Ms. M. Strong
Sidney Lanier High School
Room 225
2010-2011 School Year
AP TENTH GRADE U. S. HISTORY COURSE SYLLABUS
Course Description
The study of the history of the United States in Grade 10 takes students on a
journey across five centuries of social, economic, geographic, and political development
in the United States. Students begin with the earliest discoveries on the North American
continent and follow a chronological study of the major events, issues, movements,
leaders, and groups of people of the United States through Reconstruction from a national
and an Alabama perspective. The content standards build upon the foundation students
gained in the study of the United States in Grades 5 and 6, as well as the study of world
history in Grades 8 and 9, but require a more rigorous analysis. The content and level of
rigor in the tenth-grade course are developmentally appropriate. With more fully
developed skills in abstract thinking, students are now able to compare, analyze, and
explain events and developments.
In order to provide a classroom environment that encourages all students to reach
their potential, [I] will employ various methods of instruction to facilitate students’
inquisitive pursuit of knowledge about the United States. These methods include the use
of current technology such as interactive digital video software and Internet sources that
allow students to explore historical topics and interpretations more extensively than in the
past.
Students will be expected to take notes, participate in class discussions, read all
assigned material, as well as, complete all assigned homework. Tests, quizzes, and
successful completion of several projects including The Social Studies Fair Project will
be used to assess students’ progress. The Alabama Course of Study, The Curriculum
Framework, The Alabama High School Graduation Exam Objectives, and The National
Standards mandates all content taught in this class presented in a framework that meets
Montgomery Public Schools’ mission of preparing students for life.
Classroom Rules
1. Students will report to class on time with all required supplies.
2. Students will maintain a clean environment at all times.
3. Students will demonstrate respect for themselves and other at all times.
4. Students will stay on task.
Consequences
1. Verbal Warning
2. Conference with students
3. Call to parents
4. Parental contact to parents to schedule parent-teacher-student conference.
5. Referral to Guidance Counselor
6. Office Referral
1
Computer Guidelines
1. Do not change any computer settings.
2. Only turn on your computers when instructed to do so.
3. Do not visit any website deemed not conducive to education.
Tenth Grade Alabama Course of Study Objectives
1. Contrast effects of economic, geographic, social, and political conditions before and
after European explorations of the fifteenth through seventeenth centuries on Europeans,
American colonists, and indigenous Americans.
2. Compare various early English settlements and colonies on the basis of economics,
geography, culture, government, and Native American relations.
3. Trace the chronology of events leading to the American Revolution, including the
French and Indian War, the Stamp Act, the Boston Tea Party, the Intolerable Acts, the
Battles of Lexington and Concord, the publication of Common Sense, and the Declaration
of Independence.
4. Describe the political system of the United States based on the Constitution and the
Bill of Rights.
5. Identify key cases that helped shape the United States Supreme Court, including
Marbury versus Madison, McCullough versus Maryland, and Cherokee Nation versus
Georgia.
6. Describe relations of the United States with Britain and France from 1781 to 1823,
including the XYZ Affair, the War of 1812, and the Monroe Doctrine.
7. Describe the development of a distinct culture within the United States between the
American Revolution and the Civil War, including the impact of the Second Great
Awakening and writings of James Fennimore Cooper, Henry David Thoreau, and Edgar
Allan Poe.
8. Trace the development of efforts to abolish slavery prior to the Civil War.
9. Summarize major legislation and court decisions from 1800 to 1861 that led to
increasing sectionalism, including the Missouri Compromise of 1820, the Compromise of
1850, the Fugitive Slave Act, the Kansas-Nebraska Act, and the Dred Scott decision.
10. Describe how the course, character, and effects of the Civil War influenced the
United States.
11. Contrast congressional and presidential reconstruction plans, including African-
American political participation.
Grading Policy
A 90-100
B 80-89
C 70-79
D 60-69
F 0-59
I All work not completed
Attendance Policy
Students may not exceed ten or more unexcused absences for the entire school
year. In the event that students accumulate ten or more absences he or she will be denied
credits. The appeal process is located in the student handbook (see Principal Abrams).
2
Supply List
1. Required textbook-American Vision Volume I
2. One three Ring binder
3. One pack of colored pencils
4. One pack of black ink pens
5. One pack of construction paper
6. A sufficient amount of paper
7. Index Cards (Students will create vocabulary cards for each objective.)
8. One Social Studies Alabama High School Graduation Exam Workbook
9. Novels (Students are required to read a minimum of two novels. Information
concerning these texts will be sent home in a timely manner.)
Honor Code
I know that cheating is a form of stealing. If I am caught cheating, I
understand that I will receive a zero.
Student’s Signature_______________________________
Signing this course syllabus indicates that you have read it. You are welcome to visit the
classroom anytime. If you have any questions or concerns, please feel free to contact me
at (334) 269-3726. Thank you for your support.
Parent’s Signature_______________________________
3