Department of Social Studies
Ascension of Our Lord Catholic Secondary School
Course Code:
Course Name:
Level:
CHA 3U1
American History
Grade 11, University
Student Name: _______________________
Textbook #: _________________________
Course Description:
This course traces the social, economic, and political development of the United States from colonial times to the
present. Students will examine issues of diversity, identity, and culture that have influenced the country’s social
and political formation and will consider the implications of its expansion into a global superpower. Students will
use critical-thinking and communication skills to determine causal relationships, evaluate multiple perspectives,
and present their own points of view.
Overall Course Expectations or Strands:
Communities: Local, National, and Global
• analyse the interactions among major groups and communities in the United States throughout its history;
• analyse the territorial expansion of the United States;
• analyse the development of the United States as a world power and how American policy has influenced
communities outside the United States.
Change and Continuity
• analyse the historical process of change in the context of events that have transformed the United States;
• analyse the historical process of continuity in the context of the development of American history;
• analyse aspects of the history of the United States by using the concepts of chronology and cause and effect.
Citizenship and Heritage
• explain how American social and political identity has changed over time;
• assess the influence of key individuals and groups in shaping American arts and culture;
• analyse how American culture has developed into a position of world cultural hegemony.
Social, Economic, and Political Structures
• analyse the forces that have influenced the development of American society;
• analyse the forces that have influenced American economic development;
• demonstrate an understanding of the development of American political systems and structures.
Methods of Historical Inquiry and Communication
• use methods of historical inquiry to locate, gather, evaluate, and organize research materials from a variety of
sources;
• interpret and analyse information gathered through research, employing concepts and approaches appropriate to
historical inquiry;
• communicate the results of historical inquiries,
Efforts will be made to meet the individual learning needs of students to promote student success
with respect to meeting the expectations of this course.
My signature below indicates that I have read the Course Handout, and I am in agreement with its contents.
Parent’s/Guardian’s Signature: _________________________ Date: _______________
Student’s Signature: ________________________________ Date: _______________
Resources:
Course Timeline:
Unit
Unit
Unit
Unit
Unit
Unit
1:
2:
3:
4:
5:
6:
Early America
Revolutionary America
Creating a Nation
The American Civil War
Emerging Power
World Power
15
20
15
20
15
10
The course will use a variety of resources which
will be distributed to students during the first
week of the course. The text and all other
resources assigned to each student are the
responsibility of the student.
days
days
days
days
days
days
The primary textbook distributed to students will be
American History.
Culminating Summative Tasks will be administered towards the
end of the course and will be weighted at 30% of the final
mark. These tasks are specifically itemized below.
All timelines as stated are approximate.
Any damage incurred will result in payment for
replacement.
Replacement cost for the textbook is $105.00
Evaluation Policies
1. Student marks will be determined by evaluating process & product according to 4 categories (see
below) & 4 levels of the Achievement Chart as found in the Ministry Policy document for Canadian
and World Studies.
Evaluation Structure:
Knowledge/Understanding
Application
Communication
Thinking
Term Evaluations = 70% of the final mark.
25%
25%
25%
25%
Final Evaluation = 30% of the final mark.
Final Evaluations will include: Final exam = 30%
2. Feedback will also be provided for student learning skills. Independent work, collaboration,
organization, responsibility, self-regulation and initiative are assessed apart from student
achievement in the four categories outlined above and will conform to the coding:
E – Excellent
G – Good
S – Satisfactory
N - Needs Improvement
3. Assignments submitted after the due date established by the teacher will receive a penalty in
accord with our Board Assessment & Evaluation Policy Document as outlined in the student agenda.
4. Should a student miss an evaluation due to a legitimate absence, in accord with our Board A&E
Policy Document, the student and teacher will make arrangements to address the missed
evaluation in a timely manner. In the cases of extended vacation or prolonged absence,
consultation with the appropriate administrator is required.
5. In the event that the student does not make up the missed evaluation(s), a zero may be assigned.
If it is determined that the evaluation(s) has/have been missed as a result of a skip/truancy or
has/have been plagiarized, a zero may be assigned.
6. For all other cases of absence and/or missed evaluations (including absence during the final
examination period), please refer to our Board A&E Policy as outlined in the student agenda.
May God bless your efforts this semester!