San Gabriel Academy

U.S. HISTORY SYLLABUS: Period 5 SHOWBIE D7YTF

PURPOSE: Welcome to United States History. History has an unfortunate reputation to be dry and boring but when you

see how patterns of the past affect the present, you will realize what a fascinating drama history can be. The purpose of

this class is to help you to reason from cause to effect. How and why the past contributed to where we are in the present

and what we can possibly anticipate in the future. Because San Gabriel Academy is Seventh-day Adventist Christian

School, we will be integrating and seeing how God’s divine hand is seen throughout history.

Two Biblical principles that I would like you to keep in mind is this:

“The thing that hath been, it is that which shall be; and that which is done is that which shall be done: and there is no new

thing under the sun.” Ecclesiastes 1:9.

“And he changeth the times and the seasons: he removeth kings, and setteth up kings: he giveth wisdom unto the wise,

and knowledge to them that know understanding:” Daniel 2:21.

CONCEPTS COVERED:

o The importance of religious liberty and self-government as the foundation of the United States.

o Be able to understand the flow of time and events, including God’s involvement and biblical prophecy.

o Trace the logical progression of historical events and the United States’ role in prophecy.

o To glean valuable spiritual lessons from the various events in U.S. History. o Examining the push and pull factors that led to European exploration of the Americas and how it is connected

with the 1260 prophecy and Revelation 12.

o Trace the development of religious liberty and toleration in the American colonies.

o How the Enlightenment and British political history influenced the governments in the colonies.

o The causes and effects that led to the American Revolution. o The development of the United States Constitution and the tension between a strong national government and

states’ rights.

o The expansion of the United States and the growing debate over slavery that led to the Civil War. o The mass migration of California both from within and international (China, and Latin America) during the Gold

Rush.

o The Second Great Awakening Religious Revival and various social reform movements that influenced the formation of the Seventh-day Adventist Church.

o Civil War and Reconstruction and its repercussion towards the authority of the Federal Government and race relations.

o The Seventh-day Adventist Church and its involvement in the Civil War and Reconstruction era.

o Manifest Destiny, the expansion and development of cities, and the rise of consumerism in the gilded age.

o The need for government regulations and reform during the Progressive Era.

o Factors that led to the United States to be a world power through its involvement of the Spanish/American War.

o Factors that led to the United States to be involved in WWI.

o The Roaring Twenties and the Great Depression.

o The New Deal and the expansion of the Federal Government.

o WWII and its long term effect upon the United States as a world power.

o The Cold War.

o The rise of consumerism and prosperity in the 1950s.

o Kennedy’s New Frontier, Lyndon Johnson and the Great Society and War on Poverty.

o The Vietnam War and its impact both internationally and within the United States.

o The Civil Rights Movement and its long term impact in American society.

o The Counterculture movement and its impact in morality upon the United States.

o The rise and fall of Richard Nixon and his impact on both foreign policy and the presidency.

o The Reagan Revolution and the end of the Cold War.

o The 1990s and the cultural and technological impact of the era.

o The War on Terrorism of the 2000s.

o The Obama Presidency and current events.

SKILLS:

To have a respectable knowledge base and understanding of the major events and individuals that shaped the

history of the United States.

Develop critical thinking skills that allow students to reason from cause to effect of the material studied.

To identify repeated patterns and themes.

To compare and contrast various historical eras.

To learn to make good life choices by studying and analyzing the actions of those in the past.

To be able to freely articulate one’s opinion and perspective in a coherent and clear manner through class

discussions, written responses, presentations, and other creative modes of expression.

To be able to develop independent thinking without the pressure or the need to conform to the instructor or their

peers.

Learn diverse perspectives and learn to appreciate and learn from them.

To express material learned through artistic outlets such as drawing, constructing models, skits, and producing

videos.

MATERIALS:

The Holy Bible. Either physical or an app. (2 Timothy 3:16-17)

Textbook: Emma J. Lapsansky-Werner, United States History, (Upper Saddle: Prentice Hall, 2013).

A three ring spiral college rule notebook to write your notes.

Supplemental Reading:

Ellen White, The Great Controversy, (Nampa: Pacific Press Publishing, 1911).

RULES OF CONDUCT:

(1) Respect both the instructor and your classmates like you would be treated (Galatians 5:14).

(2) Come to class on time in your assigned seat before the bell rings. Please use the restrooms between passing

periods. Be prepared for class. Please make sure to ALWAYS bring your history notebook, pens and other

materials to class. School tardy policies applies (Proverbs 21:31, Matthew 25:1-5).

