Coach Darth Hampton's Website

Hillcrest High School

Syllabus for United States History

Instructor: Mr. Hampton

Email Address: mhampton@greenville.k12.sc.us Phone: 355-3585

Teacher’s Daily Schedule:

1^st Semester

1st Period United States History

2nd Period United States History

3rd Period United States History

4th Period Planning

2^nd Semester

1st Period Planning

2nd Period United States History

3rd Period United States History

4th Period AP Human Geography

Course Content Standards/Objectives:

Standard USHC-1: The student will demonstrate an understanding of the settlement of North America.

Standard USHC-2: The student will demonstrate an understanding of the establishment of the United States as a new nation.

Standard USHC-3: The student will demonstrate an understanding of the westward movement and the resulting regional conflicts that took place in America in the nineteenth century.

Standard USHC-4: The student will demonstrate an understanding of the causes and the course of the Civil War and Reconstruction in America.

Standard USHC-5: The student will demonstrate an understanding of major social, political, and economic developments that took place in the United States during the second half of the nineteenth century.

Standard USHC-6: The student will demonstrate an understanding of foreign developments that contributed to the United States’ emergence as a world power in the twentieth century.

Standard USHC-7: The student will demonstrate an understanding of the economic boom-and-bust in America in the 1920s and 1930s, its resultant political instability, and the subsequent worldwide response.

Standard USHC-8: The student will demonstrate an understanding of the impact of World War II on United States’ foreign and domestic policies.

Standard USHC-9: The student will demonstrate an understanding of the social, economic, and political events that impacted the United States during the Cold War era.

Standard USHC-10: The student will demonstrate an understanding of developments in foreign policy and economics that have taken place in the United States since the fall of the Soviet Union and its satellite states in 1992.

Tentative Timeline

First Nine Weeks

Chapters 1 – 3 Three Weeks Exploration- French and Indian War (USHC-1)

Chapters 4 – 6.3 Three Weeks Treaty of Paris ’63-Constitution (USHC-1,2)

Chapters 6.4-7.2 Three Weeks Early Nationalism-Era of Good Feelings (USHC-2,3)

Chapters 7.3 – 9 Three Weeks Age of Jackson – Manifest Destiny (USHC-2,3)

Chapters 10 – 12 Three Weeks Causes of Civil War- Reconstruction (USHC-4)

Chapters 13 – 16 2.5 Weeks Gilded Age – Populism (USHC-5)

Second Nine Weeks

Chapters 17 – 19 Four Weeks New Imperialism, Progressivism, WW I (USHC-6)

Chapters 20 – 23 Four Weeks 1920s – New Deal (USHC-7)

Chapters 24 – 27 Three Weeks World War II – 1960 (USHC-8)

Chapters 24 – 27 Four Weeks World War II – 1960 (USHC-9)

Chapters 28 – 34 Four Weeks 1960 – 2007 (USHC-9,10)

End of Course Test [20% of final course grade]

The EOC will be figured into the final student grade:

First Semester 40%, 40%, 20%

Second Semester 50%, 50%

Final Grade 40%, 40%, 20%

At the end of the semester, students will take the EOC Exam.

The EOC Exam grade will be graded by the state and its results will be calculated into the final course grade.

Instructional Materials and Resources/Required Texts:

The Americans: McDougall Littell is the primary textbook

Additional readings from primary and secondary sources

Videos

Reference materials

Teacher made materials

Assessment/Calculation of Grades:

1. Students will be tested as units are complete. Tests will consist of textbook readings, notes,

activities, homework, classwork, videos, and class discussions.

2. Homework will be assigned day to day, and on a quarterly basis.

3. Required projects may be assigned periodically throughout the semester.

4. Quizzes may be announced or not.

Grading Procedures:

Major Assessments (Tests, Projects, etc.)- 60%, Minor Assessments / Quizzes - 30% / Homework & Classwork – 10%

Grading Scale:

A 93-100, B 85-92, C 77-84, D 70-84, F 69 or below

Student Records:

Student records are maintained in an online gradebook. Progress reports will be emailed to parents who provide an email address

Homework Policy:

Homework comes from preview material, leftover classwork, working on projects, studying for tests and any material or reading that will enhance the learning process of the student. There will be two grades for homework, either a 100 or a 0. To receive full credit, the assignment must be completed in its entirety; partial work will receive a null grade. Even when there is not an assignment, students should review any and all notes taken during class

Missed Work/Make-up Policy:

Make-up work is the students’ responsibility. Students who are absent from school have five days to make up any work they missed. After the fifth day, a grade of zero is given. The student should check this folder upon returning to school. Tests may be made up before school or during their class.

