade. NOTE: Please be advised that students, under the supervision of the instructor, will grade quizzes and objective portions of tests in class in order to facilitate rapid student assessment feedback. This is done to insure that, at the completion of said assessment, students will learn immediately which elements of their lessons were completed correctly and which need further improvement. 

• Term writing assignments/projects: 20%
• Team debates: 20%
• Tests - 20%
• Quizzes: 20%
• Homework: 10%
• Class participation and attendance - 10%

________________________________

Total - 100% 

Classroom Rules and Regulations: The following rules and regulations are intended to keep the classroom a safe and positive learning environment.  

1. PREPAREDNESS: Students are expected to bring writing materials and textbooks and readings every day unless otherwise notified. Students are expected to be in class every day that school is in session, according to state and school district attendance policies. Failure to come to class prepared may result in grade reduction in student's class participation and attendance grade.
2. CLASSROOM BEHAVIOUR – DISRUPTIONS OF LEARNING/VANDALISM: Disruptive and discourteous behaviour (non-class related conversations, disturbing other students vocally or physically, classroom vandalism, including but not limited to writing on desks, putting gum anywhere other than the trash can, etc.) is strictly prohibited. Such behaviour is subject to a minimum of one (1) after school detention and a maximum of three (3) after school detentions, during which time students should be prepared to work on class related homework and may be expected to clean or remove gum from desks or carry out other similar corrective maintenance tasks.
3. CLASSROOM BEHAVIOUR – INTIMIDATION: Behaviour which is in any way disrespectful or denigrating to any other student or to faculty members, including substitute teachers, will result in immediate dismissal to the assistant principal and contact with parents or guardians regarding the incident. Written explanations and apologies for such behaviour will be expected along with whatever corrective action is deemed appropriate before said student is allowed to return to the class. 
4. CLASSROOM BEHAVIOUR – STUDENT HANDBOOK: Other misbehaviour subject to the student handbook regulations and penalties will be dealt with accordingly.  
5. FOOD & BEVERAGES: Food and beverages, with the exception of water ONLY) are not allowed in the classroom unless otherwise approved of by me. Medically related food or beverage requirements, as determined by the school nurse, are, of course, exempt from this restriction.  
6. SUBSTITUTE TEACHERS: Substitute teachers for this class are to be automatically given even greater respect, courtesy, and co-operation than normally required. Students reported to me by substitutes for misbehaviour will be automatically assessed three days of working detentions (see description above) in my room upon my return to the class.  
7. PLAGIARISM & CHEATING: Plagiarism and cheating will result in term grade reductions of up to and including twenty-five percent (25%) of student's total term grade per incident regardless of the grade category in which the offense is discovered (homework, tests, etc.).

Miscellaneous: Tips for on-line Internet research, writing guides and copies of this syllabus may be found on my Web site. The URL is:

http://www.kingphilip.org/faculty/ferreiraj/public_web/index.htm.

Students are encouraged to actively participate in each class with questions, responses, debates and ideas for how to approach the learning of certain topics within the curriculum.  Learning is only as interesting as the student body wants it to be. Questions and discussions are the basis of education and involving yourself as much as possible can only improve your ability to learn.

Semester Schedule: The following is a schedule of term concepts and their approximate timelines for each term.  Be advised that the schedule is subject to a variety of interruptions beyond the control of the instructor:

Term I (3 September - 7 November):

September: The Political and Intellectual Origins of the American Nation: the Revolution and the Constitution, 1763-1789  (Boorstin, Ch. 4 & 5) 

• USI.1 Explain the political and economic factors that contributed to the American Revolution.  (H, C)
• USI.2 Explain the historical and intellectual influences on the American Revolution and the formation and framework of the American government. (H, C)
• USI.3 Explain the influence and ideas of the Declaration of Independence and the political philosophy of Thomas Jefferson. (H, C)
• USI.4 Analyze how Americans resisted British policies before 1775 and analyze the reasons for the American victory and the British defeat during the Revolutionary war. (H)
• USI.5 Explain the role of Massachusetts in the revolution, including important events that took place in Massachusetts and important leaders from Massachusetts. (H)
• Assessments: Section quizzes, reading quizzes, Ch. 4 test

October: The Political and Intellectual Origins of the American Nation: the Revolution and the Constitution, 1763-1789 (cont.) 

• USI.6 Explain the reasons for the adoption of the Articles of Confederation in 1781, including why its drafters created a weak central government; analyze the shortcomings of the national government under the Articles; and describe the crucial events (e.g., Shays’ rebellion) leading to the Constitutional Convention. (H, C)
• USI.7 Explain the roles of various founders at the Constitutional Convention. Describe the major debates that occurred at the Convention and the “Great Compromise” that was reached. (H, C)
• USI.8 Describe the debate over the ratification of the Constitution between Federalists and Anti-Federalists and explain the key ideas contained in the Federalist Papers on federalism, factions, checks and balances, and the importance of an independent judiciary. (H, C)
• USI.9 Explain the reasons for the passage of the Bill of Rights. (H, C)
• USI.10 On a map of North America, identify the first 13 states to ratify the Constitution. (H, G).
• Assessments: Section quizzes, reading quizzes, Ch. 5 test, US Constitution test, US Constitution debate

November: The Formation and Framework of American Democracy (Boorstin, Ch. 6 & 23) 

• USI.11 Describe the purpose and functions of government. (H, C)
• USI.12 Explain and provide examples of different forms of government, including democracy, monarchy, oligarchy, theocracy, and autocracy. (H, C)
• USI.13 Explain why the United States government is classified as a democratic government. (H, C)

Term II (10 November - 23 January):

November: The Formation and Framework of American Democracy (cont.)

