The Lighthouse Christian
Academy
United States History
Mr. Josh Young
lcaushistory.blogspot.com
Spring 2013
"My God! How little do my
country-men know what precious blessings they are in possession of, and which
no other people on earth enjoy!" Thomas Jefferson
Class Overview:
Students in
grade eleven study the major turning points in American
history in the twentieth century. Following a review of the nation’s beginnings
and the impact of the Enlightenment on U.S. democratic ideals, students build
upon the tenth grade study of global industrialization to understand the emergence
and impact of new technology and a corporate economy, including the social and
cultural effects. They trace the change in the ethnic composition of American
society; the movement toward equal rights for racial minorities and women; and
the role of the United States as a major world power. An emphasis is placed on
the expanding role of the federal government and federal courts as well as the
continuing tension between the individual and the state. Students consider the
major social problems of our time and trace their causes in historical events.
They learn that the United States has served as a model for other nations and
that the rights and freedoms we enjoy are not accidents, but the results of a
defined set of political principles that are not always basic to citizens of
other countries. Students understand that our rights under the U.S.
Constitution are a precious inheritance that depends on an educated citizenry
for their preservation and protection.
Course Description (Provided by the
California History Standards):
1. Students
analyze the significant events in the founding of the nation and its attempts
to realize the philosophy of government described in the Declaration of
Independence.
2. Students
analyze the relationship among the rise of industrialization, large-scale
rural-to-urban migration, and massive immigration from Southern and Eastern
Europe.
3. Students
analyze the role religion played in the founding of America, its lasting moral,
social, and political impacts, and issues regarding religious liberty.
4. Students trace
the rise of the United States to its role as a world power in the twentieth
century.
5. Students
analyze the major political, social, economic, technological, and cultural
developments of the 1920s.
6. Students
analyze the different explanations for the Great Depression and how the New
Deal fundamentally changed the role of the federal government.
7. Students
analyze America’s participation in World War II.
8. Students
analyze the economic boom and social transformation of post-World War II America.
9. Students
analyze U.S. foreign policy since World War II.
10. Students
analyze the development of federal civil rights and voting rights.
11. Students
analyze the major social problems and domestic policy issues in contemporary
American society.
Required Textbook:
United States
History in Christian Perspective: Heritage of Freedom (Third Edition) by
Michael Lowman (Abeka Book, 2009)
It is found on www.classbook.com and www.abeka.com
Materials:
Three-ring binder
Dividers for homework and quizzes, Discovery
period, Revolutionary Period,
Civil War Period, Reagoan Period, tests
Lined notebook paper
(paper from spiral notebooks must have “neat sheet” pages)
Please keep this
syllabus at the front of your binder.
Tests must be in the notebook and corrected.
Class Schedule:
Week #
|
Monday
|
Tuesday
|
Wednesday
|
Thursday
|
Friday
|
Weekly Goal
|
1 (Feb 4)
|
No Class
|
Discovery
|
||||
2 (Feb 11)
|
Discovery
|
|||||
3 (Feb 18)
|
No
School: Utah Ski Trip
|
|||||
4 (Feb 25)
|
Test
|
Discovery
|
||||
5 (Mar 4)
|
Assembly
|
1700s
|
||||
6 (Mar 11)
|
1700s
|
|||||
7 (Mar 18)
|
1700s
|
|||||
8 (Mar 25)
|
Test / Paper 1
|
1700s
|
||||
9 (Apr 1)
|
No
School: Easter Break
|
|||||
10 (Apr 8)
|
No
School: East Coast Trip
|
|||||
11 (Apr 15)
|
Assembly
|
1800s
|
||||
12 (Apr 22)
|
1800s
|
|||||
13 (Apr 29)
|
Ntl Day of Pryr
|
Test
|
1800s
|
|||
14 (May 6)
|
Assembly
|
1900s
|
||||
15 (May 13)
|
1900s
|
|||||
16 (May 20)
|
1900s
|
|||||
17 (May 27)
|
No School
|
Test
|
1900s
|
|||
18 (Jun 3)
|
Assembly
|
Paper 2
|
2000
|
|||
19 (Jun 10)
|
Final Exam
|
|||||
Course Evaluation:
Class work – 15%
Homework – 25%
Tests – 30% (7.5% each)
Research Papers – 20% (10%
each)
Final Exam – 10%
Research Papers: (20%)
There will be a
total of 2 papers due throughout the semester. The papers MUST be written in Chicago Manual Style (CMS) and
be between 5-7 pages long. The
papers will be written on any aspect of the period that we are currently
studying. Every 24 hours after the
paper is due, the grade will drop by 20%.
