United States History I Honors
Mrs. Strunk
GRADE: 10
CREDIT: 5
LENGTH OF COURSE: Academic Year
At the successful conclusion of this course, (no lower than a B- average) the students will be prepared to
continue in the honors program. A final average of 65% or better is required to be awarded class credit.
I.
Course Objective: Students in United States History I Honors will examine the
history of the United States beginning with the emergence of the colonies. In
understanding American colonial life, students will analyze the causes and results of
the American Revolution, as well as the founding of a new government. The focus of
study will then continue through the changes on the western frontier. Due to these
changes, students will examine the reasons for disunity among the nation that brought
the union into a state of turmoil. This material will be covered using a variety of
instructional activities through an approach that is structured both thematically and
chronologically.
II.
Course Texts:
III.
Supplies Needed: Be prepared for class EVERYDAY with:
The American Pageant (Textbook)
The American Spirit (Primary Source Reader)
The Guidebook
A. Three-Ring Binder*
B. Textbook (covered)
C. Homework assignment for that day
D. Pen or Pencil
E. Primary Reader text (covered)
F. Guidebook
G. Document Log (separate composition notebook)
*Your Three-Ring Binder notebook should be organized in the following
fashion:
Section 1-Class Notes
Section 2- Homework (including your own homework notes)
Section 3- Worksheets, Maps, Handouts, etc.
Section 4- Assessments- tests, quizzes, review sheets, etc.
IV.
Grading: The marking period grades will be based upon a point system. The
number of points assigned to a certain assessment will be based upon the
importance of that assessment. Hence, tests and projects will receive higher
numerical worth than quizzes. Your final average for the marking period will be
calculated by adding the points you have received and dividing that number by
the number of points administered in a marking period.
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V.
Evaluation Process: Throughout the length of this course you will be evaluated
periodically by the use of, but not limited to:
 Summative Assessments, such as tests, quizzes, and midterm and final
examinations
 Formative Assessments, such as writing prompts, essays, document based
questions (DBQs), journals, and portfolios
 Performance Assessments, such as projects (traditional & technology
based), presentations, Simulations/Debates, Mock trials, etc.
 Homework
 Class Participation
VI.
Make-Up Work/Extra Help:
A. You must make up work you missed due to your absence from class. It is
your responsibility to come and see me regarding a homework assignment
you may have missed due to an absence. It is also your responsibility to
show me a homework assignment you have completed, but was checked
on a day when you were absent.
B. Extra help is always available. Please do not hesitate to ask for help. My
office hours are Tuesdays or Thursdays after school in Room 215. If I am
not in Room 215, please check the Social Studies Workroom before
leaving.
VII.
Note-taking: For each reading assignment given, you are required to take notes.
You will also be required to take a set of class notes. However, it is highly
suggested that you use two different colored writing utensils when taking your
notes (one color for homework notes, one color for class notes). This way you
can make sure you do not copy the same information down twice. Also, this will
help you to decipher your own notes from those given in class. Here are some
helpful hints to help you with your note-taking.
1.
2.
3.
Write down the title of the reading, and chapter and section number at the top of your
paper.
Identify the major events/themes and identify any supporting details.
For best results, utilize the Cornell Note taking method. Please see Mrs. Strunk’s
webpage for template.
In addition to your notebook, you will also be required to keep a Document
Log (separate composition notebook). Within the Document Log you will be
required to analyze primary resources that will give us an in depth
understanding of the time periods we are studying. Here are some helpful
hints to help you with your analysis.
1.
2.
Write down the title of the reading, author (if applicable), and the page number from The
American Spirit Primary Reader.
Provide an analytical summary of the primary source using your checklist, and answer
the Focusing Questions that are addressed in the introductory paragraph in the beginning
of each primary source reading.
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VIII.
Course Content:
A. Unit One:
The Planting of English America
 Growth of English Empire
 Protestant Reformation
 Southern Colonies
 Northern Colonies
 Middle Colonies
B. Unit Two:
Life in Colonial America
 Southern v. Northern colonial life
 Bacon’s Rebellion & the spread of slavery
 The Salem Witchcraft Trials
 Immigration & population growth
 The Great Awakening
C. Unit Three:
The Road to Revolution
 Anglo-French colonial rivalry
 The French and Indian War
 Mercantilism
 Taxation without representation
 Gathering Clouds of War
D. Unit Four:
America Secedes from the Empire
 Early skirmishes-1775
 The Declaration of Independence
 The French Alliance
 The Peace of Paris
E. Unit Five:
The Confederation and the Constitution
 Changing political sentiments
 Economic troubles
 The Articles of Confederation
 Shay’s Rebellion
 Constitutional Convention & Ratification
F. Unit Six:
Launching the New Nation
 Problems of the Young republic
 The Bill of Rights
 Washington’s presidency
 Emergence of political parties
 The Jefferson presidency
 The Supreme Court of John Marshall
 The Louisiana Purchase
 The Anglo-French War
G .Unit Seven
The Second War for Independence
 The War of 1812
 The Era of Good Feelings
 Missouri Compromise
 The Monroe Doctrine
H. Unit Eight
Jacksonian Democracy
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Politics for the common people
The “spoils system”
Webster-Haynes Debate
Nullification Crisis
Native American relations
The two-party system
I. Unit Nine
Cultural Developments-1790-1860
 European immigration
 The transportation revolution
 Capitalists and workers
 Religious revivals
 Educational advances
 Women’s roles and women’s rights
 A national literature
 The economy and the cotton kingdom
 The plantation system
 The abolitionist crusade
J. Unit Ten
Manifest Destiny and its Legacy
 Oregon, California, and Texas
 War with Mexico
K. Unit Eleven
The Union in Peril
 “Popular Sovereignty”
 The Compromise of 1850
 Fugitive Slave Law
 Kansas Nebraska Act
 Uncle Tom’s Cabin
 Lincoln-Douglas Debates
 Republican victory
 Secession
L. Unit Twelve
The Civil War
 The attack at Fort Sumter
 Financing the war
 The economic impact of the war
 Bull Run
 The Emancipation Proclamation
 Politics of wartime
 The assassination of Lincoln
 The Legacy of War
M. Unit Thirteen
Reconstruction and its Effects
 The defeated South
 Moderate and Radical Republicans
 Military Reconstruction
 “Black Reconstruction” and the KKK
 The impeachment of Andrew Johnson
 The legacy of reconstruction
Please be sure to share the course syllabus with your parent(s)/guardian(s).
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