(3) Please follow directions immediately and accurately (Proverbs 8:33).

(4) Please no talking or texting while lecturing unless given permission to do so (Proverbs 4:20-21).

(5) Please raise your hand and wait for permission before speaking out or leaving your seat. I will utilize classroom

discussions and interaction in my instruction and I will give you the floor if your hand is raised. Also when the

student is called on to speak or share, students are expected to give him or her undivided attention and the same

respect you would give to the teacher (1 Corinthians 14:40).

(6) Please be respectful to the teacher, to each other, and to yourself. Refrain from profanity in my classroom. It is

disrespectful to both yourself and to the others around you (Ephesians 4:29).

(7) Always tell the truth. Please do not try to disrespect the teacher by ATTEMPTING to LIE to HIM. Absolutely

no cheating or plagiarism (copying other people’s work without citing them). You will get an automatic zero in

your work (Proverbs 8:7).

(8) Please do not bring Ipods, or use your smart phones to watch entertainment shows, movies, or play video games

during class, it will distract you from learning and you will not get the benefit of the sacrifice your parents are

making for you to learn here (Mark 8:18).

(9) FOOD and Drink IN THE CLASSROOM w/ Teacher’s permission. You must clean up after yourself to

maintain your privilege (2 Corinthians 7:1).

(10) Please turn in your homework and class-work on time. I will NOT ACCEPT late work and you will get an

automatic zero if you don’t turn in your work on time unless there was a prearranged excuse or extraordinary

circumstances that prevented you from turning in your work on time. (Romans 13:11)

SPECIAL ZOOM CONDUCT:

(1) Turn on notifications of your San Gabriel Academy email and check it regularly. All tests and assignments

will be delivered either via email or through the group chat on Zoom

.

(2) When you log on Zoom, please turn on camera at ALL TIMES. Please place yourself in Mute.

(3) Please log-on to Zoom on-time. There is no excuse for being late on Zoom.

(4) When the teacher calls upon you, please unmute and answer the teacher.

(5) If you have a question, please don’t interrupt the teacher put place a text message on Zoom Chat.

(6) You are expected to fill in the review sheet during class on the material I am presenting and turn it in on

showbie.

(7) For quizzes, you are expected to write out legibly your answers to the quiz on a piece of paper.

(8) Your tests, you are expected to type out your answers in a document and create a PDF and turn it into me on

showbie.

Grades:

Your grade will be contingent upon how you perform on tests connected with the standards of this course.

HOMEWORK and CLASSWORK:

Reading Assignment: You will have daily reading assignments. The schedule of the reading is below. Keeping up

with your reading is very important and will insure you doing well in my class.

You MUST complete several guided note worksheets in preparation for certain exams. If you do not do these

assignments, you will receive a No Data for that standard until you complete that assignment.

Consistently completing and turning in your homework can lead to additional retake opportunities.

You can find the corresponding power-points online on my website : https://sgachung.weebly.com/us-history.html.

STANDARDS BASED GRADING SCALE:

4.0: In addition hitting the learning target/standard, goes beyond the standard in what was being taught. This is fulfilled

by doing your own personal project or research on the standard that leads to an authentic performance or product that

results from your quest.

3.0: At Standard. Learning goal target fulfilled.

2.0: Partially fulfills learning standard target.

1.0: With help, partial success in 2.0 content.

0.0: No Data.

P-SCALE

STANDARD

Score

4.0

In addition to score 3.0 performance; you demonstrated in-depth understanding and real world

applications that is beyond what was taught in the standard.

Score

3.5

In addition to score 3.0 performance, partial success at score 4.0 content

Score

3.0

Is when you fulfilled completely and correctly the skill required for the standard. For short answer

questions, it means that you have every question correct.

Score

2.5

No major errors or omissions regarding score 2.0 content and partial success at score 3.0

content. You have minimal errors or a minor error in your performance.

Score

2.0

Your performance fulfills some of the standard but not completely all that the standard requires. For

example, if you are taking a short answer test, you have some of the questions correct but not all the

questions correct. This is a 2.0.

Score

1.5

Partial success at score 2.0 content and major errors or omissions regarding score 3.0 content

Score

1.0

With help, partial success at score 2.0 content and score 3.0 content.

Score

0.5

With help, partial success at score 2.0 content but not at score 3.0 content

Score

0.0

Even with help, no success

RETAKE POLICY:

In order for you to retake the specific exam, you must fill out the learning plan. All learning plans are posted on my

website.

