United States History II Syllabus
Required Course for Graduation
Instructor: Robert Jones
Required Text: United States History: Reconstruction to the Present
UNITED STATES HISTORY FROM POST-RECONSTRUCTION TO PRESENT
The United States History from Post-Reconstruction to Present framework requires students to examine the major turning points in American history from the period following Reconstruction throughout the Twentieth Century and entering into the new millennium. Specific themes should be emphasized throughout the course focusing on the expanding role of the federal government and federal courts; the continuing tension between the individual and the state and between minority rights and majority power; the emergence of a modern corporate economy; the role of the federal government and Federal Reserve System in the economy; the impact of technology and industry on American society and culture; change in the ethnic composition of American society; the movements toward equal rights for racial and ethnic minorities and women; and the role of the United States as a major world power.
The instructional approach should provide opportunities for students to examine American culture, including religion, literature, art, drama, and the mass media. Students should also become knowledgeable of the civic affairs of the community; capable actors in local, state and federal political affairs; aware of cultural differences and cultural freedom; knowledgeable of the diversity of human experience; and capable of living and prospering in a global economy.
The framework is comprised of five content strands: Domestic Affairs, Global Affairs, Civil Rights/Human Rights, Economics, and Culture. The content is expected to be taught by infusing social studies skills into the pedagogy of the course. These skills should include, but are not limited to: acquiring an understanding of change over time, distinguishing between primary and secondary sources, the analysis of primary sources, reading different sources critically, making arguments in written and oral form based on evidence in support of a clearly defined thesis, and developing a solid command of major geographic features by interpreting physical and political maps of the United States and the world's continents.
The competencies, printed in bold face type, are the required learning standards for all students. Competencies do not have to be taught in the order presented in the framework. The competencies are presented in outline form for consistency and for easy reference throughout the framework. Competencies are intentionally broad in order to allow school districts and teachers the flexibility to create a curriculum that meets the needs of their students. They may be combined and taught with other competencies throughout the school year. Competencies provide a general guideline of on-going instruction, not isolated units, activities, or skills. The competencies are not intended to be a list of content skills that are taught and recorded as ―mastered.
The objectives indicate how competencies can be fulfilled through a progression of content and concepts for the course. Many of the objectives are interrelated rather than sequential, which means that objectives are not intended to be taught in the specific order in which they are presented. Multiple objectives can and should be taught at the same time.
Beginning in the 2011-2012 school year, the Mississippi Subject Area Test for U.S. History will be aligned to these competencies and objectives. At least fifty percent of the test items on the state assessment must match the Depth of Knowledge (DOK) level assigned to the objectives for each competency. The DOK level is indicated at the end of each objective.
Class participation and Note taking will be required and graded. The main concern during the year will be grades in class and preparation for the SATP U.S. History II test.
Loose leaf paper, three ring binder, highlighter, colored pencils, pens/pencils, index cards
You should check the website often. I will post important information and assignments. This will be very handy especially if you are absent.
Classroom Norms and Expectations
Enter classroom and be seated before the tardy bell
Begin your bell ringers when the tardy bell rings
Bring your binders every day to class. They will be checked.
Raise your hand and wait to be called on before speaking or answering a question
Read over your notes each evening for at least 10 to 15 minutes for homework.