2016-2017 Course Scope & Sequence (Revised 8/29/16)

Teacher Name: Mr. Luneau

Grade: 10th
Email: tluneau@bacps.net

Subject: U.S. History I

Phone: 413-366-5100 (ext. 137)
Website:
http://luneausocialstudies.wordpress.com

Description
Welcome to Mr. Luneaus U.S. History I class! This year, we will be exploring the first half of United States
history, spanning from approximately 1750 to 1865. We will be covering a variety of exciting and influential topics,
including but not limited to: the American Revolution, formation of the United States government, westward
expansion of the United States, the abolition of slavery and other social reforms, the Industrial Revolution, and the
Civil War.
In this course, we will explore these topics through a variety of perspectives, with a distinct emphasis on
social and revisionist history. Rather than simply analyzing the typical or textbook recollection of these events,
we will utilize historical accounts and other primary sources to gain a more in-depth understanding of how these
events have impacted life in the United States today.

Long Term Learning Targets

In the study of American history, students will practice the skills identified in the Common
Core Standards for Literacy in History/Social Studies, listed below:
Reading Cite specific textual evidence to support analysis of primary and
secondary sources, attending to such features as the date and origin of the information. (RH 9-10.1)
Reading Determine the central ideas or information of a primary or secondary
source; provide an accurate summary of how key events or ideas develop over the course of the text. (RH 910.2)
Reading Analyze in detail a series of events described in a text; determine whether
earlier events caused later ones or simply preceded them. (RH 9-10.3)
Reading Determine the meaning of words and phrases as they are used in a text,
including vocabulary describing political, social, or economic aspects of history/social studies. (RH 9-10.4)
Reading Analyze how a text uses structure to emphasize key points or advance an
explanation or analysis. (RH 9-10.5)
Reading Compare the point of view of two or more authors for how they treat the
same or similar topics, including which details they include and emphasize in their respective accounts. (RH
9-10.6)

 Reading Integrate quantitative or technical analysis (e.g., charts, research data)

with qualitative analysis in print or digital text. (RH 9-10.7)
Reading Assess the extent to which the reasoning and evidence in a text support the
authors claims. (RH 9-10.8)
Reading Compare and contrast treatments of the same topic in several primary and
secondary sources. (RH 9-10.9)
Writing Write arguments focused on discipline-specific content. (WHST 9-10.1)
Writing Write informative/explanatory texts, including the narration of historical
events. (WHST 9-10.2)
Writing Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience. (WHST 9-10.4)
Writing Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and
audience. (WHST 9-10.5)
Writing Use technology, including the Internet, to produce, publish, and update
individual or shared writing products, taking advantage of technologys capacity to link to other information
and to display information flexibly and dynamically. (WHST 9-10.6)
Writing Conduct short as well as more sustained research projects to answer a
question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when
appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under
investigation. (WHST 9-10.7)
Writing Gather relevant information from multiple authoritative print and digital
sources, using advanced searches effectively; assess the usefulness of each source in answering the research
question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and
following a standard format for citation. (WHST 9-10.8)
Writing Draw evidence from informational texts to support analysis, reflection,
and research. (WHST 9-10.9)
Writing Write routinely over extended time frames (time for reflection and
revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks,
purposes, and audiences. (WHST 9-10.10)
In terms of historical content, the material we will be covering is outlined by term in the sections below:
Term 1: In the first quarter, students will examine the American Revolution and formation of
the U.S. government, with the essential question What motivates people to change the
society in which they live?. In Units I and II, students will explore the origins of the desire for
American independence, analyzing the events, ideas, and figures that inspired the American
Revolution. Students will analyze the perspectives of multiple groups on the Revolution,
determining its justification and impact. Unit III will engage students in the formation of the
United States government through the drafting of the U.S. Constitution. Students will compose
an argumentative essay on the justification of the American Revolution, as well as a
comparative case study between the American Revolution and similar movements around the
world.
Term 2: The second quarter will continue the study of the United States government,
addressing the essential question of what is the purpose of government? Students will
explore the functions of the United States government in the present day, examining the
distribution of power between federal, state, and local governments. Unit IV will conclude with
an argumentative essay as well as a Document-Based Question (DBQ) project focused on the
electoral college. Students will also explore the challenges faced by the early United States
and the solutions developed by its leaders.

