United States History

Class Syllabus Ms. J jjurosky@ttusd.org www.msjnths.weebly.com 530 581-7000 X4102 Students in United States History classes are expected to attend class regularly, on time, and with materials ready to work. There is no time available for discipline problems, it is expected at this level that students have basic classroom skills.

Academic integrity is the most important educational component of this course. Plagiarism is illegal and will be treated as a serious infraction.
Class Rules:

Respect Responsibility Digital Citizenship

Notebook: 5 Sections 1. Lecture notes 2. Reading Journal 3. Class Activities/Projects 4. Primary Sources 5. Research/review material Required text: Appleby, Joyce & A. Brinkley, et al. The American Vision: Modern Times, New York: Glencoe, 2006. Supplemental Texts: Armstrong, Stephen. 5 Steps to a 5: AP U.S. History. New York: McGraw Hill, 2004. Bach, Mark and Betsy Fitzgerald. AP U.S. History: An Apex Learning Guide. New York: Apex Learning, 2002. Madaras, Larry and James M. SoRelle. Taking Sides: Clashing Views in United States History Volume 1. 12th ed. Dubuque, Iowa: McGraw Hill, 2007. WorldView Software. United States History. Hicksville, NY.

Participation: All students involved in extra-curricular activities are responsible for all missed work and should choose a classmate that is not involved in the same activities to gather papers and assignments in their absence . Collaboration: Being able to work, organize, communicate and successfully accomplish tasks in a group setting is a requirement for success in the 21 st Century. Students are expected to work cooperatively on specific tasks through completion. Students will be able to capitalize on their strengths and are encouraged to focus on improving areas of relative weakness. Collaboration requires individuals to work as a team to: brainstorm, problem-solve, and follow through on tasks to completion. Mutual respect and trust is a requirement for successful collaboration. Technology use: The use of technology in class is a privilege that can be taken away at any time. Our focus in this class is on using our smartphone technology academically and collaboratively, NOT SOCIALLY or with MALICE. Any inappropriate use of cell phones will not be permitted. This includes, but is not limited to: snapchats, instagram, vine, facebook with a non-academic purpose, video or photographs obtained without permission, and texting Homework: Homework assignments are meant to familiarize you with the material being covered. Traditional homework assignments should be completed by reading the assigned text and taking Cornell Notes. An alternative is to research the topics assigned on the syllabus at Hippocampus or by finding youtube tutorials on the internet, and taking Cornell Notes. A minimum of thirty minutes per night should be spent on homework. An alternative homework matrix is available. Textbook support: www.tav.mt.glencoe.com Place a check under the picture of the textbook, enter in the state of California, and 2006 for the copyright year. A website has been created to enable easier access to useful class tools. www.msjnths.weebly.com Current Events: Current events must be relevant. Two articles from different sources must be compared and contrasted using the template provided. Each source must be cited using MLA Format. Students are encouraged to analyze stated facts and statistics, point of view, bias, similarities, and differences represented in the articles. Computer publications, newspapers, and magazines may be used. This assignment is meant to improve analytic and evaluative skills .

Assessments: Assessments are meant to provide critical feedback. They are an opportunity to determine your individual level of competence. Multiple opportunities will be provided to individual students to progress to higher levels of understanding. Assessments should be viewed as a tool to determine areas that need practice to cultivate proficiency. Examinations: Two exams will be administered at the mid-term and also at the time of finals. The three components included are: multiple-choice questions, document based questions, and essay questions. Practice assignments, strategies, and scoring requirements will be provided to prepare students for the examinations. Primary Sources: Interpretation of primary sources is an important aspect of this course and an integral part of historical study. Students will be required to evaluate, analyze and interpret various types of primary sources including: documents, maps, statistical tables, art, music, pictorials and graphic materials. All class lectures are supplemented with primary sources using computergenerated representations of various types. Anticipatory sets at the beginning of units and lectures include primary sources. Class time will be taken for discussion. Specific instruction will be given to students to facilitate their understanding and interpretation of these materials. Class projects should always include the use of primary sources to support the time period or event being covered. Course Readings include the use of primary sources and students should be prepared for class discussions regarding the specific sources. Exposure to primary sources for interpretation will occur at minimum 3-5 times weekly in formal class activities, and further exposure exists in homework assignments, research projects, group and individual assignments. Grading: In order to provide more constructive feedback on student work, four point rubrics will be utilized. A sample of a generic rubric is included below with the corresponding percentage scale. Competency of any skill or standard can be improved throughout the semester through the demonstration of knowledge or a specific skill through multiple modalities. Generic Rubric:
Score 4.0 More complex; read to infer/interpret/draw conclusions; support arguments With evidence; resolve conflicting views and source documents solve complex problems with no obvious answer; (Analysis, knowledge utilization) In addition , to score 3.0 performance, partial success at 4.0 content Meets standard: is able to explain (declarative), is able to do (procedural); (comprehension) In addition, to score 2.0 performance, partial success at 3.0 content No major errors or omission regarding the score 2.0 content. Simpler content (retrieval) Partial success at point 2.0 content, but major errors or omissions regarding score 3.0 content With help, partial success at 2.0 content and score 3.0 content With help, partial success at score 2.0 content, but not a score 3.0 content

