Welcome to my teacher web page! Assignments and information are separated out by grade level and class. Please scroll down until you find your grade level and class, then browse for the information you are looking for. If you are having difficulty then please email me. Thanks, Mrs. Curtis
BEHAVIOR FOR ENTERING THE CLASS: WHEN THE BELL RINGS…. You must be in your seat, with ALL materials needed for class, homework in the basket on my desk, notebook out, and ready to begin the first activity. I will usually meet you at the classroom door with the first activity and you will be expected to begin working on it when you enter the class. Always check the front board for the schedule of the day, it includes all of the class activities, homework, etc. You will not be allowed to leave the class because you are unprepared.
BEHAVIOR WHEN LEAVING THE CLASS: The bell does not dismiss you, I do.
MATERIALS NEEDED FOR CLASS: Three ring binder/notebook/folder, pens, pencils, and book. You are required to keep an organized notebook, and you will need to bring it to class everyday. Notebooks will be collected each trimester and graded for content and organization. You will need your book almost everyday, so bring it with you. If you forget your book or a writing implement… you may borrow one from me, but you must give me collateral. It must be something you will want back at the end of the period when you return my pen or book. Collateral I have accepted in the past: money, wallets, and keys, address books, jewelry, and homework for other classes. Once you return my pen or book, you will get your collateral back as well. Repeat offenders may face disciplinary action.
HEADING PAPERS: In the top right hand corner write:
Your name, first and last.
The date. (This step is important for notebook organization)
The assignment. This is the most important part of the heading except for your name. If your work does not have the assignment or page number on it, I cannot give you the proper credit for the work. In fact, I will not grade it. The assignment will be returned to you without credit.
HOMEWORK: An objective sheet (assignment sheet) will be given out at the beginning of each learning unit. The objective sheet will indicate all of our learning objectives as well as all of the homework, projects, and scheduled tests and quizzes. Our objective sheets are an important time management tool. You may feel free to preview and work ahead on assignments in the current learning unit, I encourage it, especially if you have a hectic schedule. I will also post my objective sheets and any other important information at the following web site: www.schoolnotes.com/06239/vcurtis.html
You are responsible for all of your assignments. Each homework assignment will receive full credit if it is complete, accurate, and on time. Homework should be dropped in the homework basket at the beginning of class. Homework will either be kept by me to grade at a later time, or checked and reviewed in class. This will be done at the beginning of class, make sure you have your homework with you… otherwise it’s late.
MAKING UP WORK: If you are absent, any worksheets, quizzes, and tests will be placed in the makeup file on my front table. It is your responsibility to make up the work that you missed in a timely fashion. Assignments missed due to absences must be made up within two school days of your return. I am available before and after school, as well as during some study halls for test and quiz make-ups. You will need to let me know when you can make them up. All homework assignment sheets will be posted at www.schoolnotes.com/06239/vcurtis.html
LATE HOMEWORK: All homework is expected on the due date given; no late work will be accepted. Students who are absent due to illness may turn in the assignment without penalty, within two school days of their return. Students who miss class due to a school approved activity must see me to arrange for making up missing work before participating in the activity. Those students must turn in the missing assignments during the next class.
LAV PASS: You must sign out using the hall pass found in your student agenda. Please do so, if necessary, after the first ten minutes of class with as little disruption as possible. Only one student will be allowed out of the room at a time, and only once per class.
STUDENT SIGNATURE: _____________________________________
Your grade for the year is based on the three marking period grades and the year end final exam. All grades for class work, homework, individual and group projects, pop quizzes, tests, and semester finals will count. Class work will be graded as a check, for full credit, or check minus for partial credit. All other work will be graded as a fraction: the number of points you earned, divided by the number of points possible. An assignment with five questions of three points each would have a possible total score of 15. If you had four questions correct, your grade would be 12/15. To figure out the percentage grade, divide 12 by 15 = .8 or 80%. Your report card grades are also figured out in this way. Total number of points you earned in the cycle divided by the total possible points.
Your marking period grades will be calculated according to the following percentages:
1. Homework- will count for no more than 10%
2. Classwork, tests, quizzes, essays, projects, presentations, journal entries, participation, notebook, etc- 90%
TRIMESTER EXAMS: These mandatory tests are generated by our Central Office and are given during each trimester. The exam grade will count towards 10% of the final grade for the trimester, with the marking period grade counting as 90% of the final trimester grade.
ASKING A QUESTION, MAKING A COMMENT, and RESPONDING TO A QUESTION: Please ask questions if you do not understand something, you may have the same question that everyone else is thinking inside their heads. It is important that you raise your hand first and be called on before speaking out. Your answers will not be acknowledged unless you have raised your hand and been called on by me.
EMERGENCY EXIT: If we must leave the room because of an emergency, take a right turn out of the door, turn right at the pink hallway, go out of the first set of doors, and meet under the tree in front of our wing. I will need to take attendance, so please check in with me.
HATS, FOOD, DRINKS, BOOK BAGS, AND JACKETS: These are not allowed in any academic class.
OTHER CLASS RULES: They are very simple:
1. Follow directions the first time they are given.
2. Respect personal property (mine, the school’s, and your classmates’)
3. Stay in your seats until given permission to move.
4. Keep all objects and body parts to yourself.
5. Treat everyone in this room with respect.
6. Behave appropriately; do not disrupt the education of your classmates. If you are disruptive during a lesson you will receive one warning. If the disruption continues, you will receive a detention. The next step is removal from class where an administrator will take care of the punishment. I will follow up any disciplinary action with a phone call to your parents.
EXTRA HELP: I can try to accommodate your schedule before, during, or after school as long as you make the appointment with me at least day in advance.
Global Studies
End of the Year Schedule
5/18-6/3
Objectives:
1. Review global issues studied this year.
2. Analyze demographic information to determine quality of life.
3. Determine which regions are affected by a specific global issue.
4. Predict the global impact of China’s energy demands.
Schedule of Events:
Mon 5/18- Fri 5/22: Assignments with Ms. Poer.
Tues 5/26: Material World demographics chart activities (Asia). Complete Journal Entry for homework.
Wed 5/27: Begin preparing for Trimester 3 Essay.
Thurs 5/28: Review for objective/chart section of Trimester Exam
Fri 5/29: Complete Trimester Exam part 1A and 1B.
Mon 6/1: 3rd Trimester Exam Essay today.
Tues 6/2: Book collection. (1/2 day)
Wed 6/3: Enjoy your last cycle in shop, good luck next year! (1/2 day)
Unit 2: Africa
Objective Sheet #1 Marking Period #2
pp. 56-144
1/5-2/11
Objectives:
Chapter 3
1. Locate and identify important features on a map of Africa.
2. Analyze how landforms influenced movement across Africa.
3. List the natural resources that are important to African nations.
4. List the climate regions found in Africa.
5. Explain the reasons for the variations in Africa’s climate.
6. Describe three achievements of Africa’s early civilizations.
Chapter 4
7. Explain the effects trade had on cultural diffusion in Africa.
8. Describe the cultural ties that united people in African societies.
9. Explain how the Atlantic slave trade affected Africa.
10. Explain the effects of imperialism on Africa.
Chapter 5
11. Explain how nationalism helped to shape modern Africa.
12. Explain how the colonial past affects modern Africa. Use Zimbabwe as your example.
13. Describe how African nations try to solve their economic problems using Nigeria as your specific example.
14. Analyze the effect Africa’s population explosion has had on its resources.
15. Describe the effect urbanization is having on African societies.
16. Analyze the ways the lives of women and rural people are changing.
Chapter 6
17. Explain how African nations work together to solve their problems.
18. Analyze the ways apartheid affected the lives of South Africans.
19. Explain how African art has influenced other cultures.
20. Answer objectives using complete sentences.
Assignments:
Mon 1/5: Complete your map of Africa. Expect a map quiz by Tues 1/13.
Tues 1/6: Read 3-1 pp. 59-64, complete the Guided Reading Sheet.
Wed 1/7: Read 3-2 pp. 64-70, complete the Climate Chart handout.
Thurs 1/8: Read 3-3 pp. 71-76, complete the Guided Reading Sheet.
Fri 1/9: Read 4-1 pp. 79-85, answer objective #7. Read 4-2 pp. 85-92, answer objective #8.
