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Curriculum
by shermanm@rcsu.org
U. S. History Mrs. Sherman
Draft
July 2007

COURSE DESCRIPTION: This course will be open to students in grades 11 who successfully complete civics and world history. The course will concentrate on the period following Reconstruction and continue through the present, however, early history will be reviewed to provide a foundation for understanding U.S. History. Essential to the course is a reflection of history through literature, the comparison of current with past events, and the role of the arts and sciences in historical study. Students will be expected to work independently and in groups on assignments and long term projects.

HONORS OPTION: Students who elect to take this course for honors credit must meet regular academic standards and have a minimum of a 90 average in previous social studies courses. In addition, they will be required to complete a total of four additional projects and a Vermont History Day project, which includes an annotated bibliography. They will be expected to meet a higher standard of writing and research in all their work and be familiar with the MLA, APA, and Chicago Manual of Style formats for documentation. Honors students will also have a summer assignment which will be due the first day of class.

Students interested in taking the SAT II Subject Test in U.S. History in May or June should consider this option, but should understand it will require additional independent work in order to prepare for the test.
COURSE GOALS

To understand the social and historical forces that shaped culture, society, and policy, in the United States
To explore the effects of historical events on the culture and thinking of the times
To enhance an understanding of the events of the time and the way the writers of the day perceived and dealt with those events
To emphasize college writing skills, particularly critical analysis
To extend students reading comprehension and vocabulary as preparation for the Scholastic Aptitude Test
To develop a chronological understanding of the major events in U.S. History
To stimulate an interest in and sensitivity toward the world in which we live
To encourage an open-minded approach toward current problems and issues

UNITS OF STUDY)

I. Colonial America
A. Sources of Democracy
B. Puritanism

II. Revolution and Independence
A. Documents
1. Declaration of Independence
2. Articles of Confederation
B. Constitution and Bill of Rights

III.Launching the Republic
A. Early government
B. Foreign Policy
  1. 1. Isolationism
  2. 2. Louisiana Purchase
3. War of 1812
4. Monroe Doctrine


IV.Division and Reunion
B. Nationalism
C. Sectionalism and growth
1. Trail of Tears
2. regional rivalries
D. Spirit of reform
E. Manifest destiny

V.Civil War and Reconstruction
A. Compromise
B. Conflict
C. Reconstruction
1. after slavery
2. rebuilding the South
3. restoring power

VI.Emergence of Modern America
A. Westward Expansion
1. impact upon Native Americans
2. ranching and mining
3. transcontinental railroad
4. farming
B. Industrialization and Immigration
1. Robber Barons
2. Populists
3. Labor movement
4. Urbanization
5. Immigration
C. Gilded Age
1. Politics
2. Populism
D. Imperialism
1. Spanish-American War
2. Caribbean
3. Panama
4. Pacific
5. Open Door Policy
F. Progressive Era
1. Muckrakers
2. Labor issues
3. Trust busting
4. Leaders

VII. World War I
A. Causes of War
B. U. S. Entry
C. Home front
D. League of Nations
E. Treaty of Versailles

VIII. 1920's
A. 19th Amendment
B. Red Scare
1. A. Mitchell Palmer
2. Sacco-Vanzetti
3. Immigration Quotas
C. "Return to Normalcy"
D. Teapot Dome
E. "Business of America is Business"
F. Role of the Automobile (Ford)
G. Roaring 20's
1. Flappers
2. Entertainment industry
3. Spectator sports and heroes
4. Music
5. Scopes Trial
6. Lost Generation authors
7. Art
8. Prohibition
9. Organized crime


IX. Depression and New Deal
A. Causes of the Depression
B. New Deal Reforms
C. Results of New Deal
D. Dust Bowl
E. Vermont history during this period

X.World War II
A. Causes of War: Europe
B. Lend Lease
C. U.S. Entry
D. Atlantic Charter
E. D-Day
F. Concentration Camps
G. Nisei
H. Atomic Bomb
I. Vermont history during this period

