Andover High School
A.P. United States History
Course Syllabus- 2008-2009
INSTRUCTOR INFORMATION
Instructor Name: Joel T. Schaefer
Class Location: Room 208
Phone: 218-4600 Ext. 31-208
E-Mail: SCHAEFER@USD385.org; call between 11:30-1 PM or after 3 PM.
COURSE INFORMATION
Prerequisite: Modern World History
Course Description: An Advanced Placement course in American History makes demands on students equivalent to those in an introductory college course. We will be exploring the history of the United States from pre-Columbus up through the events of the Cold War- a time period spanning approximately 500 years. As an AP student, your job will be to learn to read historical materials critically as well as learn to think and write persuasively and analytically. We will be analyzing numerous primary documents and historical interpretations and it is our job as students of history to be able to arrive at conclusions on the basis of fact rather than personal prejudices. This course is to prepare you to successfully master the AP Exam given nationally May 11th.
My job as your instructor is to prepare you for the AP Exam at the end of the year and yet maybe much more. History is the study of who we once were and it directly reflects who we are (and even who we can become). While the memorization of dates and facts are important, history teaches us lessons that we are to take and apply to our lives in terms of how we think, feel, behave and believe. For example, are you proud to be an American? Why or why not? Think specifically about what makes you proud? Are these reasons justified? Have you looked at it from an alternative perspective? This is our job as students of history- and I continue to label myself a student as well because learning is a never-ending process to life. We are about to embark on a journey that ends with us- literally. These thousands of names, dates, facts, events, wars, celebrations, and advancements that we will investigate and analyze- they lead us to our lives today and our decision of what we will do with all the yesterdays- tomorrow.
The schedule will be on-line at www.schoolnotes.com. Simply click on my name and the course and you can view what we will be covering for the week. You may also check your grade on-line using PowerSchool. Please use these resources to assist your preparation throughout the year.
Course Objectives:
1. Examine the social, political, cultural, economic and diplomatic history of the United States.
2. Analyze primary and secondary sources and compare and contrast various historical interpretations.
3. Develop critical thinking skills which enable the student to synthesize a collection of historical topics in written and oral formats.
4. Engage in historical discourse to analyze the various issues and topics throughout US History.
5. Prepare the student for the AP Examination on May 11, 2007.
Required Materials and Supplies:
Bailey and Kennedy: The American Pageant: 12th Edition
Supplemental Reading Materials:
Stephen B. Oates: Portrait of America Volumes I & II.
David Kennedy and Thomas Bailey. The American Spirit Volumes I & II.
Various other handouts and supplemental journal articles will also be incorporated into the course.
Method of Evaluation:
Tests given will be both essay and objective in format. Essay tests (which you’ll see more of in the second semester) will ask you to develop and prove an effective thesis on key elements of each unit. As the course is cumulative in design, it is expected that you be able to include references from material covered previously as relevant. Grades will be dependent on your ability to infuse relevant, historical evidence to support a clearly defined thesis.
Attention will be provided in class to prepare you for the kind of writing that is demanded from an AP course. It is critical that you keep an open mind in regard to constructive criticism of your work. Academic growth in your skill as an analytical writer and critical thinker are the greatest potential benefits of this course. Emotional reactions to poor grade performances will inhibit your ability to make improvements. Keep in mind that this course is to prepare you for the exam in May so be patient with yourself and remember that this is a learning experience.
Regular reading quizzes will be given to insure that you keep pace with the rest of the class in your assigned readings.
Grading Scale:
A 100 – 90%
B 89 – 80%
C 79 – 70%
D 69 – 60%
F 59 – 0%
Major Assignments/Projects:
Students will be expected to complete a research packet in the fall over 19th century reforms and a topic outline and paper in the spring as review for the AP examination. More details will be given as the course progresses.
Homework:
Students should expect assignments to consist of primarily reading text from various historical sources and to be able to analyze the documents in written and oral settings. Students will also receive at least one weekly writing assignment which may range from answering questions to a take home essay to construct. All assignments are geared to develop the student’s ability to think critically, analyze primary and secondary sources and synthesize historical information to construct an argument. Overall, the student should expect approximately three hours of homework a week.
Out of School Sessions:
Every year each class has designated when (and how often) they would like to meet with me outside of class. These sessions are for reviewing material but also covering additional topics that we may not have time to cover in-class. These sessions may be held at school (my room, auditorium), at a student’s house, at a bookstore- wherever we feel we can be most focused but also relax as it is not the typical school format. In previous years we’ve started these sessions in the spring to review for the AP Exam but students overwhelmingly encouraged me to offer these sessions throughout the year. As it is your time and many of you are busy, we will determine how often you’d like to meet in the coming weeks. Check your schedules. These sessions should help you quite a bit (if I’m doing my job).