Mon 1/12: Read 4-3 pp. 93-96, answer Guided Reading Sheet.
Tues 1/13: Read 4-4 pp. 97-102, Complete Guided Reading Sheet.
Wed 1/14: Read 4-5 pp. 102-104, answer objective #10. Study for quiz on Chapters 3 and 4 for Thurs 1/15
Thurs 1/15: Read 5-1 pp. 107-110, complete Guided Reading Sheet. Chp 3 and 4 quiz today.
Mon 2/2: Read 5-2 pp. 111-116, complete Guided Reading Sheet.
Tues 2/3: Read 5-3 pp. 117-122, complete Guided Reading Sheet.
Wed 2/4: Read 5-4 pp. 122-126, answer objective #13. Read 5-5 pp. 126-130, answer objective #12.
Thurs 2/5: Read 6-1 pp. 133-139, complete Guided Reading.
Fri 2/6: Read 6-2 pp. 139-143, complete Guided Reading Sheet.
Mon 2/9: Study for quiz on chapters 5 and 6 for Wed 2/11
Tues 2/10: 2nd marking period notebooks due today.
Wed 2/11: Quiz on chapter 5 and 6 today.
Unit 7: The Middle East
Objective Sheet #3 Marking Period 1
10/27-12/15
pp.551-626
Objectives:
32. Explain how location affected the peoples of the Mid East.
33. Describe the main physical regions of the Mid East.
34. Explain why and how geographic factors influence the patterns of population in the Mid East.
35. List which ethnic and religious groups live in the Mid East.
36. Describe the major achievements of ancient Mesopotamian civilizations.
37. Analyze how trade and warfare affected Middle Eastern civilizations.
38. Compare and contrast the three monotheistic religions in the Middle East.
39. Locate major countries, cities, and physical features on a map of the Middle East.
40. Describe the challenges faced by the Mid East today.
41. Explain why oil and water are two of the most important resources in the Mid East.
42. Summarize the historical events that led to conflict between Jews and Arabs in the Mid East.
43. Describe Israel’s development as a country and the challenges it faces today.
44. Describe the artistic forms created by the Islamic culture.
45. Analyze the role of women in the Middle East.
46. Describe the culture of the Middle East.
Assignments: All assignments are due at the beginning of the next day’s class, unless otherwise indicated in bold print.
We are expected to take the District wide Trimester Assessment during this unit. I will be reviewing (in class) the information and skills that are necessary to be successful on the Trimester Assessment. It will be important for you to participate in all activities that prepare you for the Assessment.
Mon 10/27: Make sure your maps of the Middle East are complete.
Mid East map quiz on Thurs 10/30.
Tues 10/28: Read pp. 551-556 (25-1) and read pp. 556-562 (25-2). Complete Guided Reading sheets for 25-1 and 25-2. Due Thurs 10/30.
Wed 10/29: Complete Journal Entry #1 from today’s class: Describe a trip during the 6th
Century from a desert oasis to a city on the Arabian coastal plain. You must
include the following terms; ghutra, tent, camel, date, palm, mountains, trade
goods.
FCA’s: 1. Use of required terms- (7)
2. Accurate info for 6th century- (10)
3. Complete sentences, grammar, etc- (3)
Due Friday 10/31
Mon 11/3: Make sure 3 religions web organizers from class activity are complete- use pp. 563-566 and 569-572 as resources. Complete 3 Religions Comparison Chart. Due Wednesday 11/5
Wed 11/5: Read pp. 575-579 (26-2) and read pp. 580-583. Complete Guided Reading sheets for 26-2 and 26-3. Due Friday 11/7
Bring all Materials, notes, and returned work for in class Type III writing assessment on Friday 11/7.
Thursday 11/6: First Marking Period Notebooks due today. Bring to class today all materials, notes, homework, handouts, etc that we have done in Global Studies so far this year. We will organize and turn them in during class.
Thurs 11/6-Fri 11/7: Prepare notes and review for Trimester Assessment to be given on Monday 11/10/08
Wed 12/3: Answer the caption questions from chapter 25 (pp. 551-566) and 26
(pp. 570-588). Due Friday 12/5
Fri 12/5: Read pp. 591-595 (27-1) and read pp. 595-602 (27-2). Complete Guided Reading sheets for 27-1 and 27-2. Due Tues 12/9
Tues 12/9: Read pp. 602-608 (27-3) and read pp. 611-615 (28-1). Complete Guided Reading sheets for 27-3 and 28-1. Due Thursday 12/11
Thurs 12/11: Read pp. 615-622 (28-2) and complete Guided Reading. Read pp. 622-626 (28-3) and complete Guided Reading sheet. Due Mon 12/15
Mon 12/15: Unit 7: Middle East test today!
Chapter 2: The World Today and Issues of Global Concern
Objective Sheet #2 Marking Period #1
pp. 26-51
9/26-10/10
Objectives:
20. List the chief characteristics of a civilization.
21. List the elements of culture.
22. Describe the early technologies that early people developed.
23. Explain how cultural diffusion influenced early civilizations.
24. Analyze how the Industrial Revolution affected Europe.
25. Explain the causes and effects of imperialism.
26. List the main goals of developing nations.
27. Describe the economic problems faced by developing nations.
28. Explain how underdevelopment contributes to widespread poverty.
29. Explain how and why the world is becoming more interdependent.
30. Analyze a demographic chart to determine quality of life. ****
31. Identify and analyze issues of global concern including; human rights, environment, technology, terrorism, drugs, refugees, and the global economy. ****
Assignments:
Wed 9/24: Define all chapter 2 vocabulary in your notes.
Thurs 9/25: Read 2-1 pp. 27-32. Answer questions 3-7 on page 32.
Fri 9/26: Read 2-2 pp. 33-37. Answer questions 3-6 on page 37.
Mon 9/29: Read 2-3 pp. 37-42. Answer questions 3-6 on page 42.
Tues 9/30: Read 2-4 pp. 42-46. Answer questions 3-5 on page 46.
Wed 10/1: Read and complete Skill Lesson #2 “Quality of Life” on page 49.
Thurs 10/2: Complete the “Analyzing a Demographic Chart” worksheet. ***
Thurs 10/2-Mon 10/6: Global Issues Presentations.
Tues 10/3- Wed 10/4: First Trimester Assessment ***
Introduction to Global Studies
Objective Sheet #1- Marking Period #1
Unit 1- Chapter 1- pp. 1-23
8/30-9/8
OBJECTIVES:
1. Identify the five themes of Geography and apply geographic themes and tools to the study of a region. (hometown)
2. Define and indicate the purpose of latitude and longitude.
3. Locate places using both relative and absolute location.
4. List the six features of a map and interpret a map.
5. Determine distance using scale on a map.
6. Distinguish between human and physical geography.
7. Describe the four major types of landforms.
8. Explain how latitude and landforms of a place help to determine climate.
9. Define culture.
10. Explain the seven elements of culture and describe the role of family and language.
11. Tell why and how cultures change, and summarize the positive and negative effects of rapid cultural change.
ASSIGNMENTS:
Tues 9/2: “Fundamental Themes” home town worksheet. Please answer on separate
sheet.
Wed 9/3: Hometown Essay: Using the concept of “place” write at least a paragraph describing your hometown.
FCA’s:
1. Use complete sentences- 4 pts
2. include 3 specific physical (underline) and 3 specific cultural (circle)features- 12 pts
3. At least one paragraph, skip lines- 4 pts
Thurs 9/4: Complete Absolute Location in Latin America worksheet.
Fri 9/7: Choose a cultural activity and describe it like the “Nacirema” article. Review notes and class materials for a quiz on culture on Monday 9/8.
BEHAVIOR FOR ENTERING THE CLASS: WHEN THE BELL RINGS¡K. You must be in your seat, with ALL materials needed for class, homework in the basket on my desk, notebook out, and ready to begin the first activity. I will usually meet you at the classroom door with the first activity and you will be expected to begin working on it when you enter the class. You will not be allowed to leave the class because you are unprepared.
BEHAVIOR WHEN LEAVING THE CLASS: The bell does not dismiss you, I do.
