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860-684-4233 x 3136

STAFFORD HIGH SCHOOL
MISSION STATEMENT
PRIDE
Stafford High School’s mission is to develop Productive,
Responsible, Independent learners Dedicated to Excellence.
ACADEMIC
EXPECTATIONS
The student completes ethical and quality
work reflective of his or her ability and:
A1. Demonstrates reflective critical
thinking and problem solving
skills.
A2. Integrates print sources with
technology to acquire, organize,
and present information.
A3. Demonstrates proficiency in
the CAPT curricula areas of
math (1.1), reading (1.2), science (1.3),
and writing (1.4).
CIVIC
EXPECTATIONS
To fulfill the SHS civic expectations, the student will:
C1. Demonstrates ethical communication via
visual, oral, and written work.
C2. Contributes to Stafford High School and
the community as responsible citizens.
C3. Utilizes opportunities to be
of service to others in and
out of school.
SOCIAL
EXPECTATIONS
To fulfill the SHS social expectations, the student will:
S1. Respects varying opinions, diverse
beliefs, and cultural differences.
S2. Resolves conflicts
responsibly.
S3. Expands individual interests and talents
through participation in the Stafford
High School community.
S4. Commits to a healthy lifestyle.
“Done with PRIDE” Revised and Approved 12-5-06

Texts:    James McPherson: Battle Cry of Freedom
Frederick Douglass: Narrative of the Life of Frederick Douglass, An American Slave: Written by Himself
                Michael Shaara: The Killer Angels
               Gary Paulson: A Soldier’s Heart
                Jay Winik: April 1865: The Month That Saved America

Video:    Ken Burns: The Civil War
                A&E: John Brown
                MGM: Gone with the Wind
                Glory: The 54th Massachusetts
                A&E: Hattie McDaniel
                PBS: The Scottsboro Boys

Maps:      ante bellum, post bellum, Civil War

Primary Sources:
United States Constitution
Lincoln-Douglas Debates
Inaugural Address, 1860 & Inaugural Address, 1864
Gettysburg Address, Emancipation Proclamation
Letters, diaries, newspapers, songs, photographs, newspapers, cartoons

Student expectations:
-ask questions, discuss material
-high level of interest and motivation
-ability to read and think critically
-keep a 3 ring binder notebook with tabs
-term paper/project on a subject of student interest which
demonstrates the student’s depth of understanding.

Course description:

We will study the Civil War using essential questions, which we will explore through chronology and themes. Essential questions will frame the big picture of our inquiry into this critical period in the development of the United States. Chronology will establish context and cause effect relationships. Themes will reveal broad and narrow generalizations about this time period. Throughout the course, we will embrace inquiry as our method of learning as well as the study of historiography.

The Big Question: What issues and values would be important enough to a country to accept 625,000 dead soldiers, 50,000 civilian deaths, 200,000 widows, and 500,000 crippled and wounded soldiers?

Essential Questions:
1. How do experiences and frames of reference influence perspective?
2. How do regional practices and beliefs influence individual’s daily lives?
3. What is a fair and just government and who decides?
4. How does war change society?

Themes:

1. The Constitutional problem of compromise and the failure of compromise.
2. The wolf by the ears can’t hold on and can’t let go.
3. The role of geography and economics in war.
4. Technology and its impact on war
5. How has freedom been defined in America? How will it be defined?

Chronological Themes

I.    Slavery “All Night Forever”
II. Individuals: “Who is Lincoln?”
III. Secession and Early Battles: Fort Sumter and Bull Run; Shiloh & Fredericksburg.
IV. Turning points: Gettysburg & Vicksburg
V. Regular Folks in the Wartime Period
VI. The war grinds to a conclusion
VII. The Aftermath: Plessey v. Ferguson, lynching, & Strange Fruit
VIII. The Scottsboro Boys
IX. We should be judged by the content of our character, not the color of our skin.

Grading:    Tests                                      50 %
        Quizzes                                    20 %
          Homework Notebook                     20 %
        Participation                                    10 %

UConn Coop History 101 Modern European History
Napolean

UConn Coop

History 101

MODERN WESTERN TRADITIONS

Spring 2008

Mr. Shearer

shearerg@stafford.ctschool.net

Course Description: This course is designed to focus on the development of modern Europe and the western traditions that have influenced the modern world. The course spans five centuries and will focus on the larger events during those times. The course depends on primary sources to understand the people, issues, and thoughts of the time. The bolded headings in the readings column represent primary sources we will use in the course of our discussion. Students must stay abreast of European current events to understand how history influences the present. Students will have the New York Times delivered daily and are encouraged to use the LMC to access the Washington Post, Los Angeles Times, Christian Science Monitor, and the Wall Street Journal. This course is designed to meet the goals and expectation of the University of Connecticut, Department of History, and Course 101 “Modern Western Traditions”.

Materials:

The Western Heritage: Volume Two Since 1648 7^th edition. Donald Kagan, Steven Ozmet &

Frank M. Turner. Upper Saddle River, New Jersey: Prentice Hall, 2001.

Internet Modern History Sourcebook: www.fordham.edu/halsall/mod/modsbook.html

Hanover Historical Texts Project http://history.hanover.edu/project.htm

The New York Times

Brown University: Choices Program

Numerous primary and secondary sources will be used during the course. Many are listed in the weekly syllabus.