Late Work:
Late work will not be tolerated. All assignments should be turned in on the assigned date at the beginning of the hour. As many of you are very busy, I will try to give you as much advanced notice as possible to help you keep up. Failure to hand in the work on the assigned date will result in a zero for the assignment.
Extra Credit:
You will receive at least one extra credit opportunity each semester. Please take advantage of these opportunities as they may enhance your class standing.
INSTITUTIONAL POLICIES
Make-Up Work: It is the student’s responsibility to obtain make-up assignments from teachers following an excused or unexcused absence. In general, two days are given to complete daily work missed for each day of excused absence. For extended illness, the student will be limited to a total of 5 school days following their return to make-up work missed. Exceptions to this rule can be made through special arrangements with the teacher or administration. No make-up credit will be allowed for unexcused absences. Tests that have been scheduled in advance and long-term assignments need to be completed within a reasonable period of time per the agreement with all parties. Teachers may establish specific guidelines related to long-term assignments on an individual class basis. Dependent upon individual teacher policies, students may miss the opportunity to earn daily participation points for non-school related absences.
Unexcused Absences: Students who have an unexcused absence will lose credit for all work missed during that class period. Students will be assigned 2 hours detention for each hour of unexcused absence or Saturday school in cases in which the student is unexcused for a significant part of the school day.
Tardies: Students are tardy if they are not in the classroom when the bell begins to ring. Individual teachers may further stipulate what constitutes a tardy, (i.e. must be in the seat when the bell rings). Students are allowed 1 excused tardy per class, each semester. Beginning with the 2nd tardy, 30 minutes detention time will be assigned by the classroom teacher to be served in the school wide detention room.
Academic Dishonesty: Students are expected to maintain academic honesty and integrity at all times throughout their high school career. Academic dishonesty (as in cheating or plagiarism) is not acceptable. Cheating includes copying another student’s work and submitting it as one’s own. Plagiarism is the use of another person’s original ideas or writing without giving credit to the true author. Even writing more than three words in a row from the source is considered plagiarism. A student who engages in any form of academic dishonesty will be subject to the loss of credit for the work in question, as well as other disciplinary measures. Repeated occurrences could result in the student being removed from the class with no credit. Any student enrolled in a BCCC or dual credit course caught cheating or plagiarizing is subject to BCCC rules and regulations that may result in a student receiving an “F” for the course.
All policies and guidelines from the Andover High School Student Handbook will be enforced.
INSTRUCTOR POLICIES
• As this course is often one of interpretation of ideas, your participation in group activities and discussion is a primary requirement. We need to feel free to question, debate, inquire, and challenge without offending one another. There will be NO insulting, harassment or any act of degrading someone in the class. Simply: be respectful please.
• You are responsible for making up whatever you missed- notes, handouts, quizzes etc- should you be absent.
• Come prepared to class- book(s), paper, pencil and your insights.
• Tardiness will not be tolerated.
• No food in the classroom- drinks are acceptable until I see a problem.
Monday, January 5
1. welcome back
2. short review over Civil War
3. pass out Reconstruction assignment
4. pass out POA- Reconstruction: The Revolution That Failed
Tuesday, January 6
1. outline chapter 22 in class- let the class know that the outline will be due Friday at the beginning of the hour.
Wednesday, January 7
1. work on Reconstruction assignment in library (students received it Monday)
Thursday, January 8
1. work on Reconstruction assignment (students received it Monday)
Friday, January 9
1. outline due of Chapter 22
2. students may complete the PP presentation in library
3. pass out Reconstruction DBQ- students may complete the project or write the DBQ in class. It is due on Monday.
WEEK TWO- January 12-16
Monday, January 12
1. hand in DBQ
2. go over Thomas Nast cartoon
3. score/review 2 student DBQs
Tuesday, January 13
1. intro. to industrialization project
2. intro. to industrialization- video
Wednesday, January 14
1. intro. to Gilded Age
Thursday, January 15
1. Railroads and Robber Barons
Friday, January 16
1. RR game
WEEK THREE- January 20-23
Tuesday, January 20
1. Carnegie- POA
Wednesday, January 21
1. Labor Unions packet
Thursday, January 22
1. Inauguration slideshow
2. Robber barons
Friday, January 23
1. Social Darwinism
2. Economic systems review
WEEK FOUR- January 26-30
Monday, January 26
1. review trusts- how do you stop a trust?