You have a maximum of two opportunities for retakes per standard tested.

You have opportunities to have more retakes if you faithfully complete your assignments (classwork/homework).

You can also consult with the teacher to go on a quest for each standard where you can attempt a 4.0 regardless of

your test score. Your quest score could replace your test score for that particular standard.

QUESTING:

To achieve a 4.0 for a standard testing, you can go on a quest. A quest self-motivated research going in depth and beyond the

standard and apply it to real life situations. A quest can take the form of a podcast, a case study, a model, storyboard or

comic, a youtube video/channel, documentary, presentation on the standard you are researching. Consult with the teacher on

going on a quest. A quest can also be used an alternative to a retake.

Average Scale Scores Across Multiple Goals

(Standards)

Traditional Grade

3.26 and above. A

3.00-3.25 A-

2.84-2.99 B+

2.67-2.83 B

2.50-2.66 B-

2.34-2.49 C+

2.17-2.33 C

2.00-2.16 C-

1.76-1.99 D+

1.26-1.75 D

1.00-1.25 D-

Below 1.00 F

In regards to grades, I want to share with you this valuable quote from someone far smarter than I =).

“True success in any line of work is not the result of chance or accident or destiny. It is the outworking of God's

providences, the reward of faith and discretion, of virtue and perseverance. Fine mental qualities and a high moral tone are

not the result of accident. God gives opportunities; success depends upon the use made of them.” {Prophets and Kings,

page 486}

And finally this is what I by the grace of God, is seeking to bring to you for this class.

“And the servant of the Lord must not strive; but be gentle unto all men, apt to teach, patient. In meekness instructing

those that oppose themselves; if God peradventure will give them repentance to the acknowledging of the truth;” 2

Timothy 2:24-25.

“The Garden of Eden was a representation of what God desired the whole earth to become, and it was His purpose that, as

the human family increased in numbers, they should establish other homes and schools like the one He had given. Thus in

course of time the whole earth might be occupied with homes and schools where the words and the works of God should

be studied, and where the students should thus be fitted more and more fully to reflect, throughout endless ages, the light

of the knowledge of His glory.” Education page 22.

CONTACT INFO

I am here to help. If you want to get a hold of me, here is how you can reach me. My email is

pchung@sangabrielcademy.org. Website: http://sgachung.weebly.com

Course Schedule

August Topics & Reading Assignments

T 18 Introduction and orientation. American Indians Chapter 1:1, pages 4-14.

TH 19 American Indians and European exploration/West Africans and First Encounter: Assignments Due:

Chapter 1: Sections 1 and 3: pages 14-26.

F 20 Spain’s Empire in the Americas, The French Empire and English Southern Colonies:

Assignments Due: Chapters 2 Section 1: pages 34-40.

T 25 The New England Colonies: Section 4: pages 50-54. Seeing the Pilgrims in Bible

Prophecy. Great Controversy pages 289-298. Assignment: Pilgrims in Bible Prophecy supplement.

TH 27 The New England Colonies continued and Religious Liberty.

Assignment Due: Pilgrims in Bible Prophecy Supplement.

F 28 Immigration and Slavery: Chapter 3 Section 1 (pages 66-71)

SEPTEMBER:

T 1 The American Colonies and England. Comparing Regional Cultures:

Assignment Due: Roger William Religious Liberty Worksheet

TH 3 USH 5.1 (Bible Prophecy) Exam. 11.3, 11.3(1) First Great Awakening Formative Assessment.

Presentation: Wars of the Empire:

Assignments Due: Chapter 3 Section 4 (pages 85-89)

Pilgrims in Bible Prophecy Supplement.

F 4 Comparing regional Empires and Wars of the Empire Continued.

T 8 Wars of the Empire:

Assignments Due: Chapter 3 Section 4 (pages 85-89)

TH 10 Causes of the Revolution pages 98-107.

F 11 Catch up day.

T 15 Testing

TH 17 Testing

F 18 Catch up day.

T 22 Causes of the Revolution continued.

TH 24 Declaring Independence: Turning Points of the War

Assignments Due: Chapter 4 Section 3 and 4, (pages 108-117).

F 25 War’s End and Lasting Effects:

Assignments Due: Chapter 4:3 to 4:4: pages 117-127).

T 29 Lasting Effects Continued. A Confederation of States (pages 132-141)

OCTOBER:

TH 1 A Confederation of States continued.