XI. Post-War World
A. United Nations
B. Cold War
1. Marshall Plan
2. Truman Doctrine
3. Korean War
4. McCarthyism
5. Eisenhower Doctrine
C. Vietnam
D. Kennedy Administration
1. Bay of Pigs
2. Cuban Missile Crisis

XII.Civil Rights
A. Integration
1. Integration of Army
2. Brown v. Topeka Board of Education
3. Rosa Parks
B. Civil disobedience and Martin Luther King, Jr.
C. Vermont history during this period

XIII. Social Revolution
A. New Frontier
1. Peace Corps
2. VISTA
3. Alliance for Progress
B. Great Society
C. Civil Unrest
1. Race riots
2. Assassinations
3. Kent State
4. Black power
D. Feminist Movement
E. Woodstock Generation
F. Vermont history during this period

XIV. Richard Nixon
A. Foreign Policy
1. Vietnam
2. China
B. Watergate
C. Resignation
D. Vermont history during this period

XV. Post-Watergate
A. Issues
1. Environment
2. Conservation
3. Abortion
4. Terrorism
5. Human rights
6. Campaign finance reform
7. Immigration
B. Foreign Policy
1. Camp David Accords
2. Iran-hostage crisis
3. Grenada
4. Panama
5. Middle East and Arab-Israeli conflict
6. Persian Gulf War
7. Fall of Communism and dissolution of Soviet Union
8. Eastern Europe
C. Vermont history during this period


STANDARDS TAUGHT

HISTORY AND SOCIAL SCIENCES STANDARDS

Investigation and Critical Evaluation
6.1Cause and Effects in Human Societies: Students examine complex webs of causes and effects in relations to events in order to generalize about the workings of human societies, and they apply to their findings to problems.
6.2Uses of Evidence and Data: Students understand the varied uses of evidence and data, and use both to make interpretations concerning public issues.
6.3Analyzing Knowledge: Students analyze knowledge as a collection of selected facts and interpretations based on a particular historical social setting.
History:
6.4Historical Connections: Students identify major historical eras and analyze periods of transition in various times in their local community, in Vermont, in the United States, and in various locations worldwide to understand the past, the present, and the relationship between the two.
6.6Being a Historian: Students use historical methodology to make interpretations concerning history, change, and community.
Geography:
6.7Geographical Knowledge: Students use geographical knowledge and images of various places to understand the present, communicate historical interpretation, develop solutions for problems, and plan for the future.
6.8Movements and Settlements: Students analyze the factors and implications associated with the historical and contemporary movements and settlements of people in various times in their local community, in Vermont, in the United States, and in various locations world wide.
Citizenship:
6.9Meaning of Citizenship: Students examine and debate the meaning of citizenship and act as citizens in a democratic society.
6.10Types of government: Students compare and evaluate the philosophical underpinnings and the working of different types of government, including constitutional governments, in various times in their local community, in Vermont, in the United States, and in various locations world wide.
6.11Institutional Access: Students analyze the access that various groups and individuals have had to
justice, reward, and power, as those are evident in the institutions in various times in their local community, in Vermont, in the United States, and in various locations world wide.
6.12Human Rights: Students identify and evaluate the concept of human rights in their local community, in Vermont, in the United States, and in various locations world wide.
Diversity and Unity:
6.13Concepts of Culture: Students understand the concept of culture, including the cultures of indigenous peoples, in various times in their local community, in Vermont, in the United States, and in various locations world wide.
6.14Forces of Unity and Disunity: Students understand the tensions between the forces of unity and those of disunity in various times in their local community, in Vermont, in the United States, and in various locations world wide.



Economics:
6.15Knowledge of Economic Principles: Students use the basic principles of economics to interpret local, state, national, and international economic activity.
6.16Impact of Economic Systems: Students evaluate the impact of economic systems on the needs and wants of people and on the environment in various times in their local community, in Vermont, in the United States, and in various locations world wide.
6.17Governments and Resources: Students understand how governments affect the flow of resources, goods, and services.
Conflict and Conflict Resolution
6.18Nature of Conflict: Students analyze the nature of conflicts, how they have been or might be resolved, and how some have shaped the divisions in various times of their local community, Vermont, the United States, and the world.
Identity and Interdependence
6.19Identity and Interdependence: Students understand the variety of influences and impacts of the construction, preservation, and change of identity, within families, other social structures, and nations.

