Ted Estes

Mr. Ted N. Estes

 

Spring Schedule, 2022/23:

First Block- AP US History

Second Block- Honors US History

Third Block- Planning

Fourth Block- Honors US History

 

tedestes@pickenscountyschools.org   

 

Click here to view video bio on Mr. Estes

Mr. Estes is originally from Forsyth County and is a 1989 graduate of Forsyth Central High School. He has been teaching in Pickens County for 24 years. 

AP US History Syllabus

Advanced Placement U.S. History

Advanced Placement U.S. History is a college level survey course of U.S. History from the Pre-Columbian period to the present.

Instructor: Mr. Ted N. Estes

Themes

While the course follows a narrative structure supported by the textbook and audiovisual materials, the following seven themes described in the AP U.S. History Course and Exam Description are woven throughout each unit of study:

  1. Identity (ID)
  2. Work, Exchange, and Technology (WXT)
  3. Peopling (PEO)
  4. Politics and Power (POL)
  5. America in the World (WOR)
  6. Environment and Geography (ENV)
  7. Ideas, Beliefs, and Culture (CUL)

 

 

Historical Thinking Skills

These skills reflect the tasks of professional historians.  While learning to master these tasks, AP U.S. History students act as "apprentice historians."

Chronological Reasoning

  • Historical Causation
  • Patterns of Continuity and Change Over Time
  • Periodization

Comparison and Contextualization

  • Comparison
  • Contextualization

Crafting Historical Arguments from Historical Evidence

  • Historical Argumentation
  • Appropriate Use of Historical Evidence

Historical Interpretation and Synthesis

  • Interpretation
  • Synthesis

 

Readings (CR1a)

The main text By The People provides students with a basic overview of the evolving American experience. The text is supplemented by a diverse selection of primary and secondary sources. Using secondary works from Portrait of America, students will analyze essays by prominent historians. Throughout the year, students will be asked to write essays that are designed to develop skills in argumentation and the use of evidence and interpretation.

 

Primary Textbook: (Cr1a)

Fraser, James w., et al. 2015. By The People:  A History of the United States, 4th Edition. United States: Owen.

 

 

Secondary Sources: (CR1c)

Colbert, D. 1998.  Eyewitness to America. New York:  Vintage Books.

Newman, J. J. & Schmalbach, J. M. 2015. United States History:  Preparing for the advanced placement examination. Des Moines, IA: Amsco Publications, Inc.

Takaki, George. 2008. A Different Mirror: A history of multicultural America.  New York:  Back

Bay Books/Little, Brown and Company.

Zinn, Howard. 2005. A People's History of the United States.  New York:  Harper Perennial

Modern Classic.

 

 

Audio­Visual Aids:

Get A Five (Lessons) Instructional Videos: Produced by: The Princeton Review:

http://www.getafive.com

 

Grading

  • Grades will be calculated by points, Test Grades 60%, Daily Grades 40%.
  • Student progress will be evaluated, on a unit basis, through homework, writing assignments, projects, quizzes, and tests.
  • Students will complete a Key Terms Packet for each chapter of the textbook.
  • Students will analyze diverse primary and secondary sources.
  • There will be formal writing assignments based on the essay formats required for the AP U.S. History Exam.
  • Students will be required to do group and individual projects requiring presentations.
  • Homework will be announced and posted on the board.
  • Students must have a 3­ring binder filled with loose leaf paper. All homework, handouts, Key Term Packets, and other course material must be kept in student binders.

 

Academic Integrity: In an attempt to ensure that each student completes his/her own work with academic integrity, PHS has adopted a plagiarism policy:

          - Students that have plagiarized any portion of their written work shall receive a grade of 0. For the first offense a student may rewrite the assignment for a maximum grade of 70%.

          - Each offense after the first, the student receives a grade of 0% with no opportunity to rewrite the assignment.

