This course provides an in-depth exploration of American history, spanning from the nation’s founding through the modern era. Students will examine pivotal events, influential leaders, and social movements that have shaped the United States, including the Revolutionary War, the Civil War and Reconstruction, the Civil Rights Movement, and America’s role in global conflicts. Emphasis will be placed on analyzing primary sources, understanding historical context, and evaluating the impact of key decisions on the nation’s development.
Through a biblical perspective, students will explore themes such as liberty, justice, and moral responsibility, considering how faith and Christian principles have influenced the course of American history. Discussions will encourage students to see history as God’s story, recognizing His hand at work in triumphs and challenges alike. This course inspires students to become informed, Christ-centered citizens who seek to impact their communities and nation for God’s glory.
Regarding our new partnership with Kairos Pacific University, this course is one of six HS EQUIP 210 classes that offer the opportunity to earn college credit* for our 10th-12th grade students. Students can choose to take this course for high school credit only or pay an additional $900 to receive a full 3 college credits. This will be a separate payment for the college credit on top of the original $1100 for the course. If you would like to sign up to receive college credit, you will find a separate "College Credit Add-on" course to enroll in and add to your cart. This way, you have the option for the college credit program while resting assured your child is in the class either way.
*KPU’s credits are transferable to all national colleges and universities.
In this course students will deeply engage in a thorough study of one of the most powerful and influential nations to ever exist. The course will take a chronological approach beginning with the value systems of the three major cultures interacting in the “New World;” Native Americans, Europeans, and Africans that will ultimately all become “American.” Students will identify the value systems that are the dominating core ideological beliefs of today. Students will be taught the traditional skills of critical reading, writing , speaking and notetaking but they will also be taught to question everything. The uniqueness of the American “experiment” of economic, political, and spiritual power being artfully given to the people through the founding documents of the Republic will be juxtaposed with the massive changes in American History that have brought the US to the challenges it is facing today. Students will begin to unpack the causes and the effects of these major shifts in American History and evaluate the costs and benefits of change. It is no secret that the US is vastly different than it was at its inception and students will be able to identify these changes; both the positive and negative. Through Socratic discussion and exposure to information often left out of the traditional approach to learning American History students will learn how to pursue greater truth and to put into practice again the principles that made the United States unique among the nations of the world. The nation began as a spiritual nation anchored in the teachings of Christ and the vast majority of citizens reflected this understanding. Students will study the slow erosion of this core element of American culture and the impact it has had on American values. Students will learn how the nature of government itself has also gone through a tremendous metamorphosis from small and limited government to seemingly limitless power. Students will study all of the major causes for this change and the major events, movements, and figures that have both contributed to challenged prevailing wisdom. By the conclusion of the course students will see the US differently. Our modern era has been largely founded on an incomplete narrative at best and outright deception at worst. Students will be able to identify the causes and effects of these shifts and be intellectually, historically, and spiritually equipped to implement the changes necessary to preserve the original intent of the American experiment.
United States History Course Sequence and Syllabus
Part One: Introduction
Welcome to this comprehensive college-level survey of American History. This class is designed to provide committed, focused and motivated students with the experience of mastering college level material in US History. The committed Christ centered student will read and analyze historical writing, scriptural texts, reflect upon historical evidence, participate in discussions and write about central themes and ideas in America’s past in conjunction with the ideal Christ like Christian world view. At this time I’d like to review the expectations and requirements of the course.
USH is an intensive study of the history of the United States from 1600-present. It makes the same academic demands that a full-year college survey course would involve. In general, you will be asked to:
Ø Read 30-60 pages from a college-level history textbook per week; outline or take reading notes from the textbook; read additional, supplemental sources
Ø Take written exams that cover a substantial amount of information, some of which will NOT be covered in class
Ø Establish relationships among facts and be able to formulate concepts and generalizations about people, events, and ideas in American history
Ø Exhibit strong organizational and time management skills; take notes from class lectures; consistently and actively participate in class discussions and activities
Ø Understand and analyze primary sources including documents, cartoons, charts and graphs
Ø Think “spiritually” & “historically”—that is, determine validity, point of view, and bias; weigh evidence; evaluate conflicting positions; and make inferences
Ø Frequently write coherent, persuasive, analytical essays that utilize primary source materials along with relevant outside information
Optional: The benefits of taking the AP United States History Exam?
Ø By qualifying on the AP exam, you may receive college credit while still in high school—effectively testing out of History 101. This can be a significant reduction in college tuition!
Ø If you are exempt from introductory college courses, you can begin studying in your major field of interest earlier and/or you can explore other academic areas of interest.
