Syllabus—United States History/ Humanities Level 5
Required Textbook: David M. Kennedy, Lizabeth Cohen, and Thomas A. Bailey. The American Pageant, 13th
edition/Advanced Placement®. Boston: Houghton Mifflin, 2006.
International Baccalaureate Organization/Middle Years Programme Description
The aims and objectives of MYP humanities provide a bridge to the Diploma Programme subject group 3,
individuals and societies. One of the Diploma Programme group 3 aims is to encourage the systematic and critical
study of: human experience and behaviour; physical, economic and social environments; and the history and
development of social and cultural institutions. Students further develop the capacity to identify, to analyse
critically and to evaluate theories, concepts and arguments about the nature and activities of the individual and
society. They collect, describe and analyse data used in studies of society, test hypotheses, and interpret complex
data and source materials. In MYP humanities, students will have been developing cognitive and procedural skills
at age-appropriate levels throughout the programme, while developing their conceptual understanding in
humanities.
MYP Humanities Level 5/USH Syllabus
Page 1 of 14
Time, place and space
Change
Causes, processes and consequences of change—natural and
artificial, intentional and unintentional, positive and negative are
addressed. This concept examines the forces that shape the world,
past, present and future. It is universal and inevitable.
Examples of content-related concepts: causality, process,
continuity, chronology, conflict/cooperation, development,
globalization, innovation, social relations, identity, cause and
consequence, conflict, peace, sustainability, evidence, risk, context,
interpretation, symbolism, sources
Supporting terminology: urbanization, supply and demand,
individual agency, desertification, tradition, perspective, revolution
Time, place and space are intrinsically linked. Time is not simply the
measurement of years or time periods but is a continuum of
significant events of the past, present and future.
Place and space are complex concepts whose definitions are fluid.
Place is socially constructed and can be explored in terms of
constraints and opportunities afforded by location. Places have
value and meaning defined by humans. Space relates to where and
why places and landscapes are located. The concept also includes
the social, economic, political processes that interact through or
across space. These result in patterns and networks arising such as
migration or trade flows. Challenges related to “place/space” can
be on a local, national and global scale.
Examples of content-related concepts: scarcity,
similarities/differences of places/communities, culture,
globalization, power, development, location, mobility , structure,
identity, flow, pattern, networks, civilization, environments, spatial
representations, perspective, communication, movement, scale,
measurement, risk
Supporting terminology: trade, migration, opportunity cost,
colonialism, urbanization, countries, maps, territory landscape
Humanities
key concepts
Global interactions
Global interactions are points of depar ture for understanding one’s
own culture. This concept refers to the interconnectedness of the
world as a whole. It addresses the relationship between societies
and cultures in broader global contexts.
Examples of content-related concepts: culture, civilization,
interdependence, exchange, power, sustainability, equity, global
justice, leadership, social relations, mobility, consumption, politics,
identity, flow, development, risk, capital, markets, barriers to trade,
authority
Supporting terminology: corporate social responsibility, trade blocs,
refugees, mass media, multinational organizations, global warming,
sustainable development, supply and demand, economies of scale
Systems
Systems provide structure and order in both natural and human
environments. Systems are dynamic and complex in nature. They
rely on a state of equilibrium, which is vulnerable to change.
Everything is connected to a system or systems.
Examples of content-related concepts: structure, patterns,
ideology, organizat ion, evolut ion, equilibrium, models, dynamism,
religion, technology, politics, flow, networks, form, economics,
society, ecology, efficiency, markets, conflict, beliefs
Supporting terminology: government, biomes, laws, rights, coasts,
rivers, institutions, status, productivity, telecommunications,
democracy, banking
Aims of the Course:
The aims of the teaching and learning of MYP humanities are to encourage and enable the student to:
• appreciate the range of human and environmental commonalities and diversities
• understand the interactions and interdependence of individuals, societies and environments in different
contexts
• understand how both environmental and human systems operate and evolve over time
• identify and develop a concern for human and environmental well-being
• act upon opportunities to be a responsible global citizen
• develop effective inquiry skills to achieve conceptual understanding in humanities.