F 2 Drafting the Constitution:

Assignments Due: Chapter 5 Section 1 (pages 142-148)

T 6 (11.2, 11.3(5)) Revolutionary War and Constitution Test.

TH 8 Government and Party Politics and The Struggle Over Foreign Policy

Assignments Due: Chapter 6 Section 1 (pages 192-211)

F 9 The Age of Jefferson (Pages 205-211).

T 13 The War of 1812:

Assignments Due: Chapter 6: Section 4 (pages 214-219).

TH 15 War of 1812 (continued) Industry and Transportation and Sectional Differences:

Assignments Due: Chapter 7:Section 1 & 2 (pages 228-238)

F 16 Formative Assessment of War of 1812.

T 20 USH 4.5 War of 1812 Test. An Era of Nationalism & Democracy and the Age of Jackson:

Assignments Due: Chapter 7: Section 3 (pages 242-254)

TH 22 Constitutional Disputes and Crises:

Assignment Due: Chapter 7: Section 5 (pages 255-259)

F 23 .A Religious Awakening:

Assignments Due: Chapter 8: Section 1: (pages 266-272)

Assignment Supplement: Great Controversy, chapter 18.

Reforming Society Research Assignment.

T 27 The Antislavery Movement, Women’s Movement, Migration to the West

Assignments Due: Chapter 8: Section 3: (pages 278-304).

Assignments Due: (Great Controversy chapter 18)

Assignment Due: Chapter 8:2 (pages 273-278).

TH 29 11.3(1) Second Great Awakening Formative Exam.

Texas and the Mexican-American War and Effects of Territorial Expansion

Assignments Due: Chapter 9: Section 2 and 3 (pages 305-315)

F 30 War and the Effects Territorial Expansion, Slavery, States, Rights, and Western Expansion. (311-

330)

November

T 3 A Rising Tide of Protest and Violence and Political Realignment Deepens Crisis:

Assignments Due: Chapter 10: Section 2 and 3 (pages 331-345)

TH 5 11.1(3) Federal versus State Authority Exam.

Lincoln Secession, and War and Resources, Strategies and Early Battles.

Assignments Due: Chapter 10: Section 4 (pages 346-366).

F 6 Lincoln Secession, and War and Resources, Strategies and Early Battles continued.

Assignment Supplement: Testimonies to the Church, volume 1, page 258 and worksheet.

T 10 Resources, Strategies and Early Battles.

Assignments Due: Chapter 11: Section 1 (pages 360-366)

Testimonies to the Church, volume 1, page 258 and worksheet.

TH 12 African Americans and the War. Life During The War:

Assignments Due: Chapter 11: Section 2 (pages 367-378)

Testimonies to the Church Vol. 1 supplement worksheet.

F 13 Turning Points of the War:

Assignments Due: Chapter 11: Section 4 (pages 383-387)

T 17 The War’s End and Impact:

Assignments Due: Chapter 11: Section 5: (pages 390-395)

Supplemental Assignment: Reconstruction Plan Project.

TH 19 Rival Plans for Reconstruction:

Assignments Due: Chapter 12:1 (pages 402-409)

F 20 Reconstruction in the South:

Assignments Due: Chapter 12:2 (pages 410-418)

T 24 No School

TH 26 Eve of celebrating religious liberty and eating Tofurky. Save a Turkey, eat tofu.

F 27 Looking for deals.

December

T 1 End of Reconstruction:

Assignments Due: Chapter 12:3 (pages 419-427)

TH 3 11.1(4) Civil War and Reconstruction Test. USH 1.4, 4.1 God’s role in U.S. History in the Civil

War Test.

F 4 Intro.to Ch. 13 (“The Triumph of Industry Technology and Industrial Growth)

Assignment Due: Ch. 13/Sec. 1-2/pp. 436-457.

T 8 The Rise of Big Business and Organized Labor Movement

Assignment Due: Ch. 14/Sec. 1 & 2/pp. 464-478

TH 9 Cities Expand and Change and Social and Cultural Trends

Assignment Due: Ch. 14/Sec. 3/pp. 480-485

F Formative Assessment.

M 14 11.2 Industrial Revolution Exam.

W 16 Make up exam and questing.

CHIRSTMAS BREAK

January

TH 7 Intro. to Ch. 15 (“The South & West Transformed”)

Westward Expansion and the American Indian and Transforming the West

Assignment Due: Ch. 15/Sec. 1-2, 3/pp. 492-512.

