Академический Документы
Профессиональный Документы
Культура Документы
Description
Welcome to Mr. Luneaus U.S. History I class! This year, we will be exploring the first half of United States
history, spanning from approximately 1750 to 1865. We will be covering a variety of exciting and influential topics,
including but not limited to: the American Revolution, formation of the United States government, westward
expansion of the United States, the abolition of slavery and other social reforms, the Industrial Revolution, and the
Civil War.
In this course, we will explore these topics through a variety of perspectives, with a distinct emphasis on
social and revisionist history. Rather than simply analyzing the typical or textbook recollection of these events,
we will utilize historical accounts and other primary sources to gain a more in-depth understanding of how these
events have impacted life in the United States today.
Term 3: The third quarter will examine the history of the United States in the 19th century
through three thematic units:
- Westward Expansion (EQ: what are the pros and cons of nationalism?)
- Industrial Revolution (EQ: how does technology change peoples lives?)
- Oppression, Inequality, and Social Change (EQ: what can people do to change
the society they live in?)
Students will explore each of these three themes that pushed the United States toward the
Civil War. Culminating projects include an argumentative essay evaluating Andrew Jackson, an
argumentative essay weighing the pros and cons of the Industrial Revolution, and a case
study of reform movements in the 21st century in comparative perspective.
Term 4: The fourth quarter will examine the Civil War, examining the essential question of
can war be used to bring two or more groups together? Students will explore the events
leading up to the outbreak of the Civil War, as well as the important developments during and
immediately following the Civil War. Students will compose an argumentative essay
addressing the question was the Civil War inevitable as well as a Document-Based Question
(DBQ) project on the fall of Reconstruction.
Descriptor
Exceeding Target
3.5
3
Meeting Target
2.5
2
Approaching
Target
Attempting
Target
Criteria
Student consistently demonstrates an ability to independently
extend their understanding of the standard/target by applying
learning to more complex content and skills
Between 3 and 4. Meets criteria for a rating of 3 with some
elements of transference of learning to more complex content and
skills
Student demonstrates understanding of the standard/target and can
independently apply/use the content and skills embedded in the
standard/target
Between 2 and 3. Meets criteria for a rating of 2 with some
elements of independent application/use of standard/target
Student has foundational understanding of standard/target; student
requires assistance to develop a more complex understanding and
application of content or skill
Student requires consistent help and support to understand
standard/target student demonstrates simple understanding of
content and concepts
Re-do Policy: If a student turns in an assignment that receives a failing mark, the student
has the opportunity to redo the assignment. The following exclusions apply: multiple-choice
tests and other assignments as decided at the discretion of the instructor. The student must
conference with the teacher within one week after receiving the assignment.
After
conferencing with the instructor, the assignment will be given back to the student to redo.
The assignment must be completed and returned within one week after the conference. Once
the redo assignment is completed and corrected, it will be averaged with the original grade.
It is the students responsibility to take advantage of the redo policy. Students will not be
able to redo assignments at the end of the marking period.
Habits of Scholarship
All BACPS students are expected and required to follow the BACPS Habits of Scholarship. Each
Habit of Scholarship will be assessed and graded weekly.
Readiness: I come to
class ready to learn
Respect: I actively
and respectfully participate in class
Perseverance: I
assess and revise my work
Collaboration: I
contribute to the success of group work
Integrity: I complete
daily homework
Enter the classroom quickly and quietly, and, upon entering the classroom:
a. Read the instructions posted on the easel board and
head to your assigned seat (unless otherwise directed).
b. Take out any necessary materials (paper, pen/pencil,
agenda, etc).
c. Complete the Do Now activity on the board.
d. Place your homework on your desk.
e. Copy the days homework in your agenda and
learning targets in your journal
Classroom Expectations
1.
2.
3.
4.