AM HIST 1

Honors American History I will begin with European exploration of the new world through Reconstruction period. Students will examine the historical and intellectual origins of the United States from European and Colonial Settlement to the Revolutionary and Constitutional eras. Students will learn about the important political and economic factors that contributed to the development of colonial America and the outbreak of the American Revolution as well as the consequences of the Revolution, including the writing and key ideas of the U.S. Constitution. American History I will guide students as they study the establishment of political parties, America's westward expansion, the growth of sectional conflict, how that sectional conflict led to the Civil War, and the consequences of the Civil War, including Reconstruction.


The course is challenging and requires students to take greater responsibility for their learning by participating in problem-seeking and problem-solving, scholarly and creative process, critical analysis and application, reflective thinking, and the expression and defense of ideas generated through the study of the content. Honors American History I follows the same course of study as the corresponding standard level course; however, the material is taught with greater complexity, novelty, acceleration, and reflects a differentiated curriculum. Honors American History I is distinguished by a difference in the quality of work expected, not merely an increase in quantity.


NC Dept. of Public Instruction

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HONORS AMERICAN HISTORY I - WEEKLY SYLLABUS:  

Week of (1/1 - 1/5)

Student Success Handbook


Required Reading this Week: Weekly reading assignment will always appear here in red

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STUDENTS: I need to get your books back, please. I will be in the building Monday 12/18 through Wednesday 12/20.



AMERICAN HISTORY-1 IS NOT BEING OFFERED SPRING SEMESTER


Monday 1/1

- On this day, we will . . . 


Tuesday 1/2

- On this day, we will . . . 


Wednesday 1/3

- On this day, we will . . . 


Thursday 1/4

- On this day, we will . . . 


Friday 1/5

- On this day, we will . . . 




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NEXT TEST DATE: Next test and date will always appear here in red.

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Honors American History I Grade Chart - Second Semester - Third Nine Weeks - SPRING 2018Yellow Highlight means assignment has been graded and returned to the student.


Assignment NumberPossible Point ValueDue Date

1. 

























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MCHS STUDENT VIDEO PROJECT SAMPLES


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PRIMARY DOCUMENT LINKS



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PRINTED NOTES



1. Notes chapters 1 - 5.


2. Printed notes chapter 6; American Revolution (on board).


3. Printed notes chapter 7; Constitutional Convention (on board).


4. Printed notes chapter 8; New Republic (President George Washington and President John Adams. 


5. Chapter 9 Notes (on board)


6. Chapter 10 Notes (on board)


7. Chapters 11, 12 Notes (on board)


8. Chapter 13 Notes (on board)


9. Chapters 14, 15, 16 (on board)


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ONLINE  VIDEO  LECTURES


1. Chapters 1 - 5 (Steps to American Revolution) (14 minutes)


1a. (American Revolution Part 2) (14 minutes)


2. Chapters 1 - 6 (Steps to American Revolution and Revolution) (45 minutes)


3. Chapter 10 (Andrew Jackson) (14 minutes)


3A. Andrew Jackson (PBS) (1 hr, 55 minutes)


4. Freemasons (by CBS) (8 minutes)


5. Mexican American War - Adam Norris (6 minutes)


6. The Mexican American War - Mrs Bullock History (15 minutes)


7. Texas Independence (History Central) (7 minutes)


8. Battle of Antietam (6 minutes)


9. The Article of Confederation. Lessons Learned (4 minutes)


10. James Monroe's House (8 minutes)


11. Era of Good Feelings. James Monroe's Presidency (5 minutes)


12. Mexican-American War (History Channel) (90 minutes)


13. Reconstruction (American History Rules) (14 minutes)


14. The Forgotten Plague - American Experience (52 minutes)        QUESTIONS


15. Andrew Jackson (90 minutes)


16. Andrew Jackson - Firsts (2 minutes)


17. Crash Course - Slavery (14 minutes)


18. Sherman's March to the Sea (Discerning History) (6 minutes)


19. Appomattox Court House Surrender (CBS) (3 minutes)


20. Lee's Surrender (In Color) (History Channel) (2 minutes)


21. Sherman's March to the Sea (In Color) (History Channel) (2 minutes)


22. A Call to Arms (In Color) (History Channel) (2 minutes)


23. Andersonville Prison (17 minutes)


24. Lincoln's Gettysburg Address (History Channel) (2 minutes)


25. The H.L. Hunley Death Trap (History Channel) 2 minutes)


26. The Emancipation Proclamation (History Channel) (2 minutes)


27. Jefferson Davis (History Channel) (2 minutes)


28. Civil War Artillery (History Channel) (2 minutes)


29. The Shakers. Ken Burns. (60 minutes)


30. American History Timeline. 


31. Territorial Expansion Interactive Map. (10 minutes)


32. Kansas-Nebraska Act. (15 minutes)


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RELEASED TESTS FALL 2015




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RELEASED TESTS FALL 2017



CLASS TESTS WILL BE RELEASED HERE AFTER THEY ARE TAKEN


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RELEASED STATE TESTS


NC ESSENTIAL STANDARDS AMER HIST I (2016/2017)


NORTH CAROLINA FINAL EXAMS SPECIFICATIONS (2017/2018)


RELEASED STATE EXAM 2016/2017


FALL 2015 RELEASED STATE EXAM



SAMPLE CONSTRUCTED RESPONSE QUESTIONS


SAMPLE FROM CLASS ON MONDAY


STATE PRACTICE TEST 2


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Google Groups: Please submit your Constructed Response assignments here


Yellow Highlight Indicates Assignment is closed. I DO NOT Accept Late Work Beyond One Day.