 

Plagiarism is defined as “the practice of taking someone else’s work or ideas and passing them off as one’s own.” Borrowing someone’s else’s work can include another student’s work, published material such as books or magazines, and/or cutting and pasting direct words from the internet. Ask your instructor if you are unsure if your actions are in violation of the nature of this rule.

 

Final Exam Policy- Since this course requires that each student take the Georgia Milestones EOC, there will be no exam exemption, and it will count for 20% of the student’s final average for the course.

 

Curricular Requirements

 

CR1a              The course includes a college-level U.S. history textbook.

  • See pages 1, 4, 5, 6, 7, 8, 10, 12 and 13.

CR1b                         The course includes diverse primary sources including written documents and images as well as maps and quantitative data (charts, graphs, tables).

  • See pages 5, 8, 9, 10, 11, 12, and 13.

CR1c             The course includes multiple secondary sources written by historians or scholars interpreting the past.

  • See pages 5, 6, 7, 8, 10, and 12.

CR2                Each of the course historical periods receives explicit attention.

  • See pages 4, 5, 6, 7, 8, 10, 12 and 13.

CR3                Students are provided opportunities to investigate key and supporting concepts through the in-depth study and application of specific historical evidence or examples.

  • See page 11.

CR4                Students are provided opportunities to apply learning objectives in each of the seven themes throughout the course.

  • See pages 5 and 6.

CR5                Students are provided opportunities to evaluate the reliability of primary sources by analyzing the author’s point of view, author’s purpose, audience, and historical context. — Analyzing evidence

(Proficiency Skills A1, A2)

  • See pages 7, 8, 9, 10, 11, and 13.

CR6                Students are provided opportunities to analyze and compare diverse historical interpretations. —

Interpretation & Comparison (Proficiency Skills B1, B2, C1)

  • See pages 5, 7, 8, 10, 11, and 12.

CR7                Students are provided opportunities to compare historical developments across or within societies in various chronological and geographical contexts. — Comparison & Synthesis (Proficiency Skills C2, C4)

  • See pages 5, 8, and 13.

CR8                Students are provided opportunities to situate historical events, developments, or processes within the

broader regional, national, or global context in which they occurred. — Contextualization (Proficiency Skill C3)

  • See pages 6 and 11.

CR9                Students are provided opportunities to make connections between different course themes and/or approaches to history (such as political, economic, social, cultural, or intellectual) for a given historical issue. — Synthesis (Proficiency Skill C5)

  • See pages 7 and 9.

CR10              Students are provided opportunities to explain different causes and effects of historical events or processes, and to evaluate their relative significance. — Causation (Proficiency Skills D1, D2)

  • See pages 7, 8, 10, 11, and 13.

CR11             Students are provided opportunities to identify and explain patterns of continuity and change over time, relating these patterns to a larger historical process. — Patterns of continuity and change over

time (Proficiency Skills D3, D4)

  • See pages 11 and 12.

CR12              Students are provided opportunities to explain and analyze different models of periodization. —

Periodization (Proficiency Skills D5, D6, D7)

  • See pages 10, 11, and 12.

CR13              Students are provided opportunities to articulate a defensible claim about the past in the form of a clear thesis. — Argumentation (Proficiency Skill E1)

  • See pages 7, 8, and 9.

CR14              Students are provided opportunities to develop written arguments that have a thesis supported by relevant historical evidence that is organized in a cohesive way. — Argumentation (Proficiency Skills

E2, E3, E4)

  • See pages 6, 8, 9, 10, 12 and 13.