Attendance and Tardy Policies:

· Attendance: To receive credit for this course, student absences must not exceed five days. Any absence after the fifth, must be accompanied by a doctor’s note or have administrative approval.

· Tardies: Students will be allowed three instances to miss time from class. Attendance will admit late students and keep record of their infractions.

Rules for Student Behavior:

· Students proceed expeditiously to their assigned seat when the tardy bell rings.

· No student will be allowed to leave the class for any reason other than an extreme emergency after the tardy bell rings.

· Students’ must bring necessary materials to class. A class notebook, folder, pen/pencil, ID badge, and textbook are needed every day.

o Students will not be allowed to leave class to get these items. Students will not be allowed in class without an ID badge.

· Once the bell rings for class to begin, I expect the students’ polite attention for the entire period.

· Be respectful to teachers and classmates.

· All school policies will be followed in the classroom.

Consequences for Violating Class and School Rules/Policies:

First Offense-Teacher/Student Discussion, Second Offense-Seat Move, Third Offense-Call Home,
Forth Offense-Referral

· Students who continue to sleep in class, talk excessively. etc., will be severely admonished.

Procedures for Non-Instructional Routines:

· When asking for help: Students should raise their hands and wait to be called on by the teacher.

AP Human Geography Syllabus

< AP Human Geography >

The AP Human Geography course weaves and meshes various aspects of human interaction, development, and interdependency as outlined by the AP Human Geography Course Description Guide, published by the College Board.

Course Objectives:

¥ Introduce the concept of spatial processes and the use of maps and geographic technologies to better understand ones place in the world

¥ Establish the idea of spatial association as in pertains to changes either by the Earth, by humans, or in the unique interaction both parties have upon one another. This also applies to the interaction between Earth’s residents and competition for resources and survival

► Values, individual or group / the interaction of either with phenomena

► Political geography and the process of governance and cooperation

► Economic reliance and independence

¥ Identify scale as evidenced through relationships on local, regional, national, and global interaction

¥ Recognize the changing character of geography as a reflection of a global society

¥ Accept and analyze the interdependent nature of our world. Geography represents interaction and relationships that shape:

► Lifestyle

► Policy

► Action vs. Reaction

Curricular Requirements

1. The course provides a systematic study of human geography, including the following topics outlined in the Course Description:

a. Nature of and Perspectives on Geography

b. Population

c. Cultural Patterns and Processes

d. Political Organization of Space

e. Agricultural and Rural Land Use

f. Industrialization and Economic Development

g. Cities and Urban Land Use

2. The course teaches the use of spatial concepts and landscape analysis to examine human organization of space

3. The course teaches spatial relationships at different scales ranging from the local to the global

4. The course teaches students how to use and interpret maps, data sets, and geographic models, GIS, aerial photographs, and satellite images, though not required, can be used effectively in the course

Textbooks

¥ Aaron, Jane E. & H. Ramsey Fowler. 5^th edition. The Little, Brown Handbook. New York, New York. Harper Collins, 1992.

¥ Geisel, Theodore. The Lorax. New York, New York. Random House, 1971.

¥ Helgren, David M. & Robert J, Sager. 1^st edition. World Geography Today. New York, New York. Holt, Rinehart, & Winston: A Harcourt Education Company, 2005.

¥ Jentleson, Bruce W. 1^st edition. American Foreign Policy: The Dynamics of Choice in the 21^st Century. New York, New York & London, England: W.W. Norton and Company, 2000.

¥ Knox, Paul L. & Sallie Marston. 3^rd edition. Human Geography: Places and regions in Global Society, Upper Saddle River, New Jersey: Pearson Education, Inc., 2004.

¥ Rubenstein, James M. 8^th edition. The Cultural Landscape: An Introduction to Human Geography, Upper Saddle River, New Jersey: Pearson Education, Inc., 2005.

¥ Sherman-Morris, Kathleen & Philip E. Steinberg. People and Places: A Documentary Case-Study Workbook. Upper Saddle River, New Jersey: Pearson Education Inc., 2005.

¥ The New Comparative World Atlas. Maplewood, New Jersey: Hammond Incorporated, 1999.

Articles

¥ Cockburn, Andrew. “Iraq’s Oppressed Majority.” Smithsonian December 2003: 98-105.

¥ Cockburn, Andrew. “Iraq’s Resilient Minority.” Smithsonian December 2005: 42-55.

¥ Cohen, John. “Stem Cell Pioneers.” Smithsonian. December 2005: 78-87.

