United States History from Reconstruction to the Present
2013-2014
Mr. S. C. Richardson
Course Description
Students will gain a better understanding of the history of the United States and the
events and issues that have made the United States the global power that it is today. The
course will cover the history of and issues facing the United States from the period
following the Civil War up to today.
Course Objectives
Students will learn the political, economic, geographic and social characteristics of the
various eras and they will develop a deeper understanding of democracy, free enterprise
and the relationships between humans and their physical environment. Students will take
the STAAR exam this year. Our work will be rigorous to ensure student success on this
new examination.
The Pacing of United States History:
1st 6-Weeks: American Revolution, Constitution, Civil War, Western Movement
(Manifest destiny), Industrial Revolution, Industry and Big Business
• Week 1: Students will examine their previous knowledge of the four social studies
perspectives through the creation of a classroom constitution, and geo-literacy and
historical eras activities.
• Weeks 2: The American Revolution occurred in the colonies when the English
colonists demanded that their individual rights as English citizens be upheld.
• Week 3: The development of the U.S. Constitution came about as a result of a failed
attempt at creating a national system of government under the Articles of Confederation.
• Week 4: The principles of the Constitution (federalism and individual rights) were
challenged by regional conflicts during the Civil War and solved through the addition of
constitutional amendments.
• Week 5-6: The Second Industrial Revolution is a result of growth of railroads, labor
unions, farm issues, and the rise of big business in America.
• Weeks 6: Review and evaluate the major historical eras studied throughout the first six
weeks.
2nd 6-Weeks: Big Business & Labor, Immigration & Urbanization, the Gilded Age
& Progressive Era
• Weeks 1 -2: Big Business, Labor and New Immigrants- As business leaders merged
and consolidated their forces, it seemed necessary for workers to do the same. Reform
was needed to correct and prevent business corruption.
• Week 2: Challenges of Urbanization- As a result of Industrialization and massive
immigration cities grew in size and population. Problems occurred that required different
types of solutions.
• Week 3: Gilded Age Politics- Local and national political corruption in the 19th
century led to calls for reform. Political reforms paved the way foe a more honest and
efficient government.
• Week 4: Life at the Turn of the Century -Major transportation routes and urbanization
resulted from migrations, industrialization, and economic partnerships. Historically,
people migrate for pull factors (opportunity in new places) and push factors (negative
conditions at home). Industrialization enabled women to enter the labor force in great
numbers. They played a significant role in the labor movement.
• Week 5: Progressive Reforms and Populism Progressive Presidents - Political,
economic, and social change in the 19th century led to broad progressive reforms.
Progressive reforms such as labor and voting rights have helped make life in America
what it is today.
• Week 6 - Wrap-up and Review
3rd 6-Weeks: America Claims and Empire, World War I, Post World War I
America, The Roaring 20s, & The Great Depression
• Week 1: The emergence of the United States as a World Power (Spanish-American
War, Panama Canal, etc.). Between 1898 and 1920, free-enterprise developed in the
United States when the need for raw materials and new markets led the United States to
seek new economic partnerships and acquire new colonies using diplomacy and force.
The control (called choke points) of major water and land routes provide nations
advantages in commerce and war.
• Weeks 2-3: The United States response to World War I and Wilson’s response to the
end of the war. Overall effects of World War I both in America and the world. Preview
issues associated with the end of the war which would lead to World War II.
• Weeks 4: American business boom and new found freedom associated with the
“Roaring Twenties” (Harlem Renaissance, Organized Crime); The American
government, big business, and consumerism as a precursor to the Great Depression
• Weeks 5-6: The causes and effects of the Great Depression; Review Semester; ACP
Tests. During the Great Depression, Americans endured severe hardship from the loss of
home, jobs, and the movement to new places in search of opportunities.
4th 6-Weeks: The New Deal, World War II, & The Cold War
• Weeks 1-2: During Roosevelt’s administration government programs known as the
“New Deal” were implemented to combat the effects of the Great Depression. The
impact of New Deal programs and policies on various social and ethnic groups. The
expanded role of government on behalf of the American people.
• Weeks 3-4: America’s isolationism at the onset of World War II. America’s foreign
relationships during the early events of World War II. Concentrate on the major battles of
World War II. America’s home front efforts including the role of women during the war.
The rise of dictators in Europe and Asia and their influence on the development of World
War II. America’s response to the bombing of Pearl Harbor. Truman’s rationale for
utilizing atomic bomb weaponry.
• Weeks 5-6: Post war tensions between the United States and the Soviet Union and how
this tension lead to a war without direct conflict (The Cold War). The economic boost to
America’s economy in the 1950’s when American enjoyed another period of material
comfort. The United States meteoric rise to become the economic and military power
that it still is today.
5th 6-Weeks: The Cold War, Kennedy, Johnson, Vietnam, & Civil Rights
• Weeks 1 – 2: After World War II, tensions between the United States and the Soviet
Union lead to a war without direct conflict - the Cold War. Both the Truman and
Kennedy administrations had to response to the Cold War threats from the Soviet Union
and Cuba. Foreign polices like the Marshall Plan and Truman’s Doctrine in part caused
the creation of N.A.T.O and the Soviet’s response: The
Warsaw Pact. Kennedy had to deal with the potential of threat of a third world war during
the Cuban Missile Crisis.
• Week 3: The social issues of time such as civil rights, inequalities in healthcare,
education and housing caused the Johnson’s administration to respond to the demand for
reforms which were manifested through his Great Society domestic policies. The Johnson
administration becomes heavily entrenched in the Vietnam War efforts.
