Miami Killian Senior High School



*Students and Parents – after reading, please sign and return the last page only*Miami Killian Sr. HighCambridge/AICE US History 93892019-2020Mrs. J. Hansenjhansen@Welcome to AICE US History – AS Level.This course has a proven reputation for preparing learners well for college, employment, and life. It helps develop in-depth subject knowledge and understanding which are so important to universities and employers.Cambridge programs and qualifications are designed to support learners in becoming:?confident in working with information and ideas – their own and those of others?responsible for themselves, responsive to and respectful of others?reflective as learners, developing their ability to learn?innovative and equipped for new and future challenges?engaged intellectually and socially, ready to make a difference.Course goals and objectives:The course aims to develop:?an interest in the past and an appreciation of human endeavor?a greater knowledge and understanding of historical periods or themes?a greater awareness of historical concepts such as cause and effect, similarity and difference, and change and continuity?an appreciation of the nature and diversity of historical sources available, and the methods used by historians?an exploration of a variety of approaches to different aspects of history and different interpretations of particular historical issues?the ability to think independently and make informed judgments on issues?an empathy with people living in different places and at different times?a firm foundation for further study of History.Assessment ObjectivesCandidates are assessed on their ability to:demonstrate knowledge and understandingrecall, select and use historical knowledge appropriately and communicate knowledge and understanding of History in a clear and effective mannerdemonstrate an understanding of the past through explanation, analysis and arriving at a substantiated judgment of: key concepts such as causation, consequence, continuity, change and significance within an historical context, the relationships between key features and characteristics of the periods studiedanalyze, evaluate and apply as part of an historical enquiryanalyze and evaluate a range of appropriate source material with discrimination analyze and evaluate, in relation to historical context, how aspects of the past have been interpreted and represented in different waysCourse Texts and ReadingsAlan Brinkley American History: Connecting with the Past Pete BrowningHistory of the USA 1840-1941Alan FarmerAmerican History 1860-1990Newman and Schmalbach U.S. History: Preparing for the Advanced Placement Exam *The AICE US History Exam will be administered over 2 nonconsecutive days.Date: __TBA___There are 2 Components we will focus on in preparation for the Exam at the end of the school year in ponent 1Length: 1 hourPoints: 40 marksStudents will complete one document question on:?The Origins of the Civil War, 1846–1861 (see subject matter below)There will be two parts to each question.Part (a) Candidates will be expected to consider two sources on one aspect of the material.Part (b) Candidates will be expected to use all the sources and their knowledge of the period to address how far the sources support a given statement.Candidates must answer both parts of the question they choose.Sources will contain a maximum of 600 words and there will be at least three sources on a specific issue. Evidence will contain material from a range of documentary sources.American Option: The Origins of the Civil War, 1846–1861Key QuestionsKey ContentHow and why did the outcomes of the war with Mexico 1846–48 add to sectional difficulties?The Missouri Compromise, 1820The Wilmot Proviso, 1846The Treaty of Guadalupe Hidalgo, 1848The Compromise of 1850Why did the Compromise of 1850 break down so quickly?Implementing the Fugitive Slave ActImplementing the Kansas-Nebraska ActUncle Tom’s CabinThe formation of the Republican partyWhy did the Republicans win the 1860 presidential election?The Dred Scott judgementThe Lincoln-Douglas debatesJohn Brown and Harpers FerryThe election campaign of 1860Why did the Civil War begin in April 1861?The results of the 1860 presidential electionThe secession of the southern statesThe leadership of LincolnThe leadership of Jefferson DavisComponent 2Length: 1 hour 30 minutesPoints: 60 marksCandidates will select two questions from the American Option ?American Option: The History of the USA, 1840–1941 (see general topics below)There will be two parts to each question. Part (a) requires a causal explanation.Part (b) requires consideration of significance and weighing the relative importance of factors.Candidates must answer both parts of the question they choose.American Option: The History of the USA, 1840–1941Comp 2.1 - Civil War and Reconstruction, 1861–18771. Why did the Civil War last for four years? Use information on military strategy, leadership, goals and resources to explain why the Civil War lasted longer than expected.The military strategies of the two sides - Scott, McClellan, Grant, Lee, how did the strategy change during the course of the war or as leadership changedThe leadership of the two sides – Lincoln, Davis The political aims of the two side – surrender, admit defeat, block diplomatic recognition, get