¥ Frankel, Max. “Learning from the Missile Crisis.” Smithsonian. October 2002: 52-64.

¥ Glain, Stephen. “Tail of Two Chinas.” Smithsonian. May 2006: 40-49.

¥ Jones, Landon J. “Swinging 60’s?” Smithsonian. January 2006: 102-107.

¥ Kandell, Jonathan. “Cross Purposes.” Smithsonian June 2003: 90-97.

¥ Parfit, Michael. “You Could See It Comin’.” Smithsonian June 1989: 44-57.

¥ Rosenwald, Michael. “The Flu Hunter.” Smithsonian. January 2006: 46.

¥ Zwingle, Erla. “Pamplona: No Bull.” Smithsonian. July 2006: 88-94.

Videos

¥ Donaldson, Roger, dir. Thirteen Days. With Kevin Costner, New Line Cinema, 2000.

¥ George, Terry, dir. Hotel Rwanda. With Don Cheadle & Nick Nolte. Metro Goldwyn, 2004.

¥ Leaf, David & John Scheinfeld, directors. The US vs. John Lennon. With Warlter Cronkite, John Dean, Yoko Ono Lennon, G. Gordon Liddy, George McGovern, Geraldo Rivera, Bobby Seale, & Tom Smothers. Lionsgate, 2006.

¥ Mehdi, Anisa, dir. Inside Mecca. National Geographic Video, 2003.

¥ Morris, Eroll, dir. The Fog of War: Eleven Lessons from the Life of Robert S. McNamara. With Robert McNamara. Sony Pictures Classics, 2003.

¥ People Bomb. CNN Special Reports, 1993.

¥ Spielberg, Steven, dir. Forrest Gump. With Sally Field, Tom Hanks, Robyn Wright Penn, & Gary Sinise, Paramount, 1994.

¥ Spielberg, Steven, dir. The Terminal. With Tom Hanks & Catherine Zeta-Jones, Dream Works SKG, 2004.

¥ Spurlock, Morgan, dir. Super Size Me. With Morgan Spurlock. Samuel Goldwyn Films, 2004.

¥ Young, Rick, dir. Is Wal-Mart Good For America?. Hedrick Smith Productions, Inc, 2004.

¥ The Ku Klux Klan: A Secret History. History Channel. 1999

Assessments

¥ Students are to be graded based on a variety of assessments including:

► Tests

► Quizzes

► Map Quizzes

► Essays

► Document analysis – DBQ’s

► Group projects / in-class

► Individual projects

► Participation (through active discussion or research)

► Daily assignments

§ Students can expect to have reading assignments on a daily basis

§ Students will complete all questions linked to assigned reading for a grade and discussion the following day

First Semester

DAY ONE – GROUP PROJECT

¥ Non-verbal communication project

§ Students are paired in groups of four and are given odds and ends, including toilet paper rolls, plastic spoons and forks, pipe cleaners, a few paper clips, and two sheets of construction paper

§ The group is to create an object of their choice without communicating verbally

§ This project accomplishes two goals

· Students get to know one another in a fun activity

· The students learn how interaction occurred prior to the inception of language

¥ Define Human Geography: Word Splash Activity

¥ Human Geography vs. History: Pertinent Questions

I. Geography: Its Nature and Perspectives

[CR1a], [CR2], [CR3], & [CR4]

(1 week)

a. The Origins of Cartography

b. Recognizing Map Basics

1) Place

2) Scale

3) Space

4) Connections

c. Mapmaking and Map Usage

1) Map Project

a) Describe the situation of your home to the location of the school. Also, the students will draw a mental map to their home from the school, outlining the particular places they find significant in their neighborhood.

d. Modern Geography: From Paper to Microchips

e. What Makes Location Unique

f. Spatial Association: People, Activities, and Environments

1) Clustering & Dispersion

a) Individual Project

§ Students will be asked to research professional sports teams in the United States (three leagues of their choice).

§ A map of the United States (poster board size) will be marked to signify teams in particular cities.

§ Students are asked to write a two page paper outlining their findings and assumptions based on the data at hand.

§ This research will contribute to a class discussion on distribution.

2) Globalization

g. Diffusion

Readings

§ Rubenstein Chapter 1 – (5-42)

§ Knox & Marston Chapter 1 – (2-37)

Assessment

§ Reading quizzes

o Quiz 1 – Chapter 1 Key Issues 1 & 2 and notes from Knox & Marston

o Quiz 2 – Chapter 1 Key Issues 3 & 4 and notes from Knox & Marston

§ Map Quiz – United States and Canada

§ Test – Chapter 1

II. Population [CR1b], [CR2], [CR3], & [CR4]

(2.5 weeks)

a. Where is the World’s Population Distributed?

