U.S. History

Guide to Success in Mr. Weeks’ Class

8/12/2010Jenks High School

United States HistoryCourse Syllabus

Mr. WeeksRoom 5106

Textbooks:Emma J. Lapsansky-Werner, et al., United States History: 1850 to the Present.

Publishers: Pearson/Prentice HallBonnie-Anne Briggs, et al., Brief Review in United States History and Government.

Publishers: Pearson/Prentice Hall

Classroom Expectations: Each student is expected to practice the following on a daily basis:

1. Mutual Respect- Respect yourself, your classmates, your teacher, and your school,

this includes school property, such as desks, and anything in the classroom that does not belong to you.2. Attentive Listening- Giving attention, being observant, thoughtful of others,

considerate; polite; courteous when another person is talking.3. Teamwork- Cooperative effort by the members of a group or team to achieve a

common goal.4. Cheering each other to Success- to encourage fellow classmates to achieve at his/her

highest potential.5. Honesty- (If I have to explain this we have serious problems!!)6. NOBODY IN THIS CLASS HAS PERMISSION TO FORGET!7. NEVER, NEVER, NEVER QUIT!- Winston Churchill

Student ID’s:1. All students are required to wear a student identification card at all times for

identification/safety purposes.2. The identification card must be worn in PLAIN VIEW on the FRONT of the body

between the SHOULDERS and the WAIST.3. All students must have his/her ID’s on BEFORE he/she enters the classroom. If you

do not have your ID please go to the office and obtain a temporary ID.4. Please refer to the Student Hand Book page 49 for more information.

Homework/Make-up work:1. Students will receive a homework assignment at the end of the hour each day.

Homework assignments will be followed by a homework quiz at the beginning of the hour the next school day.

2. Students will be responsible for obtaining any missed assignments, quizzes, test, etc. due to absence.

3. Students with an excused absence will have approximately the same number of days to make up their work as days they were absent. For example, if a student is ill on Monday, Tuesday, and Wednesday, he/she has Thursday, Friday, and Monday to complete his/her assignments to hand in Tuesday. A student absent for school

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activities may make up his/her assignment or test the day before or after the activity at the time and place the teacher determines. The exception to this rule is assignments or tests which have been scheduled in advance. In these cases, the test or assignment is still due on the scheduled date. If the student is absent on that date, he/she is expected to take the test or hand in the assignment on the day of his/her return to class.

4. Receiving of assignments and make-up tests is the student’s responsibility to initiate.5. Homework is optional; however, all assignments will be followed up by a quiz at the

beginning of the hour on the next school day. These quizzes will come directly from the homework. If the homework is not completed you will not be successful on the quiz.

6. There is a NO ZERO policy in this class. If students do not turn in homework on an assigned day then they receive 1 hour of detention for every day they are late. In addition, the points possible will be reduced by 50% the first time an assignment is late, after that a student cannot receive more than 25% credit for that assignment.

Tardy Policy1. A student is tardy if not in his/her assigned chair in the classroom when the bell rings.2. A student who is tardy to class in excess of ten (10) minutes will be charged with an

absence for that period and required to have an admit from his/her Assistant Principal’s Office before being permitted to class.

3. EXCUSED TARDIES If a student arrives at school after the start of the first period and the parent/guardian has contacted the school before the student signs in verifying that the student will be coming in late, one tardy per semester will be waived. If the parent/guardian has not contacted the school prior to the time of student’s sign in or does not accompany the student to the attendance counter, it will be recorded as an unexcused tardy. Exceptions may be handled individually by a principal for extenuating circumstances such as medical issues or other emergencies. Students tardy to class because they have been detained by office personnel must have a tardy slip or pass signed by that person.

Electronic Devices1. Electronic Devices include but are not limited to, cell phones, I-phones, pagers, i-

pods, mp3 players, calculators with games, or any other devices prohibited by Jenks Public Schools and the Student hand book.

2. The above devices will be confiscated and given to the appropriate attendance office. Per Jenks High School policy, Parents can retrieve these items from the appropriate attendance office 24 hours after the devices have been confiscated.

Materials1. All students are expected to bring the necessary materials to class each day,

pencil/pen, folder, spiral, etc.2. Additional materials required for the class consist of but are not limited to, student

agenda, one (1) subject spiral notebook, one (1) 3 ring 1.5 inch binder with notebook paper inside, pen/pencil, post-it notes, two (2)100 count package of note cards, and two (2) boxes of Kleenex.

