JUNIOR AMERICAN HISTORY HONORS COURSE SYLLABUS 2004 - 2005 DR. JERRY D. GOBEN I. HONORS U.S. HISTORY 332-01 AND 332-02 INSTRUCTOR: Dr. Jerry D. Goben OFFICE HOURS: 6:45 – 7:45 a.m. Activity Period: 12:40 – 1:15 p.m. Student Success Center: 3:15 – 4:00 p.m. PHONE NUMBER: (816) 363-2036 ext. 255 e-mail address: email@example.com II. 1st SEMESTER TABLE OF CONTENTS Part 1: Colonial America 1. The Three Colonial Sections—One Society or Three? 2. From Authority to Individualism. 3. Colonial Exploitation—A Matter of Perception. 4. Democracy in Colonial Wethersfield, Connecticut. 5. British Colonial Policy—A Tradition of Neglect. 6. The Colonies in 1763—A New Society. Part 2: Establishing the Nation 7. The Path to Revolution, 1763 – 1776. 8. The Declaration of Independence. 9. The Effects of the American Revolution. 10. The Articles of Confederation— The Challenge of Sovereignty. 11. The Constitution—Balancing Competing Interests. 12. Foundations of American Foreign Policy. 13. The Development of Political Parties. 14. The Role of the Judiciary in the Creation of the National State. 15. Coming Together—Nationalism Ascendant. Part 3: Solidifying the American Nation-State 16. The End of Homespun—The Early Industrial Revolution. 17. The Early Industrial Revolution—Maintaining a Sense of Community. 18. The Evolution of Democracy from Jefferson to Jackson. 19. Purifying the Nation. 20. The Mexican War—Was it in the National Interest? 21. Westward Expansion—A Force for Unity or Division? 22. Compromise and Conflict—The Road to War. 23. Abolition—The Role of the Individual in Effecting Change. 24. Reconstruction—Two Views. Part 4: Developing the American Nation-State 25. The Emergence of Industrial America. 26. The Growing Economic Crisis of the Late Nineteenth Century. 27. National Government in the Late Nineteenth Century—A Sham of Democracy. 28. The Philosophy of the Industrialists. 29. The Impact of Industrialization on Workers and Their Families. 30. Labor Unions—The Failure to Gain Public Acceptance. 31. The Farmers Dilemma—To Produce or Not to Produce. 32. The Populist Movement—The Value of Third Parties. 33. Divergent Paths to Equality for African Americans. 34. Arts in the Gilded Age. Part 5: Transition to Modernity—Imperialism and Progressivism 35. The Climate of Imperialism. 36. Explaining the Spanish-American War. 37. A Foreign Policy for a New Age. 38. Reform and the Progressives. 39. The Jungle—Support for a Political Agenda. 40. Progressivism—Liberal Reform or Conservative Reaction? III. RATIONALE Honors U.S. History 1, The Evolving American Nation-State, 1607-1914, is college-level unit for high school American history students that requires them to process information in order to understand continuity and change in American history. Students use a wide variety of sources, including maps, graphs, charts, cartoons, and readings. Use of one or more of these materials has been incorporated into the activities in each lesson. These materials help students to understand the relationship between unit themes and concepts. Several lessons have incorporated models to help students develop skills needed to analyze a document, read a historical monograph, and write an organized essay. Several other lessons focus on the philosophies that have shaped the nation and how they have been altered to meet the changing needs of the American people. In each lesson, students must use one or more of the historian’s skills in processing the stream of American history. First semester has been divided into five parts. Part 1 deals with colonial America and illustrates the establishment and evolution of American society over a period of 150 years until the Peace of Paris at the end of the French and Indian War. Lessons in part 2 show the break with Britain and the creation of a new government and society. Part 3 illustrates the changing political, economic, and social climate in the new nation and how the westward movement and slavery raised issues that split the nation. Part 4 demonstrates how industrialization reshaped the nation-state and created a climate for exploitation that resulted in protests and demands for change. Part 5 examines the transition to modernity in the early twentieth century. Taken together, the five parts of the first semester provide students with an in-depth study of critical moments that have shaped the American nation. IV. GOALS AND OBJECTIVES Goals: This approach to teaching American history by concepts contains these assumptions: 1. History is an evolutionary process. To appreciate that process, we need to examine how and why changes occur. 2. History is comprised of recurring themes. To understand the place these themes have in the present, one must analyze them and draw conclusions about them. 3. History is a discipline requiring certain skills of reading, writing, and thinking, including analysis and synthesis. The lessons provide practice leading toward mastery in each of these skill areas. 4. To achieve mastery of content material, students must use it to solve meaningful problems. Objectives: 1. To give students a conceptual knowledge of history 2. To enable students to read and digest factual information independently in order to allow class time for higher level thinking skills. 3. To guide students in studying history and in drawing conclusions about it. 4. To foster an understanding of personal values and their relationship to history. 5. To practice writing skills enabling students to communicate their ideas clearly to others. 