Download US History Class Syllabus

U.S. History Class Syllabus
Teacher:
Class:
Dates:
Grade/School:
Mr. Nicholas Kabobjian
U.S. History (Gilded age to the present U.S.)
8/1/2011 – 5/24/2011
9th Grade / Aiea High School
Course Description:
This course is a study of the historical development of the U.S. during the 20th century, focusing
on the people, events, and ideas that have shaped our nation. In addition to examining and
analyzing important historical periods, students will be exploring the context in which these
events took place in order to get a clearer perspective of why certain decisions were made and
how these decisions affect us today. This course will also integrate citizenship responsibilities,
geography skills, and current events development. Depth of content, independent learning, and
leadership skills will be infused to address the differentiation of the students in this program.
Class Goals:
The two main goals for this course are for students to 1) meet/exceed the Hawaii Content and
Performance Standards (HCPS III) and the National Common Core Standards for Reading and
Writing in the Social Studies, and 2) understand, and put into practice, the state-wide General
Learning Outcomes (GLOs). Throughout the year, students are given opportunities to
demonstrate/validate that they have met/exceeded the standards, as well as put into practice, the
GLOs.
Content Learning Objectives:
The primary focus of this class is on U.S. history from the Gilded Age to the present day U.S.
Major class concepts include industrialization, urbanization, immigration, social conflict, world
conflict, expansionism, isolationism, progressivism, imperialism, communism, capitalism,
equality, liberalism, conservatism, and terrorism. In addition, there will be a year long
interdisciplinary project on sustainability of the Aiea community. Students will create and
implement their own sustainability action plan.
Learning Context:
Students should have prior knowledge of U.S. history from colonial-America to the
Reconstruction Era, as covered in their 8th grade U.S. history course.
Required Materials:
 Pen or Pencil
 3-ring binder with folder paper OR notebook & portfolio
 OPTIONAL – flashdrive
Policy & Grading
1. Class Rules: BE PONO (righteous, respectful, honorable, etc.) and Tribe Agreements
a. Appreciations – No Put Downs
b. Attentive Listening
2.
3.
4.
5.
c. Mutual Respect
d. Right to Pass/Participate
Lessons
a. Lecture/Notetaking
f. Assessments
b. Jigsaw
g. Research/Reports
c. Presentations
h. Role Playing / Debates
d. Test/Quizzes
i. Writing: Creative, Reflective,
e. Reading
Prompts
Management Plan
a. Minor Infractions of GLOs
i. 1st offense = warning
ii. 2nd offense = staying in recess/after-school
iii. 3rd offense = staying in recess and call home
b. Students who commit serious infractions will be immediately referred to the
office for proper handling.
c. Class-wide distractions/disturbances
i. 5 seconds in class = 1 minute of recess/after-school
Grading
a. All standard-based assessments will count towards the final grade.
b. All assignments are based on a 4-point scale (see conversion chart below)
c. All assignments can be revised until two week before the end of the quarter.
d. Unsatisfactory grades earn a deficiency notice & student will stay-in recess/afterschool until assignment is done.
e. All grades will be available online from any computer to students and
parents via Jupitergrades.com. Login and password information will be given
to each student, please feel free to contact me with any questions you may have
about accessing Jupitergrades.com.
f. Conversion Chart:
4
A
(90% - 100%)
[3.5 – 4.0]
3
B
(75% - 89%)
[2.5 – 3.4]
2
C
(50% - 74%)
[1.5 – 2.4]
1
D
(25% - 49%)
[0.5 – 1.4]
Miscellaneous
a. Individual tasks (sharpening pencils, throwing away rubbish, and using the
bathroom) are done one at a time. If abused, privileges will be taken away.
b. Contraband will be taken away (parent’s note required to get it back).
HCPS Standards/Benchmarks:
Quarter One:
Standard 3.1: Describe the "push" factors (e.g., escaping persecution and poverty) and "pull"
factors that brought immigrants to the United States in the late 19th century
Standard 3.2: Describe social, political, economic and technological factors of growth in the
19th and 20th century American cities.
