7th Grade Texas History Course Syllabus 2017-2018

Robert Kennemer III

Room 201

Email: ClassWebsite:

Tutorials: Mornings (7:45-8:15) & Afternoons (by appointment)Conference Period: 1th Period

Welcome to the 2017-2018 school year! I will be guiding you through your exploration of 7th grade Texas History this year at Prairie Vista middle School. If you follow classroom rules and procedures, keep a positive attitude and work hard, you will be successful. I look forward to an enjoyable school year!

I.Course Overview

The purpose of this course is to provide each student a rigorous & exciting classroom experience that is relevant & applicable to the complex world we live in today. This class will focus on Texas History. We will examine the history and people of Texas from prehistory to modernity. The course has been organized into eighteen major historical eras that will be learned through creative writing, a variety of individual & group activities & through analyzing & evaluating primary & secondary sources..

  1. Classroom Vision & Expectations

Classroom Vision / Classroom Expectations
Carpe Diem! Seize the Day /
  1. All Eagle Mountain Saginaw ISD & Prairie Vista Middle School Student Handbook rules & procedures, along with Code of Conduct, apply in this class.
  2. Restroom passes are given on an emergency basis only. Use the passing period in the schedule appropriately. Passing period is the time to use the restroom.
  3. Student is expected to bring the binder every day to class.
  4. Absent students are responsible for making up missing assignments. The missing assignments are in the appropriately labeled folder by the door. Make up assignments are expected in a timely manner. (See Grading for further information on make-up assignments)

C
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M / Character – Do Right When No One is Watching
Attitude – Be Positive!
Respect – Help & Take Care of Others
Pride –It’s a Great Day to be a Coyote!
Expectations – Follow Procedures & Rules
Dedication – No Pain, No Gain!
Integrity – Make Good Choices
Excitement – Learning Can Be Fun
Maturity – Keep Hands to Self.
  1. Classroom Supplies

IV. Grading

Major Grades (Tests, Research Papers, Projects DBQs)60%.

Minor Grades (Notes, graphic organizers, quizzes, daily journal writing, & participation)40%.

Correction, Redo, and Retest Policy:

Please refer to the EMSISD Student Handbook. All occurrences are handled by following the district policies.

Late WorkMake-Up Work:

Please refer to the EMSISD Grading Handbook. All occurrences are handled by following the district policies.

V.Class Rules and Procedures

Bring your own Device (BYOD):

Students are encouraged to bring their electronic devices daily to the classroom. We will be utilizing electronic devices to enhance educational opportunities. Any “smart” device will work in a BYOD classroom. This includes, but is not limited to iPhones, iPads, iPod touches, Android phones and tablets, and Windows phones and tablets.

Class Procedures:

1) Students will promptly enter the classroom and retrieve their Binder
2) Students will answer the opening question and be in their assigned seat when the bell rings.
3) Students will keep all your notes and journal entries in theirBinder.
4) Students will clear their desks and return all materials before class is dismissed.
5) When working in groups everyone in the group must contribute.
6) Students will turn in finished assignments to the classes designated Turn-in-box
7) Students will remain at their desks at the end of the period until the teacher dismisses the class.

Class Rules:

1) Listen And Follow Directions

2) Raise Your Hand Before Speaking Or Leaving Your Seat

3) Respect Your Classmates And Your Teacher
4) Keep Hands, Feet, And Objects To YourselfConsequences:

Consequences:

If students make positive choices:

Students will receive positive reinforcement, encouragement, and incentives.

Coyote Cash will be distributed to students who create a positive and cooperative classroom.

Other incentives will be provided throughout the year for students who consistently make positive choices.

If students make poor choices:

First Infraction will result in a written/verbal warning.

Second Infraction will result in a change of seat

ThirdInfraction will result in a phone call from the studentto the students’parent/guardian.

FourthInfraction will result in a formal detention.

Fifth Infraction will result in a discipline referral and a trip to the principal.
*Some behaviors or actions can be assigned appropriate level of disciplinary actions as deemed appropriate by the administration.*

  1. Parent/ Guardian involvement:

Parent/Guardian involvement is highly encouraged and appreciated. I am receptive to any and all questions, suggestions, and inquiries.

Parent/Teacher Contacts:

Please feel free to contact me at the email address listed at the top of the syllabus.