MATERIALS NEEDED FOR CLASS: Three ring binder/notebook/folder, pens, and/or pencils. If you forget a writing implement¡K you may borrow one from me, but you must give me collateral. It must be something you will want back at the end of the period when you return my pen or pencil. Collateral I have accepted in the past: money, wallets, and keys, address books, jewelry, and homework for other classes. Once you return my pen or pencil, you will get your collateral back as well. Repeat offenders may face disciplinary action.
HEADING PAPERS: In the top right hand corner write:
„Ï Your name, first and last.
„Ï The date.
„Ï The assignment. This is the most important part of the heading except for your name. If your work does not have the assignment or page number on it, I cannot give you the proper credit for the work. In fact, I will not grade it. The assignment will be returned to you without credit.
HOMEWORK: As this class is an elective that meets twice a week it is imperative that you complete all assignments. While I do not plan on assigning homework on a routine basis, it is possible that class work may run over the allotted 50 minutes. In such a case, it will be your responsibility to complete the work and turn it in during the next class. You will also be completing at least two projects as well as a long term cumulative project. Specific information will be given for those assignments at a later time. I will post my objective sheets and any other important information at the following web site: www.schoolnotes.com/06239/vcurtis.html
You are responsible for all of your assignments.
MAKING UP WORK: If you are absent, any worksheets, quizzes, and tests will be placed in the makeup file on my front table. It is your responsibility to make up the work that you missed in a timely fashion. Assignments missed due to absences must be made up within two school days of your return. I am available before and after school, as well as during some study halls for test and quiz make-ups. You will need to let me know when you can make them up. All homework assignment sheets will be posted at www.schoolnotes.com/06239/vcurtis.html
LATE HOMEWORK: All homework is expected on the due date given; no late work will be accepted. Students who are absent due to illness may turn in the assignment without penalty, within two school days of their return. Students who miss class due to a school approved activity must see me to arrange for making up missing work before participating in the activity. Those students must turn in the missing assignments during the next class.
LAV PASS: You must sign out using the hall pass found in your student agenda. Please do so, if necessary, after the first ten minutes of class with as little disruption as possible. Only one student will be allowed out of the room at a time, and only once per class.
GRADING POLICY:
Your grade for the year is based on the three marking period grades. All grades for class work, homework, individual and group projects, pop quizzes, tests, and final projects will count. All work will be graded as a fraction: the number of points you earned, divided by the number of points possible. An assignment with five questions of three points each would have a possible total score of 15. If you had four questions correct, your grade would be 12/15. To figure out the percentage grade, divide 12 by 15 = .8 or 80%. Your report card grades are also figured out in this way. Total number of points you earned in the cycle divided by the total possible points.
YEAR-END FINALS: There will not be an official final exam in this class. We will be completing a long term final project in place of an exam.
ASKING A QUESTION, MAKING A COMMENT, and RESPONDING TO A QUESTION: Please ask questions if you do not understand something, you may have the same question that everyone else is thinking inside their heads. It is important that you raise your hand first and be called on before speaking out. Your answers will not be acknowledged unless you have raised your hand and been called on by me.
EMERGENCY EXIT: If we must leave the room because of an emergency, take a right turn out of the door, turn right at the pink hallway, go out of the first set of doors, walk around the front of the school building and meet on the baseball field. Follow the sign in protocol.
HATS, FOOD, DRINKS, BOOK BAGS, AND JACKETS: These are not allowed in any academic class.
OTHER CLASS RULES: They are very simple:
1. Follow directions the first time they are given.
2. Respect personal property (mine, the school¡¦s, and your classmates¡¦)
3. Stay in your seats until given permission to move.
4. Keep all objects and body parts to yourself.
5. Treat everyone in this room with respect.
6. Behave appropriately; do not disrupt the education of your classmates. If you are disruptive during a lesson you will receive one warning. If the disruption continues, you will receive a detention. The next step is removal from class where an administrator will take care of the punishment. I will follow up any disciplinary action with a phone call to your parents.
EXTRA HELP: I can accommodate your schedule before, during, or after school as long as you make the appointment with me at least day in advance.
The Holocaust- Objective sheet #1 marking period 3
3/16/09-6/2/09
Objectives:
1. Define anti-Semitism.
2. Explain the origins of anti-Semitism.
3. Identify the similarities and differences between pre Nazi anti-Semitism and Nazi racial ideology.
4. Analyze propaganda methods used to exploit anti-Semitic attitudes among the German people and to isolate Jews from the rest of the population.
5. Describe the Weimar Republic and the Nazi’s rise to power.
6. Analyze the Jewish experiences and responses to Nazi German state policies.
7. Identify the aims of the Nazis in establishing ghettos.
8. Locate countries in Eastern and Central Europe where Nazis established ghettos.
9. Examine what life was like for Jews forced to live in ghettos.
10. Define the mobile killing squads and extermination camps in Nazi Europe.
11. Describe what life was like for people who existed in the extermination camps.
12. Describe the methods used by the Nazis to discourage and reduce resistance and rebellion in occupied territories.
13. Define the term resistance.
14. Analyze the connection between “Final Solution” and armed resistance.
15. Analyze the motivations of non Jewish rescuers.
16. Identify the risks involved in choosing to rescue and resist.
17. Describe the various forms of assistance given by rescuers.
18. Analyze the ramifications of liberation for the Jews and their liberators.
19. Define the terms liberation and displaced persons’ camp as related to the Holocaust.
20. Describe life in a displaced persons’ camp.
21. Define the terms perpetrator, collaborator, and bystander.
22. Evaluate the role of those who collaborated with the Nazis during WWII.
23. Explain the Nuremberg Trials- purposes, events, results
24. Analyze the role and responsibility of individual perpetrators.
25. Determine the responsibility of the world in the Holocaust.
26. Analyze the violation of children’s rights during the Holocaust.
Assignments:
Class #1: Anti-Semitism- definition, origins, Not in Our Town.
Class #2: Propaganda- DVD clips with question sheet. How does it work? Nazi propaganda.
Class #3: Nazi Germany- Wiemar Republic and rise of Nazis DVD clip. Anti Jewish policies, what rights are most important handout. Concentration camps.
Class #4: Ghettos:- primary photographs activities, video clips, class discussion
Class #5: The Final Solution-KWL chart, video clip questions, excerpt from “Night”, survivor poetry questions.
Class #6: The Final Solution continues- “Out of the Ashes” video clip.
Class #7: Jewish Resistance-define ways of resistance, video clips and discussion, handouts.
Class #8: Rescuers and Non Jewish Resistance- define altruism, video clip, Oskar Schindler, “circle of the Holocaust” activity.
Class #9: Children of the Holocaust- the hidden children, video clips and discussion.
Class #10: Survivors and Liberation- video clips, Gerta Klein’s story
Class #11: Holocaust collage due today. Perpetrators, Collaborators, and Bystanders.
Confronting Genocide: Never Again
Objective Sheet #1 Marking Periods #1 & 2
9/3-12/11
Objectives:
1. Investigate the extent of alleged cases of genocide around the world.
2. Define the word “genocide” according to the Convention on the Prevention and Punishment of the Crime of Genocide.
3. Analyze the possibilities for the misinterpretation of the definition from objective #2.
4. Assess The New York Times coverage of the Armenian genocide.
5. Evaluate the impact of media reporting on policy decisions.
6. Analyze the issues that frame the debate on the US role in the world.
7. Identify the core underlying values of the Options on genocide.
8. Integrate the arguments and beliefs of the Options and the background reading into a persuasive and coherent presentation.
9. Work cooperatively within groups to organize effective presentations.
10. Articulate the leading values that frame the debate on US foreign policy regarding genocide.
11. Investigate, debate, and evaluate multiple perspectives on US foreign policy regarding genocide.
12. Explain the underlying values and potential consequences of each of the Genocide Options.
Assignments:
Wed 9/3: Pre Test. What is a human, what are human rights? How can human rights be violated? How can they be protected?
Thurs 9/4: Genocide assignments- small groups
Wed 9/24- Small group work, complete preparation for genocide presentations
Thurs 9/25- Present group projects on genocides.
Wed 10/1- Finish group presentations. Review Mrs. Curtis’s notes on genocide case studies, discuss as whole group.