2. Analyze Thomas Nasts’ cartoon- “Put Yourself in His Place”
3. Sherman Anti-Trust
4. Labor Union lecture
5. The Strike- analyze the people in the picture
6. Impact of 2nd I.R. on America
Tuesday, January 27
1. Urbanization
2. show clip of Far and Away
3. AS- 25 A4
4. POA- Jewish immigration article
Wednesday, January 28
1. Quiz over POA
2. New Immigration
Thursday, January 29
1. New Immigration- primary documents assignment
Friday, January 30
1. A Tour of the City
2. POA- How the West Was Really Won
3. (Test will be Wednesday- outlines due)
WEEK FIVE- February 2-6
Monday, February 2
1. Discussion of article
2. Settling the West
Tuesday, February 3
1. Populist Movement
2. Wizard of Oz activity
Wednesday, February 4
1. Exam
2. Outlines Due
Thursday, February 5
1. go over exam
2. introduction to US Imperialism
Friday, February 6
1. US motivations for imperialism
2. White Man's Burden
3. student creation of response to Kipling
WEEK SIX- February 9-13
Monday, February 9
1. read student poems
2. Spanish-American War
3. POA- Philippine Insurrection and article over American Counterinsurgency
Tuesday, February 10
1. break class into Pro & Anti imperialists
2. examine political cartoons- offer justification or opposition reasons
3.discussion over Philippine insurrection questions
4. discussion over American counterinsurgency article
5. lecture over national debate
Wednesday, February 11
1. Roosevelt and Wilson= a Contrast in Imperialism?
Thursday, February 12
1. Exam
Friday, February 13
1. DBQ
WEEK SEVEN- February 16-20
Monday, February 16
1. No School- In-service
Tuesday, February 17
1. go over Imperialism exam
2. introduction to WW1= background/causes
Wednesday, February 18
1. US Homefront in WW1
2. video clip- hysteria against immigrants
Thursday, February 19
1. US in WW1
2. fighting on the western front
Friday, February 20
1. Failure of Versailles
2. US retreats into isolationism
3. World War I Exam to be taken before/after school next Tuesday-Wednesday
WEEK EIGHT- February 23-27
Monday, February 23
1. review World War 1 test schedule
2. discuss outlining- Chapters 29-30 (due Monday)- only to page 693 (Stop at New Directions in Foreign Policy)
3. Introduction to Progressivism
4. Introduction to Progressivism questions
Tuesday, February 24
1. review Progressivism questions
2. discuss Progressivism project
3. begin work
Wednesday, February 25
1. work on Progressivism project
Thursday, February 26
1. work on Progressivism project
Friday, February 27
1. presentations over Progressivism
2. outlines due Monday
3. take-home exam
WEEK NINE- March 2-5
Monday, March 2
1. hand in Progressivism outlines and exam
2. Themes of 1920s-- -Isolationism, Political Conservatism, Culture Wars- Traditional vs. Modern USA, Mass Consumerism
3. Red Scare
4. Read—documents- Red Scare,KKK, Immigration restrictions- quiz over documents
Tuesday, March 3
1. Quiz
2. Anti-Foreignism
a. Sacco and Vanzettti
b. KKK- read poem
c. immigration restrictions
3. Read Scopes Trial Document
Wednesday, March 4
1. Scopes Trial
2. Prohibition
3. video clip
Thursday, March 5
1. American Century video
2. Henry Ford- Symbol of an Age- POA- be prepared for a Quiz on Monday
Friday, March 6
1. No School- In-service
WEEK TEN- March 9-12
Monday, March 9
1. Modern Times video clip- class discussion
2. Mass Consumption Economy
3. Henry Ford and Impact of Cars on USA
4. POA- Revolution in Manners and Morals- for tomorrow
Tuesday, March 10
1. Popular Culture of the 1920s
2. Kids These Days/Flappers handout
3. prepare 10 questions depending on whether you represent traditional or modern America
