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=Welcome to US History I!=



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United States History I Malden High School Before/after school office hours:­­­­­­­­­­­­­­­ **7:30-2:45 Monday-Thursday** * You may also schedule any additional time before or after school in advance.

In United States History I, students examine the historical and intellectual origins of the United States developed from Western Europe through the Revolutionary and Early Republic eras. Students study the framework of American Democracy; analyze key documents including the Declaration of Independence, the Constitution and the basic concepts of the American Government. The course then traces America’s westward expansion, the establishment of political parties, economic and social change, sectional conflicts, the Civil War and Reconstruction periods.
 * __Course Description__**__:__

The honors level is designed to prepare you for an advanced placement US history class next year, which provides a college-level experience along with taking a national college credit exam in the spring. An emphasis is placed on interpreting documents, mastering a significant body of factual information, and writing critical essays including document based questions (DBQs). This class will move at a fast pace and you will be expected to complete independent work at a high quality level.
 * __Honors Level Addition__**

As a part of the United States History I curriculum, students will engage in a Community Service Learning project throughout the school year. In collaboration with the nonprofit organization, Generation Citizen, students will discover, research, plan, and implement a project with assistance from mentors. The goal of this curriculum piece is to help foster civic participation. In doing so, students will become skilled in the areas of democracy, governmental process, public policy, advocacy, and action. The project is closely aligned with the content of the USI curriculum and will be an integral part of the student’s assessment and final grade,
 * __Community Service Learning:__**

= ** Materials: ** = Binder: one 2 inch, 3 ring Pens: blue or black, __and one red__ Pencils: mechanical or wood Highlighter

= **Text:** = __American Anthem__
 * Note:** It is expected that you bring your text, binder, writing instrument and highlighter to class every day unless told otherwise.

= ** Distribution of quarterly grading components ** = Chapter Tests and Major Projects: 35% Section Quizzes, Minor Projects and Minor Writing Assignments: 15% Daily Homework: 15% Daily Pair/Share Grade, Preparedness, Class work and Binders: 35%

**__Key Topics __**

 * **//Quarter 1 //** || **//Quarter 2 //** || **//Quarter 3 //** || **//Quarter 4 //** ||
 * **__The American Colonies __**
 * Political Life in the colonies **
 * Colonial Economy **
 * America ****’s Emerging Culture **
 * French and Indian War ** || **__The United States Constitution __**
 * Preamble **
 * <span style="font-family: 'Century Schoolbook',serif; font-size: 8pt;">Articles **
 * <span style="font-family: 'Century Schoolbook',serif; font-size: 8pt;">Bill of Rights ** || **__<span style="font-family: 'Century Schoolbook',serif; font-size: 8pt;">Reforms of the 19th Century __**
 * <span style="font-family: 'Century Schoolbook',serif; font-size: 8pt;">New Movement in America **
 * <span style="font-family: 'Century Schoolbook',serif; font-size: 8pt;">Early Immigration and Urban Reform **
 * <span style="font-family: 'Century Schoolbook',serif; font-size: 8pt;">Women and Reform **
 * <span style="font-family: 'Century Schoolbook',serif; font-size: 8pt;">Fighting Against Slavery ** || **__<span style="font-family: 'Century Schoolbook',serif; font-size: 8pt;">The Civil War __**
 * <span style="font-family: 'Century Schoolbook',serif; font-size: 8pt;">Preparing for War **
 * <span style="font-family: 'Century Schoolbook',serif; font-size: 8pt;">Fighting Erupts **
 * <span style="font-family: 'Century Schoolbook',serif; font-size: 8pt;">War behind the Lines **
 * <span style="font-family: 'Century Schoolbook',serif; font-size: 8pt;">The War Continues **
 * <span style="font-family: 'Century Schoolbook',serif; font-size: 8pt;">Final Phase ** ||
 * **__<span style="font-family: 'Century Schoolbook',serif; font-size: 8pt;">The Revolutionary Era __**
 * <span style="font-family: 'Century Schoolbook',serif; font-size: 8pt;">Road to Revolution **
 * <span style="font-family: 'Century Schoolbook',serif; font-size: 8pt;">Politics in the colonies **
 * <span style="font-family: 'Century Schoolbook',serif; font-size: 8pt;">Declaration of Independence **
 * <span style="font-family: 'Century Schoolbook',serif; font-size: 8pt;">Revolutionary War and American Victory ** || **__<span style="font-family: 'Century Schoolbook',serif; font-size: 8pt;">The New Republic __**
 * <span style="font-family: 'Century Schoolbook',serif; font-size: 8pt;">Washington ****<span style="font-family: 'Century Schoolbook',serif; font-size: 8pt;"> Becomes President **
 * <span style="font-family: 'Century Schoolbook',serif; font-size: 8pt;">Challenges of the 1790s **
 * <span style="font-family: 'Century Schoolbook',serif; font-size: 8pt;">Jefferson ****<span style="font-family: 'Century Schoolbook',serif; font-size: 8pt;">’s Presidency **
 * <span style="font-family: 'Century Schoolbook',serif; font-size: 8pt;">War of 1812 ** || **__<span style="font-family: 'Century Schoolbook',serif; font-size: 8pt;">Manifest Destiny __**
 * <span style="font-family: 'Century Schoolbook',serif; font-size: 8pt;">Westward Migration **
 * <span style="font-family: 'Century Schoolbook',serif; font-size: 8pt;">Texas ****<span style="font-family: 'Century Schoolbook',serif; font-size: 8pt;"> Independence **
 * <span style="font-family: 'Century Schoolbook',serif; font-size: 8pt;">Mexican American War ** || **__<span style="font-family: 'Century Schoolbook',serif; font-size: 8pt;">Reconstruction __**
 * <span style="font-family: 'Century Schoolbook',serif; font-size: 8pt;">Plans for Reconstruction **
 * <span style="font-family: 'Century Schoolbook',serif; font-size: 8pt;">What was implemented **
 * <span style="font-family: 'Century Schoolbook',serif; font-size: 8pt;">Collapse ** ||
 * **__<span style="font-family: 'Century Schoolbook',serif; font-size: 8pt;">Creating a New Government __**
 * <span style="font-family: 'Century Schoolbook',serif; font-size: 8pt;">Articles of Confederation **
 * <span style="font-family: 'Century Schoolbook',serif; font-size: 8pt;">Drafting the Constitution **
 * <span style="font-family: 'Century Schoolbook',serif; font-size: 8pt;">Ratifying the Constitution **
 * <span style="font-family: 'Century Schoolbook',serif; font-size: 8pt;">Constitution of the United States ** || **__<span style="font-family: 'Century Schoolbook',serif; font-size: 8pt;">From Nationalism to Sectionalism __**
 * <span style="font-family: 'Century Schoolbook',serif; font-size: 8pt;">Rise of Nationalism **
 * <span style="font-family: 'Century Schoolbook',serif; font-size: 8pt;">Age of Jackson **
 * <span style="font-family: 'Century Schoolbook',serif; font-size: 8pt;">Industrial North **
 * <span style="font-family: 'Century Schoolbook',serif; font-size: 8pt;">Land ****<span style="font-family: 'Century Schoolbook',serif; font-size: 8pt;"> of Cotton ** || **__<span style="font-family: 'Century Schoolbook',serif; font-size: 8pt;">Nation Splits Apart - Secession __**
 * <span style="font-family: 'Century Schoolbook',serif; font-size: 8pt;">Politics of Slavery **
 * <span style="font-family: 'Century Schoolbook',serif; font-size: 8pt;">Sectional Conflicts and National Politics **
 * <span style="font-family: 'Century Schoolbook',serif; font-size: 8pt;">Lincoln ****<span style="font-family: 'Century Schoolbook',serif; font-size: 8pt;">’s Path to the White House **
 * <span style="font-family: 'Century Schoolbook',serif; font-size: 8pt;">South Secedes ** || **__<span style="font-family: 'Century Schoolbook',serif; font-size: 8pt;">An Industrial Nation __**
 * <span style="font-family: 'Century Schoolbook',serif; font-size: 8pt;">Economic impact of Civil War **
 * <span style="font-family: 'Century Schoolbook',serif; font-size: 8pt;">American West ** ||
 * || **<span style="font-family: 'Century Schoolbook',serif; font-size: 8pt;">Midterm Exam Preparation ** ||  || **<span style="font-family: 'Century Schoolbook',serif; font-size: 8pt;">Final Exam Preparation ** ||

