HIST-H 105 American History I– Fall 2020

Bremen High School

General Education Breadth of Social & Historical Studies

Credits 3
Inquiry S&H

Instructor Steven Caudill Office RM 301

scaudill@bps.k12.in.us Your office hours: 7:45-

Email Office Hours 8:00 M/T; and by
appointment

Meeting BHS-RM 301 and possibly

M-F 12:45-1:55 Meeting Location
Times Zoom

Prerequisite(s None
)
Registration:   Monday,
August 17, 2020 – Friday,
September 11, 2020
Drop date: Friday
September 11, 2020.
Lab fees Withdrawal Date:
Thursday December 3,
2020 or two weeks before
the final exam (must be
passing – ACP withdraw
form required.)
None

Colonial period, Revolution, Confederation and Constitution, national period to 1865. Evolution of
American society: political, economic, social structure; racial and ethnic groups; sex roles; Indian,
inter-American, and world diplomacy of the United States; evolution of ideology, war, territorial
expansion, industrialization, urbanization, international events and their impact on American history.
Course
Description This course introduces students to the discipline of history and to major debates over how to
tell the story of the United States. Endeavoring to prepare students for the rigor of college
reading, writing, and analysis, the focus of the course is on the investigation of primary and
secondary sources. Each unit will include a number of history labs and observation papers
which lead to a major essay.
Core Transfer
Library Yes, CTL Name: American History I
Course

Recommended/ Preferred Textbook:

Textbook
Title & Roark, Johnson, et al., The American Promise: A History of the United States
Author
 Registration window: TBA
Important
Drop date: TBA
Deadlines
Withdrawal Date: TBA
Learning A successful student will, by the end of the semester, demonstrate:
Objectives
1. Distinguish between primary and secondary sources
2. Identify appropriate sources to help explain historical change, including:
1. The origins of the American Revolution
2. the role of Westward Expansion (including Indian Removal and the Conquest
of Mexico) in the impending crisis
3. the causes and consequences of the Civil War
3. reflect on historical problems, including perennial conflicts along lines of race, class
and gender
4. Synthesize primary and secondary sources in addressing a historical question

How IU 1. Class Participation and Observation: 10%

Grade will be 2. History Labs (aka Microthemes,etc.) : 20%
Calculated 3. Analytical Papers: 30%
4. Research Related Assignments: 20%
5. Exams: 20%
How High
School Grade
Same as IU Grading Scale
will be
Calculated

IU Grading
Scale
A+: 98-100% C+: 77-79.9%

A: 93-97.9% C: 73-76.9%

A-: 90-92.9% C-: 70-72.9%

B+: 87-89.9% D+: 67-69.9%

B: 83-86.9% D: 63-66.9%

B-: 80-82.9% D-: 60-62.9%

High School See BPS student handbook

Grading Scale
A: 93-100% C: 73-76.9%

A-: 90-92.9% C-: 70-72.9%

B+: 87-89.9% D+: 67-69.9%

B: 83-86.9% D: 63-66.9%

B-: 80-82.9% D-: 60-62.9%

C+: 77-79.9% F: 59.9% & below

 Schedule of
Schedule of topics covered, assignments, papers, projects, quizzes, labs, & tests
Assignments

Classroom Students in ACP US history are expected to:

Policies & 1. Accept full responsibility for their work.
Information 2. Be Proactive, polite, and prompt
3. Arrive to class on time with your: any primary source readings, charger,
Chromebook, notebook, folder, writing utensil and your textbook!
4. Review your notes nightly
5. Your responsibility, when you are absent, is to come to the teacher during office
hours and ask for what is to be completed when you are absent. You should also
check Canvas>pages to see what the agenda was for that day
6. Be fully prepared for each day’s activity.
7. Work cooperatively and productively with all class members.
8. Adapt to a variety of assignments and situations.
9. Work with college level material.
10. Produce quality work on time according to established criteria and guidelines.
11. Be motivated to read, write, speak and think critically and creatively.
12. Demonstrate leadership and initiative.
13. Work individually without direct supervision.
14. Adapt to a variety of evaluation procedures.
15. Fully and effectively participate in all class activities.
16. Understand that class work extends beyond the classroom and class time allotted.
17. Effectively use the media center and all source materials.
18. Make effective use of time.
19. Work to the student’s potential.
20. Make connections, express relationships and view the “big picture” of US history.