4. have 3 questions that compare to our generation gap emerging today
Wednesday, March 11
1. Debate- Traditional vs. Modern America
Thursday, March 12
1. Politics of the 1920s- Conservatism vs. Progressivism
Friday, March 13
1. What caused the Great Depression?
2. write essay for 1920s USA
SPRING BREAK- Week Eleven- March 16-20
WEEK TWELVE- March 23-27
Monday, March 23
1. review course schedule
2. hand in 1920s exam- multiple choice
3. PP slides- 1-6= New Deal
4. video clip- Cinderella Man
5. Brother Can You Spare a Dime?
6. This Land is Your Land
7. intro. to FDR- article- Schlesinger
8. Opposing Viewpoints on Govt- homework
Tuesday, March 24
1. discuss Opposing Viewpoints on Gov't
2. read "The Tragedy of Hoover"
3. PP slides- 7-12
4. FDR- Election of 1932, Brain trust, 3 Rs
5. FDR and the New Political Tradition- POA- due Thursday
Wednesday, March 25
1. pass back tests and Opposing viewpoints handout
2. History Roars Back- column
3. American Century video- 30 minutes (through q.25)
Thursday, March 26
1. FDR & the New Political Tradition
2. New Deal- PP slides- 14-24
Friday, March 27
1. no class- snow storm
WEEK THIRTEEN- March 30-April 3
Monday, March 30
1. TVA, Social Security
2. Critics of the New Deal
3. Legacies of New Deal policies
Tuesday, March 31
1. DBQ
2. Exam- before/after school- Tuesday-Thursday
Wednesday. April 1
1. Road to War- US Foreign Policy: Did American Isolationism Contribute to Impending War?- assignment
2. Packets for Chapters 35-36- due next Monday
Thursday, April 2(shortened hour- spring play)
1. discussion over assignment
Friday, April 3
1. European/Japanese Aggression draws USA out of Neutrality
SUNDAY SESSION-- US in World War 2
WEEK FOURTEEN- April 6-10
Monday, April 6
1. conclusion of WW2
Tuesday, April 7
1. Intro. to Cold War- 1945-1949
2. outline chapter- 37- due next Monday
3. read POA- Harry Truman- p. 302 for tomorrow
Wednesday, April 8
1. Intro. to Cold War through Korean War
Thursday, April 9
1. Red Scare- McCarthyism
Friday, April 10
1. Truman’s Domestic Agenda-Baby Boomers
WEEK FIFTEEN- April 13-17
Monday, April 13
1. Eisenhower- Bridging New Deal and Republicans & Cold War policies
2. outline chapter 38 or 39- due next Monday
Tuesday, April 14
1. Eisenhower USA
Wednesday,April 15
1. Eisenhower USA
2. POA- Eisenhower and Kennedy: Contrasting Presidencies- p. 318
Thursday, April 16
1. JFK Domestic and Foreign policies
Friday, April 17
1. Cuban Missile Crisis
2. POA for Sunday- Trumpet of Conscience: MLK- p. 350
Sunday Session- Civil Rights movement
WEEK SIXTEEN- April 20-24
Monday, April 20
1. Assassination of JFK
2. state assessment preparation
3. outline chapter 40- due next Monday
Tuesday, April 21
1. State assessments
Wednesday, April 22
1. State assessments
Thursday, April 23
1. LBJ- Great Society
2. POA- Lyndon Johnson and the Nightmare of Vietnam- 331
Friday, April 24
1. LBJ- Warren Court
2. POA for Monday- Some Lessons from the Cold War- p. 415
Sunday session- Vietnam War
WEEK SEVENTEEN
Monday, April 27
1. Exam- 1945-1975
2. hand in outline for Chapter 40
Tuesday, April 28
1. review- Day #1
Wednesday, April 29
1. review- Day #2
Thursday, April 30
1. review- Day #3
Friday, May 1
1. review- Day #4
Sunday Session- AP Exam- practice- 3-6 pm- Day #5
WEEK EIGHTEEN- May 4-8
Monday, May 4
1. review- Day #6
Tuesday, May 5
1. FINAL
Wednesday, May 6
1. FINAL
Thursday, May 7
1. review- Day #7
Friday, May 8
1. AP Exam- 8-noon in BCCC
2. pizza in Schaefer’s room after the test
3. discuss post-test activities
Additional Recommendations---
1. Read Chapter 41-42 & do packets to gain a better understanding of recent US History (multiple choice)
2. POA- Read articles 26, 27, 29, 32 to gain more context on 1960s-today
3. Use the study aides I provide for you!
4. Consider “change over time” for most topics—how did ____________ change over time?
Andover High School
Ancient World History
Course Syllabus- Fall 2008
INSTRUCTOR INFORMATION
Instructor Name: Joel T. Schaefer
Class Location: Room 208
Phone: 218-4600 Ext. 31-208
E-Mail: SCHAEFER@USD385.org; call between 11:30- 1 PM or after 3 PM.
COURSE INFORMATION
Prerequisite: none
Course Description:
This is an introductory survey course of World History from the beginning of recorded history through the Middle Ages. The primary goal of this course is to develop critical thinking skills through the analysis and evaluation of the major events and people who have played key roles in the development of world civilizations. Students will work independently and cooperatively in mastering the subject material. Some topics to be covered include: the development of early river valley civilizations, the rise of world religions, ancient Greece and Roman Empires, and the Middle Ages of Europe.
Course Objectives:
1. Examine the various civilizations that have influenced Western societies today.
2. Analyze historical themes and evaluate how they evolve throughout history.
3. Compare and contrast elements from ancient civilizations and how they apply to our world today.
4. Examine primary and secondary sources and be able to analyze historical interpretations from a variety of perspectives.
5. Develop an appreciation for the ancient world’s impact on the world throughout history.
Required Materials and Supplies:
• Glencoe- World History Textbook
• writing instrument and paper
• three ring binder or a separate notebook for notes and handouts (not the portfolio)
• your BRAIN and INSIGHTS
Supplemental Reading Materials:
Various handouts will be distributed throughout the semester.
Method of Evaluation:
Tests will consist of some multiple choice and short answer. Tests will be based primarily on materials presented in class. Therefore, your attendance and participation is crucial to your success in the class.
