Honors US Hist Syllabus by 34xmeUU

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									    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:        jgoben@rockhursths.edu


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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