Score 3.5 Score 3.0 Score 2.5 Score 2.0 Score 1.5 Score 1.0 Score 0.5

Score 0.0 Score 3.51-4 3.0-3.5 2.842.99 2.672.83 2.5-2.66 2.342.49 Traditional Grade A AB+ B BC+ Score 2.712.33 2.0-2.16 1.841.99 1.671.83 1.5-1.66 0.0-1.49

Even with help, no success Traditional Grade C CD+ D DF

Grading scale translation:

Look forward to working with you, welcome: All students are encouraged to raise their awareness of national and global events by keeping abreast of current issues, and exploring how they predict that these events will impact foreign or domestic policies of the United States, and them directly as citizens. My door is open to all students, at all times; no problem is too big or too small. Please pull me aside whenever necessary. Look forward to class discussions and all of your great minds at work. Any supervisory concerns should be directed to Ms. Mitchell or Ms. Leigh. This class is eighteen weeks and moves quickly, please spare yourself from the lasting effects of procrastination.
Week #1 Wednesday: Friday: Week #3 Chapter 20 Monday: Tuesday: Chapter 21 Wednesday: Thursday: Friday: Week #5 Chapter 19 Monday: Tuesday: Wednesday: Thursday: Friday: Timeline/Violence in America Current Event #1

A CHANGING SOCIETY
Resurgence of Conservatism 1980-1992 Section 1 The New Conservatism Section 2 The Reagen Years Into a New Century, 1992-present Section 2 The Clinton Years Section 3 An Interdoendent World Current Event #2

WATERGATE
Politics and Economics, 1971-1980 Section 1 The Nixnn Administration Section 2 The Watergate Scandal Section 3 Ford and Carter Section 4 The Me decade: Life in the 1970s Current Event #3

VIETNAM
Week #7 Chapter 17 Monday: Tuesday: Wednesday: Thursday: Friday: Vietnam War, 1954-1975 Section 1 The United States Focuses on Vietnam Section 2 Going to War in Vietnam Section 3 Vietnam Divides the Nation Section 4 The War Winds Down Current Event #4

Week #9 Chapter 18 Monday: Tuesday: Wednesday: Thursday: Week #11 Chapter 16 Tuesday: Wednesday: Thursday: Friday: Week #13 Chapter 15 Tuesday: Wednesday: Thursday: Week #15 Chapter 14 Monday: Tuesday: Wednesday: Thursday: Week #17 Chapter 11 Monday: Tuesday: Wednesday: Thursday: Friday: Week #19 Chapter 12 Monday: Tuesday: Wednesday: Thursday: Friday:

The Politics of Protest, 1960-1980 Section 1 The Student Movement and the Counterculture Section 2 The Feminist Movement Section 3 New Approaches to Civil Rights Section 4 Saving the Earth

CIVIL RIGHTS
Civil Rights, 1954-1968 Section 1 The Movement Begins Section 2 Challenging Segregation Section 3 New Issues Current Event #5 The New Frontier and the Great Society, 1961-1968 Section 1 The New Frontier Section 2 JFK and the Cold War Section 3 The Great Society Postwar America, 1945-1960 Section 1 Truman and Eisenhower Section 2 The Affluent Society Section 3 Popular Culture of the 1950s Section 4 The Other Side of American Life

WORLD WAR II
A World in Flames, 1931-1941 Section 1 America and the World Section 2 World War II Begins Section 3 The Holocaust Section 4 America Enters the War Mid-term test on Vietnam Current Event #6 America and World War II, 1941-1945 Section 1 Mobilizing for War & Section 2 The Early Battles Section 3 Life on the Home Front Section 4 Pushing the Axis Back Section 5 The War Ends Current Event #7

GREAT DEPRESSION and the NEW DEAL

Week #21 Chapter 8 Normalcy and Good Times Monday: Section 1 Presidential Politics & Section 2 A Growing Economy Tuesday: Section 3 The Policies of Prosperity Chapter 9 The Great Depression Begins, 1929-1932 Wednesday: Section 1 Causes of the Depression & Section 2 Life During the Depression Thursday: Section 3 Hoover Responds Friday: Current Event #8 Week #23 Chapter 10 Monday: Tuesday: Wednesday: Friday: Roosevelt and the New Deal Section 1 The First New Deal Section 2 The Second New Deal Section 3 The New Deal Coalition Current Event #9

WORLD WAR I

Week #25 Chapter 6 World War I and Its Aftermath, 1914-1920 Monday: Section 1 The United States Enters World War I Tuesday: Section 2 The Home Front Wednesday: Section 3 The Bloody Conflict Thursday: Section 4 The Wars Impact

BECOMING A WORLD POWER AND THE PROGRESSIVE MOVEMENT

Week #27 Chapter 4 Becoming a World Power, 1872-1912 Monday: Section 1 The Imperialist Vision Tuesday: Section 2 The Spanish-American War Chapter 5 The Progressive Movement, 1890-1919 Wednesday: Section 1 The Roots of Progressivism Thursday: Section 4 The Wilson Years

