U.S. History - Mr. Gilles
(651) 403 –4224
Section 1: 8:00 – 8:55 / Section 2: 9:00 – 9:55 / Section 3: 10:00-10:55
What is this course all about?
U.S. History is a yearlong class studying the growth and development of the United States from pre-colonization to the present. The course examines social, political, cultural, military, economic, and diplomatic aspects of American history and will encourage students to analyze history through multiple historical lenses. My hope is for all students to develop a basic understanding of America’s past, along with practicing real world skills and to provide each student opportunities to investigate culturally relevant history too! Each semester operates differently: 1st semester is a ”slow”/in-depth investigation into historiography vs. 2nd semester is more ”fast”/content-coverage focus. Successful completion of this course is required for you to graduate and earn a High School diploma (Minn. Stat. § 120B.024.).
Guidelines for GTC Success
хTreat everyone with respect (polite/kind, space, property)
хObserve time, place and manner (cell phone use)
хKeep food to a minimum
хReturn borrowed materials to the proper place
хMake a good effort and ask for help when you need it
хComplete work on-time
Grades
Grades are earned using a points system. Grades are calculated by dividing your total points earned by the total points possible (multiple by 100 to get your percentage). The majority of your points will be earned by completing a summative assessment (project, DYLs, etc). Turning in formative work like a completed worksheet, doing in-class readings and/or doing short homework assignments are essential to earning a good grade and will make up a decent part of the grade you earn.
**Extra credit is only available at the end of each unit. A student can earn a 10% bonus on their summative assessment if the student has NO tardies or absences for the entire unit.
Attendance, TardiesLate work
Attendance is important for success in this class and vital to your success in the Gateway to College program. Positive attendance is directly linked to passing any GTC class.
You are only allowed to make up missing assignments or assessments if your class attendance is 70% or above. If your attendance rate is below 70%, you must attend class regularly and attend my advising periods to get your attendance to 70% before your make-up/late work will be added to the gradebook. *Tardy is not being in class when it begins& will impact your 70% attendance rate calculation ** Anything late will receive an automatic point(s)deduction.
Cheating/plagarism
Anything that you turn in is expected to be your work. Written work is expected to be original or paraphrased (no copy and paste). If you are caught cheating, you will receive a zero on your work with no opportunity to retry. Any act of cheating will be reported to the Gateway to College Administration for possible further consequence.
Online Textbook
Website:
Teacher Email:
Study Buddy
Name / Cell / EmailMr. G
District Course Sylabus
A district course syllabus is a legal document that informs teachers of the standards, scope and sequence, assessments and materials expected of that course. Its audience is usually school and district personnel and the Minnesota Department of Education. Organizations such as the NCAA, post-secondary institutions and school districts nationwide also rely on district syllabi to assess the rigor and credit-worthiness of a course.
Course Title: U.S. History Survey Course Number: H404301
Prerequisite(s): Recommended - H301201 American Studies 7
Subject Area: Grade(s): 10, 11, 12
Course Mapping: H- US History
Course Length:
36 weeks (36 weeks of content taught every day for a school year)
License Type Required:
150000 Social Studies (5-12 or 7-12)
Standards Addressed:
Minnesota K-12 Academic Standards in English Language Arts (2010), Minnesota K-12 Revised Academic Standards for Social Studies (2011)
Course Description:
U.S. History Survey, 1 credit, 1 full year
Students in U.S. History Survey pursue in-depth study of historical thinking skills and U.S. history to equip them with the knowledge and skills required for success in postsecondary education (i.e., freshman level courses), the skilled workplace and civic life. The amount of content in the standards for U.S. History Survey corresponds to the course credit graduation requirements identified in Minn. Stat. § 120B.024.
(Minnesota Department of Education, Saint Paul Public Schools).
As a survey course, U.S. History Survey covers time periods from pre-history to today. This course is a graduation requirement from St. Paul Public Schools.
