8Th Grade the American Experiment

1

Instructor: Mr. Rick Brokaw Email:

8th Grade – The American Experiment

2016 – 2017

Dear Student,

I hope that you are ready to explore a time in American history in which we found ourselves embroiled in social, political, and physical conflict. We will examine the struggles of life in the early republic, the origins and causes of the Civil War, Reconstruction, Industrialization, and Westward Expansion. We will explore questions about technology, humanity, globalization, and warfare.

In your studies this year, you will consider why a portion of the United States felt it necessary to secede from the Union. You will explore the connection between American slavery, technology, and farming communities of the South. Additionally, we will examine how the Industrial Revolution changed the landscape of America and spurred the push towards the untamed West.

Titus Patavinus, a Roman historian, said, “This above all makes history useful and desirable; it unfolds before our eyes a glorious record of exemplary actions”. It is through the lessons of the past that we learn who we are as humans and we glean from the past lessons that help shape our future. We reflect upon both the failures and achievements of those before us as we seek the True, the Good, and the Beautiful.

At the culmination of the year, in June, I hope that you will be more aware of who you are as a person. If you put forth the effort necessary to be a successful learner in my class, I can guarantee that you will leave a changed person – if not a noble person.

Mr. Rick Brokaw

General Information

Description

The American Experiment history course is a survey of important people, places, and events that have shaped our nation during the time from the early Republic to World War II. It is designed to help students become aware, and understand the process through which our country has become a major world power.

By examining primary source documents, essays, and text, students will gain a deeper understanding of the thought processes that took place during times of both war and peace. The course allows students the opportunity to research historical concepts and to create a meaningful, well-written response to deeply rooted questions.

However, the overarching goal of this class is to help students become more aware of who they are as Americans, and more importantly, as humans. Additionally, students will understand the development of the United States socially, politically, and economically from the late 1700s to the mid-1900s.

Expectations and Goals

Upon completion of the course, students should be able to:

·  Locate, differentiate, and validate primary source documents

·  Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions

·  Compose well-written research papers in MLA format

·  Demonstrate understanding of the people, places, and events with at least 70% accuracy

·  Argue, effectively, in defense of a prescribed topic

·  Identify social and/or political bias in written, oral, and/or visual materials

Course Materials

Daily Required Materials

Red pens

Blue and/or black pens

Loose-leaf notebook paper

1 ½” 3-ring binder with dividers

Textbook

Optional Materials

·  Highlighters

·  Sticky tabs

·  Post-it Notes

Coming to Class Prepared

·  If a student comes to class unprepared, they may not return to their locker to retrieve materials. This policy is in place for two main reasons: 1) Students leaving to return to lockers disturbs the classroom environment and 2) Students learn to be responsible for their belongings

Text and Resources

·  A Patriot’s History of the United States [hardback book], Larry Schweikart and Michael Allen – ISBN: 978-1595230010

·  Primary Source documents

·  Videos

·  Essays

Types of Assignments

Classroom/homework assignments may include, but are not limited to:

·  Reading – Books, primary source documents, other materials

·  Essays – Research based expository or persuasive papers

·  In-class Timed Writing – Analysis, argumentative, and/or synthesis

·  Projects – Student-constructed, research based

·  Vocabulary – Historically based and functional terminology

·  Question-and-Response – Investigative questioning based on reading and/or classroom discussion

·  Seminars – In-class discussion of important historical events or ideas

·  Binders – Used for collecting and organizing student material (grade based on completion and organization)

Grading Scale

90 – 100 A (Extraordinary)

80 – 89 B (Above Average)

75 – 79 C (Average)

70 – 74 D (Below Average)

Below 70 F (Failing)

Grade Weighting

Major Grades = 45%

·  Tests, essays, projects

Quiz Grades = 30%

·  Pop quizzes, binder checks, seminars

Daily Grades = 25%

·  Classwork, homework, participation

Late Work Policy

I adhere strictly to the late work policy outlined in the ACA Parent/Student Handbook. Any homework or classwork that is turned in late will receive a grade of “0”. Any tests or major grades that are missed must be made up by the date prescribed to the student. If a student does not make up their test/major grade by the prescribed date they will lose 10% off their grade for each day that it is late. After being late for five days the student will receive a “0” on that test/major assignment.

Classroom Decorum

Classroom procedures will be discussed on the first day of school. They include:

·  Be in your assigned seat and ready to learn when class begins.

·  Bring all books and materials to class – take all books and materials with you when you leave the classroom.

·  Treat each person in the classroom with respect.

·  Follow directions the first time they are given.

·  Raise your hand, and wait to be recognized, before speaking.

·  Exit and enter the classroom quietly during class time.

Course Outline

1st Quarter – Life in the Early Republic (1789 – 1830)

The call for independence has been answered and a declaration signed, now the country is in new territory – an experiment of grand design. The first quarter of the year examines the struggles associated with establishing and maintaining the newly formed American republic including the War of 1812. Students will examine some of America’s founding documents and discuss the roles of both the Federalists and Anti-federalists in building upon the idea of “The United States” of America.

2nd Quarter – Frederick Douglass and the Causes of the Civil War (1840 – 1860)

America is becoming more and more divided along the issue of slavery. The South views slavery as a “necessary evil” while the North is split between the views of anti-slavery and abolitionism. Frederick Douglass’ legal preceding is the spark that will light the fire of the Civil War. The Kansas-Nebraska Act, 3/5ths Compromise, and Bleeding Kansas all have leading roles in the drama that unfolds as the South breaks from the Union and violates the United States Constitution.

3rd Quarter – Reconstruction (1865 – 1876)

The greatest country on earth now struggles to rebuild from the ruins of the Civil War. Slavery has ended, angering those dependent upon its free labor in the South while causing joy for abolitionists. Abraham Lincoln is elected for a second term only to meet his demise at the hands of John Wilkes Booth. Sharecropping, black codes, and the KKK quickly take over as means of suppressing those of darker skin color as freedmen fight to earn their equality in the white-dominated nation.

4th Quarter – Industrialization and Westward Expansion (1861 – 1890)

The Louisiana Territory, Texas, as well as the West Coast all beckon to citizens on the East Coast who look to expand their territory and leave behind the crowded cities. Promises of open land, the discovery of gold, and a pioneering spirit open the door for Americans to fulfill their Manifest Destiny. Meanwhile, Native Americans, Chinese, and other people groups suffer for the cause of opportunity. The American experiment is taking off and technology is leading the way.

THIS PAGE LEFT INTENTIONALLY BLANK

Agreement of Course Syllabus & Expectations

Return by August 26th for a quiz grade of 100

Dear Parent/Guardian,

Thank you for allowing your student to attend my class. I am honored to aid in their education, and enrichment of their knowledge and love of History. With that in mind, I encourage you to keep in touch with me concerning your student's progress, as I will make sure to do. The first step on that path is to fill out the survey located on my school website or at the following URL: http://tinyurl.com/upperschoolsurvey2016

The on-line survey need only be filled out once per student and this agreement page is to be signed and returned for to Mr. Brokaw. In addition, please consult my page on the Aristoi website. It updates as the year progresses and will keep you aligned with the goings-on of your student's activities.

By signing this, I acknowledge that I have read the course syllabus and pledge to uphold the expectations of classroom conduct and required coursework.

______

Student Signature

By signing this, I acknowledge that I have read the course syllabus and have filled out the survey at the link above.

______

Parent/Guardian Signature

Please sign and return the last page of the syllabus to Mr. Brokaw by August 26th for a free 100 quiz grade.