N to accept secession, King Cotton Diplomacy – get recognition from GB, hold out until the N gives up, retain unity and morale of Southern support for the war.The resources available to the two sides – North and South, advantages and disadvantages (regarding resources) – think population, industry, transportation2. How great was the immediate impact of the Civil War? Think about life during the war for both the North and the South and for whites and African Americans.Limitations on civil liberties during the warThe Emancipation Proclamation, 1863Life in the Confederate StatesDemocratic politics; North and South3. What were the aims and outcomes of Reconstruction? Discuss Presidential (Lincoln and Johnson) v Congressional Reconstruction Goals and actual outcomes (ie the Reconstruction Amendments and Grants presidential response to reconstruction)Presidential ReconstructionRadical ReconstructionConstitutional Amendments 13, 14 and 15The changing practice of Reconstruction4. How successful was Reconstruction? How far did Reconstruction advance the social, political, and economic position of ex slaves? What effect did the Compromise of 1877 have on ex slaves when Redeemer Reconstruction took over?The changing position of ex-slavesThe responses of the White SouthThe Compromise of 1877 Key Conte2.2 The expansion of US power from the 1840s to the 1930sCandidates can be asked questions on this section which require them to consider US relations and power with regard to more than one region.Why, and with what consequences, did the USA expand its power in North America from the 1840s to the 1890s?The concept of Manifest DestinyThe Mexican-American War, 1846–48The Indian warsThe purchase of Alaska, 1867Why, and with what consequences, did US relations with the states of Central America and the Caribbean change between the 1840s and the 1930s?Policies towards Mexico, 1846–1920Policies towards Cuba, 1897–1940Banana warsDollar diplomacyWhy, and with what consequences, did US relations with Europe change between the 1840s and the 1930s?US–European relations before, during and after the US Civil WarGrowth of US naval powerUS involvement in World War IUSA and the post-war settlement in the 1920sWhy, and with what consequences, did US relations with Asia change between the 1840s and the 1930s?China: Treaty of Wangxia (1841); Open Door policy; Chinese revolution (1911)Japan: Commander Perry’s visit (1853); US–Japanese trade; Washington naval treaties (1922)Acquisition of Hawaii and the Philippines2.3 The Gilded Age and the Progressive Era, from the 1870s to the 1920sWhy were the 1870s and 1880s decades of rapid industrialisation?The growth of trusts and corporationsTechnological innovationsThe growth of the railwaysTrade policies, e.g. tariffsHow great were the economic and social consequences of rapid industrialisation in the late nineteenth century?New immigrationEconomic growth and recessionsThe realities of urbanisationThe farming crisisWhat were the main aims of the Progressive Movement in the 1890s and 1900s?Limits on party machines and bossesProhibitionFemale emancipationRegulation of private corporationsHow successful was the Progressive Movement?The career of Theodore RooseveltConstitutional reformsThe presidency of Woodrow Wilson2.4 The Great Crash, the Great Depression and the New Deal, from the 1920s to 1941How great was the impact of the Great Crash and the Great Depression on the USA?Economic developments in the 1930sDevelopments in US societyPolitical change in the 1930sThe USA in the 1920sHow effective were the strategies used by Presidents Hoover and Roosevelt to deal with the domestic problems facing the USA in the 1930s?The economic and social policies of Herbert HooverThe 100 Days and the First New DealThe Second New DealFranklin Roosevelt’s political strategiesHow effective was the opposition to the New Deal?Opposition from the liberal leftOpposition from the conservative rightOpposition from the Supreme CourtBased on his leadership of the USA in the 1930s, how far does Franklin Roosevelt deserve his reputationas one of the great US presidents?The case for: durable changeThe case against: limited economic impact, challenge to US valuesThe historical debatePlease read the following class rules and procedures. This will ensure a smooth and successful year. Your signature on the last page indicates you have received this information.Class Rules and Procedures1. Class Rules: These rules must be included even though discipline should not be an issue in an AP class.be in class and ready to work when the bell ringsgo directly to your assigned seatremain in your assigned seat unless directed to do otherwisebring your own supplies to class dailybehave respectfully towards other students and the teacherrefrain from using unacceptable languageraise your hand and wait to be recognized before speaking/follow proper classroom discussion formatadhere to the no FOOD, DRINK, or GUM policy while in class – this includes water bottlesput away all cell phones/smart watches – (make sure they are off or on silent – use of phones/smart watches in class will result in a conduct cut with a warning, detention, then referral written for defiance.)remain seated when the bell rings and I will dismiss youBe responsible, all actions have consequences.2. ConsequencesDisciplinary