CLASSROOM EXPECTATIONS AND GUIDELINES



UNITED STATES HISTORY, (ACP)

(Department of History and Social Sciences)

Dr. I. Ibokette

Cubicle #358C

Classroom #329

Email: Isongesit_Ibokette@newton.k12.MA.US

Webpage: empoweringthemind.

EXPECTATIONS, GUIDELINES and SYLLABUS

1. Objectives: “The History and Social Sciences program seeks to encourage informed democratic citizenship through the study of World and American History and the social sciences. We want students to:

➢ recognize and appreciate the diversity of peoples, cultures and experiences that make up our world’s history.

➢ gain a clear understanding of American institutions and traditions.

➢ gain an understanding of the many ways in which our present world is rooted in and shaped by the past.

➢ explore their own identities and individual places in history.

➢ learn to work as historians and social scientists, demonstrating analytical thinking, clear oral and written expression of ideas and strong research skills.”

2. Course Description: “American History is a requirement for all juniors. As part of the course, students on all curriculum levels will write a major research paper [the Junior Thesis]. You cannot pass American History without successfully completing this paper….

This course is a political and social history of the United States emphasizing the period from 1865 to the present. Particular attention is given to the changing role of the federal government, the United States’ position in the world and the evolution of and relationships among diverse groups in American society.

Students will work with both primary and secondary historical sources in addition to the textbook…. The course textbook is Emma J. Lapsansky-Werner, et. al, United States History. Other readings include the autobiography of Frederick Douglass and materials selected by the teacher….”

(Newton North, “Opportunities Handbook” p. 40)

3. A Word of Caution: Tenth and eleventh grades are the two most crucial years in the acquisition and/or development of sound academic skills. These skills include those essential to critical and analytical thinking, expository writing, note-taking and research. Failure to establish a solid academic foundation and indeed master these skills at this stage in your intellectual growth will almost certainly result in major difficulties in your subsequent academic endeavors. It is imperative therefore, that you work with me and take advantage of the resources available to you to achieve these key goals.

4. Conferences: I expect to have regular conferences with each of you. While I will on occasions ask for these conferences, please note that it is your responsibility to make time to speak with me outside of class time on any course-related matters. I am generally in the building from 7:30AM to 4:00PM and very accessible to students.

5. Note-taking: You will have to master a great deal of information for the final examination in June. First, taking notes on the various readings will help you retain information in the short run. Second, if you take good notes throughout the year, you will be very grateful in June.... Deciding what to write down is half the process. To take good notes you should be able to understand and distill the information. To help you do this, think about the following questions:

➢ Who/What? The basic facts: what is this, a war, a president, a bill, or a Supreme Court decision? How would you sum this up in a phrase?

➢ When? Usually this is obvious. Sometimes, when you are taking notes on a person, for instance, it is not. Just ask yourself what the relevant information is. If you are taking notes on Thomas Jefferson, for example, you might want to write down the key dates in his political career including when he wrote the Declaration of Independence and his presidency. Use your judgment.

➢ Where? Again, this can be straightforward. What is the important information? Your judgment is the important part.

➢ Did What? What happened? This may be one sentence long or a few paragraphs long depending on the term, but this part contains the meat of the matter and the details. Do not skimp on details. Take your notes thoroughly.

➢ So What? This is the most important part. WHO CARES? Why is this important? What is the significance of this event, term, person, idea? Does it have long term implications?[1]

6. PLAGIARISM is totally unacceptable!!!!!

See “Newton North Writing Handbook, 3rd Edition” for school-wide guideline and penalties

on plagiarism and other forms of cheating.

In your written assignments, I expect you to restate information (facts, ideas, opinions and arguments) from the source material IN YOUR OWN WORDS. This entails minimizing quotations and working to expand your repertoire of English vocabulary. Over-reliance on the expressions, sentences and phrases from source material is usually an indication of the narrowness of a writer’s vocabulary and/or a problem with comprehension. Personally, I prefer that you paraphrase the original text, even if you make some mistakes in the process.

7. Workload:

➢ regular homework

➢ an average of one written homework per week

➢ regular quizzes and other brain-warming activities (oral, written, group, etc.)

➢ two tests per term: the second test in each marking period will cover the entire term’s work.

Every work that you turn in must be neatly done

➢ I prefer type-written work.

➢ Worksheet-based questions must be answered on a separate sheet of paper.

➢ Answer all questions in complete sentences and in your own words.

8. Grades: Each term’s grade will comprise approximately the following:

• essay-oriented assignments, 20%;

• “brain warmers” 10%;

• tests 20%;

• all other class activities (class participation, group work, non-essay-oriented homework) 50%.

➢ Tests: These will consist of multiple-choice, fill-in-the-blanks (with and/or without word-bank), true or false questions and some terms to define or identify. In addition, I may also give you an in-class or a take-home essay question. I will give you two-three week notice prior to any test.

➢ If you have an excused absence from school during a test or quiz, you will make it up on your first day of returning to school. The questions and format may be different from the earlier one. It is your responsibility to make time for the missed assessment.

