Welcome to Virginia & United States History



Welcome to United States & Virginia History! 2016-17

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Course Description: The course of study for 11th grade is U.S. and Virginia history including the historical development of American ideas and institutions from the Age of Exploration to the present. The focus is on political and economic history, along with a basic knowledge of American culture through a chronological survey of major issues, movements, people, and events in U.S. and Virginia History.

The organizing theme for grade eleven is: PERSPECTIVES. Students will learn that PERSPECTIVES influence the way people and governments respond to geography and the environment, effect the democratization process in the U.S. and around the world, define the outlook for the development of enterprise, influence America’s point of view on global issues, describe the prospects for scientific and technological developments, and convey the meaning of the “American Dream.”

Student Expectations

1. Be Punctual – This means being in your seat and ready to learn when class begins.

2. Be Prepared - Have all of the necessary books, homework, and materials in order to effectively complete the day’s tasks.

3. Be Polite - Treat yourself and others with the respect and consideration everyone deserves. No profanity or other forms of disrespect will be tolerated. Ethnic, racial, gender, or other types of personal slurs will not be tolerated even in private conversation.

4. Be Responsible - All class work, homework and assignments are the responsibility of the student. If you are absent, you must see to it that all work is completed and turned in. (Remember students get a day for a day when absent to make up missed work.) Each student is responsible for his/her own learning. It is expected that students produce their own work with academic integrity. Any work in which cheating or plagiarism has occurred will earn a zero.

5. Participate - You need to be present in both mind and body. There will be a variety of opportunities for participation in class. “I didn’t know” will not be accepted as a valid excuse for failing to turn in assignments or for not conducting yourself in the proper manner. Make sure you ask for support to ensure success.

6. Positive Attitudes – The best way to get through anything is with a positive attitude. Although there are times when things do get tough, remember you can do this!

Textbook

Our textbook is The American Anthem and it is accessible via Blackboard 24/7. If you do not have internet access at home, print textbooks are available for overnight checkout. Please see me to make this arrangement.

Supplies

You will need the following materials EACH DAY in class:

Three-ring binder to be used for this class ONLY

Pen/pencil

Loose leaf paper (keep a few sheets in your binder)

Units of Study

US/VA History is a Virginia Standards of Learning course with an End of Course SOL Exam. To earn a verified social studies credit, students must successfully complete our course and earn a passing score on the SOL test. To prepare for the SOL, each unit will be assessed in scope and format similar to the SOL test.

This survey course of American History and will cover the following units:

| | | |

|Unit Name |SOL Standards |Expected |

|Enduring Understanding | |Assessment |

|European Exploration and Settlement: Beginnings to 1763 | | |

|Social, economic, and environmental factors influence how we respond to daily events and national issues. |VUS.1 |September |

| |VUS.2 | |

| |VUS.3 | |

|The Revolutionary Era: 1763-1780 | | |

|How one views the causes and effects of turning point events depends on their wants, needs, and emotions. |VUS.1 |September |

| |VUS.4 |October |

|The Constitutional Period: 1781-1789 | | |

|Competing forces tend to shape compromise solutions. |VUS.1 |October |

| |VUS.5 | |

|Early Republic: 1790-1825 | | |

|Democratic governments must balance the rights of individuals with the common good. |VUS.1 |October |

| |VUS.5 |November |

| |VUS.6 | |

|Jacksonian America and Reform: 1825-1850 | | |

|Individuals and governments throughout history have sought material and political gains to expand their sphere |VUS.1 |November |

|of influence. |VUS.6 | |

|Civil War and Reconstruction: 1850-1877 | | |

|Differing national and personal priorities can divide voters, can lead to an undercurrent of resentment, and |VUS.1 |December |

|can result in upheaval. |VUS.7 | |

|Development of the Industrial United States: 1876-1914 | | |

|Development of new technologies transforms all aspects of society. |VUS.1 |January |

