Course Description/Overview/Welcome Statement
This is a required class that emphasizes historic events from the age of exploration to reconstruction and the western movement. Topics covered will include, but are not limited to: the age of exploration, colonization, the Revolutionary War, national period, constitutional issues, the Civil War, reconstruction and the western movement. The emphasis of this course is on the eighteenth and nineteenth centuries, including analyzing primary source documents and research. The state Civics Test that students must pass to get their high school diploma will be given in this class.
- US Strand 1: Three Worlds Meet
- 1.1: Students will analyze evidence, including artifacts and other primary sources to make evidence-based inferences about life among several American Indian nations prior to European exploration of the Americas.
- 1.3: Students will draw from multiple perspectives and cite evidence to explain the effects of European exploration, specifically on Africa, the Caribbean, and North and South America.
- US Strand 2: Colonization
- 2.2: Students will compare and contrast the economic, political, and social patterns evident in the development of the 13 English colonies.
- 2.3: Students will use primary sources as evidence to contrast the daily life and contexts of individuals of various classes and conditions in and near the English colonies, such as gentry, planters, women, indentured servants, African slaves, landowners, and American Indians.
- US Strand 3: The American Revolution
- 3.1: Students will use primary sources to identify the significant events, ideas, people, and methods used to justify or resist the Revolutionary movement.
- 3.3: Students will use primary sources to compare the contributions of key people and groups to the Revolution, such as Paul Revere, Thomas Paine, Abigail Adams, the Sons and Daughters of Liberty, and Thomas Jefferson.
- US Strand 4: The U.S. Constitution
- 4.1: Students will explain how the ideas, events, and compromises which led to the development and ratification of the Constitution are reflect- ed in the document itself.
- 4.2: Students will describe the structure and function of the government that the Constitution creates.
- 4.3: Students will use historic case studies and current events to trace how and explain why the rights, liberties, and responsibilities of citizens have changed over time.
- US Strand 5: The Development of Political Institutions and Processes
- 5.1: Students will use evidence to document the development and evolution of the American political party system and explain the historic and current roles of political parties.
- 5.2: Students will identify the conditions that gave rise to, and evaluate the impact of, social and political reform movements such as Jacksonian Democracy, the women’s rights movement, the Abolitionist movement, and anti-immigration reform.
- US Strand 6: Expansion
- 6.2: Students will use primary sources representing multiple perspectives to interpret conflicts that arose during American expansion, especially as American Indians were forced from their traditional lands and as tensions grew over free and slave holding territory.
- 6.3: Students will identify the economic and geographic impact of the early Industrial Revolution’s new inventions and transportation methods, such as the Erie Canal, the transcontinental railroad, steam engines, the telegraph, the cotton gin, and interchangeable parts.
- US Strand 7: The Civil War and Reconstruction
- 7.1: Students will explain how slavery and other geographic, social, economic, and political differences between the North, South, and West led to the Civil War.
- 7.2: Students will use evidence to interpret the factors that were most significant in shaping the course of the war and the Union victory, such as the leadership of Lincoln, Grant, and Lee; the role of industry; demo- graphics; and military strategies.
- 7.4: Students will use current events to evaluate the implications of the Civil War and Reconstruction for contemporary American life.
- First Semester Second SemesterGeography & Civics (PLUS) The New RepublicThe Meeting of Different Worlds The Expanding Nation
The Revolution to the Republic The Nation Torn Apart
The Constitution and Civic Education Reconstruction and Westward Expansion
Assessment of Progress
- Students will be expected to complete assignments and a final “checkout” quiz for each essential which will go on their grade.
- There will be four major tests throughout the year that students will be required to pass.
- American Revolution Test (end of October/see calendar)
- US Constitution Test (end of term 2/see calendar)
- State Mandated Civics Test (beginning of March/see calendar)
- US Civil War Test (end of April/see calendar)
- There will be Current Event Connection writing assessments at the end of Strand 1 (mid September), Strand 4 (end of January), and Strand 7 (end of April). These are progression assessments, and only the final Current Event Connection will be counted for full credit on students’
- There will be two Document Based Question (DBQ) assessments throughout the year: one by the end of February, and the second at the end of April. These are progression assessments, and only the final DBQ will be counted for full credit on students’ grades.
- Research Project- students will complete a research project on Inventors and Inventions (end of February).