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Plagiarism1. Plagiarism is academic dishonesty by using someone else’s work, words, ideas, or

thought and claiming them as your own. This is considered cheating.2. Plagiarism will result in a zero on any assignment, test, quiz or research project.

U.S. History 2010-2011

All grades in my class are weighted. Below is the format for earning grades.

1 st Semester Total Points Possible

Assignments Percentage Points PossibleReflection Cards (75@ 5 points each) 25% 375Unit Exams (5@100 pts. each) 20% 500Homework Quizzes (75@ 8 pts. Each) 35% 600Projects (5@ 30pts each) 5% 1501st Semester Final Exam (1 @300 pts) 15% 300Total points possible for 1st Semester 100% 1925pointsEnrichment Opportunities- Periodically TBA

2 nd Semester Total Points Possible

Assignments PercentageReflection Cards (92@ 5 points each) 25%Unit Exams (3@100 pts. each) 20%Homework Quizzes 79@ 8 pts. Each) 35%Projects (5@ 30pts each) 5%1st Semester Final Exam (1 @300 pts) 15%Total points possible for 2nd Semester 100% 2000 pointsEnrichment Opportunities-Periodically TBA

* Points possible may change at teacher’s discretion to best meet the need of the students.

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Essential InformationU.S. History

Please complete the following terms as they are assigned. Do not use the glossary in the back of the textbook to define the terms. Please use the definition in the corresponding chapter s to define the terms. You may need to use the internet for some of the definitions. I will give you a list of websites to stay away from in this packet.

1. John Adams2. Samuel Adams3. Benjamin Franklin4. Alexander Hamilton5. Thomas Jefferson6. Great Awakening7. English Bill of Rights8. Magna Carta9. Mayflower Compact10. Patrick Henry11. John Locke12. James Madison13. John Marshall14. James Monroe15. Baron de Montesquieu16. Jean-Jacques Rousseau17. Voltaire18. George Washington19. French and Indian War20. Indentured servants21. Triangular Trade22. Middle Passage23. Republic24. Enlightenment25. Natural rights26. Charter27. House of Burgesses28. Albany Plan of Union29. Salutary neglect30. Proclamation of 1763

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31. Mercantilism32. Stamp Act33. First Continental Congress34. Second Continental Congress35. Declaration of Independence36. Articles of Confederation37. Andrew Jackson38. Martin Van Buren39. Industrial Revolution40. Spoils system41. Tariff of 182842. Indian Removal43. Trail of Tears44. Abolition45. Underground Railroad46. Seneca Falls Convention47. Manifest destiny48. Compromise of 185049. Popular sovereignty50. Secede51. Confederate States of America52. Battle of Antietam53. Battle of Gettysburg54. Emancipation Proclamation55. Andrew Johnson56. Ulysses S. Grant57. William “Boss” Tweed58. Samuel Tilden59. Rutherford B. Hayes60. Booker T. Washington61. Thomas Nast62. W.E.B. Du Bois63. Reconstruction64. Radical Republicans65. Radical Reconstruction66. Scalawags67. Carpetbaggers68. 13th Amendment69. 14th Amendment70. 15th Amendment71. Solid South

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72. Compromise of 187773. Black codes74. Ku Klux Klan75. Poll taxes76. Literacy tests77. Freedmen’s Bureau78. Grandfather clauses79. Segregation80. Jim Crow laws81. Andrew Carnegie82. John D. Rockefeller83. Henry Ford84. Horatio Alger85. Adam Smith86. Charles Darwin87. Terence Powderly88. Samuel Gompers89. Transcontinental Railroad90. New South91. Sharecroppers92. Tenant Farmers93. Capital94. Corporations95. Monopoly96. Merger97. Trust98. Entrepreneurs99. Assembly Line100. Laissez-faire101. Free enterprise system102. Robber barons103. Sherman Antitrust Act104. Collective bargaining105. Haymarket Riot106. John Dewey107. Jane Addams108. Frederick Jackson Turner109. William Jennings Bryan110. William McKinley111. Tenements112. Political machines

