U.S. and Global 3
Mrs. Walpole – Room 259D
(614) 797-8048
http://www.wcsoh.org/olc/teacher.aspx?s=4721
Course Overview:
This course examines the history of the United States of America from 1877 to the Great Depression and New Deal. Through the State of Ohio College and Career Readiness Social Studies Standards in American History, students will learn about the political, economic, and social events of the course time period. In addition, historical thinking, introduced in earlier grades, will continue with students locating and analyzing primary and secondary sources from multiple perspectives to draw conclusions. Students will understand how these perspectives and events came to pass and their meaning for today’s citizens with particular emphasis on application, synthesis, and student relevancy.
Course Length:
1 Semester
Credits:
.5
Topics of Study:
· Historical Thinking and Skills
· Historic Documents
· Industrialism and Progressivism (1877-1920)
· Imperialism to Post-World War 1 (1898-1930)
· Prosperity, Depression and the New Deal (1919-1941)
Text:
· Online text: United States History & Geography Modern Times, McGraw Hill. You MUST remember your username/password to access the text throughout the school year.
· Various primary and secondary source reading will also be provided for you by me where applicable.
Grading:
Each semester is weighted in the following manner:
· 1st Quarter: 40%
· 2nd Quarter: 40%
· Final Exam/Project: 20%
Assessments:
The categories in which each student will be evaluated are:
· Exams (Tests & Quizzes)
· Assignments (In-class and Homework)
· Projects
No one category is weighted more than any other. Each opportunity for a grade in this class is worth what it is worth. (Except for the final – *see below)
Grading Scale:
98-100 = A+ 88-89 = B+ 78-79 = C+ 68-69 = D+ 59 and below=F
92-97 = A 82-87 = B 72-77 = C 62-67 = D
90-91 = A- 80-81 = B - 70-71 = C- 60-61 = D-
Assignments - My policy on late work is as follows: Please turn your work in on time. Punctuality and responsibility are key elements in life; turning in work on-time is essential for success whether in high school or in life. You have until the day of the test to turn in any missing work from the current unit of study.
Absences - If you have an absence that is excused by the attendance office, you will have as many days as you missed to complete all missed work without penalty. You may not make-up assignments missed due to an unexcused absence. MAKE-UP WORK IS YOUR RESPONSIBILITY. To facilitate this, all assignments will be available by me in class. I will not chase after you, nor worry if you choose not to get it from me. As high-school students, I do not feel that it is unreasonable to expect that students take ownership and responsibility in their education.
Suspensions – Per Westerville North policy, students who are suspended may make up missed work for up to a maximum of 75% credit.
Final Exam – Per the policy of the Westerville North Social Studies Department, the final exam will be worth 20% of the overall grade. This grade will be determined by a comprehensive, multiple-choice exam.
Extra Credit - In my experience, students usually do not receive the kind of grade they hope for because they fail to turn in required work. It is my strong belief that it is unfair to those students who have been diligent about this work to offer extra-credit to those students who have not. Therefore, I do NOT offer any extra-credit on an individual basis. However, because I understand that sometimes students legitimately struggle with certain material, I do offer extra-credit, but only in instances where it is available to the entire class.
Power School:
Students and their parents have the opportunity to track their grades and check on missed assignments from any internet capable computer on Power School. Information on how to access this feature should have already been provided. If you are having trouble accessing your account, ask, and I will do the best I can to assist you. ***Due to the availability and accessibility of Power School, nearly 24/7, I expect you to review grades, check for missing work etc. ; I am human and make mistakes. Please come to me immediately if you notice any issues with your grades. Also, please do not come to me at the end of the quarter or semester asking me how you could bring up your grade or ask for extra credit to raise your grade. If you are interested in achieving higher scores throughout this course, please see me throughout the quarter/semester so you will have the opportunity to receive guidance to bring up your grade before the grading period ends.***
Class Policies:
Students are expected to follow the school’s Code of Student Conduct. You are expected to reflect the maturity and responsibility that will be demanded of you now and in the future. No inappropriate actions will be tolerated.
My expectation for behavior is simple, please be:
Ø Prompt: punctual and on time to class.
Ø Prepared: bring all course materials daily.
Ø Polite: be courteous and respectful of others; remember your manners.
Ø Productive: use work time effectively.
Hall passes will be given on an as needed basis. Excessive use of hall passes will result in the loss of the privilege.
1. Time is short and we have a lot to cover so I will always strive to start on-time. To that end, you must be in the classroom by the time the tardy bell rings. If you are late to class without an excuse from me or another staff member, you will be counted for a tardy. After the third unexcused tardy, it will result in a detention to be served at lunch. Each additional tardy after that will warrant another detention. Excessive tardiness will result in parent communication and/or referral to the front office.
2. Falsely claiming another’s work as your own is called plagiarism. I consider it to be the most serious educational offense, and will deal with it harshly. At the very least, you will receive zero credit for that particular assignment and will not be able to makeup that assignment.
Plagiarism, Copying, & Cheating:
Plagiarism/Copying: (1) failing to cite quotations and borrowed ideas, (2) failing to enclose borrowed language in quotation marks and (3) failing to put summaries and paraphrases in your own words. <Hacker, Diana. A Pocket Style Manual, 4h ed., 2004 Bedford/St. Martin's, pp 228-30.>
Cheating: turning in some else's work as your own (with or without his or her knowledge), allowing someone else to turn in your work as his or her own, using any part of some else's work without proper acknowledgement, stealing an assessment or a solution from a teacher.