Quizzes are another important aspect of class. You will be given anywhere between 1-2 quizzes per week at the beginning of the hour. Usually consisting of 8-14 questions, quizzes are to ensure you are keeping up with the materials covered.
Grading Scale:
A 100 – 90%
B 89 – 80%
C 79 – 70%
D 69 – 60%
F 59 – 0%
Major Assignments/Projects:
1. Portfolio:
Another significant grade will be your creation and maintenance of a class portfolio. This document will serve as a means of organizing and understanding the numerous themes throughout the semester. You will receive a separate packet which will explain all requirements and guidelines.
Homework:
1-2 hours per week.
Late Work:
Late work will not be accepted. Students will subsequently receive a zero on the assignment.
INSTITUTIONAL POLICIES
Make-Up Work: It is the student’s responsibility to obtain make-up assignments from teachers following an excused or unexcused absence. In general, two days are given to complete daily work missed for each day of excused absence. For extended illness, the student will be limited to a total of 5 school days following their return to make-up work missed. Exceptions to this rule can be made through special arrangements with the teacher or administration. No make-up credit will be allowed for unexcused absences. Tests that have been scheduled in advance and long-term assignments need to be completed within a reasonable period of time per the agreement with all parties. Teachers may establish specific guidelines related to long-term assignments on an individual class basis. Dependent upon individual teacher policies, students may miss the opportunity to earn daily participation points for non-school related absences.
Unexcused Absences: Students who have an unexcused absence will lose credit for all work missed during that class period. Students will be assigned 2 hours detention for each hour of unexcused absence or Saturday school in cases in which the student is unexcused for a significant part of the school day.
Tardies: Students are tardy if they are not in the classroom when the bell begins to ring. Individual teachers may further stipulate what constitutes a tardy, (i.e. must be in the seat when the bell rings). Students are allowed 1 excused tardy per class, each semester. Beginning with the 2nd tardy, 30 minutes detention time will be assigned by the classroom teacher to be served in the school wide detention room.
Academic Dishonesty: Students are expected to maintain academic honesty and integrity at all times throughout their high school career. Academic dishonesty (as in cheating or plagiarism) is not acceptable. Cheating includes copying another student’s work and submitting it as one’s own. Plagiarism is the use of another person’s original ideas or writing without giving credit to the true author. A student who engages in any form of academic dishonesty will be subject to the loss of credit for the work in question, as well as other disciplinary measures. Repeated occurrences could result in the student being removed from the class with no credit. Any student enrolled in a BCCC or dual credit course caught cheating or plagiarizing is subject to BCCC rules and regulations that may result in a student receiving an “F” for the course.
All policies and guidelines from the Andover High School Student Handbook will be enforced.
Extra Credit …….. none. You can achieve success every day in class. Don’t take days off.
********************* WEEKLY LESSONS ****************************
WEEK ONE-
Monday, January 5
1. welcome back
2. syllabus
3. check out textbooks
Tuesday, January 6
1. World History Textbook scavenger hunt
Wednesday, January 7
1. discuss answers from scavenger hunt and collect assignment (feel free to grade it)
2. Break class into groups of 3-4.
* The question to pose: Create a Top 10 list of the most influential people in all of history (no more than 1 American). You must be able to argue why you think this person is important. Feel free to use text.
3, Have students discuss in group but everyone must create his/her own list with a written explanation
4. Give students 20-30 minutes to create list.
Thursday, January 8
1. Ancient Civilizations Map
2. cut out butcher paper (it’s in the library)- each student’s should be the size of a desk.
3. Pass out instructions for ancient civilizations map- let them know they will have a map quiz next week over the ancient civilizations.
4. by the end of the hour- students should have at least 4 of the 8 sections drawn.
Friday, January 9
1. give them the hour to work on the map.
WEEK TWO- January 12-16
Monday, January 12
1. Hand in maps
2. Portfolio requirements
3. Introductory statement
4. How does geography influence how people live?- class discussion
5. How to take notes- pgs. 30-31
Tuesday, January 13
1. Quiz
2. review characteristics of a civilization
3. word collage- give examples of the components of civilization with modern examples
Wednesday, January 14
1. Ancient Civilizations Activity
- introduce
- put in “expert” groups
- take class to create sheet of contributions of civilization
2. put in groups to share information- each person fill out a sheet
Thursday, January 15
1. complete sharing over information
2. create symbol representation- connecting the ancient world to the modern
- identify 3-5 contributions from each to place on a larger symbol
Friday, January 16
1. map quiz
2. share symbols with class
3. overview of Sumerian civilization
WEEK THREE- January 20-23
Monday, January 19- no school- MLK-in-service day
Tuesday, January 20
1. Name that civilizations quiz
2. Code of Hammurabi activity
Wednesday, January 21
1. Ancient Egypt video
Thursday, January 22
1. review of ancient civilizations lecture
Friday, January 23
1. review of ancient civilizations
WEEK FOUR- January 26-30
Monday, January 26
1. (Qu)Test
2. Portfolio order- portfolio due next Monday
Tuesday, January 27
1. World Religions Pre-Test
2. Intro lecture - 5 major World Religions
Wednesday, January 28
1. World Religions Online Scavenger Hunt
Thursday, January 29
1. Buddhism: Origins, Beliefs, Key Figures
Friday, January 30
1. Buddhism: 8-Fold Path, 4 Noble Truths
Monday, February 2
1. Portfolio Due
2. Hinduism: Origins, Beliefs
Tuesday, February 3
1. Finish Lecture
2. Hinduism Video
Wednesday, February 4
1. Compare and Contrast Buddhism and Hinduism
Thursday, February 5
1. Judaism - Origins, Key Figures, Beliefs
Friday, Februady 6 (Sorry for the late posting!)
