*WELCOME BACK*SEATING CHARTS*COURSE SYLLABUS Today’s Agenda…..

DIVISION 692D ROOM 332Mr. Smykowski

CLASSROOM RULES….

NO CELL PHONES, EAR BUDS, OR OTHER ELECTRONICS. NO EXCEPTIONS.

RESPECT (ME, EACH OTHER, THE ROOM)

NO EATING, BUT YOU MAY HAVE A DRINK

MR. SMYKOWSKI RM. 332

(Honors) Contemporary American History

CONTEMPORARY AMERICAN HISTORYCourse Syllabus

COURSE INTRODUCTION & DESCRIPTION

If you are like most people your age, you are primarily concerned with the present and with the future. That is as it should be. Then why study history? We study the past to better know the present. In other words, self-knowledge builds on past experience. We need to know where we have been so that we can better understand where we are and to know where we are going. A knowledge of our history is essential if we are to think critically, set goals, solve problems, and make decisions that will benefit ourselves, our nation, and the world.

This course will explore the personalities, trends, events, and movements shaping the history of the world and the United States during the post World War II period. It will examine the related political, economic, and social systems.

COURSE OBJECTIVES

Use basic methodology and tools of social science inquiry to identify, explain, analyze, and assess the social policies of the contemporary United States.

Identify, describe, analyze and evaluate current legal, judicial, and political systems of the United States.

Demonstrate an understanding of the basic concepts and principles of the American economic system and apply them to examine and evaluate contemporary historical development and social issues.

Identify, explain, and analyze significant contemporary historical individuals and groups and their impact on contemporary American society.

Trace, analyze and critique the foreign policy of the United States in the post World War II era.

Identify, describe, and evaluate the ways in which geographic land forms, resources, and factors affect the manner in which Americans live today and interconnect with other selected nations.

Students will:

COMMON CORE STANDARDS

Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole

Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas

Integrate and evaluate multiple sources of media in order to address a question to solve a problem

Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies amongst sources

COLLEGE READINESS STANDARDS (CRS)READING

MAIN IDEA - Infer the main idea or purpose of straightforward paragraphs in uncomplicated literary narratives. Understand the overall approach taken by an author or narrator (e.g., point of view, kinds of evidence used) in uncomplicated passages.

SUPPORTING DETAILS - Locate simple details at the sentence and paragraph level in uncomplicated passages. Recognize a clear function of a part of an uncomplicated passage.

SEQUENTIAL, COMPARATIVE, AND CAUSE-and-EFFECT RELATIONSHIPS - Identify relationships between main characters in uncomplicated literary narratives. Recognize clear cause-effect relationships within a single paragraph in uncomplicated literary narratives.

STATE GOALS AND ILLINOIS LEARNING STANDARDS ADDRESSED

SG 14 Understand political systems, with an emphasis on the United States. (ILS A – F)

SG 15 Understand economic systems, with an emphasis on the United States. (ILS A – E)

SG 16 Understand events, trends, individuals and movements shaping the history of Illinois, the

United States and other nations. (ILS A – E) SG 17 Understand world geography and the

effects of geography on society, with an emphasis

on the United States. (ILS A – D)

COURSE OUTLINE

World War II: The Road to War, 1931-1941

World War II: Americans at War, 1941-1945

The Holocaust & Social Impacts of World War II

The Cold War, 1945-1960

The Postwar Years at Home, 1945-1960

The Kennedy and Johnson Years, 1961-1969

1st Quarter 2nd Quarter

The Civil Rights Movement, 1950-1968

The Vietnam War, 1954-1975

ACT/PSAE Test Preparation

Introduction to Economics

Economic Systems & the American Economy

Your Role as a Consumer

Going into Debt Buying the Necessities,

Food, Clothing, Housing and Transportation

3rd Quarter 4th Quarter

GRADING SCALE

A = 90 – 100B = 80 – 89C = 70 – 79D = 60 – 69F = 59 and below

In-class Assignments = 40%

Summative Assessments = 20%

Formative Assessments = 20%

Homework/ Participation = 10%

Finals = 10%

*Percentages represent a total of 100% (Final Grade)

COURSE ASSESSMENTS AND EVALUATION

Assessments will take various forms and will include tests, benchmarks, homework assignments, class assignments, class participation and special projects. Grades will be based on a combination of these assessments and student attendance.