 

Unit I

Period 1: 1491­1607 (CR2)

Text Readings: By The People Chapters 1,2 (CR1a)

Audio Visuals: Getafive.com

 

 

Historical Scholarship Analysis:

A Different Mirror

Eyewitness to America

Student's will analyze Takaki's argument, evaluate his thesis, evidence, reasoning, and respond to these in an essay focusing on the demographic and economic changes among Native American populations as a result of European colonization.  Students will participate in a group discussion focusing on the article and individual responses. (WXT­1)(WXT­4)(POL­1)(WOR­1)(CUL­1) (CR1c)

 

 

Student Activities:

  • Students will map the Paleolithic Migration Routes from Asia to America. (PEO­1)(ENV­2) (CR7) (CR4)
  • Students will complete a Society Comparison Chart analyzing similarities and differences between the Pueblo, Great Lakes, and Iroquois societies. The chart includes a section on the relationship between physical geography and societal development. (PEO­1)(ENV­2) (CR4)
  • After receiving primary source analysis instruction using SOAPStone (Subject, Occasion, Author, Speaker, Tone), the students will analyze the following primary source: Christopher Columbus: Letter to Ferdinand and Isabella of Spain. (CUL­1) (CR1b) (CR6)
  • Students will complete a Columbian Exchange Chart and participate in an Inner Outer Circle Seminar on the Columbian Exchange. The chart includes the exchange of plants, animals, diseases and human migrations with a special focus on smallpox, corn, sugar, slaves, horses, and religion.  (PEO­4)(POL­1)(ENV­1) (CR12) Taken directly from AP Syllabus 1071806v1 (CR4)
  • After reading the works of Bartolome de Las Casas, students using the analytical tool SOAPStone will complete an Impact of the Individual Chart to analyze his goals and accomplishments. (PEO­4)(WXT­1)(POL­1)(CUL­4) (CR1b)
  • Students will complete a Documentary Analysis Chart for each episode of A Biography of America.

 

Unit II

Period 2: 1607­1754 (CR2)

Text Readings: By The People Chapters 3,4, (CR1a)

Audio Visuals: Getafive.com

 Historical Scholarship Analysis:

A Different Mirror

Students will analyze Takaki's argument, evaluate his thesis, evidence, and reasoning, and respond to these in an essay. Students will participate in a group discussion focusing on the article and their responses. (CR1c)

 

Student Activities:

  • Students will analyze Spanish, French, and English empire building by completing an Empire Comparison Chart. During this process they will analyze a population and economic activity map of all three empires. (ID­1)(WXT­1)(PEO­1)(POL­1)(WOR­1)(ENV­2)(CUL­1) (CR8)
  • Students will map the Triangular Trade. (ID­6)(WXT­1)(WXT­2)(PEO­1) (CR4)
  • Students will use their Columbian Exchange Charts, Map of Triangular Trade, and Takaki's article on slavery as the basis of a group discussion on the validity of studying the American colonies as part of the Atlantic World. (CR1c)
  • Following AP Free Response Essay instructions, students will write an essay from the

2008 AP U.S. History exam: Early encounters between American Indians and European colonists led to a variety of relationships among different cultures.  Students will write an essay that examines how the actions taken by BOTH American Indians and European colonists shaped those relationships in TWO of the following regions.  Confine your answer to the 1600s and be sure to develop your thesis.  (ID­4)(PEO­4)(POL­1)

  1. New England
  2. Chesapeake
  3. Spanish Southwest

             (CR14)

  • Students will compose a DBQ essay, including a thesis statement, on the culture and politics of the Puritans from the 2010 AP U.S. History Exam. (CR14)
  • Students will compare and contrast the Enlightenment and the Great Awakening by completing, and then discussing, an Idea Comparison Chart. (ID­1)(WOR­2)(CUL­4) (CR4)

 

Unit III

Period 3: 1754­1800 (CR2)

Text Readings: By The People Chapters 5,6,7 (CR1a)

 

  Audio Visuals: Getafive.com

 

Historical Scholarship Analysis:

A Different Mirror

Students will analyze Takaki's argument, evaluate his thesis, evidence and reasoning, and respond to these in an essay. Students will participate in a group discussion focusing on the article and the student responses. (CR1c)

 

Student Activities:

  • Students will analyze Pontiac's Rebellion by completing a Conflict Analysis (Cause and Effect) Chart. (PEO­4)(POL­1) (CR10)
  • Students will analyze primary sources from John Locke and Adam Smith to discover the influence of both authors in mainstream American political and economic values. (WXT­1)(WXT­2)(WXT­6)(WOR­2)(CUL­4) (CR5)
  • Students will write an essay with a thesis statement for the DBQ from the 2005 AP U.S. History Exam: "To what extent did the American Revolution fundamentally change American society?" (CR13)
  • Students will compose a set of six footnotes identifying Enlightenment ideas and diplomatic strategies in the Declaration of Independence. They will also summarize the assumption of thirteen independent States found in the document.  (ID­1)(WOR­2) (CR9)
  • Students will compare and contrast the Articles of Confederation with the Constitution using a Comparison Chart. (CR6)
  • Using SOAPStone, students will analyze the following primary sources: Image: Paul Revere's version of the Boston Massacre

Image: John Trumbull: The Battle of Bunker Hill

Document: John Andres to William Barrell: Letter Regarding the Boston Tea

Party

Document: The Declaration of Independence Document: James Madison Defends the Constitution Document: George Alsop: The Importance of Tobacco

             (CR5)

 

Unit IV

Period 4: 1800­1848 (CR2)

Text Readings: By The People Chapters 8,9,10,11, (CR1a)

 

Audio Visuals: Getafive.com

 

Historical Scholarship Analysis:

A Different Mirror

Students will analyze Takaki's argument and evaluate his thesis, evidence, and reasoning. Students will then write a FRQ with a thesis responding to Takaki's analysis of the abolitionist movement focusing on the article and the student responses.  (CR1c) (CR6) (CR13)

 

Eyewitness to America

Students will analyze the articles and respond to them in an essay.  Students will participate in a group discussion focusing on the articles and their responses.

 

Student Activities:

  • Students will map how different social groups were affected by the Louisiana Purchase before 1860 by using region, race, and class as their tools of analysis. (PEO­3)(WOR­5)(ENV­3)(ENV­4) (CR7)
  • Students do the 2005 AP U.S. History DBQ on Republican Motherhood and the Cult of Domesticity. (CUL­2) (CR13) (CR14)
  • Students will interpret the evolving historiography of the Trail of Tears presented        in Takaki. (PEO­4)(PEO­5)(CUL­5) (CR6)                                                                                             
  • Students will be divided into groups to do presentations on Temperance, Abolition, Women's Suffrage, and Workers' Rights. Each presentation will include a poster created in the style of the era and an analysis of primary sources related to the topic. (POL­3)(CUL­5) (CR10)
  • Students will analyze the following quantitative charts: Graph: American Export Trade: 1790­1815

Graph: Distribution of Slave Labor (1850) Table: Wealth in Boston: 1687­1848

(CR1b)

  • Using SOAPStone, students will analyze the following primary sources: Document: Memoirs of a Monticello Slave (1847)

Document: The Harbinger: The Female Workers of Lowell (WXT­5)

             (CR1b) (CR5)

 

Unit V

Period 5: 1844­1877 (CR2)

Text Readings: By The People Chapters 12,13,14,15, (CR1a)

Audio Visuals: Getafive.com

 

Student Activities:

  • Using SOAPStone, students will analyze the following documents and images: Document: Across the Plains with Catherine Sager Pringle

Document: A White Southerner Speaks Out Against Slavery Document: George Fitzhugh: The Blessings of Slavery Document: Abraham Lincoln: A House Divided

Document: Mary Boykin Chesnut: A Confederate Lady's Diary

Document: A poster advertising Uncle Tom's Cabin

Image:  A handbill warning against slave catchers

(CR1b) (CR5)

  • Students will analyze a map of the Election of 1860 and develop a thesis statement summarizing the significance of the election results. (ID­5)(PEO­5)(POL­3)(POL­5)(POL­6) (CR14)
  • The students will present the South's main arguments to justify secession. (ID­5)(PEO­5)(POL­3)(POL­5)(POL­6)(ENV­3) (CR13)
  • Students will research and then evaluate the thesis that the American Civil War was a total war impacting those on the home front, abroad, as well as those on the battlefield. Your essay must assess the impact of the war on all three areas by focusing on U.S. regional economies and U.S. and Confederate relations with Britain and France. (CR12) Taken directly from AP sample syllabus 1071806v1

