United States History Fall 2016

United States History – Fall 2016 Coach Brown – Room 2307 [email protected] http://www.cobblearning.net/coachbrown/

Course Description: This year begins with the “discovery” of America. We will learn how the nation developed economically, socially, and democratically. Numerous wars will be fought, various ethnicities will impact the nation, and Americans will evolve along with their new nation. The course will end with the present day. You will be tested on this material at the end of the semester through the end of course test. Textbook: United States History—Prentice Hall

Course Outline: The course will include the study of 10 units. The units and chapters included in each are listed below and are found in your textbook. Each unit will be followed by a unit test. Test Dates are approximate and subject to change.

Unit 1—Origins of a New Nation (Prehist—1765) 9 days; Test: 8/11 Chapter 1—Many Cultures Meet (Prehistory—1550) Chapter 2—Europeans Establish Colonies (1492—1752) Chapter 3—The American Colonies Take Shape (1607—1765) Standards: SSUSH 1& 2

Unit 2—Creating the American Republic (1765—1816) 11 days & DBQ; Tests: 8/26 Chapter 4—The American Revolution (1765—1783) Chapter 5—Creating the Constitution (1781—1789) Chapter 6—The New Republic (1789—1816) Standards: SSUSH 3, 4, 5 & 6

Unit 3—Expansion and Reform (1812—1860) 9 days; Test: 9/9 Chapter 7—Nationalism and Sectionalism (1812—1855) Chapter 8—Religion and Reform (1812—1860) Chapter 9—Manifest Destiny (1800—1850) Standards: SSUSH 6, 7 & 8

Unit 4—Civil War and Reconstruction (1846—1877) 9 days; Test: 9/22 Chapter 10—The Union in Crisis (1846—1861) Chapter 11—The Civil War (1861—1865) Chapter 12—The Reconstruction Era (1865—1877) Standards: SSUSH 9 & 10

Unit 5—Industrialization of the United States (1865—1914) 5 days; Quest: 10/6 Chapter 13—The Triumph of Industry (1865—1914) Chapter 14—Immigration and Urbanization (1865—1914) Chapter 15—The South and West Transformed (1865—1900) Chapter 16—Issues of the Gilded Age (1877—1900) Standards: SSUSH 11 & 12 Unit 6—Emergence of the Modern U.S. (1890—1920) 9 days & DBQ; Tests: 10/19 Chapter 17—The Progressive Era (1890—1920) Chapter 18—An Emerging World Power (1890—1917) Chapter 19—World War I and Beyond (1914—1920) Standards: SSUSH 13, 14 & 15

Unit 7—Prosperity and Depression (1919—1941) 6 days; Quest: 10/27 Chapter 20—The Twenties (1919—1929) Chapter 21—The Great Depression (1928—1932) Chapter 22—The New Deal (1932—1941) Standards: SSUSH 16, 17 & 18

Unit 8—World War II and Postwar America (1931—1960) 9 days; Tests: 11/10 Chapter 23—The Coming of the War (1931—1942) Chapter 24—World War II (1941—1945) Chapter 25—The Cold War (1945—1960) Chapter 26—Postwar Confidence and Anxiety (1945—1960) Standards: SSUSH 19, 20 & 21

Unit 9—Challenges and Change (1945—1980) 8 days; Tests: 11/29 Chapter 27—The Civil Rights Movement (1945—1975) Chapter 28—The Kennedy and Johnson Years (1960—1968) Chapter 29—The Vietnam War Era (1954—1975) Chapter 30—An Era of Protest and Change (1960—1980) Chapter 31—A Crisis in Confidence (1968—1980) Standards: SSUSH 22, 23, 24 & 25

Unit 10—Changing and Enduring Issues (1980—Today) 3 days; Quest: 12/2 Chapter 32—The Conservative Resurgence (1980—1993) Chapter 33—Into a New Century (1992—Today) Standards: SSUSH 25

