Honors Statewide Dual Credit

United States History Syllabus

Instructor: Dr. David W. Webb Email: webbd@henryk12.net

Course Overview

Honors U.S. History is a survey course similar to a 200-level college course, covering U.S. History after 1865. This course fulfills the U.S. History graduation requirement. Students may earn college credit depending on the score received from the

Honors Class Framework and Standards

Per Tennessee Board of Education Policy 3.301 and Henry County Board Policy 4.60, honors courses exceed the state-approved content standards. Instruction emphasizes independent study, research, and technology integration. Students will complete a minimum of five of the following components, graded for mastery but not separately reported. Successfully completing these components adds 3 weighted points to the final grade.

· Extended reading assignments tied to course content.

· Research-based writing that extends course material.

· Curriculum-based projects with real-world applications.

· Open-ended investigations designed by students.

· Varied writing styles and purposes (narrative, persuasive, analytical, etc.).

· Appropriate technology integration.

· Cultural and historical exploration of the discipline.

· Critical problem-solving activities.

· Job shadowing with a connected presentation.

Course Objectives

· Articulate the basic chronology of U.S. History after Reconstruction.

· Understand key historical themes and their relevance.

· Demonstrate historical research skills.

· Develop written critical analysis through essays and presentations.

· Formulate and answer historical questions using diverse sources.

Major themes include industrialization, immigration, urbanization, depressions and wars, U.S. foreign policy, protest movements, and the growth of democracy and citizenship. Students will explore how the U.S. became a global superpower and how narratives of history shape our identity and politics.

Skills Developed

· Factual knowledge for informed discussion.

· Effective research and information synthesis.

· Critical evaluation of evidence.

· Strong oral and written communication.

Textbook

United States History: Post Reconstruction to the Present, Pearson, Lapsansky-Werner et al., 2015.

Course Requirements

Assignments include quizzes, worksheets, online activities, debates, and readings. Tests occur every 1.5 weeks and count double. Formal research papers count as 3–4 grades. Exams count roughly 1/7 of the semester grade. Students will complete the TN Ready U.S. History Assessment.

How to Succeed in This Course

· Attend every class period.

· Take thorough notes during lectures and discussions.

· Stay current with readings and assignments.

· Keep and reference course materials.

· Follow instructions and ask for clarification.

· Maintain a positive and engaged mindset.

· Actively participate in class discussions.

· Study consistently, not just before tests.

Participation Expectations

Students must be engaged, ask thoughtful questions, and connect readings to class discussions. Participation includes active listening and respectful dialogue. If speaking in class is difficult, students are encouraged to talk with the teacher to develop a participation strategy.

Communication

Email or text is the preferred method of contact. Students are responsible for reaching out with questions or concerns.

Tutoring

Tutoring is available before or after school by appointment. It is the student’s responsibility to schedule sessions.

Grading Policies

· A: 93–100 – Exceptional insight, thorough, professional quality.

· B: 85–92 – Insightful, clearly written, well-organized.

· C: 75–84 – Adequate, somewhat disorganized or unclear.

· D: 70–74 – Lacks insight, disorganized, poorly written.

· F: 0–69 – Does not meet basic assignment requirements.

Attendance

Regular attendance is essential. Students are responsible for obtaining missed materials and information when absent.

Academic Integrity & Classroom Ethics

Plagiarism, copying, and cheating will result in a zero and administrative referral. All work must be original. Cite sources properly. If in doubt, ask your teacher before submitting work.

Classroom Expectations

Respect differing opinions and avoid disruptions. Arrive on time and avoid off-topic behavior. No electronic device usage unless approved. Clean up food and drinks. Academic focus is expected during all activities.

Term Paper Requirements

Students will select a term paper topic with teacher approval. Use primary sources and scholarly references. Papers must be MLA formatted, 5–10 pages in length (excluding title and works cited), double-spaced, 12-pt Times New Roman. Peer review and a first draft are required.