1. Judaism Video
2. Judaism Facing the Future.
WEEK SIX - February 9-13
Monday, February 9
1. Origins, history, and beliefs of Christianity.
Tuesday, February 10
1. Christianity lecture
Wednesday, February 11
1. Compare Judaism and Christianity
2. "The Other Jesus" article - How other religions regard Jesus
Thursday, February 12
1. Islam lecture
Friday, February 13
1. Islam's Five Pillars
Monday, February 16
NO SCHOOL
Tuseday, February 17
1. Discussion: Explaining Jihad
2. World Religions Quiz
Wednesday, February 18
1. Religions Roundtable
Thursday, February 19
1. Assessment Review
Friday, February 20
1. World Religions Assessment
WEEK SEVEN
Monday, February 23
1. Religions Post-Test for Mr. McClure
2. Portfolio requirements (Due: Monday, March 2)
3. Intro to Ancient Greece
_______________________________________
Week Twelve
Monday, March 23
1. Ancient Greece - Greek City-States
2. Athens and Sparta
Tuesday, March 24
1. Types of Government
2. Review
Wednesday, March 25
1. Athens vs. Sparta
Thursday, March 26
1. Discussion: Are Americans more like the Athenians or Spartans?
Friday, March 27
1. Persian Troubles
2. Age of Pericles
WEEK THIRTEEN
Monday, March 30
1. Greek Religion and Drama
Tuesday, March 31
1. Greek Philosophers:
Socrates
Plato
Aristotle
Wednesday, April 1
1. Alexander the Great
2. Hellenistic Culture
Thursday, April 2
1. Brochure in Library
Friday, April 3
1. Brochure in Library
WEEK FOURTEEN
Monday, April 6
1. Finish brochure in library
Tuesday, April 7
1. Portfolio Reqs
2. Intro Statement - Roman Empire
3. Intro lecture to Roman Empire
Wednesday, April 8
1. Roman Empire Map Activity
Thursday, April 9
1. Continue Map Activity
Friday, April 10
1. Roman Civilization
2. ***QUIZ over map activity on MONDAY***
WEEK FIFTEEN
Monday, April 13
1. Map Quiz
2. What makes an effective leader
3. Research project intro
Tuesday, April 14
1. Roman Ruler Reseacher project in Library
Wednesday, April 15
1. Research in Library
Thursday, April 16
1. Research in Library
Friday, April 17
1. Complete research project
WEEK SIXTEEN
Monday, April 20
1. Presentations
Tuesday, April 21
1. Finish Presentations
Wednesday, April 22
1. Early Roman Republic
Thursday, April 23
1. Ancient Rome
Friday, April 24
1. Ancient Rome
WEEK SEVENTEEN
Monday, April 27
1. Decline of the Roman Empire
Tuesday, April 28
1. Review w/ Schaefer
Wednesday, April 29
1. Ancient Rome TEST
Thursday, April 30
1. Porfolios in the Library
Friday, May 1
1. Portfolios in the Library
WEEK EIGHTEEN
Monday, May 4
1. From Rome to the Middle Ages.
Tuesday, May 5
1. Structure of the Middle Ages
2. Quiz
Wednesday, May 6
1. The Middle Ages video
Thursday, May 7
1. Finish video
2. Hand in worksheet
Instructor Name: Joel T. Schaefer
Class Location: Room 108
Phone: 218-4600 Ext. 31-108
E-Mail: SCHAEFER@USD385.org; or www.schoolnotes.com-- click on “Schaefer”
COURSE INFORMATION
Prerequisite: None
Course Description:
This is an introductory survey course of World History from the age of the Renaissance and Reformation through the 20th century. The primary goal of this course is to develop critical thinking skills through the analysis and evaluation of the major events and people who have played key roles in the development of world civilizations. As an honors course, students will also read two historical novels, analyze primary documents, and develop critical thinking and writing skills to master historical essays. Students will work independently and cooperatively in mastering the subject material. Some topics to be covered include: the Renaissance & Reformation, scientific revolution, Enlightenment, French Revolution, Industrialization, 19th century reform movements, and the World Wars of the 20th century.