SPPS U.S. History Survey has ownership of a Research writing product. Students can expect to participate in History Day to fulfill this requirement.
Content or instructional materials needed to teach this course:
Adopted text: History Alive! Pursuing American Ideals, TCI
Supplemental: A Young People's History of the United States: Columbus to the War on Terror, Howard Zinn
History Day Curriculum, MN History Day
SPPS Common Core Rubric for Research Writing Product
Key Historical Thinking Skills and Content for Each Unit
9.4.1.2.1 Pose questions about topics in history; suggest possible answers and write a thesis; locate and organize primary and secondary sources; analyze them for credibility and bias; corroborate information across the sources; use sources to support or refute the thesis; and present supported findings.
9.4.1.2.2 Evaluate alternative interpretations of historical events; use historical evidence to support or refute those interpretations.
The needs of English Language Learners will be addressed in this course by:
By it's nature, Social Studies content lends itself to the sharing of personal narratives. Many ELL students have a wealth of experiences and points of view that can enhance their understanding and deepen fellow students' understanding. A safe classroom environment is essential for these students to share these assets. Social Studies as a content will also:
1.) Use text variety such graphic organizers, graphs, charts, maps, poems, literature, images, video, music and art.
2.) Use variety of text levels, modified texts and differentiated texts from multiple sources.
3.) Intentional use ofpre-reading, during reading and post reading strategies to help all students access text. (for example, graphic organizers,AVID strategies).
4.) Intentional identification by the teacher of vocabulary essential to understanding the text, content, context and concepts.
5.) Integrate ELL students with groups of all levels.
6.) Engage students through a variety of speaking, listening, reading and writing lessons that are aligned withCommon Core State Standards for Reading and Writing in Content.
7.) Use of rigorous curriculum that is aligned withMN State Standards for Social Studies andCommon Core State Standards for Reading and Writing in Content.
8.) Connect with building ELL teachers to identify the students needs.
9.) When available, utilize TAs/EAs to support Special Education student.
The needs of students receiving Special Education Services will be addressed in the course by:
1.) Use text variety such graphic organizers, graphs, charts, maps, poems, literature, images, video, music and art.
2.) Use variety of text levels, modified texts and differentiated texts from multiple sources.
3.) Intentional use ofpre-reading, during reading and post reading strategies to help all students access text. (for example, graphic organizers,AVID strategies).
4.) Intentional identification by the teacher of vocabulary essential to understanding the text, content, context and concepts.
5.) Integrate Special Education students with groups of all levels.
6.) Engage students through a variety of speaking, listening, reading and writing lessons that are aligned withCommon Core State Standards for Reading and Writing in Content.
7.) Use of rigorous curriculum that is aligned withMN State Standards for Social Studies andCommon Core State Standards for Reading and Writing in Content.
8.) Contact with Special Education students' case managers to identify the student’s needs and goals. Willingness to attendIEP and504 meetings to identify student goals and connect with family.
9.) When available, utilize TAs/EAs to support Special Education student.
The needs of students who need acceleration will be addressed in this course by:
SPPS Social Studies recognizes that All students will benefit from the practices listed below and will be applied with all students.
1.) Open ended tasks and questions that allow students to inquire, explore and discuss to support metacognition and leadership.
2.) Activities that require higher order thinking skills.
3.) Opportunities for academic extra-curricular programs like World Savvy, Model UN, service learning, etc.
4.) Use of rigorous curriculum that is aligned withMN State Standards for Social Studies andCommon Core State Standards for Reading and Writing in Content.
5.) Use text variety that includes graphic organizers, graphs, charts, maps, poems, literature, images, video, music and art.
6.) Use instruction that incorporatesmultiple intelligences.
7.) Flipped model may be used by some teacher
8.) Encouragement of students to choose Accelerated or Advance Placement course when available.
Racial equity and culturally relevant teaching will be addressed in this course by:
1.) Teacher connects content to students' experiences and lives.