What’s a standard? These are concepts, people, terms, events, etc. that I am mandated by the state of Georgia to teach you in this course. Your assessments (both formative and summative) will be based off these standards. Each day I will write the standards being covered in that unit, or day’s lesson, on the board. You can also access them on-line at Picasso off the Cobb web page or in the back of my classroom; if you lose the copy I give you. When you enter class everyday, please sit at your desk and open your notebook to your standards Parent Contact: Please have your parents establish contact with me. They can email me at [email protected] at the email on the beginning of the syllabus and simply put your name and your class period in the subject line. That way I have the correct contact information for when I would like to send praise home. Long Term Assignments All information subject to change.

I. Required Readings A. No parallel readings B. The textbook – def. a big help in studying and following content C. Primary documents (not just those in class at learning stations)

II. Research Projects: at least 1, more info to come later.

III. DBQ Essays: 2

IV. End of Course: There is a state mandated End of Course Test that will be administered on December 8th & 9th. This counts for 20% of the student’s grade.

Policies and Rules Make Up Policy and Late Work:  Your absence must be excused to make up work for full credit.  MUB/PA: o If you miss a test you must schedule a make-up upon your return to school.  Formative work: o You will be penalized 10% per day late. o You will always be able to earn ½ credit for late assignments.  Late Work: late work will have points deducted each day it is late, Honors – 20%, College Prep 10%  No late work will be accepted, or assessments given, after: o Fall – Friday, December 16th

Attendance: In order to effectively learn and follow the material, you must be present in class. It can be very difficult to play catch up, so come to school whenever it is humanly possible; and if you do you will be rewarded (exam exemptions just not in this class).

Class Requirements:  You must pass this class in order to graduate!  Bring items that you will need to be successful and able to participate in class for that particular day. Such items include but are not limited to: pens (blue/black ink), the textbook, your notebook, paper, and any work that has been assigned.

The Supreme Court’s Restroom Policy: The Supreme Court has put to rest Luverne High School student Jerry Boyett’s 1993 lawsuit over whether a public school student has a right, if he/she needs it, to a restroom break during class. Answer: no, next case. My Restroom Policy: You will need to have your agenda to be allowed out of the room. Just because you have it does not mean you will be allowed to leave. Please ask at appropriate times of the class. Do not interrupt the class to ask. If it is an emergency then you will need to just leave the room, but it better be an emergency, or you will be referred for leaving class without permission. Please do not abuse this privilege. Must observe the dead time rule – you may not leave class the first or last 15 minutes. Plan accordingly.

Tardy Policy: When the bell rings, class starts. If you are not in class then, you are tardy. You’ll need to go to the tardy machine and bring me your pass. ** 5 min rule ** Also, if it is an unexcused tardy and we have turned in work…you do not get to turn in that work and will be counted late. After five tardies to my class, I must call home and assign you detention.

Notebook: You need one. The purpose of this class is to prepare you for college and the “real world” as well. To survive in either of those elements you must be organized and know where important documents are. Therefore, I ask that you have a notebook (at least one inch, three- ring binder) for my class only and you bring it with you each day.

Cheating: Academic dishonesty is a form of disrespect to your classmates, yourself, and me. Cheating of any form will not be tolerated (including plagiarism and copying a buddies’ work), and will result in an automatic zero for the assignment. Any further instances will result in a 10% final grade in the class.

Grading: Differentiated Instruction and product are constant components of this class because the learning styles of each student are valued. Not all students or classes will be doing the same thing at the same time. Assignments may vary from student to student or class to class to ensure that students have the opportunity to explore, create and apply themselves as we learn the complexities of United States History.

Summative – 80% total  20% final/EOC  40% tests  20% writing and projects

Formative – 20% total  10% hw and class work  10% Quizzes

No Credit Recovery/In-Class Remediation Policy: If you are unhappy with your test grade, you will have an opportunity to remediate by completing an assignment to help your comprehension of the content. If the assignment is turned in completed and accurate, you’ll have the opportunity to improve your score up to 20 points, but not go past a 70% on the test.