PearsonRealize – Online textbook (Student access will be provided)
*Folder to keep papers in
In addition to our textbooks, there are many feature films and documentaries that are very accurate portrayals of historical events. In order to enhance our learning, from time to time, I will use meaningful clips from films or occasionally show a film in its entirety as it fits our curricular objectives. These films may include:
A More Perfect Union Three Sovereigns for Sarah (trial scene)
Ironclads (battle only) Shenandoah
Dances with Wolves (bison hunt) The Alamo (1960’s version, last day scenes)
Separate But Equal (court scene) Gettysburg (Picket’s Charge)
Centennial Attendance policy will be enforced. All students need to be on time to class, I will mark tardies. After the third tardy a lunch detention will be issued and parent contact will be made.
Personal Electronic Devises
Students will not be allowed to use any personal electronic devise.
Chrome Book Usage
Students and parents will be required to sign and comply with the school Chrome Book Usage agreement. This can be found on the school website.
Each student will be issued two hall passes per term. No hall pass during the first or last ten minutes of class.
Please take advantage of the class web site to keep you current on homework assignments, especially if you are absent. We will be also be using Google classroom, as I get more familiar with it. Using your agenda to write down due dates will also help you to organize your time. I keep a three-week calendar on the white board in the front of the room. The key to success in this class is to do your homework each night and not procrastinate. The excuse, “I didn’t know.” will not be accepted. There are assignments that will require use of the computer. You will be assigned a computer number. Any damage will be your responsibility. Please use your time wisely in class.
You may hand in missing assignments. If it was an excused absence you will receive full credit if it is made up within two days of the absence; otherwise, will you receive 70% of the maximum points possible. Please mark due date on all late work. Missed tests or test retakes can only be taken afterschool. I may have meetings or other school responsibilities after school so check with me prior to staying so I can make arrangements.
Again, check the class Web site and the white board for test dates. We will review the day before all major tests. If at all possible, do not miss those days. You will be required to take the test even if you missed the review. You will be required to retake any test in which you score below 70%. Quizzes below 70% will be left up to you to retake or not. PLEASE MAKE ARRANGEMENTS FOR RETAKES WITHIN TWO WEEKS OF THE ORGINAL TEST so you don’t get bogged down with old work.
Centennial students are to show courtesy and honesty at all times. Student who consistently to out of their way to help their peers and make the class a pleasant place to be will earn an Outstanding citizenship grade. Satisfactory grades are given to the majority of students who come to class on time and exhibit the expected levels of courtesy, honesty, cooperation, and respect. Students who have three or more tardies per term, are chronically visiting/disruptive, won’t stay on task or demonstrate a poor attitude in class, will receive an “Unsatisfactory” grade.
A major emphasis of the class will be working in group discussions and problem solving. Students will often be assigned to work in a partnership or group to accomplish various tasks. This type of work style is to assist one another in learning; however, in these situations I expect all students to equally share in the work. Likewise, when the assignments are not to be collaborated, the work must be the student’s own individual work. Students are not to copy work, responses or collaborate for “a one best answer response” unless directed by me.
We will discuss current events. It is important for you to get in the habit of watching, listening or reading about news events happening around us. You will be expected to participate in the class discussions and turn in a “News Flash” assignment in Utah Compose about once a term. Please refer to the Web site or Utah Compose for more information.
Calendar of Due Dates for Major Assignments
Assignment calendar will be subject to change. Please check the class website for the most current calendar information (soerensenhistory.com)
You are responsible to check the Web site on a regular basis for updates on assignments, or additional homework help. If you do not have access to the Internet at home, you are welcome to use the labs here at school before or after school, the public library or check with your friends.
Progress Reports and Report Cards
A: 100% – 93% C: 76% – 73%
A-: 92% – 90% C-: 72% – 70%
B+:89% – 87% D+: 69% – 67%
B:86% – 83% B D: 66% – 63%
B-: 82% – 80% B- D-: 62% – 60%
C+:79% – 77% I: 59% and under
Connecting Home to School
The best way to connect me is through email, firstname.lastname@example.org. I check my email multiple times a day and will get back to you as soon as I can. If you prefer to talk to me, leave a message and I will call you back.
PowerSchool is updated weekly. If you do not have access to the Internet at home, you are welcome to use the labs here at school before or after school, the public library or check with your friends.
Personal Statement and other items (optional)
This is going to be a fantastic year. We are going to get a terrific look at the history of the United States from its beginnings to the early 1900’s. If we all pitch in together, this can be the most interesting class you have ever had. I promise I will do my best to make it so. I am counting on you to give it a lot of muscle too. This year we will be doing some writing assignments to enhance our understanding of history.