2.) Formative assessment is used in a timely manner.
3.) Instructors have attended district professional development for awareness of how to evaluate materials for bias, multiple perspectives and absent narratives.
4.) Content and curriculum intentionally include multiple perspectives and absent narratives to ensure students see themselves reflected in the curriculum.
5.) Content and curriculum aligns with SPPS scope and sequence and MN State Standards for Social Studies.
6.) Classroom learning is student centered.
7.) Differentiation in instruction and learning.
8.)Culturally responsive pedagogy guides teaching and learning.
8.) SPPS Social Studies is aligned with theSPPS Racial Equity Policy, especially Section C Teaching and Learning.
Integrated learning using technology will be fully utilized by:
1.) Instructor regularly uses an LCD projector with speakers and/or SMART board.
2.) Online software programs are utilized.
3.) Available technology is utilized.
4.) Utilize available technology to deliver instruction in a flipped model.
5.) Use of online assessments
Scope and Sequence
Quarter 1
Unit I: Survey of Indigenous Peoples, Colonization and Settlement, 3 weeks
Priority: 9.4.4.15.2, 9.4.4.16.5, 9.4.4.16.4, 9.4.4.16.6, 9.4.4.16.7
Learning Targets for Benchmark Assessment
* I can describe a variety of indigenous nations.
* I can explain the development of the Triangle Trade.
* I can describe how colonies were different.
Learning and assessments are aligned to unit Essential Questions
* How did migration, trade and conflict influence selected indigenous nations?
* How did select indigenous nations compare and contrast with each other?
* How did Indigenous nations of North America and European colonists impact each other?
* How did the Triangle Trade develop?
* What was the impact of the Triangle Trade?
* How did the economic and labor systems of British North America compare and contrast?
* How did political and social ideas affect the colonies?
Unit II: Colonial America and Revolution, 3 weeks
Priority: 9.4.4.17.1 (supporting 9.4.4.17.2, 9.4.4.17.3, 9.4.4.17.4)
Learning Targets for Benchmark Assessment
* I can describe why the American colonies decided to break away from Great Britain.
* I can describe the development of the United States of America as a new nation.
Learning and assessments are aligned to unit Essential Questions
* What military and political events led the North American colonies to break with Great Britain?
* What were the major political and military events of the American Revolution?
* What were the political major political events of the new nation?
Unit III: Expansion and Reform, 2 weeks
Priority 9.4.4.18.2, 9.4.4.18.3, 9.4.4.18.4, 9.4.4.18.1 (supporting 9.4.4.18.5, 9.4.4.18.6))
Learning Targets for Benchmark Assessment
* I can explain how new technologies impacted farming, transportation, communication and labor.
* I can explain the impact of U.S. territory expansion on American Indians.
* I can describe reforms that affected Americans politically and socially.
Learning and assessments are aligned to unit Essential Questions
* How did new technology impact agriculture, transportation and communication? How did these technologies in turn affect labor?
* How did the U.S. expand its territory through Indian removal, purchase and war?
* What were domestic and international reactions to U.S. expansion?
* Why did new political parties develop?
* What were social reform movements? What were cultural or religious reform movements?
Quarter 2
Unit IV: Civil War and Reconstruction, 3 weeks
Priority 9.4.4.19.2, 9.4.4.19.4, 9.4.4.19.7 (supporting 9.4.4.19.1, 9.4.4.19.3, 9.4.4.19.5)
Learning Targets for Benchmark Assessment
* I can describe how disagreements between the North and South led to the Civil War.
* I can describe how the 13th, 14th and 15th amendments affected the United States.
* I can describe how Reconstruction was dependent on federal support.
Learning and assessments are aligned to unit Essential Questions
* What disagreements led to the dissolving of the union?
* Why did the Civil War begin?
* What were the stages of emancipation for enslaved African-Americans?
