U.S.+History+Course+Outline

SourceURL:file://localhost/Users/nathanielsilva/Documents/USHistoryCourseOutline.doc US History Course Outline for Readings and Essay Questions = **Section 1** =
 * Unit and Assessment section**
 * Outline Key:**
 * **Individual Expectations: Remember, the essays are __individual__ assignments. If I suspect that __cheating, copying or plagiarizing__ has occurred, your work will be marked “0”. Be careful __not__ to rely //too much//** **on your peers. Group work is a privilege in this class, however, it is a necessary skill in the world beyond this classroom. Help them if you must in the spirit of Saint Louis Brotherhood, but do not share your work with them. You will be severely penalized if you are caught __selling__ or __bartering__ your work to your neighbors.**
 * **Instructions**
 * **Important Points**
 * **Things to know**

I. Colonial America (Prologue-4) (Form Groups [Teacher-choice], Class //Jigsaw//)
b. **Instructions** i. In 5 groups of 4 you are expected to //jigsaw// **__1__** chapter beginning at the Prologue. Your teacher will select the group leaders. ii. Once selected, the leaders will be able to allocate responsibilities to break down the readings. __Note to leaders__: iii. Realize that the members of your group are your peers, not your servants; **to be an effective leader, assign responsibilities according to each individual’s strength and interest levels** ; **Example: if there is a member of your group that is efficient at typing be mindful of that, and utilize his abilities to create summaries quickly; but rotate to fresh typists after 15 minutes.** Building brotherhood is **__key__** to your group’s efficiency. iv. Group members are expected to read aloud to one another. You may ask your group member to read your sections to you if it helps you understand it better. v. Tasks: 1. Create an electronic //word wall// on GoogleDocs to build a __key term and vocabulary list__. 2. Panel Presentations will occur two-weeks after assignments are given out. c. ( We will have lectures for ten minutes per period to go over the material //after// chapters are finished being broken down that way the material can be discussed. ) i. Lectures are short because of attention spans and to prevent //sleeping// in my class. ii. Lectures are simple and short. iii. Lectures offer an overview of each section we are covering, quotes, and a synopsis of the subject. iv. Listen for quotes, stories, etc. and mark them as important. d. Theme Choices: 1. An Indentured Servant’s Letter to his parents: [] 2. In your group, read the letter. Individually, write a one- to two-page reflective analysis on: What comparisons can you draw between the letter’s author and yourself? 3. Create a “Facebook Profile” for your indentured servant. Make up a proper colonial name for your servant. Allocate responsibility for each of the following categories. What would his interests be? __What was his reason for coming to the colonies__? How does he make his living? What part of Great Britain did he come from? What colony did he settle in and why did he select that colony? 4. For this activity put yourself in this indentured servant’s position. Try to imagine how you would react to the perils that indentured servants faced. Free-write on these thoughts. 1. Read Thomas Paine’s work //Common Sense//. a. SOAPSTone the document, graphically if you wish. 2. Write a reflective analysis of 1-3 Pages. Answer this question: What kind of inspiration would I have drawn from this document if I had lived in colonial America? 3. Create a comic book illustration that would help Thomas Paine to reach an illiterate population. To increase your cartoon’s effectiveness, pretend you are making it for the 6th Graders at Saint Louis Middle School. 1. Read the following overview of American popular culture during the Colonial Era aloud in your group: [] a. SOAPSTone the document, graphically if you wish. 2. Note how the article explains how popular culture evolved from the mid-1700s to the mid-1800s by explaining how newspapers and magazines shaped, and even created, a brand new American culture separate from British culture. 3. Write a 1-3 Page Reflective Analysis: How do newspapers shape, redefine, and even create culture? 4. If you look to the left side of the website, you will see a list of tabs. Click on the “Historic Newspapers” link located under the “Primary Sources” list. Choose a title that 1. Readings [] a. You are expected to **__SOAPSTone__** Treaties 1, 2, and 3 b. Do a graphic representation of what you have written to demonstrate your understanding to an illiterate person. c. Create a hand-drawn poster depicting the events entailed in the treaty. 