American Studies
/English
Ms. MurphyEmail:
/
U.S. History
Mr. UscilaEmail: /
Course Goals
This year-long course is designed to combine the study of American history and literature (including writing and what is traditionally considered English skills) in a Humanities approach. Students receive one grade but two credits for this course: one U.S. History credit and one English credit. This course is structured along the chronological development of the United States from the Revolutionary Period to the beginning of the Cold War. The emphasis of this course is an integrated consideration of the social, political, and ethnic forces that shaped each era in our nation’s history and contributed to the development of American art, music, literature, and film. Included in each unit are simulations, oral presentations, written work --- expository, persuasive, and creative --- tests. A research paper or project and presentation are required parts of the course.
Critical Content
● Learn and apply characteristics of various literary movements: Romanticism, Transcendentalism, Realism, and the Harlem Renaissance through the use of the textbook and The Interactive Reader.
● Explore history through the study /interpretation of novels such as: A Light in the Forest, The Great Gatsby, Of Mice and Men, and The Crucible.
● Prepare specific essays (e.g. expository, persuasive, creative, and narrative) with all the components of effective writing.
● Prepare a documented research paper and projects.
Course Materials
● Textbook or book currently in use (sometimes both books)
● U.S. History unit reading packets
● Writing utensil for everyday use
● Spiral notebook
● Loose leaf notebook paper
● 1½ ” three-ring binder
Course Policies
● Regular attendance is essential. Missing class on a continual basis may adversely affect your grade.
● Keep thorough and clear notes! The information covered in the texts and in class will be too great to simply commit to memory. Success in this class will depend upon the student’s organizational skills as much as his/her intelligence.
● Start your papers/projects early! Work completed in panic does not reflect your best efforts.
● Keep up with reading assignments. The selections in your textbooks that will be assigned are not optional. You will be held accountable for the material.
● Keep up with out-of-class reading assignments.
● Be prepared to work in groups. Cooperative learning is a key ingredient for making this course beneficial and enjoyable, but you must be willing to participate and contribute.
● Observe all school mandated rules and regulations, especially the one concerning plagiarism and cheating. Copying somebody else’s work and passing it off as your own, even if it is nothing more than a homework assignment, is unethical and dishonest. Don’t do it!
Grading Scale and Weighting
Grading Scale / Weighting- HistoryLetter Grade / Percentage Points
A / 100 – 93
A- / 92.9 – 90
B+ / 89.9 – 87
B / 86.9 – 83
B- / 82.9 – 80
C+ / 79.9 – 77
C / 76.9 – 73
C- / 72.9 – 70
D+ / 69.9 – 67
D / 66.9 – 63
D- / 62.9 – 60
F / 59.9 and below
/ Summative Assessments = 90%
● Unit Projects & Papers
● Exams
Formative Assessments = 10%
● Daily Assignments, Unit Terms, Quizzes
Weighting- English
Summative Assessments = 90%
Formative Assessments = 10%
Six-week grades will be given as in-progress and will build cumulatively throughout the semester. These grades will reflect the student’s achievement in both the English and U.S. History aspects of the course. The six-week grade at the end of each semester is worth 75% of the semester average, with the final exam counting for the remaining 25% of the semester average.
Grades-in-progress are not posted in the classroom on a weekly basis for students to check, but student grades are available at all times on Edline.
Course Work
Activities and written assessments will be a part of each unit covered in this course. These include:
1. Quizzes and tests
● 2-3 quizzes per unit
● Comprehensive unit exam
2. Individual and/or group composed written assessments that will vary by unit and genre, including
● Persuasive writing
● Expository writing
● Critical analysis
● Reviews
3. Unit Projects/Mini-Projects
4. Bell-ringers
5. U.S. History Unit Terms Sheets & Reading Assignments
Re-take Policy
In order to be eligible to re-take an exam or re-write a paper, you must have completed the initial exam or turned in the initial assignment. You will have three weeks from the day of the exam to complete the re-take for that assignment.
U.S. History Exam Re-takes
● You must have completed and turned in the entire unit term sheet prior to taking the initial exam.
● You must turn in a completed unit reading packet.
English Essay/Writing Assignments
● Original submission needs to consist of at least five paragraphs and be submitted on time in order to be eligible for re-take.
*The district retake policy will be implemented.
Course Outline
Listed below is a brief outline of the major assignments for this class; please note that this outline does not include all of the class assignments.
Fall Semester / Spring SemesterUnit One: Creating the American Nation
● American Expansion Book Project
● Authors of the Revolution
● Early American Voices / Unit Six: The Roaring Twenties
● Radio Project
● Harlem Renaissance
● The Great Gatsby- Mini Project
Unit Two: The American Civil War
● Civil War Project
● Poetry
● Research Paper
● Rhetorical Writing / Unit Seven: The Great Depression
● Great Depression Picture Book
● Great Depression Cook-off Contest
● Of Mice and Men
● Literary Analysis
Unit Three: Development of Industrial America
● Ellis Island Simulation
● U3 Project TBD
● Primary Source Document Analysis / Unit Eight: World War II
● WWII Newspaper
● World War II Analysis
Unit Four: American Progressivism & Imperialism
● Colorful Writers
● Factory Worker Narrative / Unit Nine: Postwar America & Origins of the Cold War
● 1950’s Board Game Project
● Catcher in the Rye
● Raisin in the Sun &/or The Crucible
Unit Five: The Great War
● WWI Project
● College Application Essay
● “Cooler” American Writers and Poets / Unit Ten: America in the 1960’s & 1970’s
● Vietnam
● End of the Year Project
*All papers are to be completed using MLA Format.
The opportunity for extra help is available through several school services. Student should see their teacher for more information. At least one of your instructors is available before and after school for any assistance needed.
Please take this home and go over the information with your parents/guardians. Return the last page with your parents/guardians signature and contact information. If any questions should arise, please don’t hesitate to contact us.
Occasionally, films/videos are used in the classroom in order to illustrate a particular curriculum-related concept. We wholeheartedly believe in using a variety of sources in order to appeal to multiple learning styles. The following is a list of films/videos/clips we may use this year:
● The Great Gatsby
● Of Mice and Men
● Catcher in the Rye
● Raisin in the Sun
● The Crucible
● America: The Story of Us
● John Green Crash Course U.S. History
● The Patriot
● Glory
● Gettysburg
● Cinderella Man
● Thirteen Days
● The Help
● Band of Brothers
● Saving Private Ryan
● Pearl Harbor
● A League of Their Own
● The Men Who Built America
● The Jungle
● Some Like It Hot
● Twilight Zone
● Selma
● Hidden Figures
STUDENT NAME: BLOCK:
STUDENTS: I have read the above and do agree to the goals, expectations, and consequences set forth for this American Studies class.
______
Student Signature Date
PARENTS/GUARDIAN: My student and I have read and discussed the goals, expectations, and consequences set forth for this American Studies class. I understand it and will support it.
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I have reviewed and approve the list of videos/movies/clips that will be shown throughout the school year to enhance this American Studies class.
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