Attendance Students should do their best to attend class. In the event a student is unable to participate in class
Policy due to school-related events, travel or illness, students will be held responsible for any work missed.
Your policy

Late Work Late Work Policy: I accept late work. It is a priviledge that can be revoked. My goal is
Policy that you become autonomous adults who learn to meet deadlines. Asking me 3 or more times
to open quizzes and accept late work is not how autonomous adults work.

Make-up/Re-
take Exam October 5th
Policy

Dual Credit- The rigor of this course will be periodically reviewed by Indiana University faculty in an effort to
High School maintain the high quality of education that each student receives. Due to the unique format of this
Credit Policy course, students must decide during the IU enrollment period whether they wish to receive dual credit
Statement (high school and IU credit) or only high school credit. Students who choose to take the course only
for high school credit and receive a passing grade may not register at a later date or repeat the course
(while in high school) for college credit.

IU Academic The Indiana University Code of Student Rights, Responsibilities, and Conduct describes
Misconduct types of misconduct for which students may be penalized, including cheating, fabrication,
Statement plagiarism and interference with other students’ work, as well as actions which endanger the
University and the University community and possession of firearms. The Code also
 indicates the procedures to be followed in these cases. All students are required to adhere
to the responsibilities outlined in the Code. http://www.iu.edu/~code/
Academic dishonesty can result in a grade of F for the class (an F for academic
dishonesty cannot be removed from the transcript). Significant violations of the Code can
result in expulsion from the University.
Plagiarism is using another person's words, ideas, artistic creations, or other intellectual
property without giving proper credit. According to the Code of Student Rights,
Responsibilities, and Conduct, a student must give credit to the work of another person when
he does any of the following:
1. Quotes another person's actual words, either oral or written;

2. Paraphrases another person's words, either oral or written;

3. Uses another person's idea, opinion, or theory; or

4. Borrows facts, statistics, or other illustrative material, unless the information is

common knowledge.

Use the following links for more information:

https://studentcode.iu.edu/responsibilities/academic-misconduct.html
https://wts.indiana.edu/writing-guides/plagiarism.html

If a student is suspected of violating the academic code of conduct, please contact Jim
Johnson in the ACP office at jkjohnso@iu.edu and we will proceed to create a file.

Observation and Class participation assignments 10%: short in class quizzes and participation.

History Labs: Primary source document analysis activities.

Exams 20%: The midterm and final exams will include short answer identifications, primary source
identification, and two essays. In each essay, students will be responsible for taking a position on the historical
question, and supporting that question using evidence. You should draw on knowledge from readings, class
discussions and primary source documents to answer the questions.

Analytical Papers 30%: Students will be required to use primary source documents to explain their
connection to the era and what can be learned from them.
Paper 1: Due Sept 17th
Paper 2: Due Oct 15th

Research related assignments 20%: Argument-based writing is a crucial skill that students need to
develop for college, and one that they typically struggle with. Each essay should have a thesis that is supported
using direct evidence from the documents. Students will write 2 longer papers (each worth 10% of the final
grade). Papers are the only assignments that may be turned in late, but will receive a 10% penalty of their
earned score per calendar day the paper is late. Papers will not be accepted more than 1 week late.
Open Door Policy:
Students: Consider me one of your advocates here at Bremen. I will do everything within my power to ensure your
success in my class, any other class, and anything else you need help with. If you need to speak with me about
anything I am here; just say the word and we will set a time. Good luck!

Parents: Feel free to contact me at any time about your student’s progress throughout the year; however, one of the
essential skills students need to learn in order to be successful for college is to become their own self-advocate.
Students should approach the teacher to discuss any and all issues prior to involving a parent. The best and quickest
way to get in touch with me is via email at scaudill@bps.k12.in.us.