1. Create a graphic representation of **__life__** during Colonial America. It must be well thought out for it will be exhibited on the bulletin boards in **__your__** classroom. 2. SOAPSTone the Primary Sources of this site based on the question located in the top middle section of the following webpage: [] 3. You can submit your presentation as: a comic strip depicting a short story. **Section 2** II. Revolutionary Era (5-10) a. Did revolution accomplish what it should have? Why? What did the years following the Revolution mean? (Essay, Individual) b. Outline the chapters. Provide an analytical perspective after your summaries are completed. **Leaders are in charge of completing __2 Chapters.__** c. In this segment you will be focusing on breaking down the components of the Bill of Rights. Each group will take **__2__** Amendments and break down the meaning. Using primary sources, you will analyze this document. i. What does having a Constitution mean for a nation’s functionality and stability? ii. Who built and designed such a document? iii. How does a constitution work and what is its purpose? iv. **Design a connector question to the Civil War. __Example__**__:__ What kinds of problems did the American Constitution neglect in its beginnings? Analyzing the time at which the Constitution was built, would it have been possible to have dealt with those issues //at// that time, or was it right for those original Forefathers to leave the issues for later politicians? d. Display the interpretation of each Amendment in the Bill of Rights. e. After completing the breakdown collaborate and form a presentation. You will lead a //simulation// for your classmates, then after applying the skills you have acquired in this presentation you will then lead another simulation for Mr. Shimabukuro’s middle school American history class. (The teacher will provide for you the parameters for this //simulation// in the form of a lesson plan. YOUR GROUP will be charged with breaking down this lesson plan, utilizing the content that you have acquired, and adapting it to a process that you can actually teach 6th graders about the American Revolution. III. Civil War Era (12-16) a. Was the Civil War fought to emancipate slavery or to preserve national unity? (Essay). Choose one argument **only**. You must be original in your thesis, your research, and your evidence. **Do not rely on your group members to help you with this essay because this is an individual grade!! Cheating will be suspected if essays are found to be similar.** b. In addition to outlining and analyzing the chapters, you will receive readings in the form of four primary sources from this era. One of which is the Emancipation Proclamation. Another is the Gettysburg Address. Lincoln’s Inaugural Speech outlines his ideals when he took office. The last source will be one from either a battle, one of the Reconstruction Laws, or a court case*. c. Create an artistic rendition of **__each__** of the sources. The sources should create an image of that time in America’s history. Depict that image after //think-pair-sharing// your thoughts. Leaders will lead 3 five-minute segments for each procedure. This must be original!!! i. Leaders, if I were in your position, I would //jigsaw// one primary source at a time as a team. ii. Try to divide up the text as evenly as possible. iii. Understanding in this scenario is of greater value than “getting the thing done”. MUCH GREATER!!! iv. Everyone must understand the each source thoroughly before moving on to the next one. d. You will lead a //simulation// for your classmates and your presentation will function as a no more than 10 minute overview for that //simulation//, then after applying the skills you have acquired in this presentation you will then lead another simulation for Mr. Shimabukuro’s middle school American history class. (The teacher will provide for you the parameters for this //simulation// in the form of a lesson plan. YOUR GROUP will be charged with breaking down this lesson plan, utilizing the content that you have acquired, and adapting it to a process that you can actually teach 6th graders about the American Revolution. IV.World War I Era (18-24) a. (Topic) List the causes of World War I. (Thesis) Was the Treaty of Versailles a complete treaty? (Body 1, 2, and 3) How was it/wasn’t it complete? List specific examples from the treaty itself to back up your thesis. (Essay, Individual) (Conclusion) How did the Treaty of Versailles set the stage for World War II? b. Summarize and analyze the chapters. c. Compare and contrast the “14 Points” to the Treaty of Versailles. Use these documents to answer these questions: 1. Treaty of Versailles: [] 2. 