1) Concentrations

2) Reasons why people don’t live in certain regions

3) Density

b. Where Has the World’s Population Increased?

1) CBR, CDR, NIR

2) Doubling time

3) Fertility

4) Mortality

5) LDC’s vs. MDC’s: Where people live

c. Why Population is Increasing at Different Rates Around the World

1) The demographic transition model

a) Agricultural Revolution: effects

b) Industrial Revolution: effects

c) Medical Revolution: effects

1. Smithsonian Cohen Article – “Stem Cell Pioneers”

2. Smithsonian Rosenwald Article – “The Flu Hunter”

2) Population Pyramids: What do they tell us?

a) HW – create your own population pyramid using US Census data (city specific)

b) Smithsonian Jones Article “Swinging 60’s?

c) Sherman-Morris & Steinberg DBQ “Socio-economic Implications of Ageing”

d. Why The World Might Face a Overpopulation Problem

1) Malthus: The man, his beliefs, his critics

2) Sherman-Morris & Steinberg DBQ “Roundtable on Japan’s Depopulation”

e. World Health Threats and the Epidemiologic Transition

Readings

§ Rubenstein Chapter 2 – (45-80)

§ Knox & Marston Chapter 3 - (85-108)

§ Sherman-Morris & Steinberg (3-7)

Video

§ CNN’s “People Bomb”

Assessment

§ Reading Quizzes

o Quiz 1 – Chapter 2 Key Issues 1 & 2 and notes from Knox & Marston

o Quiz 2 – Chapter 2 Key Issues 3 & 4 and notes from Knox & Marston

§ Map Quiz – South America & North America

o Research Assignment on Malthus: Malthus – Telling the Future or Foreseeing a Lie

§ 1^st research paper and introduction to thesis formation, essay format, and MLA styling (title page, 4 page body, bibliography)

§ Test - Chapter 2

III. Migration [CR1c], [CR2], & [CR3]

(2.5 weeks)

a. Why Do People Migrate?

1) Reason for migrations (push and pull factors)

a) Economic, political, cultural reasons

2) Types of obstacles

3) Who are the immigrants and emigrants?

b. Where Are Migrants Distributed?

1) Global migration vs. United States immigration

a) Sherman-Morris & Steinberg DBQ “To Reunite A Nation”

2) Peaks in US immigration (Discussion on Ellis and Angel Islands)

3) Recent Immigration to the US

a) Smithsonian Kandell Article - “Cross Purposes”

4) Impact of immigration

a) Legal immigration vs. undocumented workers

c. What Obstacles Are Faced By Migrants?

1) Laws to limit immigration

a) Sherman-Morris & Steinberg DBQ “Should the President Grant Amnesty to Mexicans Working Illegally in the US?”

2) Brain Drain and its effect on LDC’s

3) Political dissidents and their destination

4) Cultural assimilation

d. Types of Migration

1) Between regions

a) Smithsonian Parfit Article - “You Could See It Comin’”

2) Within one region

a) The ‘burbs

3) Jefferson vs. Hamilton / rural to urban

Readings

§ Rubenstein Chapter 3 – (83-112)

§ Knox & Marston Chapter 3 - (109-126)

§ Sherman-Morris & Steinberg (33-37)

Assessments

§ Reading Quizzes

o Quiz 1 – Chapter 3 Key Issues 1 & 2 and notes from Knox & Marston

o Quiz 2 – Chapter 3 Key Issues 3 & 4 and notes from Knox & Marston

§ Map Quiz - Europe

§ Test – Chapter 3

IV. Folk vs. Pop Culture [CR1c], [CR2], & [CR3]

(3 weeks)

a. Origin and Diffusion

1) Origins of folk and popular cultures

2) Folk vs. pop music

a) Music critic day

3) Diffusion of pop and folk cultures

a) Case study: the Amish (watch pop culture music video, “Amish Paradise” by Weird Al Yankovic. The class will discuss stereotypes and misinterpretations of folk cultures.

1. http://video.aol.com/video-category/weird-al-yankovic/amish-paradi/

4) Soccer / Rugby / Football

a) Outdoor demonstrations of all three sports and a discussion on the evolution of a folk sport into a popular sensation

5) Sports and Pop Culture

b. Clustering of Folk Culture

1) Environmental influence

a) Individual Project – students are to select hot dogs, pizza, or chicken wings as a research topic. The food of choice should be researched for authentic preparation in a specific region. A two page research paper will accompany the regional specialty food.

