York Memorial Collegiate Institute
CHA 3U - American History (Academic/RUSH)
Prerequisite: Canadian History Since World War I, Grade 10, Academic or Applied
Overall curriculum expectations: Reference: The Ontario Curriculum,
Strands of Awareness:
- Communities: Local, National, and Global
- Change and Continuity
- Citizenship and Heritage
- Social, Economic, and Political Structures
- Methods of Historical Inquiry and Communication
By the end of this course, students will:
• 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.
• analyse the historical process of change in the context of events that have transformed the
• analyse the historical process of continuity in the context of the development of American
• analyse aspects of the history of the United States by using the concepts of chronology and
cause and effect.
• 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.
• 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
• 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.
Unit 1: Establishing the American Nation (1608-1791) 20 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) 27 hours
Unit 6: An Examination of the Great Society in the Twentieth Century (1900-2000) 17 hours
Learning Skills: Learning skills of Independent Work Habits, Teamwork, Organization, Homework completion, and Initiative play a critical role in the achievement of the curriculum objectives and student success. Opportunity to practice and improve each of these will be included in classroom activities, in assignments, and work assigned as homework. Homework is assigned to reinforce classroom learning and to promote academic independence; it is expected that students will complete homework in order to be successful.
Attendance and punctuality are also essential for student success. Students who know in advance that they will miss class must notify their teacher in advance. Tests, quizzes, and assignments due on days that are missed are the responsibility of the student to complete or hand in and a note from a parent/guardian is required stating the parent was aware of the assignment or test that would be missed by the absence. All assigned work is expected on the due date. Once the final acceptable due date is past, assignments may not be accepted, especially if the remaining assignments or tests have been marked and returned.
Only work that was generated by the student will be evaluated in order to assess student progress. Ideas or words that have been taken from another source, used as is , or changed slightly, constitute plagiarism and are a serious breach of academic honesty. Plagiarists can expect to receive no marks for work which was not their own.
Teaching/Assessment and Evaluation Strategies
A wide variety of teaching strategies will be employed to ensure maximum opportunity for many learning styles. Current events relating to the subject will be discussed using media resources available in the classroom. Frequently used assessment and evaluation strategies include classroom participation, oral presentations, written assignments, tests, and in-class writing assignments.
Formative assessments of students progress will be conducted regularly in order to give guidance and assess areas of learning which need reinforcement. Formative assessments also prepare students for unit-ending tests by introducing in quizzes the types and depth of questions which will be found in the final tests.
Summative evaluation activities are planned to evaluate student progress in the expectations of the course. Evaluation criteria will be provided at the outset of all assignments/tests to provide a clear understanding of expectations being targetted. Marks are designed to reflect student progress, not any relative importance of a particular test or assignment. The course work (exclusive of final culminating activities) will be evaluated with the following weightings:
Knowledge & Understanding 30%
Thinking & Inquiry 30%
Course Evaluation Plan for CHA3U
30% Final Evaluations
Task Achievement Chart Focus Weighting
Examination Communication 15%
Essay Knowledge & Understanding, 15%
Application, Thinking & Inquiry
70% Course Work
This course is a brief survey of American history over the past four hundred years. The textbook provided is not going to be covered in ANY great degree over the course. The main role the textbook will play is providing background for the points covered in every unit. In summation: DON’T STRESS ABOUT THE TEXTBOOK!
Over the course of the year, twenty percent of the course will be determined through the use of quizzes. These quizzes come directly from a companion text that goes along with the textbook. A quiz will be given every two weeks and the pages it will cover will be given, at least, a week before the exam. Each quiz will cover, no more then six pages. **The lowest quiz from each term will be dropped. Four quizzes will be dropped in all. There are NO makeup quizzes**
Over the last few years, its been the hope of the American history classes to organize a trip to Washington D.C. The trip would last four days and take place in the new year. To provide us the best chance possible of going to Washington, the trip will be opened up to all grade eleven and twelve students.