No Credit Recovery/In-Class Remediation Policy: If you are unhappy with your PA grade, you will have an opportunity to remediate and retake that assessment for each unit. However, to be eligible you must: attend at least one LEAP tutoring session (we get emails of who attends), have no unexcused absences during that unit, and no zeros for any assignment during that unit. How do I “get” a good grade: Check the blog, read the book, complete the review sheet, complete your vocabulary, do not procrastinate, pay attention in class, and work hard on all assignments. Bonus, bonus, bonus – do not forget about the field trip (2 per course) and extra credit movies (you can do one movie per unit). I am always here if you need help. You have to work pretty hard to fail – don’t be that guy.

Be aware of what you are learning, what you are supposed to learn that unit, and the amount of effort you are putting forward. The object here is to learn how to truly think. Ask how you are learning the material and what newer deeper comprehension you are getting. Be your own advocate and tell me if you think there is a better way for you to learn and demonstrate your mastery of the content material. I want you to succeed and go forth to be an informed and efficient citizen.

Learning Questions: Each day three questions will be on the board. Please read them daily.  What am I learning today? o These are the nouns we’ll focus on today: people, places, events, etc.  What am I going to do today? o This will include our agenda for opening class, our work session, and closing activity that will hopefully summarize the content for you.  What will I do to show that I learned it? o This will be a direction requiring you to perform a task with your knowledge and skill.

What’s Allowed/Not Allowed in the Classroom:  Food/Drink: Water only  I-Pods/CD Players/Smart phones: None.  Electronic Devices – iPads, laptops, cell phones (any device that can connect to the internet) – at the teachers discretion when needed for assignments  Chewing Gum – Yes, but if I hear it you will throw it away, no questions asked  Sleeping – at home

Three Important Rules: 1.) Be on time and prepared, in other words be responsible 2.) Always be respectful and show cultural sensitivity (there is no leeway on this) 3.) Have an open mind

Respect: This includes various things such as: - Not making fun of your classmates - Not saying out loud, “this is boring” or “I don’t like this assignment” - No swearing. This is a pet peeve of mine. Just because you think it is cool to say, does not mean others wish to hear it.

If Rules are Broken: You will have gone over the school rules during the first week of school, and you have been at Kell long enough to know what is expected. Don’t break the rules and we won’t have any issues.

Optional Assignments: Students are given the opportunity to complete optional assignments throughout the course that can help their grades and enrich their learning. These assignments will be posted on the blog. These optional assignments include: historical Hollywood movie analyses, field trips to local historical sites, and other small forms of assessment. If a student wishes to complete these optional assignments, they must be completed throughout the course and not at the end. These must be turned in on www.turnitin.com, a hard copy WILL NOT be accepted. Differentiation: Each and every one of you are unique people in terms of personality, interest and skill; thus it makes sense you will all learn in various ways. Therefore throughout the semester, I will attempt to come up with different means for you to demonstrate mastery through assessment. For example, there will be assignments where you can share your knowledge through: written form, sculpture, skits, art work, poetry, vocal stylings, etc. This is in an effort to showcase your skill and intelligence.

County Ethics Policy: Cobb County teachers are now required (under potential penalty of losing certification) report any suspicion or anything overheard regarding drug or alcohol use. Also, athletes using any form of tobacco in their season must be reported. Now I hope that we have a good relationship, but my job is more important to me than us being buddies. Just an up-front FYI for you and your friends. I have excellent hearing, it is a curse. Life advice: be careful of what you put on facebook. Also, if I overhear or suspect abuse or suicidal tendencies – I am legally bound to report.

Extra Credit Hollywood and History A critical analysis of Historically-based movies

Over the years, Hollywood filmmakers have produced a fairly large number of movies based on either specific historic events or a particular time period in history. It is safe to assume that some filmmakers have been more historically accurate in their portrayal of the particular events and/or period of history included in their films than others have been. It is also safe to assume that the great majority of these kinds of movies have been produced to convey some underlying message or theme to the movie-going public.