2) Folk Housing

a) US housing

b) World housing

c. The Wide Distribution of Pop Culture

1) Clothing diffusion

2) The role of media

3) The internet: leader of the globalization movement

4) Governmental controls over media

d. Why Does Globalization of Popular Culture Cause Problems?

1) Sherman—Morris & Steinberg DBQ “What Is Global Civil Society?

2) Loss of traditional values

a) The role of women

3) Smithsonian Zwingle Article “Pamplona: No Bull”

4) Western domination of media

a) Jentleson “Change In Russia Signified By The Rolling Stones”

5) Pop culture vs. the environment

6) Pop Culture vs. Personal Rights

a) Jentleson “The Status of Global Human Rights”

READINGS

§ Rubenstein Chapter 4 – (115-142)

§ Knox & Marston Chapter 3 - (109-119)

§ Sherman-Morris & Steinberg - (67-73)

VIDEO

§ “Super Size Me”

§ Amish Paradise – Weird Al Yankovic – AOL Video - http://video.aol.com/video-category/weird-al-yankovic/amish-paradi/

ASSESSMENTS

§ Reading Quizzes

o Quiz 1 – Chapter 4 Key Issues 1 & 2 and notes from Knox & Marston

o Quiz 2 – Chapter 4 Key Issues 3 & 4 and notes from Knox & Marston

§ Map Quiz - Africa

§ Test – Chapter 4

V. Language [CR1c], [CR2], & [CR3]

(1.5 weeks)

a. Where Are The English Speakers?

1) Origin, diffusion, and dialects of English

b. The Relationship of English to Other Languages

1) Families, branches, groups, and dialects

c. Where Are Other Language Families Distributed?

1) Classifications of languages

2) Distribution of language families

3) World languages and their origins

d. Why and How Do People Preserve Local Languages?

1) Language preservation

2) Isolated folk languages

a) Sherman-Morris & Steinberg DBQ “The Maori: About Us”

3) English: lingua franca of the world

a) Spanglish, Ebonics, and Franglais

4) Sherman-Morris & Steinberg DBQ “New Zealand

Toughens English Language Rules for Migrants”

e. Class Discussion Concerning Language Differences

1) Foreign exchange students or teachers or students born in a foreign country will be invited to engage in a forum o the cultural and linguistic differences between the US and their home countries.

READINGS

§ Rubenstein Chapter 5 – (147-180)

§ Knox & Marston Chapter 3 - (190-194)

§ Sherman-Morris & Steinberg – (95-100)

VIDEO

§ “The Terminal”

ASSESSMENTS

§ Reading Quizzes

o Quiz 1 – Chapter 5 Key Issues 1 & 2 and notes from Knox & Marston

o Quiz 2 – Chapter 5 Key Issues 3 & 4 and notes from Knox & Marston

§ Map Quiz – The Middle East

§ Test – Chapter 5

VI. Religion [CR1c], [CR2], & [CR3]

(2.5 weeks)

a. Where Are Religions Distributed?

1) Universalizing Religions

a) Christianity, Islam, Buddhism

b) Sherman-Morris & Steinberg DBQ “Hajj: Journey of a Lifetime”

c) Sherman-Morris & Steinberg DBQ “The UN’s: General Assembly Resolution 181”

2) Ethnic Religions

a) Hinduism, Daoism, Confucianism, Judaism, animisms

b) Sherman-Morris & Steinberg DBQ “Jerusalem”

b. Why Do Religions Have Different Distribution?

1) Origins

2) Diffusion

3) Holy places

4) Rituals

c. Why Do Religions Organize Space In Distinctive Patterns?

1) Places of worship

2) Burial

3) Religious toponyms

4) Hierarchies

d. Why Do Territorial Conflicts Arise Among Religious Groups?

1) Religion vs. Social Change

a) Role of women

2) Religion and the Middle East

a) Crusades

b) Jews vs. Romans (Diaspora), Jews vs. Palestinians, & Jews vs. the Middle East (battle for recognition)

c) Smithsonian Cockburn Article “Iraq’s Oppressed Majority”

d) Smithsonian Cockburn, Andrew “Iraq’s Resilient Minority”

3) Religious wars in Ireland

e. Individual Project

1) Students will choose four churches of their choice (none within the same denomination) – Alternative Project (6 page research paper on two religions of your choice with detailed analysis and comparisons of the two)

a) They will tour the grounds

b) Inspect the worship hall

c) If possible, converse with a leader of the faith

1. Have prepared three questions

2. be ready to discuss your experience in class

READINGS

§ Rubenstein Chapter 6 – (187-221)

