AFNORTH INTERNATIONAL MIDDLE/HIGH SCHOOL

North American History

Mrs. Cottle

SY 2004-2005

COURSE TITLE: North American History 8

TEACHER: Mrs. Cottle ROOM: D. 3.5

E-MAIL: BarbaraJo_Cottle@eu.odedodea.edu

COURSE DESCRIPTION: North American History focuses on the connections between USA, Canadian and Mexican history while situating this within a European context wherever possible. Chronologically, North American History 8 will begin the evolution of history in North America from the time native North Americans to the end of the American Civil War and Canadian Confederation.

COURSE GOALS/OBJECTIVES/STANDARDS:

The standards for the eighth grade enable students to explore in depth the history of the United States & Canada from their origin to 1877. Students use key concepts of chronology, causality, conflict, and change to show connections among patterns of historical change and continuity. Students use knowledge from texts, maps, stories, charts, diagrams and research to inform decision making about public issues. Students should analyze the influence of various forms of public opinion on the development of public policy.

SSI

Citizenship: Social studies programs

should include experiences that provide for the study of the ideals,

principles, and practices of citizenship in a democratic

republic, so that the learner can: I a. Explain the

citizen's role and influence on public policy decisions. b. Display tolerance for all cultures.

c. Describe the origins of key ideals and documents of democratic government.

SS2 Culture: Social studies programs should include experiences that provide for the study of culture and cultural diversity can:

a. Identify common elements of culture.

b. Discuss the impact of immigrant cultures on native societies

C. Explain and describe how language, literature, the arts, and artifacts demonstrate beliefs and values and contribute to cultures.

d. Summarize how economic conditions affected cultural patterns.

SS3 Time, continuity, and change: Social studies programs should include experiences that provide for the study of the way human beings view themselves in and over time, so that the learner can:

a. Survey the timing and pattern of American settlement as affected by world events.

b. Investigate, interpret and analyze multiple historical viewpoints as related to important events

C. Summarize the economic, political, and social changes that resulted from conflicts and compromises. d. Explain the gradual transformation of US society from agrarian to industrial. e. Outline the history of political parties.

SS4 Space and place: Social studies programs should include experiences that provide for the study of space and place, so that the learner can: a. Analyze settlement patterns and population density.

b. Analyze the ecological and societal consequences of the Europeans on the New World. C. Compare and contrast land use patterns in America.

d. Distinguish the natural resources and geographical features necessary for trade and industry.

SS5 Individual development and identity: Social studies programs should include experiences that provide for the study of individual development and identity, so that the learner can:

a. Interpret the conflict between industrialization and individual needs. b. Analyze the qualities needed for successful leadership.

c. Relate how religious beliefs influence the development of American culture. d. Explore the motivations for immigration and migration.

SS6 Individuals, groups, and institutions: Social studies programs should provide for the study of the interaction among individuals, groups, and institutions, so that the learner can: a. Explain the institution of slavery.

b. Describe how society in North America became stratified.

c. Identify the philosophical strands underlying the formation of democratic ideals.

d. Assess the basic socioeconomic interests in the US and their impact on formation of the government. e. Recognize the role of the media and its effects on historical events.

SS7 Production, distribution and consumption: Social studies programs should include experiences that provide for the study of how people organize for the production, distribution, and consumption of goods and services, so that the learner can: a. Chart the economic factors underlying the national and international rivalry in the Americas.

b. Delineate the financial problems faced by the United States in establishing a sound fiscal system. c. Outline the differences in the economic structures of US regions.

SS8 Power, authority, and governance: Social studies programs should include experiences that provide for the study of how people create and change structures of power, authority, and governance, so that the learner can: a. Compare and contrast governments (e.g., colonial, confederated).

b. Evaluate the factors that promote independence, self-government, and self-determination. c. Explain the purposes of government and how its powers are acquired, used, and justified. . d. Examine the impact of conflicts on the American government system.

e. Explain how and why the Constitution has been interpreted to exclude certain groups from its protection and rights.

