United States History by hOWd7r


									                                      United States History
                                    2012-2013 Course Syllabus

Instructor: Paul Stephens                                Voicemail: 459-4211 x 1652
Room: 502                                                Email: pstephens@sandi.net

Class website: www.muirlandsms.org, select Paul Stephens under the History

Course Description:
Students in grade eight United States history study the ideas, issues and events
from the American colonial period up to the Industrial Revolution. Students will
complete regular outside reading with a strong emphasis on primary source and
other supplemental reading. They will demonstrate their proficiency with the
material through regular homework and classwork, Socratic seminars, timed
writings, group and independent projects, problem-based tasks, and student
selected assignments. During the course of the year, students will also
participate in a formal debate and a mock trial.

Textbook: Deverell, William, et. al., United States History
Note: In addition to the textbook, students will be afforded a wide range of supplementary reading
materials. These will include Battle Cry of Freedom, Eyewitnesses and Others: Readings in
American History, We the People, The New York Times, The Economist, and various primary
source and contemporary documents.

Course Focus: Students will trace the development of American politics, society,
culture, and economy while exploring the causes, course, and consequences of
the major events, as well as the impact of significant historical figures, from the
colonial period through the Industrial Revolution.

Course Goals:
 To prepare students for the demands of high school by making the California
  state history standards an integral part of the classroom environment through
  the activities and discourse of the class.
 To offer technology as a resource in both researching and presenting
 To instill a greater understanding of the whole of the American experience, its
  multitude of peoples, traditions, regions and the influences which shaped
 To discuss and analyze current events which may be related to historical
 To present students with a range of historical interpretations on events,
  movements and individuals in American history representing conflicting points
  of view.
 To require students to interpret documents, charts, graphs, maps, pictures,
  statistical tables, private journals, and correspondence for content, meaning,
  and usefulness.
  To test for factual knowledge and the abilities to analyze, compare, contrast,
   and draw valid conclusions.
 To develop the skills necessary to convey historical understanding and
   analysis through meaningful classroom discussion and analytical essay
   writing, including document based questions (DBQ).
Course Requirements:
Grade Distribution:
1. Interactive Student Notebook- “ISN”           35%
   (homework, activities, notes, etc.)
2. Activities/Essays                             30%
3. Tests/Quizzes                                 35%

Grade Conversion:
                      87 - 89 = B+          77 - 79 = C+         67 - 69 = D+
94 – 100 = A          84 - 86 = B           74 - 76 = C          64 - 66 = D
90 – 93 = A-          80 - 83 = B-          70 - 73 = C-         60 - 63 = D-
Assessment Methods:
1. Interactive Student       -       Interactive Student Notebook Evaluation Sheet
    Notebook- “ISN”
2. Activities/Essays         -       Muirlands History Rubric, Oral Performance
                                     Rubric and group or individual scoring guides.
3. Tests/Quizzes             -       Percentile score with direct letter grade
Citizenship Grade Criteria:
E      No unexcused absences, no cheating or plagiarism, less than three
       tardies, positive class participation every day, always prepared.
G      No unexcused absences, no cheating or plagiarism, less than three
       tardies, frequent positive class participation, generally prepared.
S      No unexcused absences, no cheating or plagiarism, prepared most of the
       time and participates in class on some occasions.
N      No unexcused absences, seldom participates in class, sometimes
       disruptive, rarely prepared.
U      One or more unexcused absences, little class participation, rarely
       prepared, frequently disruptive and/or defiant.
The Three Rules
Rule 1: Be Prepared - Students should be sitting quietly in their assigned seats,
before the tardy bell rings, with their notebook, binder, paper, pencil, pen,
textbooks, necessary work and any other needed materials.
Rule 2: Raise Your Hand – Students should raise their hands and wait to be
called on by the teacher before talking or getting out of their seats for any reason.
Exceptions may include groupwork and other activities.
Rule 3: Respect Others - Students should always be courteous and polite to
other students and the instructor.
 Tardies - more than three tardies will result in a lowered citizenship grade for
    that six-week grading period.
 No gum chewing is allowed - If you are caught with gum more than once in
  a six-week grading period, you will receive a lowered citizenship.
 Absences – It is the responsibility of students to determine what work they
  have missed due to absence. Questions for the teacher about missed work
  should be asked before or after class. Truancy will result in a score of 0 on all
  of the work for that day, and a “U” in citizenship for the grading period.
 Late Work policy – No late work will be accepted. If students have an
  excused absence then the work is not considered late and will be accepted.
 Cheating/plagiarism/forgery – Will result in an “F” on the assignment in
  question and a reduction in citizenship.
Course Outline:
Unit I (9/4-10/19)         How Did the United States Become A Nation?
                            Why did Europeans come to the Americas?
                            How did the Great Awakening contribute to the
                              Revolution of 1776?
                            What were the philosophies embodied by the
                              Declaration of Independence?
                            How did the Revolution impact other nations?
                            What elements make up the United States’ form of
Unit II (10/22-12/7)       What Is the Constitution of the United States?
                            What was the significance of the Magna Carta,
                              English Bill of Rights, and Mayflower Compact?
                            How successful were the Articles of
                            What were the major debates in creating the
                            What are the powers of government and the rights
                              of citizens enumerated in the Bill of Rights?
                           Thanksgiving Vacation (November 19- November 23)
Unit III (12/10-1/18)      How Did America Evolve in the Early 19thCentury?
                            How did the American political system develop in
                              the years following the ratification of the
                            What were the conflicts between the Republicans
                              and Federalists?
                            What were the country’s regional political and
                              geographical differences?
                            How did capitalism develop in the United States?
                            In what ways did the United States begin to
                              develop a unique culture?
                            What were the causes and outcomes of the War of
                            How did America conduct its foreign policy?
                           Class Debates (early December)
                      Winter Break (December 24 –January 4)
Unit IV (1/22-2/14)   What is Manifest Destiny?
                       What was Jacksonian democracy?
                       How did white Americans come into conflict with
                         Indians in the 19th century and what were the
                       What was Manifest Destiny and how did it affect
                         the United States?
                       What role did Lewis and Clark play in the
                         settlement of the West?
                       How did the Texas War for Independence and the
                         Mexican War affect the United States?
Unit V (2/19-4/12)    What were the Causes & Effects of the Civil War?
                       What led to the industrialization of the North?
                       How did the anti-slavery movement develop?
                       How did the predominantly agrarian, pro-slavery
                         South come into conflict with the increasingly
                         industrial, anti-slavery North?
                       What were the major economic, social, and
                         political factors which led to the Civil War?
                       What were the major battles and events of the
                         Civil War?
                       What were the original aims of Reconstruction?
                       To what degree was Reconstruction successful?
                      Gallery Guide (TBA)
                      Spring Break (March 29-April 5)
Unit VI (4/15-6/18)   What Was the Impact of the Industrial Revolution?
                       How did life change for Indians in the late 19th
                       What were the major reform movements of the
                         mid to late 19th century?
                       How did industry evolve in 19th century America?
                       How did the role of women and organized labor
                      Mock Trial (TBA)

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