➢ There will be an end of year final examination for the course.

9. Junior Thesis: This is a major research paper and a graduation requirement. It encourages you to learn and demonstrate appropriate and sophisticated writing and research skills. I will work with you to help you sort out the essentials of a scholarly research paper and meet this very important graduation requirement. For a successful and less traumatic experience, it is very important that you choose a topic that is of interest to you.

➢ Project Schedule: November 08 – February 09

➢ Length: 1750 - 2,500 (approx. 8-12 pages), typed and double spaced using a standard 12-point font (“Times New Roman”)

➢ I will give you a booklet on the essentials of this requirement in mid-October.

10. Rewrites: On a case by case basis, I may permit you to redo an assignment if you are dissatisfied with your initial effort. Please turn in the rewrite with the previous work. I will not accept an unauthorized rewrite. Note that the highest grade on rewrites is 80%.

11. Extra-Credit Work: Each student can earn a maximum of five extra-grade points per term from extra-credit activities. Such additional work has to be turned in not later than two weeks before the end of each marking period. More information will be given in class on this topic.

12. Late Work:

All assignments, homework and papers have to be turned in during class on the due date. You will lose five percent if you do not turn in your work during this time, ten percent after the school day and ten additional percents each school day thereafter. I will not accept work turned in after three school days. Any requests for extensions have to be made well before the due date, in writing, and based on extenuating circumstances.

13. Odds and Ends:

➢ Each student MUST have a three-ring-binder for this course. Effective organizational skills are imperative to academic success. It is therefore important that you have all your course material (notes, handouts, worksheets, corrected homework, etc.) well organized for easy reference and review. Your tests and quizzes will be drawn from this material. I will inspect your binder on a regular basis.

➢ Contact Person: Each student should have one or two other persons in class that he/she can contact for information, notes and handouts when he/she has missed a class. It is important that you know what transpired in class during your absence so that you come to the next class prepared.

➢ Tardiness: I expect you to be punctual to class. Consider yourself tardy if you enter the class once I have started with the day’s agenda. Try not to be “the late Jane or John” while you are still alive.

COURSE OUTLINE

Unit 1: Introduction to Course - Course Preview, Class Expectations and Guidelines

Unit 2: The Birth of a Nation, to 1787:

➢ The Declaration of Independence

➢ The Articles of Confederation: 1781-1787

Standards

USI.1 Explain the political and economic factors that contributed to the Am. Rev. (H, C)

USI.2 Explain the historical and intellectual influences on the American Revolution and the formation and framework of the American government. (H, C)

USI.3 Explain the influence and ideas of the Declaration of Independence and the political philosophy of Thomas Jefferson. (H, C)

USI.4 Analyze how Americans resisted British policies before 1775 and analyze the reasons for the American victory and the British defeat during the Revolutionary war. (H)

USI.5 Explain the role of Massachusetts in the revolution, including important events that took place in Massachusetts and important leaders from Massachusetts. (H)

USI.6 Explain the reasons for the adoption of the Articles of Confederation in 1781, including why its drafters created a weak central government; analyze the shortcomings of the national government under the Articles; and describe the crucial events (e.g., Shays’ rebellion) leading to the Constitutional Convention. (H, C)

Unit 3: The Federal Constitution

➢ 1787 Philadelphia

➢ The Formation of the Party System

Standards:

USI.7 Explain the roles of various founders at the Constitutional Convention. Describe the major debates that occurred at the Convention and the “Great Compromise” that was reached. (H, C)

USI.8 Describe the debate over the ratification of the Constitution between Federalists and Anti-Federalists and explain the key ideas contained in the Federalist Papers on federalism, factions, checks and balances, and the importance of an independent judiciary. (H, C)

USI.9 Explain the reasons for the passage of the Bill of Rights. (H, C)

USI.10 On a map of North America, identify the first 13 states to ratify the Constitution. (H, G)

Unit 4: The Civil War: Causes and Significance

➢ Slavery, the Peculiar Institution: Origins, Main Features and the Politics of Abolitionism

➢ From Coast to Coast: The Geography of Expansionism

Standards:

USI.26 Describe the causes, course, and consequences of America’s westward expansion and its growing diplomatic assertiveness. Use a map of North America to trace America’s expansion to the Civil War, including the location of the Santa Fe and Oregon trails. (H, E, G)

USI.29 Describe the rapid growth of slavery in the South after 1800 and analyze slave life and resistance on plantations and farms across the South, as well as the impact of the cotton gin on the economics of slavery and Southern agriculture. (H)

USI.31 Describe the formation of the abolitionist movement, the roles of various abolitionists, and the response of southerners and northerners to abolitionism. (H)

USI.35 Describe how the different economies and cultures of the North and South contributed to the growing importance of sectional politics in the early 19th century. (H)

USI.36 Summarize the critical developments leading to the Civil War. (H)

USI.38 Analyze Abraham Lincoln’s presidency, the Emancipation Proclamation (1863), his views on slavery, and the political obstacles he encountered. (H, C)

USI.40 Provide examples of the various effects of the Civil War. (H, E)

