Mr. Connolly, Rm. L04
312.445.4680 ext. 7504
/ Ms. Smeeding, Rm. U01
312.445.4680 ext. 7801
Ms. Santana, Rm. U03
312.445.4680 ext. 7803
/ Ms. Kimble, Rm. L02
312.445.4680 ext. 7502
I. Course Description
This course will serve as an introductory course to the study of United States History. It will prepare students for the Reading section of the ACT as well as for success in a college classroom. Students will gain a better understanding of the development of the American culture through the many different perspectives of Americans both before and throughout the nation’s history. As an 11th grade course, students will be expected to engage in higher level thinking with the material presented by forming opinions and making connections in various capacities. Students will also learn how to read and understand non-fiction texts. The essential questions of this course are listed below:
What is our role and what are our responsibilities as American citizens?
How can we use the lessons from history to enact positive change in our country?
In order to best prepare students for the ACT, participation in activities and discussions are essential for success. A year-long writing project will allow students to construct their own ‘take’ on US History while honing their writing skills. They will also take weekly quizzes and will be challenged to think critically on unit exams and Interim Assessments.
II. Texts and Required Materials
A Young People’s History of the United States by Howard Zinn
What Ifs? of American History Edited by Robert Cowley
Prentice Hall’s United States History (Illinois)
Teachers’ Curriculum Institute’s History Alive! Pursuing American Ideals
Us and Them: A History of Intolerance in America by Jim Carnes
Holt McDougal’s The Americans: Reconstruction to the 21st Century
Various current event articles, discussion-based questions, and speeches from throughout American History
Students will be expected to have the following materials in class everyday:
- Writing Utensil
- Lined, college ruled notebook (only for History class)
- Previous handouts or readings from the current unit.
- Current Class Calendar (provided by teacher)
Students are encouraged to bring an SSR text should they finish an assignment early- this can be a newspaper, appropriate magazine, novel, etc. If students do not have an SSR text and this situation arises, they will be given one by their teacher.
III. Grading Information
Grading Scale
97-100 A+ 87-89 B+ 77-79 C+ 67-69 D+ 0-59 F
93-96 A 83-86 B 73-76 C 63-66 D
90-92 A- 80-82 B- 70-72 C- 60-62 D-
Category / Frequency per semester / Approx. # assignments / Points per assignment / Total points / Approx. weight in courseDiscussion or Participation Activity / 1 every 2 weeks / 20 / 10 / 200 / 16%
Quiz (vocab., skills, content) / 1 every 2 weeks / 20 / 15 / 300 / 24%
Year-Long Writing Assignment / Due Dates every 2 weeks / 20 / 20 / 400 / 32%
Unit Tests / 3 per semester / 6 / 25 / 150 / 12%
Quarter Exams / 1 per semester / 2 / 50 / 100 / 8%
Final Exam / 1 per semester / 2 / 50 / 100 / 8%
Extra Credit / 1 per quarter / 4 / 12.5 / 50 / 0%
The use of the total points system allows for full transparency, therefore students may maintain his/her own scores on a class grade record sheet. Students should understand that all are totals given are approximate. Teachers reserve the right to provide additional assignments as deemed necessary for the continuity of the course.
Proactive Intervention Plan
The Proactive Improvement Plan will be used to ensure that all students stay on track and excel throughout the course of the semester. This is meant to HELP students who may be having trouble with content or skills and should not be seen as a consequence.
Mastery
- Mastery is defined as 70% or higher on weekly quizzes and 70% of higher on unit exams.
Red Flags
- Less than 70% on a quiz
- Less than 70% on a Unit Exam or Quarterly Assessment
- Frequent absences
- Inconsistent submissions of year-long writing task
- Consistent Low performance on year-long writing task
Interventions
- Mandatory Office Hours for quiz or test analysis
- Mandated Writer’s Workshop
- Small group re-teaching or study team in office hours
- Individual Action Plan for study skills and/or organization
- One-on-one tutoring
- Conference with student and advisor/parent
Students can avoid interventions by actively participating in class and studying for exams and quizzes well in advance. Additionally, students should be sure to take all assignments seriously and complete them in a place that is conducive to studying. Lastly, students can attend office hours for individual help as needed.
IV. Student Expectations
Tardy Policy (not in seat when bell rings): Less than 1 minute = 1D, 1 – 3 minutes = 2D, More than 3 minutes = 4D
Absences: Absence in class will reflect heavily on your grade and your preparedness for the ACT and year-long writing assignment. Part of becoming a young adult is learning to prioritize your time. Occasionally, a personal day to recover from an illness or visit a loved one in the hospital is the top priority, but please manage your time and priorities as an adult would. Should your absence be planned, it is expected that the student e-mails their teacher or speaks with he/she in person to discuss the length of absence and the necessary work that will be made up.
When absent, please do the following:
1. Check the class Wiki for missed notes and assignments: http://muchincollegeprep.wikispaces.com/
2. Talk to a classmate to see if any other announcements were made.
3. Email your teacher with any questions regarding absence (this is mandatory if more than one day is missed consecutively).