MYP Humanities Level 5/USH Syllabus
Page 2 of 14
Objectives of the Course:
A. Knowing and understanding
Knowledge and understanding is fundamental to studying humanities and forms the base from which to explore
concepts and develop skills. Knowledge is both factual and conceptual and provides the foundation for thinking
critically.
At the end of the course, the student should be able to:
• use humanities terminology in context
• demonstrate knowledge and understanding of subject-specific content and concepts through developed
descriptions, explanations and examples.
B. Investigating
The development of investigative skills in humanities is an integral part of the inquiry cycle. It enables students to
plan and carry out research and/or fieldwork as individuals or in a group. Students should be able to demonstrate
investigative skills throughout the humanities course to an increasing level of sophistication. The focus is placed
on acquiring systematic research skills and processes associated with the craft of each humanities discipline. As
part of or during this process, students might reappraise methods and/or research question(s) and make
recommendations for improving the process and act on these where appropriate. This will be part of the
formative assessment process and is not explicitly referred to in the objective strands below.
Activities that allow students to develop investigative skills include, but are not limited to: research essays,
fieldwork investigations, web quests, problem-solving tasks, role plays and group investigations.
At the end of the course, the student should be able to:
• formulate a clear and focused research question
• formulate and follow an action plan to investigate a research question
• use methods accurately to collect and record information consistent with the research question
• effectively address the research question.
C. Thinking critically
The ability to think critically in humanities is vital in developing a deeper understanding of the subject and its
concepts. The objective strands highlighted in “Thinking critically” build on the knowledge-base of humanities
and are an integral part of the inquiry cycle. Students should be able to demonstrate these objective strands
throughout the humanities course to an increasing level of sophistication.
At the end of the course, the student should be able to:
• analyse concepts, events, issues, models and arguments
• analyse and evaluate a range of sources in terms of origin and purpose, recognizing values and limitations
• interpret different perspectives and their implications
• synthesize information in order to make valid, well-supported arguments.
D. Communicating
Students should be able to demonstrate the ability to use a variety of media to organize and communicate their
factual and conceptual learning. These formats include, but are not limited to: written reports, oral
presentations, cartoons, storyboards, maps, diagrams, flow charts, PowerPoint® presentations, podcasts,
animations and videos.
Students should be able to demonstrate communication throughout the humanities course to an increasing level
of sophistication.
At the end of the course, the student should be able to:
• communicate information and ideas using an appropriate style for the audience and purpose
• structure information and ideas in a way that is appropriate to the specified format
• document sources of information using a recognized convention.
MYP Humanities Level 5/USH Syllabus
Page 3 of 14
Assessment Criteria for the Course:
The following assessment criteria have been established by the IB for humanities in the MYP. All final and
summative assessment in the final year of the MYP must be based on these assessment criteria,
Criterion A
Knowing and understanding
Maximum 8
Criterion B
Investigating
Maximum 8
Criterion C
Thinking critically
Maximum 8
Criterion D
Communicating
Maximum 8
For each assessment criterion, a number of band descriptors are defined. These describe a range of achievement
levels with the lowest represented as 0. The descriptors concentrate on positive achievement, although failure to
achieve may be included in the description for the lower levels.
Submission of moderation samples
Amundsen requests IB-validated grades for all students who are registered following the guidelines in the MYP
Coordinator’s handbook. This includes students who are only eligible for the record of achievement along with
those who are also eligible for the MYP certificate.
Each moderation sample must include four folders of students’ work with each folder representing the work of a
single student. The selection of student work should be representative of a range of abilities within the final year
group, comprising one comparatively good folder, two folders showing average ability and one comparatively weak
folder. Only the work of students registered for IB-validated grades are submitted.
Prescribed minimum tasks
There must be two judgments only for each humanities criterion (A, B, C, D) entered on the moderation
coversheet contained in each student folder. In order to provide two judgments for each criterion, a minimum of
two tasks must be submitted and a maximum of three. All objective strands must be addressed across the
examples of tasks that are submitted for moderation.
Tasks include:
• a piece of extended writing, approximately 700–1,500 words in length in English
• a test
• an assignment of choice.