Unit 5: Post-War Reconstruction, 1865 – 1877:

➢ Radical Reconstruction

➢ The Origins of Jim Crow

Standards:

USI.41 Explain the policies and consequences of Reconstruction. (H, C)

USII.9 Analyze the post-Civil War struggles of African Americans and women to gain basic civil rights. (H)

Unit 6: The Gilded Age and the Progressive Era, 1890s - 1910s

➢ Industry, Labor and Immigration

➢ Urbanization and Immigration

➢ Agrarian America and Populism

➢ Progressivism

Standards:

USII.1 Explain the various causes of the Industrial Revolution. (H, E)

USII.3 Describe the causes of the immigration of Southern and Eastern Europeans, Chinese, Koreans, and Japanese to America in the late 19th and early 20th centuries, and describe the major roles of these immigrants in the industrialization of America. (H)

USII.4 Analyze the causes of the continuing westward expansion of the American people after the Civil War and the impact of this migration on the Indians. (H)

USII.5 Explain the formation and goals of unions as well as the rise of radical political parties during the Industrial era. (H, E)

USII.8 Analyze the origins of Progressivism and important Progressive leaders, and summarize the major accomplishments of Progressivism. (H, E)

Unit 7: Imperial Expansion and WWI, 1898-1914

➢ Motives and Origins

➢ Imperial Activities

Standard:

USII.6 Analyze the causes and course of America’s growing role in world affairs from the Civil War to World War I. (H, E)

USII.7 Explain the course and significance of President Wilson’s wartime diplomacy, including his Fourteen Points, the League of Nations, and the failure of the Versailles treaty. (H)

Unit 8: The Roaring Twenties

Standards:

USII.10 Describe how the battle between traditionalism and modernity manifested itself in the major historical trends and events after World War I and throughout the 1920s. (H)

Unit 9: The Great Depression and the New Deal, 1929-41

Standards

USII.11 Describe the various causes and consequences of the global depression of the 1930s, and analyze how Americans responded to the Great Depression. (H, E)

USII.12 Analyze the important policies, institutions, and personalities of the New Deal era. (H)

USII.13 Explain how the Great Depression and the New Deal affected American society. (H)

Unit 10: From Pearl Harbor to Hiroshima, 1941-45

➢ Causes of WWII

➢ The Home Front

➢ The Birth of Nuclear Weaponry

Standards:

USII.14 Explain the strength of American isolationism after World War I and analyze its impact on U.S. foreign policy. (H)

USII.16 Explain the reasons for the dropping of atom bombs on Japan and their short and long-term effects. (H)

Unit 11: Post WWII, 1945 to the 1970s: War On Communism – Abroad and at Home (1)

➢ The Cold War

➢ McCarthyism

➢ The Cuban Missile Crisis

➢ Vietnam

Standards:

USII.18 Analyze the factors that contributed to the Cold War and describe the policy of containment as America’s response to Soviet expansionist policies. (H)

USII.19 Analyze the sources and, with a map of the world, locate the areas of Cold War conflict between the U.S. and the Soviet Union. (H, G)

USII.20 Explain the causes, course, and consequences of the Vietnam War and summarize the diplomatic and military policies of Presidents Eisenhower, Kennedy, Johnson, and Nixon. (H)

USII.21 Analyze how the failure of communist economic policies as well as U.S.-sponsored resistance to Soviet military and diplomatic initiatives contributed to ending the Cold War. (H, E

USII.22 Analyze the causes and consequences of important domestic Cold War trends. (H, E)

USII.23 Analyze the following domestic policies of Presidents Truman and Eisenhower.(H)

USII.24 Analyze the roots of domestic anticommunism as well as the origins and consequences of McCarthyism. (H)

Unit 12: Post-WWII, 1945 to the 1970s: Domestic Politics and Social Chenges

➢ The Civil Rights Movement

➢ The Anti-War Movement

➢ The Emergence of New Sub-Cultures

Standards:

USII.25 Analyze the origins, goals, and key events of the Civil Rights movement. (H)

USII.26 Describe the accomplishments of the civil rights movement. (H, E)

USII.27 Analyze the causes and course of the women’s rights movement in the 1960s/70s. (H)

USII.28 Analyze the important domestic policies and events that took place during the presidencies of Presidents Kennedy, Johnson, and Nixon. (H)

Unit 13: Reagan and the Conservative Movement

➢ Reaganomics

➢ The Religious Right

Standards

USII.29 Analyze the presidency of Ronald Reagan. (H, E)

Unit 14: The New Century

➢ The War on Terrorism and the New World Order

➢ Your Role in the new World Order

Standards:

➢ USII.30 Describe some of the major economic and social trends of the late 20th century. (H, E)

➢ USII.31 Analyze the important domestic policies and events of the Clinton presidency. (H, E)

➢ USII.32 Explain the importance of the 2000 presidential election. (H, C)

➢ USII.33 Analyze the course and consequences of America’s recent diplomatic initiatives.(H, C)

Unit 15: Course Review and Final Examination

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[1] “Note-taking” abridged and edited from “History Department Files”

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