Course Syllabus

United States History and Geography

2017-2018

Mrs. Michelle Cash & Ms. Lauren Daly mcash@sandi.net/laurendaly10@gmail.com		Room 105 619.470.0555 Ext. 4105
www.sandiegounified.instructure.com www.classroom.google.com (code: s1bm3tb)		Office Hours: Tuesday 2-4pm; lunch by appointment

Course Description:

Students in grade eleven study the major turning points in American history in the twentieth century. Supplementing the curriculum there is a review of the nation’s beginnings and the impact of the Enlightenment on democratic ideals. Students build upon their tenth grade studies of global industrialization to understand the emergence and impact of new technology and a corporate economy, including the social and cultural effects. They trace the change in the ethnic composition of American society; the movement toward equal rights for racial minorities and women; and the role of the United States as a major world power. An emphasis is placed on the expanding role of the federal government and federal courts as well as the continuing tension between the individual and the state. Students consider the major social problems of our time and trace their causes in historical events. They learned that the United States has served as a model for other nations and that the rights and freedoms we enjoy are not accidents, but the results of a defined set of political principles that are not always basic to citizens of other countries. Students understand that our rights under the Constitution are a precious inheritance that depends on an educated citizenry for their preservation and protection.

Recommended Materials:

A well-prepared student may wish to bring a class folder, loose-leaf paper, pens/pencils, and highlighters to class.

Course Text:

Danzer et al. The Americans: Reconstruction to the 21st Century. McDougal Littell, 2006.

Course Goals

The students will:

•   Develop chronological and spatial thinking skills
•   Be exposed to and practice skills of historical research
•   Evaluate and utilize evidence in making historical arguments
•   Evaluate differing historical arguments
•   Develop a sense of historical perspective
•   Interpret past events and issues within the context of the events
•   Understand the meaning, implication, and impact of historical events

State Content Standards

11.1  Students analyze the significant events in the founding of the nation and its attempts to realize the philosophy of government described in the Declaration of Independence

11.2  Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe.

11.3   Students analyze the role religion played in the founding of America, its lasting moral, social, and political impacts, and issues regarding religious liberty.

11.4  Students trace the rise of the United States to its role as a world power in the twentieth century.

11.5  Students analyze the major political, social, economic, technological, and cultural developments of the 1920s.

11.6  Students analyze the different explanations for the Great Depression and how the New Deal fundamentally changed the role of the federal government.

11.7  Students analyze America’s participation in World War II.

11.8  Students analyze the economic boom and social transformation of post-World War II America.

11.9  Students analyze U.S. foreign policy since World War II.

11.10 Students analyze the development of federal civil rights and voting rights.

11.11 Students analyze the major social problems and domestic policy issues in contemporary American society.

Common Core Standards

**12.1**	Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
**12.2**	Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
**12.3**	Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
1**2.4**	Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
**12.5**	Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.
**12.6**	Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.
**12.7**	Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
**12.8**	Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.
**12.9**	Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

Grading Policy

Grading will be as follows: tests (multiple choice & short answer) and quizzes – 30%, 5-page semester research paper – 30%, in-class assignments – 30%, and participation – 10%.

Letter Grade	Grade Percentage	Standard Benchmark	Descriptor
A	90-100%	Exemplary Mastery	Effective
B	80-89.9%	Competent Mastery	Adequate
C	70-79.9%	Satisfactory Mastery	Inconsistent
D	60-69.9%	Developing towards Mastery	Inadequate
F	<60%	Little/No Mastery	Little Success

Citizenship Marks:

Citizenship marks are indicators of habits that embody the characteristics of great Scholars, Citizens, Professionals, and Artists. They are reflections on of the general behavior, attitudes, values, and habits of an individual student in the school community as it pertains to our SLOs of being an exemplary Scholar, Citizen, Professional, and Artist. These marks are indices of the student’s ability to participate effectively in a democratic society. They are not a measure academic performance. Yet the qualities of a great SDSCPA citizen often yield high achieving SDSCPA scholars.

	San Diego SCPA Citizenship Expectations
E	0 tardies and unexcused absences, students always exhibit positive energy for learning. Students maintain a strong work ethic for learning and courteous demeanor toward staff, peers. Excellent students are collaborative and cooperative with their peers and SDSCPA community. They maintain a self-directed passion for learning and encourage others to adopt similar habits of mind.  They are respectful for the diversity of the community and encourage others to do the same.  Student turns in assignments on time 100% of the time.
G	1-2 tardies and no unexcused absences. Students regularly exhibit positive energy for learning toward learning.  Students maintain a strong work ethic and courteous demeanor toward others. Students maintain a strong work ethic for learning and courteous demeanor toward staff, peers. Excellent students are collaborative and cooperative with their peers and SDSCPA community. They maintain a self-directed passion for learning and encourage others to adopt similar habits of mind.  They are respectful for the diversity of the community. Student turns in 90% of assignments by due date.
S	3 tardies, and/or 1 unexcused absence.  Students exhibit pleasant energy for toward learning. Student may be compliant and complacent but not share an enthusiastic work ethic and consistent courteous demeanor toward others.  Satisfactory students need a sparing reminder to be self-directed and participatory in learning. Student turns in 80% of assignments by due date.
N	4 tardies, and/or 1 unexcused absence. Students may not regularly exhibit positive energy for learning.  Students do not uphold a strong and consistent work ethic toward learning..  More attention to classroom behavior required for academic success. Student turns in 70% of assignments by due date.
U	4 or more tardies, and or 2 or more unexcused absences.  Students do not regularly exhibit positive energy for learning.  Students do not uphold a strong and consistent work ethic toward learning. More attention to classroom behavior is required for academic success. Student turns in less than 60% of assignments by due date.

