American History II Syllabus Spring 2018
Heritage High School
Dalton Edwards
Email:  dedwards4@wcpss.net
Website:  dedwardsushistory.weebly.com
Google Classroom code:  v8x8p1n

Course Description/Objective
In American History II students will examine the roles of people, events, and issues that have impacted the political, social and economic development of the United States from Reconstruction to the present.  Through this chronological study, students should develop historical reasoning--the ability to examine the relationships among historical events and to explain “how” and “why” certain events occurred.  Thus, students should understand the multiple causes and effects of historic events since Reconstruction.

Students will be asked to develop historical understanding and skills by using a variety of historical sources (primary and secondary) to analyze and evaluate multiple perspectives of the past.   By analyzing sources as a historian would, students should begin to understand that the study of history is subject to an individual’s interpretation of past events, issues, and problems.   Thus, there is usually no one right answer, one essential fact, or one authoritative interpretation that can be used to explain the past.

When thinking of history as an interpretation of past events, students should ultimately begin to draw their own conclusions about how and why things happened in the past.   Students can then gain a better understanding of contemporary events, issues and themselves as American citizens by asking and answering questions, as well as, formulating and supporting their own interpretations about the past.

Primary Student Text
Lapsansky-Werner, et.al., United States History.  Boston:  Prentice Hall, 2009.  
An electronic copy of the text has been uploaded into Google Classroom

Classroom Supplies

•	3 Ring Binder/Dividers	
•	Loose Paper
•	Pens
•	Highlighters
•	Colored Pencils

Classroom Expectations, Policies
In order to make the classroom an empowering and effective learning environment, policies and procedures must be established and implemented.  THE HERITAGE STUDENT should demonstrate RISK:
•	Respect - high regard for authority, for other people, for self, for property, and for country.  Understanding that all people have dignity as human beings.  Each student has the right to learn without disruption and I have the right to teach without unnecessary disruptions.
•	Integrity - the strength to be truthful, trustworthy, and honest in all things.  Acting justly and honorably.
•	Self-Discipline - hard work and commitment to purpose. Regulating oneself for improvement and refraining from inappropriate behaviors.  Being in proper control of one’s words, actions, impulses, and desires.  Being on time.  Coming to class with all materials and assignments. Being prepared to participate in discussions and class work.
•	Kindness -considerate, courteous, helpful, and understanding of others.  Showing care, compassion, friendship, and generosity. Treating others as one would like to be treated.

Classroom Procedures
1.	Class begins when you enter the room.  Class ends when I dismiss you.
2.	Leaving the room is permissible only when an emergency arises. 
3.	No food or beverage is allowed in the classroom, unless it is a closed container of water.
4.	All electronic devices are to be stored away when entering the classroom.
5.	When you return from an absence, check for missed assignments posted for that day.  

Consequences (will vary depending on severity of incident)
Failure to abide by classroom rules and procedures will result in the following sequence of consequences:
•	1st Offense:  Teacher Discretion (includes warning and/or removal from class)
•	2nd Offense: Contact Parent (in addition to above) and/or office referral
•	3rd Offense:  Office Referral

Grading Scale:
A: 90-100%	B: 80-89%	C: 70-79%	D: 60-69%	F: Below 60%

Grading Policy:

A.  Classwork:  30%
Every classroom lesson, activity, and/or discussion will be based upon the Big Ideas of the Unit of Study (standards, objectives, understandings, and essential questions).  Each student is expected to participate and/or lead in these classroom activities and discussions.  

Many times in class, students will be asked to analyze and evaluate the significance of primary and secondary sources as they relate to a particular topic or event in history.  Students will be given several opportunities to use practical and analytical tools (such as core structure in essay writing, APPARTS, inductive and deductive reasoning) through classroom activities (such as partnered activities, close reading, informal classroom discussion and seminar, jigsaw activities, DBQ exercises and projects). Several units of study require that students be able to create either independent, partnered and/or group tasks.  Grading rubrics will be provided as necessary.  

Students will be asked to organize their notebook into sections based upon the units of study for the school year.  Each of these sections will consist of notes, classwork, homework and handouts (primary/secondary documents, group activities/rubrics and guided or close reading activities).  

B.  Homework:  10%
Homework will consist mainly of guided reading and writing assignments.  These assignments can derive from either a textbook, and/or other sources of historical information such as primary sources of the time period studied or secondary sources such as historical essays.  Homework essentially allows students to further understand the Big Ideas set forth in the classroom unit of study.  

Homework guided reading assignments are typically given at the beginning of the unit of study.  Student success in this class is dependent upon individual completion of this aspect of their grade.  Any homework assignment is subject to a grade when it is due.  However, I am under no obligation to grade every homework assignment at that time or any time.  

C.  Quizzes:  20%
There will typically be two to three announced and/or unannounced quizzes per unit of study.  These quizzes are meant to periodically check for student understanding of the Big Ideas of the Unit of Study.  

D.  Tests:  40%
Tests will be given at the completion of each unit of study to measure student knowledge and understanding of the Big Ideas of the Unit of Study.  Tests will consist of a series of multiple choice questions, identifications/short answer and/or essay responses.  Students may also be asked to complete major projects as a summative assessment (test).  These projects may include individual and/or group research or performance tasks (skits).  Rubrics will be provided for student understanding of all major projects. 

If a student is not satisfied with a particular test grade, that student can retake the test within one week of the return date as long as they have all of their homework in for that unit and they attend teacher remediation outside of Husky Help.  Students with a class average below 70% will be allowed to remediate in Husky Help.  Retakes take a different form than the initial test. If a student is absent on the retest day, their absence must be excused and they must take the test the day they return.

Make Up Policy
Any unexcused late assignment will be accepted for a grade of 50 during the course of each quarter.  The following quarter deadlines are set for late work:  Q3-2/26, 3/23; Q4-5/8, 6/1.  Any late work not passed in by each of these deadlines will result in a permanent grade of zero. 

Late work due to an excused absence will follow the WCPSS make-up work policy:  If the make-up work has not been assigned in advance, for excused absences of one (1) to three (3) days, the student will have one day for each day absent.  For absences exceeding three (3) days, the student may have two (2) days for each day absent to make up work.  Special consideration will be given in the case of extended absences.

Academic Integrity
Students are expected to maintain academic integrity in all of their work.  Violations of academic integrity include giving or receiving help on any in-class or take-home individual assignment. These assignments may include homework, tests, essays, or quizzes, plagiarism of material on take-home essays or research assignments, and discussion of any quiz, test, or essay questions with students who have not yet completed that assignment either within the same class or in another class.  Such violations will result in a zero for the assignment as well as possible consequences determined by the administration of Heritage High School.

Internet Safety
In accordance with Board Policy 2313/3013/4013 and the 21st Century Act (Public Law No: 110:385, Oct. 10, 2008) all students will be trained annually in Internet safety. School districts are required to educate students about:
Appropriate online behavior, including interacting with other individuals on social networking websites and in chat rooms; and cyber bullying awareness and response.