Ushistorysyllabus16 17

US History
Syllabus 16-17
Curricular Requirements.
Course Description..
...
Unit 1: Establishing an American Republic...
1492 1896..
Unit 2: Industrialism and Reform.
1840 1920..
Unit 3: Expanding American Global Influence..
1796 1921..
Unit 4: The Roaring Twenties and the Great Depression...
1914 1944..
Unit 5: World War II and the Cold War...
1917 1960..
Unit 6: The Search for a Better Life....
1945 1990..
Unit 7: Tumultuous Times.
1954 1980..
Unit 8: The Making of Modern America..
1980 Present.
Curricular Requirements
The course includes a high school level U.S. history textbook.
The course includes diverse primary sources consisting of written documents, maps, images, quantitative data
(charts, graphs, tables), and works of art.
The course includes secondary sources written by historians or scholars interpreting the past.
Each of the course historical periods receives explicit attention.
The course provides opportunities for students to apply detailed and specific knowledge (such as names,
chronology, facts, and events) to broader historical understandings.
The course provides students with opportunities for instruction in the learning objectives in each of
the seven themes of US History throughout the course.
The course provides opportunities for students to develop coherent written arguments that have a thesis
supported by relevant historical evidence. Historical argumentation
The course provides opportunities for students to identify and evaluate diverse historical interpretations.
Interpretation
The course provides opportunities for students to analyze evidence about the past from diverse sources, such
as written documents, maps, images, quantitative data (charts, graphs, tables), and works of art.
Appropriate use of relevant historical evidence
The course provides opportunities for students to examine relationships between causes and consequences of
events or processes. Historical causation
The course provides opportunities for students to identify and analyze patterns of continuity and change over
time and connect them to larger historical processes or themes. Patterns of continuity and change over time
The course provides opportunities for students to investigate and construct different models of historical
periodization. Periodization
The course provides opportunities for students to compare historical developments across or within societies in
various chronological and geographical contexts. Comparison
The course provides opportunities for students to connect historical developments to specific circumstances of
time and place, and to broader regional, national, or global processes. Contextualization
The course provides opportunities for students to combine disparate, sometimes contradictory evidence from
primary sources and secondary works in order to create a persuasive understanding of the past. Synthesis
The course provides opportunities for students to apply insights about the past to other historical contexts or
circumstances, including the present. Synthesis
Course Description
U.S. History - (1 credit) Open to Sophomores & Juniors (Required or can take AP US)
This course is developed to create an awareness of historical events and themes within United States History
and to develop relationships between past, present and future trends in history. It incorporates the foundations
of cultural and ethnic diversity, citizenship, politics and the fundamental philosophies of a democratic society.
In addition the course applies historical themes to current trends and world events.
Key Themes: The course is structured both chronologically and thematically. The themes include: Identity,
Work, Exchange and Technology, Peopling, Politics and Power, America in the World, Environment and
Geography, and Ideas, Beliefs, and Culture. Elements of these themes are included in most unit assignments.
Skills Developed: In each unit, students will get practice developing the following content-driven skills:
Crafting Historical Arguments from Historical Evidence (including Historical Argumentation and Appropriate Use
of Relevant Historical Evidence), Chronological Reasoning (including Historical Causation, Patterns of
Continuity and Change over Time, and Periodization), Comparison and Contextualization, and Historical
Interpretation and Synthesis. In addition, class activities and assignments will address the following academic
skills: Reading for comprehension and recall, improving study skills in preparation for assessments, improving
formal writing skills (addressed below), improving public speaking skills in class discussions and activities, and
improving skills of map reading and interpretation.
Writing Focus: Historical work at a collegiate level requires students to write proficiently. For this reason,
writing is emphasized in every unit of this course. Students receive essential questions to frame class
discussions; these are often used as writing assignments. Assessment of essays are measured by the
following: the degree to which they fully and directly answer the question, the strength of thesis statement,
level and effectiveness of analysis, amount and quality of supporting evidence, and organizational quality. In
addition to these standards, DBQs are graded on the basis of the degree to which a significant number of the
documents have been used to support the thesis, and the amount and quality of outside information included
in the response.
Primary Source Analysis Activities: To be truly meaningful, the study of history requires primary source
analysis. For this reason, most units in this course provide students with the opportunity to read and interpret a
diverse selection of primary source materials. The teacher introduces each document, and then students
(either alone or in groups) read, interpret, and discuss the document, noting the style, language, intent, and
effect. These activities help students become more familiar with primary sources, and develop their abilities to
read, understand, and use these sources.
Course Texts:
Textbook: Hart, Diane, and Bert Bower. History Alive!: Pursuing American Ideals. Rancho Cordova, CA: Teachers'
Curriculum Institute, 2013. Print.
Supplemental Texts: [CR1c] Foner, Eric. Reconstruction: Americas Unfinished Revolution, 1863-1877. New
York, New York: Harper Collins, 1988. Heffner, Richard D. A Documentary History of the United States, 8th ed.
Morgan, Edmund. The Birth of the Republic, 1763-89. Chicago, Illinois: U. of Chicago Press, 2013. Schulman,
Bruce. Lyndon B. Johnson and American Liberalism, 2nd ed. New York, New York: Bedford St. Martins. [CR1c]
The course includes secondary sources written by historians or scholars interpreting the past. Add any
supplemental material we want to use.
Unit 1: Establishing an American Republic: 1492 1896
Essential Questions:
What is history, and why should we study it?