Week 1: Ancient America, Before 1492

The American Promise chapter 1
Day 1: 8/19/2020 American Promise 1-8
https://www.papalencyclicals.net/alex06/alex06inter.htm

Day 2: American Promise 9-16

8/20/2020 https://www.gilderlehrman.org/sites/default/files/inline-pdfs/04093_FPS.pdf

Day 3: American Promise 17-24

8/21/2020
K.B. English Landlord P.19 in Canvas
K.B. Hakluyt Sees England

Week 2: Europeans encounter the New World

● The American Promise chapter 2
American Promise 23-29
Day 1:
8//242020 MP English Artist p 10

A.

Day 2: American Promise 30-36

8/25/2020
K.B. Francisco Coronada p 11-12

Day 3: American Promise 37-43

8/26/2020 Account of Pueblo Revolt

Day 4: American Promise 44-50

8/27/2020 De Las Casas Spanish Mistreatment of the Indians

American Promise 51-52

Day 5:
8/28/2020
Week 3: The American Promise chapter 3 Southern Colonies in the 17th Century

Day 1: American Promise 54-60

8/31/2020 A. MP Indentured Serv. p36-37.pdf

Day 2: American Promise 61-66

9/1/2020 MP George Alsop p 38-39.pdf

Day 3: American Promise 67-73

9/2/2020
Bernard Bailyn - May 27 2020 - 2-52 PM.pdf

Day 4: American Promise 74-79

9/3/2020

Day 5: American Promise 80

9/4/2020

Week 4: American Promise Ch 4 Northern Colonies in the 17th Century

o
Day 1: Labor Day no school
9/7/2020
American Promise 81-88

K.B. Slavery is Justi. p44-45.pdf

Day 2: American Promise 89-96

9/8/2020

Bacon's Rebellion Primary and Secondary Sources.pdf

Day 3: American Promise 97-104 Stono Rebellion Primary and

9/9/2020 Secondary Sources.pdf

Day 4: American Promise 105-108

9/10/2020
Leisler's Rebellion Primary and Secondary Sources
 Virginia slave statutes - Jun 5 2020 - 4-30 PM.pdf

Day 5: Work on papers

9/11
/2020 Worksheet on 17th Century Rebellions.docx
Making Observations on Rebellions Worksheet.docx

Week 5: American Promise ch 5 Colonial America in the 18th century

●
Day 1: American Promise 109-116
9/14/2020
Excerpt: An Interesting Narrative of the Life of Olaudah Equiano.

Day 2: 9/15 Work on papers and history lab day

Day 3: American Promise 117-123

9/16/2020
“A Brief History of Slavery You didn’t Learn in School,” in NYT
Interactive, 1619 Project, by Jazmin Hughes and Mary Elliot

Day 4: American Promise 124-130

9/17/2020
The Barbaric History of Sugar in American History, 1619 Project

PBS Resources for Teaching the Terrible Transformation

PBS's Africans in America: The Terrible Transformation

Day 5: American Promise 130-139

9/18/2020
PBS's Africans in America: The Terrible Transformation

Week 6: American Promise ch 6 The British Empire and Colonial Crisis 1754-1775
Day 1: American Promise 140-146
9/21/2020
George Hewes 1981

Day 2: American Promise 147-153

9/22/2020
K.B. Colonial Trade

Day 3: American Promise 154-160

9/23/2020
M Gary Nash p. 122-133 CROP.pdf
 M Stamp Act p. 104-105 CROP.pdf

Day 4: American Promise 161-167

9/24/2020
KB Ben Franklin P. 79-82 CROP.pdf

M African Americans p. 112-113 CROP.pdf

third draft of a constitution for Virginia, 1776 - May 21 2020 - 3-10

PM.pdf

Paper # 1 Due:

Day 5: American Promise 168-172

9/25/2020

Pennsylvania declaration of Rights, 1776 - May 21 2020 - 3-11 PM.pdf

Massachusetts declaration of Rights 1780 - May 21 2020 - 3-13 PM.pdf

The Federalist reaction to Shay's rebellion - Jun 8 2020 - 9-51 AM.pdf

● Midterm: September 24 and 25

● analytic Paper #1 due Tuesday, September 17
Week 7: American Promise ch 7 The War for America 1775-1789
o
Day 1: American Promise 173-180
9/28/2020
Zinn, "Persons of a Mean and Vile Condition," pp.31-45 (in this online
document)