VITAL RESULTS ASSESSED:
COMMUNICATION STANDARDS

Reading:
1.1 Students use a variety of strategies to help them read
1.2 Students read grade appropriate material, with 90% accuracy, in a way that makes meaning clear.
1.3 Students read for meaning demonstrating both initial understanding and personal response to what is read
1.4 Students comprehend and respond to a range of media, images, and text for a variety of purposes
Writing:
1.5 Students draft, revise, edit and critique written products so that the final drafts are appropriate in terms of
purpose, organization, details, and voice or tone
1.6 Students independent writing demonstrates command of grammar, usage, and mechanics
1.7 In written responses to literature, students show an understanding of reading; connect what has been read to the broader world of ideas, concepts, and issues and make judgments about the text.
1.8 In written reports, students organize and convey information and ideas accurately and effectively.
1.9 In written narratives, students organize and relate a series of events,fictional or actual, in a
coherent whole.
1.10 In written procedures, students organize and relate a series of events, fictional or actual, into a
coherent whole.
1.11 In persuasive writing, students judge, propose, and persuade.
1.12 In personal essays, students write effectively.
Listening:
1.13 Students listen actively and respond to communications.
1.14 Students critique what they have learned (e.g., music, oral presentation).
Expression:
1.15 Students use verbal and nonverbal skills to express themselves effectively.
1.16 Students use a variety of forms, such as dance, music, theater, and visual arts, to create projects
that are appropriate in terms of the following dimensions: skill development, reflection and critique, making
connections, and approach to work.
1.17 Students interpret and communicate using mathematical, scientific, and technological notation and
representation.
Information Technology:
1.18 Students use computers, telecommunications, and other tools of technology to research, to gather
information and ideas, and to represent information and ideas appropriately and accurately.
1.19 Students use organizational systems to obtain information from various sources (including libraries
and the Internet.
1.20 Students use graphs, charts, and other visual presentations to communicate data accurately and
appropriately.
1.21 Students select appropriate technologies and applications to solve problems and to communicate
with an audience
1.22 Students employ a variety of techniques to use simulations and to develop models.

REASONING AND PROBLEM SOLVING STANDARDS:

Questioning:
2.1 Students ask a variety of questions.

Problem Solving:
2.2 Students use reasoning strategies, knowledge, and common sense to solve complex problems related
to all fields of knowledge.
2.3 Students solve problems of increasing complexity.
Approach:
2.6 Students apply prior knowledge, curiosity, imagination, and creativity to solve problems.
2.7 Students respond to new information by reflecting on experience and reconsidering their opinions
and sources of information.

Abstract and Creative Thinking:
2.10 Students generate several ideas using a variety of approaches.
2.11 Students represent their ideas and/or the ideas of others in detailed form.
2.12 Students demonstrate a willingness to take risks in order to learn.
2.14 Students plan and organize an activity.


PERSONAL DEVELOPMENT STANDARDS

Relationships:
3.10 Students perform effectively on teams that set and achieve goals, conduct investigations, solve
problems, and create solutions.
3.11 Students interact respectfully with others, including those with whom they have differences.
3.13 Students analyze their roles and responsibilities in their family, their school, and their community.

CIVIC/SOCIAL RESPONSIBILITY STANDARDS

Human Diversity
4.3 Students demonstrate understanding of the cultural expressions that are characteristic of
particular groups.
4.4 Students demonstrate understanding of the concept of prejudice, and of its effects on various groups.
Change:
4.5 Students understand continuity and change.
Understanding Place:
4.6 Students demonstrate understanding of the relationship between their local environment and
community heritage and how each shapes their lives.




ASSESSMENT

1.Tests and quizzes
2.Written exercises
3.Oral presentations
4.Homework/journal
5.Research (papers and projects)
6.Notebook
7.Class participation