What are Americas founding ideals, and why are they important?
How has geography influenced the development of the United States?
Were the American colonists justified in rebelling against British rule?
What is the proper role of a national government?
Does the Constitution support the ideals in the Declaration of Independence?
Did changes in the young nation open the door to opportunity for all Americans?
Was the Civil War inevitable?
How did the Civil War affect the United States and its people?
How was the nations commitment to its founding ideals tested during Reconstruction?
Unit Activities:
Assignments and Assessments:
Lesson 1 What Is History?
Students will
Use primary and secondary sources to analyze historical information
Determine validity and reliability of sources
Distinguish between fact and opinion
Identify bias, stereotyping, and prejudice and analyze multiple perspectives

Lesson 2 Defining and Debating Americas Founding Ideals Students will
Use writing to formulate questions, refine topics, and clarify ideas
Compile information from primary and secondary sources
Organize and link related information from multiple sources
Demonstrate comprehension and synthesis of content, processes, and experiences
Analyze key concepts in foundational documents
Recognize chronology and periodization
Lesson 3 Setting the Geographic Stage

Students will
Identify cause and effect
Analyze information by drawing inferences
Apply basic map knowledge
Interpret thematic maps
Analyze development of regional differences

Lesson 4 The Colonial Roots of Americas Founding Ideals How did the colonial period help to shape Americas
five founding ideals?
Students will
Identify and characterize major eras
Analyze political, economic, and social issues in history
Analyze the development of regional differences
Analyze relationships by comparing and contrasting
Trace the effects of events

Lesson 5 Americans Revolt
Students will

Identify the contributions of individuals and groups to historic events
Analyze similarities and differences
Summarize events or issues
Draws conclusions
Lesson 6 Creating the Constitution
Students will
Identify and analyze cause and effect
Analyze causes of conflict and cooperation
Trace the effect of events
Analyze consequences of past events and decisions and determine lessons learned from them
Lesson 7 An Enduring Plan of Government
Students will
Analyze information by making predictions and drawing conclusions
Compile information from primary and secondary sources

Lesson 8 Changes in a Young Nation
Students will
Analyze the development of regional differences
Analyze political, social, and economic issues in history
Apply and analyze continuity and change
Explain the influence of physical and human geography on technological advances, government
policies, and events
Lesson 9 A Dividing Nation
Students will
Use and construct timelines
Recognize the complexity of historical causes and effects, including limitations on determining cause
and effect
Use primary sources to analyze historical information
Determine an authors purpose, use of evidence, frame of reference, and point of view
Lesson 10 The Civil War
Students will

Lesson 11 Reconstruction Students will
Unit 2: Industrialism and Reform: 1840 1920
Texts and other materials utilized:

Themes: ID, WXT, PEO, POL, WOR, ENV
Major Topics:
Unit Activities:

Lesson 12 Change and Conflict in the American West What opportunities and conflicts emerged as Americans
moved westward?
Students will
Analyze multiple perspectives

Lesson 13 The Age of Innovation and Industry Was the rise of industry good for the United States? Students
will
Analyze the effect of political, economic, and social programs, and the political, economic, and social
ramifications of events in history
Lesson 14 Labors Response to Industrialism Was the rise of industry good for American workers? Students
will

Lesson 15 Through Ellis Island and Angel Island: The Immigrant Experience What was it like to be an
immigrant to the United States around the turn of the century?
Students will
Evaluate meaning, implication, and impact of major events, policies, and court cases

Lesson 16 Uncovering Problems at the Turn of the Century What social, political, and environmental problems
did Americans face at the turn of the 20th century?
Students will
Use writing to organize and link related information from multiple sources
Use writing to demonstrate comprehension and synthesis of content
Conduct an investigation and report the results
Analyze and evaluate information from documents and photographs

Lesson 17 The Progressives Respond Who were the progressives, and how did they address the problems
they saw?
Students will
Make and confirm inferences

Lesson 18 Progressivism on the National Stage How well did Presidents Roosevelt, Taft, and Wilson promote
progressive goals in national policies?
Students will
Compare the present with the past
Analyze the effect of political, economic, and social programs and the political, economic, and social
Unit 3: Expanding American Global Influence: 1796 1921

Major Topics:
Unit Activities:

Lesson 19 Foreign Policy: Setting a Course of Expansionism Was American foreign policy during the 1800s
motivated more by realism or idealism?
Students will

Determines an authors purpose and point of view
Synthesize information from multiple sources to draw conclusions

Lesson 20 The Spanish-American War Why did the United States go to war against Spain in 1898, and why
was the outcome significant?
Students will
Evaluate meaning, implication, and impact of major events

Lesson 21 Acquiring and Managing Global Power Were U.S. interventions abroad between 1890 and 1917
motivated more by realism or idealism?
Students will
Explain the influence of physical and human geography on social and technological advances,
government decisions, policies, and events
Locate, gather, analyze, and evaluate information from documents, surveys, statistics, maps, and
material artifacts
Interpret past events and issues in the context of an event

Lesson 22 From Neutrality to War Was it in the national interest of the United States to stay neutral or declare
war in 1917?
Students will
Evaluate meaning, implication, and impact of major events

Lesson 23 The Course and Conduct of World War I How was World War I different from previous wars?
Students will
Explain the influence of physical and human geography on technological advances

Lesson 24 The Home Front How did Americans on the home front support or oppose World War I? Students
will
Analyze multiple perspectives

Lesson 25 The Treaty of Versailles: To Ratify or Reject? Should the United States have ratified or rejected the
Treaty of Versailles?
Students will

Unit 4: The Roaring Twenties and the Great Depression: 1914 1944

Major Topics:
Unit Activities:

Lesson 26 Understanding Postwar Tensions What effects did postwar tensions have on Americas founding
ideals?
Students will
Analyze causes of conflict

Lesson 27 The Politics of Normalcy Did the Republican Era of the 1920s bring peace and prosperity to all
Americans?
Students will
Analyze and evaluate information from political cartoons
Determine an authors purpose and point of view

Lesson 28 Popular Culture in the Roaring Twenties What social trends and innovations shaped popular culture
during the 1920s?
Students will

Lesson 29 The Clash Between Traditionalism and Modernism How did social, economic, and religious tensions
divide Americans during the Roaring Twenties?
Students will


Lesson 30 The Causes of the Great Depression What caused the most severe economic crisis in American
history?
Students will
Recognize the complexity of historical causes and effects, including the limitations on determining
cause and effect
Organize, learn, and recall important ideas from texts
Communicate information gained from reading

Lesson 31 The Response to the Economic Collapse How did the federal government respond to the economic
collapse that began in 1929?
Students will

