HIST 102: History of the United States to 1865

Affiliation

Name: Steven Catania
SCID: Other
Department: Office of Human Resources – Talent Management
Course Name: HIST 102: History of the United States to 1865Course Objectives:
CO1: Compare the role of religion in the construction of social identity in the northern and southern United States through 1865.
CO2: Interpret the leading ideologies of America’s most influential political parties.
CO3: Value the role of citizens in the government of the United States.Course Units:
CU1: America from 1300 to 1776
CU2: The Revolutionary War
CU3: The Debate Over Government
CU4: The Early Republic
CU5: The Age of Democracy
CU6: The Precursors and Proceedings of the Civil War

Unit Objectives:
UO1: Identify the leading architects of the Federalists and Antifederalists
UO2: Compare the ideologies of Antifederalists, Federalists, Nationalists, and Confederalists
UO3: Recognize the importance of the public sphere in Early Republic politics
UO4: Identify how popular sovereignty is central to the government laid out by the Constitution
UO5: Argue the influence of the Antifederalists and Federalists on 21st-century American politics

Activity One

Activity:
Description: Lecture that lays out the Antifederalists and Federalists, their leading architects, their ideologies, and how they spread their messages.
Modality: Online
Activity Sequence: Pre-Class
Required Knowledge: NA
Time on Task: 15 minutes
Objectives Supported: UO1, UO2, UO3
Horton Type: Absorb
Bloom’s Level: Knowledge/Understand
Evidence: Muddiest Point discussion board posting
Pedagogical Role: Instructor-created knowledge check
Social Role: NA
Managerial Role: NA
Technical Role: DoIT Help Desk

Activity Two

Activity:
Description: In groups, students discuss the ideologies they believe were a direct response to the pre-1776 ruling of the American colonies
Modality: In-Class
Activity Sequence: In-Class
Required Knowledg: Activity 1 and material from Unit 1
Time on Task: 50 minutes
Objectives Supported: UO1, UO2
Horton Type: Do
Bloom’s Level: Apply
Evidence: Share Out to Class
Pedagogical Role: Develop activity to support course goals and connect modern day issues to similar complaints during the 1770s and 1780s
Social Role: Cultivate student participation as walking around
Managerial Role: Communicate clear expectations to students of what to discuss
Technical Role: NA

Activity Three

Activity:
Description:Students match influential quotes with their authors and political leaning
Modality: Online
Activity Sequence: Post-Class
Required Knowledge: Activities 1 and 2
Time on Task: 10 minutes
Objectives Supported: UO1, UO2
Horton Type: Do
Bloom’s Level: Analyze
Evidence: Quiz score
Pedagogical Role: Develop activity to support course goals
Social Role: NA
Managerial Role: Communicate clear expectations to students
Technical Role: Development of matching assessment in Learn@UW

Activity Four

Activity:
Description: Read Reacting to the Past preliminary material on nationalists, confederalists, and the debate surrounding the Constitution
Modality: Book
Activity Sequence: Pre-class/Post-class
Required Knowledge: Activities 1, 2, 3
Time on Task: ~4 hours spread out over the days leading up through the next four classes (~1 hour per night before each of those classes)
Objectives Supported: UO1, UO2, UO3
Horton Type: Absorb
Bloom’s Level: Analyze
Evidence: After the first day, they will have a discussion board posting of the three most important ideological beliefs they learned about their character from the reading. Each subsequent day they will have a discussion board posting of what their character felt had been overlooked/ignored/downplayed during that day’s debate.
Pedagogical Role: Ensure activity adheres to course objectives
Social Role: Focus on student participation in debate and stress their ability to control the shape of the debate
Managerial Role: Define ground rules for the debate and their roles
Technical Role: NA

Activity Five

Activity:
Description:Reacting to the Past Debate to determine what the US Constitution looks like
Modality: In-Class
Activity Sequence: In-Class
Required Knowledge: Activity 4
Time on Task: 4 class periods
Objectives Supported: UO2, UO3, UO4
Horton Type: Do
Bloom’s Level: Create
Evidence: Shape of final Constitution produced by the debate participants and classroom observation
Pedagogical Role: Ensure activity adheres to course objectives
Social Role: Focus on student participation in debate and stress their ability to control the shape of the debate
Managerial Role: Define ground rules for the debate and their roles
Technical Role: NA

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