* What federal polices were successful during Reconstruction?
Unit V: Domestic and International Imperialism, 5 weeks
Priority 9.4.4.20.5, 9.4.4.20.4, 9.4.4.20.8, 9.4.4.20.7 (supporting 9.4.4.20.9, 9.4.4.20.6)
Learning Targets for Benchmark Assessment
* I can explain how Reconstruction failed?
* I can explain how indigenous peoples were affected by federal policies.
* I can explain how the United States became an imperial nation.
* I can connect the work of Progressives to changes in America.
Learning and assessments are aligned to unit Essential Questions
* What were the failures of Reconstruction?
* How did federal policies affect indigenous nations?
* Why did the United States expand its influence beyond its borders?
* How did citizens and the federal government address social, political and economic inequalities?
History Day, 1 week
Quarter 3
History Day, 2 weeks
Unit VI: Boom, Bust and War, 5 weeks
Priority 9.4.4.21.2, 9.4.4.21.3, 9.4.4.21.4, 9.4.4.21.5 (supporting 9.4.4.21.1)
Learning Targets for Benchmark Assessment
* I can explain the why the 1920s were an economic boom time.
* I can explain why the Great Depression followed the Roaring '20s.
* I can describe how the New Deal addressed the Great Depression.
* I can describe how the United States affected and turn was affected by World War II.
Learning and assessments are aligned to unit Essential Questions
* What were the Roaring 20s?
* What led to the Great Depression?
* How did the New Deal address the Great Depression?
* How did World War II affect the U.S.?
Unit VII: Cold War, 2 weeks
Priority 9.4.4.22.2, 9.4.4.22.3, (supporting 9.4.4.22.1)
Learning Targets for Benchmark Assessment
* I can explain the Cold War.
* I can describe the proxy wars of the Cold War.
* I can explain the Vietnam War and the Secret War in Laos
Learning and assessments are aligned to unit Essential Questions
* What were the differing ideologies of the USSR and the USA?
How did the differing ideologies and technologies of the USSR and the United States lead to the Cold War?
* How does the Vietnam War reflect the role of U.S. in the Cold War?
* What was the impact of the anti-war movement?
* What were the causes and effects of the Secret War in Laos?
Quarter 4
Unit VIII: Social Movements, 3 weeks
Priority: 9.4.4.22.4, 9.4.4.22.5, 9.4.4.22.6, 9.4.4.22.7, 9.4.4.22.8
Learning Targets for Benchmark Assessment
* I can explain the roots of various civil rights movements.
* I can identify the obstacles that various movements faced and the tactics used to overcome them.
* I can connect the legacy of civil rights movements to today.
* I can identify changes in federal policy for American Indians during the civil rights era.
Learning and assessments are aligned to unit Essential Questions
* What were the roots, obstacles, tactics and legacies of the different civil rights movements post World War II?
* What were changes in the federal government’s policy towards American Indians?
Unit IX: U.S. in the New Global Age, 4 weeks
Priority: 9.4.4.22.9, 9.4.4.23.2, 9.4.4.23.3 (supporting 9.4.4.23.1,
Learning Targets for Benchmark Assessment
* I can explain the global role of the United States since the end of the cold War.
* I can explain the differences and the similarities between immigrants and refugees.
Learning and assessments are aligned to unit Essential Questions
* How has the United States been in involved in world affairs since the end of the Cold War?
* What is the difference between an immigrant and a refugee?
* How have immigrants and refugees contributed to United States society?
Other information about this course:
History Day is an essential component of this course. Students will be using their historical inquiry skills to investigate a topic that interests them. MN History recommends a timeline where introduction to History Day and its theme begins in September and ends with competitions in late winter. This timeline can be accessed at
History Day cycles themes; the current theme can be accessed at
MN History Day also provides ACTC Fellows to mentor students and workshops for teachers. To connect with the SPPS History Day contact, contact the Social Studies Supervisor.