Details follow that provide examples of the type of format that might be used, as well as the combination of
options that might be used in order to provide two judgments for each criterion.
Options Format Used at Amundsen
Extended writing • Fieldwork report Report
Article
Manifesto
• Newsletter
Essay
Editorial
Test
Must include paragraph writing and timed, in-class conditions.
• Open book test (not ideal for criterion A)
Source analysis
• Problem-solving
Data response
Assignment
Any task that involves the student providing an oral report must be recorded for the
purposes of moderation. Supporting materials, notes or a transcript is required. Any
recording submitted must not exceed 15 minutes. Those formats indicated with an asterisk
(*) will need to include supporting materials.
• Web page
Speech*
Role Play*
• Podcast/vodcast
Database
Lesson Plan*
• Film/movie/play*
Animation
Workshop*
• PowerPoint® presentation*
Lesson plan*
Blog/journal/scrapbook
• A Prezi® presentation*
Brochure/booklet  Microsoft PhotoStory/VoiceThread
MYP Humanities Level 5/USH Syllabus
Page 4 of 14
Examples of how two judgments per criterion are provided. The crosses (X) in parentheses show where an
alternative choice of assessment are made:
Option Task
A
B
C
D
Extended Writing
X
X
X
X
Test
X
X
Assignment
X
X
X
Criterion A: Knowing and understanding/Maximum: 8
Students should be able to:
• use humanities terminology in context
• demonstrate knowledge and understanding of subject-specific content and concepts through developed
descriptions, explanations and examples.
Achievement level Level descriptor
0
The student does not reach a standard described by any of the descriptors
below.
1-2
The student:
• makes a limited attempt to use some relevant terminology
• demonstrates basic knowledge and understanding of content and concepts
with simple descriptions and/or examples.
3-4
The student:
• uses terminology that is accurate and/or appropriate
• demonstrates knowledge and understanding of content and concepts
through adequate descriptions, explanations or examples.
5-6
The student:
• uses a range of terminology accurately and appropriately
• demonstrates good knowledge and understanding of content and concepts
through accurate descriptions, explanations and examples.
7-8
The student:
• uses a wide range of terminology accurately and appropriately
• demonstrates detailed knowledge and understanding of content and
concepts through developed and accurate descriptions, explanations and
examples.
Command terms and MYP definitions
Use
Apply knowledge or rules to put theory into practice.
Demonstrate
Prove or make clear by reasoning or evidence, illustrating with examples or practical
application.
Criterion B: Investigating/Maximum: 8
Students should be able to:
• formulate a clear and focused research question
• formulate and follow an action plan to investigate a research question
• use methods accurately to collect and record information consistent with the research question
• effectively address the research question.
MYP Humanities Level 5/USH Syllabus
Page 5 of 14
Achievement level
0
1-2
3-4
5-6
7-8
Level descriptor
The student does not reach a standard described by any of the descriptors below.
The student:
• formulates a very general research question
• formulates and follows a limited action plan to investigate a research question
• collects and records limited information not always consistent with the research
question
• makes a limited attempt to address the research question.
• formulates an adequate research question
• formulates and follows a partial action plan to investigate a research question
• uses a method or methods to collect and record some information consistent with the
research question
• partially addresses the research question.
The student:
• formulates a clear research question
• formulates and follows a satisfactory action plan to investigate a research question
• uses methods to collect and record appropriate information consistent with the
research question
• satisfactorily addresses the research question.
The student:
• formulates a clear and focused research question
• formulates and follows a detailed action plan to investigate a research question
• uses methods accurately to collect and record appropriate and varied information
consistent with the research question
• effectively addresses the research question.
Notes
• When defining a “clear and focused research question” the following elements can be considered: relevance, manageability, originality,
ability to be assessed, of interest to the student and based in the subject. Students are not expected to formulate a research
question in all cases that objective B is addressed; this can be supplied by the teacher; however, students are given opportunities to
formulate research questions at some stage during year 5.
Research questions might also be formulated at the end of an investigation when students have developed their knowledge of the topic
under consideration. The research question might also be formulated as a research statement.