4. Speak with your teacher after class or school in a timely manner.
If a portfolio is due on the date of absence, the assignment must be emailed to the teacher by no later than 12pm or will be counted as late. Late portfolio assignments will receive a 50% deduction after the due date and may be turned in up to one week late for no more than 50%.
Homework: Since this is an upper level course, most homework will be given in preparation for an upcoming graded assignment, such as a quiz or discussion. As such, few LaSalles will be given throughout the year. Students will be coached explicitly throughout the year on study skills both in groups and individually to help them with this transition.
Classroom Rewards / Classroom ConsequencesStudents who meet the expectations of the class will be rewarded in several ways, including:
- Praise and recognition
- Merits
- Positive communication to parents
- Work featured on walls of the classroom / Students who choose to break a rule or not meet the expectations of class will be responsible for the following consequences, depending on the severity of the behavior:
- Demerits, Alternative Consequence, or Detention
- Conference with parents/guardians
- Possible suspension or expulsion from school
V. Classroom Procedures
Start of Class: Students are expected to work silently on the “Do Now” upon entering class. Passing period is social time therefore the start of class is not. Do not concern yourself with the doings of others. Students who are not in their seat by the end of passing period will acquire the tardy consequences listed under “Student Expectations.” Students will enter the classroom and set up their desks for class during the passing period. STUDENTS ARE ENCOURAGED to chat with their neighbors before the bell. Students are required to begin working on the DO NOW silently once the bell rings to start class.
Hand Raising: In order to receive full participation points, students must raise their hand to be acknowledged by the teacher to speak. We will monitor our classroom culture together throughout the year. We will work on our speaking and listening skills so that, ideally, an open forum of ideas, questions, and answers can exist within class by the end of the year.
Bathroom Policy: Juniors will be given one MCP pass but should manage their passing time accordingly. Any bathroom requests should only be an emergency; a culture team member will be called to escort you to the bathroom with the consequence of one demerit. As a Junior, a student is entering young adulthood- he/she should always ask him/herself, “What is the professional way to handle this?”
Dismissal: As a college-prep class, you are expected to treat the teacher and fellow peers with respect. Do not get ready to leave unless the teacher, not the bell, has signaled you to do so.
Integrity: Due to the difficulty of this course, students will not always have the correct answer, in which case classmates are expected to act with respect and integrity. If this is violated, students will be administered the necessary number of demerits. This includes name-calling, eye-rolling, audible sighs, derogatory slurs, laughing at another classmate’s mistake, etc. Disagreement may occur, but value judgments about another student’s opinion will be respectful and thoughtful at all times. Offenses will be treated harshly, but will always be solution-focused to maintain the productive classroom environment.
Students are also expected to submit their own, original work and should accurately quote and reference outside sources. Students will receive an automatic detention and a zero on the assignment for their first academic dishonesty offense and a one day suspension for each additional offense. Any form of plagiarism is a punishable offense that will affect your academic standing for the remainder of the course. Those who wish to REPEAT History copy. Those who wish to MAKE History take lessons from the past and apply their OWN original perspective to CREATE SOMETHING NEW.
VI. Important Due Dates
Understand that these dates are subject to change. Each unit will also include several other grades. Students will be informed of changes with ample notice of the test date or portfolio/project due date.
Unit / Approximate Exam Date:Unit 0: Introduction/ Culture Building/ Team Building / No Unit Exam
Unit 1: Immigration 1450-1920 / Unit Exam as part of
Quarter One Assessment: Early October
Unit 2: Voting, Elections, and Campaigning in 2016 / Unit Exam: Early November
Unit 3: Social Changes 1450-1920 / Unit Exam: Mid-November
Unit 4: Money, Economics, and Wealth Distribution 1450-1920 / Unit Exam: Mid/Late December
Unit 5: Foreign Policy 1450-1920 / Unit Exam as part of
First Semester Final Exam: Mid-January 2017
Unit 6: Roaring, Depressed, Rejuvenated, Attacked (1920-1941) / Unit Exam: Mid-February 2017
Unit 7: World War II and the 1950s / Unit Exam as part of
Quarter Three Assessment: Mid-March 2017
Unit 8: Civil Rights, Vietnam, Scandal, and Assassination (1960-1979) / Unit Exam: Mid-April 2017
Unit 9: Weird and Crazy (1980-2001) / Unit Exam: Mid-May 2017
Unit 10: Where are we Now? (2001-Present) / Unit Exam as part of
Second Semester Final Exam: Mid-June 2017
United States History
Student Agreement
I certify that I have thoroughly read and understand the United States History syllabus. I agree to abide by the expectations and procedures described above. Additionally, I understand that dates outlined in the calendar above are subject to change (with ample notice). I also understand that there will be certain rigor associated with this course that will challenge me to think at the college level.
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Student Name Printed
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Student Signature Date
Parent / Guardian Agreement
I certify that I have thoroughly read and understand the United States History syllabus. I agree to the classroom expectations and procedures described above. I understand that this class will require my student to think at the college level through advanced course content.
I will encourage my students throughout his/her United States History preparation and will contact the teacher if I have any questions or concerns.
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Parent / Guardian Name Printed
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Parent / Guardian Signature Date