American History Class Outline/Mr. Ibarra: Core 8-3
Room #204 Voice Mail: 793-1510 Ext. 204 E-mail: email@example.com
“If a nation expects to be ignorant and free, it expects what never was and
never will be.” -Thomas Jefferson
Yes, you will need to know facts, names, and dates. But that is not what history is all
about. History is the story about human beings. It is the story about our ancestors and how
everything leads up to us. You will hopefully come away from this class knowing facts, names, and
dates you didn’t know before. However, my ultimate goal is for you to come away from this course
having acquired skills and ideas that you never had before. You will learn to interpret political
cartoons and evaluate the current events of our nation/world. You will rediscover our American
past---its people, their stories and the nation they founded and sustained. Throughout the year, you
will work within a small group and on your own in researching documents that will help you
achieve a better understanding of the American experience.
Tentative Course Topics:
Introduction: Why do we study History? Citizenship Test
To raise your understanding of history, we will examine its six-part definition.
We will use this as a pre-test and as a gauge to check your progress throughout the year.
Unit 1: What changed Europeans into Americans? (1587-1752) Chapters 3-4
How did the 13 Colonies develop?
What were the events and values the led to the growth of our American identity?
Unit 2: Forming a New Nation (1745-1791) Chapters 5-6-7
How did the colonists break away from Britain and create a republican form of
How did the relationship between Britain and the colonies fall apart?
How did the American colonists gain their independence?
How did the U.S. Constitution overcome the weaknesses of the Articles of Confederation
and provide for the organization of the new government?
How did the Constitution create a strong government with roots in history that allowed for
change and met the needs of the people?
Unit 3: The New Republic (1789-1840) Chapters 9-10
To describe 6 conflicts between our Founding Fathers and how the outcomes to these
conflicts shaped our history.
How did Jefferson and Madison deal with unresolved problems?
How did the nation reflect a growing sense of national pride and identity?
Unit 4: The Nation Expands and Changes (1800-1860) Chapters 11 and 13
What forces unite and divide a nation?
Why did Americans take different paths in the early 1800’s?
How did Westward Expansion change the geography of the nation and demonstrate the
determination of its people?
Unit 5: Civil War and Reunion (1846-1896) Chapters 14-15-16
How was the Civil War a political, economic, and social turning point?
How did the nation try but fail to deal with growing sectional differences?
How did people, places, and things affect the outcome of the Civil War?
What were the short-term and long-term effects of the Civil War?
Unit 6: What, then, is the American, this new man?
In 1782 Michel-Guillaume Jean de Crevecoeur, a French immigrant who traveled
throughout much of North America and settled in New York in 1759, published Letters
from an American Farmer in which he defined an American as a “descendent of
Europeans” who, if he were “honest, sober and industrious,” prospered in a welcoming
land of opportunity which gave him choice of occupation and residence.
DOES HIS DEFINITION STILL HOLD TRUE FOR US TODAY?
Core and Class Expectations
All behavior in this classroom should reflect the right of the teacher to teach and the
right of students to learn.
Accept responsibility for your own actions and performances.
Show respect for everyone and everything.
Bring your own materials to class.
Be in your seat before the bell rings.
First offense: Student will be taken outside the classroom to discuss how he/she can
change the behavior and solutions to solving the problem.
Second offense: After school detention will be assigned and parents contacted.
Third offense: Office referral and parents will be assigned meeting with the Core team
during Team Time.
Fourth offense: Office referral to determine if ISS or OSS is needed to change the
student’s negative behavior. Hopefully, we do not need to reach this point and can work
together to solve this issue.
Everyone learns differently! Therefore, there will be a variety of
ways to evaluate your work. All aspects of evaluation are given equal
weight. That means that quizzes, tests, daily work, projects, and homework
completion are averaged together to determine the total number of points
each quarter. The student is graded according to the following percentage
I do accept extra credit, but you will not receive extra credit if you
have any missing assignments. I will distribute extra credit throughout the
school year. Extra Credit is optional.
It is expected that all assignments and projects be handed in on time.
Assignments are due at the beginning of the class period. Late work will be
accepted for reduced credit. It is the student’s responsibility to make-up
missed work and discuss an accepted due date with me.
You will receive one free tardy per class each 9 weeks. If you are late
again, a detention will be assigned to make up for the lost time. If this
pattern continues, your parents will be notified and asked to come to our
Team Meeting to solve this issue. As a Core, we follow the tardy policy in
your Student Handbook.
Your R.O.P.E. for Success in American History
“Live by it or hang by it”
Respect your teachers, your peers, and their property.
Disrespect will not be tolerated.
Organize your time to make sure you are keeping up with the class.