Lesson 32 The Human Impact of the Great Depression How did ordinary Americans endure the hardships of
the Great Depression?
Students will
Use writing to organize and link related information from multiple sources
Use writing to demonstrate comprehension and synthesis of content
Explain the influence of physical geography on events
Conduct an investigation and report the results
Analyze and evaluate information from documents and photographs

Lesson 33 The New Deal and Its Legacy How did the expansion of government during the New Deal affect the
nation?
Students will
Analyze the effect of political, economic, and social programs
Evaluate meaning, implication, and impact of major policies and court cases
Unit 5: World War II and the Cold War: 1917 1960

Major Topics:
Unit Activities:

Lesson 34 Origins of World War II Could World War II have been prevented?
Students will
Recognize that events could have taken other directions

Lesson 35 The Impact of World War II on Americans What kinds of opportunities and hardships did the war
create for Americans at home and abroad?
Students will
Demonstrate comprehension and synthesis of content, processes, and experiences

Lesson 36 Fighting World War II What military strategies did the United States and its allies pursue to defeat
the Axis powers in World War II?
Students will
Explain the influence of physical and human geography on technological advances, government
decisions, policies, and events
Locate key historic places
Make and confirm inferences

Lesson 37 The Aftermath of World War II Did the United States learn from past mistakes at the end of World
War II?
Students will
Trace the effect of events
Determine lessons learned from historic events

Lesson 38 Origins of the Cold War How did the United States and the Soviet Union become Cold War
adversaries?
Students will
Evaluate major debates among historians concerning alternative interpretations of the past
Lesson 39 The Cold War Expands Were the methods used by the United States to contain communism
justified?
Students will

Recognize the complexity of historical causes and effects, including the limitations on determining
cause and effect
Evaluate meaning, implication, and impact of major events and policies

Lesson 40 Fighting the Cold War at Home How did the anxieties raised by the Cold War affect life in the United
States?
Students will
Determine lessons learned from historic events

Unit 6: The Search for a Better Life: 1945 1990

Major Topics:
Unit Activities:

Lesson 41 Peace, Prosperity, and Progress Why are the 1950s remembered as an age of affluence? Students
will
Analyze information by making generalizations

Lesson 42 Two Americas Why did poverty persist in the United States in an age of affluence?
Students will
Interpret and identify patterns on maps, including changing demographics and population distribution
Compare the past with the present
Analyze and evaluate information from maps
Lesson 43 Segregation in the PostWorld War II Period How did segregation affect American life in the
postwar period?
Students will
Analyze continuity and change
Lesson 44 The Civil Rights Revolution: Like a Mighty Stream How did civil rights activists advance the ideals
of liberty, equality, and opportunity for African Americans?
Students will
Sequence events
Lesson 45 Redefining Equality: From Black Power to Affirmative Action How did civil rights activists change
their strategies and goals in the 1960s and 1970s, and how successful were they in achieving racial equality?
Students will
Sequence events
Analyze and evaluate information from documents and statistics

Lesson 46 The Widening Struggle Why and how did the civil rights movement expand?
Students will
Develop a plan to solve a problem or address an issue

Unit 7: Tumultuous Times: 1954 1980

Major Topics:
Unit Activities:

Lesson 47 The Age of Camelot Was John F. Kennedy a great president?
Students will
Locate, gather, analyze, and evaluate information from documents, surveys, statistics, maps, and
material artifacts
Lesson 48 The Great Society What is the proper role of government in shaping American society?
Students will
Interpret thematic maps, graphs, tables, databases, and diagrams
Locate, gather, analyze, and evaluate information
Use writing to formulate questions, refine topics, and clarify ideas

Lesson 49 The Emergence of a Counterculture What was the impact of the counterculture on American
society? Students will
Analyze information by making generalizations
Analyze social issues in history

Lesson 50 The United States Gets Involved in Vietnam Why did the United States increase its military
involvement in Vietnam?
Students will
Construct and test hypotheses or what if questions

Lesson 51 Facing Frustration in Vietnam What made the Vietnam War difficult to win?
Students will
Explain the influence of physical geography on government decisions, policies, and events

Lesson 52 Getting Out of Vietnam What lessons for Americans emerged from the Vietnam War? Students will