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113. Settlement house movement114. Company towns115. Suffrage116. Ghettos117. Nativism118. Reservations119. Dawes Act120. Grange121. Populist party122. Free silver123. Progressive Era124. Muckrakers125. Secret ballot126. Initiative127. Referendum128. Recall129. Direct primary130. New Nationalism131. New Freedom132. Federal Reserve system133. Clayton Antitrust Act134. Upton Sinclair135. Jane Addams136. Carrie Chapman Catt137. Alice Paul138. Margaret Sanger139. Booker T. Washington140. W.E.B. Du Bois141. Marcus Garvey142. Ida B. Wells143. Robert M. La Follette144. Gifford Pinchot145. John Muir146. William Howard Taft147. Woodrow Wilson148. Frederick Jackson Turner149. Henry Cabot Lodge150. Matthew Perry151. Theodore Roosevelt152. William Howard Taft153. Woodrow Wilson

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154. Open Door Policy155. Jingoism156. Imperialism157. Roosevelt Corollary158. Dollar diplomacy159. Central Powers160. Allies161. U-boats162. Zimmerman note163. Russian Revolution164. Selective Service Act165. Fourteen Points166. Self-determination167. Treaty of Versailles168. League of Nations169. Reparations170. Coolidge prosperity171. Buying on margin172. Flapper173. Harlem Renaissance174. Jazz Age175. Red Scare176. Scopes Trial177. Warren G. Harding178. Calvin Coolidge179. Charles Evans Hughes180. Albert Fall181. Andrew Mellon182. Sigmund Freud183. Charlie Chaplin184. F. Scott Fitzgerald185. Ernest Hemingway186. Langston Hughes187. Zora Neale Hurston188. Alain Locke189. Duke Ellington190. A. Mitchell Palmer191. Nicola Sacco192. Bartolomeo Vanzetti193. Clarence Darrow194. William Jennings Bryan

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195. Great Crash196. Great Depression197. Bonus Army198. Hoovervilles199. Dust Bowl200. New Deal201. Herbert Hoover202. John Steinbeck203. Louis Armstrong204. Franklin Delano Roosevelt205. Eleanor Roosevelt206. Marry McLeod Bethune207. John Maynard Keynes208. Francis E. Townsend209. Father Charles E. Coughlin210. Huey Long211. Totalitarian212. Fascism213. Appeasement214. Lend-Lease Act215. Allies216. Axis Powers217. Manhattan Project218. Holocaust219. Rosie the Riveter220. Nisei221. WRA camps222. Adolf Hitler223. Benito Mussolini224. Francisco Franco225. Franklin D. Roosevelt226. Winston Churchill227. Joseph Stalin228. Robert Oppenheimer229. Harry S Truman230. Containment231. “Iron Curtain”232. Truman Doctrine233. Marshall Plan234. Cold War235. NATO

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236. Warsaw Pact237. 38th Parallel238. HUAC239. Eleanor Roosevelt240. George C. Marshall241. Mao Zedong242. Chiang Kai-shek243. Douglas MacArthur244. Alger Hiss245. Joseph McCarthy246. Ethel and Julius Rosenberg247. Balance of power248. Brinkmanship249. Arms race250. Sputnik251. Domino theory252. Eisenhower doctrine253. Suburbanization254. Civil rights movement255. Dwight D. Eisenhower256. Nikita Khrushchev257. Fidel Castro258. Jackie Robinson259. Rosa Parks260. Martin Luther King Jr.261. Civil Disobedience262. Civil Rights Act of 1964263. Voting Rights Act of 1965264. Equal Rights Amendment265. Affirmative action266. United Farm Workers267. American Indian Movement268. Mainstreaming269. Americans with Disabilities Act of 1990270. New Frontier271. Great Society272. Cuban Missile Crisis273. Berlin Wall274. James Meredith275. Medgar Evers276. Lyndon B. Johnson

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277. Malcolm X278. Cesar Chavez279. Gulf of Tonkin Resolution280. Hawks281. Doves282. Vietnamization283. War Powers Act284. Lyndon B. Johnson285. Richard Nixon286. Henry Kissinger287. Détente288. Watergate affair289. Stagflation290. Camp David Accords291. Supply-side Economics292. “Star Wars”293. Iran-Contra Affair294. Persian Gulf War295. NAFTA296. European Union297. Mao Zedong298. Warren Burger299. Gerald Ford300. Jimmy Carter301. Ronald Reagan302. Mikhail Gorbachev303. George Bush304. Bill Clinton305. George W. Bush

Cornell Notes Page

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Study Strategies

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READING STRATEGY – SQ3R

SQ3R = SURVEY, QUESTION, READ, RECITE, REVIEW

Survey: Preview the material. Skim or scan the text. Look at: title, main headings, subheadings pictures, graphs, charts italicized or bold words review or summary questions at end of section or text

Question: Develop questions about the text. Turn headings and subheadings into questions. Write down questions related to WHO, WHAT, WHEN, WHERE, WHY and HOW. Rewrite a brief version of any questions that appear at the end of the text.