Term 3: The third quarter will examine the history of the United States in the 19th century
through three thematic units:
- Westward Expansion (EQ: what are the pros and cons of nationalism?)
- Industrial Revolution (EQ: how does technology change peoples lives?)
- Oppression, Inequality, and Social Change (EQ: what can people do to change
the society they live in?)
Students will explore each of these three themes that pushed the United States toward the
Civil War. Culminating projects include an argumentative essay evaluating Andrew Jackson, an
argumentative essay weighing the pros and cons of the Industrial Revolution, and a case
study of reform movements in the 21st century in comparative perspective.
Term 4: The fourth quarter will examine the Civil War, examining the essential question of
can war be used to bring two or more groups together? Students will explore the events
leading up to the outbreak of the Civil War, as well as the important developments during and
immediately following the Civil War. Students will compose an argumentative essay
addressing the question was the Civil War inevitable as well as a Document-Based Question
(DBQ) project on the fall of Reconstruction.

Standards-Based Grading Criteria for Learning Targets

Grade
4

Descriptor
Exceeding Target

3.5
3

Meeting Target

2.5
2

Approaching
Target

Attempting
Target

Criteria
Student consistently demonstrates an ability to independently
extend their understanding of the standard/target by applying
learning to more complex content and skills
Between 3 and 4. Meets criteria for a rating of 3 with some
elements of transference of learning to more complex content and
skills
Student demonstrates understanding of the standard/target and can
independently apply/use the content and skills embedded in the
standard/target
Between 2 and 3. Meets criteria for a rating of 2 with some
elements of independent application/use of standard/target
Student has foundational understanding of standard/target; student
requires assistance to develop a more complex understanding and
application of content or skill
Student requires consistent help and support to understand
standard/target student demonstrates simple understanding of
content and concepts

Policy for Make-up/ Late Assignments/ Multiple Opportunities of Success

Late Assignments: Each student is expected to complete all assignments in the allotted
time. Daily homework assignments will not be accepted late.. In the case of major
assignments (i.e. essays, projects), late work will have .5 points deducted for each day it is
late. However, these major assignments will not be accepted more than two days late.
Make-up Policy: IT IS THE STUDENTS RESPONSIBILITY TO OBTAIN AND COMPLETE MAKE-UP
WORK. If a student has an excused absence, s/he will be allowed the same number of days
as the number of days absent in order to make up work missed. Make-up work must be done
after or before school, NOT during valuable class time. Work from previous days will be
located in the absence folders near Mr. Luneaus desk (labeled by day of the week).

Re-do Policy: If a student turns in an assignment that receives a failing mark, the student
has the opportunity to redo the assignment. The following exclusions apply: multiple-choice
tests and other assignments as decided at the discretion of the instructor. The student must
conference with the teacher within one week after receiving the assignment.
After
conferencing with the instructor, the assignment will be given back to the student to redo.
The assignment must be completed and returned within one week after the conference. Once
the redo assignment is completed and corrected, it will be averaged with the original grade.
It is the students responsibility to take advantage of the redo policy. Students will not be
able to redo assignments at the end of the marking period.

Habits of Scholarship
All BACPS students are expected and required to follow the BACPS Habits of Scholarship. Each
Habit of Scholarship will be assessed and graded weekly.

Readiness: I come to
class ready to learn

Respect: I actively
and respectfully participate in class

Perseverance: I
assess and revise my work

Collaboration: I
contribute to the success of group work

Integrity: I complete
daily homework

Classroom Norms & Procedures

Mr. Luneaus Golden Rule
Every student has the right to learn and the right to be successful in class.
No person has the right to take that away from another.
-

Enter the classroom quickly and quietly, and, upon entering the classroom:
a. Read the instructions posted on the easel board and
head to your assigned seat (unless otherwise directed).
b. Take out any necessary materials (paper, pen/pencil,
agenda, etc).
c. Complete the Do Now activity on the board.
d. Place your homework on your desk.
e. Copy the days homework in your agenda and
learning targets in your journal

Classroom Expectations
1.
2.
3.
4.

No passes will be issued during the first or last 10 minutes of class.

Keep hands, feet and objects to yourself.
Follow directions the first time they are given.
Respect the right to learn and succeed in class of all students.

5. Use only appropriate, respectful language at all times.

6. Remain seated and in your assigned seat unless otherwise directed by the teacher.
This includes waiting to be dismissed by the teacher before packing up to leave the room.
7. Take care of the classroom environment and materials.
8. Raise your hand if you have a question or would like to answer one.

Materials Needed for Class/Instructional Resources

Pens (blue or black ink) and/or pencils

Lined paper (filler paper for binder or spiral notebook)
A 3-ring binder for handouts and other materials
3 highlighters (1 yellow, 1 blue, 1 green)