United States History s4

Mission Statement: to empower a generation of young people to become thoughtful, educated citizens, who fight a world of terror and fear with compassion and reason!

AMERICAN HISTORY I

HONORS: 4x4

Instructor: Mr. Roshan R. VARGHESE

Contact Info: ; 980-343-6300 (x4002060)

WIKI: RoshanVarghese.cmswiki.wikispaces.net

Twitter: @MrRVarghese

Classroom: 957

Office Hours: Always please inform prior to attending: walk-ins discouraged…

Hours subject to change due to professional & personal reasons!

· 6:45 AM-7:15 AM (Monday-Wednesday & Friday)

· 2:15 PM-3:45 PM (Monday, Tuesday & Friday)

· & by appointment!

The study of American History I in high school builds on historical and geographical perspectives gained from the elementary and middle level study of North Carolina and the United States. The study of World History will enable students to place the United States in a world context. The economic and political perspectives and historical foundations gained from the study of Civics and Economics will prepare students for the examination of our nation’s history. Given these foundational studies, it is appropriate that this high school course, American History I, emphasizes the economic, social, and political developments of the nation state up to and including the twentieth century. The study of our nation’s history concentrates on understanding cause-and-effect relationships and on developing an understanding of multiple causation, the knowledge that things are as they are for many reasons. Such historical study leads beyond the memorization of unexamined and isolated facts toward the ability to detect trends, analyze movements and events, and develop a “sense of history.”

In all social studies courses, knowledge and skills depend upon and enrich each other while emphasizing potential connections and applications. In addition to the skills specific to social studies, there are skills that generally enhance students’ abilities to learn, to make decisions, and to develop as competent, self-directed citizens that can be all the more meaningful when used and developed within the context of the social studies.

It is important that students be exposed to a continuum of skill development from kindergarten through grade twelve. As they encounter and reencounter these core skills in a variety of environments and contexts that are intellectually and developmentally appropriate, their competency in using them increases.

The study of American History I in the eleventh grade is designed as a survey course and a continuation of the Civics and Economics curriculum. After the study of Civics and Economics, this survey course will begin with the national period and the administration of George Washington. Throughout the competency goals, there will be some overlap of time periods to allow for teacher flexibility and to address the complexity of the issues and events. The overall curriculum continues to current times.

The focus of this course provides students with a framework for studying political, social, economic, and cultural issues, and for analyzing the impact these issues have had on American society. This course goes beyond memorization of isolated facts to the development of higher level thinking skills, encouraging students to make historical assessments and evaluations.

Rules/Expectations:

· Students will respect all classroom members/individuals (i.e.-instructor, fellow colleagues, BHS faculty/staff, visitors, etc).

· Students will serve the needs and interests of the classroom community.

· Students will always strive for excellence, in all aspects of the academic environment, never settling for survival as the final destination.

o Students will come to class prepared to LEARN, having all materials out and ready at the sound of the tardy bell.

o Students will be dismissed by the instructor ALONE, and not by the sound of a pre-arranged bell.

David W. Butler High School Tardy Policy:

1st Tardy: Warning by Teacher

2nd Tardy: Warning by Teacher/ Parental Notification

3rd Tardy: Teacher Assigns Detention / Parental Notification

Social Studies Detentions: Tuesdays 2:25-3:25 PM

Tardy = Absence & Absence = Referral; No phone usage throughout!

4th Tardy (+): Referral to Administration

o Students will raise their hand to be acknowledged by the instructor, as well as, respect the opinions of their fellow peers when they are speaking.

o Students will follow and obey all school rules within the classroom, including all of the detailed rules and regulations described in their CMS Student Rights and Responsibilities handbook.

1. Cellular phones, smartphones (iPhones etc), iPods/mp3 players, cameras (digital, video, still picture etc) or any other type of portable or hand-held electronic device may not be audible in the morning and afterschool. Get your texting/tweeting done BEFORE 7:15, AT LUNCH or AFTER 2:15- but electronic devices cannot be utilized in any way by students during the schoolday (classroom & hallways). The only exception of this policy would be under the direct educational instruction of a Butler teacher, during an assigned instructional assignment.

· All devices will be immediately confiscated and turned into the office for 5 days if being used without permission in the classroom setting. Refusal to “give up” device will lead to referral and the appropriate suspension.

2. Follow Dress Code! If you are sent to the office for a violation of inappropriate clothing and miss the corresponding class, it is your responsibility to get the work you have missed. It is an also an expectation that a respectful attitude be given when a dress-code violation is addressed. These policies are not created by individual teachers but rather are the policies of David W. Butler High School and Charlotte-Mecklenburg Schools, thus any issues with not understanding what is and is not appropriate attire is addressed to the school administrators, not the addressing classroom teacher.

· Hats, caps, scarves, toboggans, bandannas, hair rollers, combs, sunglasses or other head gear are NOT allowed.

· NO underwear or undergarments may show at any point either standing or sitting. (i.e. bra straps, boxer shorts)

· Pants MUST stay on the hips while walking-without being held up by hands. (NO sagging!)

· Leggings and tights should ONLY be worn under dresses that meet the required length.

· Skirts and shorts MUST be finger tip length. Shorts should NOT be rolled at the waist.

· NO bellybutton, stomach, cleavage or buttocks should be visible from any position-standing or sitting.

· NO tank tops, razorback tank tops, see-through or low cut tops should be worn. This includes “wife beater” shirts. At the shoulder, the top should abide by the “2-Finger Rule.”

· NO pajama tops or bottoms or slippers should be worn to school.

· NO men’s sleeveless shirts should be worn to school.