Ø With AP credits, you increase your opportunity for double majors, and to participate in extra-curricular programs without jeopardizing your timely progress toward graduation.
Ø On the transcript, AP courses serve as an indicator to college admissions officers that you are dedicated, hard-working, and willing to accept challenges in your education.
Part Two: Course Sequence
Below is a basic outline of the major units we will be covering and the corresponding textbook chapters. I suggest you keep a separate folder for each major unit, keeping track of all notes, handouts and homework assignments. Just a heads up; this sequence may be modified.
Helpful Websites
http://www.historyteacher.net/ The world’s greatest APUSH website—for students AND teachers! Go to “AHAP Main Page”, then dig around. Particularly useful are: Mr. Montouri’s final review sheets and the practice quizzes form ALL historical eras.
http://www.landmarkcases.org Great site for important Supreme Court Decisions.
http://www.apstudent.com/ushistory/ Good documents. Particularly useful are the “Flashcard” pages.
http://apcentral.collegeboard.com/ The official College Board site; this has information about the exam, test taking tips, course outlines, etc.
First Semester
Ø Colonial America (1607-1763)
American Pageant, Ch. 2-5
Ø The American Revolution and Confederation (1763-1787)
American Pageant, Ch. 6-8
Ø The Critical Period and Early Republic (1787-1814)
American Pageant, Ch. 9-10
Ø Nationalism, Sectionalism and The Era of Good Feelings (1814-1828)
American Pageant, Ch. 11-12
Ø The Age of Jackson (1828-1840)
American Pageant, Ch. 13-14
Ø Age of Expansion: Reform, Manifest Destiny, and 19th Century Indian Policy (1814-1860)
American Pageant, Ch. 15-16; 18
Ø Slavery and the Sectional Crisis (1840-1860)
American Pageant, Ch., 17, 19-20
Ø The Civil War, Reconstruction, and the New South (1850-1896)
American Pageant, Ch. 21-23; 26
Second Semester
Ø The Industrial Revolution and Unionism (1862-1900)
American Pageant, Ch. 24-25
Ø Gilded Age Politics and the Populist Revolt (1872-1896)
American Pageant, Ch. 24, 27, 28
Ø Immigration, Urbanization and Progressivism (1890-1917)
American pageant, Ch. 26, 31-32
Ø Foreign Policy and Imperialism (1898-1920)
American Pageant, Ch. 29-30; 33
Ø The Jazz Age and The Depression (1915-1929)
American Pageant, Ch. 34-36
Ø The New Deal and WW II (1929-1945)
American Pageant, Ch. 36-38
Ø The Cold War at Home and Abroad (1945-1960)
American Pageant, Ch. 39-40
Ø The 1960s: Vietnam and Reform Movements (1960-1968)
American Pageant, Ch. 40-41; 44
Ø The Limits of American Power (1968-1980)
American Pageant, Ch. 42
Ø Conservative Resurgence (1980-Present)
American Pageant, Ch. 43-44
Part Three: Course Syllabus
Required Texts:
Bailey, Thomas A. The American Pageant
Course Requirements
Ø You will need a notebook and folder devoted exclusively to this class.
Ø Your full-time and on-time attendance is essential to your success in this class. Tardies and truancies are frowned upon, and will negatively affect your grade.
Ø Many take-home assignments will be typed, so make sure your printers are in good working order.
Ø Participate in class activities and discussions! Get involved and speak your mind, because a portion of your quarter grade is based on participation. Credit can be lost due to lack of participation or effort in class, being unprepared, disruptive, tardy, or truant.
Grading and Make-Up Work
Ø This class works on a cumulative point system. Each quarter is worth approximately 40% of your semester grade, and the final paper is worth approximately 20%. Your semester grade is weighted; the grade scale is as follows:
100-90%= A, 89-80%= B, 79-70%= C, 69-60%= D, 59-0%= F
Ø In addition to general homework requirements, your assignments will consist of tests, quizzes, essays, projects, and class activities. Because we have so much material to cover, expect homework nightly.
Ø If you miss class it is your responsibility to find out what you missed. See me or another student to find out what you need to make up. In addition, daily activities will be posted on the board, and homework assignments will be placed in the bin.
Ø If you are absent (excused) on a due date, you must hand in your work the day you return to class.
Academic Honesty
IMPORTANT!! You are expected to do all of your own work and not “share” with others, not plagiarize, not cut and paste from the internet, etc. If you are in violation of this policy you will receive ZERO credit for the assignment. Ignorance is not an excuse! At universities, plagiarism results in failing the course and/or expulsion.
The Final Word
If you need extra help, or have any questions about the course, please see me!
Email: [email protected]
LET’S HAVE A GREAT YEAR!