Discuss America’s “genocides”- journal entry.
Thurs 10/2- Genocide Reported in the Media, Options in brief.
Wed 10/8- Role Playing the Four Options, Organization and Preparation.
Wed 10/29- Joining the Debate on US Policy, Focusing your thoughts, Option Five
Thurs 10/30- Ghosts of Rwanda
grade 12- Topics in 20th Century US History
CHECKLIST FOR ORGANIZATION AND ROUTINES
CLASS: SPECIAL TOPICS IN MODERN US HISTORY MRS. CURTIS ROOM 117
BEHAVIOR FOR ENTERING THE CLASS: WHEN THE BELL RINGS…. You must be in your seat, with ALL materials needed for class, homework in the basket on my desk, notebook out, and ready to begin the first activity. I will usually meet you at the classroom door with the first activity and you will be expected to begin working on it when you enter the class. Always check the front board for the schedule of the day, it includes all of the class activities, homework, etc. Please note: You will not be allowed to leave the class because you are unprepared.
BEHAVIOR WHEN LEAVING THE CLASS: The bell does not dismiss you, I do.
MATERIALS NEEDED FOR CLASS: Three ring binder/notebook/folder, pens, pencils, and book. You are required to keep an organized notebook, and you will need to bring it to class everyday. Notebooks will be collected each trimester and graded for content and organization. You will need your book almost everyday, so bring it with you. If you forget your book or a writing implement… you may borrow one from me, but you must give me collateral. It must be something you will want back at the end of the period when you return my pen or book. Collateral I have accepted in the past: money, wallets, and keys, address books, jewelry, and homework for other classes. Once you return my pen or book, you will get your collateral back as well. Repeat offenders may face disciplinary action.
HEADING PAPERS: In the top right hand corner write:
Your name, first and last.
The date. (This step is important for notebook organization)
The assignment. This is the most important part of the heading except for your name. If your work does not have the assignment or page number on it, I cannot give you the proper credit for the work. In fact, I will not grade it. The assignment will be returned to you without credit.
HOMEWORK: An objective sheet (assignment sheet) will be given out at the beginning of each learning unit. The objective sheet will indicate all of our learning objectives as well as all of the homework, projects, and scheduled tests and quizzes. Our objective sheets are an important time management tool. You may feel free to preview and work ahead on assignments in the current learning unit; I encourage it, especially if you have a hectic schedule. I will also post my objective sheets and any other important information at the following web site: www.schoolnotes.com/06239/vcurtis.html
You are responsible for all of your assignments. Each homework assignment will receive full credit if it is complete, accurate, and on time. Homework should be dropped in the homework basket at the beginning of class. Homework will either be kept by me to grade at a later time, or checked and reviewed in class. This will be done at the beginning of class, make sure you have your homework with you… otherwise it’s late.
MAKING UP WORK: If you are absent, any worksheets, quizzes, and tests will be placed in the makeup file on my front table. It is your responsibility to make up the work that you missed in a timely fashion. Assignments missed due to absences must be made up within two school days of your return. I am available before and after school, as well as during some study halls for test and quiz make-ups. You will need to let me know when you can make them up. All homework assignment sheets will be posted at www.schoolnotes.com/06239/vcurtis.html
LATE HOMEWORK: All homework is expected on the due date given; no late work will be accepted. Students who are absent due to illness may turn in the assignment without penalty, within two school days of their return. Students who miss class due to a school approved activity must see me to arrange for making up missing work before participating in the activity. Those students must turn in the missing assignments during the next class.
LAV PASS: You must sign out using the hall pass found in your student agenda. Please do so, if necessary, after the first ten minutes of class with as little disruption as possible. Only one student will be allowed out of the room at a time, and only once per class.
GRADING POLICY:
Your grade for the year is based on the three marking period grades and the year end final exam. All grades for class work, homework, individual and group projects, pop quizzes, tests, and semester finals will count. Class work will be graded as a check, for full credit, or check minus for partial credit. All other work will be graded as a fraction: the number of points you earned, divided by the number of points possible. An assignment with five questions of three points each would have a possible total score of 15. If you had four questions correct, your grade would be 12/15. To figure out the percentage grade, divide 12 by 15 = .8 or 80%.
Your marking period grades will be calculated according to the following percentages:
1. Homework- will count for no more than 10%
2. Classwork, tests, quizzes, essays, projects, presentations, journal entries, participation, notebook, etc- 90%
3.
TRIMESTER EXAMS: These mandatory tests are generated by our Central Office and are given during each trimester. The exam grade will count towards 10% of the final grade for the trimester, with the marking period grade counting as 90% of the final trimester grade.
ASKING A QUESTION, MAKING A COMMENT, and RESPONDING TO A QUESTION: Please ask questions if you do not understand something, you may have the same question that everyone else is thinking inside their heads. It is important that you raise your hand first and be called on before speaking out. Your answers will not be acknowledged unless you have raised your hand and been called on by me.
EMERGENCY EXIT: If we must leave the room because of an emergency, take a right turn out of the door, turn right at the pink hallway, go out of the first set of doors, and meet under the tree in front of our wing. I will need to take attendance, so please check in with me.
HATS, FOOD, DRINKS, BOOK BAGS, AND JACKETS: These are not allowed in any academic class.
OTHER CLASS RULES: They are very simple:
1. Follow directions the first time they are given.
2. Respect personal property (mine, the school’s, and your classmates’)
3. Stay in your seats until given permission to move.
4. Keep all objects and body parts to yourself.
5. Treat everyone in this room with respect.
6. Behave appropriately; do not disrupt the education of your classmates. If you are disruptive during a lesson you will receive one warning. If the disruption continues, you will receive a detention. The next step is removal from class where an administrator will take care of the punishment. I will follow up any disciplinary action with a phone call to your parents.
EXTRA HELP: I can accommodate your schedule before, during, or after school as long as you make the appointment with me at least day in advance.
Chapter 22: The Vietnam War Years
pp.722-757
FINAL!!!!! Objective Sheet
5/18-6/3
Objectives:
1. Describe the early measures taken by the US to stop the spread of Communism in Vietnam.
2. Evaluate how the US became involved in the war in Vietnam.
3. Explain why US presence in Vietnam escalated.
4. Describe the challenges faced by the US in fighting the Vietcong.
5. Analyze why the war lasted longer than expected.
6. Describe the growing anti war movement in America.
7. Explain how the war sharply divided the American public.
8. List the events (timeline) of the Tet Offensive.
9. Analyze why 1968 is considered the most explosive year of the 1960’s.
Assignments:
We will be reading the book “Fallen Angels” by Walter Dean Meyers in class. You will be expected to read along, complete book related activities, and occasionally read on your own.
Mon 5/18: Read 22-1 pp. 724-728. Answer questions 1, 2 (chart only), and 3.
Wed 5/20: Read 22-2 pp. 729-734. Answer questions 1, 3, and 4.
Thurs 5/21: Read 22-3 pp. 735-740. Answer questions 1, 3, and 4.
Fri 5/22: Have a safe holiday weekend…Remember the veterans who are honored on this day.
Tues 5/26: Read 22-3 pp. 741-746. Answer questions 1, 3, and 4.
Wed 5/27: Read 22-4 pp. 747-753. Answer questions 1, 3, and 4.
Fri 5/29: Letter home due today.
Mon 6/2- 6/3: Turn in books, Platoon, We Were Soldiers
World War II- objective sheet #1 part 1- marking period 3
Chapter 16: World War Looms- pp. 540-567
Chapter 17: The United States in WWII- pp. 568-603
3/16-4/21
OBJECTIVES:
1. List 3 ways Germany was hurt by the Treaty of Versailles.
2. In a paragraph tell three nations that signed the Munich Pact and tell why they each did. Also include the year, location, and the first and last name of the British Prime Minister who said the Munich Pact would bring about “peace in our time.”
3. Make a chart showing the members of the Rome-Berlin-Tokyo-Axis agreement. Include the nation, leader, capital, flag or symbol of the nation.
