Michelle Check
U.S. History Syllabus:
United States History and Geography
Continuity and Change in the Twentieth Century
COURSE SYLLABUS
Fall 2010
Ms. Check
Room 12
Description
Students in grade eleven study the major turning points in American history in the twentieth century. Following a review of the nation's beginnings and the impact of the Enlightenment on U.S. democratic ideals, students build upon the tenth grade study of global industrialization to understand the emergence and impact of new technology and a corporate economy, including the social and cultural effects. They trace the change in the ethnic composition of American society; the movement toward equal rights for racial minorities and women; and the role of the United States as a major world power. An emphasis is placed on the expanding role of the federal government and federal courts as well as the continuing tension between the individual and the state. Students consider the major social problems of our time and trace their causes in historical events. They learn that the United States has served as a model for other nations and that the rights and freedoms we enjoy are not accidents, but the results of a defined set of political principles that are not always basic to citizens of other countries. Students understand that our rights under the U.S. Constitution are a precious inheritance that depends on an educated citizenry for their preservation and protection. (California State Standards; 2007)
Organization
This course will use A People’s History of the United States as its textbook. A class set will be available for students in class. For readings at home, students can access the book on-line through the following link:
http://www.historyisaweapon.com/zinnapeopleshistory.html
Students that do not have access to the internet at home may check out a copy at our school’s library. Copies are limited. Several other readings and primary sources will also be assigned.
This class will follow the same structured format week by week. Each unit will take approximately 3 weeks to cover, with individual activities assigned daily (lectures, illustrations, political cartoons, graph and chart analysis, readings, audio and visual tapes/DVDs, group projects, and debates) followed by formal assessments at the end of every unit.
The most typical form of assessment will be Writing Activities. Writing Activities allow student the opportunity to express through writing their interpretation and opinion on the historical matter that has been discussed in class during the unit. Students are allowed to use their notes, activities, and primary sources to assist them in their Writing Activities. Students will have time in class to work on their Writing Activities on selected Fridays.
Students will also be given five multiple choice Unit Tests during the course of the semester. A study guide will be e-mailed to students a week prior to the test along with other additional study material. If a student has an excused absence on the day of a test, it is the student’s responsibility to make-up the test the first day they are back at school.
Students should have adequate time in class to complete their activities, however from time to time students will need to complete their unfinished work at home. Reading assignments will be assigned regularly that will need to be completed at home as well. Being an AVID campus, students should be reviewing, creating questions, and writing summaries in their Cornell notes daily. Students will be given standards-driven questions to answer in the summary section of their Cornell notes daily.
It is the student’s responsibility to catch up on any missing work due to absences (personal, doctor’s appointments, college, etc.) All assignments, readings, and lectures are located in the black box towards the back of the classroom. The calendar next to the black box lists all of the day’s activities and assignments. If a student knows they will be missing a class period (i.e. RCC class), it is the student’s responsibility to get all work out of the black box PRIOR to missing the class period.