Course Objectives:
1. Examine the key people and events that have influenced Western societies today.
2. Analyze historical themes and evaluate how they evolve throughout history.
3. Compare and contrast elements from European civilization and how they apply to our world today.
4. Examine primary and secondary sources and be able to analyze historical interpretations from a variety of perspectives.
5. Develop an appreciation for the ancient world’s impact on the world throughout history.
Required Materials and Supplies:
• World History- Glencoe textbook
• writing instrument and paper
• three ring binder or a separate notebook for notes and handouts (not the portfolio)
• your BRAIN and INSIGHTS
Supplemental Reading Materials:
Nicolo Machiavelli, The Prince
Anatole France, The Gods Will Have Blood
Charles Dickens, Hard Times
Various handouts will be distributed throughout the semester.
Method of Evaluation:
Tests will consist of some multiple choice, short answer, and essay. Tests will be based primarily on materials presented in class. Therefore, your attendance and participation is crucial to your success in the class.
Quizzes are another important aspect of class. You will be given anywhere between 1-2 quizzes per week at the beginning of the hour. Usually consisting of 8-14 questions, quizzes are to ensure you are keeping up with the materials covered.
Grading Scale:
A 100 – 90%
B 89 – 80%
C 79 – 70%
D 69 – 60%
F 59 – 0%
Major Assignments/Projects:
1. Portfolio:
Another significant grade will be your creation and maintenance of a class portfolio. This document will serve as a means of organizing and understanding the numerous themes throughout the semester. You will receive a separate packet which will explain all requirements and guidelines.
Homework:
2-3 hours per week.
Late Work:
Late work will not be accepted. Students will subsequently receive a zero on the assignment.
INSTITUTIONAL POLICIES
Make-Up Work: It is the student’s responsibility to obtain make-up assignments from teachers following an excused or unexcused absence. In general, two days are given to complete daily work missed for each day of excused absence. For extended illness, the student will be limited to a total of 5 school days following their return to make-up work missed. Exceptions to this rule can be made through special arrangements with the teacher or administration. No make-up credit will be allowed for unexcused absences. Tests that have been scheduled in advance and long-term assignments need to be completed within a reasonable period of time per the agreement with all parties. Teachers may establish specific guidelines related to long-term assignments on an individual class basis. Dependent upon individual teacher policies, students may miss the opportunity to earn daily participation points for non-school related absences.
Unexcused Absences: Students who have an unexcused absence will lose credit for all work missed during that class period. Students will be assigned 2 hours detention for each hour of unexcused absence or Saturday school in cases in which the student is unexcused for a significant part of the school day.
Tardies: Students are tardy if they are not in the classroom when the bell begins to ring. Individual teachers may further stipulate what constitutes a tardy, (i.e. must be in the seat when the bell rings). Students are allowed 1 excused tardy per class, each semester. Beginning with the 2nd tardy, 30 minutes detention time will be assigned by the classroom teacher to be served with me or in the school wide detention room.
Academic Dishonesty: Students are expected to maintain academic honesty and integrity at all times throughout their high school career. Academic dishonesty (as in cheating or plagiarism) is not acceptable. Cheating includes copying another student’s work and submitting it as one’s own. Plagiarism is the use of another person’s original ideas or writing without giving credit to the true author. A student who engages in any form of academic dishonesty will be subject to the loss of credit for the work in question, as well as other disciplinary measures. Repeated occurrences could result in the student being removed from the class with no credit. Any student enrolled in a BCCC or dual credit course caught cheating or plagiarizing is subject to BCCC rules and regulations that may result in a student receiving an “F” for the course.
All policies and guidelines from the Andover High School Student Handbook will be enforced.
INSTRUCTOR POLICIES
1. RESPECT: all students and the instructor- this is the foundation to success in and out of the classroom.
2. Realize that you and all students have the ability to learn and succeed.
3. The classroom’s environment will be conducive to learning.
4. Participation in individual and group activities is mandatory. Our goal should be to develop your critical and analytical skills through individual and group activities.
5. No food in the classroom. (Drinks will be allowed unless a problem arises)
6. You are responsible for the upkeep of the supplies used in the classroom. We will go more into this as the course progresses.