4. Explain the rise of Totalitarian governments in Europe and Asia during the 1930’s.
5. Describe the methods, goals, and behaviors of totalitarian governments during the late 1930’s.
6. Evaluate the role appeasement played in pre war tensions.
7. List the reasons that made Japan eager to build an empire.
8. Describe the American response to the war in Europe.
9. Identify the event(s) that caused the US to declare war.
10. Explain how the Allied decision to begin fighting in North Africa and Italy affected war efforts in the Soviet Union.
11. Describe the Allied strategies in the Pacific Theater of the war.
12. Describe the Manhattan Project and its effect on the end of the war.
13. Explain the challenges faced by the US in fighting WWII.
14. Describe how Americans mobilized for war.
15. Summarize how World War II affected the American work force.
16. List the methods the government used to finance the war.
17. Explain how shortages and controls affected everyday civilian life.
18. List some of the ways the government enlisted public support for the war.
19. Compare the benefits and problems that women workers experienced.
20. Analyze the Japanese American experience during WWII.
21. Compare the experiences of Mexican Americans and Native Americans at home during World War II.
Assignments:
Mon 3/16: Review the Versailles Treaty, be prepared to answer objective #1 as a quiz.
Wed 3/18: p. 547, answer questions 1, 2, and 4.
Thurs 3/19: Answer objective #2. Review notes, be prepared for a quiz on objectives #4 and 5.
Mon 3/23: Using complete sentences, explain the stages of blitzkrieg.
Tues 3/24: Complete objective #3.
Thurs 3/26: p. 553, answer questions 1, 2, 4.
Mon 3/30: p. 561, answer Point and Counterpoint question #1.
Mon 4/20: p. 565, answer questions 1, 2, 3.
Tues 4/21 p. 577, answer questions 1, 3, 4.
The United States and the Middle East Part III
10/27-11/10
Objectives:
1. Identify the major geographical landmarks of the Middle East.
2. Analyze the geography of the Arab-Israeli conflict.
3. Identify connections between the places on the map and current events.
4. Identify America’s interests in the Middle East throughout the 20th and 21st centuries.
5. Analyze the significance of the US ties to the Shah of Iran.
6. Interpret the historical lessons raised by the fall of the Shah.
7. Analyze the US role in the Middle East from their point of view. ****
8. Explore the goals and concerns of prominent Middle East leaders.
9. Evaluate various perceptions of Middle East leaders.
10. Analyze the issues that frame the current debate on US policy toward the Middle East: Palestinian Authority, Iraq, Iran, Israel, and Lebanon.
11. Identify and articulate the core values of each option on US policy.
12. Explore, debate, and evaluate multiple perceptions on US policy. ****
Assignments:
Mon 10/27: Read pages 7-14 in Part I packet and continue with 2 column notes.
Tues 10/28: Complete the Part I packet “study guide” questions.
Wed 10/29: Read pages 19-24 in Part II packet, take notes. (due Fri 10/31)
Mon 11/3: Read pages 25-31 in Part II packet, take notes.(due Wed 11/5)
Thurs 11/6 Complete Israel map questions
Fri 11/7: Complete Study Guide questions for Part II packet, prepare for Middle Eastern Summit simulation (this takes the place of a test!). Summit will take place on Monday 11/10.
*Next stop will be WWI, so make sure your WWI battle presentation is ready to go for Fri 12/5.
The United States and the Middle East Part II
9/24-10/8
Objectives:
1. Identify the major geographical landmarks of the Middle East.
2. Analyze the geography of the Arab-Israeli conflict.
3. Identify connections between the places on the map and current events.
4. Identify America’s interests in the Middle East throughout the 20th and 21st centuries.
5. Analyze the significance of the US ties to the Shah of Iran.
6. Interpret the historical lessons raised by the fall of the Shah.
7. Analyze the US role in the Middle East from their point of view. ****
8. Explore the goals and concerns of prominent Middle East leaders.
9. Evaluate various perceptions of Middle East leaders.
10. Analyze the issues that frame the current debate on US policy toward the Middle East: Palestinian Authority, Iraq, Iran, Israel, and Lebanon.
11. Identify and articulate the core values of each option on US policy.
12. Explore, debate, and evaluate multiple perceptions on US policy. ****
Assignments:
Wed 9/24: Work on powerpoint presentations. Read info on Judaism, fill in spoke diagram.
Thurs 9/25: (1/2day) Read info on Christianity, fill in spoke diagram.
Fri 9/26: Last library day for MEPPT work. Read info on Islam, fill in diagram.
Mon 9/29: Read pages 1-6 in Part I packet, take two column notes.
Tues 9/30: Make sure MEPPT’s are ready for tomorrow.
Wed 10/1: Middle East Power point presentation project due today.
Thurs 10/2: (1/2 day) MEPPT carry over if needed. Read pages 7-14 in Part I packet and continue with 2 column notes.
Fri 10/3: Complete the Part I packet “study guide” questions.
Mon 10/6: Read pages 19-24 in Part II packet, take notes.
Tues 10/7: Read pages 25-31 in Part II packet, take notes.
Thurs 10/8 Complete the Part II packet “study guide” questions.
The Middle East and the United States Part 1
Objective Sheet #1 Marking Period 1
Objectives:
1. Explain how location affected the peoples of the Mid East.
2. Describe the main physical regions of the Mid East.
3. Explain why and how geographic factors influence the patterns of population in the Mid East.
4. List which ethnic and religious groups live in the Mid East.
5. Analyze how trade and warfare affected Middle Eastern civilizations.
6. Compare and contrast the three monotheistic religions in the Middle East.
7. Locate major countries, cities, and physical features on a map of the Middle East.
8. Describe the challenges faced by the Mid East today.
9. Explain why oil and water are two of the most important resources in the Mid East.
10. Summarize the historical events that led to conflict between Jews and Arabs in the Mid East.
11. Describe Israel’s development as a country and the challenges it faces today.
12. Analyze the role of women in the Middle East.
13. Describe the culture of the Middle East.
Assignments:
Wed 9/3: Make sure your maps of the Middle East are complete. Label all countries, capitals, bodies of water, and physical features.
Thurs 9/4: The geography of the Middle East- journal entry: answer objective #1.
BEHAVIOR FOR ENTERING THE CLASS: WHEN THE BELL RINGS…. You must be in your seat, with ALL materials needed for class, homework in the basket on my desk, notebook out, and ready to begin the first activity. I will usually meet you at the classroom door with the first activity and you will be expected to begin working on it when you enter the class. Always check the front board for class information and the day’s schedule. You will not be allowed to leave the class because you are unprepared.
BEHAVIOR WHEN LEAVING THE CLASS: The bell does not dismiss you, I do.
MATERIALS NEEDED FOR CLASS: Three ring binder/notebook/folder, pens, pencils, and book. You are required to keep an organized notebook, and you will need to bring it to class everyday. Notebooks will be collected each trimester and graded for content and organization. You will need your book almost everyday, so bring it with you. If you forget your book or a writing implement… you may borrow one from me, but you must give me collateral. It must be something you will want back at the end of the period when you return my pen or book. Collateral I have accepted in the past: money, wallets, and keys, address books, jewelry, and homework for other classes. Once you return my pen or book, you will get your collateral back as well. Repeat offenders may face disciplinary action.
HEADING PAPERS: In the top right hand corner write:
Your name, first and last.
The date. (An important step for notebook organization)
The assignment. This is the most important part of the heading except for your name. If your work does not have the assignment or page number on it, I cannot give you the proper credit for the work. In fact, I will not grade it. The assignment will be returned to you without credit.
HOMEWORK: An objective sheet (assignment sheet) will be given out at the beginning of each learning unit. The objective sheet will indicate all of our learning objectives as well as all of the homework, projects, and scheduled tests and quizzes. Our objective sheets are an important time management tool. You may feel free to preview and work ahead on assignments in the current learning unit; I encourage it, especially if you have a hectic schedule. I will also post my objective sheets and any other important information at the following web site: www.schoolnotes.com/06239/vcurtis.html
You are responsible for all of your assignments. Each homework assignment will receive full credit if it is complete, accurate, and on time. Homework should be dropped in the homework basket at the beginning of class. Homework will either be kept by me to grade at a later time, or checked and reviewed in class. This will be done at the beginning of class, make sure you have your homework with you… otherwise it’s late.