Day 2: American Promise 181-187

9/29/2020
KB Abortive Slave Trade P. 101 CROP.pdf

Day 3: American Promise 188-194

9/30/2020
M A and J Adams p. 109-110 CROP.pdf

Day 4: American Promise 195-201

10/1/2020
 M Mohawk Leader p. 111-112 CROP.pdf

10/2/2020 American Promise 201-206

Week 8: American Promise ch 8 Building a Republic 1775-1789

Day 1: American Promise 207-213
10/5

M Alfred Young p. 147-154 CROP.pdf

Day 2: American Promise 214-221

10/6

V James Madison p. 106-109 CROP.pdf

Day 3: American Promise 222-228

10/7
V George Mason p. 109-111 CROP.pdf

1789 Constitution

Day 4: American Promise 229-238

10/8/2020
Bill of Rights, 1789

Day 5 Bill of Rights and the Masses

10/9/20

Week 9: American Promise ch 9 The New Nation Takes Form-1789-1800

Day 1: American Promise 239-245

10/12/2020 Alexander Hamilton on manufacturing 1791 - May 29 2020 - 1-29
PM.pdf

Day 2: American Promise 246-253

10/13/2020 Thomas Jefferson aristocrat as Democrat, Richard hofstadter - May 29
2020 - 1-17 PM.pdf

Day 3: American Promise 254-259

10/14/2020 farmer refuted - May 29 2020 - 1-41 PM.pdf

Day 4: 260-264
10/15/2020 conversation 1791 - May 29 2020 - 2-14 PM.pdf

Day 5: 265-266
10/16/2020

Week 10:
○ American Promise ch 12-The New West and the Free North, 1840-1860
○ How and Why did the US Win the Mexican Cession?
Day 1: American Promise 333-340
10/19/2020 ● Cherokee Constitution.pdf

Day 2: American Promise 341-347

10/20/2020 ●
KB Stephen Douglas p.313-314 CROP (1).pdf
● article criticizing US interests in Mexico, 1836 - May 21 2020 - 2-
01 PM.pdf
address and support of the treaty of Guadalupe Hidalgo - May
21 2020 - 2-12 PM.pdf

Day 3: American Promise 348-355

10/21/2020 Tecumseh appeal - May 27 2020 - 3-04 PM.pdf
conditions for African Americans in Mexican Texas, 1833 - May 21
2020 - 1-57 PM.pdf

Day 4: American Promise 356-363

10/22/2020 ● council 1793 - May 27 2020 - 3-02 PM.pdf
● The treaty of Guadalupe Hidalgo 1848 - May 21 2020 - 2-07
PM.pdf

10/23/2020 364-365
Research on War With Mexico Due

Week 11: American Promise ch 13-the Slave South

●
Day 1: American Promise 365-371
10/24/20
1854, George Fitzghugh, "Sociology of the South"

Day 2: American Promise 372-378

10/25/20 Ed Baptist Chapter 1 Slavery's Capitalism.pdf

Day 3: American Promise 379-385

10/26/20 Abe Lincoln, on the Kansas-Nebraska Act

Day 4: American Promise 386-393

10/27/20

Day 5: 394
10/28/20

Week 12: American Promise ch 14-The House Divided 1846-1861

●
Day 1: American Promise 395-402
10//20

Day 2: American Promise 403-409

10/27/20

Day 3: American Promise 410-416

10/28/20

Day 4: American Promise 417-423

10/29/20

Day 5: 424
10/30/20

Remote Learner Expectations:

 Remote learners must be logged into Canvas Conferences/Zoom at the start of normal
class time and remain logged in until you are dismissed.
 Your assignment submissions are due at the required time, or it will be considered
late.
 If you have a question at any time please raise your hand and ask. Please give me time
and be patient.
 Please use headphones and only eat before our sessions.