QUARTERLY BENCHMARKS

Quarter Performance Task:

I can use evidence statements to support an argument

I can determine the meaning of new vocabulary words by using context clues

I can analyze the purpose of a primary source document

Quarter Performance Task:

I can determine the main idea of both primary and secondary sources

I can summarize the meaning of a primary or secondary source

I can determine cause-and-effect relationships

1st Quarter 2nd Quarter

Quarter Performance Task:

I can gather evidence from informational texts to support my own argument

I can use outside information to evaluate an author’s point of view or argument

I can produce coherent writing for defined tasks

Quarter Performance Task:

I can use multiple sources of information to answer a question or address a problem

I can use multiple sources of information to generate conclusions and understanding of an idea or event

3rd Quarter 4th Quarter

*BELLRINGER*CLASSROOM RULES/ PROCEDURES*CLASSROOM CONTRACTToday’s Agenda….

WHAT DOES RESPECT IN THE CLASSROOM LOOK LIKE? GIVE EXAMPLES.Bellringer 9/03/14

CLASSROOM ETIQUETTE

What does respect mean?

Treat each other equally

Listen while others are talking (raise hand)

Keep the classroom neat

Respect everyone’s property

Verbal warning first Security next Parent/ Guardian

phone call

Respect Intervention Procedure

WHAT I EXPECT OF YOU (EXPECTATIONS)…

Get to class on time! Take the notes…you

can’t take the book home!

Complete all in-class assignments (finish at home if you need to)

Put forth effort!

Respect each other, respect property, and respect me

Raise your hand to speak

Always try, even if you think you can’t do it!

Help your classmates!

Day-to-day Classroom Environment

DAILY PROCEDURES

We will always have a Bellringer (5 min.)

Grab notebook and get started

Minimum of talking Bellringer stamp(er)

will come around Explanation of the

day’s activities

Missing Assignments Located in the back corner of the room

Parking Lot If you have any questions that weren’t answered, write them down and put them in the parking lot

Ask Someone! If you come in late and don’t know what to do, ask a neighbor

When you come in… Classroom Protocols

CLASSROOM RULES

1. Absolutely no electronics! (Phones, I-Pods, Mp3, etc.)

2. Come to class in dress code… no excuses

3. No eating in class, but you may bring a drink.

4. Language… check it!

DO NOT come to class as the bell rings and ask to use the restroom (hall sweeps, school policy)

I will not give out a restroom pass until Bellringer is done and activities are started (roughly 10 min. after 2nd bell)

Definite… Bathroom policy

END OF CLASS PROTOCOLS

Finish up the day’s activity

Quick check for understanding (last 5 minutes)

Put notebooks/ supplies away

Do Not Line Up At The Door!

You may borrow pens/ pencils from my desk

You must leave an ID or collateral

Return at the end of class

The last 10 minutes… Pen/ Pencil Rental

MY AVAILABILITY

I have 2nd, 4th, and 7th Periods off… you are welcome to stop by any time

I can make time after school if you need help… just let me know

If you need to contact me, my e-mail address is dsmykowski@cps.edu

I am always here to help you in any way that I can

You may use the computer in the back to work on other work (just ask first)

BEHAVIOR CONTRACT

I, _____________________________, agree to follow the rules of Mr. Smykowski’s classroom. I will do my best to make it a positive environment. If I do not, I am aware of the consequences and agree to the discussed interventions. My parent or guardian’s phone number is:_______________________.

Signature:_________________________________