Read: ACTIVELY read the material. Read to answer the questions developed. Read one section at a time. Pay attention to words that are italicized or in bold. Think about:

pictures, graphs and charts main ideas and supporting evidence new vocabulary: LOOK UP AND DEFINE NEW TERMS. RECORD

THEM ON AN ONGOING LIST OR IN NOTES. structures and relationships identified by phrases (i. e. such as, also,

moreover, furthermore, in addition, although, however, in conclusion, etc.)

Recite: Record and discuss key ideas found during reading. Write down and talk about:

headings and subheadings key ideas found answers to questions new information that seems significant reflections about the material any new questions that develop reactions to the text

Review: Skim the text and your notes again. Redefine main ideas and their relationships to each other. Review questions and answers. Identify main points. Write a brief summary. Include reflections such as:

What is the significance of the material? How can this be applied to this course or other courses? How is this information related to what you already know? Would other sources have different versions of the material?

What Effective Readers Do

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Expect the reading to make sense. Make mental predictions and form good hypotheses about the text’s meaning before they

begin to read. Understand the purpose for reading and adjust their rate and techniques. Organize information while they read. Form mental pictures while they read. Monitor how well they comprehend as they go along and are aware when they fail to

comprehend the text. Use context to determine word meanings (context clues). Recognize the main idea of the text. Identify patterns in a text. Read ahead or re-read for clarification. Read for global meaning (not word by word). Summarize and/or paraphrase what they have read. Relate what they are reading to what they already know. Ask questions throughout the piece.

To increase reading comprehension, you should: Connect the reading to prior knowledge or experience.

o If you have some general knowledge about World War II and the Holocaust, reading an article about it is easier. Effective readers compare information with their own experience to assist in comprehension. When they encounter something new, they can make inferences based on that prior knowledge and/or experience. Readers who have a greater range of prior knowledge will find comprehension easier than readers whose knowledge is limited.

Understand the structure of the text.o Regardless of the purpose of the text, whether it be literary or informational, all

texts have a definite structure. Effective readers identify and make sense of the structure as it relates to the content. An article in your favorite magazine will look different from a textbook summary at the beginning of your math unit, and an editorial will look different than a Shakespearian play. Paying attention to how writers structure such things as cause and effect, comparison and contrast, plot sequence, conflict resolution and descriptions will help you understand and remember more of what you read.

Using text-processing strategies during and after the reading.o As you comprehend more of what you read, you are more likely to increase your

satisfaction with the reading material or at least decrease your frustration with the material. Students who use strategies to help make sense of their reading as they go along and synthesize their understanding at the end will understand and remember more of a particular text. Metacognition, or “thinking about your thinking,” allows students to become aware of mental processes while you read and to understand how strategies can increase comprehension. Metacognition also allows you to make informed and purposeful choices about how you read. This gives you more control over your understanding because you make decisions about what to do while reading and after the reading based on different purposes,

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language devices used and the kind of text it is. You decide to use different processing strategies based on the difficulty or density of the text.

Essay Writing

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Steps for SuccessStep 1: Read the questionStep 2: Read the questionStep 3: Read the questionStep 4: Brainstorm/Web/Chart/ListStep 5: Analyze the documents** (SOAPS)Step 6: Plan/outlineStep 7: Write thesis (read it next to question)Step 8: Plan of Attack Step 9: Body – Be Specific! – Show what you know!Step 10: Conclusion

Use “ALTHOUGH” statements

Reader looking for:1. thesis2. specific/supporting evidence3. analysis (Although/Yes, but)4. organization

Tips:1. Look for time frame of question2. Write in past tense3. Don’t quote large passages of documents (paraphrase or use no more than 8-10

words…use ellipses)4. Watch your time but use your time. (15 min plan for DBQ – write for 45 min then 5

min plan for other FRE and 30 min write on both)5. Don’t forget the bloody glove6. If you have extra time, re-read and revise7. Remember – thesis, organization, specifics

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