Do not fall behind! If you do, please see me immediately. Keep all class
work in your class binder and keep checking the on-line Skyward Grade
System to see how you are progressing.
Prepare yourself for class.
You must bring the following every day: paper, pen, pencil, class
binder and homework. You and I will start the class and I will
Enjoy American History. There is no one in this class who
cannot find something of interest. We will be reading and learning
about our past, rediscovering the personalities and events that
have shaped us, inspired us, and bedeviled us. We will rediscover
our American past---its people and the nation they founded and
I’m looking forward to a great year!
Parents Are Partners
Welcome to Great Bend Middle School and Core 8-3! I am looking forward to a
great year with your student.
Your Student’s Handbook is a big responsibility at the middle school. It helps
your student stay organized and keeps them informed of upcoming tests, deadlines, and
assignments. It is the student’s responsibility to record all their assignments on a daily
basis at the beginning of each class hour. As a parent, check this often so that you know
what is happening with their education.
My assignments are always posted on my white board daily.
Also if your student is absent, our Core fills out a daily homework sheet, which can be
obtained in the office.
The Student Handbook also serves as the student’s hallway pass and morning pass. If
they need to see a teacher in the morning, they need to have that teacher sign their
Student Handbook, so that they can see that teacher the next morning.
Athletics and other school related activities, our Core ask the students to check the day
before they miss a class. We encourage the students to check before or after school, not
during class time, so that it doesn’t disrupt the flow of the class lessons that day. Their
assignments will be due just the same as if they were in class; otherwise they will be
Your student has received a class outline. Please ask to see this. I’m looking
forward to working with you and your student this school year! If you have any questions
about your student’s grade or behavior in my classroom, please feel free to contact me.
Team Time is 3rd hour (9:44-10:30) and my personal plan time is 8th hour (2:16-3:03)
you can also reach me before or after school Voice Mail: 793-1510 Ext. 204 or by using
the district email system: firstname.lastname@example.org
Again, I look forward to an exciting year in American History and the opportunity
to meet each of you individually at Open House, Tuesday August 30th at 7pm. See you
Please sign the following, cut on the line and only return the signed portion.
I have read the class outline for American History this year and understand it contents.
Student’s Signature Date
Parent’s Signature Date
Padres Son Compañeros
¡Bienvenidos a Great Bend Middle School y Core 8-3! Espero con mucha
ilusión en un gran año con su estudiante.
El orden del día de su estudiante es una responsabilidad grande en la escuela
secundaria. Esto ayuda a su permanencia de estudiante organizada y los guarda
informado de pruebas próximas, fechas límites, y asignaciones. Esto es la
responsabilidad del estudiante de registrar todas sus asignaciones cada día a
principios de cada hora de clase. Como un padre, compruebe este a menudo de
modo que usted sepa lo que pasa con su educación.
Mis asignaciones siempre son fijadas en mi bordo blanco diariamente.
También si su estudiante es ausente, nuestro Core 8-3 llena una hoja de
tarea diaria, que puede ser obtenida en la oficina.
El orden del día también sirve como pase de vestíbulo del estudiante y pase
de mañana. Si ellos tienen que ver a un profesor por la mañana, ellos tienen
que hacer que aquel profesor firme su orden del día, de modo que ellos
puedan ver a aquel profesor la próxima mañana.
El atletismo y otra escuela relacionaron actividades, nuestro Core piden a los
estudiantes comprobar el día antes de que ellos pierdan una clase.
Animamos a los estudiantes a comprobar antes o después de la escuela, no
durante el tiempo de clase, de modo que esto no interrumpa el flujo de las
lecciones de clase ese día. Sus asignaciones serán debidas exactamente igual
como si ellos estaban en la clase; por otra parte ellos serán considerados
Su estudiante ha recibido un contorno de clase. Por favor pida ver este.
¡Tengo ganas de trabajar con usted y su estudiante este año escolar! Si usted tiene
alguna pregunta sobre grado de su estudiante o comportamiento en mi aula, por
favor siéntase libre de ponerse en contacto conmigo. Mi tiempo de plan personal
es la 8th hora (2:16-3:03) y el Tiempo de Equipo es la 3rd hora (9:44-
10:30). Usted también puede alcanzarme antes o después del Correo Vocal
escolar: 793-1510 Ext. 204 o usando el distrito envían el sistema por correo
Otra vez, espero con mucha ilusión en un año emocionante en la Historia
Americana y la oportunidad de encontrar a cada uno de ustedes individualmente en
la Casa en Exhibición, el martes, 30 de agosto en 7pm. ¡Los vere entonces!
Por favor firme el siguiente, corte en la línea y sólo devuelva la parte
He leído el contorno de clase para la Historia Americana este año y entiendo
La Fecha y Firma del Estudiante
La Fecha y Firma del Padre