Mr. Bradford

American History I

West Johnston High School

Course Description:

American History I: The Founding Principles will begin with the European exploration of the new world through Reconstruction. Students will examine the historical and intellectual origins of the United States from European exploration 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: The Founding Principles 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.

Course Goals by Percentage on State Assessment:

For the entire American History I curriculum, visit the following link:

Unit Standards / Percentage on Last Year’s Final Exam (subject to change)
Standard 1: Apply the four interconnected dimensions of historical thinking to the United States History Essential Standards in order to understand the creation and development of the United States over time. / Tested throughout
Standard 2: Analyze key political, economic and social turning points in United States History using historical thinking. / 8-12%
Standard 3: Understand the factors that led to exploration, settlement, movement, and expansion and their impact on United States development over time. / 13-17%
Standard 4: Analyze how conflict and compromise have shaped politics, economics and culture in the United States. / 31-35%
Standard 5: Understand how tensions between freedom, equality and power have shaped the political, economic and social development of the United States. / 11-15%
Standard 6: Understand how and why the role of the United States in the world has changed over time. / 8-12%
Standard 7: Understand the impact of war on American politics, economics, society and culture. / 13-17%
Standard 8: Analyze the relationship between progress, crisis and the “American Dream” within the United States. / 3-7%

Course Requirements:This class will draw upon a variety of educational resources and activities, including (but not limited to) bookwork, lecture, self-guided research, group work, projects, tests, quizzes, etc.

Classroom Resources:

West Johnston Class Website:

Course Outline/Timeline:

Unit Name / Unit
Timeline / Unit Breakdown
Unit 1: Exploration and Colonization (1492-1763) / 14 days / European exploration, settlement ofNorth America, English colonial policies, French and Indian War, economic & political development of colonies, along with God, gold, and glory.
Unit 2: Revolution through the Federalist Period (1763-1815) / 14 days / Revolutionary War, War of 1812, Hamilton’s economic policy, Articles of Confederation, Constitutional Convention, Federalist Era, Rise of the Two-Party System, territorial expansion
Unit 3: Era of Good Feelings Through Jacksonian Era (1816-1840) / 14 days / Era of Good Feelings, Monroe Doctrine, Era of the Common Man, Age of Jackson, Native American relocation
Unit 4: The Second Great Awakening and Reform Movements (1820-1860) / 14 days / Second Great Awakening, Social Reforms and Reformers, Abolition Movement, Transcendentalism, Seneca Falls – Beginning of Women’s movement
Unit 5: Manifest Destiny and Expansion Westward (1803-1877) / 14 days / Manifest Destiny, Texas and Mexican War, Oregon Territory, California Gold Rush and Statehood, Mormons and Utah, railroad construction and expansion
Unit 6: The Civil War and Reconstruction (1850-1877) / 14 days / Politics of Slavery, Republican Party, Secession, Military Campaigns, Politics of War, Life during the war, Politics of Reconstruction, Collapse of Reconstruction
Exam Review / 6 days

Grading Weight Guidelines:

Task / Percentage
Tests/Projects / 50%
Quizzes / 30%
Homework/Classwork / 20%

Classroom Procedures:

* Two tardies equal an absence and a student may fail the nine weeks quarter when in excess of five absences.

* Late work will be reduced by 10 points a day and after fivedays the highest score awarded is a 50.

* Standard students may retest after remediation is completed to achieve a grade no higher than a 70.

Honors students may retest after remediation is completed to achieve a grade no higher than a 60.

* Behavior and dress codes are subject to all school and county guidelines.

Office Hours/Tutoring

Tuesdays from 2:30-3:00 unless otherwise noted.

Student and Parent/Guardian Contract

I have read Mr. Bradford’s American History I syllabus/PBL letter and I understand and agree to abide by the rules and procedures of the classroom. I understand the consequences that I will incur if I do not abide by the classroom rules and procedures.

Student Signature: ______Date: ______

Class Schedule:

Class / Room # / Teacher
1st Block -
2nd Block -
3rd Block -
4th Block -

To be completed by the parent/guardian:

I have read and discussed the rules and procedures with my student. I understand and agree to encourage my student to abide by these rules and procedures. I understand the consequences that my student will incur if my student does not abide by the classroom rules and procedures.

Parent/Guardian Signature: ______Date: ______

Parent/Guardian Name(s): ______

Contact number: ______

Email: ______

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