Modern U.S. History
Semester 1 Syllabus
Mrs. Vanessa Allman
tessling.vanessa@district205.net
708-225-4347
Welcome to Modern United States History! In this course we will focus our attention on the cultural,
social, political and technical developments in United States’ History. Aside from becoming literate in the
history if the United States, students will also work on real world skills such as: study skills, literacy skills,
numeracy skills, reasoning skills, technology skills, and writing skills. I look forward to working with you in
a year filled with success! In order to achieve the highest level of success, I expect high quality work, on
time, 100% of the time!
I.
Course Units and Benchmarks:
Unit 1: Introduction to U.S. History
3 Weeks
__________
The purpose of this unit is to review basic geography concepts, introduce the five founding American
ideals, and present the reasons that people settled in the colonies. In the course of the unit, students
will identify and label key geographic features on a U.S. map and analyze how various aspects of U.S.
geography have shaped the nation’s historical development. Also, students are expected to complete
first five-paragraph essay of the course in which they evaluate how Americans have lived up to the
ideals expressed in the Declaration of Independence. Finally, after investigating the founding of the
colonies, students will create a brochure or advertisement convincing other settlers to move to their
colonies while placing an emphasis on the influence of ideals and geography.
Unit 2: The Constitution
4 Weeks__________________________
The purpose of this unit is to help students become aware of the basic political structure of the United
States and Illinois. This unit is the second unit of the course and builds on the foundations of the United
States. In this unit, students will understand that previous governing documents influenced the creation
of the Constitution, that the Constitution was formed out of necessity for a balanced federal
government, and that Compromise was a necessary element of the Constitution. They will also
understand that the Bill of Rights was incorporated into the Constitution to protect the rights of
individuals and that in order for a democracy to fully function, participation is needed from all citizens.
Students will demonstrate their understanding by creating their own constitution for a new country.
Finally, it is a state requirement, that students pass a Constitution Exam at the conclusion of this unit.
Unit 3: The Civil War & Reconstruction
3 Weeks__________________________
The purpose of this unit is to introduce students to the division and reunification of the United States
and analyze the nation’s commitment to its founding ideals. Through analyzing text and various primary
resources, students will learn about the compromises and conflicts leading up to the Civil War, the
strategies used during the Civil War, the effects of the Civil War on various groups of Americans, the
process of reuniting the country, and the reality of reuniting the country. After evaluating the success
or failure of Reconstruction, students will work to create a Southern-State Constitution that will show
creative solutions to the problems of Reconstruction while maintaining Constitutionality.
Unit 4: Growth & Industrialization
2 Weeks__________________________
The purpose of this unit is to expose students to America’s westward expansion as well as the rise of
Industrialism in the United States. By the end of the unit, students will understand that moving West
provided the opportunity for Americans to take advantage of the plentiful resources of the West. In
addition to the Westward component, students will understand that significance of the inventions and
innovations of the 19th Century, their lead to the rise of industry and the consequences, both positive
and negative, thereof. This unit will ultimately lead students to act as a historian, editor,
photojournalist, or news reporter to help create a newspaper that exposes the negative effects that
industrialization has had on laborers. The intent of the newspaper is to convince the readers, and
hopefully Congress that something needs to be done to regulate, at least, the working conditions that
workers are subjected to.
Unit 5: The Progressive Era
2 Weeks__________________________
The purpose of this unit is to introduce students to the problems plaguing the United States at the end
of the 1800’s and early 1900’s, as well as their solutions. By the end of this unit, students will
understand the various social and political challenges that immigrants faced when entering the United
States along with the social, political, and environmental problems that arose as America became more
urbanized. In addition, they will understand that advocates, called Progressives, were committed to
improving conditions in American life by using various strategies to make positive change at the local,
state, and national levels. In a culminating activity, students will act as lobbyist in the year 1905 that is
attempting to convince President Theodore Roosevelt of the most pressing issue facing the nation and,
more importantly, of their proposed (Constitutional) solution.