• Week 4: The Vietnam War: The United States sent hundreds of thousand of troops to
Vietnam but the troops soon became involved in a stalemate. As the war continued to
cost thousands of lives and produce little results, an antiwar movement developed. The
Johnson and Nixon administrations dealt with high death tolls, unpopular war policies
and the impact of the anti-war movement.
• Weeks 5 - 6 Prior to the Civil Rights Movement, African Americans were denied
access to jobs, housing, educational opportunities. African Americans endured continued
harsh treatment in America that included but not limited to: refused of service at
restaurants and stores to the denial of healthcare. Major events and domestic policies of
the Civil Rights movement such as the Montgomery Bus Boycott, the 1963 March on
Washington and the passages of both the 1964 Civil Rights Act and 1965 Voting Rights
Act helped to alleviate many of the problems experienced by African Americans. Martin
Luther King, Jr. and Malcolm were two of the major leaders who emerged during the
struggle for civil rights.
6th 6-Weeks: Review
• Weeks 1 – 2 (8 days): Students will examine the Presidencies of Nixon, Ford, Carter,
Reagan, Clinton, and the Bushes. The Conservative Movement and its effects on the
nation and its impact today will be the focus of much of this examination. Students will
study the War on Terror and its effects on our nation. The civil rights of Muslim
Americans and privacy concerns of all citizens resulting from the Patriot Act and other
anti-terror measures will be examined.
• Week 3: Grade 11 State Assessment
• Weeks 4 – 6: Analyze the impact of major historical eras in American history and how
these historical eras have changed the trajectory of America’s standing the world
politically, economically, geographically and socially. Create special projects such as
historical timelines, books, oral presentations, and graphic organizers to analyze the
effects of major historical eras in American history. Use primary and secondary sources
such as computer software, databases, media and news services, biographies, interviews,
and artifacts to acquire information about America’s historical eras.
• Weeks 6 – 7: ACP Review
• Weeks 7 – 8: ACPs
Course Materials and Resources
Texts: We the People
Nystrom’s History of the United States
National Geographic’s World Atlas
Various articles and resources the instructor deems appropriate for the learning at
hand.
Access to the Internet: Many assignments and activities will require the student to use
the internet. If students do not have access to the internet at home, it is available at the
various computer labs at the school. Students will be responsible for making time to
access the internet so that assignments can be completed on time.
Media: Students are expected to use various media to enhance their learning. Various
television and radio stations are useful to the student’s understanding of the world.
National Public Radio’s KERA 90.1 is an excellent resource for news and information.
The various History Channels and Science Channel on Television are also useful and will
be referred to throughout the year. Students are encouraged to use the television and
radio for the enrichment of their learning.
Behavioral Expectations
Students are on a college campus and will be expected to behave accordingly.
Students will not disrupt the learning and teaching of other students.
Students will not eat or drink in the classroom.
Students will arrive on time, dressed properly, and be ready to work the moment class
time starts.
Students will complete all assignments in a timely manner.
Students will seek help when needed.
Grading Policy
Students are expected to complete all assignments in a timely manner. If a student needs
more time for an assignment, make arrangements with the instructor. The grades are
weighted as follows:
Class work/Homework
40% (30%/10%)
Tests and Quizzes
25%
Special Projects
20%
Six Week’s Test Grade
15%
Homework Policy
Students will be required to do homework and turn it in on time. Homework is necessary
to:
Gather information for the next lesson or,
Provide opportunities for the student to practice skills learned in class or,
Finish work not completed during the class period.
Academic Integrity
Students will use their own thoughts, their own words, and do their own work to support
their own learning. NO CHEATING, NO COPYING, NO STEALING, NO
PLAGARISM, NO REPRESENTING SOMEONE ELSE’S WORK AS YOUR OWN.
Attendance
Students are expected to be in class everyday and to be on time. If a student is absent, an
excuse is required in the office within 72 hours or that absence is unexcused. TEN or
more absences means a loss of credit for that course. Time can be made up as per the
Attendance Review Committee. It is important to get excuses to the office in a timely
manner so that the student does not lose credit or have to make up time on Saturdays.
Tardiness
Class starts on time. A student is tardy if he arrives after the time class has started. If a
student is more than 15 minutes late and does not have a pass, then that becomes an
UNEXCUSED ABSENCE. Be to class on time. If you are late for a legitimate reason,
be sure you get pass.
Make-up Work
Students have 72 hours from the time of return to make up and class and homework
missed due to an absence. It is the student’s responsibility to ask for any missed work.
Arrangements can be made with the instructor if more time is needed. It is highly
recommended that the student gets all make up assignments from all teachers the day of
return.
Retesting
If a student does not meet expectations on a test, a make-up test can be taken. The
highest grade allowed on a make-up test due to a failure is 70. Make-up tests and
assignments due to an absence are graded at full credit if turned in a timely manner.
Conference Hours
I am available for conference Tuesday and Thursday from 7:30 a.m. to 8:45 a.m.
Depending on the Meeting schedule, I may be available to tutor and conference on other
mornings. Please contact me to set up a time and date.
E-Mail
crrichardson@dallasisd.org
I look forward to working with you to ensure success.
I have received the Syllabus for History.
Signature:_______________________________________________________________
Parent Signature:__________________________________________________________
*Academic Integrity Statement ~ I will use my own thoughts, my own words
and do my own work to support my own learning. This means:
NO CHEATING
NO COPYING
NO STEALING
NO PLAGI ARISM
NO REPRESENTING SOMEONE ELSE'S WORK AS YOUR OWN.
I have read and will abide by the Integrity Statement.
Signature:_______________________________________________________________