     (CR14)

 

Concludes the First Semester

 

First Semester Exam

Working in groups of three, students will review for the first semester exam by analyzing and evaluating models of periodization of U.S. history by comparing the model of periodization in the AP U.S. History curriculum framework with the periodization in the class textbook, By The People, George Takaki’s A Different Mirror, and Howard Zinn's A People's History of

the United States. They will construct their own periodization based on their evaluations.

 

The First Semester Exam is the DBQ from the 2005 AP U.S. History Exam.  It is a formative assessment because it is scaffolded. Additional directions are provided, and the students may use notes. Students will be provided with some of the historical information given to the 2005

AP U.S. History Exam Readers.

 

Unit VI

Period 6: 1865­1898 (CR2)

Text Readings: By The People Chapters 16, 17, 18,19, (CR1a)

Howard Zinn's A People's History of the United States

Historical Scholarship Analysis:

Audio Visuals: Getafive.com

 

A Different Mirror

Students will analyze Takaki's argument, evaluate his thesis, evidence and reasoning, and respond to these in an essay. Students will participate in a seminar focusing on the article and the student responses. (CR1c) (CR6)

 

Eyewitness to America

 

Student Activities:
●  Students will compare and contrast the competing interests of labor and capital by completing a Competing Interests Chart citing at least three cause and effect scenarios. (WXT­5)(WXT­6)(WXT­7) (CR10)

  • Students will analyze a map: Major Indian battles and Indian reservations (1860­1900) and compose a thesis paragraph analyzing the effects of westward expansion on Native American peoples. (ID­6) (CR14)
  • Using SOAPStone, students will analyze the following primary soures: Document: Horace Greeley: An Overland Journey (1860) Document: Tragedy at Wounded Knee (1890)

Document: The Gilded Age (1880) (CUL­3)

Image: Puck Magazine: Cartoon of Standard Oil Monopoly

(CR1b) (CR5)

  • Students will analyze the following quantitative visual: Table:  Hand v. Machine labor on the Farm (c.a. 1880) (CR1b)
  • Students will develop a thesis and support it with relevant historical evidence demonstrating how an event from a previous period is connected to an event from the current period. (CR12) (CR14)

 

Unit VII

Period 7: 1890­1945 (CR2)

Text Readings: By The People Chapters 20, 21, 22, and 23 (CR1a)

Howard Zinn's A People's History of the United States

 

  Audio Visuals: Getafive.com

 

Student Activities:

  • Students will write an essay comparing and contrasting progressive era reform with the antebellum reform movements. (WXT­7)(WXT­8)(PEO­6)(CUL­6) (CR11) (CR12)
  • Students will take notes on the Russian Revolution and its significance for the 1920s and the 1930s in reference to U.S. domestic and foreign policies. (CR10)
  • Students will analyze Theodore Roosevelt by completing a presidential profile chart (Roosevelt's role in the Spanish American War and the development of National Parks will be emphasized). (POL­6)(ENV­5) (CR1b)
  • Students, working in groups, will present the goals and accomplishments of New Deal programs. Students will interview two adults about the role of Social Security and FDIC then trace the history of these programs to the present and comment on how those programs reflect the nature of the U.S. semi­welfare state. (WXT­8)(CUL­6) (CR3) (CR9)
  • Students, working in groups, will make presentations on the impact of radio, motion pictures and automobiles, as well as the increased availability of home appliances, on the changing role of women. (ID­7)(CUL­6)(CUL­7) (CR8)
  • Students will examine the American home front during World War II by analyzing "The War Machines," a selection from David M. Kennedy's Freedom from Fear. (CR1b) (CR5)
  • Students will interpret the changing historiography of Japanese internment as presented in Takaki? (POL­6) (CR6)
  • Using SOAPStone, students will analyze the following primary sources: Document: Lincoln Steffens: From "The Shame of the Cities" (1904) Document: Newton B. Baker: The Treatment of German Americans Document: Eugene Kennedy: A Doughboy Describes the Fighting Front Document: Father Charles E. Coughlin: A Third Party (1936)