| |VUS.8 | |

|Imperialism and World War I: 1890-1920 | | |

|The exercise of authority requires accountability and justification. |VUS.1 |January |

| |VUS.9 |February |

|Roaring 20s, Great Depression, New Deal: 1920-1940 | | |

|Excess leads to complacency, recklessness, disillusion, failure, and eventual reevaluation of conditions. |VUS.1 |February |

| |VUS.10 | |

|World War II (The World at War): 1939-1945 | | |

|The results of a nation’s actions are seen throughout time. |VUS.1 |March |

| |VUS.11 | |

| |VUS.12 | |

|The Cold War: 1945-1989 | | |

|Changes that occur as a result of global action are different from those that occur as a result of a single |VUS.1 |April |

|nation’s actions. |VUS.13 | |

|Civil Rights 1950-Present | | |

|Every individual deserves just and reasoned treatment. |VUS.1 |April/May |

| |VUS.14 | |

|America Since the Cold War | | |

|Increased integrated world economies present unique challenges in domestic and foreign policy |VUS.1 |May |

| |VUS.13 | |

| |VUS.15 | |

Grading

Completing assignments thoroughly and regularly is a key component of your success in this class.

Student grades reflect student achievement and not student behavior.

Late work - Work will be considered late if it is not ready to be turned in when I check it or collect it. If you are not prepared to turn in your work when it is collected, but you turn it in before the end of the school day, then it will be penalized 25%. Any work turned in one or more days late will be penalized 50%. No late work will be accepted after the exam for that unit has been given. When absent, it is the student’s responsibility to check for make-up work and complete any missed classwork. In the event of an extenuating circumstance, arrangements need to be made with the teacher in advance of a project deadline to discuss a possible extension.

|Quarter grades will be determined by percentages (rounded up at .5) |Final grades will be an average of your four quarter grades and final assessment (20% |

|based on the following summative and formative assessment categories:|each) based on quality points (see below). All final calculations of 0.5 and higher will|

| |be rounded up to the next quality point. A grade below 1.0 will not be rounded. |

|Homework: 10% | |

|Participation: 10% |A=4.0 (90-100) |

|Class work: 30% |B+=3.5 (87-89) |

|Assessments: 50% |B=3.0 (80-86) |

| |C+=2.5 (77-79) |

|Final grades for the course will be an average of the student’s four |C=2.0 (70-76) |

|quarter grades and the Final Assessment. |D+=1.5 (67-69) |

| |D=1.0 (60-66) |

| |E=0 (≤59) |

Academic Integrity

It is expected that students produce their own unique work. We care about what you think and what you have to say! Plagiarized work and copied homework will not be accepted. Plagiarism is the act of copying or closely imitating someone else’s words or ideas and presenting them as your own. Examples of plagiarism and cheating include (BUT ARE NOT LIMITED TO) giving or receiving help on any test, copying another student’s homework, copy/paste from the internet, and discussion of any quiz, test or essay questions with students who have not yet completed that assignment.

Extra Support

We want you to be successful and enjoy this class. If you need support, please let us know so we can be there for you and work to find a solution.

I’m looking forward to a wonderful, productive, challenging, and fun year!

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US/VA History Course Syllabus

Mrs. Taylor

Your first homework assignment is to:

1. Share this syllabus with your parent/guardian and complete the information section below

2. Sign and return only this page TOMORROW- keep the first two pages of the syllabus in your notebook for future reference

My parents/guardians and I have read, discussed and understand Mrs. Taylor’s course syllabus.

___________________________ _______________________________________

Student’s Name (print) Student’s Signature

___________________________ _______________________________________

Parent’s Name (print) Parent’s Signature

Parent/Guardian Information

Best time to call me is _____________________________________________________

Phone #s: Home_____________________ Work__________________________

Cell_________________________________________

Email Address: ___________________________________________________________

What are a few things I should know about your child? Please include things about him/her that you are most proud of, qualities you admire, or ways I can help him/her be successful. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

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