Students can earn bonus points (5 for Honors, 10 for CP) added to their unit tests by viewing the film and completing a Critical Analysis Worksheet for each movie. Use discretion when deciding which movies you may wish to view as they have different ratings. If you know of a historical film that you would like to watch and do not see it on the list below, you must get approval from Mrs. Etter before moving forward. These must be turned into www.turnitin.com. Instructions can be found on the blog.

Any plagiarism on extra credit will result in losing the privilege to earn any extra credit for the semester.

Unit 1: Colonial America Units 3: Expansion and Reform 1492—The Conquest of Paradise (1992) Tripoli (1950) The Broken Chain (1993 Buccaneer(1958) Last of the Mohicans (1992) Amistad (1997) Drums Along the Mohawk (1939) A Woman Called Moses(1978) The Crucible (1996) Uncle Tom’s Cabin (1987) The Scarlet Letter (1995) The Alamo (1960 or 2004)

Unit 2: Creating the American Republic 4: Civil War and Reconstruction April Morning (1988) Gods and Generals (2003) The Crossing (2000) Gettysburg (1993) The Patriot (2000) Gangs of New York (2002) 1776—The Musical Gone With the Wind (1939) Andersonville (1996) Glory (1989) Birth of a Nation (1915) Lincoln (2012) 12 Years a Slave (2014)

Unit 5: Industrialization of the United States Hard Times (1994) Dances with Wolves (1990) Sitting Bull (1954) The Great Sioux Massacre (1965) Crazy Horse (1996)

Critical Analysis Worksheet Answer the following questions thoroughly. All analysis information must be typed for credit. 1. What is the title of the film reviewed? 2. What historical period or event is the movie based on? 3. What underlying theme (s) or message did the filmmakers intend to convey in this movie? 4. How did the filmmakers attempt to portray this theme or message? 5. Write a synopsis of the movie, including any personal observations or reactions. (1/2 to 1 page) 6. Comment on the historical accuracy of the film. (requires research) In your opinion, how accurate were the filmmakers in portraying the actual events or persons represented in the movie? (For support, give at least 2 specific examples of historical accuracies AND inaccuracies in the film). 7. Would you recommend this film to another HISTORY student? Explain why or why not? How did this film enhance your understanding of the time period being studied? (1/2 to 1= page)

Hollywood and History: Part 2 A Critical Analysis of Historically-based Movies

Over the years, Hollywood film-makers have produced a fairly large number of movies based on either specific historic events or a specific time period in history. It is safe to assume that some film-makers have been more historically accurate in their portrayal of the particular events and/or time period of history included in their films than others have been. It is also safe to assume that the great majority of these kinds of movies have been produced to convey some underlying message or theme to the movie-going public.

During 2nd semester, students can continue to earn additional points (5 for Honors, 10 for O.L.) per unit added to their test scores by critically reviewing a movie from below. THE FILM ANALYSIS MUST BE TURNED IN BY THE TEST DAY FOR THAT UNIT IN ORDER TO RECEIVE CREDIT. Additional movies that are not on this list may be appropriate as well. Please consult with Mrs. Etter to get approval for films not on this list. Again, please use discretion when deciding on what movies to view.

Any plagiarism on extra credit will result in losing the privilege to earn any extra credit for the semester.