Analyze consequences of past events and decisions and determine lessons learned from them Lesson
53 The Rise and Fall of Richard Nixon What events influenced Richard Nixons rise to and fall from power?
Students will
Sequence events
Analyze consequences of past events and decisions and determine lessons learned from them Lesson
54 Politics and Society in the Me Decade How should historians characterize the 1970s? Students will
Locate, gather, analyze, and evaluate information from documents, maps, and material artifacts
Summarize events and issues
Unit 8: The Making of Modern America: 1980 Present

Major Topics:
Unit Activities:
Lesson 55 A Shift to the Right Under Reagan How did the Reagan Revolution impact the nation? Students will
ramifications of historic events
Lesson 56 Ending the Cold War What were the effects of Ronald Reagans and George H.W. Bushs foreign
policy actions?
Students will

Lesson 57 U.S. Domestic Politics at the Turn of the 21st Century To what extent did Bill Clinton, George W.
Bush, and Barack Obama fulfill their domestic policy goals?
Students will

Lesson 58 U.S. Foreign Policy in a Global Age How well did U.S. foreign policy decisions meet the challenges
of the global age?
Students will
Locate, gather, analyze, and evaluate information

Lesson 59 9/11 and Its Aftermath: Debating Americas Founding Ideals What debates have arisen since 9/11
about how to balance security while preserving American ideals?
Students will
Locate, gather, analyze, and evaluate information from documents, and images

Culminating Essay on American Ideals How well have Americans lived up to the nations founding ideals of
equality, rights, liberty, opportunity, and democracy?
Students will
select and use appropriate prewriting strategies
draft and revise writing that communicates ideas and information effectively
make appropriate choices regarding style, tone, level of detail, and organization
demonstrate comprehension and synthesis of content, processes, and experiences
draw conclusions

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US History

Unit 1: Establishing an American Republic...

Unit 2: Industrialism and Reform.

Unit 3: Expanding American Global Influence..

Unit 4: The Roaring Twenties and the Great Depression...

Unit 5: World War II and the Cold War...

Unit 6: The Search for a Better Life....

Unit 7: Tumultuous Times.

Unit 8: The Making of Modern America..

What is history, and why should we study it?

Use primary and secondary sources to analyze historical information

Determine validity and reliability of sources

Distinguish between fact and opinion

Identify bias, stereotyping, and prejudice and analyze multiple perspectives

Use writing to formulate questions, refine topics, and clarify ideas

Compile information from primary and secondary sources

Organize and link related information from multiple sources

Demonstrate comprehension and synthesis of content, processes, and experiences

Analyze key concepts in foundational documents

Recognize chronology and periodization

Lesson 3 Setting the Geographic Stage

Identify cause and effect

Analyze information by drawing inferences

Apply basic map knowledge

Interpret thematic maps

Analyze development of regional differences

Identify and characterize major eras

Analyze political, economic, and social issues in history

Analyze the development of regional differences

Analyze key concepts in foundational documents

Analyze relationships by comparing and contrasting

Trace the effects of events

Analyze similarities and differences

Use primary and secondary sources to analyze historical information

Summarize events or issues

Identify bias, stereotyping, and prejudice and analyze multiple perspectives

Identify and analyze cause and effect

Analyze causes of conflict and cooperation

Trace the effect of events

Analyze political, economic, and social issues in history

Analyze relationships by comparing and contrasting

Analyze similarities and differences

Analyze information by making predictions and drawing conclusions

Analyze key concepts in foundational documents

Compile information from primary and secondary sources

Analyze the development of regional differences

Analyze political, social, and economic issues in history

Apply and analyze continuity and change

Use and construct timelines

Identify and analyze cause and effect

Analyze causes of conflict and cooperation

Use primary sources to analyze historical information

Use primary and secondary sources to analyze historical information

Identify the contributions of individuals and groups to historic events

Trace the effects of events

Identify and characterize major eras

Analyze information by drawing inferences

Use primary sources to analyze historical information

Texts and other materials utilized:

Assignments and Assessments:

Analyze causes of conflict and cooperation

Trace the effects of events

Use primary and secondary sources to analyze historical information