SS9 Science, technology, and society: Social studies programs should include experiences that provide for the study of the relationships among science, technology, and society, so that the learner can:

a. Relate how new skills and inventions led to the" Age of Exploration."

b. Survey American scientific developments and contributions to the advancement of science. C. Evaluate policies proposed to deal with social changes that result from new technologies.

SSIO Global connections: Social studies programs should include experiences that provide for the study of global connections and interdependence, so that the learner can:

a. Compare native American civilizations with their contemporary societies/civilizations.

b. Analyze how the success of the American Revolution was aided by the European power struggle and triggered an era of worldwide revolutionary movements.

C. Discuss the external and internal influences on US foreign policy. d. Compare world policies toward slavery and abolition.

Scope and Sequence

1^st Quarter – Introduction to History, the First North Americans and Explorers

2^nd Quarter – Explorers and Colonization

3^rd Quarter – New Nations and Economic Development

4^th Quarter – Developing Nations and War (1812 & Civil)

CONTINUOUS SCHOOL PROGRESS: AFNORTH International Middle/High School’s CSP (Continuous School Progress) goal is, “All students will improve their written communication skills across the curriculum.” The 6 + 1 trait is the model selected to improve school-wide writing in all subject areas. The 6+1 Trait writing framework is a powerful way to learn and use a common language to refer to characteristics of writing as well as establish a common vision of what “strong” writing looks like. Teachers and students will use the 6+1 Trait model to identify areas of strength and weakness as they continue to strive towards continued writing improvement. Success of all students requires that the 6 + 1 Trait become a consistent and integral component of each course taught at AFNORTH International Middle/High School. In History class we will be focusing on the use of the traits and their rubrics for more effective communication in some assignments.

Course Grading/Assessment

Both formative and summative assessment will occur in various forms: homework,

group work, mapping skills, tests, quizzes, oral and written presentations, and research

projects. An important component of all work will be appropriate communication. In

both written and oral assignments there will be an emphasis on and feedback about

student’s communication.

Semester 1 work 40%

Semester 2 work 40%

Final Exam 20%

CLASSROOM EXPECTATIONS/CONSEQUENCES

It is my belief that everyone in the class has the right to be comfortable in the learning environment. Therefore there are two rules:

1. Respect will be shown to everyone in the class.

2. No one will interfere with learning in the class.

It is expected at the grade 8 level that students come to class prepared. This means

organizing belongings and class work, completing assignments, and arriving ready to

learn. Late assignments will not be accepted. Inappropriate behaviour, or poor use of

class time could result in detention during lunch or after school on Wednesday. If

behaviour does not improve, further steps will be taken such as: discussion with teacher

and student, phone calls/meetings with parents, meeting with principal etc…

TEXTBOOK: Call to Freedom, 2001

Holt, Rinehart and Winston, USA

SUPPLIES (REQUIRED/RECOMMENDED)

Pencils, pens, binder section with lined paper, coloured pencils.

HOME AND MAKE UP WORK POLICIES:

Students are expected to have their work completed before entering the classroom. Work that is not ready to be turned in at the beginning of class of the date due will not be accepted. If there are exceptional circumstances, work may be handed in one day late after discussion with me. It is the students’ responsibility to hand in work on the first day returning to school after an absence. If a test or quiz was missed, the student may take it during class or seminar of the first day back.

Exercises and activities assigned during class and not completed are considered homework. When we correct this work in class it is considered formative evaluation. This is work that the student is doing to monitor his or her progress. The student is expected to complete work, and to make corrections when we take it up. This is part of the students’ responsibility to make use of feed back for improvement. He/she should then ask for help with anything that is not clear so that results of summative assessment (tests, quizzes, projects….) are as strong as possible.

EXTRA HELP:

I am available before school, during seminar and after school for help with any problems students may have. Please feel free to come to me with your concerns.