• USI.14 Explain the characteristics of American democracy, including the concepts of popular sovereignty and constitutional government, which includes representative institutions, federalism, separation of powers, shared powers, checks and balances, and individual rights. (H, C)
• USI.15 Explain the varying roles and responsibilities of federal, state, and local governments in the United States. (H, C)
• USI.16 Describe the evolution of the role of the federal government, including public services, taxation, economic policy, foreign policy, and common defense. (H, C)
• USI.17 Explain the major components of Massachusetts’ state government, including the roles and functions of the governor, state legislature, and other constitutional officers. (H, C)
• USI.18 Explain the major components of local government in Massachusetts, including the roles and functions of school committees, town meetings, boards of selectmen, mayors, and city councils. (H, C)
• USI.19 Explain the rights and the responsibilities of citizenship and describe how a democracy provides opportunities for citizens to participate in the political process through elections, political parties, and interest groups. (H, C)
• USI.20 Explain the evolution and function of political parties, including their role in federal, state, and local elections. (H, C)
• USI.21 Describe how decisions are made in a democracy, including the role of legislatures, courts, executives, and the public. (H, C)
• Assessments: Reading quizzes, Federal Gov’t test

November/December: Political Democratization, Westward Expansion, and Diplomatic Developments, 1790-1860 (Boorstin, Chs. 6 – 9) 

• USI.22 Summarize the major policies and political developments that took place during the presidencies of George Washington (1789-1797), John Adams (1797-1801), and Thomas Jefferson (1801-1809). (H, C)
• USI.23 Analyze the rising levels of political participation and the expansion of suffrage in antebellum America. (C, H)
• USI.24 Describe the election of 1828, the importance of Jacksonian democracy, and Jackson’s actions as President. (H)
• USI.25 Trace the influence and ideas of Supreme Court Chief Justice John Marshall and the importance of the doctrine of judicial review as manifested in Marbury v. Madison (1803). (H, C)
• Assessments: Section quizzes, reading quizzes, Ch. 6/7 test

January: Political Democratization, Westward Expansion, and Diplomatic Developments, 1790-1860 (cont.) 

• USI.26 Describe the causes, course, and consequences of America’s westward expansion and its growing diplomatic assertiveness. Use a map of North America to trace America’s expansion to the Civil War, including the location of the Santa Fe and Oregon trails. (H, E, G)
• Assessments: Section quizzes, map assignment, Ch. 11 test ; Mid-year review & exam.

Term III (26 January - 3 April):

January/February: Economic Growth in the North and South, 1800-1860  (Boorstin, Ch. 9, 10, 11) 

• USI.27 Explain the importance of the Transportation Revolution of the 19^th century (the building of canals, roads, bridges, turnpikes, steamboats, and railroads), including the stimulus it provided to the growth of a market economy. (H, E)
• USI.28 Explain the emergence and impact of the textile industry in New England and industrial growth generally throughout antebellum America. (H, E)
• USI.29 Describe the rapid growth of slavery in the South after 1800 and analyze slave life and resistance on plantations and farms across the South, as well as the impact of the cotton gin on the economics of slavery and Southern agriculture. (H) March 2006: Learning Standard D (cont.) – Cold War abroad (1945 - 1989) (Boorstin, Ch. 31, 32 & 33)
• Assessments: Section quizzes, map assignment, Ch. 9/10 test

March: Social, Political, and Religious Change, 1800-1860 (Boorstin, Ch.11) 

• USI.30 Summarize the growth of the American education system and Horace Mann’s campaign for free compulsory public education. (H)
• USI.31 Describe the formation of the abolitionist movement, the roles of various abolitionists, and the response of southerners and northerners to abolitionism. (H)
• USI.32 Describe important religious trends that shaped antebellum America. (H)
• USI.33 Analyze the goals and effect of the antebellum women’s suffrage movement. (H)
• USI.34 Analyze the emergence of the Transcendentalist movement through the writings of Ralph Waldo Emerson & Henry David Thoreau (H)
• Assessments: Section quizzes, map assignment, Ch. 11 test, Slavery team debate

Term IV (6 April - 17 June):

April: The Civil War, 1860-1865  (Boorstin, Ch. 10, 12, 13) 

• USI.35 Describe how the different economies and cultures of the North and South contributed to the growing importance of sectional politics in the early 19^th century. (H)
• USI.36 Summarize the critical developments leading to the Civil War. (H)
• USI.37 On a map of North America, identify Union and Confederate States at the outbreak of the war. (H, G)
• Assessments: Section quizzes, reading quizzes, Ch. 10/12 test

May: The Civil War, 1860-1865  (cont.) 

• USI.38 Analyze Abraham Lincoln’s presidency, the Emancipation Proclamation (1863), his views on slavery, and the political obstacles he encountered. (H, C)
• USI.39 Analyze the roles and policies of various Civil War leaders and describe the important Civil War battles and events. (H)
• USI.40 Provide examples of the various effects of the Civil War. (H, E)
• Assessments: Section quizzes, reading quizzes, Ch. 13 test

June: Reconstruction, 1865-1877 (Boorstin, Ch. 14) 

• USI.41 Explain the policies and consequences of Reconstruction. (H, C)
• Assessments: Final review and exam