8th Grade United States History Course Syllabus 2016-2017

Robert Kennemer III

Room 201

Email: ClassWebsite:

Tutorials: Mornings (7:45-8:15) & Afternoons (by appointment)Conference Period: 1stPeriod

Welcome to the 2016-2017 school year! I will be guiding you through your exploration of 8th grade U.S. History this year at Prairie Vista middle School. If you follow classroom rules and procedures, keep a positive attitude and work hard, you will be successful. I look forward to an enjoyable school year!

I.Course Overview

The purpose of this course is to provide each student a rigorous & exciting classroom experience that is relevant & applicable to the complex world we live in today. This class will focus on United States History starting with the colonization of America through to Reconstruction. The course has been organized into eleven major historical eras that will be learned through creative writing, a variety of individual & group activities & through analyzing & evaluating primary & secondary sources.

  1. Classroom Vision & Expectations

Classroom Vision / Classroom Expectations
Carpe Diem! Seize the Day /
  1. All Eagle Mountain Saginaw ISD & Prairie Vista Middle School Student Handbook rules & procedures, along with Code of Conduct, apply in this class.
  2. Restroom passes are given on an emergency basis only. Use the passing period in the schedule appropriately. Passing period is the time to use the restroom.
  3. Student is expected to bring the binder every day to class.
  4. Absent students are responsible for making up missing assignments. The missing assignments are in the appropriately labeled folder by the door. Make up assignments are expected in a timely manner. (See Grading for further information on make-up assignments)

C
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M / Character – Do Right When No One is Watching
Attitude – Be Positive!
Respect – Help & Take Care of Others
Pride –It’s a Great Day to be a Coyote!
Expectations – Follow Procedures & Rules
Dedication – No Pain, No Gain!
Integrity – Make Good Choices
Excitement – Learning Can Be Fun
Maturity – Keep Hands to Self.
  1. Classroom Supplies

IV. Grading

Major Grades (Tests, Research Papers, Projects DBQs)60%.

Minor Grades (Notes, graphic organizers, quizzes, daily journal writing, & participation)40%.

Correction, Redo, and Retest Policy:

Please refer to the EMSISD Student Handbook. All occurrences are handled by following the district policies.

Late WorkMake-Up Work:

Please refer to the EMSISD Grading Handbook. All occurrences are handled by following the district policies.

V.Class Rules and Procedures

Bring your own Device (BYOD):

Students are encouraged to bring their electronic devices daily to the classroom. We will be utilizing electronic devices to enhance educational opportunities. Any “smart” device will work in a BYOD classroom. This includes, but is not limited to iPhones, iPads, iPod touches, Android phones and tablets, and Windows phones and tablets.

Class Procedures:

1) Students will promptly enter the classroom and retrieve their Binder
2) Students will answer the opening question and be in their assigned seat when the bell rings.
3) Students will keep all your notes and journal entries in their Binder.
4) Students will clear their desks and return all materials before class is dismissed.
5) When working in groups everyone in the group must contribute.
6) Students will turn in finished assignments to the classes designated Turn-in-box
7) Students will remain at their desks at the end of the period until the teacher dismisses the class.

Class Rules:

1) Listen And Follow Directions

2) Raise Your Hand Before Speaking Or Leaving Your Seat

3) Respect Your Classmates And Your Teacher
4) Keep Hands, Feet, And Objects To Yourself

Consequences:

If students make positive choices:

Students will receive positive reinforcement, encouragement, and incentives.

Coyote Cash will be distributed to students who create a positive and cooperative classroom.

Other incentives will be provided throughout the year for students who consistently make positive choices.

If students make poor choices:

First Infraction will result in a written/verbal warning.

Second Infraction will result in a change of seat

ThirdInfraction will result in a phone call from the studentto the students’parent/guardian.

FourthInfraction will result in a formal detention.

Fifth Infraction will result in a discipline referral and a trip to the principal.
*Some behaviors or actions can be assigned appropriate level of disciplinary actions as deemed appropriate by the administration.*

  1. Parent/ Guardian involvement:

Parent/Guardian involvement is highly encouraged and appreciated. I am receptive to any and all questions, suggestions, and inquiries.

Parent/Teacher Contacts:

Please feel free to contact me at the email address listed at the top of the syllabus.

  1. Course Schedule

Unit Title / Students will be able to answer:
Unit One: Exploration & Colonization /
  • Why did Europeans explore the world’s oceans and colonize the America’s?
  • What political, economic, religious, and social reasons led to the establishment of the thirteen English colonies?
  • Which historic documents and colonial practices contributed to the growth of representative government?
  • What differences existed between the main regions of the thirteen colonies?
  • What was life like in colonial America?
  • What factors contributed to religious freedom in the thirteen colonies?

Unit Two: American Revolution /
  • How did the French and Indian War make the colonies ripe for change?
  • Which British policies in the colonies led to disagreement?
  • How did colonial protests against British policies escalate to armed conflict?
  • How did individual leaders influence the course and outcome of the revolution?
  • How did significant events of the American Revolution influence the course and outcome of the revolution?

Unit Three: Establishing a New Government /
  • What were the Articles of Confederation?
  • What were some important achievements of the government under the Articles of Confederation?
  • What conditions led Americans to change their system of government?
  • What issues were resolved at the Constitutional Convention?
  • How well did the new Constitution embody the principles of the Declaration of Independence and other significant historical documents?
  • What were the arguments of the Federalists and Anti-Federalists?
  • What is the purpose of and process for amending the U.S. Constitution?
  • What individual rights are guaranteed by the Bill of Rights?
  • What are some of the rights and responsibilities of citizenship?
  • How does someone become a citizen of the United States?

Unit Four: Early Republic /
  • What challenges faced the new nation under the Constitution?
  • How did the first American political parties emerge?
  • How did the Supreme Court establish its decisive role in American life?
  • How did American social and economic life change?
  • How did the U.S. conduct its relations with other nations?

Unit Five: Industrial Revolution /
  • How did social and economic life change as the United States began to move from an agrarian to an industrial society?
  • What factors contributed to the Industrial Revolution?

Unit Six: Age of Jackson /
  • What was “Jacksonian Democracy”?
  • How did Jackson’s policies affect the political, economic, and social life of the nation?

Unit Seven: Westward Expansion /
  • What role did “Manifest Destiny” play in westward expansion?
  • What caused the Mexican-American War, and was it justified?
  • What were the effects of territorial expansion on our nation?

Unit Eight: Age of Reform /
  • How did reforms impact social and economic life?

Unit Nine: Sectionalism /
  • Could the divisions created by sectionalism have been avoided?
  • What political compromises were reached to lessen the threat of civil war?
  • Can the Dred Scott decision be blamed for the onset of the Civil War?
  • What role did blacks – both free and slave – play in the tensions which led to the Civil War?

Unit Ten: The Civil War /
  • What underlying factors caused the Civil War?
  • What specific events led to the outbreak of the conflict?
  • What were the contrasting visions of Abraham Lincoln and Jefferson Davis?
  • What roles did individuals play in determining the outcome of the war?
  • What were the significant events of the Civil War?

Unit Eleven: Reconstruction /
  • What problems faced the nation during Reconstruction?
  • How well did Reconstruction governments in the South succeed?
  • What factors promoted the opening of the Great Plains following the Civil War?

STAAR TESTING / SOCIAL STUDIES STAAR TEST: Thursday, May 11, 2016
As a department we will spend two to three weeks reviewing in class for STAAR Testing. The department will also provide individual tutoring & small group tutoring to prepare for STAAR Testing.