action may include one or more of the following:Verbal warning/notation in gradebook/Conduct CutStudent/teacher conference/Conduct CutPhone call to parent/Conduct CutDetention – After school w/ 24 hr notification or Referral to administration/Conduct CutTardies – after two warnings, detentions will be issued. If tardies continue, an Administrative Referral will be written.3. Absences/Make-Up PolicyIt is the student’s responsibility to acquire all make-up work upon return from an excused absence.First, check the makeup folder for any assignments distributed to students when you were absent, second, ask classmates for clarification. If you still have questions, see me at an appropriate time.Students are given reading assignments well in advance; it is your responsibility to keep up with the readings.A copy of the Assignment Sheet is posted in the classroom and on the Killian Website.Tests are given with advance notice; therefore, everyone in class on test day must take the exam.If you are absent on the day of the exam, you must make up the test upon return to school or after school upon your return. Please note that you will not receive the same test nor the same format as students who were present on test day.If you are absent the day an assignment is due, it is your responsibility to turn it in upon your return to class.Late work will not be accepted – Extenuating circumstances will be handled as they arise.Know these rules – Ignorance is Bliss – but it will get you a zero! 4. AssignmentsHomework/Classwork should be neat, complete, and turned in on time.Some assignments will be collected for a grade, some will be checked for participation or completion. Unexcused Absences and Tardies can and will affect your participation grade.Participation/Completion Grade Rubrics: 9/10 Checks = A, 8/10 Checks = B, 7/10 Checks =C, 6/10 Checks = D, 5/10= F. √ = assignment complete √- = needs improvement I – Incomplete ? = Assignment not done or not enough was completed to earn credit – if you complete it later, I will mark it with a plus sign to show that you did eventually complete the assignment. When I assign your participation grade, the plus will help you out.5. GradingThere are generally between 14-18 graded assignments per nine week period. Tests and essays will generally count for 50% of your 9 week grade. The grading scale is as follows:90%-100%=A – Outstanding Achievement80%-89% =B – Above Average Achievement70%-79% =C – Average Achievement60%-69% =D – Lowest Acceptable Achievement/Improvement Needed59%-Below=F – Unsatisfactory Achievement/FailingClasswork/Homework Participation Grade = 2 Grades per 10 checksQuizzes/Half Sheets = 2 GradesNotebook Checks = 2 GradesEssays = 3-4 GradesExams = 4 Grades6. AttendanceTo be successful in this course, it is imperative that you have a good attendance record. Since we are on a block schedule, missing one period counts as 2 absences.If you have more than 10 unexcused absences from this course, you will receive an N/C (No Credit) on your report card. Upon completion of an administrative attendance contract during your senior year, your grade may be released to you.Remember, parents can only write notes to excuse 10 (5 block) absences. After that, only a doctor’s note or court dates are excused. Assignments, Quizzes, or Exams missed because of unexcused absences or tardies will receive a zero. Chronic tardies to school cause extra work for the teacher and other students. Instructions will need to be given again by the teacher and/or students who are already working will be interrupted to help you catch up. Unexcused tardies will count against your conduct and/or effort grade. It can also hurt your academic grade, for example, if you arrive to class 15 min. late, and we have already taken a quiz, you will get a zero for that quiz. 6. Student Responsibilitiesa. Supplies: Students are expected to bring supplies position Notebook – (Wide Ruled, 80 sheets, 9.75 in x 7.5 in)3 Ring Binder – you may share with another class, but you must have a separate section for AICE USStandard Lined PaperBlue or Black Ink Pens#2 Pencils7. CheatingCopying work/plagiarizing from others will not be tolerated and will result in a zero and an F in conduct.If copying from another student, the teacher will not investigate to see who did the original work, both parties involved will receive a zero for the assignment and an F in conduct. If you have your phone out on your desk, under papers, under your textbook, on your lap, under your leg, or in your hoodie pocket, etc., during a test, quiz, essay, or any type of assignment in which you are not allowed to research your answers, you will receive an F in conduct and an F for the assignment. Miami Killian Sr. High 2019-2020 PeriodCambridge United States History J. Hansen - Instructor I have electronically received a copy of the course syllabus. I have read and understand the class rules and procedures. (The course syllabus can be found on the Killian website under Academics-Departments-SocialStudies-JHansen.)_________________________________________ Student Name – Please Print Neatly X____________________________________________________________ Student SignatureX_____________________________________________________________ Parent Signature ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download