American History

Grade 11

University Preparation

CHA3U

Course Description

This course examines the development of American social, political, and economic structures from colonial times to the present. Students will analyse the chronology of events and evaluate the roles played by specific individuals and groups throughout American history. Students will conduct research and analysis, and communicate, in a variety of ways, their knowledge and understanding of the country that is Canada’s closest neighbour and most important cultural influence and economic partner.

How This Course Supports the Ontario Catholic School Graduate Expectations

One of the strongest themes found in the teachings of the Catholic Church concerns social justice. This theme refers to a number of issues raised in this course. The respect for human rights includes the respect for individual rights, Native American rights, labour rights, women’s rights, and cultural group rights. The teachings of Christ concerning the need for community are reflected in America’s constant struggle to define that community. This course presents students with historic issues faced by Americans and interprets them in light of the gospel teachings. Students recognise that there are certain gospel values such as social justice values that transcend history and are still relevant for the future. Students recognise that the story of the United States is not simply dates, events, and personalities but also the struggle to incorporate values in the face of rapid changes and challenges.

Overall Expectations

By the end of this course, students will:

Strand: Communities: Local, National, and Global

• analyse the interactions among major groups and communities in the United States throughout its history;

• analyse the territorial expansion of the United States;

• analyse the development of the United States as a world power and how American policy has influenced communities outside the United States.

Strand: Change and Continuity

• analyse the historical process of change in the context of events that have transformed the United States;

• analyse the historical process of continuity in the context of the development of American history;

• analyse aspects of the history of the United States by using the concepts of chronology and cause and effect.

Strand: Citizenship and Heritage

• explain how American social and political identity has changed over time;

• assess the influence of key individuals and groups in shaping American arts and culture;

• analyse how American culture has developed into a position of world cultural hegemony.

Strand: Social, Economic, and Political Structures

• analyse the forces that have influenced the development of American society;

• analyse the forces that have influenced American economic development;

• demonstrate an understanding of the development of American political systems and structures.

Strand: Methods of Historical Inquiry and Communication

• use methods of historical inquiry to locate, gather, evaluate, and organize research materials from a variety of sources;

• interpret and analyse information gathered through research, employing concepts and

approaches appropriate to historical inquiry;

• communicate the results of historical inquiries, using appropriate terms and concepts and a variety of forms of communication.

Units Titles and Time

Unit 1	Establishing the American Nation (1608-1791)	24 hours
Unit 2	The Consolidation of the Republic (1792-1849)	13 hours
Unit 3	Fracturing of the American Nation (1850-1876)	20 hours
Unit 4	America Acquires Power (1870-1941)	13 hours
Unit 5	America Exercises Power (1941-present)	23 hours
Unit 6	An Examination of the Great Society in the Twentieth Century (1900-2000)	17 hours

EVALAUTION POLICY

Students will be assessed and evaluated according to the work they have produced and skills they have displayed. Methods of providing feedback will include assessing completed assignments, tests, co-operative learning activities, simulations and presentations. Student marks will be determined by assessing and evaluating process and product according to the Achievement Level Chart given below.

Grade Range

Achievement Level

Achievement Level Description

80–100%

Level 4

A very high to outstanding level of achievement. Achievement is above the provincial standard.

70–79%

Level 3

A high level of achievement. Achievement is at the provincial standard.

60–69%

Level 2

A moderate level of achievement. Achievement is below, but approaching, the provincial standard.

50–59%

Level 1

A passable level of achievement. Achievement is below the provincial standard.

Below 50%

Insufficient achievement of curriculum expectations. A credit will not be granted.

EVALUATION STRUCTURE

Student work will be assessed and evaluated according to the four achievement categories defined in the curriculum document (Ontario Curriculum, Canadian & World Studies, rev. 2006).

Category and Description

Knowledge and Understanding:

Includes content acquired throughout the course and comprehension of its meaning and significance.

25%

Thinking:

Deals with the use of critical and creative thinking skills and or processes.

25%

Communication:

Is conveying meaning through various forms.

25%

Application:

Includes the use of knowledge and skills to make connections within and between various contexts.

25%

FINAL GRADES

The four assessment and evaluation categories are reflected in day-to-day activities, quizzes, unit tests, culminating activities, and on the final examination.

The final grade in this course will be based on:

CHA3U1

Grade Distribution

Term Work

70%

Course Culminating Activity

10%

Examination

20%

RESOURCES

Appleby, J.. The American Vision. McGraw Hill. New York, 2007.

REPLACEMENT COST AND DAMAGE

The replacement cost for a lost, stolen, or damaged textbook which is beyond repair is $95. The cost of repairing a damaged textbook will be paid by the student.

OTHER EVALUATION ISSUES

Please refer to the Student Agenda Handbook (2009/2010) for school policies on late assignments, incomplete assignments, missed tests and examinations, plagiarism, absences, school suspensions and other related issues.

Grade Range	Achievement Level	Achievement Level Description
80–100%	Level 4	A very high to outstanding level of achievement. Achievement is above the provincial standard.
70–79%	Level 3	A high level of achievement. Achievement is at the provincial standard.
60–69%	Level 2	A moderate level of achievement. Achievement is below, but approaching, the provincial standard.
50–59%	Level 1	A passable level of achievement. Achievement is below the provincial standard.
Below 50%		Insufficient achievement of curriculum expectations. A credit will not be granted.

Category and Description
Knowledge and Understanding: Includes content acquired throughout the course and comprehension of its meaning and significance.	25%
Thinking: Deals with the use of critical and creative thinking skills and or processes.	25%
Communication: Is conveying meaning through various forms.	25%
Application: Includes the use of knowledge and skills to make connections within and between various contexts.	25%

CHA3U1	Grade Distribution
Term Work	70%
Course Culminating Activity	10%
Examination	20%