MAKING UP WORK: If you are absent, any worksheets, quizzes, and tests will be placed in the makeup file on my front table. It is your responsibility to make up the work that you missed in a timely fashion. Assignments missed due to absences must be made up within two school days of your return. I am available before and after school, as well as during some study halls for test and quiz make-ups. You will need to let me know when you can make them up. All homework assignment sheets will be posted at www.schoolnotes.com/06239/vcurtis.html
LATE HOMEWORK: All homework is expected on the due date given; no late work will be accepted for credit. Students who are absent due to illness may turn in the assignment without penalty, within two school days of their return. Students who miss class due to a school approved activity must see me to arrange for making up missing work before participating in the activity. Those students must turn in the missing assignments during the next class.
LAV PASS: You must sign out using the hall pass found in your student agenda. Please do so, if necessary, after the first ten minutes of class with as little disruption as possible. Only one student will be allowed out of the room at a time, and only once per class.
GRADING POLICY:
Your grade for the year is based on the three marking period grades and the three trimester exams. All grades for class work, homework, individual and group projects, pop quizzes, tests, and semester finals will count. Class work will be graded as a check, for full credit, or check minus for partial credit. All other work will be graded as a fraction: the number of points you earned, divided by the number of points possible. An assignment with five questions of three points each would have a possible total score of 15. If you had four questions correct, your grade would be 12/15. To figure out the percentage grade, divide 12 by 15 = .8 or 80%.
Your marking period grades will be calculated according to the following percentages:
1. Homework- will count for no more than 10%
2. Classwork, tests, quizzes, essays, projects, presentations, journal essays, notebook, participation, etc.- 90%
TRIMESTER EXAMS: These mandatory tests are generated by our Central Office and are given during each trimester. The exam grade will count towards 10% of the final trimester grade, with the marking period grade counting as 90% of the final trimester grade.
ASKING A QUESTION, MAKING A COMMENT, and RESPONDING TO A QUESTION: Please ask questions if you do not understand something, you may have the same question that everyone else is thinking inside their heads. It is important that you raise your hand first and be called on before speaking out. Your answers will not be acknowledged unless you have raised your hand and been called on by me.
EMERGENCY EXIT: If we must leave the room because of an emergency, take a right turn out of the door, turn right at the pink hallway, go out of the first set of doors, walk in front of the school building and meet on the baseball field. Follow the sign in protocol.
HATS, FOOD, DRINKS, BOOK BAGS, AND JACKETS: These are not allowed in any academic class.
OTHER CLASS RULES: They are very simple:
1. Follow directions the first time they are given.
2. Respect personal property (mine, the school’s, and your classmates’)
3. Stay in your seats until given permission to move.
4. Keep all objects and body parts to yourself.
5. Treat everyone in this room with respect.
6. Behave appropriately; do not disrupt the education of your classmates. Follow the social contract. If you are disruptive during a lesson you will receive one warning. If the disruption continues, you will receive a detention. The next step is removal from class where an administrator will take care of the punishment. I will follow up any disciplinary action with a phone call to your parents.
EXTRA HELP: I can accommodate your schedule before, during, or after school as long as you make the appointment with me at least day in advance.
Parent/Guardian Signature: _____________________________
Chapter 19: The Cold War
Pp. 634-662
Chapter 20: The Postwar Years at Home
pp. 666-688
Objective Sheet #2 Marking Period 3
5/4- 5/15
Objectives:
1. Explain why 1945 was a critical year in international relations.
2. Describe how the Soviet Union tightened its control over Eastern Europe.
3. Explain how the iron curtain led to containment and the Truman Doctrine.
4. List America’s postwar goals.
5. Explain the link between America’s postwar goals and the Berlin airlift, the Marshall Plan, and NATO.
6. Assess the impact of Communist advancement on American foreign policy.
7. Summarize the effects of the cold war on American life.
8. Describe General Douglas Macarthur’s role in the Korean War.
9. Analyze the effects of Senator Joseph McCarthy’s anti-Communist campaign on America.
10. Describe how technological advances transformed life in the United States.
11. Explain how America’s work force changed after WWII.
12. Describe the changes brought about by the new American work force.
13. List the items that American’s valued during the 1950’s.
14. Explain why Americans valued those items.
15. Describe the proper roles for men and women during the 1950’s.
16. Identify some ways in which people challenged conformity during the 1950’s.
17. Describe some of the ways people tried to promote racial equality during the 1950’s.
Possible In Class Assignments: Chapter 19 and 20 Fill in notes
Flow chart- Little Rock, Arkansas
Web diagram- modern republicanism, American values
Two column chart- Conglomerate vs. Franchise
Time Line- Korean War, Soviet control of Eastern Europe
Cause and Effect chart- Truman Doctrine
Compare and contrast rock and roll music
Assignments:
Mon 5/4: Define all vocabulary words from chapters 19 and 20 in your notes.
Tues 5/5: Read 19-1 pp. 636-642, answer the review questions 1, 2, 3, and 4 on p. 642.
Wed 5/6: Read 19-2 pp. 644-651, answer the review questions 1, 2, 3, and 4 on p. 651.
Read 19-3 pp. 652-656; answer the review questions 1, 2, 3, and 4, on p. 656.
Thurs 5/7: Read 19-4 pp. 657-661, answer the review questions 1, 2, 3, and 4, on p. 661.
Fri 5/8: Read 20-1 pp. 668-674, answer the review questions 1, 2, 3, and 4 on p. 674.
Mon 5/11: Holocaust Presentations due today. Read 20-2 pp. 675-679, answer the review questions 1, 2, 3, and 4 on p. 679.
Tues 5/12: Read 20-3 pp. 680-686, answer the review questions 1, 2, 3, and 4 on p. 686.
Wed 5/13: Complete study guide for test on Fri 5/15.
Thurs 5/14: checking book numbers today.
DON’T FORGET TO WORK ON YOUR PROJECTS DUE MAY 11th.
THE HOLOCAUST
OBJECTIVE SHEET #1- MARKING PERIOD 3
4/1-4/10
OBJECTIVES:
1. Define important vocabulary listed below in two column note format.
2. Explain how the Holocaust was different from other genocides.
3. Describe the benefits that can be derived from studying the Holocaust.
4. Analyze why the Holocaust began in Germany.
5. Explain how Hitler and the Nazi party came to power.
6. List the different groups that were sent to concentration camps.
7. Explain why the different groups were sent to concentration camps.
8. List the steps the Nazis took to reach the Final Solution.
9. Describe the reality of a victim’s experience during the Holocaust.
Nueremberg Schindler’s List
Allied Liberation Tapes
ASSIGNMENTS: You will not need your textbook in class at all during this unit.
Wed 4/1: Read the Introductory reading and complete its accompanying questions. Due
Thursday 4/2.
Thurs 4/2: Remember, your WWII take home tests are due Friday (4/3).
Fri 4/3: Begin the reading about religious Anti-Semitism(up to “The Jewish Badge Singles out the Jews”). Take power notes on the reading.( checked on Monday 4/6).
Mon 4/6: Complete the reading about religious Anti-Semitism and take power notes on the reading. Accompanying questions to be answered in class on Tuesday 4/7…think quiz!
Tues 4/7: Read the article “Why Germany” up to p. 52 (Germany after World War I)and take power notes on the reading. (checked on Wed 4/8)
Wed 4/8: Complete reading “Why Germany” and answer the accompanying questions.
Thurs 4/9: Read the stories of Raoul Wallenberg and Petr Fischl, answer the questions.
Fri 4/10: Continue working on Holocaust presentations (due May 11th). Enjoy your vacations!