Any paper turned in after the fifth day will not be accepted, as the
maximum grade will then be at 0%.
There will be no extra credit offered throughout the semester (NONE), so
it will be important that you do not miss any of the papers. Paper topics will be discussed in
class. Each student must have
his/her paper topic approved by me beforehand. Any paper topics not approved by me will not be accepted and
considered incomplete. I have
decided to allow each student to choose his/her own topic of choice. I recommend choosing something that you
are interested in, to make the paper enjoyable to research and write on. Papers must be submitted at the
beginning of class on the date that is due. Papers must also be submitted to me via email. The only way that I will not deduct for
papers brought later is if the emailed copy was emailed before the start of
class.
Homework: (25%)
You will have
assigned readings from Textbook, Lectures and other sources and will need to
turn in assignments when they are due.
Some of the assignments will be weekly assigned chapter questions that
will need to be answered and submitted. Assignments will be posted on the class blog: LCAushistory.blogspot.com
Class work: (15%)
You will need to
take notes in class, participate with pertinent questions to the material and
lectures and do in-class assignments as directed. Tardies, absences and classroom conduct will affect the
class work grade. Class work could
also include an occasional pop-quiz.
You will be given a weekly class work grade, which is about equivalent
to each week’s conduct and work being worth 1% of your total grade. Attendance will be taken
daily. Unexcused absences will
result in a No Credit for that day’s homework. Assignments missed must be turned in
upon your first day back. Make-up
tests will only be given if notification is given prior to the absence.
Be on time to class and participate effectively and you will earn full
credit for participation.
Period Tests: (30%)
Throughout the
Semester we will have four tests, one on each of the periods that we cover
throughout the semester. Each test
will be worth 7.5% for a total of 30% of the total grade. Tests will not be able to be made up
unless there is an emergency approved by the office. Missed tests will result in a 0% for the test. I want this semester to be enjoyable,
but I have to have some way to assess your progress in the material. Test material will come from lectures
and readings.
Final Exam: (10%)
The final exam
is cumulative of the semester’s material.
To bless the hardworking students, any student that maintains an A in
the class prior to the final will not have to take the final. A comprehensive
final exam will be made up of multiple choices, matching, true/false,
chronological sequences of events and/or persons, short answer and short
essays.
Class Goals and Expectations
1.
Pursue
EXCELLENCE through LOVE
a.
Enjoy
learning
b.
Learn
to think
c.
Take
responsibility
d.
Consider
others
2.
No
food or drinks (with the exception of water) are allowed
Discipline
If you aren’t
pursuing excellence then the following measures will be taken to help.
1. Warning
– Student will be asked to improve their behavior.
2. Discipline
Essay – Student will be assigned to copy
a discipline paper provided by the teacher, which they must turn in the
following day. Essay must be neat
or it will have to be recopied.
Teacher will call home to inform the parents of the issue.
3. Discipline Essay x3 – Student must copy the discipline essay 3 times. Teacher will call home to inform the
parent of their misconduct.
4. In-School
Suspension – If a student reaches step 4, they will be sent to the ISP
classroom to complete their work independently. Student will be eligible for reinstatement after meeting with student and parents.
Uniform and Materials
Students are
expected to wear the appropriate uniform and bring all necessary materials to
class each day. Non-compliance
could result in a discipline. Come
prepared.
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