  1. Course Schedule

Unit Title / Students will be able to answer:
Unit One: Being a Historian / This unit emphasizes the concept of records from the past. Students use historical analysis and critical thinking skills which are the foundations of their analysis of documents and artifacts during the year.
Unit Two: Being a Geographer / This unit uses the concept of regions for students to explore Texas physical and human geography. It includes a review of basic map, chart, and graph skills.
Unit Three: Native Texans / This one-part unit uses the conceptual lens of culture to examine the lifestyle and varied cultural characteristics of Native American tribes before the migration of Europeans to Texas.
Unit Four: Age of Contact / This unit explores the concept of conquest. Students will focus on the Spanish as one of the first colonial powers in Texas and the New World. Attention will be given to the exploration and settlement of Texas and to the study of the Maya and Aztec civilizations in Mexico prior to European conquest.
Unit Five: Spanish Colonial / This two-part unit focuses on Spanish determination to maintain ownership and control of her North American possessions, particularly Texas. Students will examine how these methods of establishing ownership impacted Native Texans. Students will also examine English methods of establishing ownership of the Atlantic Coast of North America and compare the methods and successes of Spain and England.
Unit Five (Part 2): American Revolution / This unit focuses on the growing desire of the English colonies to throw off British rule. The significant events of the American Revolution will be explored.
Unit Six: End of Spanish Rule / This unit focuses on the growing desire of Mexico to throw off Spanish rule. Students will explore the impact of the Mexican Revolution on the future Anglo settlement of Texas.
Unit Seven: Mexican National Period / This unit focuses on the settlement patterns of the Anglo population in Spanish/Mexican Texas and examines immigration, frontier lifestyle, and growing unrest in early 19th century Texas.
Unit Eight: Conflict Begins / This unit focuses on the growing tensions between the Anglo settlers and Mexican policies and laws concerning immigration to Texas. The students will examine the concept of revolution as one way to eliminate these tensions.
Unit Nine: Revolutions and Republic / This unit examines the concept of revolution. Students will learn about the significance of major events / people during the Texas Revolution.
Unit Ten: Independence Won / This unit examines revolution as a solution for political differences between the Mexican government and Anglo settlers in Texas.
Unit Eleven: Republic/Statehood/Mexican War / This unit examines the concept of republic. These lessons address the period of Texas history when Texas was an independent republic. Students learn about the problems facing the new government and the issues surrounding the annexation of Texas to the United States, leading to the outbreak of the Mexican War.
Unit Twelve: Government / This two-part unit examines the democratic principles embedded in the Texas Government and the United States Government. The students will compare and contrast the state government and the national government in the areas of important documents, structure, and civic responsibilities.
Unit Thirteen: Industrial Revolution / This unit focuses on understanding how the Industrial Revolution in the different regions of the United States impacted the industrialization of different regions in Texas.
Unit Fourteen: Slavery/Secession/Causes of Civil War / This unit looks at the concept of Civil War as a solution to differences politically, socially, and economically between regions of the United States. Students will examine the reason Texas chose to secede.
Unit Fifteen: Civil War and Reconstruction / This unit looks at the concepts of civil war and reconstruction. Students will examine the main events of the Civil War and include the contributions of Texas and Texans to this historic conflict. The unit also includes the study of the effects of the Civil War and the impact of Reconstruction on life in Texas.
Unit Sixteen: Cultures in Conflict / This unit examines the conflict between Native Americans and Anglo ranchers and farmers in Texas. Students will understand the removal of the Native Americans from the Texas plains in the 1870s.
Unit Seventeen: Farming and Ranching / This unit explains the growth of Texas cattle and farming industries. Students will examine how the blending of Mexican and Anglo traits into the “cowboy culture” still influences Texas culture today.
Unit Eighteen: Reform/Modern Era / This unit examines the growth of Texas from the 1870s through the early 20th century. Emphasis is placed on the development of transportation systems, reform movements, the impact of the Galveston hurricane of 1900, and the role of oil in the economic development of Texas.
Unit Nineteen: World War I/ Great Depression / This unit focuses on the role of Texas in World War I and the prosperity of the 1920s which led to the Great Depression. Students will examine how World War I changed the role of the U.S. (and Texas) globally, and the Great Depression changed the role of government in the economy of the U.S. (and Texas).
Unit Twenty: World War II / This unit examines World War II and its aftermath in Texas.
Unit Twenty One: 20th/21st Centuries / This unit uses the concept of change over time to study major political, social, and economic events from the mid-1900s to present-day in Texas.