Statewide Dual Credit (SDC)

Statewide dual credit (SDC) is a high school course aligned with a postsecondary challenge examination developed and approved by the Consortium for Cooperative Innovative Education, which allows students exceeding an established cut score to earn postsecondary credit at any public postsecondary institution.

Statewide Dual Credit Challenge Exam

· Tennessee high school and college faculty worked together to develop the learning objectives and challenge exam for each course.

· ALL students enrolled in a statewide dual credit course are required to take the online challenge exam, which is used to assess mastery of the postsecondary-level learning objectives.

· Students ONLY have one attempt at these exams. Any additional attempts will not be reported and/or recognized by the Tennessee Department of Education.

· Students who pass their statewide dual credit challenge exam are eligible to receive college credit at any of the public colleges or universities in the state. However, students need to enroll in an institution in order to receive “transcripted” college credit.

· Upon matriculation, a student is responsible for contacting the institution’s records office and providing his/her statewide dual credit course/exam information in order for postsecondary credits to be awarded.

· Statewide dual credit challenge exam scores must be reported on the student’s official high school transcript for the purpose of awarding credit at the postsecondary institution.

AP U.S. History – Course Syllabus

Instructor: Dr. David Webb Email: webbd@henryk12.net

AP U.S. History is a rigorous college-level course designed to provide students with the analytical skills and factual knowledge necessary to critically explore the history of the United States from pre-Columbian times to the present. The course emphasizes historical thinking skills, document analysis, and argumentation. Students are expected to read and write extensively and to think conceptually about historical developments over time.

Course Objectives

By the end of the course, students will be able to:

· Analyze and interpret primary and secondary sources.

· Identify and explain historical developments and processes.

· Develop historical arguments using evidence.

· Make connections among historical developments in different time periods and places.

· Prepare for the AP U.S. History Exam administered by the College Board on May 8, 2026.

Thematic Learning Objectives

1. 1. American and National Identity (NAT)

2. 2. Work, Exchange, and Technology (WXT)

3. 3. Geography and the Environment (GEO)

4. 4. Migration and Settlement (MIG)

5. 5. Politics and Power (PCE)

6. 6. America in the World (WOR)

7. 7. American and Regional Culture (ARC)

8. 8. Social Structures (SOC)

Textbooks and Resources

Textbook: America’s History by Henretta, Hinderaker, Edwards, and Self

· Primary Source Packets (provided)

· AP Classroom (College Board)

· Crash Course U.S. History (YouTube)

· Gilder Lehrman Institute of American History

· Heimler’s History Review Guides (YouTube)

Course Outline by Units

Unit

Time Period

Focus

1

1491–1607

Native American societies & European contact

2

1607–1754

Colonial society and economy

3

1754–1800

Revolution and the new nation

4

1800–1848

Democracy, reform, and expansion

5

1844–1877

Sectionalism, Civil War, and Reconstruction

6

1865–1898

Industrialization and the Gilded Age

7

1890–1945

Progressive Era, World Wars, and Depression

8

1945–1980

Cold War, Civil Rights, and social change

9

1980–Present

Modern America and global involvement

Grading Policy

Category

Weight

Tests & Essays

40%

Quizzes & Short-Writes

25%

Classwork & Discussions

20%

Homework

10%

Participation

5%

Assessments

· Unit Exams: Multiple Choice, Short Answer Questions (SAQs), and Essays (LEQ/DBQ)

· Timed Writings: Frequent in-class LEQ and DBQ practices

· Exams: Cumulative semester exams in December and May

· AP Exam: Administered on May 8, 2026 by the College Board (REQUIRED)

Classroom Expectations

· Be respectful, responsible, and prepared.

· Actively participate in discussions and group work.

· Meet deadlines and come to class ready to learn.

· Use historical evidence and think critically.

· Per HCHS policy, cell phones and other personal electronic devices are not permitted in the classroom during class time. They must be switched off or silent and out of sight.