Document: Franklin D. Roosevelt: The Four Freedoms (1941)

(CR1b) (CR5)

  • Students will analyze the following quantitative table based on a cause/effect model:

The Great Migration: Black Population Growth in Selected Northern Cities

(1910­20) (PEO­6) (CR1b) (CR10)

  • Using SOAPStone, students will analyze the following primary sources: Image: 1918 Liberty Loan poster: Halt the Hun

Image: Ford Automobile Advertisement

Image: Vacuum Cleaner Advertisement

Image: Recruiting Poster for the Civilian Conservation Corps

(CR1b) (CR5)

  • Students will analyze the following map: Immigration to the United States 1901­20 (PEO­6) (CR1b)

 

Unit VIII

Period 8: 1945­1980 (CR2)

Text Readings: By The People Chapters 24, 25, 26, and 27 (CR1a)

Takaki’s A Different Mirror

Audio Visuals: Getafive.com

 

Student Activities:

  • Students will examine Takaki's interpretation of the origins of the Cold War. They will answer the question, "Did the Cold War begin after the Russian Revolution of WWII?" Justify your answer. (POL­6)(WOR­7) (CR1c) (CUL­5) (CR14)
  • Students, working in groups, will do a presentation on one of the pioneers of 1950's Rock and Roll that will include two songs by the artist and historical analysis, emphasizing how rock and roll changed the entertainment industry. (ID­7)(CUL­6)(CUL­7) (CR11)
  • Students will compare and contrast the Korean War and Vietnam Wars by completing a conflict comparison chart. (POL­6)(WOR­7)(CUL­6) (CR1b)
  • Students will compare and contrast public criticism of the Vietnam War with criticism of the war efforts in WWI and WWII. Drawing on Young Americans for Freedom, SDS, folk music, and NY Times editorials, write an essay that argues which of the sources best represented U.S. values. (POL­6)(WOR­7)(CUL­6) (CR14)
  • Students will research and debate the following: "There was a fundamental contradiction between Lyndon Johnson's efforts to stop Communism abroad and renew America through the Great Society." (POL­6)(WOR­7) (CR6)
  • Students will write an essay comparing the Civil Rights movements of the 1950s and 60s with the Civil Rights movements of the Progressive Era, focusing on the southern, northern, and western regions of the U.S. (ID­8) (CR12)
  • Using SOAPSTone, students will analyze the following documents and images:

○   Harry S. Truman: The Truman Doctrine; John F. Kennedy’s inaugural address

(1961); and Donald Wheeldin, “The Situation in Watts Today” (1967)

○   Photograph of Nixon Bidding Farewell (1974)

○   Comic Book Cover: This is Tomorrow

○   Photography: Aerial View of 1950s Track Housing

○   Students will analyze the following graphs: U.S. Military Forces in Vietnam and

Casualties (1961­81)

(CR1b) (CR5)

  • Students will write response papers to images of the paintings and prints made by Andy Warhol and Richard Diebenkorn and comment on how these works remain relevant to universal truths today­­or not. (CR1b) (CR5)

 

Unit IX

Period 9: 1980­Present (CR2)

Text Readings: By The People Chapters 28, 29, and 30, (CR1a)

Audio Visuals: Getafive.com

 

Student Activities:

  • Students will analyze the international and domestic effects of the Iranian Hostage Crisis by creating and completing an effects graphic organizer. (POL­6)(WOR­8) (CR10)
  • Working in groups, the students will research and do a class presentation showing at least two causes and two effects of the end of the Cold War. (WOR­8)(POL­6) (CR10)
  • Students will complete a compare and contrast chart of 1980s conservative and New

