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U.S. History Syllabus Professional Learning Collaborative
Sherry Berman
Kim Giresi
Johnny Tilton
Tina Stanton
United States History
Fall Semester 2013
Allatoona High School 770-975-6503
COURSE DESCRITION:
This course spans American history from the colonial period through the present. Focus will be placed on the major events and individuals who have shaped the nation’s people and policies over the past four hundred years. Students will investigate historical events with a critical approach rather than rote learning. Primary documents will be used to emphasize the ideology and the motivations of a particular era. Supplemental reading will support traditional text material. Students are expected to complete all reading assignments prior to class to better participate in class discussion and debate.
The instructional approach will be a combination of thematic and chronological presentation. We will begin with chronological study of American history and then progress to thematic material when a foundation of fundamental understanding is established.
COURSE Assessment:
Major tests/Portfolio 35%
Writing Assignments 15%
Quizzes 15%
Class/Homework 10%
Mid-Term (10/15/13) 5%
EOCT/Final Exam 20%
Major tests consist of multiple choice questions, map, chart and/or graph analysis, short answer/essay questions. All categories help develop skills required for post-secondary study. Much emphasis will be placed on critical thinking during the first six weeks. This is a process. There will be coaching and individual tutoring when warranted. Please take advantage of tutoring if more help is apparent.
Reading quizzes are designed to assess smaller amounts of information and identify comprehension problems before a major unit test.
Quizzes can also take the form of a debate, group presentations, or other assessments that focus on limited content.
Classwork/homework assessments consist of homework checks, pop quizzes, or short assignments completed in class.
Outside readings from American history journals and other scholarly sources will be assigned throughout the semester. Projects and/or class debates will be constructed around these assignments as their theme and subject matter parallel the course curriculum.
The EOCT is designed by the Georgia Department of Education. The EOCT is the final exam for this course. It will be administered tentatively December 9th and 10th. It is state mandated as 20% of each student’s final average. It is highly recommended that students take this assessment seriously and prepare carefully.
REQUIRED TEXT
United States History
Please be aware that testing will be drawn from VARIOUS sources (discussion, notes, text readings, articles, and data/graphics).
Projects: Optional Assignment
Students will complete an oral history of a person at least 65 years young. Grandparents are the primary goal. But if that is not possible, a great aunt/uncle, family friend, or other elderly persons can be interviewed.
Specifications will be on my blog.
This assessment is weighed as a test grade.
Due December 18th but this project will be accepted at any time during the semester.
The Oral History project will not be accepted any later than 5:00 p.m., December 18th.
HOUSE RULES
As juniors, it is assumed that you understand the basics of classroom decorum.
o Do not engage in conversation when I am speaking. You will miss important information. It is rude behavior.
o Do not interfere in the learning of others.
o Do not ask to leave the classroom unless there is an emergency.
o Food and drink are on a DO NOT ABUSE policy. There will be NO eating of lunches or “noisy” foods.
o Cheating: Don’t. If you do: 1) parental notification 2) U in conduct 3) zero for the assignment – Plagiarism is cheating.
MAKE UP WORK
Make up times:
Tuesday 3:30- 4:30
Wednesday 3:30- 4:30
Thursday 3:30- 4:30
Students are responsible for securing appointments for Unit Test making ups.
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Assignments i.e. papers, special projects that are presented later than the beginning of class on the date due will lose one letter grade per calendar day that the assignment is late.
Missed group work/assignments will be handled on an individual basis. The group will not lose points because of one student’s absence but the absent student will have to compensate for the missing piece of the project, presentation, etc. This may include a separate assignment that meets the objective of the original assignment (e.g., a paper, power point presentation, discussion with the teacher on the topic).
SUBSTITUTES
Any time that I am away, all work counts 2x the normal score.
You will behave appropriately when I am absent for any reason.
TECHNOLOGY
Students will be researching topics in the Media Center/computer labs using printed material as well as the Internet.
IT IS EACH STUDENT’S RESPONSIBILITY TO KEEP COMPUTER PASSWORDS CURRENT.