6. To explore our heritage as a means of understanding ourselves and our place in history. Themes: 1. Conflict unresolved by compromise and change may lead to violence. 2. The more complex society becomes, the greater is the necessity for effective leadership and human interaction. 3. Individuals tend to interpret historical events in terms of their own values and points of view. 4. A democratic society encourages but does not insure equality of opportunity and equality before the law. 5. Power can be used to achieve both constructive and destructive ends. 6. Through governments and other organizations and institutions, humanity modifies and regulates the market economy to achieve the goals of economic justice, stability, freedom, and growth. 7. The arts generally reflect the society. 8. Regions become interconnected and interdependent through communication of ideas and sharing of resources. 9. There is a time lag between identification of a problem and its possible resolution. 10. Specialization increases interdependence. Concepts: 1. Sectionalism 24. Culture 2. Puritanism 25. Industrialization 3. Great Awakening 26. Community 4. Enlightenment 27. Social control 5. Change 28. Reform 6. Equality 29. National interest 7. Democracy 30. Frame of reference 8. Mercantilism 31. Expansionism 9. Religious freedom 32. Compromise 10. Free enterprise 33. Leadership 11. Class structure 34. Reconstruction 12. Rights 35. Historical continuity 13. Conflict 36. Laissez-faire 14. Revolution 37. Social Darwinism 15. Historical interpretation 38. Imperialism 16. Confederation/Federation 39. Monopoly 17. Sovereignty 40. Industrialism 18. Foreign policy 41. Equality of opportunity 19. Isolationism 42. Public interest 20. Political party 43. Interdependence 21. Judicial review 44. Specialization 22. Strict vs. loose interpretation 45. Progressivism 23. Nationalism 46. Populism 47. Third party Critical Thinking Skills: 1. Interpret what is read by drawing inferences. 2. Detect cause and effect relationships. 3. Assume the perspective of other persons. 4. Recognize bias. 5. Use literature to enrich meaning. 6. Read for a variety of purposes. 7. Interpret various forms of printed material. 8. Use context clues to gain meaning. 9. Draw a logical conclusion. 10. Evaluate sources of information. 11. Prepare summaries. 12. Interpret map symbols and visualize what they mean. 13. Compare maps and make inferences. 14. Interpret graphs and charts. 15. Detect bias in visual material. 16. Interpret social and political messages of cartoons. 17. Identify relevant factual materials. 18. Group data in categories according to appropriate criteria. 19. Determine whether or not information is pertinent to the topic. 20. State relationships between categories of information. 21. Recognize the values implicit in the situation and the issues that flow from them. 22. Predict likely outcomes based on factual information. 23. Write an effective and well-organized essay. 24. Recognize instances in which more than one interpretation of factual material is valid. 25. State hypotheses for further study. 26. Examine critically the relationship between and among elements of a topic. 27. Form opinions based on critical examination of relevant information. 28. Compare and contrast the credibility of different accounts of the same event. 29. Extract significant ideas from supporting, illustrative details. 30. Restate major ideas of a complex topic in concise form. V. 2ND. SEMESTER TABLE OF CONTENTS Part 1: Between Wars 1. Defending Neutral Rights 2. The Treaty of Versailles—Wilson’s Big Disappointment 3. Women’s Suffrage 4. Prohibition—The Noble Experiment 5. Literature of the Twenties 6. Isolation—Fact or Revisionist Battleground? 7. The Twenties at Bay 8. Causes of the Great Depression 9. The “Okie” Experience and The Grapes of Wrath 10. The New Deal—Documents Question 11. The New Deal—A Writer’s Forum 12. Isolation and Neutrality in the 1930s 13. Axis Partners—Clouds of War 14. Pearl Harbor—Interpretations of History 15. Japanese-American Internment 16. The United States and the Holocaust 17. World War II Conferences Part 2: The Postwar World—Adjusting to Change 18. Cold War Revisited 19. The Truman Doctrine 20. McCarthyism and the Climate of Fear 21. Korean Inquiry 22. Economic Recovery after World War II 23. The New Frontier and Great Society 24. Vietnam—A Reappraisal 25. The Black Revolution—Where Do We Go From Here? 26. Women’s Rights—A Chronicle of Reform 27. Native Americans—A Forgotten Minority 28. The Crimes of Watergate 29. Evaluating Recent Presidents 30. Social History and Contemporary Art Part 3: The Grand Review—Mastering American History 31. Continuity and Change in American History 32. Turning Points in American History 33. Remember Your Ps and Qs—Presidential Promises and Quotations 34. Where in the U.S.A. Did it Happen, Carmen? 