*Bottom Line: Plagiarism copying, and/or cheating will not be tolerated! Students engaging in plagiarism or cheating activities will receive a zero for that assessment, a phone call home, and potential discipline office referral.
3. The foundation of the Warrior Way is built on the idea that RESPECT IS A TWO-WAY STREET. Please show me and all of your colleagues the same consideration that you would wish to receive and I will reciprocate.
Late Work:
Not turning in work and receiving a zero is not an option in this class, if you do not turn in work, you will spend your lunch periods with me until all missing work is complete.
Help:
If you have a problem, question, issue, do not understand something etc. it’s best to talk it over with me. I think you’ll find that I’m very easy to talk to and will help you the best I can. I’ll be available in the classroom before school, during my 1st period prep period, 5th period lunch, and after school. My door is always open!
Communication:
It is vital that the student, parent and teacher all work together towards the goal of a student’s education. I believe communication plays a vital role in reaching that goal. To that end, students and parents can please feel free to contact me. The best way to get in touch with me is through e-mail which is listed at the top of this syllabus. If you do not have reliable internet access, you may leave a voice mail and I will get back to you as soon as I get your message.
Remind 101:
Remind 101 is a valuable communication resource that allows me to sends messages to both parents and students of the assignments due for the evening. This serves as both a reminder to the student of the assignment due the next day, especially for those who may be absent, and to the parent as a way to keep them involved in their students’ homework and projects due throughout the year. Remind 101 is a system through the computer, the students will not be able to text the number back to ask questions, they may send me an email if they need further instructions. I encourage you all to sign up with the appropriate number based on the class period your student have my class and instructions below as soon as possible. If you have questions, please do not hesitate to ask. (Occasionally Remind 101 gets delayed in sending the text due to a high volume of use. I will do everything in my power to send out a message daily, even if homework is not due, if for some reason the text does not come through, please understand it is out of my control and have patience.)
2nd period: Text: @walpole2 To: (401) 213-0515
4th period: Text: @walpole4 To: (401) 213-0515
6th period: Text: @walpole6 To: (401) 213-0515
7th period: Text: @walpole7 To: (401) 213-0515
8th period: Text: @walpole8 To: (401) 213-0515
Common Core Content for American History 1:
INTEGRATED IN THE UNITS OF STUDY
1. Common Core Curriculum: Reading Standards for Literacy in History/Social Studies
Key Ideas and Details1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
3. Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
Craft and Structure
1. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history / social studies.
2. Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
3. Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
Integration of Knowledge and Ideas
1. Integrate quantitative or technical analysis (e.g.: charts, research data) with qualitative analysis in print or digital text.
2. Assess the extent to which the reasoning and evidence in a text support the author’s claims.
3. Compare and contrast treatments of the same topic in several primary and secondary sources.
Range of Reading and Level of Text Complexity
1. By the end of grade 10, read and comprehend history / social studies texts in the grades 9-10 text complexity band independently and proficiently.
Common Core Curriculum:
Units 1-4 (Integrated):
Topic: Historical Thinking and Skills
Students apply skills by utilizing a variety of resources to construct theses and support or refute contentions made by others. Alternative explanations of historical events are analyzed and questions of historical inevitability are explored.
Content Statements:
1. Historical events provide opportunities to examine alternative courses of action.
2. The use of primary and secondary sources of information includes an examination of the credibility of each source.
3. Historians develop theses and use evidence to support or refute positions.
4. Historians analyze cause, effect, sequence and correlation in historical events, including multiple causation and long- and short-term causal relations.
Unit 1:
Topic: Historic Documents
Some documents in American history have considerable importance for the development of the nation. Students use historical thinking to examine key documents which form the basis for the United States of America.
Content Statements:
5. The Declaration of Independence reflects an application of Enlightenment ideas to the grievances of British subjects in the American colonies.
6. The Northwest Ordinance addressed a need for government in the Northwest Territory and established precedents for the future governing of the United States.
7. Problems facing the national government under the Articles of Confederation led to the drafting of the Constitution of the United States. The framers of the Constitution applied ideas of Enlightenment in conceiving the new government.
8. The Federalist Papers and the Anti-Federalist Papers structured the national debate over the ratification of the Constitution of the United States.
9. The Bill of Rights is derived from English law, ideas of the Enlightenment, the experiences of the American colonists, early experiences of self-government and the national debate over the ratification of the Constitution of the United States.
Unit 2:
Topic: Industrialization and Progressivism (1877-1920)
Ignited by post-Civil War demand and fueled by technological advancements, large-scale industrialization began in the United States during the late 1800s. Growing industries enticed foreign immigration, fostered urbanization, gave rise to the American labor movement and developed the infrastructure that facilitated the settling of the West. A period of progressive reform emerged in response to political corruption and practices of big business.
Content Statements:
10. The rise of corporations, heavy industry, mechanized farming and technological innovations transformed the American economy from an agrarian to an increasingly urban industrial society.
11. The rise of industrialization led to a rapidly expanding workforce. Labor organizations grew amidst unregulated working conditions, laissez-faire policies toward big business, and violence toward supporters of organized labor.