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| | [[American History Lecture One|Lecture]] - [[American_History_Homework_One|Questions]] - [[American History Homework One Answers|Student Answers]] | | [[American History Lecture One|Lecture]] - [[American_History_Homework_One|Questions]] - [[American History Homework One Answers|Student Answers]] |
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| − | Welcome to "American history," also known as "United States history." This topic is much broader topic than "American government"; this course includes all of culture and intellectual thought and activities. It addresses the many unsolved mysteries of who we are, and why. Why do we speak English rather than Spanish? Why is the United States the most prosperous society in the history of the world? Be prepared to ask many questions, and look for the answers until you find them. | + | Welcome to "American history," also known as "United States history." This topic is much broader than "American government"; this course also includes culture and intellectual thought. It addresses the many unsolved mysteries of who we are, and why. Why do we speak English rather than Spanish? Why is the United States the most prosperous society in the history of the world? Be prepared to ask many questions, and look for the answers until you find them. |
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| − | Politics is about the future, while history is about the past. But learning the past can give us insights into where we are going in the future. Studying history helps us understand ourselves better, and can inspire and guide us to greater achievement. When we learn that Thomas Edison invented the phonograph (music player) even though he was mostly deaf, then we can strive to do more with the talents and abilities God gave us. | + | Politics is about the future, while history is about the past. But learning about the past can give us insights into where we are going in the future. Studying history helps us understand ourselves better, and can inspire and guide us to greater achievement. When we learn that Thomas Edison invented the phonograph (music player) even though he was mostly deaf, then we can strive to do more with the talents and abilities God gave us. |
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| − | A small boat into unchartered waters brought the Pilgrims to America. Their group not much bigger than our class, and their boat (the "Mayflower") was not much larger than our classroom. Just before arriving on shore, the Pilgrims agreed to a written agreement or "compact" to bind them after they arrived. The very first words of their "[[Mayflower Compact]]" were "In the name of God Amen."<ref>The Mayflower Compact is viewable here: http://www.yale.edu/lawweb/avalon/amerdoc/mayflower.htm</ref> | + | A small boat sailing into unchartered waters brought the Pilgrims to America. Their group was not much bigger than our class, and their boat (the "Mayflower") was not much larger than our classroom. Just before arriving on shore, the Pilgrims agreed to a written agreement or "compact" to bind them after they arrived. The very first words of their "[[Mayflower Compact]]" were "In the name of God Amen."<ref>The Mayflower Compact is viewable here: http://www.yale.edu/lawweb/avalon/amerdoc/mayflower.htm</ref> |
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| | Just as our Nation's founders started with a prayer, so do we. Prayer clears out the noise in our minds. We are looking for knowledge and inspiration here, and that comes from God. In most countries families lack the freedom even to have a class like this. Yet America was established on prayer and liberty, from which prosperity results. | | Just as our Nation's founders started with a prayer, so do we. Prayer clears out the noise in our minds. We are looking for knowledge and inspiration here, and that comes from God. In most countries families lack the freedom even to have a class like this. Yet America was established on prayer and liberty, from which prosperity results. |
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| | * identifying trends, which becomes useful in making predictions about the future | | * identifying trends, which becomes useful in making predictions about the future |
| | * keeping facts in perspective and understanding how they relate to each other | | * keeping facts in perspective and understanding how they relate to each other |
| − | * understanding the importance of culture, ideas, and economic issues in shaping history | + | * recognizing the importance of culture, ideas, and economic issues in shaping history |
| | * interpreting political cartoons | | * interpreting political cartoons |
| | * improving speed in reading and retaining historical information, such as answering history questions quickly | | * improving speed in reading and retaining historical information, such as answering history questions quickly |
| − | * dealing with [[liberal]] bias in textbooks and the selection and presentation of questions on College Board exams:
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| − | ** denial of [[Christian]] and [[conservative]] achievement
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| − | ** overemphasis on [[liberal]]s and their beliefs, and denial of their failures
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| − | ** obsession with materialism and inborn characteristics like race and gender
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| | Common mistakes by students in history courses include: | | Common mistakes by students in history courses include: |
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| | * getting bogged down in detail and failing to see the big picture | | * getting bogged down in detail and failing to see the big picture |
| | * misunderstanding questions | | * misunderstanding questions |
| − | * failure to apply common sense to recognize that people in the past were similar in nature to people today, with similar problems | + | * failure to apply common sense to recognize that people in the past were similar in nature to people today, with similar types of human problems |
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| | == The Key to Mastering History == | | == The Key to Mastering History == |
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| − | The key to mastering history is to find what you like and understand, and then use it as your foundation to learn everything else. In other words, first find and learn what you like, and then learn everything else by connecting it to what you know. Use the same technique that we all use for directions: pick a landmark or a place that you know how to get to, and then figure out how to go from there to where you need to go. | + | The key to mastering history is to find what you like and understand, and then use it as your foundation to learn everything else. In other words, first find and learn what you like, and then learn everything else by connecting it to what you know. This is the same technique that we all use for directions: pick a landmark or a place that you know how to get to, and then figure out how to go from there to where you need to go. |
