Instructor’s Email: email@example.com Instructor’s Phone: 702-651-5846 Mr. Grant’s main web site (“Grant’s Tomb”): http://my.ccsd.net/ggrant/
Instructor: Greg Grant Classroom: D-215
Office Hours: 10:00 A.M. – 12:00 P.M; thirty minutes after last period of the day.
If you find yourself falling behind, or if you have any questions, please see me at the earliest opportunity. I am here to do one thing: help you pass this course. I. Course Description: This one-year course is a study of American history with an emphasis on the Modern World from 1900 to the present day. Students explore and evaluate the significant historical events and the consequences. This course provides and examination of historical themes to analyze how new events continue to shape our nation and society today. This course is designated as honors level by the accelerated instructional pacing and depth of content. Instructional practices incorporate integration of diversity awareness, including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. [CCSD Course Scope and Goals, rev. March 2010.] This instructor’s approach to Honors courses is to treat it as “Advanced Placement Lite,” and the decreased course content of the new State Standards facilitates this. Honors students do honors work.
II. Prerequisite(s): 11th Grade Standing.
III. Pre-Assessment(s): Each student will complete an informal assessment consisting of a series of tasks and skills, over the first three days of the course.
IV. Post-Assessment(s): Each student will complete a final examination consistent with the United States History-Honors 7030H Course Syllabi, SBA PRE 703, and the substance and materials used in instruction throughout the course.
V. Possible Careers: Historian, educator, author, journalist, elected official, librarian/archivist, clergy person.
During Quarter 1, the student will… Describe the interactions among Native Americans, Europeans, and Africans in colonial America [1.1]; Explain how the New England, Middle, and Southern colonies developed unique cultures in regards to race, class, and gender [1.2]; Summarize how the American Revolution and post-revolutionary outcomes impacted American politics in the 20th Century [1.3]; Compare and contrast the major underpinnings of the Articles of Confederation and the U.S. Constitution [1.4]; Evaluate the major compromises made during the constitutional convention [1.5]; Summarize and critique the arguments made for and against ratification of the U.S. Constitution [1.6]; Evaluate the unique features of the U.S. Constitution [1.7]; Analyze the decisions made by the early federal government and their application to today [1.8]; Analyze how different cultures, points of view, and self-interests influence compromise and conflict over territories, borders, and resources [1.9]; Explain the causes and outcomes of the Civil War and Reconstruction and describe how they apply to the 20th Century [1.10]; Describe the settlement of the West and federal policy toward Native Americans [1.11]; Assess the contributions of immigrant groups to the development of the U.S. [1.12]; Assess the impact of the Industrial Revolution on race, class, and gender [2.1]; Discuss the influences of American industrialists on the rise of corporate capitalism [2.2]; Assess the impact of technological innovations and urbanization on society’s structural and economic development [2.3]; Define nativism and explain the political and social responses to immigration into the U.S. [2.4]; Identify the causes and analyze the consequences of labor movements in the U.S. [2.5]; Synthesize information to explain how 20th-Century social movements led to the emergence of a pluralistic society [2.6]; Describe key people involved in the expansion of African-American rights during the late 19th and early 20th centuries [2.7]; Describe the rise of corporations and analyze the ethnic and economic background of the workers to include working conditions in the late 19th and early 20ths centuries [2.8]; Evaluate the contributions of inventors and innovators that led to economic, social, and political change in society [2.9].
During Quarter 2, the student will... Determine the economic, social, and political causes and effects of the Populist and Progressive movements [2.10]; Analyze major social movements in the U.S. and explain their impact on changing social and political culture [2.11]; Compare and contrast the domestic policies of Theodore Roosevelt, William Taft, and Woodrow Wilson [2.12]; Define imperialism and discuss its impact on U.S. foreign policy, economic and military relations with other nations [2.13]; Discuss the causes and consequences of U.S. policies regarding expansion and diplomacy [2.14]; Describe the causes, course and character, and effects of World War I [2.15-2.17]; Evaluate how cultural developments in the arts, literature, architecture, education, media, and leisure activities have reflected and changed society [3.1]; Analyze the development of the women’s suffrage movement and the subsequent passage of the 19th Amendment [3.2]; Examine social tensions in the post-World War I era [3.3]; Analyze how artists and writers of the Harlem Renaissance used their work to express pride in their cultural heritage [3.4]; examine the effects of early technologies on society [3.5]; Describe the causes, course and character, and effects of the Great Depression [3.6-3.8]; Analyze the Franklin Roosevelt administration, including the New Deal [3.9-3.12].
During Quarter 3, the student will… Analyze the causes, course and character, and effects of World War II [4.1-4.11, 5.1]; Evaluate the causes, course and character, and effects of the Cold War [5.2-5.12, 6.5-6.6; 8.2, 8.6, 9.4]; Examine the causes and effects of changing demographics and developing suburbanization in the U.S. [6.1]; Critically analyze how the social, political, and economic opportunities of the post-World War II era contributed to social responsibility and change in the U.S. [6.2]; Analyze how the trends in popular culture reflected the larger social changes in the 1950s [6.3]; Describe the role the arts and technology played in shaping 1950s popular culture [6.4]; Critically analyze the major issues, events, and people of the early Civil Rights Movement [6.7]; Analyze the decisions of the Warren Court and the expansion of civil liberties [6.8].