F 8 Intro to Chapter 16: Issues of the Gilded Age, Political and Economic Challenges.

Assignment Due: Ch. 16/Sec. 1-2/pp. 520-532.

T 12 Intro to Chapter 16:continued. Farmers and Populism:

Ch. 16/Sec. 2-3/pp. 523-539

TH 14 Chapter 15 and 16 Formative Assessment (USH 1.4, 4.5, CA STATE 11.2(8))

F 15 Intro to Chapter 17: Progressive Era.

T 19 Intro. to Ch. 17 (“The Progressive Era”) and Women Make Progress.

Assignment Due: Ch. 17/Sec. 1 & 2/pp. 548-563.

TH 21 The Struggle Against Discrimination and Roosevelt’s Square Deal.

Assignment Due: Chapter 17:3-4, pp. 564-575.

F 22 Formative Assessment.

T 26 Roosevelt’s Square Deal continued. Wilson’s New Freedom

TH 28 11.2 (9) Progressive Test.

F 29 Intro to Chapter 18 (An Emerging World Power and the Spanish

American War).

Assignments Due: Ch. 18/Sec. 1 & 2/pp. 586-598

February

T 2 The United States and East Asia and review.

Assignment Due: Ch. 18/Sec. 2-3/pp. 592-603

TH 4 Exam: Imperialism. (11.4) 11.4(1), 11.4(4)

F 5 Intro to Ch. 19 (“World War I and Beyond and the Home Front”)

Assignment Due: Ch. 19/Sec. 1-2/pp. 618-635

T 9 World War I continued. Wilson, War, and Peace.

Assignment Due: Ch. 19/Sec. 3/pp. 637-645

TH 11 Wilson, War, and Peace and Effects of the War.

Assignment Due: Ch. 19/Sec. 3/pp. 637-645

F 12 Effects of the War continued.

T 16 No School: President’s Day.

TH 18 WWI Test (USH 4.5, 11.4 (5))

F 19 Intro to the Twenties.

T 23 The Business of Government

Assignment Due: Chapter 20:1-2, pages 658-670.

TH 25 Social and Cultural Tensions/ A New Mass Culture

Assignment Due: Chapter 20:3-5, pages 671-687, 690-694.

F 26 Formative Assessment.

March:

T 2 Roaring 20s Test. CA 11.5 Standard.

TH 4 Intro to Chapter 21: The Great Depression and America Face Hard Times

Assignment Due: Chapter 21:1-2, pages 702-717.

F 5 Hoover’s Response Fails & FDR offers Relief and Recovery

Assignment Due: Ch. 21/Sec. 3 & 22:1/pp. 720-740

T 9 The Second New Deal

Assignment Due: Chapter 22:2 pages 740-747.

TH 11 The Effects of the New Deal and Culture of the 1930s

Assignment Due: Chapter 22:3-4, pp. 748-762.

F 12 Formative Assessment

T 16 Great Depression and New Deal Test (11.6(2), 11.6(4).

TH 18 Dictators and War and From Isolation to Involvement

Assignment Due: Chapter 23:1-2, page 770-786.

F 19 From Isolation to Involvement continued,

SPRING BREAK!

April

T 6 America Enters the War/The Allies Turn the Tide

Assignment Due: Chapter 23:3, 24:1, Pages 788-793, 802-808.

TH 8 The Homefront and the Holocaust: pages 809-814, 828-833.

Assignment Due: Chapter 24:2, pages 809-817

F 9 Victory in Europe and the Pacific

Assignment Due: Chapter 24:3-4, pages 818-833.

T 13 Victory in Europe and the Pacific and the Effects of War

Assignment Due: Chapter 24:5, pages 834-839.

TH 15 World War II (USH 1.3, 11.7)

F 16 Post War Confidence and anxiety/mass culture

Chapter 26:1-2, pages 880-895

T 20 Postwar 1950s Test CA Standard11.8(7).

The Cold War Begins and the Korean War

Assignment Due: pages 846-859

TH 22 Korean War Continued.

F 23 The Cold War Expands/The Cold War at Home.

Assignment Due: Pages 860-875.

W 28 Kennedy and the Cold War/Origins of the Vietnam War.

F 30 American Involvement Grows/ Turning Point.

May

T 4 End of the War/ Cold War Test (11.9(2), 11.9(3) Test.

TH 6 LBJ and the Great Society.

F 7 Great Society Test (11.9(4), 11.1(1)

M 10 Civil Rights Presentation.