§ Knox & Marston Chapter 5 - (183-190)

§ Sherman-Morris & Steinberg – (121-126)

VIDEO

§ “Inside Mecca”

ASSESSMENTS

§ Reading Quizzes

o Quiz 1 – Chapter 6 Key Issues 1 & 2 and notes from Knox & Marston

o Quiz 2 – Chapter 6 Key Issues 3 & 4 and notes from Knox & Marston

§ Map Quiz – South Asia & former Southern Soviet Republics

§ Test – Chapter 6

VII. Ethnicity [CR1c], [CR2], & [CR3]

(2 weeks)

a. Where Are Ethnicities Distributed?

1) Distribution throughout the United States

2) African American migration patterns

a) Slave trade

b) The “Great Migration”

c) The ghetto

3) Telling race from ethnicity

4) Racism in the United States

5) Racism in the world

b. Why Have Ethnicities Been Transformed Into Nationalities?

1) Nation-states and nationalism

2) Multinational states

c. Why Do Ethnicities Clash?

1) Ethnic competition for domination

a) Somalia, Sudan, & Ethiopia

2) Dividing land according to ethnicity

3) Sherman-Morris & Steinberg DBQ “Der Judenstaat”

4) Sherman-Morris & Steinberg DBQ “Palestinian Declaration of Independence”

d. What Is Ethnic Cleansing?

1) Genocide

a) Yugoslavia, Rwanda, Sudan, the Holocaust

READINGS

§ Rubenstein Chapter 7 – (225-257)

§ Knox & Marston Chapter 5 - (196-208)

§ Sherman-Morris & Steinberg – (161-166)

VIDEO

§ “Hotel Rwanda”

§ “The Ku Klux Klan: A Secret History”

ASSESSMENTS

§ Reading Quizzes

o Quiz 1 – Chapter 7 Key Issues 1 & 2 and notes from Knox & Marston

o Quiz 2 – Chapter 7 Key Issues 3 & 4 and notes from Knox & Marston

§ Map Quiz – East Asia and Southeast Asia

§ Test – Chapter 7

Second Semester

VIII. Political Geography [CR1d], [CR2], [CR3], & [CR4]

(4 weeks)

a. Where Are States Located?

1) What defines a state?

2) The origin of states

b. Why do boundaries between states cause problems?

1) Boundaries

a) Shapes of countries

b) Physical boundaries

c) Cultural boundaries

d) Within states

1. types of government

A. Jentleson, Table 10.2 – The Status of Global Democracy

2. electoral geography

c. Why do states cooperate with each other?

1) Supranational organizations

a) Sherman-Morris & Steinberg DBQ “The European Union: Activities of the European Union – Enlargement”

b) Jentleson, Table 7.1 – United Nations Peacekeeping Operations 1948-1999

2) Alliances

a) Economic

1. NAFTA

A. Jentleson, Table 9.4 – The Congressional Vote on NAFTA, 1993

B. Jentleson “Economic Summit Subplot: Do French Walls Have Ears?”

b) Military

3) Smithsonian Frankel Article “Learning from the Missile Crisis”

4) Jentleson “Retired Nuclear Warrior Sounds Alarm On Weapons”

d. Why has terrorism increased?

1) What is terrorism?

2) Types of terrorism

a) state sponsored

e. Jentleson “Anti-War Sentiment In The Spanish-American War”

READINGS

§ Rubenstein Chapter 8 – (261-292)

§ Knox & Marston Chapter 9 - (338-382)

§ Sherman-Morris & Steinberg – (193-199)

VIDEO

§ “The Fog of War: Eleven Lessons from the Life of Robert S. McNamara”

§ Jentleson “Why The United States Lost The War”

§ “Thirteen Days”

ASSESSMENTS

§ Reading Quizzes

o Quiz 1 – Chapter 8 Key Issues 1 & 2 and notes from Knox & Marston

o Quiz 2 – Chapter 8 Key Issues 3 & 4 and notes from Knox & Marston

§ Map Quiz – Australia and the Pacific Islands

§ Test – Chapter 8

IX. Development [CR1d], [CR2], & [CR3]

(2 weeks)

a. Why Does Development Vary Among Countries?

1) HDI – the line between less and more developed nations

a) Economic indicators

1. GDP

2. types of jobs

3. raw materials

4. consumer goods

b) Social indicators

1. education & literacy

2. health & welfare

c) Demographic indicators

1. life expectancy

2. infant mortality rate

3. natural increase rate

4. crude birth rate

b. Where Are More & Less Developed Countries Distributed?