• The action plan refers to the steps and information that the student defines in order to complete the investigation; it does not
specifically refer to an essay plan, although this might be included in the overall action plan.
• Methods to collect information include, but are not limited to: selection of sources (type and range); questionnaires; surveys;
interviews; observation; experiments; measurement; use of statistics and databases; formulation of questions.
• Methods to record information (electronic or paper), include but are not limited to: note-taking and summarizing; production of tables,
graphs, maps, checklists; production of MindMaps®; indexing; creation of visuals such as timelines; production of databases.
Command terms and MYP definitions
Formulate
Express precisely and systematically the relevant concept(s) or argument(s).
Investigate Observe, study, or make a detailed and systematic examination, in order to establish facts and reach
new conclusions.
Use
Apply knowledge or rules to put theory into practice.
Criterion C: Thinking critically/Maximum: 8
Students should be able to:
• analyse concepts, events, issues, models and arguments
MYP Humanities Level 5/USH Syllabus
Page 6 of 14
• analyse and evaluate a range of sources in terms of origin and purpose, recognizing values and limitations
• interpret different perspectives and their implications
• synthesize information in order to make valid, well-supported arguments.
Achievement level Level descriptor
0
The student does not reach a standard described by any of the descriptors below.
1-2
The student:
• makes a limited attempt to analyse concepts, events, issues, models or
arguments
• describes some sources in terms of origin and purpose and recognizes some
values and limitations
• identifies different perspectives
• makes connections between information in a limited attempt to make
arguments.
3-4
The student:
• completes a simple analysis of concepts, events, issues, models or arguments
• completes a simple analysis and/or evaluation of some sources in terms of
origin and purpose, recognizing values and limitations
• identifies different perspectives and their implications
• makes connections between information to make simple arguments.
5-6
The student:
• completes a satisfactory analysis of concepts, events, issues, models or
arguments
• satisfactorily analyses and/or evaluates a range of sources in terms of origin
and purpose, recognizing values and limitations
• interprets different perspectives and their implications
• synthesizes information to make valid arguments.
7-8
The student:
• completes a detailed analysis of concepts, events, issues, models or arguments
• effectively analyses and evaluates a range of sources in terms of origin and
purpose, recognizing values and limitations
• thoroughly interprets a range of different perspectives and their implications
• synthesizes information to make valid, well-supported arguments.
Command terms and MYP definitions
Analyse
Break down in order to bring out the essential elements or structure. To identify parts and
relationships, and to interpret information to reach conclusions.
Describe
Give a detailed account or picture of a situation, event, pattern or process.
Evaluate
Assess the implications and limitations; make judgments about the ideas, works, solutions or
methods in relation to selected criteria.
Identify
Provide an answer from a number of possibilities. Recognize and state briefly a distinguishing fact or
feature.
Interpret
Use knowledge and understanding to recognize trends and draw conclusions from given
information.
Present
Offer for display, observation, examination or consideration.
Synthesize
Combine different ideas in order to create new understanding.
MYP Humanities Level 5/USH Syllabus
Page 7 of 14
Criterion D: Communicating/Maximum: 8
Students should be able to:
• communicate information and ideas using an appropriate style for the audience and purpose
• structure information and ideas in a way that is appropriate to the specified format
• document sources of information using a recognized convention.
Achievement level Level descriptor
0
The student does not reach a standard described by any of the descriptors below.
1-2
The student:
• communicates information and ideas by attempting in a limited way to use a
style that is appropriate to the audience and purpose
• makes a limited attempt to structure information and ideas in a way that is
appropriate to the specified format
• makes a limited attempt to document sources of information.
3-4
The student:
• communicates information and ideas by using a style that is sometimes
appropriate to the audience and purpose
• structures information and ideas in a way that is sometimes appropriate to the
specified format
• sometimes documents sources of information using a recognized convention.
5-6
The student:
• communicates information and ideas by using a style that is often appropriate
to the audience and purpose
• structures information and ideas in a way that is often appropriate to the
specified format
• often documents sources of information using a recognized convention.
7-8
The student:
• communicates information and ideas effectively by using a style that is
consistently appropriate to the audience and purpose
• structures information and ideas in a way that is consistently appropriate to
the specified format
• consistently documents sources of information using a recognized convention.
