*WELCOME BACK*SEATING CHARTS*COURSE SYLLABUS Today’s Agenda…..
DIVISION 692D ROOM 332Mr. Smykowski
CLASSROOM RULES….
NO CELL PHONES, EAR BUDS, OR OTHER ELECTRONICS. NO EXCEPTIONS.
RESPECT (ME, EACH OTHER, THE ROOM)
NO EATING, BUT YOU MAY HAVE A DRINK
MR. SMYKOWSKI RM. 332
(Honors) Contemporary American History
CONTEMPORARY AMERICAN HISTORYCourse Syllabus
COURSE INTRODUCTION & DESCRIPTION
If you are like most people your age, you are primarily concerned with the present and with the future. That is as it should be. Then why study history? We study the past to better know the present. In other words, self-knowledge builds on past experience. We need to know where we have been so that we can better understand where we are and to know where we are going. A knowledge of our history is essential if we are to think critically, set goals, solve problems, and make decisions that will benefit ourselves, our nation, and the world.
This course will explore the personalities, trends, events, and movements shaping the history of the world and the United States during the post World War II period. It will examine the related political, economic, and social systems.
COURSE OBJECTIVES
Use basic methodology and tools of social science inquiry to identify, explain, analyze, and assess the social policies of the contemporary United States.
Identify, describe, analyze and evaluate current legal, judicial, and political systems of the United States.
Demonstrate an understanding of the basic concepts and principles of the American economic system and apply them to examine and evaluate contemporary historical development and social issues.
Identify, explain, and analyze significant contemporary historical individuals and groups and their impact on contemporary American society.
Trace, analyze and critique the foreign policy of the United States in the post World War II era.
Identify, describe, and evaluate the ways in which geographic land forms, resources, and factors affect the manner in which Americans live today and interconnect with other selected nations.
Students will:
COMMON CORE STANDARDS
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
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
Integrate and evaluate multiple sources of media in order to address a question to solve a problem
Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies amongst sources
COLLEGE READINESS STANDARDS (CRS)READING
MAIN IDEA - Infer the main idea or purpose of straightforward paragraphs in uncomplicated literary narratives. Understand the overall approach taken by an author or narrator (e.g., point of view, kinds of evidence used) in uncomplicated passages.
SUPPORTING DETAILS - Locate simple details at the sentence and paragraph level in uncomplicated passages. Recognize a clear function of a part of an uncomplicated passage.
SEQUENTIAL, COMPARATIVE, AND CAUSE-and-EFFECT RELATIONSHIPS - Identify relationships between main characters in uncomplicated literary narratives. Recognize clear cause-effect relationships within a single paragraph in uncomplicated literary narratives.
STATE GOALS AND ILLINOIS LEARNING STANDARDS ADDRESSED
SG 14 Understand political systems, with an emphasis on the United States. (ILS A – F)
SG 15 Understand economic systems, with an emphasis on the United States. (ILS A – E)
SG 16 Understand events, trends, individuals and movements shaping the history of Illinois, the
United States and other nations. (ILS A – E) SG 17 Understand world geography and the
effects of geography on society, with an emphasis
on the United States. (ILS A – D)
COURSE OUTLINE
World War II: The Road to War, 1931-1941
World War II: Americans at War, 1941-1945
The Holocaust & Social Impacts of World War II
The Cold War, 1945-1960
The Postwar Years at Home, 1945-1960
The Kennedy and Johnson Years, 1961-1969
1st Quarter 2nd Quarter
The Civil Rights Movement, 1950-1968
The Vietnam War, 1954-1975
ACT/PSAE Test Preparation
Introduction to Economics
Economic Systems & the American Economy
Your Role as a Consumer
Going into Debt Buying the Necessities,
Food, Clothing, Housing and Transportation
3rd Quarter 4th Quarter
GRADING SCALE
A = 90 – 100B = 80 – 89C = 70 – 79D = 60 – 69F = 59 and below
In-class Assignments = 40%
Summative Assessments = 20%
Formative Assessments = 20%
Homework/ Participation = 10%
Finals = 10%
*Percentages represent a total of 100% (Final Grade)
COURSE ASSESSMENTS AND EVALUATION
Assessments will take various forms and will include tests, benchmarks, homework assignments, class assignments, class participation and special projects. Grades will be based on a combination of these assessments and student attendance.