Unit 6: Imperialism
2 Weeks
_______________
The purpose of this unit is for students to evaluate America’s transformation into a world-power. By the
end of the unit, students will understand that imperialism can take many forms, that there are different
perspectives and arguments regarding U.S. imperialism, and that U.S. expansion was driven by
economic, political, and cultural motives. They will also explore how media can play a role in influencing
public opinion during times of war. Finally, students will create a one-page editorial and political
cartoon representing the arguments of either the Anti-Imperialist League or the Pro- Imperialist League
at the turn of the 20th century for one of the newly acquired territories.
II.
Instructional Activities
Reading
Individual Work
Simulations
Skills Practice
PSAE Prep
Note taking
Discussion
Tests and Quizzes
Current Events
And More!!!
Researching
Cooperative Work
Computer Based Activities
Portfolio
*Study Guides: For each chapter, students will be required to complete a study guide AS
HOMEWORK. The study guide will contain key vocabulary, comprehension questions, and a
timeline. Study guides must be completed before the unit test can be taken.
*Tests: will be administered to students after each unit. They will contain a combination of
multiple choice, short answer, analysis, and essay questions. Since the material on the test will
be no surprise, students should not expect to use notes on tests. Finally, as the tests will be
announced in advance, any student in attendance on the day of a test should expect to take
the test.
*Portfolio (Binder): At the end of each chapter/ unit, students will submit a portfolio of all
activities completed for that unit (quizzes, notes, classwork, homework, etc). They will be given
the requirements for the content of the portfolio several days before it is due so that they may
be well prepared.
*PSAE Prep: Each Thursday, students will complete an activity in class that is designed to help
increase their reading and comprehension skills.
*Constitution Exam: EVERY student in District 205 is required to take the Constitution Exam in
their Modern U.S. History class. It is a state requirement that all students pass this exam in
order to be eligible to graduate.
III.
Assessment (District Grading Scale)
A=90-100%
B=80-89%
C=70-79%
D=60-69%
F=59% and below
Grading Breakdown
Tests & Projects
Study Guides
Homework & Classwork
PSAE Prep
Daily Participation
50%
10%
30%
5%
5%
IV.
Supplies
Textbook - America: Pathways to the Present
Black / Blue Pen
Spiral Notebook(s)
Loose-leaf Paper for assignments
3 Ring Binder & Dividers to organize assignments
(Recommended tabs: Text, Study Guides, Notes, Assignments, Other)
*Jump Drive / Flash Drive (strongly suggested for projects!!!)
V.
Student Expectations:
All district policies as stated in the student handbook
Come to class everyday with all class materials
Show respect for all students, administration, and the teacher
Follow directions quickly and without disruption to the class
Cheating and Plagiarism are unacceptable and will not receive credit
Participate!
VI.
Make-Up Procedure:
-Make up work is the responsibility of the student!
-Any assignments given prior to the absence are due immediately upon arrival back to school
with "ABSENT" and the date absent written clearly across the top.
-Students with absences should refer to the "MAKE-UP FOLDERS" for their missed work on the
day he/she returns to school
VII.
Late Work:
…IS NOT ACCEPTABLE!
-however, an assignment that was not turned in on time can be turned in until the
assignment has been graded and passed back to the class. After that point, in order to
receive credit for missing work, it must be done during CP.
***CERTAIN ASSIGNMENTS / ASSESSMENTS WILL NOT BE ABLE TO BE MADE UP!
VIII.
Hall Passes
Students are allowed three hall passes per nine weeks
No passes will be given in the first 10 minutes of class or the last 10 minutes of class as stated
by school policy
IX.
Extra Credit
Although doing your work thoroughly and in a timely fashion is the best way to get the best
grade, I understand the need for a little help now and then. You can earn extra credit in the
following ways *Attending CP
*Attending Saturday Support Sessions
*Perfect Attendance (for extra credit purposes, renews each 9 week term)
*Not using all 3 of your hall passes
*Various opportunities throughout the semester
*WILDCAT PRIDE!!!! - Wear purple on Fridays
KEEP THIS IN YOUR U.S. HISTORY BINDER FOR FUTURE REFERENCE!