Unit 6: Emergence of the Modern United States Citizen Kane 1941 Rough Riders 1997 All Quiet on the Western Front (1930) The Lost Batallion (2001) Iron Jawed Angels (2004)

Unit 7: Prosperity and Depression The Untouchables 1987 The Day that Shook the World 1977 Inherit the Wind 1960 Crime of the Century 1996 Cobb 1994 The Babe 1992 Harlan County USA 1977 American Dream 1989 Grapes of Wrath 1940 Kingfish: A Story of Huey P. Long 1995 Brother Can You Spare A Dime 1975 Cinderella Man 2005 The Great Gatsby 2014

Unit 8: World War II and Postwar America Patton 1970 Pearl Harbor 2001 Windtalkers 2002 The Life and Times of Rosie the Riveter 1980 Saving Private Ryan 1998 Bye Bye Blue 1989 Truman 1995 MaCarthur 1977 Guilty by Suspicion 1991 A League of Their Own (1992) Unbroken (2014)

Unit 9: Challenges and Change The Manchurian Candidate 1962 (You may watch modern version but you must make connection to Cold War and 1960s) Citizen Cohn 1992 High Noon 2000 Separate but Equal 1991 Malcolm X 1992 JFK 1991 October Sky 1999 Boycott 2000 Mississippi Burning 1988 Hoffa 1992 Once Upon a Time When We Were Colored 1996 Forrest Gump 1994 The Way We Were 1973 Lenny 1974 The Right Stuff 1983 Elvis 1979 Little Richard 2002 American Graffiti 1973 The Man in Black 2005 Ray 2004 Thirteen Days 2003 The Graduate 1967 LBJ: The Early Years 1987 We Were Soldiers 2002 Apocalypse Now1979 The Boys in Company C 1977 Born on the 4th of July 1989 The Deer Hunter 1978 The War at Home 1996 All the Presidents Men Nixon 1995 The Help The Butler Selma Remember the Titans Ghosts of Mississippi 42

Unit 10: Changing and Enduring Issues (Carter through Bush) Philadelphia 1993 Primary Colors 1998 Wag the Dog 1997 Fahrenheit 9/11 2004 United 93 W.

Critical Analysis Worksheet 1. What is the title of the film reviewed? 2. What historical period or event is the movie based on? 3. What underlying theme(s) or message(s) did the film-makers intend to convey in this movie? 4. How did the film-makers attempt to portray this theme(s) or message? 5. Write a brief synopsis of the movie, including any personal observations or reactions. (At least ½ to 1 Page) 6. Comment on the historical accuracy of the film. In your opinion, how accurate were the film-makers in portraying the actual events or persons represented in the movie? (For support, give at least 2 specific examples of historical accuracies AND inaccuracies portrayed in the film.) 7. Would you recommend this film to another history student? Explain why or why not. How did viewing this movie enhance your understanding of the time period being studied? (1/2 to 1 page)

Optional Field Trips US History Extra Credit “Optional” Field Trips

In an effort to get students involved with the rich history in our local area, students can earn up to a maximum of 10 points extra credit for participating in optional field trips per semester. Field trips must be to sites related to the United States History curriculum. Students must have a receipt or photographic evidence in order to receive credit. Some of the field trips will have a small fee.

In order to receive credit for the optional field trips, the following questions need to be answered. Responses must be typed and should be @ 1 page in length.

1. What exhibits did you like best and why? (list two or more from different galleries/displays) 2. What exhibits did you least enjoy and why? 3. Name and describe three things you learned while at the museum. 4. How did this field trip enhance your understanding of the time period being studied? (most important response)

Suggested local sites:

Southern Museum of Civil War and Locomotive History Chief Van House State Historic Site Marietta Museum of History Dahlonega Gold Museum Pickett’s Mill Battlefield Jarrell Plantation Kennesaw Mountain Battlefield New Echota Cherokee State Historic Site Chickamauga Battlefield Traveler’s Rest Historic Site Andersonville National Historic Site Booth Museum (Cartersville)

Jimmy Carter Presidential Library and Museum Jimmy Carter National Historic Site Atlanta History Center Martin Luther King, Jr. Nat. Historic Site World War II and Holocaust Exhibit at Kennesaw State Little Whitehouse Historic Site

Traveling out of town? In addition to the sites above, if you are traveling out of town and might visit a historical site/museum, please check with me for approval on optional field trip assignment. It must be related to the content we study in class.