Homework & Studying

Much of your learning will take place outside of class time. You should plan for at least one hour of homework every day after school during the week. This includes keeping up with the readings, completing assignments, studying for exams, and any other written assignments required for the course.

You should also be prepared to work on weekends and over extended school holidays reading, outlining, and reviewing the text, reading supplemental material, and doing required outside readings.

Late Work and Make-Up Policy

Students are responsible for making up missed work within 5 days of returning to class per HCHS policy. Contact the instructor and check Google Classroom for updates.

AP Exam Information

Exam Date: May 8, 2026

· Section I: Multiple Choice + Short Answer

· Section II: Document-Based Question + Long Essay Question

Scored on a scale of 1–5; a score of 3 or higher may earn college credit. College credit is not guaranteed. Your college or university may or may not accept AP scores, and it is the responsibility of the student to check. Taking the exam is REQUIRED for course credit.

Academic Integrity

Cheating or plagiarism will result in a zero on the assignment and possible disciplinary action. Students are expected to uphold the highest standards of honesty.

Communication and Support

Please reach out by email or in person with any concerns. Study groups are encouraged, and students may meet before or after school in the library during Patriot XL.

Henry County & Tennessee History

Instructor: Dr. David Webb Email: webbd@henryk12.net

Tennessee Course Description

Students will examine the history of Tennessee, including cultural, geographic, economic, and political influences. Topics include indigenous peoples, European settlement, statehood, the Civil War and its aftermath, industrialization, the Civil Rights Movement, and contemporary Tennessee.

Henry County History Course Description

This portion of the course explores Henry County's history from the Mississippians to modern times. Key topics include David and John Wesley Crockett, J.D.C. Atkins, Gov. James D. Porter, E.W. Grove, Gov. Tom C. Rye, Christine Reynolds, Pearl Routon, TVA, the World’s Biggest Fish Fry, Grove Tower, the Henry County Courthouse, Cherry Jones, Mordecai Johnson, Camp Tyson, Sulphur Well, and more.

Textbook

Tennessee Blue Book, Tennessee Department of State

https://publications.tnsosfiles.com/pub/blue_book/17-18/17-18tnhistory.pdf

Course Objectives

Through lectures, discussions, readings, and research, students will:

· Demonstrate knowledge of course material.

· Analyze historical events.

· Identify significant people, events, and trends.

· Locate key places on a map.

· Understand how historical events impact the present and future.

Historians use various sources—official records, memoirs, newspapers, songs, films, artworks, and more—to build narratives. These narratives shape how we understand personal, regional, and national identities.

Skills Developed in This Course

· Gaining factual knowledge to support informed discussions.

· Locating and organizing historical information effectively.

· Engaging in critical thinking and evidence-based conclusions.

· Improving oral and written communication skills.

· Enhancing reading comprehension and expression.

Classroom Participation & Attendance

Regular attendance and active participation are essential. Students are expected to read assignments, ask questions, and share ideas respectfully. Differing viewpoints are welcome and should be expressed constructively.

Classroom Behavior Expectations

Disruptions will not be tolerated. Students should arrive on time and silence all personal electronic devices before class begins.

Academic Integrity

Cheating and plagiarism are serious offenses. All work must be original. Use citations where appropriate. Violations will result in a zero and may involve disciplinary action.

Grade Distribution

A = 90–100 B = 80–89 C = 70–79 D = 60–69 F = 0–59

How to Succeed in This Course

· Attend class daily.

· Take detailed notes during lectures and discussions.

· Stay current with readings and assignments.

· Follow directions and ask for help when needed.

· Stay engaged—interest enhances learning.

· Participate in class discussions.

· Study consistently—avoid cramming.

Engagement means more than speaking often—it requires being mentally present and responsive. If you’re hesitant to speak, discuss alternatives with the instructor to ensure your involvement.

Tutoring

Tutoring is available before or after school through Patriot XL.

Henry County High School

David Webb

9-12

Classroom Library Link

Syllabus/Major learning

Resources to assist with learning