TENTATIVE UNIT TEST SCHEDULE
Units / Title/Subject / Standards Covered / DateI / Early Exploration/Colonization / SSUSH 1-3 / August 15th
II / Revolution through Federalism / SSUSH 4-5 / August 27th
II / Expansion and Growth / SSUSH 6-8 / September 5th
IV / Civil War and Reconstruction / SSUSH 9-10 / September 16th
V / Industrialism, Urbanization, Immigration, Populists and Progressive movements / SSUSH 11-14 / September 26th
VI / Imperialism, WWI, 1920s / SSUSH 15-16 / October 14th
I-VI / MID-TERM / SSUSH 1-16 / October 15th
VII / Causes and Consequences of Great Depression/New Deal/ / SSUSH 17-18 / October 24
VIII / Causes/Reaction to WW II/Consequences of WW II-Cold War politics / SSUSH 19-20 / November 7
IX / Social/Political Developments 1945-1970 / SSUSH 21-23 / November 22
X / Social and Political Developments 1970-present / SSUSH 24-25 / December 4th
Units I-X / EOCT (20% of FINAL Course Grade) / SSUSH 1-25 / December 9-10
SSUSH1 The student will describe European settlement in North America during the 17th century.
SSUSH2 The student will trace the ways that the economy and society of British North America developed.
SSUSH3 The student will explain the primary causes of the American Revolution.
SSUSH4 The student will identify the ideological, military, and diplomatic aspects of the American Revolution.
SSUSH5 The student will explain specific events and key ideas that brought about the adoption and implementation of the United States Constitution.
SSUSH6 The student will analyze the impact of territorial expansion and population growth and the impact of this growth in the early decades of the new nation.
SSUSH7 Students will explain the process of economic growth, its regional and national impact in the first half of the 19th century, and the different responses to it.
SSUSH8 The student will explain the relationship between growing north-south divisions and westward expansion.
SSUSH9 The student will identify key events, issues, and individuals relating to the causes, course, and consequences of the Civil War.
SSUSH10 The student will identify legal, political, and social dimensions of Reconstruction.
SSUSH11 The student will describe the economic, social, and geographic impact of the growth of big business and technological innovations after Reconstruction.
SSUSH12 The student will analyze important consequences of American industrial growth.
SSUSH13 The student will identify major efforts to reform American society and politics in the Progressive Era.
SSUSH14 The student will explain America’s evolving relationship with the world at the turn of the twentieth century.
SSUSH15 The student will analyze the origins and impact of U.S. involvement in World War I.
SSUSH16 The student will identify key developments in the aftermath of WW I.
SSUSH17 The student will analyze the causes and consequences of the Great Depression.
SSUSH18 The student will describe Franklin Roosevelt’s New Deal as a response to the depression and compare the ways governmental programs aided those in need.
SSUSH19 The student will identify the origins, major developments, and the domestic impact of World War II, especially the growth of the federal government.
SSUSH20 The student will analyze the domestic and international impact of the Cold War on the United States.
SSUSH21 The student will explain the impact of technological development and economic growth on the United States, 1945-1975.
SSUSH22 The student will identify dimensions of the Civil Rights Movement, 1945-1970.
SSUSH23 The student will describe and assess the impact of political developments between 1945 and 1970.
SSUSH24 The student will analyze the impact of social change movements and organizations of the 1960s.
SSUSH25 The student will describe changes in national politics since 1968.
Please detach, sign, and return!!
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United States History Syllabus
· I have read and understand the requirements for United States History.
· I understand that the course requires daily attention.
· Reading and study of the day’s content/material is the standing homework
assignment.
· Students are responsible for making appointments for make up work.
· Tests should be made up the day a student returns from the missed test date.
· Synergy (the new Pinnacle) and the teacher blog can be accessed to determine a
student’s progress and responsibilities.
· Ms. Berman’s e-mail address is located on the heading of the class syllabus. This is the most effective form of initial communication.
· Ms. Berman will return parent emails within 24 hours of the initial contact.
Student Signature: ______Date: ______
Parent Signature: ______Date: ______
Parent Phone: Work ______Home: ______
Parent e-mail Address: (Please write legibly!!)
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Parent Signature: ______
Student Signature:
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