1. Protest Movements in American History
A Different Kind of Honors Course

2. Two Experiences in One Course – A Classroom Experience and An Individual Component
The Classroom Experience:
- A different theme of American protest will be presented each week for five days of class exploration
- Primary sources will serve as focal points of class discussions for four of the five days
- Students will actively read and discuss sources:
* Why has the movement developed?
* How do participants seek to change society?
* Has the movement succeeded, changed over time, and is it relevant today?
- On the final day of exploration, students will bring songs, visuals or video clips to enrich the theme of the week and expand the conversation in a student-centered “Show and Tell”

3. Expectations for the Collective Class Experience
Active reading in class
- Reading is assigned on most days and students are expected to highlight, annotate and analyze primary sources
Active participation in class
- Students are expected to share analyses, insights and questions
- For students uncomfortable with public speaking, a “talking box” has been created to write comments and place in the box to be shared
- All talking box comments must include the author’s name
Active contribution on “show and tell” day
- Bringing a song or a visual or an anecdote for the sharing day to present to the class or to place information in the talking box

4. The Individual Component
In addition to the collective classroom experience, each student will independently research a theme of protest in American History
- Throughout the semester, each student is expected to read and research information about his/her theme of protest from diverse sources and to
* Submit blog entries electronically (dates of submission are found on Ms. Napp’s Social Studies Webpage on the Homework Page)
* Create a final project in lieu of a final examination
The final project is not a research paper rather it is a creative exploration of the researched theme
Examples of creative explorations are video documentaries, theatrical plays, graphic novels, murals, and even cookbooks (think beyond the usual parameters)
The due date for the final project is posted on the webpage

5. Expectations for the Individual Component
Each student will choose a theme of American protest to research independently throughout the course
* Each student is expected to find and read articles and primary sources on his/her theme of protest every week
- Ms. Napp’s database of sources for the class may be used but will not count as individual research
- Students must research new sources independently
* Each student is expected to take notes on independent research weekly and to share findings in blog entries
* Each student must create a final project in lieu of a final examination that incorporates information learned from independent research and analysis – focusing on the goals and outcomes of the movement as well as an evaluation of where the movement stands today – finished or unfinished business, relevant or irrelevant today

6. But Not the Debate Team
It is important to note, however, that the class is not a debate team
* It is a sociological and historical examination of diverse protest movements and focused on causes, goals, and outcomes of movements and not on whether or not students individually agree with movements
* It is an examination of what people think; why they think it; and how they have changed American society or hope to change American society
* It is NOT an indoctrination into a movement

7. And a Word of Caution about Researching Responsibly
Students are encouraged to freely explore the theme of protest in one time period or multiple time periods
* While articles, speeches and other documents will increase student’s understanding of a protest theme, students may also consider interviewing participants in movements, however, students must interview responsibly
- Responsible and safe interviewing of individuals or the collection of oral histories are not required but if undertaken, should be either with known individuals (i.e. my teacher was a participant in the Civil Rights Movement) or unknown individuals, however –
If an individual is not personally known, the student should ONLY contact the person via his/her school and only an individual who is affiliated with an organization like a university or a government office or a known and credible entity to ensure the interviewer’s safety and well-being

8. To start and finish as an Honors student
Through active reading, meaningful participation and independent research, the student can finish the course as an Honors student
* This is assessed through mastery learning
- Mastery learning is the idea that mastery has occurred when a student has achieved a grade of 80 or higher
- By receiving a final grade of 80 or higher (prior to the weighting of grades), the student maintains his/her Honors standing and receives the Honors credit

9. So, how is all of this graded?
The percentages are
35% Homework (Blog Entries based on Individual Research)
35% Examinations (All examinations are open notebook and consist of seven short-answer questions of which students must answer five of the seven questions)
30% Participation (Observed through active reading – highlighting and annotating of primary sources – as well as contributing to class discussions via talking or posting comments in the Talking Box)

10. But what determines an A for a blog entry
Approximately 600 words per blog entry (presenting what is most critical and developing ideas rather than merely restating facts)
* Includes information from diverse and newly researched primary sources
* Identifies goals, obstacles faced, outcomes, leaders, methods and/or changes over time of the movement
* Analyzes the movement – why has this movement developed in this particular time; how has this movement attempted to change society; how has this movement affected members not directly involved in it; and how has this movement changed over time)

11. How are examinations graded?
All examinations consist of short-answer questions
* Seven short-answer questions are presented on every examination
* Students must answer five of the seven questions
All examinations are open-notebook examinations and each short-answer question is worth twenty points.
To receive full credit for an answer, students must answer the question, cite specific evidence from primary sources and explain evidence as well as analyze evidence

12. Participation is clear
To participate is to actively contribute through active reading, active speaking, active listening and contributing comments to the talking box

13. Thesis – A Different Kind of Course
Protest Movements in American History is a different kind of course because unlike core courses (i.e. World History), students are expected to independently direct their learning (through researching a theme of protest and creating a final project), actively participate in class discussions every day and engage in the collective class experience (through active reading and engagement with primary sources), and recognize that the outcomes of the course will be determined by students. Protest Movements in American History offers students the opportunity to lead rather than follow, to explore new fields of interest rather than a predetermined and prescribed route, and to creatively summarize learning.

14. A Final Note about the Government Credit
As Protest Movements in American History serves as a government credit and as protest movements are often rooted in attempts to realize the principles of the U.S. Constitution through protest and active engagement with the Constitution and the government, students will examine the entire U.S. Constitution through daily five-minute presentations examining different components of the U.S. Constitution
* Presentations are in chronological order of the document
* The entire Constitution will be covered