** Some Assessments: **
 * ** 1st Quarter ** || ** 2nd Quarter ** || ** 3rd Quarter ** || ** 4th Quarter ** ||
 * **// “Voices Rising” //**** Projects ** on Pre-Revolutionary Boston || ** Write an expository essay ** explaining how**differences between the North and the South** developed in the early 1800s. || Select a reform and **in a brief essay describe how you think that movement either positively or negatively impacted the United States**. Use your two column notes to assist your writing. || Take the perspective of a slave and read the Emancipation Proclamation from that point of view. Write a letter to a family member in the north, explaining your reactions to the document. ||
 * ** Write a short persuasive essay ** supporting or refuting whether the colonies were justified in protesting British policies. || ** Create an amendment ** that you would like to see added to the Constitution. || ** Persuasive Writing ** – Evaluate the Kansas-Nebraska Act – Do you agree with the government’s decisions to extend popular sovereignty westward or should the government have decided that any new states would be either free or slave states? || ** Open Response Essay ** : What steps do you think need to be taken to reunite the country after so much death and destruction? How can the country find emotional, political, and physical recovery? ||

= __Grading Scale__ = 0-4 - Daily Homework, Pair/Share
 * ** 4 (100%) ** ||  || Demonstrates an exceptional level of quality and effort. Work is completed to exceed expectations. Mastery in applying the concepts (or principles). ||


 * ** 3 **
 * (75%) ** ||  || Demonstrates proficient knowledge with a good effort and quality of work. Assignment is complete. Demonstrates the ability to apply the concepts (or principles). ||


 * ** 2 **
 * (50%) ** ||  || Demonstrates proficient knowledge and the ability to apply concepts (or principles). Work shows average effort. ||


 * ** 1 **
 * (25%) ** ||  || Work shows minimal effort. Demonstrates a basic or surface understanding of recalling or comprehending concepts (or principles). ||


 * ** 0 **
 * (0%) ** ||  || Understanding is below basic in relation to understanding concepts (or principles). Work is of poor quality and does not meet standards or expectations. ||

= Make-Up Work Policy : = __Late Work:__ Students are expected to hand in all work on the day it is due. The most you can earn from handing in late work is a 3 (75%). This includes major and minor projects. This is only fair to the students that work hard to get work completed on time. __Absent Work:__ If you were absent, you have until the next school day to make it up. __All Work:__ I will NOT accept any make-up work for a chapter any later than the scheduled date of the Chapter Test. This is because homework and class work are used to practice a skill, learn a concept or assess what you know about a concept. If you do the work after a test, you will not be able to get misinformation cleared up before you take the test.