OBJECTIVE SHEET #1: Second Marking Period
CHAPTER 17: World War II the Road to War 1939-1945
CHAPTER 18: World War II Americans at War 1941-1945
Pp. 566-629
2/23-3/13
OBJECTIVES:
1. Explain how Stalin changed the government and the economy of the Soviet Union.
2. Describe the origins and goals of Italy’s Fascist government.
3. Analyze Hitler’s rise to power in Germany and Europe in the 1930’s.
4. List the causes and results of the Spanish Civil War.
5. Analyze the importance of the Battle of Britain.
6. List the wartime victories and setbacks experienced by Germany in the western front.
7. Explain why the German invasion of Poland led to World War II.
8. Explain the causes and effects of Japan’s growing military power in the 1930’s.
9. Explain why Japan looked beyond China for future expansion.
10. Describe the initial outcome of Japan’s war against China.
11. Analyze the United States’ choice of neutrality in the 1930’s.
12. Explain why America’s involvement in the European conflict grew from 1939-1941.
13. Describe the effect of the Japanese attack on Pearl Harbor on America’s war policies.
14. Explain how FDR and the US government prepared America for war. (military, economy, home front)
15. Describe how the war affected daily life on the home front.
16. Assess the role of air power in the European and Pacific Theaters.
17. Determine why the invasion of Western Europe was successful.
18. List the events that marked the end of the war in Europe.
19. Analyze the importance of the Manhattan Project in ending the war.
20. Explain the US strategy to reconquer the Pacific Islands from Japan.
21. Define the importance of the battles of Iwo Jima and Okinawa.
22. Analyze the war’s effect on the following groups; Japanese Americans, African Americans, Mexican Americans, Native Americans, and women.
IN CLASS ASSIGNMENTS: (possible)
Answer objectives in Type II format. Saving Private Ryan
Chapter 17 review pp. 590-591 Nuremberg
Examining Photographs p. 580 Band of Brothers
Making Decisions p. 622 Tora Tora Tora!
Chapter 18 review pp. 630-631
Type III assignment p. 621 #5. FCA’s:a. proper format- 10 points
b. 3 reasons Japanese success- 15 points
c. 3 reasons Allied success- 15 points
Type III assignment: Write a letter to FDR either supporting or opposing America’s
entrance into WWII. FCA’s:
a. clear stand – 10 points
b. 4 reasons – 15 points
c. proper format- 10points
Assignments: Tiered graded work, you choose the grade you want and hope to achieve. Class time will be given to accomplish tasks but cannot be guaranteed every class period.
Standard work (C level): Fully and correctly complete the WWII packet by Wednesday 3/11.
Acceptable work (B level): Fully and correctly complete the WWII packet by Wednesday 3/11, AND define all vocabulary from chapters 17 and 18 in your notebook by Thursday 3/12.
Outstanding work(A level): Fully and correctly complete the WWII packet by Wednesday 3/11, AND define all vocabulary from chapters 17 and 18 in your notebook by Thursday 3/12, AND answer all objectives (1-22) using complete sentences and accurate information by Friday 3/13.
Substandard work (D or F level) : Does not meet the criteria and expectations listed for Standard level work.
Monday 2/23- wrap up student teaching assignments
Tuesday 2/24- Part I Trimester 2 Assessment to be given if necessary.
Part II Trimester Assessment 2nd Marking Period to be taken by Friday, 3/13
Differentiated WWII test needs to be turned in by Friday, April 3, 2009.
Chapter 12: The World War One Era
1914-1920
pp.412-447
Objective Sheet #3 Marking Period 1 and Marking Period 2
11/12-12/2
OBJECTIVES:
31. Identify the main causes of World War I.
32. Explain how the conflict expanded to include much of Europe.
33. Describe how Americans responded to the war in Europe.
34. Describe German submarine tactics during World War I.
35. Identify the events that led the United States into war.
36. Describe what the United States did to prepare to take part in World War I.
37. Explain the effects of America’s entrance into World War I.
38. Describe the end of the war.
39. Explain the costs of the war. (human, financial, and physical)
40. Explain how the USA financed the war and managed the wartime economy.
41. Explain the results of the government’s efforts to enforce loyalty during the war.
42. Describe how civilian lives changed in the US during the war.
43. Describe the reaction to Wilson’s peace plan during the Paris Peace Conference.
44. Explain Wilson’s main points in the peace treaty.
45. Describe Wilson’s efforts to gain approval for the treaty.
46. Describe changes Americans had to make after the war.
47. Answer all objective questions in Collins Type II format.
Assignments:
Wed 11/12: Organize your notebooks and review questions for use on the Trimester Assessment on Thurs 11/13 and Mon 11/17.
Thurs 11/13: Complete chapter 12 caption questions using complete sentences.
Define all chapter 12 vocab in your notes. Turn in by Fri 11/14
Fri 11/14: Read section 1 pp.414-419. Answer questions 1-5 on p. 419.
Answer objectives 31, 32, 33 in Type II format.
Mon 11/17: Read section 2 pp. 421-424. Answer 1- 5 p. 424. Answer
Objectives 34 and 35. Turn in by Wednesday 11/19.
Wed 11/19: Read section 3 pp. 425-431. Answer 1-5 p. 431. Answer objectives 36, 37, 38, 39. Turn in by Fri 11/21.
Thurs 11/20: Read section 4 pp. 432-436 answer 1-4 p. 436. Read section 5 pp. 437-441 answer 1-6 p. 441. Turn in by Tues 11/25
Fri 11/21: Answer objectives 40 - 46. Turn in by Mon 12/1
Mon 11/24: Study for chapter 12 Test Tuesday 12/2.
REMINDER:
FIRST MARKING PERIOD NOTEBOOKS WILL BE TURNED IN ON FRIDAY, NOVEMBER 11. THIS INCLUDES EVERYTHING FROM THE INDUSTRIAL REVOLUTION (CHPS 6 AND 8) AND THE SPANISH AMERICAN WAR (CHP 10)
EXTRA CREDIT PROJECT: LETTER FROM THE TRENCHES DUE BY TUESDAY 12/2.
First Marking Period ends on 11/26- make sure all assignments and makeup work are up to date.
Chapter 10: Becoming a World Power, 1890-1915
Objective Sheet #2 Marking Period #1
pp. 350-377
10/09-10/24
Objectives:
20. Explain 4 reasons why America had a growing interest in world affairs in the late 1800’s?
21. Tell how the US acquired Alaska, Hawaii, and the Samoan Islands.
22. Identify the Monroe Doctrine and tell how it was strengthened during this era.
23. Describe the causes, events, and three effects of the Spanish-American War.
24. Discuss, in an essay, if it is desirable for the US to have an empire.
25. Explain why the US advocated an Open-Door Policy in China.
26. Describe key events in the development and building of the Panama Canal.
27. Compare and contrast “Big Stick Diplomacy” and “Dollar Diplomacy”. Give an example of each.
28. Locate on a map: United States, Samoan, Hawaiian, and Philippine Islands, Venezuela, Mexico, Nicaragua, Colombia, Panama, Canal Zone, Atlantic and Pacific Oceans, Caribbean Sea, Alaska, Cuba, Japan, Wake and Midway Islands, China, Guam, and Puerto Rico.
29. Identify important people, treaties, events, and ideas from the chapter.
30. Identify relevant vocabulary in two column note format including: yellow journalism, social Darwinism, sphere of influence, protectorate, imperialism, jingoism, and manifest destiny.
Assignments:
Students must complete and turn in the following items. Due dates are indicated in parentheses. Dates are subject to change based on inclement weather, unexpected dismissals, drills, etc. Class time will be given for the work, please be prepared when you get to class.
Industrialization take home test must be turned in by the end of the day on Wednesday, October 15, 2008
1. Read chapter 10: pp. 350-377. (10/19)
2. Label the areas from objective # 28 on the map provided in your packets. (10/16)
3. Journal Entry #1- topic to be given in class (10/17)
4. Watch Panama Canal video and complete questions in class. (10/17)
5. Complete chapter 10 work packet. (10/22)
6. Answer, using complete sentences, all questions EXCEPT #6 found on pages 356, 364, 371, 375. (10/21)
7. Answer objectives # 20, 21, 22, 23, 24, 25, 26, and 27 using complete sentences. (10/22)
8. Define all chapter vocabulary (key terms), including terms listed in objective #30 in two column note format. (10/20)
9. Chapter 10 Test on Friday, 10/24.
10. Project #1- Invention Timeline is due on Oct. 24, 2008
Unit 2: Building a Powerful Nation
Chapter 6: The Expansion of American Industry
pp. 224-255
Chapter 8: Politics, Immigration, and Urban Life
pp. 288-317
Objective Sheet #1 Marking Period #1
9/9-9/23
Objectives:
1. Identify specific changes in people’s daily lives in the decades following the Civil War.
2. Describe how advancements in transportation, communication, and electric power affected people’s lives and businesses.