W 12 Civil Rights Conclusion. Civil Rights Test (11.10(4)),

F 14 Counterculture Presentation.

Assignment: The Bible and Counterculture Handout.

T 18 Counterculture Test USH 1.3. Nixon and the Watergate.

TH 20 Nixon and Watergate Conclusion. CA Standard Watergate Exam 11.11(4)

F 21 Ford, Carter, and Reagan.

T 25 Ford, Carter, and Reagan till the end.

W 26 AED

F 28 AED

M 31 No School

June

T 1 Final Exam (End of the Cold War 11.9 (5) and Middle East Policy (11.9 (6)

W 2 Final Exam

TH 3 Final Exam

Have a great summer as you prepare for your senior year =). Psalms 40:8.

POTENTIAL QUESTS

USH 5.1: Explain how the Papal persecution for 1,260 years, the Protestant Reformation, and the Pilgrims and later

Roger Williams coming to North America is seen in the prophecy of Revelation 12 shows God’s involvement in Bible

prophecy.

POTENTIAL QUESTS:

Students can provide a graphic illustration chart or timeline of the prophecy and explain it.

Students can create a sermon or Sabbath School presentation on this topic and present it in church.

Student can create a podcast or you-tube video on this topic.

Preach for an evangelistic series on this topic.

11.3 : Students analyze the role religion played in the founding of America, its lasting moral, social, and political impacts, and

issues regarding religious liberty.

POTENTIAL QUESTS:

Research a paper on religious liberty on other nations.

Create a podcast or vlog on current issues on religious liberty.

11.3 (2): Describe the religious revivals and the leaders involved in the First Great Awakening. (Partial Standard) 2.0.

(11.1(2)

Explain the ideological origins of the American Revolution.

Explain the Founding Fathers' philosophy of divinely bestowed unalienable natural rights.

Describe the debates on the drafting and ratification of the Constitution, and the addition of the Bill of Rights.

11.3(5) Describe the principles of religious liberty found in the Establishment and Free Exercise clauses of the First

Amendment, including the debate on the issue of separation of church and state.

POTENTIAL QUESTS:

Create a youtube video on the Constitution/First Amendment and why it is important.

Create a podcast on contemporary issues of the Constitution/First Amendment.

Write a paper comparing the American Constitution with other Constitutions around the world and give a

presentation on your findings.

Create a model or diorama expressing the Constitutional/First Amendment issues.

Create an illustrative artwork, a high end poster, graphic novel, etc., on this topic and present it.

11.1 (3): Explain the history of the Constitution after 1787 with emphasis on federal versus state authority and growing

democratization.

POTENTIAL QUESTS:

Create a You-tube video on the Constitution and why it is important.

Create a podcast on contemporary issues of the Constitution.

Create a podcast, blog, or YouTube video of how constitutional issues of this era can be seen today.

Create a podcast, blog, you-tube video, or presentation on contemporary issues of the dynamics been State versus

Federal authority.

Create a podcast, blog, or You-tube video on whether it is more important for the government to protect

individual rights or security at the expense of individual rights.

11.3 (1): Describe the religious revivals and the leaders involved in the Second Great Awakening. (Partial Standard) 2.0.

USH 4.1 Explain God’s continuous role in the dynamics of United States history with the Millerite Movement

during the Second Great Awaking, the Great Disappointment, and the rise of the Seventh-day Adventist Church.

11.1 (4)

Explain the effects of the Civil War. (Partial) 2.0.

Explain Reconstruction. (Partial) 2.0

USH 4.1: Explain God’s continuous role in the dynamics of United States history during the Civil War.

POTENTIAL QUESTS:

Create a You-Tube video or podcast on current issues in American society that resulted because of the Civil War.

Create a plan of reconstruction for a war torn nation. Compare Reconstruction in the United States with other

nations that have been war torn because of war or civil war. (e.g., WWII, Korean War, Iraq, etc.)

Create a presentation in addressing the question of whether there is a just war.

Create a model or diorama on a major event of the Civil War and explain its importance.

Create an illustrative artwork, a high end poster, graphic novel, etc., on this topic and present it.

Create a presentation in seeing how the United States is in Bible prophecy.

11.1 (4)

Explain the effects of the Industrial Revolution.

Explain the demographic shifts during the Industrial Revolution.

Explain the emergence in the late nineteenth century of the United States as world power. (Full Standard 3.0)

POTENTIAL QUESTS:

Create a You-Tube video or podcast on current issues in American society that resulted because of the Industrial

Revolution.