1) MDC’s

2) LDC’s

c. Where Does Level of Development Differ By Gender?

1) Gender-Related Development Index

2) Gender Empowerment

d. Why Do Less Developed Countries Face Obstacles To Development?

1) Self sufficiency model

2) Development through international trade

3) Financing development

a) Sherman-Morris & Steinberg DBQ “U2 Star Bono: “Drop The Debt””

b) Sherman-Morris & Steinberg DBQ “Think Again: Debt Relief”

4) Smithsonian Glain Article “Tail of Two Chinas.”

READINGS

§ Rubenstein Chapter 9 – (297-327)

§ Knox & Marston Chapter 3 - (248-293)

§ Sherman-Morris & Steinberg – (217-222)

ASSESSMENTS

§ Reading Quizzes

o Quiz 1 – Chapter 9 Key Issues 1 & 2 and notes from Knox & Marston

o Quiz 2 – Chapter 9 Key Issues 3 & 4 and notes from Knox & Marston

§ Test – Chapter 9

X. Agriculture [CR1e], [CR2], & [CR3]

(3 weeks)

a. Where Did Agriculture Originate?

1) Origins of agriculture and hearths

2) Classifying agricultural regions

b. Where Are Agricultural Regions In Less Developed Countries?

1) Types of agricultural

1. Shifting cultivation

2. Pastoral nomadism

c. Where Are Agricultural Regions in More Developed Countries?

A. Mixed crop and livestock farming

B. Dairy farming

C. Grain farming

D. Livestock ranching

E. Mediterranean agriculture

F. Commercial gardening & fruit farming

G. Plantation farming

H. Drug trafficking

1. Jentleson “Colombia Says Drugs Barons Threaten, Bribe, Congress From Jail”

d. Why Do farmers Face Economic Difficulties?

1) Issues for commercial farmers

2) Conservation

3) Increasing the food supply

READINGS

§ Rubenstein Chapter 10 – (332-364)

§ Knox & Marston Chapter 8 - (298-334)

§ Sherman-Morris & Steinberg – (239-244)

ASSESSMENTS

§ Reading Quizzes

o Quiz 1 – Chapter 10 Key Issues 1 & 2 and notes from Knox & Marston

o Quiz 2 – Chapter 10 Key Issues 3 & 4 and notes from Knox & Marston

§ Test – Chapter 10

XI. Industry [CR1f], [CR2], & [CR3]

(2.5 weeks)

a. Where Did Industry Originate?

1) The Industrial Revolution

a) Diffusion

b. Where Is Industry Distributed?

1) North America

a) Jentleson, Table 9.1 – Major U.S. Trade Partners

2) Europe

3) East Asia

c. Why Do Industries Have Different Distributions?

1) Situation factors

2) Site factors

3) Finding the optimum location

d. Why Do Industries Face Problems?

1) Global economic problems

2) Industrial problems in MDC’s

3) Industrial problems in LDC’s

a) Sherman-Morris & Steinberg DBQ “Stop Sweatshops”

b) Sherman-Morris & Steinberg DBQ “Nike Does It To Vietnam”

e. Is Wal-Mart Good for America?

1) View the PBS Frontline Special “Is Wal-Mart Good for America”

a. Individual Project

1. Students will be given a shopping list which they will fill at Wal-Mart. They will find the country of origin for each product. This will lead to a further discussion on Wal-Mart and its place in America.

2) View the video clip “Big Box-Mart” from Jib-Jab films

http://www.jibjab.com/originals/big_box_mart

a. Discussion on outsourcing of labor from a US and

global perspective

READINGS

§ Rubenstein Chapter 11 – (369-398)

§ Knox & Marston Chapter 10 - (397-401)

§ Sherman-Morris & Steinberg – (265-269)

VIDEOS

§ “Is Wal-Mart Good For America”

ASSESSMENTS

§ Reading Quizzes

o Quiz 1 – Chapter 11 Key Issues 1 & 2 and notes from Knox & Marston

o Quiz 2 – Chapter 11 Key Issues 3 & 4 and notes from Knox & Marston

§ Test – Chapter 11

XII. Services [CR1f], [CR2], & [CR3]

(2.5 weeks)

a. Where Did Services Originate?

1) Types of services

a) Consumer services

1. Sherman-Morris & Steinberg DBQ “Ten Commandments of Eco-Tourism”

2. Sherman-Morris & Steinberg DBQ “Sold Out”

b) Business services

c) Public services

2) Origin of services

3) Services in rural areas

b. Why Are Consumer Services Distributed In A Regular Pattern?

