고등학교 미국사 1부 - 고등학교(고등학교 미국사)

“History is important. If you don't know history, it is as if you were born yesterday. And if you were born yesterday, anybody up there in a position of power can tell you anything, and you have no way of checking up on it.” ― Howard Zinn 

Parents Part II is offered after student's complete Part I, typically consecutively.  If you have any questions do not hesitate to contact me directly.

Parents will need to purchase Flip History so students can access handouts and videos.  I have used this for years to make sure to cover aspects of state exams your students need.  In class we focus on projects, for homework students will watch the videos and complete guided note sheets. I am not affiliated with Students of History. You can find it here:  https://www.teacherspayteachers.com/Product/US-History-Flipped-Classroom-Video-Curriculum-Bundle-4842286

American History Part One is the first part of a two-session survey of American History. We begin our study examining contact between North America, Europe, and Africa.  Reviewing the explorers and their impact on Indigenous tribes.  As a class we will then continue on examining the situations, events and personalities that led to the construction of complex societies and cultures.  Part One will end with the American Civil War and it's long-lasting impact on American Society, including the trajectory of how civil rights and civil liberties developed and are implemented today. Along the way we’ll see the rise and fall of empires, the clash and encounter of cultures, plagues, religious fervor, and political intrigue and war. If you think early American history is all about Pilgrims, Tea, and Declarations – you’re in for a surprise.  Our goal is to discover the complex interactions of American Indians, Europeans, and Africans in different regions of North America across more than 500 years of history.

Format
This is a multi-media, student-centered, lecture/project-based course that does offer multiple viewpoints from different cultures. I do incorporate alternative lesson plans for neurodiverse learners.  We will also work on Document Based Question (DBQ) practice throughout the course which will help prepare those students that would like to move on to Advanced Placement American History for college credit.  A DBQ requires synthesis of multiple first and secondary sources in an essay format and is required for a well-rounded education in history. Each week students will be given an at home assignment; both handouts and a video to watch.  Students should come prepared with the assignment complete so we can jump right into lecture and projects.

Covered Topics and Sample Weekly Assignments-  Each class includes handouts, a video to watch at home on the topic, and lecture/class discussion.  We will also look at primary sources, such as Columbus's Journal and answer reading comprehension questions.  On occasion we will do Escape Rooms. 

Week One: Early Explorer and Trade Route Review-Video, Lecture, Handout, Discussion- Primary Source Examination- Columbus's Journals.
Weeks Two and Three:  Early Settlements- Jamestown, New England, Middle and Southern Colonies (Bacon's Rebellion)-Video, Lecture, Handouts, Discussion.  DBQ Analysis Question. Throughout the course students will continue to study Native American Influence and watch "We Shall Remain".  This is a multiple episode documentary that will be shown for Part One and Part Two of the course.  You can view it here:  https://www.pbs.org/wgbh/americanexperience/films/weshallremain/
Week Three: French and Indian War- Lecture, Video, Handout, Discussion:  Was this war the true catalyst of the American Revolution?  We will also discuss the economic system:  Mercantilism and Pontiac's War. 
Note:  We will not only discuss the American Revolution from the colonists perspective, but also from the British Perspective.
Week Four:  American Revolution:  Events Leading to the Revolution/Declaration of Independence
Week Five:  American Revolution Battles
Week Six:  Weaknesses/Strengths of the Articles of Confederation and The Haudenosaunee Influence on the U. S. Constitution (The Great Law of Peace).
Week Seven-Project One-The Foundation of the American Constitution.  Students will build a house out of cereal boxes etc..  that illustrates how the Founding Fathers created our Constitution.  Some Levels are:  Early Philosophers/Philosophies-Locke, Rousseau and Hobbes, Constitutional Clauses, and the Bill or Rights.

For the remainder of the course the following topics and more, will be covered:
Constitutional Conventions
Bill of Rights- Madison's Promise
Washington/Adams- XYZ Affair, Quasi-War, Alien Sedition Acts
Jefferson/Madison: Lewis/Clark/Sacajawea and The Louisiana Purchase
War of 1812
Age of Jackson-  We will also discuss his paternalistic actions towards Native Americans;  Assimilation, The Indian Removal Act and Trail of Tears.
Battle for the Alamo
Gold Rush-  Students will read about the Gold Rush from the California Natives Perspective as well.  https://www.history.com/news/the-enslaved-native-americans-who-made-the-gold-rush-possible
Underground Railroad
Sectionalism
Important Landmark Cases:  Cases include:  Dred Scott, Plessey v. Ferguson, and Brown v. Board of Education I and II.  We will cover more modern day concepts in Part II of the Course.
Civil War
Road to Reconstruction
Chinese Exclusion Act
Civil Rights/Civil Liberties 

Grades will be based on handout completion, project completion, participation and the occasional quiz.  Students will write a final essay/Research Paper in Part II.