Standard 7.1: Explain the causes of urbanization.
Standard 7.2: Explain the consequences of urbanization.
Standard 3.3: Describe how business magnates dominated politics of the Gilded age.
Standard 3.4: Describe reform issues in the Progressive Era.
Quarter Two:
Standard 3.7: Describe the events that led the United States into World War I.
Standard 3.8: Describe how domestic policies were affected by American involvement in World
War I.
Standard 3.9: Explain why the United States did not sign the Treaty of Versailles
Standard 3.10: Describe changes in society and culture that led to conflicts in values in the
1920s.
Standard 3.11: Describe the significance of the literature, arts, and feminism of the 1920s,
including the "Lost Generation," the Harlem Renaissance, and flappers
Standard 3.12: Describe the innovations in transportation and communication and the impact
they had on American society.
Standard 3.13: Analyze the causes of the Great Depression
Standard 3.14: Describe the effects of the Great Depression
Standard 3.15: Explain how programs in FDR's New Deal, including the FDIC, AAA, WPA,
and Social Security, attempted to resolve problems brought on by the Great
Depression
Standard 8.3: Explain the purpose and/or role of government programs and policies, including
unemployment, minimum wage, and Social Security, and their effect on the
nation's economy
Quarter Three:
Standard 3.5: Describe the causes of and major events associated with the United States
becoming an imperial power in the late 19th century.
Standard 3.6: Analyze the scope and evolution of various United States foreign policies in the
early part of the 20th century.
Standard 3.16: Analyze the causes of the bombing of Pearl Harbor
Standard 3.17: Analyze the effects of the bombing of Pearl Harbor, including the internment of
Japanese Americans.
Standard 3.18: Explain the turning points in the European and Pacific theaters of World War II.
Standard 3.19: Describe how domestic policies were affected by United States involvement in
World War II.
Standard 3.20: Explain the origins of the Cold War
Standard 3.21: Explain how America's foreign policy during the Cold War led to conflicts in
Asia and Latin America.
Standard 3.22: Explain how the events of the Cold War led to the McCarthy era
Standard 3.25: Describe the significant events, individuals, and groups associated with the Civil
Rights Era.
Standard 3.26: Describe the expansion of the Civil Rights movement to other groups, including
Native Americans and women.
Quarter Four:
Standard 3.24: Analyze the key factors, including legislation and acts of civil disobedience, that
brought on the African American Civil Rights movement after World War II.
Standard 3.28: Explain the emergence and impact of the student movements and the
counterculture of the 1960's.
Standard 3.23: Explain how the United States foreign policy has attempted to respond to global
and economic challenges of the post-Cold War world.
Standard 3.32: Explain how the administrations from Reagan to the current president dealt with
major domestic issues.
Common Core State Standards for ENGLISH LANGUAGE ART S Literacy & Writing in
History/Social Studies, Science, and Technical Subjects
Key Ideas and Details #2, 3
Craft and Structure #4, 6
Integration of Knowledge and Ideas #9
Texts Types and Purposes #1, 2
Research to Build and Present Knowledge #7
Range of Writing #10
A full description of these standards can be located at:
http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf
Contact Information:
Email Address:
Phone Number:
[email protected]
808-483-7300 ext. 330
---------------------------Please Detach and return to Mr. Kabobjian in R-8 ----by August 12, 2011------------------------
I have read and understand the information imparted in this syllabus.
I will call Mr. Kabobjian at 808-483-7300 if I have any questions or concerns.
(or email him at [email protected])
To schedule a conference, please contact your student’s 9th grade counselor at 483-7300.
_____________________________________
Student’s name (Print)
______________________________________
Parent/Guardian’s Name (Print)
_____________________________________
Student’s Signature and Date
______________________________________
Parent/Guardian’s Signature and Date
Parent/Guardian’s Email Address: ___________________________________
Parent/Guardian’s Phone #: (Home) _____________________ (Work) ____________________