|Course Name:||United States History to 1877
|Entity:||Banner County High School
|Description:||College United States History to 1877
Dual Credit through WNCC
Instructor: Sandra Wounded Arrow
Description: U.S. History to 1877, WNCC HIST 2010
is the first semester of a two-semester introduction to United States
history. This course surveys history that occurred from 1500 to 1877 in the area now known as the United States.
Prerequisite: ACFS-0600R or Reading Placement Level 3
Joseph R. Conlin, The American Past: A Survey of American History, Volume I: To 1877. Boston, MA: Wadsworth. 2010.
Student Learning Outcomes:
Students will be able to:
*Describe early encounters between Native Americans and Europeans.
*Compare and contrast settlement patterns among the English, French, and Spanish.
*Discuss the causes and appraise the consequences of major turning points in early American history, including the Revolution, the Civil War, and Reconstruction.
*Define Manifest Destiny and assess its effect upon American expansion.
*Trace the development of slavery and evaluate its influence upon society during the antebellum period.
General Studies Student Learning Outcomes for History:
1. Students will develop an informed, critical, and articulate sense of the past, an appreciation for the diversity of the human experience within the Western World, and an awareness of the role of tradition, people, and past events in shaping the present.
2. Students will write effectively and evaluate the written expression of others.
General Studies Performance Criteria for History:
1a. Identify and relate the causes and consequences of the major
turning points in either the History of Western Civilization or United States History, including but not limited to the Rise and Fall of Rome, the Scientific Revolution, the Industrial Revolution, the Great Depression, World Wars I and II, and the Cold War;
1b. Define the major political, economic, and social trends for the course(s) of study;
1c. Describe the interactions of various peoples with one another, including the short- and long-term consequences of those encounters; and
1d. Trace the migration patterns of peoples across the globe and assess the effects of such movement.
2a. Write logically and persuasively;
2b. Use proper grammar and punctuation;
2c. Read critically the writing of others;
2d. View writing as a process requiring planning, drafting, and revising; and
2e. Use standard English Methods of Instruction:
Most lectures will be delivered in PowerPoint. We will also debate historical issues and watch short film clips on occasion. In order to succeed in this class, you will need to complete the assigned readings
by the dates specified and, most importantly, attend class and take careful notes. The readings complement, but do not replace, my lectures. Exams are based on the lectures and readings. You
are urged to form your discussion group as soon as possible.
Topics/Chapters Covered in the Class:
Indians, Europeans, and the Americas
Motives, Failures and Finally a Colony
England’s North American Empire
Colonial Society in the 1600s
Indians and Africans in the Colonies
French America and British America
Dissension in the Colonies
The Road to Independence
The Rebels Victorious
Putting the Constitution to Work
Machines, Cotton and Land
Andrew Jackson and the New Era
Personalities and Politics
Evangelicals and Enthusiasts
Western Lands and Immigration
From Debate to Violence
The Civil War Through 1862
General Grant’s War of Attrition
The Era of Reconstruction 1863-1877
Academic Honesty—Students are expected to conduct themselves in conformity with the highest standards with regard to academic honesty.
Violation of college, state, or federal standards with regard to
plagiarism, cheating, or falsification of official records will not be
tolerated. Students violating such standards will be subject to discipline, as per campus policies articulated in the Student Handbook.
The College assumes that students will seek to profit from the instructional program and will recognize the importance of attending every class meeting of courses for which credit is expected.
Responsibility for notifying faculty of absences, and for arranging
potential make-up, rests with the students.
Attendance is mandatory and, as mentioned earlier, constitutes approximately 10% of your grade.
Civility—Civil behavior enhances the academic setting, and is expected at all times.
The academic environment welcomes a difference of opinion, discourse, and debate within a civil environment.
Nondiscrimination Policy/Equal Educational Opportunity Policy: WNCC and Banner County Schools are committed to an affirmative action program to encourage admission of minority and female students and to provide procedures which will assure equal treatment of all students. The College is committed to creating an
environment for all students that is consistent with nondiscriminatory
policy. To this end, it is the policy of the college to administer its academic employment programs and related supporting
services in a manner which does not discriminate on the basis of gender, race, color, national origin, age, religion, disability, or marital status. Student requests for reasonable accommodation based upon documented disabilities should be presented within the
first two weeks of the semester, or within two weeks of the diagnosis, to the Disabilities Counselor
Disclaimer: This syllabus and schedule is articulated as an expectation of class topics, learning activities, and expected student learning. However, the instructor reserves the right to make changes in this schedule that, within my professional judgment, would result in enhanced or more effective learning on the part of the students. These modifications will not substantially change the intent or objectives of this course and will be done within the policies and procedures of Banner County School and WNCC.
|Grade Levels:||11 - 12