A NATION IS BORN
Week #29 Chapter 1 Monday: Tuesday: Wednesday: Chapter 2 Thursday: Friday: Week #31 Chapter 2 Monday: Chapter 3 Tuesday: Wednesday: Thursday: Week #33 Monday: Thursday: Creating a Nation: Beginnings to 1789 Section 1 Converging Cultures Section 2 Dissent and Independence Section 3 The Constitution Growth and Conflict Section 3 Manifest Destiny and Crisis Current Event #10 Growth and Conflict Section 4 The Civil War & Section 5 Reconstruction The Birth of Modern America Section 1 Settling the West & Section 2 Industrialization Section 3 Immigration and Urbanization & Section 4 Early Reforms in a Gilded Age FINAL PROJECT PRESENTATIONS Section 5 Chataquas in class Cumulative FINAL

Name: _________________________________________________________________ Current Event #__________ Current events must be relevant. Two articles from different sources must be compared and contrasted using the template provided. Each source must be cited using MLA Format. Students are encouraged to analyze stated facts and statistics, point of view, bias similarities, and differences represented in the articles. Computer publications, newspapers and magazines may be used. This assignment is meant to improve analytic and evaluative skills. Source: (MLA Format) Source: (MLA Format)

Evidence: (bias, point of view)

Evidence: (bias, point of view)

Differences Article #1

Similarities

Differences Article #2

Analysis:

United States History Alternative Text Syllabus

Week #1 Chapter 31 Tuesday: Wednesday: Thursday: Friday: Week #2 Chapter 31 Wednesday: Thursday: Friday: Week #3 Chapter 30 Tuesday: Wednesday: Thursday: Week #4 Chapter 29 Tuesday: Wednesday: Thursday: Friday: Week #5 Chapter 28 Tuesday: Wednesday: Thursday: Friday: Week #6 Chapter 28 Tuesday: Wednesday: Thursday: Friday: Week #7 Tuesday: Wednesday: Thursday: Friday: Week #8 Tuesday: Wednesday: Thursday: Friday: Week #9 The 1990s, 1990-2000 Section 1 Timeline Section 2 Violence in America Section 3 The 1990s, 1990-200 Section 4 Section 5 Section 6 Current Event The 1980s, 1980-1989 Section 1 Section 2 Section 3 America in a Changing World 1968-1980 Section 4 Section 5 Section 6 Current Event Support for Freedom 1958-1968 Section 1 Section 2 Section 3 Support for Freedom Section 4 Section 5 Section 6 Pg 586 questions 1-5 I Have a Dream Pg. 590 Political Cartoon questions 1-5

Tuesday: Wednesday: Thursday: Friday: Week #10 Tuesday: Wednesday: Thursday: Friday: Week #11 Tuesday: Wednesday: Thursday: Friday: Week #12 Tuesday: Wednesday: Thursday: Friday: Week #13 Tuesday: Wednesday: Thursday: Friday: Week #14 Tuesday: Wednesday: Thursday: Friday: Week #15 Tuesday: Wednesday: Thursday: Friday: Week #16 Tuesday: Wednesday: Thursday: Friday: Week #17 Tuesday: Wednesday: Thursday: Friday: Week #18 Tuesday: Wednesday: Thursday: Friday:

Mid-term test on Vietnam

AP United States History

Students who are participating in the Advanced Preparation (AP) program in United States History are required to complete all of the assignments listed on the general class syllabus as well as the supplementary work described as follows. AP students are expected to complete quality work all of the time. The purpose of this class is to emulate the experience of a college level course. Specific readings and activities are chosen to facilitate student success on AP exams. This is your opportunity to enhance your understanding of the subject area and expose yourself to actual curriculum that is taught in college and the utilization of critical thinking skills that are expected of you. Assigned Reading: (2 requirements)
1. Read the following book and write an analysis of: * Hiroshima, John Hersey Students are required to have read this book by the eighth week of class. Write ups should be completed by the ninth week. All AP students will join together and have a discussion of the book and will create a presentation for the class. 2. Choose a book that interests you about a topic or issue in history and write a summary stating the authors position, your analysis of the authors perspective, and if you would recommend the text to another person in the class. Why or why not? College Board issued preparation packets: 1. Students are expected to elaborate on the existing outlines that are provided in the College Board preparation packets. This assignment is to be typed and should include as much detail as possible. Once this outline is completed and printed out, it will serve as a study guide for all students taking the AP examination. Sample AP Examinations: 1. After completing the College Board issued preparation packets, students will be required to complete a minimum of three sample AP tests. The final project for this class will be a chataqua presentation. This presentation requires the student to research an individual in United States History. After researching the individual the student should create a presentation for the class. Students are required to dress up as the character and speak in first person when presenting to the class. *All of these assignments should be completed at the students convenience, but the last day to turn in AP assignments will be on Wednesday of the seventeenth week. Students are encouraged to manage their time accordingly; after all, that is what college is all about. Please challenge yourselves as much as possible and make sure that you are evaluating and synthesizing information at all times.