14 Points: [] ii. How much influence did President Woodrow Wilson have on global affairs? iii. Identify specific points that reflect Wilson’s ideals. iv. Demonstrate, using the Treaty of Versailles, how America’s role in world matters increased through short story, story board/comic strip, //and// 5 minute film (self-made, no YouTube). d. You will lead a //simulation// for your classmates and your presentation will function as a no more than 10 minute overview for that //simulation//, then after applying the skills you have acquired in this presentation you will then lead another simulation for Mr. Shimabukuro’s middle school American history class. (The teacher will provide for you the parameters for this //simulation// in the form of a lesson plan. YOUR GROUP will be charged with breaking down this lesson plan, utilizing the content that you have acquired, and adapting it to a process that you can actually teach 6th graders about the American Revolution. V. World War II Era (25-29) a. How did World War II impact American Foreign Policy? (Essay, Individual) b. Summarize and analyze the chapters. c. World War II Documents i. Winston Churchill’s Speech to the House of Commons in June 1940: [] ii. Franklin D. Roosevelt’s Speech to Congress January 1941: [] iii. Compare and contrast these German surrender requirements to those found in the Treaty of Versailles: [] iv. Describe the German and Japanese Occupations: How were they the same? How were they different? Create two fictitious foreign occupied nations and write a short story to demonstrate how laws and policies were directed differently toward the occupied people. [] v. Create an animated timeline of the events covered. d. Create an animated timeline of the events covered. Be sure to include annotated abstracts of the a. Choose three events from the Cold War/Current Era and explain how each event impacted our world today, **in detail**. Which of these events impacted America’s relationship with today’s world the __most__? Why? b. List some of the changes since the end of the Cold War. i. Create a graphically organized representation of this list. i. Your culminating project will be to host a debate ii. Utilize the primary source database on http://sls-library.wikispaces.com to find periodized pictures. iii. **Your readings have been posted on WikiSpaces on the “U.S. History Lectures” Page. Look for the “Cold War/Current Events” Heading on that page.** iv. Create a short story or an artistic rendition of the primary sources’ scenarios. d. Present your information as a web resource page. i. Learn from Mr. Allen about how to create a WikiSpace page for yourselves then link them together. **VII.** **Research Paper:** **Explain how revolution, reaction and reform have shaped American History.** **Section 3 (Post-Christmas Break)** I. Book Review a. In Semester 2, you will be expected to select a novel that is related to the topic you’ve covered. The selections are available here: http://mrnsilva.wikispaces.com/Book+List b. **Write a book review** based on the following instructions: i. ** Author: ** Who is the author? What else has s/he written? Has this author won any awards? What is the author’s typical style? ii. ** 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? iii. ** 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? iv. ** 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? v. ** 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 typescript, contribute or take away from the work? vi. Conclude with a ½ page freewrite on how this literary work helped you to understand history. Which characters did you, yourself, identify with? Why? vii. [] c. Prepare a presentation based on your book review using any of the mediums that you have learned:
 * a. Write 3-5 Page Essay based on the following question:** (Topic) Describe Colonial American life. (Thesis) What most contributed to the American Revolution? Explain how this factor shaped the atmosphere of the Revolutionary Era. Conclude your essay by explaining how revolution shaped the American way of thinking.
 * i. Indentured Servitude (Group 1/Prologue)**
 * ii. Cultural Varieties and Values in the Colonies (Group 2/Chapter 1)**
 * iii. Colonial Culture (Group 3/Chapter 2)**
 * iv. Native American Relations (Group 4/Chapter 3)** **Jigsaw (Periods 1, 3, 6)**
 * v. Origins of the Enslavement of Africans (Group 5/Chapter 4)**
 * VI.****Cold War/Current Events (30-33) (Reform)**
 * c.** **Debate question: Did the Cold War really end?**