7. Helpful Hints of DO NOTS in my class:
sit on the desks
put your head down or go to sleep
line up by the door
put your books/materials away before the hour has ended
Monday, January 5
1. Welcome back
2. Check out books- Text and The Prince
3. Introduction to HMWH PP
4. Syllabus
Tuesday, January 6
1. Themes of the Middle Ages assignment
Wednesday, January 7
1. Break class into groups of 3-4
2. Pass out- Our Impression of Politicians
3. As groups, answer the questions
4. Have a class discussion over questions
5. Pass out Machiavelli assignment- have students select chapter by drawing from my basket (located on the right bookcase at the bottom)
Thursday, January 8
1. read/work on The Prince- PP assignment in library
Friday, January 9
1. read/work on The Prince- PP assignment in library- due on Monday (or the end of the hour if the class isn’t working)
WEEK TWO- January 12-16
Monday, January 12
1. portfolio requirements
2. introductory statement
3. intro. to Renaissance
Tuesday, January 13
1. People of the Renaissance
Wednesday, January 14
1. People of the Renaissance
Thursday, January 15
1. Machiavelli presentations
Friday, January 16
1. Machiavelli presentations
2. Humanism and New Technique of the Renaissance activity introduction
WEEK THREE- January 19-22
Tuesday, January 19
1. Humanism and New Techniques of the Renaissance
- cut off butcher paper- the size of a desk
Wednesday, January 20
1. Humanism and New Techniques of the Renaissance
Thursday, January 21
1. Quiz over Renaissance
2. The Prince- writing assignment- assign chapters in class
3. How to write a historical essay
Friday, January 22
1. Write paper over The Prince- due at the end of the hour
WEEK FOUR- January 26-30
Monday, January 26
1. introduction to the Reformation-- review impact of printing press & challengers to the Church
2. video clip- Luther- list problems with the Church in clip of Luther going to Rome
3. A Religious Revolution Begins- complete handout using book
4. pass out handout over Luther Posts 95 Theses
Tuesday, January 27
1. Quiz over worksheet
2. Life of Luther
3. show clip of Luther at the Diet of Worms
4. read- Luther as a Founding Father column- George Will
Wednesday, January 28
1. Spread of Luther’s ideas
2. map of Europe- shade various branches and provide summary on back of contributions of: Catholics, Calvin, Henry VIII, Anabaptists
3. pass out Christian Family Tree handout
4. read “Council of Trent” tonight
Thursday, January 29
1. review Council of Trent- counter-Reformation
2. Legacies of Renaissance/Reformation
3. review game
Friday, January 30
1. Exam
WEEK FIVE- February 2-6
Monday, February 2
1. go over exam
2. portfolio requirements- order, how to write a unit reflection
3. Article & Summary- work on in library
4. portfolio due this Friday at beginning of the hour
Tuesday, February 3
1. The Age of Exploration
Wednesday, February 4
1. European Expansionism and Asian Isolationism
Thursday, February 5
1. Asian Isolationism
2. Intro to the Scientific Revolution
Friday, February 6 (Sorry for the late posting!)
1. Scientific Revolution Project (Due Wed. February 11)
WEEK SIX - February 9-13
Monday, February 9
1. Work on Scientific Revolution Project
Tuesday, February 10
1. Finish Scientific Revolution Project
Wednesday, February 11
1. Finish Project
2. Present posters
Thursday, February 12
1. The Enlightenment
Friday, February 13
1. The Enlightenment
Monday, February 16
NO SCHOOL
Tuesday, February 17
1. Continue Hobbes/Locke Conversations
Wednesday, February 18
1. Practice presentations
2. Present your conversations
Thursday, February 19
1. Finish presentations
2. Aspects of the Enlightenment
Friday, February 20
1. Aspects of the Enlightenment
2. Articles ? ?
WEEK SEVEN ****
Monday, February 23
1. Spreading the Enlightenment
2. Enlightened Despotism
Tuesday, February 24
1. Hobbes and Rousseau
2. Scientific Rev. and the Enlightenment
3. ***QUIZ***
Wednesday, February 25
1. Exam Review
Thursday, February 26
1. Exam: Age of Exploration
Scientific Revolution
The Enlightenment
Friday, February 27
1. Return Exams
2. Portfolio Requirements (Due: Monday, March 9)
3. Intro to The French Revolution
Tuesday, April 14
1. Continue Map Activity
2. Beginning of WWI
Wednesday, April 15
1. WWI
Thursday, April 16
1. WWI
Friday, April 17
1. WWI
WEEK SIXTEEN
Monday, April 20
1. All Quiet on the Western Front
Tuesday, April 21
1. All Quiet on the Western Front
Wednesday, April 22
1. All Quiet on the Western Front
Thursday, April 23
1. Russian Revolution
Friday, April 24
1. End of the Great War
WEEK SEVENTEEN
Monday, April 27
1. Conclusion of WWI
Tuesday, April 28
1. Review w/ Schaefer
Wednesday, April 29
1. WWI TEST
Thursday, April 30
1. Portfolios in Library or COWS
Friday, May 1
1. Portfolios in Library or COWS
WEEK EIGHTEEN
Monday, May 4
1. Introduce Age of Anxiety Project
2. Begin Research
Tuesday, May 5
1. Research
Wednesday, May 6
1. Complile information into presentation.
Thursday, May 7
1. Begin Presentations
Friday, May 8
1. Complete Presentations
2. Farewell to McClure
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