THREADS


1. Read article # 24 in your article page below the blue blinking light (The Silencing of Mary Dyer). What are your initial feelings about this article? You can write about a particular phrase, sentence, paragraph that was meaningful to you. You might want to write about the issue of religious intolerance. Or, you can make comparisons to current issues in America today. You may also write about writer stylistic strategies. This is an open, creative response to the writing. You do not need to use a formal style of writing. For full credit, you must respond to at least one other student's response. CLICK HERE to launch. (CLOSED)


2. Write a personal, descriptive narrative (1776 - 1783), as discussed in class. Must be at least 200 words. (CLOSED)


3. Name at least one major effect that the American Revolution had on women, African Americans, and Native Americans (three effects total). Use pages 169 and 170 in your text book. CLICK HERE to launch. For full credit, you must reply to one other student's response (200 words). (CLOSED)


3. Post a creative response to the Constitutional Convention of 1787. Your post might be a poem, a letter, a personal narrative, a short story, a photograph, a map, a drawing, a cartoon, music, or anything that you wish to post. Be creative. Describe how your post is related to the Constitutional Convention of 1787. For full credit, you must reply to at least two other student threads. CLICK HERE to launch. (CLOSED)


4. Post a critical response to the Constitutional Convention of 1787 as follows: Analyze the political issues and conflicts that impacted the Constitutional Convention of 1787 and the Compromises that resulted. For full credit, you must also reply to at least one other student's work.CLICK HERE to launch. (CLOSED)


5. Please answer the following: Which would you consider to be more of a "national political" leader and why: A member of the U.S. House of Representatives or a member of the U.S. Senate? Remember, for full credit, you must also reply to at least one other student's response. Use at least 150 words.CLICK HERE to launch. (CLOSED)


6. Creative Writing Exercise: Follow any ideas or interests you may have as long as they take you on a creative investigation of American History up to 1877. There are no limits on topics. You may write about anything as long as it is a rigorous investigation of American History up to 1877. Examples might include issues, controversies, class struggle, people, or events. Your work must be 2 pages, double spaced. 12 point type. Please upload in word or pdf file formats at the Google Group linked here; use the upload feature. You are encouraged to read other papers submitted by your peers. Please produce high-quality writing. CLICK HERE to launch. (CLOSED)


7. Read article # 5 in your article page below the blue blinking light (Harriet Jacobs). What are your initial feelings about this article? You can write about a particular phrase, sentence, paragraph that was meaningful to you. You might want to write about how slave owners used religion as a means to control their slaves. You might speculate what might have happened had Nat Turner's revolt succeeded. Or, you can make comparisons to current issues in America. You may also write about writer stylistic strategies. This is an open, creative response to the writing. You do not need to use a formal style of writing. For full credit, you must respond to at least one other student's response. (CLOSED)


8. Please write a Word Document response for each of the five constructed response questions at the end of chapters 11, 12 test. Write at least 200 - 500 words for each of the five responses. Upload each response individually in Word file format so that your classmates can read each. Be sure to label each. (Example: Constructed Response # 1). Be sure to use examples where relevant. And, your work must be free of grammatical and spelling errors. If you want, you may copy and paste your response into https://www.naturalreaders.com/. Select a voice and speed. Then, listen to your work before you submit it. CLICK HERE to launch. (CLOSED)


9. Was American justified in taking Mexican territory in the Mexican American War 1846 - 1848? Please provide reasons for your stance. Please comment on another student's work. CLICK HERE to launch. (CLOSED)


10. Henry David Thoreau once said the following:  I went to the woods because I wished to live deliberately, to front only the essential facts of life, and see if I could not learn what it had to teach, and not, when I came to die, discover that I had not lived. What did Henry David Thoreau learn while living in his cabin at Walden Pond? CLICK HERE to launch. (CLOSED) 


11. Frederick Douglas discussed “necessary links in the chain” that would lead to the destruction of slavery. As you look at the 1850s, what three events (or necessary links), more than any other, moved the nation closer toward war over the issue of slavery? Be sure to do more than just list. Explain the historical background and overall significance of each event. CLICK HERE to launch. (CLOSED)


12. What economic and social factors in the United States led to the differing ideas about slavery in the North and in the South? Explain and support your answer with details. CLICK HERE to launch. (CLOSED)


13. Reconstruction and W.E.B. DuBois. CLICK HERE to launch. (CLOSED)


14. Thread # 14. Practice State Exam. Two constructed responses. CLICK HERE to launch. (CLOSED)


15. Thread # 15. CLICK HERE to launch. (CLOSED)


16. PSA Assignment. CLICK HERE to launch. 50% Content. 40% Presentation. 10% Impact. (CLOSED)


17. Thread # 17. CLICK HERE to launch. (CLOSED)


18. Thread # 18. CLICK HERE to launch. (CLOSED)


19. America was justified in attacking Mexico in 1846 and in taking parts of its territory. Take a position that argues for or against the above statement. You must use MLA style of reference. You must upload as Word Document. You must use two sources of evidence from NC Live Data Bases, cited internally and in Works Cited Page. CLICK HERE to launch (CLOSED)


20. Chapter 14 Written Assignment. CLICK HERE to launch (70 POINTS) (CLOSED)


21. Video Project or Podcast. CLICK HERE to launch. (OPEN)


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DBQs



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TEACHER RESOURCES



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PDF REQUIRES ADOBE READER TO VIEW. DOWNLOAD FREE HERE


CUTE-PDF WRITER (FREEWARE)  CLICK HERE


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STUDY GUIDES           ARTICLES LINK






https://www.youtube.com/watch?v=pG53tqz3jNY