QUARTERLY BENCHMARKS
Quarter Performance Task:
I can use evidence statements to support an argument
I can determine the meaning of new vocabulary words by using context clues
I can analyze the purpose of a primary source document
Quarter Performance Task:
I can determine the main idea of both primary and secondary sources
I can summarize the meaning of a primary or secondary source
I can determine cause-and-effect relationships
1st Quarter 2nd Quarter
Quarter Performance Task:
I can gather evidence from informational texts to support my own argument
I can use outside information to evaluate an author’s point of view or argument
I can produce coherent writing for defined tasks
Quarter Performance Task:
I can use multiple sources of information to answer a question or address a problem
I can use multiple sources of information to generate conclusions and understanding of an idea or event
3rd Quarter 4th Quarter
*BELLRINGER*CLASSROOM RULES/ PROCEDURES*CLASSROOM CONTRACTToday’s Agenda….
WHAT DOES RESPECT IN THE CLASSROOM LOOK LIKE? GIVE EXAMPLES.Bellringer 9/03/14
CLASSROOM ETIQUETTE
What does respect mean?
Treat each other equally
Listen while others are talking (raise hand)
Keep the classroom neat
Respect everyone’s property
Verbal warning first Security next Parent/ Guardian
phone call
Respect Intervention Procedure
WHAT I EXPECT OF YOU (EXPECTATIONS)…
Get to class on time! Take the notes…you
can’t take the book home!
Complete all in-class assignments (finish at home if you need to)
Put forth effort!
Respect each other, respect property, and respect me
Raise your hand to speak
Always try, even if you think you can’t do it!
Help your classmates!
Day-to-day Classroom Environment
DAILY PROCEDURES
We will always have a Bellringer (5 min.)
Grab notebook and get started
Minimum of talking Bellringer stamp(er)
will come around Explanation of the
day’s activities
Missing Assignments Located in the back corner of the room
Parking Lot If you have any questions that weren’t answered, write them down and put them in the parking lot
Ask Someone! If you come in late and don’t know what to do, ask a neighbor
When you come in… Classroom Protocols
CLASSROOM RULES
1. Absolutely no electronics! (Phones, I-Pods, Mp3, etc.)
2. Come to class in dress code… no excuses
3. No eating in class, but you may bring a drink.
4. Language… check it!
DO NOT come to class as the bell rings and ask to use the restroom (hall sweeps, school policy)
I will not give out a restroom pass until Bellringer is done and activities are started (roughly 10 min. after 2nd bell)
Definite… Bathroom policy
END OF CLASS PROTOCOLS
Finish up the day’s activity
Quick check for understanding (last 5 minutes)
Put notebooks/ supplies away
Do Not Line Up At The Door!
You may borrow pens/ pencils from my desk
You must leave an ID or collateral
Return at the end of class
The last 10 minutes… Pen/ Pencil Rental
MY AVAILABILITY
I have 2nd, 4th, and 7th Periods off… you are welcome to stop by any time
I can make time after school if you need help… just let me know
If you need to contact me, my e-mail address is [email protected]
I am always here to help you in any way that I can
You may use the computer in the back to work on other work (just ask first)
BEHAVIOR CONTRACT
I, _____________________________, agree to follow the rules of Mr. Smykowski’s classroom. I will do my best to make it a positive environment. If I do not, I am aware of the consequences and agree to the discussed interventions. My parent or guardian’s phone number is:_______________________.
Signature:_________________________________