During Quarter 4, the student will… Examine the changes in the political culture of the U.s during the 1960s [7.1]; Evaluate the major issues, events, and people of the Civil Rights Movements [7.2-7.7]; Analyze how music, art, and literature, reflected the social changes of the 1960s [7.8]; Compare and contrast the domestic policies and accomplishments of Presidents Kennedy and Johnson [7.9]; Critically analyze the rise of the Counterculture during the 1960s and assess the effectiveness of this movement in shaping public policy [7.10]; Examine the changes in the political culture of the U.S. during the 1970s [8.1]; Examine changes in American popular culture during the 1970s and assess its impact on American identity and public policy [8.3]; Evaluate the domestic policy of Richard Nixon, including the Watergate scandal [8.4, 8.8]; Evaluate the foreign and domestic policies of the Ford Administration [8.5]; Illustrate the energy crisis of the 1970s [8.7]; Analyze how music, art, and literature reflected the social changes of the 1970s [8.9]; Examine the changes in the political culture of the U.S. during the 1980s [9.1]; Examine the changes in American popular culture during the 1980s and assess its impact on American identity and public policy [9.2]; Evaluate the domestic policies of the Reagan and George H.W. Bush administrations [9.4]; Analyze the issues and events involved in the 1988 presidential election [9.5]; Analyze how music, art, and literature reflected the social changes of the 1980s [9.6]; Examine the issues and events that impacted people at local, state, national, and global events [10.1]; Compare and contrast the foreign policy of George H.W. Bush [10.2]; Critically analyze domestic and foreign policies of the Clinton Administration [10.4]; Analyze the issues and events in the presidential election of 2000 [10.5]; Analyze how major sources of tension or conflict influenced the current political climate in the U.S. and world [10.9-10.10].
VII. Lesson Topics with Projected Quarter Covered (Sequential)
1st Quarter: United States History Prior to 1900 Review; American Progressivism and Foreign Policy.
2nd Quarter: American Progressivism and Foreign Policy (con’t); From Boom to Bust; World War II.
3rd Quarter: Cold War Conflicts; Post-War Domestic America; Turbulent 1960s and the Civil Rights Movement.
4th Quarter: 1970s: Disco and Disillusionment; 1980s and the Conservative Revolution; America in the Age of Globalization.
VIII. Major Text and Other Materials: Each student is to bring the following materials to class each day, unless otherwise instructed by the teacher.
A. The Enduring Vision. Replacement cost is ca. $75.
If you lose your book, please inform the instructor immediately.
B. Paper and writing instruments (pen or pencil).
C. A three-ring notebook dedicated to use for U.S. History-Honors.
IX. Course Information
A. Attendance: Attendance will be enforced according to Clark County School District and CSNHS policies. Tardies, unexcused absences, and classes missed because of vacation or disciplinary action will count against your citizenship grade. Nine absences in a semester will result in loss of credit for that semester.
B. Behavioral Expectations: When the tardy bell rings, each student is expected to be in his seat, with all materials, and ready to undertake learning activities. Students are expected to conduct themselves as emerging young adults. Some particular rules include:
1. Please do as the teacher asks, when he asks you to do it. If you do not understand the instruction, ask a clarifying question. If you want to discuss the issue further, please see the instructor during office hours.
2. Please do not talk or make noise while someone is addressing the whole class or asking a question.
3. If you want to speak or ask a question, please raise your hand and wait to be recognized by the current speaker.
4. No cursing or discussion of inappropriate topics is allowed in this classroom.
5. No harassment will be tolerated in this classroom.
6. Insubordination will not be tolerated. This includes, but is not limited to: failure to follow direct instructions, arguing, name-calling, adding unsolicited commentary, muttering under your breath, or making threats.
7. Only bottled water is allowed in this class—no other food or drink.
8. Please stow any electronics when we are doing activities that involve the whole class (lecture, discussion/debate), or small-group work that requires your active interaction with others. You may listen to music, using earphones, while doing individual work. Additionally, it is the Twenty-First Century, and some electronic devices may be used to positive educational ends (looking up a definition of a word, wiki’ing a historical person or topic), and if used in that manner, and within the bounds of academic honesty, you may use electronic devices.
9. No sleeping in class. This will negatively impact your citizenship grade.
C. Cheating/Plagiarism: Cheating includes, but is not limited to, the copying of materials from another student and use of unauthorized materials for an assessment. Letting another student copy your materials is also cheating and will result in discipline of both parties. Plagiarism is the use of another person’s intellectual property without giving that person written credit within submitted work.
1. Any student found to have cheated or plagiarized will receive a No Grade (records as a 0) on that assignment, and a “U” in citizenship for the quarter.