· Shoes should be worn at ALL times.

· ***Students may expect that Rules/Expectations are subject to be added onto, updated, changed (in some format), and or deleted at the SOLE discretion of the instructor, at any given juncture throughout the school year.***

Required Text(s):

Recommended/Optional Text(s):

· Loewen, James W. (1995). Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong. New York, NY: Touchstone. ISBN# 0-684-81886-8. (APA Format)

· Zinn, Howard (2003). A People’s History of the United States. New York, NY: The New Press. ISBN # 1-56584-826-8. (APA Format)

Materials Needed for Success:

· American History I Manual (each & every class session)

· Textbook (used for at-home reference, including homework assignments)

· 3-ring Binder: specifically for use in this course!

· Colored-coded Dividers (minimum of 6, labeled by respective Unit)

· Inside-binder Hole Puncher

· Loose-leaf Paper, to be placed in binder

· #2 Pencils; Black/Blue Pens; Erasers; 3x5 index cards (plain & colored)

· Highlighters (yellow, orange & other lighter shades)

· Craft supplies (colored pencils/markers; glue sticks, scotch tape, etc.)

· Kleenex boxes/sets (for personal use)

§ *Hard work ethic*

§ *Willingness to excel*

§ *Ability to produce & perform*

CMS Grading Scale & WEIGHTING OF ASSIGNMENTS:

A: 93-100% B: 85-92% C: 77-84%

D: 70-76% F: <70%

Ø Formal Assignments: 70%

o i.e.-Tests (Parallel Assessments)

Ø Informal Assignments: 30%

o i.e.-Quizzes (scheduled/unscheduled); Group Projects; Expository/Argumentative Essays

Homework (Qualifiers/Correctives/maps etc.); Classwork (text-based)

Ø Midterm Examination: 20% of Initial Grading Period Average

Ø Final Examination (NCFE): 25% of Final Semester Average

Ø Extra Credit: (NONE: not factored into 100% scale)

Instructional Breakdown:

Term1: Unit 1: Foundations to 1733 (~1492-1733)

Unit 2: An Era of Conflict (1733-1781)

Unit 3: A New Government is Born (1781-1790)

MidTerm Examination: Units 1-3

Term2: Unit 4: An Emerging Nation (1789-1820)

Unit 5: The Age of Jackson (1820-1850)

Unit 6: Internal Struggle of a Nation (1850-1877)

North Carolina Final Examination (NCFE): Units 1-6

Daily Classroom Routine:

o Step 1: Focus and Review (Daily WarmUps & Quizzes)

o Step 2: Objectives & Essential Questions

o Step 3: Teacher Input (Enhanced Direct Instruction)

o Step 4: Guided Practice (Collaborative Learning & Discovery)

o Step 5: Independent Practice (Individual Learning & Discovery)

o Step 6: Closure (“Ticket out the Door”)

CLASS ORGANIZATION & ASSIGNMENT HEADERS:

Ø ORGANIZATION IN HIGH SCHOOL (& LIFE…) IS KEY!!!

o Bring American History I Notebook (3-ring binder) to class every day!

o Label the 6 dividers according to the 6 units of study listed previously.

o Once a month, your Notebook will be checked for Quality, Completeness & Organization…

Example of the Upper Right-Hand Corner of Papers:

Honor Code/Academic Integrity:

The honesty, trustworthiness, and personal integrity of each student are integral to the life and purposes of the David W. Butler High School community. This statement is embodied in one of our oldest traditions, and that is the honor system (or honor code, as some may call it). When you committed to becoming a part of the David W. Butler student body, you agreed to live by the honor system defined by not only this institution, but Charlotte-Mecklenburg Schools, as a whole. In specific terms that means that you and every other student have agreed not to deceive (lie to) any member of the community, not to steal from one another, not to cheat on academic work, not to plagiarize academic work, and not to engage in any other forms of academic misconduct. It means that we can trust each other, and that we willingly accept responsibility for our own conduct and activities. This is a tradition that goes back to the founding of this place of academic learning, and with your participation, it continues to be a cornerstone of our community and our interactions with one another.

Statement of Principle

David W. Butler High School is a community of men and women that seeks the enlightenment and freedom which come through diligent study and learning.

A tradition is shared that embraces freedom and integrity and that acknowledges the worth of the individual. This heritage, established by the founders and nurtured by succeeding generations, promotes a democratic spirit arising form the open-mindedness and discourse.

David W. Butler High School fosters compassion and caring for others. Its collective strength and character are derived from the values and distinctive experiences of each individual; therefore, the richness of human intellect and culture is affirmed and its contribution to knowledge, faith, reason, and dialogue. Furthermore, David W. Butler High School strives toward a society in which good will, respect, and equality prevail. To that end, hatred and bigotry in any form are rejected, and justice, honor, and mutual trust are promoted.

· Copyright---Wake Forest University-Judicial Affairs-Honor Code: http://www.wfu.edu/judicial/honor.html

v Cheating includes but is not limited to:

A. Unauthorized copying from the work of another student.

B. Using notes or other materials not authorized during an examination.

C. Giving or receiving information or assistance on work when it is expected that a student will do his/her own work.

D. Engaging in any similar act that violates the concept of academic integrity (honesty, trust, fairness, respect, and responsibility).

E. Cheating infractions will apply to:

*Examinations, *Tests, *Quizzes, *Reports, *Homework,

*Any work submitted by a student to fulfill course requirement and presented as solely the work of the student.

· Copyright---David W. Butler High School-“Zero Tolerance for Cheating”

http://www.cms.k12.nc.us/allschools/butler/zerotolerance.html