Notes
• Amundsen ensures there is a set of recognized conventions for students to adhere to when documenting sources and uses the
Chicago/Turabian style.
• When submitting samples for moderation or monitoring of assessment, at least one task must allow students to show evidence of
documenting sources according to a recognized convention.
Command term and MYP definition
Document
Credit sources of information used by referencing (or citing) following one recognized referencing
system. References should be included in the text and also at the end of the piece of work in a
reference list or bibliography.
Grade Award Conversion
MYP CPS
AHS
Descriptors
Percentage
0
F
>60%
The student does not reach a standard described by any of the descriptors
MYP Humanities Level 5/USH Syllabus
Page 8 of 14
1-2
D
60-69%
3-4
C
70-79%
5-6
B
80-89%
below.
The student:
• makes a limited attempt to use some relevant terminology, and
demonstrates basic knowledge and understanding of content and concepts
with simple descriptions and/or examples.
• formulates a very general research question, formulates and follows a
limited action plan to investigate a research question, collects and records
limited information not always consistent with the research question, and
makes a limited attempt to address the research question.
• makes a limited attempt to analyse concepts, events, issues, models or
arguments, describes some sources in terms of origin and purpose and
recognizes some values and limitations, identifies different perspectives,
and makes connections between information in a limited attempt to make
arguments.
 Attempts in a limited way to communicate ideas effectively appropriate to
the format, audience and purpose using recognize conventions
The student:
• uses terminology that is accurate and/or appropriate, and demonstrates
knowledge and understanding of content and concepts through adequate
descriptions, explanations or examples.
• formulates an adequate research question, formulates and follows a partial
action plan to investigate a research question, uses a method or methods to
collect and record some information consistent with the research question,
and partially addresses the research question.
• completes a simple analysis of concepts, events, issues, models or
arguments with a simple analysis and/or evaluation of some sources in
terms of origin and purpose, recognizing values and limitations, and
identifies different perspectives and their implications while makes
connections between information to make simple arguments.
Sometimes communicates ideas effectively appropriate to the format,
audience and purpose using recognize conventions
The student:
• uses a range of terminology accurately and appropriately, and
demonstrates good knowledge and understanding of content and concepts
through accurate descriptions, explanations and examples.
• formulates a clear research question, follows a satisfactory action plan to
investigate a research question, uses methods to collect and record
appropriate information consistent with the research question, and
satisfactorily addresses the research question.
• completes a satisfactory analysis of concepts, events, issues, models or
arguments with satisfactory analyses and/or evaluates a range of sources
in terms of origin and purpose, recognizing values and limitations while
interprets different perspectives and their implications and synthesizes
information to make valid arguments.
 Often communicates ideas effectively appropriate to the format, audience
and purpose using recognize conventions
MYP Humanities Level 5/USH Syllabus
Page 9 of 14
7-8
A
>89%
The student:
• uses a wide range of terminology accurately and appropriately, and
demonstrates detailed knowledge and understanding of content and
concepts through developed and accurate descriptions, explanations and
examples.
• formulates a clear and focused research question, follows a detailed action
plan to investigate a research question, uses methods accurately to collect
and record appropriate and varied information consistent with the research
question, and effectively addresses the research question.
• completes a detailed analysis of concepts, events, issues, models or
arguments using effective analyses and evaluates a range of sources in
terms of origin and purpose, recognizing values and limitations and
thoroughly interprets a range of different perspectives and their
implications while synthesizing information to make valid, well-supported
arguments.