2. Students who cheated or plagiarized may re-do the assessment honestly, for full credit, but may be required to complete remedial work before being allowed to re-do the assessment.
3. Finally, if you are caught cheating or plagiarizing in anyone’s class, don’t even think of asking me for a letter of recommendation. There will be no further warning. D. Progressive Discipline Policy: Generally—though not always—disciplinary interventions will proceed in the following order:
1. Verbal warning(s)
2. Instructor Conference with student (with written warning)
3. Instructor contact with parent/guardian (phone, mail, email, etc.)
4. Referral to Counselor or Principal
E. Classroom Procedures:
1. Formative assessments generally occur before the student has completed receiving instruction on a given course objective or standard. Such assessments may include worksheets, notes, graphic organizers, and some daily quizzes. Points possible for a formative assessment varies, depending on the assessment. Formative assessments provide feedback about the student’s progress toward an objective or standard. Formative assessment marks are not included to compute the student’s quarter grade.
2. Summative assessments occur near or at the end of instruction for a given course objective or standard. The expectation is that the student is prepared to have his or her mastery of a standard or objective formally assessed. Such assessments may include tests, essays, projects or student activities, and some assignments or daily quizzes. Summative assessments are scored on a scale of 1-5:
5 = Excellent. Student has demonstrated complete, or nearly complete, mastery of an objective/standard, measured by depth and/or breadth of his or her performance on the assessment.
4 = Above average. Student has gone beyond adequate demonstration of mastery of objective/standard.
3 = Average. Student has demonstrated mastery of the objective/standard to an adequate degree.
2 = Below average. The student has demonstrated partial mastery of the objective/standard.
1 = Inadequate. The student has not demonstrated any degree of mastery of the objective/standard in a meaningful, measurable way.
You may re-attempt a summative assessment if you feel that your score on an assessment is not an accurate reflection of your mastery. Depending on the assessment, you may have to do it in the faculty offices, during the instructor’s office hours. The instructor might require you to complete remedial, formative work before allowing the re-attempt. The higher of the two grades is what will be recorded and included in quarter-grade calculation.
3. Semester Final Examination: This is mandated by the Clark County School District and will account for 10% of each student’s semester grade.
F. Make-up work: Missing formative assessments must be made up within one week of returning from the absence. Missing summative assessments should be made up as soon as possible, but no later than the last class day of the semester. It is the student’s responsibility to make up any assigned work. Tests and essays must be made up during office hours. Students will be given a calendar listing the assignments for each quarter. Being absent is not an excuse for not keeping up with homework, unless the homework was an item handed out in class on the day you were absent. Also, if you are absent, check the “Assignments” section for this course on my web site: http://my.ccsd.net/ggrant/ G. Late work: Formative assessments missing NOT DUE TO ABSENCE may be submitted no more than one class day late, for full credit on completed and correct items on the assessment. It will not be accepted after that deadline for any reason, and will record as No Grade (0). Summative assessments missing NOT DUE TO ABSENCE must be submitted ASAP, and no later than the end of the quarter.
H. Extra Credit: Due to the revised CCSD grading policies, no extra credit will be assigned. Just as penalizing a student on an assessment for anything not related to the objective/standard (a late-work penalty, a zero for cheating) would skew the results of a mark or grade, giving extra credit would likewise skew the result. Remember, though—you can re-attempt summative assessments!
X. Across the Curriculum Activities:
A. Organization/Study Skills: Each day, in his or her planner, each student is to record all activities and homework (objectives need not be recorded). As noted previously, students are expected to arrive on time with all required materials.
B. Writing: Students will undertake a variety of activities covering prewriting techniques, outlining, and composition of works of various lengths (from paragraph to essay). Some of these will be reflective in nature, while others will be analytic.
C. Reading/Learning Strategies: A variety of learning strategies will be employed in this course, including two- and three-column notes, graphic organizers, and outlining. Some of these will be modeled. Others will be done together, as a class. Yet others you will be required to demonstrate individually.
D. Technology: Technology will be used regularly and in a variety of ways. Instructor will often transmit material via audio/visual technology. Students will use technology to conduct research, organize information, and present information.
E. Problem-solving Strategies: The story of civilization is largely a story of developing and implementing various problem-solving strategies. Students will recognize and evaluate these within the course curriculum, as well as implement these skills individually.
A. A. Quarter, semester, and semester exam grades will be criterion-referenced (“not curved”), based upon the scale below.
A = 4-5 (Excellent)
B = 3-3.99 (Above Average)
C = 2-2.99 (Average)
D = 1-1.99 (Below Average)
F = 0-.99 (Failing)
IN = Incomplete
NM = No Mark (No Grade)
O = Excellent (or Outstanding)
S = Satisfactory
N = Needs Improvement
U = Unsatisfactory (w/Unsatisfactory Progress Report)
C. Grade Reports will be distributed to the students each week. Unsatisfactory Progress Reports will be mailed or given to students any time after midway through a quarter in which the student’s grade has fallen below ca. 73% or his citizenship grade has fallen to an “N.” Grades will be reported at the end of each grading period (quarters and semesters).