US History Course Syllabus

2013-2014 School Year 2nd Semester

Instructor: Phone Number: Jeremy Brock
Certified Social Studies Educator

Email: Class Website:

brockjer@gmail.com jbrock@eaaofmichigan.org mrbrockrocks.weebly.com

765.506.2540

Transformational and Adaptive Learning

Two big words should drive every decision we make as learners in this class: transformational and adaptive. You have to be willing to change your ways if thats what it takes to be a stronger learner and put your brain to better use. You have to buy into the value of your own education and recognize your role in our learning community. If every student tries to be transformational and adaptive then well grow considerably. As your teacher, Mr. Brock will strive to develop a student-centered curriculum that provides choices and resources for demonstrating mastery of important learning targets. Our curriculum will put a special emphasis on developing the literacy of students as readers, writers, speakers, and listeners. You and I will work together as academic peers in order to master US History and challenge our minds. I believe in you and I hope that during our time together you will come to also believe in your abilities as a learner, educated citizen, and human being. Please see the Teaching Philosophy or Quotable Quotes pages of the class website for a more abstract reflection on what it means to be transformational and adaptive as a social studies student and teacher.

Course of Study
US History at its simplest is the study of the people and events which have influenced this country since before its founding up through the modern day. But nothing in life is simple. This course serves as a means of determining the forces that drive our society politically, socially, and economically. Comparisons between historic events or trends and modern events or trends will help students to better understand how our society works and where it is headed in the near future. Students will be asked to consider a variety of different subjects in US History. Each of these subjects will require students to reach conclusions about and be critical of the United States of America and the many different groups that make up American society.
Our remaining learning targets will be organized into five units focused on the Roaring Twenties and Great Depression, World War II, the Civil Rights Movement, the Cold War Era, and Detroit in the modern era.

Determining Final Grades

Students will strive in each unit of the US History curriculum to demonstrate mastery of learning targets. The students grade for a task is determined by assigning a value based on the mastery scale. There are several categories into which grades are organized and each is weighted to have a different impact on the final grade. Below are explanations of each category and examples of tasks assigned to each category:

Current Events A task that is due once every few weeks. Students seek out and explain news that is current and significant. The five Current Events assigned this semester are worth 10% of the final grade.

Learning Target Classwork Most learning targets require students to complete notes using the write-up on the class website and to choose a mastery task from options for demonstrating basic or proficient mastery. A few days will be given to work on demonstrating mastery of a units four learning targets. This classwork is worth 60% of the final grade.

Academic Behavior Appropriate behavior that does not disrupt learning for any student is expected from all students if we are to establish an academic setting. Students will be expected to be organized, respect the classroom, and to practice self-discipline. This category is worth 10% of the final grade.

Tests and Quizzes Our approach to testing will change as our uses for testing change. Students will be expected to participate in testing to produce measurable data of student success. This includes some testing in this class and the Performance Series testing completed by all students. Participation in testing is worth 10% of the final grade.

Performance Task Students will have multiple options for completing a social studies performance task as part of the next-generation ready program. There will be time to develop and work on producing a performance task in this class and during seminar. The performance task is worth 10% of the final grade.

Specific Behavior Expectations

The most basic guidelines for appropriate academic and professional behavior are listed as High Expectations on the poster behind Mr. Brocks desk. Students who strive to meet these expectations are respectful and respectable human beings. Those students who choose not to cooperate or to actively behave foolishly will be given opportunities to self-discipline and discuss the path they should be taking instead. Consequences will be determined as necessary. Many of our specific rules are simply school rules:

Hall passes are only given to students who are working and behaving appropriately. No students may leave within the first fifteen minutes of class or the last fifteen minutes of class.

Electronics/headphones should only be out with teacher approval. The outlets are not for student use. The classroom should be kept clean! Clean up after yourself and remind those around you to do the same.