3. Explain the effects of the development of the Bessemer Process.
4. Explain the difference between the terms robber baron and captain of industry.
5. Describe the theory of Social Darwinism and its connection to big business.
6. Summarize the ways that industrialists gained a competitive edge over rivals, and the effects that big business had on American society.
7. Identify the sources of the growing American work force and the reasons why entire families worked.
8. Describe factory work in the late 1800’s.
9. Explain the roles that women and children played in the work force.
10. List some of the early labor unions and their activities.
11. Describe the causes and outcomes of the major strikes of the late 1800’s.
12. Explain how business influenced politics during the Gilded Age.
13. Describe how the government attempted to reform and regulate the railroads and the spoils system.
14. Compare the immigration from Europe, Asia, and Mexico during the 1800’s.
15. Describe the experiences of immigrants in the late 1800’s and early 1900’s.
16. Explain why people moved to cities in the late 1800’s and early 1900’s.
17. Describe urban living conditions and the results of city growth.
18. Describe the efforts to control immigration and behavior in the late 1800’s.
19. Explain how different groups helped the needy.
BEHAVIOR FOR ENTERING THE CLASS: WHEN THE BELL RINGS…. You must be in your seat, with ALL materials needed for class, homework in the basket on my desk, notebook out, and ready to begin the first activity. I will usually meet you at the classroom door with the first activity and you will be expected to begin working on it when you enter the class. You will not be allowed to leave the class because you are unprepared.
BEHAVIOR WHEN LEAVING THE CLASS: The bell does not dismiss you, I do.
MATERIALS NEEDED FOR CLASS: Three ring binder/notebook/folder, pens, and/or pencils. You are expected to maintain an organized notebook for this class, and you will need to bring it to every class. Notebooks will be collected each trimester and will be graded on content and organization. If you forget a writing implement… you may borrow one from me, but you must give me collateral. It must be something you will want back at the end of the period when you return my pen or pencil. Collateral I have accepted in the past: money, wallets, and keys, address books, jewelry, and homework for other classes. Once you return my pen or pencil, you will get your collateral back as well. Repeat offenders may face disciplinary action.
HEADING PAPERS: In the top right hand corner write:
Your name, first and last.
The date. (important for notebook organization)
The assignment. This is the most important part of the heading except for your name. If your work does not have the assignment or page number on it, I cannot give you the proper credit for the work. In fact, I will not grade it. The assignment will be returned to you without credit.
HOMEWORK: An objective sheet (assignment sheet) will be given out at the beginning of each learning unit. The objective sheet will indicate all of our learning objectives as well as all of the homework, projects, and scheduled tests and quizzes. Our objective sheets are an important time management tool. You may feel free to preview and work ahead on assignments in the current learning unit; I encourage it, especially if you have a hectic schedule. I will also post my objective sheets and any other important information at the following web site: www.schoolnotes.com/06239/vcurtis.html
You are responsible for all of your assignments. Each homework assignment will receive full credit if it is complete, accurate, and on time. Homework should be dropped in the homework basket at the beginning of class. Homework will either be kept by me to grade at a later time, or checked and reviewed in class. This will be done at the beginning of class, make sure you have your homework with you… otherwise it’s late.
MAKING UP WORK: If you are absent, any worksheets, quizzes, and tests will be placed in the makeup file on my front table. It is your responsibility to make up the work that you missed in a timely fashion. Assignments missed due to absences must be made up within two school days of your return. I am available before and after school, as well as during some study halls for test and quiz make-ups. You will need to let me know when you can make them up. All homework assignment sheets will be posted at www.schoolnotes.com/06239/vcurtis.html
LATE HOMEWORK: All homework is expected on the due date given; no late work will be accepted. Students who are absent due to illness may turn in the assignment without penalty, within two school days of their return. Students who miss class due to a school approved activity must see me to arrange for making up missing work before participating in the activity. Those students must turn in the missing assignments during the next class.
LAV PASS: You must sign out using the hall pass found in your student agenda. Please do so, if necessary, after the first ten minutes of class with as little disruption as possible. Only one student will be allowed out of the room at a time, and only once per class.
STUDENT SIGNATURE: _____________________________________
Your grade for the year is based on the three marking period grades. All grades for class work, homework, individual and group projects, pop quizzes, tests, and semester finals will count. Class work will be graded as a check, for full credit, or check minus for partial credit. All other work will be graded as a fraction: the number of points you earned, divided by the number of points possible. An assignment with five questions of three points each would have a possible total score of 15. If you had four questions correct, your grade would be 12/15. To figure out the percentage grade, divide 12 by 15 = .8 or 80%. Your report card grades are also figured out in this way. Total number of points you earned in the cycle divided by the total possible points.
Your marking period grades will be calculated according to the following percentages:
1. Homework will count for no more than 10%
2. classwork, tests, quizzes, projects, notebooks, essays, presentations, etc.- 90%
.
ASKING A QUESTION, MAKING A COMMENT, and RESPONDING TO A QUESTION: Please ask questions if you do not understand something, you may have the same question that everyone else is thinking inside their heads. It is important that you raise your hand first and be called on before speaking out. Your answers will not be acknowledged unless you have raised your hand and been called on by me.
EMERGENCY EXIT: If we must leave the room because of an emergency, take a right turn out of the door, turn right at the pink hallway, go out of the first set of doors, and meet under the tree in front of our wing. I will need to take attendance, so please check in with me.
HATS, FOOD, DRINKS, BOOK BAGS, AND JACKETS: These are not allowed in any academic class.
OTHER CLASS RULES: They are very simple:
1. Follow directions the first time they are given.
2. Respect personal property (mine, the school’s, and your classmates’)
3. Stay in your seats until given permission to move.
4. Keep all objects and body parts to yourself.
5. Treat everyone in this room with respect.
6. Behave appropriately; do not disrupt the education of your classmates. If you are disruptive during a lesson you will receive one warning. If the disruption continues, you will receive a detention. The next step is removal from class where an administrator will take care of the punishment. I will follow up any disciplinary action with a phone call to your parents.
EXTRA HELP: I can accommodate your schedule before, during, or after school as long as you make the appointment with me at least day in advance. The French and Indian War
Objective Sheet #1 Marking Period #1
Objectives:
1. Summarize the causes of the French and Indian War.
2. Describe the strategies used by the British to win the war.
3. Analyze the Native American involvement in the War.
4. Evaluate the consequences of their involvement for the Native Americans.
5. Explain the impact of the war on British colonial policies.
6. Analyze how the war weakened the colonists’ loyalty to Britain.
Assignments:
Class #1: The War that Made America – general overview of the war.
Class #2: movie continues.
Class #3: Complete The War that Made America. Begin map activities.
Class #4: Forks of the Ohio map activities.
Class #5: Native American Allies; who are they? (notes) What were they fighting for?
Graphic organizer. Domain of Three Nations.
Class #6: The War that Made America with corresponding activities.
Class #7: Continue from previous class.
Class #8: Putting George Washington on trial- the Jumonville death journal activity.
Class #9: Meet me at the Fort.
Class #10: Last of the Mohicans
Class #11: Last of the Mohicans
Class #12: Last of the Mohicans
Class #13: French and Indian War mini project
Class #14: mini projects continue
Class #15: presenting mini projects
The French and Indian War
Objective Sheet #1 Marking Period #1
Objectives:
1. Summarize the causes of the French and Indian War.
2. Describe the strategies used by the British to win the war.
3. Analyze the Native American involvement in the War.
4. Evaluate the consequences of their involvement for the Native Americans.
5. Explain the impact of the war on British colonial policies.
6. Analyze how the war weakened the colonists’ loyalty to Britain.
Assignments:
Class #1: The War that Made America – general overview of the war.
Class #2: movie continues.
Class #3: Complete The War that Made America. Begin map activities.
Class #4: Forks of the Ohio map activities.
Class #5: Native American Allies; who are they? (notes) What were they fighting for?
Graphic organizer. Domain of Three Nations.
Class #6: The War that Made America with corresponding activities.
Class #7: Continue from previous class.
Class #8: Putting George Washington on trial- the Jumonville death journal activity.
Class #9: Meet me at the Fort
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