35. The Power of the Printed Word 36. Points of Conflict—The Focus of History 37. Our Inheritance—A Legacy of Reform 38. The Secretary of State Hall of Fame 39. The Individual in History 40. The Confidence Builder—Tackling the Essay VI. RATIONALE Honors U.S. History 2 encourages students to process content actively rather than record data passively, Accordingly, lessons emphasize careful reading, exact writing, perceptive evaluation, and divergent thinking. These are the necessary skills students must develop as they challenge the thematic questions commonly found in honors U.S. History exams. Being able to synthesize historical fact in order to understand and value present reality is the promise and the measure of this course. We realize that preparation for an honors exam is an enormous undertaking for both teacher and student. There is so little time to create lessons that exhilarate and delight, as well as instruct. For that reason, we have included exercises that not only help students practice for the exam, but also provide enrichment activities that urge students to use their reason as well as their memories. Students interpret historical evidence, assume historical roles, and challenge historical generalizations. In short, the lessons reflect the concept that learning history involves pursuit of truth on the basis of evidence with the need for objective tolerance in that pursuit. The lessons stress controversial issues and purposely avoid the dullness of homogenized opinion. They ask students to make their own interpretations of historical evidence and recognize the need to readjust their pictures of the past as an increasing amount of historical fact becomes known. Admitting that much of the evidence is uncertain, incomplete, or inconclusive, the exercises caution students not to go beyond what evidence will bear. Thus considered, students learn a history which teaches that a subjective view is a valuable tool. Pupils mature as they acknowledge that there are many questions for which there is no single correct answer. These lessons reinforce the precept that opinions as well as facts must be subjected to the test of evidence and argument. In that spirit, we address the inquisitiveness of the honors student. VII. Goals and Objectives Goals: This approach to the teaching Honors U.S. History is based on these assumptions: 1. History is an evolutionary and revolutionary process. An accurate historical perspective necessitates analysis of cause-effect relationships. 2. An understanding of history’s recurring themes enlightens the students’ perspective on specific events. 3. History records efforts of people and nations to solve problems and improve circumstances. An understanding of the past enhances people’s wisdom in confronting current and future situations. 4. An advanced study of history requires multiple critical thinking skills. Objectives: 1. To give students a conceptual knowledge of American history. 2. To enable students to analyze historical materials independently and cooperatively. 3. To enable students to exercise high-level thinking skills in analyzing historical developments and in drawing conclusions. 4. To improve students’ essay writing skills. 5. To foster students’ development of personal values in responding to history. Themes: 1. A democratic society encourages but does not insure equality of opportunity and equality before the law. 2. Conflict can be resolved by compromise and change; otherwise it may lead to violence. 3. Individuals and groups tend to interpret historical events in terms of their own experiences, values, and points of view. 4. The more complex society becomes, the greater is the need for effective leadership, interaction, and interdependence. 5. Power can be used to achieve both constructive and destructive ends. 6. Through government and other organizations, society modifies and regulates the market economy in an effort to achieve economic justice, stability, freedom, and growth. 7. There exist time lags between the occurrence of a problem and identification of it, as well as between recognition and a possible solution. 8. Arts and Literature generally reflect society. Concepts: 1. Immigration 16. Technology 2. Migration 17. Foreign policy 3. Imperialism 18. Domestic program 4. Expansionism 19. Collective bargaining 5. Isolationism 20. Supply and demand 6. Internationalism 21. Sphere of influence 7. Reform 22. Change 8. Liberalism 23. Civil Rights/Equal rights 9. Conservatism 24. Détente 10. Prosperity 25. Racism/Social Darwinism 11. Depression 26. Cold War 12. Inflation 27. McCarthyism 13. Deflation 28. Civil disobedience/Dissent 14. Feminism 29. Black Power 15. Prohibition 30. Leadership Critical Thinking Skills: 1. Drawing conclusions from reading. 2. Distinguishing between fact and opinion. 3. Recognizing bias and stereotyping. 4. Defining relationships among categories of information. 5. Identifying relevant material. 6. Interpreting various forms of print and non-print materials. 7. Using appropriate criteria to analyze topics. 8. Recognizing and analyzing cause-effect relationships. 9. Posing “what if” situations, and showing likely effects on subsequent events. 10. Asking perceptive questions. 11. Recognizing instances in which diverse interpretations of factual material are valid. 12. Challenging generalizations about history in the light of specific facts. 13. Comparing and contrasting historical events and trends. 14. Relating specific events to recurring themes in American history. 15. Analyzing literature and the arts as models of interpreting history. 16. Recognizing values implicit in a situation and issues that flow from them. 17. Expressing conclusions in clear thesis statements. 18. Writing well-developed sentences, paragraphs, and essays. 19. Communicating ideas effectively through oral modes. 20. Reading and listening for a variety of purposes. 21. Arranging supportive data in chronological order in order of importance. 22. Utilizing library facilities to fulfill research needs.
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