 Consistently communicates ideas effectively appropriate to the format,
audience and purpose using recognize conventions
Evaluation of Grades
1. The MYP grade is assessed through the student portfolio consisting of the following tasks
a. Extended writing of 700-1200 words with sections mimicking the senior Internal Assessment, cover
sheet, table of contents, an outline, and a bibliography
b. Test using five documents mimicking the External Assessment Paper 1/Document-Based Questions
using the scaffolding technique and an essay (class time: one hour
c. Assignment with a script for a Power Point® presentation
2. Each semester grades are cumulative for reports to parents and entered on the transcript of students.
Students earn one credit per year with each semester recorded as one-half credit and separate from each
other. Category values for each reporting period are as follows:
a. Examinations (weighted differently for quizzes, chapter tests, and unit exams) 40%
b. Participation (beyond simple attendance to include time on task each day)
10%
c. Homework (chapter folders with terminology, factual data, and free response) 10%
d. Projects (with emphasis on the MYP objectives and creativity)
10%
e. Class notebook (organization skills are key to this component)
10%
f. In-class writing assignments (using various formats)
10%
g. Group work (debates, mock trials, posters, detective work on evidence)
10%
3. Late work, other than examinations, is accepted until completion of the unit; however, it is penalized and
subject to scrutiny for academic honesty at a higher level than work presented on time. Once work is
returned to the class, late work is recorded at a 50% grade of what otherwise would have been earned if it
is the student’s original work.
4. Examinations may only be made up before the start of the school day following an excused absence.
5. Due to CPS policy, Public Law 195 exams and Consumer Education are given grades of P (pass) or F (fail)
while grades of the units are recorded as per MYP rubric for United States History for work within the units.
Both of the graduation requirements are given the last quarter of the second semester and included as the
final grade for that semester.
MYP Humanities Level 5/USH Syllabus
Page 10 of 14
Calendar of Study (also see curriculum map for cohesive course bridging)
Semester 1—19 weeks
Unit Title
Weeks
Chapters/Topics
Reading
Tasks
Founding the
New Nation,
c. 33,000
BCE-1783 CE
5
1. New World
Beginnings
2. The Planting of
English America
3. Settling the Northern
Colonies
4. American Life in the
Seventeenth Century
5. Colonial Society on
the Eve of Revolution
6. The Duel for North
America
7. The Road to
Revolution
8. America Secedes
from the Empire
Homework Folders for each
chapter
Unit Exam to include DBQ work
Note-taking activity/discussion
based on Power Point®
presentations
Chapter quizzes based on
readings and assignments
Zeitgeist presentations in
groups representing colonial
interests
Debate Topics:
(a) Europeanizing America or
Americanizing Europe?
(b) Colonial America:
Communities of Conflict
or Consensus?
(c) Whose Revolution?
Building the
New Nation:
1776- 1860
4
9. Confederation and
the Constitution
10. Launching a New
Ship of State
11. Triumphs and
Travails of the
Jeffersonian Republic
12. Second War for
Independence and
the Upsurge of
Nationalism
13. Rise of Mass
Democracy
14. Forging the National
Economy
15. Ferment of Reform
and Culture
Testing the
New Nation
(1820-1877)
5
16. The South and the
Slavery Controversy
17. Manifest Destiny
and Its Legacy
18. Renewing Sectional
Kennedy—pages 4-163
Excerpts:
George Percy, A Discourse on the
Plantation of Virginia, ca. 1612
Father Andrew White, Blank
contract for indentured servant,
1635
William Berkeley, Governor of
Virginia Colony to the Crown, a
report, 1671
Virginia House of Burgesses,
Proceedings, 1619
Edward Waterhouse, report on
Indian raid, 1622
Plymouth Colony Officials, report
on trade with Indians, 1675
Royal Commission to the Crown,
report on colonial grievances,
1677
Kennedy—pages 166-347
Excerpts:
Thomas Jefferson to James Madison,
Letter, 1794
The Constitution of the United State,
1787
The Federalist Papers, 1787-1788
Kentucky Resolutions, 1798
Thomas Jefferson to John
Breckenridge, Letter, 1803
Federalists, Circular, Massachusetts,
c 1808
Charles G. Finney, Comments on
Converts (memoir), New York,
1831
Letter from a Lowell Mill Girl, 1814
Godey, Lady’s Book magazine
editorial, 1845
Dorthea Dix to Massachusetts
legislature, Letter in a Report,
1843
Petition to the Massachusetts
Legislature, 1853
Kennedy—pages 350-501
Excerpts:
(Governor) George McDuffie to the
South Carolina legislature, Letter,
1835
MYP Humanities Level 5/USH Syllabus
Homework Folders for each
chapter
Unit Exam to include DBQ work
Note-taking activity/discussion
based on Power Point®
presentations
Chapter quizzes based on
readings and assignments
Zeitgeist presentations in
groups representing
interests of political factions
and class
Debate Topics:
(a) Constitution:
Revolutionary or
Counterrevolutionary?