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| − | For example, if you are most interested in religion, then learn about the 13 colonies based on their different attitudes towards religion. If you are most interested in one colony, then learn about it and how it relates to other colonies. If you like military history, then use that as your starting point. Perhaps you enjoy mysteries; in that case, use our list of [[Essay:Greatest Mysteries of American History|Greatest Mysteries of American History]] to motivate you. | + | For example, if you are most interested in religion, then learn about the 13 colonies based on their different attitudes towards religion. If you are most interested in one colony, then learn about it and how it relates to other colonies. If you like military history, then use that as your starting point. Perhaps you enjoy mysteries; in that case, use our list of [[Essay:Greatest Mysteries of American History|Greatest Mysteries of American History]] (it is a link in the homework) to motivate you. |
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| | Perhaps you like politics the most. In that case, you'll want to memorize the presidents and leaders of Congress, and relate historical events to their times in office. Or perhaps you enjoy legal issues, and reading about what the courts do. If so, then you'll want to focus your attention on the major rulings of the [[U.S. Supreme Court]] throughout American history, and relate other historical events to those decisions. | | Perhaps you like politics the most. In that case, you'll want to memorize the presidents and leaders of Congress, and relate historical events to their times in office. Or perhaps you enjoy legal issues, and reading about what the courts do. If so, then you'll want to focus your attention on the major rulings of the [[U.S. Supreme Court]] throughout American history, and relate other historical events to those decisions. |
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| | :1899 to the present - 40% | | :1899 to the present - 40% |
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| − | Hence nearly half of the SAT II exam focuses on the last century, and only about 18 questions (out of 90-95) are devoted to all of pre-exploration, exploration, settlements, the colonies, the documents that founded the nation, the American Revolution, and the election of George Washington. So do not find yourself spending too much time on one aspect of history.
| + | Nearly half of the SAT II exam focuses on the last century, and only about 18 questions (out of 90-95) are devoted to all of pre-exploration, exploration, settlements, the colonies, the documents that founded the nation, the American Revolution, and the election of George Washington. So do not find yourself spending too much time on one aspect of history. |
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| | == Why America? == | | == Why America? == |
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| | Who is going to do the hard labor needed to set up a new community, such as chopping down trees, working the farms, and constructing the buildings? There was almost no money to pay anyone for the work. Families might do some, but many of the families consisted of young children. Pretty soon slavery developed as a form of labor, particularly in less religious settlements. Another form of labor less objectionable than slavery was the use of [[indentured servants]]. They were workers who promised to work for free for seven (7) years in exchange for free transportation to the New World, free food and housing while there, and complete freedom (and maybe some land) after the end of the seven (7) years. | | Who is going to do the hard labor needed to set up a new community, such as chopping down trees, working the farms, and constructing the buildings? There was almost no money to pay anyone for the work. Families might do some, but many of the families consisted of young children. Pretty soon slavery developed as a form of labor, particularly in less religious settlements. Another form of labor less objectionable than slavery was the use of [[indentured servants]]. They were workers who promised to work for free for seven (7) years in exchange for free transportation to the New World, free food and housing while there, and complete freedom (and maybe some land) after the end of the seven (7) years. |
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| − | In learning history, it helps to look for unifying themes to organize events in your mind. One theme that helps explain American history well is the overall expansion of Christianity for 2000 years. Why did [[Christopher Columbus]] and other explorers risk their lives to come to the New World? To spread Christianity. Why did families then risk their lives to settle here? To establish religious communities free of persecution. Two hundred years later, why did Massachusetts prohibit slavery and why did abolitionists President [[John Quincy Adams]] devote their lives to ending slavery? Their religious values told them slavery was wrong. | + | In learning history, it helps to look for unifying themes to organize events in your mind. One theme that helps explain American history well is the overall expansion of Christianity for 2000 years. Why did [[Christopher Columbus]] and other explorers risk their lives to come to the New World? To spread Christianity. Why did families then risk their lives to settle here? To establish religious communities free of persecution. Two hundred years later, why did Massachusetts prohibit slavery and why did abolitionists like President [[John Quincy Adams]] devote their lives to ending slavery? Their religious values told them slavery was wrong. |
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| | There are other possible themes also. How about the desire to make more money? How about the urge for self-government, to be in charge of oneself free from a monarchy? How about the advance of technology and its affect on how we live? There are many possible themes to American history and we will have fun debates about them. | | There are other possible themes also. How about the desire to make more money? How about the urge for self-government, to be in charge of oneself free from a monarchy? How about the advance of technology and its affect on how we live? There are many possible themes to American history and we will have fun debates about them. |