LOGAN HIGH SCHOOL - LHS Social Studies- Mr. Riddlebarger



LOGAN HIGH SCHOOL

Course Syllabus 2016-2017

Course Name: American History 10

Teacher: Mr. Riddlebarger

Email: iriddlebarger@lhsd.k12.oh.us

Website:

Credit: 1.0

Prerequisite(s): World History 9

Materials Needed: Notebook, paper and pen or pencil

Course Description and Objectives: This course examines the history of the United States of America from 1877 to the present. The federal republic has withstood challenges to its national security and expanded the rights and roles of its citizens. The episodes of its past have shaped the nature of the country today and prepared it to attend to the challenges of tomorrow. Understanding how these events came to pass and their meaning for today’s citizens is the purpose of this course. The concepts of historical thinking introduced in earlier grades continue to build with students locating and analyzing primary and secondary sources from multiple perspectives to draw conclusions.

Textbook Name: American Anthem: Reconstruction to the Present and assigned supplemental readings.

• It is expected that you will read all the supplemental readings for each chapter. Part of the Honors study is going beyond the expected. Some of the readings will come with an additional assignment while others will be used to support or enhance classroom discussion and test taking. The most inquisitive students will demonstrate the desire for pursuing more advanced information and will delve into the additional readings to add more support for their discussion.

Grade Distribution:

|Tests, Projects & Quizzes |55% |

|Assignments- homework, classwork, opinion papers |35% |

|Notebook* |10% |

|TOTAL |100% |

*see below for notebook options, grading and expectations

Grading Scale: The scale in the student handbook, as adopted by the Logan-Hocking Board of Education, will be used to determine letter grades.

Classroom Rules/Policies: The following are my everyday expectations.

• CELL PHONES AND OTHER ELECTRONIC DEVICES (INCLUDING CHROMEBOOKS) ARE NOT TO BE OUT OR USED DURING CLASS INSTRUCTION TIME (UNLESS APPROVED BY ME). FAILURE TO ADHERE WILL RESULT IN A BEHAVIOR REFERRAL

• Bring notebook and something to write with. Failure to do so will result in school detention.

• Be on time and in the door when the bell rings to avoid being counted tardy. Students are expected to be seated as class begins.

• Raise your hand to speak. Be respectful of others opinions.

• Turn in assignments. Failure to turn in 2 assignments will result in detention. An additional detention will result for each missing assignment.

• If you chew gum, dispose of it in the trash

• Be responsible for your own actions

Reading Response Questions Rubric

• 5 = Excellent response; good organization; answers the question; support provided; solid writing and grammar

• 4 = Good response; may have some organizational flaws; addresses the question but doesn’t fully answer the question; good writing

• 3 = Fair response; organizational flaws and barely answers the question; weak support

• 1-2 = Poor response; unorganized; does not answer the question; no support

Notebook: Students are expected to bring a notebook to class each day and take notes in the notebook. Chapters and sections should be kept in the order they were taken. Hand-outs and readings that are provided should also be stored here until the chapter ends (you may need them to prepare for your test). This is required for all students the first 9 weeks. For student who has an A (not A-) average at the end of a quarter, notebook will be optional as a grade for the following quarter. You must maintain the A to keep that option in subsequent quarters. Notebooks will be graded at the conclusion of each quarter.

Notebook Rubric

➢ 10= All required sections presented. Notes are in the order topics were covered. All sections contain acceptable notes.

➢ 7-9= One or two required sections missing. Some notes are not ordered properly. Most sections contain acceptable notes.

➢ 4-6= Multiple required sections missing. Few notes are in the proper order. Several sections contain acceptable notes.

➢ 1-3= Few required sections presented. No conceivable order for notes. Few sections contain acceptable notes.

➢ 0= No notebook turned in. This is a quarterly requirement and failure to submit a notebook will result in a zero and a referral.

Late Assignments: If you do not turn in work on the day that it is due, you will have one extra day to turn it in and it will only be worth half of what that assignment is worth. So for example: If work is due on Monday and you do not turn it in, you have until Tuesday to turn it in, and get at least half credit. When Wednesday comes, I will not accept that late work. If you are absent on the day you are turning in work for half the credit, whatever is your next day of school, that will be the late due date.

Renaissance Cards: Students should receive prior permission to use Renaissance Cards for an assignment. Students should not expect on the day an assignment is due, or after, to be able to use a card if prior permission was not given.

|First Grading Period |Second Grading Period |

|Founding Documents |American Imperialism back to isolation (1898-1930) |

|*Enlightenment ideas lead colonists to Declaration of Independence|*Overseas Expansion, Naval power, Spanish American War |

|*Northwest Ordinance |*Entry into WWI |

|*Problems of Articles of Confederation lead to the US Constitution|*Treaty of Versailles |

|*Federalist Papers and Anti-Federalist Papers framed the debate |*League of Nations (US refusal to join) |

|over ratifying the US Constitution |*US Isolationism |

|*Bill of Rights |Prosperity, Depression, and New Deal (1919-1941) |

|Industrialization and Progressivism (1877-1920) |*Racial Intolerance, xenophobia, Red Scare |

|*mechanization, corporations, and industry shift America from |*Technological advances in 1920’s |

|agrarian to urban |*The Great Migration, Harlem Renaissance, women’s suffrage, and |

|*organized labor develops |Prohibition |

|*immigration and urbanization transformed American life |The Great Depression |

|*Progressivism strives to fix urban industrial ills |*Causes of Great Depression |

|*16th, 17th, 18th, and 19th Amendments |The New Deal and the expanding role of the US government |

| |The New Deal / FDR Presidency |

| |* New Deal programs: Relief, Recovery, & Reform |

|Third Grading Period |Fourth Grading Period |

|From Isolation to War (1930-1945) |*Vietnam War |

|*Economic and military mobilization |*Women’s Rights and antiwar movement |

|*The Homefront (victory gardens, war bonds, government propaganda)|*The Collapse of Communist governments and the USSR brought an end|

|*Japanese Internment |to the Cold War |

|*The development and use of the Atomic Bomb |*Postwar technological boom sparked political debates which focus |

|Cold War (1945-1991) |on economy, environmental protection, social welfare, and national|

|*Policy of Containment |security |

|*Marshall Plan and NATO |Post Cold War World (1991-present) |

|* The Korean War /origins and results |*Improved global communications (internet), international trade, |

|* Senator McCarthy and the new Red Scare |transnational business organizations shift US economy from |

|* U.S. Prosperity |manufacturing to service |

|* Arms Race between the U.S. and USSR |*September 11th 2001 presents new national security, political and|

|*Cuban Missile Crisis |economic challenges |

|* Space Race / Sputnik | |

|* Urbanization/ Suburbanization | |

|*Rust Belt to Sun Belt migration | |

|*Immigration Act of 1965 | |

|The Civil Rights Movement | |

|* Plessy vs. Ferguson Supreme Court Case | |

|* Brown vs. the Board of Education Court Case | |

|* Jim Crow Laws and segregation in the South | |

|* Civil Disobedience | |

|* Civil Rights Act of 1964 | |

|* Voting Rights Act of 1965 | |

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