(b) What was Jacksonian
Democracy?
(c) Reform: Who? What?
How? Why?
Homework Folders for each
chapter
Unit Exam to include DBQ work
Note-taking activity/discussion
based on Power Point®
Page 11 of 14
19.
20.
21.
22.
Forging an
Industrial
Society
(1869-1896)
5
Struggle
Drifting toward
Disunion
Girding for War: The
North and the South
Furnace of Civil War
Ordeal of
Reconstruction
23. Politics in the Gilded
Age
24. Industry Comes of
Age
25. American Moves to
the City
26. The Great West and
the Agricultural
Revolution
27. Empire and
Expansion
William Harper, Memoir on Slavery,
1837
Abraham Lincoln, Speech, Peoria IL,
October 1854
Hinton Helper, The Impending Crisis,
1857
Abraham Lincoln to Congress, Letter,
March 1862
Abraham Lincoln to a Committee of
Religious Denominations of
Chicago, Letter, 13 September 186
Abraham Lincoln, Gettysburg
Address, July 1863
Abraham Lincoln to Members of the
Democratic Party, Speech, 26
August 1863
Thomas Buckner, Pamphlet on AntiLynching, 1863
Abraham Lincoln, Second Inaugural
Address, March 1965
Kennedy—pages 504-654
Excerpts:
Henry George, Progress and Poverty,
1879
C.D. Warner, The South Revisited,
Harper’s New Monthly, March
1887
Andrew Carnegie, Gospel of Wealth,
1889
James B. Weaver, presidential
candidate speech, A Call to Action,
1892
E. Lavasseur, The Concentration of
Industry and Machinery in the
United States, Annals of the
American Academy of Political
and Social Science, March 1897
Booker T. Washington to George
Washington Carver, a cable, 8
October 1889
Mary E. Lease, Populist speech, 1890
Richard Olney to Charles Perkins
(President of the Chicago and
Burlington RR), letter, 1892
E.B. Tracy, Why the Farmers
Revolted, Forum, 1893
London Standard, Comments on the
Defeat of William Jennings Bryan,
1896
MYP Humanities Level 5/USH Syllabus
presentations
Chapter quizzes based on
readings and assignments
Zeitgeist presentations in
groups representing
sectional and class interests
Debate Topics:
(a) What was the true nature
of slavery?
(b) The Civil War: Repressible
or Irrepressible?
(c) What were the
consequences of the Civil
War?
(d) How radical was
Reconstruction?
Homework Folders for each
chapter
Unit Exam to include DBQ work
Note-taking activity/discussion
based on Power Point®
presentations
Chapter quizzes based on
readings and assignments
Zeitgeist presentations in
groups using biography of
leaders
Debate Topics:
(a) The Populists: Radicals or
Reactionaries?
(b) Industrialization: Boon or
Blight?
(c) Was the West really
“won”?
(d) Why did America become a
World Power?
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Semester 2—19 Weeks
Unit Title
Weeks
Struggling for
Justice at
Home and
Abroad
5
Making
Modern
America
(1945Present)
4
Chapters/Topics
28. Progressivism and
the Republican
Roosevelt
29. Wilsonian
Progressivism at
Home and Abroad
30. The War to End
War
31. American Life in
the “Roaring
Twenties”
32. Politics of Boom
and Bust
33. The Great
Depression and the
New Deal
34. Franklin D.
Roosevelt and the
Shadow of War
35. America in World
War II
Reading
Kennedy—pages 656-849
Excerpts:
Washington Post, Editorial,
1896
(Senator )Albert J. Beveridge,
Speech, Indianapolis, 61
September 1898
William Graham Sumner, War
and Other Essays, 1896
(excerpts)
(President) Theodore
Roosevelt, Annual Message
to Congress, 6 December
1904
(President) Woodrow Wilson,
Address to Congress, 2 April
1917
Neutrality Act, 31 August 1935
(President) Franklin D.