1) The Central Place Theory

2) Market Area Analysis

3) Hierarchy of services & settlements

c. Why Do Business Services Locate In Large Settlements?

1) World Cities

a) The ancient world

b) The medieval world

c) Modern world cities

2) Hierarchy of business services

3) Economic base of settlements

d. Why Do Services Cluster Downtown

1) The CBD – Central Business District

a) Threshold

b) Range

2) Suburbanization of business

e. Individual Extra Credit Project

1) The Shadow Project

a) Students will have the option to bring a parent to school to speak about their job and its significance in our global world.

READINGS

§ Rubenstein Chapter 12 – (404-433)

§ Sherman-Morris & Steinberg – (287-292)

ASSESSMENTS

§ Reading Quizzes

o Quiz 1 – Chapter 12 Key Issues 1 & 2 and notes from Knox & Marston

o Quiz 2 – Chapter 12 Key Issues 3 & 4 and notes from Knox & Marston

§ Test – Chapter 12

XIII. Urban Patterns [CR1f], [CR2}, [CR3], & [CR4]

(1.5 weeks)

a. Where Have Urban Areas Grown?

1) Increasing population of the city

2) What constitutes an urban settlement?

b. Where Are People Distributed Within Urban Areas?

1) Three models of urban structure

a) Concentric zone model

b) Sector model

c) Multiple nuclei model

2) European cities

3) LDC urban areas

c. Why Do Inner Cities Have Distinctive problems?

1) Urban deterioration

2) Urban renewal vs. urban removal

3) Inner city social problems

a) culture of poverty

b) the underclass / the never-ending cycle

4) Inner city social problems

5) Individual Project

a) Students will visit a newly restored merchant area in the downtown area. The project requires research into the prior state of the area, and the improvements made thereafter. Students will answer questions pertaining to renewal and its pros and cons.

d. Why Do Suburbs Have Distinctive Problems?

1) The Peripheral Model

a) Urban sprawl

2) Suburban segregation

3) Transportation and suburbanization

a) The car

b) Public transport

4) Local government fragmentation

a) Smart growth

e. Sherman-Morris & Steinberg “The World Bank: News Release –

Loan To Tunisia”

f. Sherman-Morris & Steinberg “Who Are The Tuareg?”

READINGS

§ Rubenstein Chapter 13 – (437-467)

§ Knox & Marston Chapter 10 - (386-419)

§ Sherman-Morris & Steinberg – (315-320)

ASSESSMENTS

§ Reading Quizzes

o Quiz 1 – Chapter 13 Key Issues 1 & 2 and notes from Knox & Marston

o Quiz 2 – Chapter 13 Key Issues 3 & 4 and notes from Knox & Marston

§ Test – Chapter 13

XIV. Resources, Conservation, and Preservation [CR1g], [CR2], [CR3], & [CR4]

(1.5 weeks)

a. Why Are Resources Being Depleted?

1) Energy resources

a) Finiteness of resources

b) Using www.myfootprint.org, the class will examine their ecological footprint, establishing possible wastefulness on theirs and their family’s part

1. renewable vs. nonrenewable

2) Uneven distribution of fossil fuels

3) World petroleum – Who is in control?

4) Substitutes for petroleum

a) Coal

b) Nuclear

c) Natural gas

5) Mineral Resources

b. Why Are Resources Being Polluted?

1) Air pollution

a) Sherman-Morris & Steinberg DBQ “George W. Bush: Letter from the President”

b) Sherman-Morris & Steinberg DBQ “The Climate Cannot Wait for Bush”

2) Water pollution

3) Land pollution

4) Reading of Dr. Seuss’s “The Lorax”

c. Why Are Resources Reusable?

1) Renewing resources

a) Solar energy

b) Geothermal energy

c) Biomass

d) hydroelectricity

2) Recycling resources

d. Why Can Resources Be Conserved?

1) Sustainable development

2) Biodiversity

READINGS

§ Rubenstein Chapter 14 – (473-505)

§ Knox & Marston Chapter 12 - (480-487)

§ Sherman-Morris & Steinberg – (339-343)

ASSESSMENTS

§ Reading Quizzes

o Quiz 1 – Chapter 14 Key Issues 1 & 2 and notes from Knox & Marston

o Quiz 2 – Chapter 14 Key Issues 3 & 4 and notes from Knox & Marston

§ Test – Chapter 14

Hillcrest High School

Syllabus for United States History

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