United States History
Lake Roosevelt High School
2008/2009
Mrs. Antoine

COURSE SYLLABUS AND EXPECTATIONS

Email Address: gantoine@gcdsd.org

Course Web Site: http://www.gcdsd.org/LRHS/staff/Antoine_G/Antoine_G.htm

Grades: 11

Text: Prentice Hall, America Pathways to the Present.

Resources: Textbook supplements, maps, globes, films, Internet, Dictionary, thesaurus, and MLA format writing packets

“Those who do not understand the past are doomed to repeat its failures.”
-George Santayana

Introduction: In the above statement, the philosopher Santayana summed up the reason we study history. Nearly every historical event can be summed up with these six questions: Who? What? When? Where? Why? and How? The first four are the easiest, but the last two are the most important. If we do not understand the why and the how an event occurred, then how can we prevent its reoccurrence? Ordinary people from different background, like you and your friends and neighbors are people who really write history and that is one answer to the question. Why study history? Because you are a part of it.

Course Description: This U.S. History course examines the United States History from the Industrial period following the Civil War to the present day. The class is designed to introduce students to the major time periods and movements including the Industrial Revolution, Imperialism, the Great Depression, WWI & II, the Vietnam War, Social Activism in the 1970’s, the Reagan Years, and the 1990’s. It is important to remember that real people change the course of history. History is not only about yesterday’s events; it is about today’s headlines and tomorrow’s news. Fall Semester will cover the Industrial Revolution to the Great Depression. Spring Semester will cover WWII to the 1990’s. (The timeframe may vary.)

Concepts of EALRS to meet:

• Students will be able to produce and interpret charts, graphs, maps, tables, and timelines to explain problems and/or construct solutions.

• Students will be able to evaluate reliability and credibility of information from a variety of social studies sources.

• Students will be able to hypothesize possible outcomes from an initial event recognizing multiple causes.

• Students will be able to use timelines to explain change in the succession of events.

• Students will be able ask clarifying questions and challenge statements of others.

I. What am I expected to bring to class each day?

Class Materials: Students are required to come to class prepared every day. Students will not be allowed out of the class to retrieve these items. Materials needed in class daily are:
Class Notebook (this is a three-ring binder with loose-leaf paper and divided into four sections with tabs) Students are responsible for having this syllabus all notes, handouts, and graded work in their notebook.
Course textbook
Pen and pencil
Completed assignments and/or make up work
A positive attitude

II. What are the expectations for behavior in this class?

Students are required to follow all school policies, as listed in the Student Handbook. Our classroom is truly a learning community. In order to maximize learning, students will respect the following guidelines:

• Be sitting quietly in your seat when bell rings.
• Have necessary materials readily available. (pen or pencil, paper, textbook)
• Work towards completion of assigned tasks.
• Follow the Three R’s – Respect, Rights and Responsibility
• Headsets, MP3, CD players, or phones are NOT allowed in the classroom.
• Obey all school rules
• Come to class with an open mind and a positive attitude!

Students are highly encouraged to take notes during class, as I will expand on topics covered in the textbook. All information from the lecture and class discussion may appear on a quiz, test, or assessment.

III. How will I be graded in this class?

Grades are not given, they are earned. Your entire body of work includes all work completed and how well you are prepared daily (completed readings and class participation). This class will be challenging, but I am confident that you can meet the demands and in the process learn how to read and write better and think more critically.

Assessments/Evaluation: Assessments will include written daily tasks, participation in discussion of main concepts, written responses to questions related to reading, study guides, critical thinking activities, emphasis on written responses to primary sources, essays, research projects pertaining to themes or major events in U.S. History, and chapter and unit tests. Evaluation is based on both completion and quality.
Grades are calculated on a point system. To calculate your grade, simply add up all points earned and divide by the total possible points.

Late Work: Late work is accepted without penalty for students with absences and those who come discuss an issue they may be having in the class about class work. In an absence, you have one day for each day you were absent. It is your responsibility to ask for make-up work the first returning day. Work handed in late one day after the due date receives a 20% reduction in points. Two days late 40% and the third day 60%. Remember, there may be exceptions made for late work.

**If you are concerned about your grade, please come and talk to me to discuss what can be done to improve it. Please do not wait until the end of the quarter to think about your grade**