Roosevelt, Speech, Chicago,
5 October 1937
Public Opinion Polls, 3 October
1939—5 November 1941
Charles A. Lindbergh, Speech,
New York, April 1921
New York Times, Rejecting
Isolationism, 30 April 1941
(President) Franklin D.
Roosevelt and PM Winston
Churchill, Atlantic Charter,
1941
36. Cold War Begins
Kennedy—pages 852-1026
37. Eisenhower Era
Excerpts:
38. Stormy Sixties
The Changing American
39. Stalemated
Market, Fortune, 1953
Seventies
Malcolm X, Message to the
40. Resurgence of
Grass Roots, Detroit MI, 10
Conservatism
November 1963
41. America Confronts Betty Friedan, The Feminine
the Post-Cold War
Mystique, 1963
Era
(President) Lyndon Johnson,
42. The American
Speech, John Hopkins
People Face a New
University, 7 April 1965
Century
(President) Lyndon Johnson,
Speech, 16 March 1964
Will Herberg, National Review,
7 September 1965
(President) Richard Nixon,
Nomination of Two Supreme
MYP Humanities Level 5/USH Syllabus
Tasks
Homework Folders for each chapter
Unit Exam to include DBQ work
Note-taking activity/discussion
based on Power Point®
presentations
Chapter quizzes based on readings
and assignments
Zeitgeist presentations in groups by
era on culture and change in
generational beliefs
Debate Topics:
(a) Who were the Progressives?
(b) Woodrow Wilson: Realist or
Idealist?
(c) How radical was the New
Deal?
(d) The Atomic Bombs: Were they
justified?
Homework Folders for each chapter
Unit Exam to include DBQ work
Note-taking activity/discussion
based on Power Point®
presentations
Chapter quizzes based on readings
and assignments
Zeitgeist presentations in groups by
decade
Debate Topics:
(a) Who was to blame for the
Cold War?
(b) The Sixties: Constructive or
Destructive?
(c) Where did modern
Conservatism come from?
Page 13 of 14
Public Law
195
6
(overlap
with
Unit
8)
1. Rationale for the
Constitution of
1787
2. Structure of
Federal
Government
3. Bill of Rights and
other
Compromises/Ame
ndments
4. Illinois History and
Constitution
5. Chicago and Home
Rule
Consumer
Education
9
(overlap
with
Unit
7)
1. Personal Finance
2. Banking System
3. Consumer
Protection
4. Career Exploration
and Preparation
5. Nutrition
Weeks
Chapters/Topics
Unit Title
Court Justices, 1971
(Justice) Warren Burger,
Memorandum on University
of California v Bakke, 21
October 1977
(President) Ronald Reagan,
First Inaugural Address, 20
January 1981
Robert Samuelson, The Enigma,
The New Republic, 16
January 1989
Ralph Reed, Active Faith: How
Christians Are Changing the
Soul of American Politics,
1996
Nonfiction excerpts
Charles Beard. An Economic
Interpretation of the
Constitution of the United
States (1913)
Robert E. Brown. Charles Beard
and the Constitution
(1956)
John P. Kaminski, ed. A
Necessary Evil: Slavery
and the Debate over the
Constitution (1995)
Joseph Ellis. Founding
Brothers: the
Revolutionary Generation
(2001)
Packet contains copies of
contracts such as property
leases and credit agreements,
brochures from the Better
Business Bureau, articles from
Consumer Reports, laws on
consumer protection, checking
and savings account from the
local bank education
department, and publications
from the US Printing Office in
Boulder.
MYP Humanities Level 5/USH Syllabus
Reading
Homework Packet on the Federal
and State Constitutions
Web quest—Illinois Constitution and
History
Presentations—Amendments,
Ideology, and Evaluations
PL 195 exam
Partnerships—scenario to
personalize the concepts
Consumer Education Workbook
Checking Accounts
Consumer Education exam
Presentations: How do laws protect
the consumer from fraud and
harm?
Tasks
Page 14 of 14