Course Outcomes
11th Grade California State Standards(http://www.cde.ca.gov/be/st/ss/hstgrade11.asp)
Chronological and Spatial Thinking
Historical Research, Evidence, and Point of View
Strengthening of Critical Thinking, Writing, and Reading Skills
Social Activism and Civic Participation
College Preparation and Readiness
Units of Study
|
The American Founding and Philosophy of Government |
August 10th – September 3rd |
Writing Activity Due 09/02 Unit Test 09/03 |
|
Industrialization, Urbanization, and Immigration |
September 7th – October 1st |
Writing Activity Due 09/30 Unit Test 10/01 |
|
United States Rise to a World Power |
October 4th – October 29th |
Writing Activity Due 10/28 Unit Test 10/29 |
|
Changes and Developments of the 1920s |
November 1st – November 19th |
Writing Activity Due 11/16 Unit Test 11/17 |
|
The Great Depression and New Deal |
November 29th – December 10th |
Writing Activity Due 12/09 Unit Test 12/10 |
|
Final – History Day Projects |
December 13th – December 16th
|
|
Grading
|
Grading Distribution |
Grading Scores |
||
|
Writing Activities |
30% |
A |
100% - 90% |
|
Notes /Assignments |
15% |
B |
89% - 80% |
|
Projects |
25% |
C |
79% - 70% |
|
Unit Tests |
20% |
D |
69% - 60% |
|
Final |
10% |
F |
59% - 0% |
I look forward to our semester together! If you have any questions, concerns, or comments, please
e-mail me at
World History Syllabus:
World History, Culture, and Geography
The Modern World
COURSE SYLLABUS
Fall 2010
Ms. Check
Room 12
Description
Students in tenth grade study major turning points that shaped the modern world, from the late eighteenth century through the present, including the cause and course of the two world wars. They trace the rise of democratic ideas and develop an understanding of the historical roots of current world issues, especially as they pertain to international relations. They extrapolate from the American experience that democratic ideals are often achieved at a high price, remain vulnerable, and are not practiced everywhere in the world. Students develop an understanding of current world issues and relate them to their historical, geographic, political, economic, and cultural contexts. Students consider multiple accounts of events in order to understand international relations from a variety of perspectives. (California State Standards; 2007)
Organization
This class will follow the same structured format week by week. Each unit will take four weeks to cover, with individual activities assigned daily (lectures, illustrations, political cartoons, graph and chart analysis, readings, audio and visual tapes/DVDs, group projects, and debates) followed by formal assessment at the end of every unit.
At the conclusion of every week, students will use the class period to answer two to three short answer response questions. Students are encouraged to use their Cornell notes and activities to help with their writing. These Writing Activities will serve as the primary assessment for the course. Writing Activities will be collected along with the assignments for the week on most Fridays.
Students will also be given four multiple choice Unit Tests during the course of the semester. A study guide will be e-mailed to students a week prior to the test along with other additional study material. If a student has an excused absence on the day of a test, it is the student’s responsibility to make-up the test the first day they are back at school.
Students should have adequate time in class to complete their activities, however from time to time students will need to complete their unfinished work at home. Reading assignments will be assigned regularly that will need to be completed at home as well. Being an AVID campus, students should be reviewing, creating questions, and writing summaries in their Cornell notes daily. Students will be given standards-driven questions to answer in the summary section of their Cornell notes daily.
It is the student’s responsibility to catch up on any missing work due to absences (personal, doctor’s appointments, college, etc.) All assignments, readings, and lectures are located in the black box towards the back of the classroom. The calendar next to the black box lists all of the day’s activities and assignments. If a student knows they will be missing a class period (i.e. RCC class), it is the student’s responsibility to get all work out of the black box PRIOR to missing the class period.
Course Outcomes
10th Grade California State Standards (http://www.cde.ca.gov/be/st/ss/hstgrade11.asp)
Chronological and Spatial Thinking
Historical Research, Evidence, and Point of View
Strengthening of Critical Thinking, Writing, and Reading Skills
Social Activism and Civic Participation
College Preparation and Readiness
Units of Study
|
Rise of Democratic Ideals |
August 9th – September 3rd |
Unit Test 09/03 |
|
Industrialization |
September 7th – October 1st |
Unit Test 10/01 |
|
Age of Imperialism |
October 4th – October 29th |
Unit Test 10/29 |
|
World War I and Consequences |
November 1st – December 3rd |
Unit Test 12/03 |
|
Final – History Day Projects |
December 6th – December 16th |
|
Grading
|
Grading Distribution |
Grading Scores |
||
|
Writing Activities |
30% |
A |
100% - 90% |
|
Notes /Assignments |
15% |
B |
89% - 80% |
|
Projects |
25% |
C |
79% - 70% |
|
Unit Tests |
20% |
D |
69% - 60% |
|
Final |
10% |
F |
59% - 0% |
I look forward to our semester together! If you have any questions, concerns, or comments, please
e-mail me at