Create a model or illustration of a modern city or factory that addresses the issues of the industrial revolution.

Create a You-Tube Video, Blog, Podcast, or presentation on how to address social issues that arose from the cities

such as housing, workers right, or immigration

11.3 (1): Describe the social gospel movement and the rise of Christian liberal theology. (Complete 3.0)

POTENTIAL QUESTS:

Create a You-tube video, blog, or podcast on whether religion is a benefit or detriment to American society.

Create a You-tube of video, blog, or podcast on whether churches and religious organizations should be involved

in social and political issues.

Create a You-Tube Video, Blog, Podcast, or an action plan where a religious organization can address a specific

social issue in society.

11.2

Describe the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive

immigration from Southern and Eastern Europe.

Create a You-Tube Video, Blog, Podcast comparing immigration during this time with immigration today.

Develop what you feel is a fair and just immigration policy using data research.

11.4 Trace the rise of the United States to its role as a world power in the twentieth century.

List the purpose and the effects of the Open Door policy.

Describe the Spanish-American War and U. S. expansion in the South Pacific.

Explain America's role in the Panama Revolution and the building of the Panama Canal.

Describe what was Theodore Roosevelt's Big Stick Diplomacy.

Describe what was William Taft's Dollar Diplomacy.

Describe what was Woodrow Wilson's moral diplomacy.

Explain the long term impact WWI had in the home-front politically.

Explain the long term impact WWI had in the home-front economically.

Explain the long term impact WWI had in the home-front socially.

POTENTIAL QUESTING:

Create a You-tube video or podcast on what America is today is because of what happened this era.

Go on a research project to see how the presence of an American military base on a foreign nation affects that

nation, both positive and negative and share that presentation.

Create a presentation on the impact of the presence the United States had upon the territories it took from this

time period (e.g., Guam, Hawaii, Philippines, and Puerto Rico)

Create a presentation on how imperialism might be seen today in a modern context.

(11.5) Describe the major political, social, economic, technological, and cultural developments of the 1920s.

Explain the different explanations for the Great Depression and how the New Deal fundamentally changed the role of the

federal government.

POTENTIAL QUESTS:

Create a You-Tube video, blog or podcast on to what extent should the government be involved in social

problems.

Create at illustrative timeline and presentation on how the Federal Government changed from its beginning to this

era.

Create a You-Tube video, blog, or podcast on the impact music and entertainment has to society. (Compare Jazz

with hip-hop, etc.)

Create a You-Tube video, blog, or podcast on whether the government should ban harmful substances such as

alcohol, drugs, etc.

Create a You-Tube video, blog, or podcast on how the New Deal affects us today.

A research project on the impact of music and media during a time of crisis such as during the Great Depression.

(11.4) I can trace the rise of the United States to its role as a world power in the twentieth century.

(11.7) I can describe America’s participation in World War II including the major events, strategies, domestic policy and

foreign policy and long term effects of the war.

POTENTIAL QUESTS:

Create a podcast, blog, You-tube video, illustrative-timeline on the following possible topics.

1. The major events of American involvement in WWII.

2. Identify the roles and sacrifices of individual American soldiers such as Dodie Miller or Desmond Doss.

3. Describe the unique contribution of special fighting forces (e.g., such as the Tuskegee Airmen, the 442nd

Regimental Combat Team, the Navajo Code Talkers).

4. Roosevelt’s foreign policy during WWII.

5. Describe the constitutional issues and impact of events on the U.S. home front.

6. Describe the internment of Japanese Americans.

7. Compare and contrast the treatment of the internment of Japanese Americans with restrictions on German and

Italian resident aliens.

8. Describe the response of the administration to Hitler’s atrocities against Jews and other groups.

9. Explain the role of women in military production.

10. Describe the growing political demands of African Americans.

11. Describe major developments in aviation, weaponry, communication, and medicine.

12. Describe the war's impact on the location of American industry and use of resources.

13. Describe the decision to drop atomic bombs and the consequences of the decision (Hiroshima and Nagasaki.

14. Whether the government should focus more on protecting individual rights or for public safety at the expense of

individual rights.

11.9 Students can describe U. S. foreign policy since World War II.

POSSIBLE QUESTS:

Create a podcast, blog, You-tube video, illustrative-timeline on the following possible topics.

Compare and contrast American involvement to contain Communism (e.g, Korea, Vietnam, etc.)

Explore the long term effects of the U.S. military presence in nations it sought to contain Communism.

