US Studies II
Syllabus 2013-2014
Course Overview
Why study history? This is a question asked to many historians that come with varying responses that always include a passion and spark behind the answer. History is not just the study of a multitude of facts, people, wars, and dates, many of which seem to be forgotten once the discussion becomes silent. In my opinion, the ever-changing field of history is a fascinating journey of events that place an indelible mark on a generation and the people whose contributions continue to impact our lives today. The study of history allows one to understand multiple perspectives of an event or era, ponder big questions, discuss effectively and respectfully, and to apply the lessons of the past to the problems of today.
Required Supplies
· The American Vision: Modern Times, by Glencoe McGraw-Hill 2009.
· Joy Hakim. A History Of US Series. Oxford: Oxford University Press, 2005.
Homework and Assessments
· Each marking period will be weighted as follows:
o Homework - 10%
o Classwork - 15%
o Projects - 15%
o Quizzes - 20%
o Tests - 40%
· Grades will be determined through a combination of quizzes, tests, homework assignments, projects, Socratic seminars, classwork, and collaboration-oriented activities.
· All grades are posted on Student Vue bi-weekly on Friday.
· If students are concerned about their grade, they should arrange to meet with me outside of regular class time (sooner is always better than later).
Late Work Policy
· 10% of the total points awarded will be deducted for each DAY (including weekends) an assignment is late. Students will be given 1 week after the last day absent to complete missing assignments.
Daily Agenda
Students will:
· Master a broad body of United States historical knowledge
· Demonstrate an understanding of United States historical chronology
· Use historical data to support an argument or position
· Interpret and apply data from original documents, including cartoons, graphs, letters.
· Effectively use analytical skills of evaluation, cause and effect, compare and contrast
· Work effectively with others to produce products and solve problems
Curriculum Calendar
Review Unit: Industrialization
Unit 1: Immigration, Urbanization, and Progressives
Unit 2: Imperialism, World War I, and the 1920s
Unit 3: The Great Depression and World War II
Unit 4: The American Dream, the Cold War and Civil Rights
Unit 5: Vietnam Conflict and the 1970s
Unit 6: Modern America: 1980 - Present
Syllabus 2013-2014
Course Overview
Why study history? This is a question asked to many historians that come with varying responses that always include a passion and spark behind the answer. History is not just the study of a multitude of facts, people, wars, and dates, many of which seem to be forgotten once the discussion becomes silent. In my opinion, the ever-changing field of history is a fascinating journey of events that place an indelible mark on a generation and the people whose contributions continue to impact our lives today. The study of history allows one to understand multiple perspectives of an event or era, ponder big questions, discuss effectively and respectfully, and to apply the lessons of the past to the problems of today.
Required Supplies
- Spiral Notebook (You should already have this with your summer assignment)
- Highlighter (Preferable multiple colors)
· The American Vision: Modern Times, by Glencoe McGraw-Hill 2009.
· Joy Hakim. A History Of US Series. Oxford: Oxford University Press, 2005.
Homework and Assessments
- Homework – Chapter Notes consisting of key terms from the assigned chapter reading. At least one homework assignment per week will be assessed by a homework quiz. This will be based off the previous night’s homework and will count as a homework grade.
- Writing – All units consist of allotted time for students to learn the process of historical writing. As a class, we will discuss, model, and develop our writing skills through the process of thesis statement, thesis writing, free response questions, and document based questions.
- Internet Activities – Students will complete a variety of internet activities designed to enhance student learning by allowing students to discuss with classmates, analyze primary sources, and develop and enhance research skills.
- Benchmarks – There will be 3 benchmark exams consisting of multiple choice questions, free response questions, and a document based question.
- Performance Assessment – There will be 3 performance assessments that will be imbedded into the units.
- Test Corrections – For each exam and benchmark taken, those who receive below a 70% will be required to complete test corrections. Specific instructions will be handed out in class. Each question corrected will be worth ½ point toward your total exam score.
- All students will complete test corrections for the first exam.
· Each marking period will be weighted as follows:
o Homework - 10%
o Classwork - 15%
o Projects - 15%
o Quizzes - 20%
o Tests - 40%
· Grades will be determined through a combination of quizzes, tests, homework assignments, projects, Socratic seminars, classwork, and collaboration-oriented activities.
· All grades are posted on Student Vue bi-weekly on Friday.
· If students are concerned about their grade, they should arrange to meet with me outside of regular class time (sooner is always better than later).
Late Work Policy
· 10% of the total points awarded will be deducted for each DAY (including weekends) an assignment is late. Students will be given 1 week after the last day absent to complete missing assignments.
Daily Agenda
- When students come to class each day, there are two things that they will be expected to complete within the first 8 minutes of class.
- Vocabulary Work - there will be a daily vocabulary work projected on the board. Students will be required to find the definition of the work. They will also have to use it in a sentence and draw and picture to help them remember the word.
- Bell Ringer - Students will have a brief question or response to complete at the beginning of class.
Students will:
· Master a broad body of United States historical knowledge
· Demonstrate an understanding of United States historical chronology
· Use historical data to support an argument or position
· Interpret and apply data from original documents, including cartoons, graphs, letters.
· Effectively use analytical skills of evaluation, cause and effect, compare and contrast
· Work effectively with others to produce products and solve problems
Curriculum Calendar
Review Unit: Industrialization
Unit 1: Immigration, Urbanization, and Progressives
Unit 2: Imperialism, World War I, and the 1920s
Unit 3: The Great Depression and World War II
Unit 4: The American Dream, the Cold War and Civil Rights
Unit 5: Vietnam Conflict and the 1970s
Unit 6: Modern America: 1980 - Present