Deal philosophies on the role of government. (WXT­8) (CR7)

  • Students will complete a cause and effect chart on Cold War and post­9/11 national security policies. (WOR­8) (CR10)
  • Using SOAPSTone, students will analyze the following document and evaluate the extent to which President Reagan met his goals: Ronald Reagan: First Inaugural Address (1981). (CR1b) (CR5)
  • Students will compare and contrast the domestic and foreign policies of the Bill Clinton, George W. Bush Jr., and Barak Obama administrations in a FRQ essay utilizing a comparison format. (CR14)   

 

AP Exam Review Period

The second semester concludes with a period of review for the Advanced Placement U.S. History Exam. Students will then take a practice exam.

 

Post AP Exam Period

Following the AP Exam, the course concludes with a review for the Georgia Milestones Exam in United States History, (EOC).

 

Honors/US History Syllabus

 

Pickens County High School

HONORS   United States History Syllabus, Instructor- Ted N. Estes

Grading for all classes:
Tests:  60%   Daily/Homework Tests:  40%   *Georgia Milestone EOC: 20% (of total average) 

Classroom Rules: 1. Come to class everyday on time and be prepared. 2. Do not talk out-of-turn or be disruptive-disruptive behavior of ANY sort will not be tolerated. 3. No cell phones, MP3s, ipods, etc. without teacher approval. All such equipment will be taken up and school board policy followed.  4. Always pay full attention in class and treat teachers and other students with respect. 5. If you cannot keep your head off your desk (i.e. awake, alert, etc.) and pay attention during class, you do not need to enter the classroom. Pickens County board policy will be followed on all infractions.

Class time: Students will not be allowed to leave the classroom except when absolutely necessary. These events should be very few and far between. Bathroom breaks, visits to counselors, and the like should be taken care of BEFORE or AFTER class.

Make-Up work: It is the individual student’s responsibility to get, complete, and turn in all missed work. Please see the school board policy for further details.

Academic Integrity: In an attempt to ensure that each student completes his/her own work with academic integrity, PHS has adopted a plagiarism policy:

          - Students that have plagiarized any portion of their written work shall receive a grade of 1%. For the first offense a student may rewrite the assignment for a maximum grade of 70%.

          - Each offense after the first, the student receives a grade of 1% with no opportunity to rewrite the assignment.

 

Plagiarism is defined as “the practice of taking someone else’s work or ideas and passing them off as one’s own.” Borrowing someone’s else’s work can include another student’s work, published material such as books or magazines, and/or cutting and pasting direct words from the internet. Ask your instructor if you are unsure if your actions are in violation of the nature of this rule.

 

Final Exam Policy- Since this course requires that each student take the Georgia Milestones EOC, there will be no exam exemption, and it will count for 20% of the student’s final average for the course.

 

 

United States History
The course is a study of major events and themes of the United States from European settlement to the current time period.

Syllabus Coursework:
Week 1:   European settlement
Week 2:   American Revolution
Week 3:   U. S. Constitution
Week 4:   Economic growth; sectionalism
Week 5:   Civil War
Week 6:   Civil War
Week 7:   Reconstruction
Week 8:   Progressive Era
Week 9:   Origins and impact of World War I
Week 10:  Aftermath of WW I
Week 11:  The Great Depression and the New Deal
Week 12:  World War II
Week 13:  The Cold War; civil rights movement
Week 14:  Political and social developments from 1945-1960
Week 15:  Social change movements of the 1960s
Week 16:  Political developments of the 1970s and 1980s
Week 17:  Political developments from the 1990s and up
Week 18:  Review and End-of-Course Test  (* dates are approximate and subject to change)

Related websites:

https://ap.gilderlehrman.org/

Apushreview.com

apstudents.collegeboard.org

https://support.itslearning.com/en/support/home

 

Contact Information

email- tedestes@pickenscountyschools.org

phone- 706-253-1800 ext. 407