General Policies

Redos: Most major assignments can be redone for a better grade. If you are not happy with your grade, you can see me to discuss how to improve the assignment. Changing one thing or fixing some grammar/mechanical errors alone is not enough to change an entire grade, so revision and editing is needed. Request a change of grade form that you will fill out to show how you have improved the original assignment.

Late Work: Late work will be accepted. Students will have 7 days maximum from the original due date to submit any late assignment. Students will receive a maximum of 70% (C) on any late assignment, but if the quality of work does not warrant a C the grade earned may be a “D” or “F.”

Missed Quizzes/Exams: If a student misses a quiz or exam due to absence, they are responsible for coming to see the teacher the class period that they return in order to arrange a time to make-up the assessment. If the student fails to make up the assessment within the agreed upon time, the student will earn a 0.

Pullouts/Field Trips/Planned Absences: Assignments that were given prior to the pullout/field trip must be turned in immediately upon return to class. Failure to turn it in the following class period will result in the late penalty. Students are responsible for contacting the teacher, either via email or in person, to find out what work was missed during the pullout. During that correspondence the instructor will designate when assignments missed during the pullout/field trip are due (depending upon the depth of the content). If you know you are going to be absent for any period of time please make appropriate arrangements with your teacher prior to your absence for submitting assignments. Otherwise, the late policy will be in effect.

Cell Phone Use: Cell phones may only be used for academic purposes such as research or logging assignments. If a student is using their cell phone for any other purposes, it will be confiscated through the end of the class period.

Food/Drink: Students may bring food and/or beverages to class but must dispose of all waste in the trash bins before leaving the classroom. As a rule of thumb, if you create a mess it is your responsibility to clean up after yourself. Food or drink should not be consumed around the classroom Chromebooks.

Tardy Policy: You are expected to show up to class on-time and be in your seat when the bell rings. Any student who comes to class late, without a pass, will be marked tardy. Students who are perpetually tardy will see a reduction in their citizenship grade, and parents will be notified.

Plagiarism & Cheating: When you cheat, you deprive yourself of the opportunity to grow and learn. Knowing how to think critically and becoming responsible for your own learning is essential in your preparation for both college and career.  Cheating is also destructive—not just to the individual, but to the entire school community.  It damages relationships between you and your teachers, and between you and your classmates.  Students who do not cheat suffer by the inflated grades that result from your academic dishonesty.

If you choose to cheat rather than earning your grades honestly through dedication and hard work, you should be aware of the consequences you may face:

• The student receives lowered citizenship and academic grades, which may impact the student’s ability to participate in student activities, sports and clubs.
• Students will not be recommended for AP courses.
• Teacher will no longer offer senior letters of recommendation.
• Student will receive a 0 on the assignment.
• Counselor & parents will be contacted.

The San Diego School of Creating Performing Arts is committed to providing a learning environment where intellectual curiosity, perseverance, responsibility and academic integrity define a school culture that celebrates academic and moral excellence.  As a result of this commitment, we refuse to view pressure for grades, busy schedules, poor time management or unrealistic parental expectations as justification for academic dishonesty. As lifelong learners, we strive to instill an intrinsic respect in our students for grades earned honestly through hard work and good study habits; we believe that students should be motivated by their desire to “learn for the sake of learning.” Consequently, any form of academic dishonesty erodes what we are attempting to build here and violates the trust that bonds all members of the SDSCPA community.

Academic Dishonesty Defined: Academic dishonesty is using a person’s work, concepts, designs, data, ideas, research, or documentation, without giving proper credit to the source. It goes beyond plagiarism to also include lying, cheating, using or providing unauthorized materials in preparation for a test or assignment, or using or providing unauthorized materials during a test or quiz. It also includes the theft or falsification of records and files.

Types of Academic Dishonesty Defined:

Cheating on Tests or Assignments: Any selling, digital imaging, photocopying, sharing, or using unauthorized assistance while taking a test, quiz, or other individually graded assignment without the express permission from the teacher is considered cheating. This includes looking on another student’s paper, sharing answers, copying another student’s assignment/paper, allowing someone to copy your paper, or using unauthorized notes or an electronic device while testing.

Fabrication: Any falsification and/or invention of data, citation, or another authority in an academic exercise, such as laboratory data.

Unauthorized Collaboration: Copying work or collaborating on assignments that was assigned to be done independently. Unauthorized collaboration includes any intentional attempt to copy or share an assignment, a paper, and/or test information with another person or the act of giving information, materials, answers, or an unfair advantage to another person.

Plagiarism: Any representation of another’s ideas, words, or work as one’s own. Plagiarism includes the misuse of published material, electronic material, and/or the work of other students. The original writer who shares his/her paper for another to copy, without the permission of the teacher, is engaged in plagiarism. Recycling or re-using papers, projects, and/or assignments without authorization in multiple classes is also considered plagiarism.

Alteration or Theft of Material: Any unauthorized alteration or theft of student, teacher, library, school data/information and/or electronic materials.

Collusion: Collusion occurs when any student knowingly or intentionally helps another student perform an act of academic dishonesty. Collusion is an act of academic dishonesty and will be disciplined in the same manner as the act itself.

Cheating and plagiarism are forms of academic misconduct and are both dishonest choices that students can avoid. Ignorance about what constitutes cheating is not a defense.  If you are uncertain if something you are doing is considered academically dishonest, you should ask your teacher.