11.8 Students can explain the economic boom and social transformation of post-World War II America.

POSSIBLE QUESTS:

Create a podcast, blog, You-tube video, illustrative-timeline on the following possible topics.

Impact post war 1950s America has for us today.

Detail a history of an established 1950s institution or project and its impact today (e.g., freeway system,

Disneyland, Fast Food restaurants, etc.)

11.1(1) Explain the reasons for the nation's changing immigration policy, with emphasis on how the Immigration Act of

1965 and successor acts have transformed American society.

POSSIBLE QUESTS:

Create a podcast, blog, You-Tube Video, Illustrative timeline on the following possible topics.

The long term impact of the 1965 Immigration Act.

A personal story of someone directly affected by the 1965 Immigration Act.

The impact of immigration to the United States since 1965 and how it affects such places like Los Angeles.

11.10 Students can describe the development of federal civil rights and voting rights.

POSSIBLE QUESTS:

Create a podcast, blog, You-tube video, illustrative-timeline on the following possible topics.

The impact the Civil Rights Movement has for us today.

Compare other movements of equality around the world.

Compare and contrast non-violent with militant approach to social change.

11.9(4) Students can list the effects of foreign policy on domestic policies during the Cold War.

POSSIBLE QUESTS:

Create a podcast, blog, You-tube video, illustrative-timeline on the following possible topics.

The long term effects of the Cold War.

Whether the government should focus more on protecting individual rights or for public safety at the expense of

individual rights.

How money spent for the Cold War affected domestic programs.

11.11(4): Explain the constitutional crisis originating from the Watergate scandal.

QUEST OPTIONS:

Create a podcast, blog, You-tube video, illustrative-timeline on the following possible topics.

The significance of the Watergate Scandal to today

11.9 (5) Explain the role of the Reagan administration and other factors in the victory of the West in the Cold War.

11.9 (6) Describe U. S. Middle East policy and its strategic, political, and economic interests, including those related to the

Gulf War.

POTENTIAL QUEST:

Create a podcast, blog, You-tube video, illustrative-timeline on the following possible topics.

The impact of American Middle East policy has to today.

The impact of the West’s victory in the Cold War.

How the Cold War still affects us today.

11.11(7) Describe the major social problems and domestic policy issues in contemporary American society.

The impact music such as Rock N’ Roll and hip-hop music has upon society.

Compare and contrast issues the conditions of the cities today with that of the late nineteenth century.

An action plan to a social or domestic issue to solve a problem America is facing domestically.

U.S. HISTORY QUESTING;

On your projects, you can embark in a quest to explore and gather

information that can be inspired by a question or problem that is posed in

history. Below our suggestions of a quest you can embark on your projects.

You can research and tie what you are learning in U.S. History with another

event that is either current right now or from another time period. Below our

suggestions of potential quests you can go on for your project.

Potential Quests:

Why do people migrate from one nation to another? (Establishing colonies)

How can we effectively protest? (American Revolution, Second Great Awakening)

How can we change society? (Second Great Awakening)

How media can change the world (American Revolution, Debates over slavery)

What are fundamental important freedoms that every nation in the world should agree on? (Declaration of Independence)

What rights do other nations outside the United States protect for its citizens? (Declaration of Independence,

Constitution)

Are there times that is necessary to stand up to the government? (American Revolution, Fugitive Slave Law/Compromise

of 1850).

Why do wars happen? (French and Indian War, American Revolution, Mexican War, Civil War)

How was immigration different and similar from today and early American History? (Proclamation of 1763, Industrial

Revolution, Texas Annexation).

How does the development of transportation affect society? (Industrial Revolution, Railroads)

What inventions changed society? (Industrial Revolution)

What type of games or sports did people play during this time?

What is a revolution and why does it happen? (American Revolution)

What causes division in society? (Slavery, States Rights)

Should women serve in the military? (Revolutionary War)

How can a nation rebuild itself after a war? (Reconstruction)

Potential Sources for your Quest:

www.history.com

https://www.cia.gov/library/publications/the-world-factbook/

https://www.dhs.gov/immigration-statistics

Simple History You-tube Channel.

https://www.youtube.com/channel/UC510QYlOlKNyhy_zdQxnGYw

Ted Ed:

https://www.youtube.com/user/TEDEducation

Crash Course U.S. History:

https://www.youtube.com/watch?v=6E9WU9TGrec&list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s

History Channel:

https://www.youtube.com/user/historychannel