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U 0 G . $ x $ u u $ 7 7 C 7 7 7 7 7 C 7 7 7 7 7 7 7 $ 7 7 7 7 7 7 7 7 7 & F : United States History Syllabus
2019-20
Dr. Michael Krop Senior High
Mr. Hafter
United States History is a challenging course that is meant to prepare high school juniors for the rigors of college academics. It is a two-semester survey of American history from the Civil War to the present. Solid reading and writing skills, along with a willingness to devote reasonable time to homework and study, are necessary to succeed. Emphasis is placed on critical and evaluative thinking skills, essay writing, interpretation of original documents, and historiography.
In our survey of the American past, we will confront a range of emotions---rage and awe, joy and dismay---during the year. Your task is to put those emotions aside and analyze history dispassionately with intelligence, logic, and persuasion. So long as you do your part, this course won't be boring.
THE CLASSROOM: RESPONSIBILITY, RESPECT, MATURITY
Having asserted that we wont be bored, herewith my usual (boring?) sermon to students: I hope this will be a lively course in which discussion is regularly and vigorously practiced. If you can't find something interesting in most of the readings and class sessions, then either (a) American history is boring (you must be kidding), or (b) the books are boring (a thought too painful to contemplate), or (c) your classmates are boring (equally painful, dismiss the thought entirely), or (d) Im boring (a distinct possibility, especially given the way my acquaintances look at me these days), or (e) youre not trying becausefairs fairyou are boring. But of course you're not at all boring, individually or collectively, so there's good news all 'round. We're in for a delightful school year, with perhaps just the odd rough spot or two (reading books, writing papers, making presentations).
One of the basic premises of the course is that ideas count, yours as well as mine, and that an exchange of ideas will be intellectually and, otherwise, stimulating for most of us most of the time. Please think of class sessions as a time for thinking out loud. I mean it. Don't be (too) shy; we may not be the very best of friends just yet, but we'll all be civil to each other. Meaningful discussion, not to mention pleasant conversation, is likely to be enhanced by a friendly spirit that minimizes personal animosity while accommodating and even encouraging disagreement. (Can we disagree without being disagreeable? Yes. And both things are essential: we must occasionally disagree, doing so with a civil tongue. Mature people do such things. This means you. And lighten up a little; after all, its only history.)
ATTENDANCE POLICIES:
If you dont attend class, you will not pass! This is the most important factor. Failure and poor grades are directly related to attendance!
1-5 absences: parent note accepted
6-10 absences: must have a doctors note/official documentation!
10+ absences: absence will not be excused except in extreme situations.
15+ absences: is considered truancy.
*Ten or more absences (excused or unexcused) and the student is ineligible for sports and extracurricular activities
All absences affect the participation (F) and conduct (F) grade of the student
Students are required to bring in an absence note to the attendance office within 48 hours of the return to school or the absence may be unexcused. No makeup work can be issued or accepted until the absence is excused.
*Signing out of School - Signing out is NOT automatically excused! It is the teachers right to ask for the same documentation as an absence if a student is chronically absent (4+ times per year) due to signing out of school. Doctors appointments, as per county rules, should not be made during school hours. You will be sent to an administrator for excessive sign outs! No make-up will be accepted.
It is important that students contact (e-mail) me whenever they are absent in order to obtain information on assignments or to make arrangements for make-up work (only on unit tests). Students are allowed to opt out of one quiz per quarter if they are absent or to drop the lowest quiz grade at the end of the quarter (there are no make-up for quizzes). In the event that you have to make up a quiz after missing one, you will not be allowed to participate in the next or maintain credit for a previous TEST REPAIR, BINDER GRADE. If a student is absent the day of a unit test, the student will not be able to complete TEST REPAIR/BINDER GRADE unless the absence(s) is school related and student communicates with teacher ahead of time.
Some of the learning in your absence is virtually impossible to make up, but you can minimize the problem by acquiring notes and such from other class members. Study groups will be formed.
It is the students responsibility to request make up work when returning from an absence. Credit for missed work (unit tests) will be given only if the absence is excused. *When a student is absent on the day an assignment is due, the work must be turned in on the day the student returns to school in order to receive any credit (pending excused admit).
If a student is absent on the day a Unit test is given, the student has 48 hours (upon returning to school) to take the make-up exam. If a student does not begin to make up assignments within 48 hours upon returning to school, credit for make-up work will be withheld. *Make-up tests are given after school in order to ensure that students will not fall further behind.
When a student completes a make-up exam, extra points/LGU and test repair will NOT be assessed on assessment unless the absence is school related.
School-wide attendance, tardy and academic honor code policies will be strictly enforced. Be sure you adhere to these at all times.
If you have an unexcused tardy, you will not be permitted to make up a quiz or test already in progress. Tardy pass must read EXCUSED in order to make up missed work.
SIGN OUTS If you sign out early for personal reasons on the day
A test/quiz is scheduled you may not make up the test or quiz. Please make an effort to contact me prior to leaving early.
If an assignment is due, you must turn in the assignment before leaving in order to receive credit.
If you sign out early, you are still considered absent from class and all terms applying to a regular absence still apply.
If you have 2 or more sign-outs within a 9 week grading period, you forfeit the opportunity to opt out or drop lowest grade.
ONLY 5 BATHROOM PASSES PER MARKING PERIOD 5 minutes per pass, exceeding either the number of passes or the time allotted will lower class participation grade.
Tardiness will negatively impact your grade. Also, it is important that students behave in a mature and serious minded manner. Class rules and consequences for breaking these rules are based on the district's Code of Student Conduct. If students do not follow the rules, or are failing the class, I will make every effort to contact and inform you of the situation. I can be reached at the school at 305 652-6808.1 am willing to meet you before or after the school day, or at a mutually convenient time if the need arises.
Grading Scale (as per Miami-Dade County School Board requirements)
Score recorded as points per grade end of term average
90-100 A 4 3.50 to 4.00
80-89 B 3 2.50 to 3.50
70-79 C 2 1.50 to 2.50
60-69 D 1 1.00 to 1.50
0-59 F 0 <1.00
Talking during a test 0 -1
On average, students will earn at least three grades per week. You are to keep a binder (either a three ring binder or a duo-tang.) The binder will be checked periodically for content. Neatness counts!!! Keep it organized.
ALL BINDERS MUST HAVE A TABLE OF CONTENTS (MUST BE TYPED WITH PROPER HEADING)
A neat and complete binder can help all students to organize their work, and in addition, demonstrate the ability to follow directions. A neat and complete binder can also help to raise your grade if your average for the nine weeks is of the following ELIGIBILITY ZONES:
ATTENDANCE IS PARAMONT: YOU RISK NOT HAVING THE BENEFIT OF THE ELIGIBILITY ZONE DUE TO EXCESSIVE TARDIES, ABSENCES AND SIGNOUTS. Furthermore, students lose eligibility for violating phone policy and/or neglecting to bring materials to class. Needless to say, disruptive behavior disqualifies you from eligibility.
3.473.49 = B would change to an A
2.472.49 = C would change to a B
1.471.49 = D would change to a C
ELECTRONIC DEVICES & PHONES: Unauthorized use of devices will lead to loss of eligibility and lower class participation grade.
2019-20 Key Dates (DO NOT BE ABSENT): Aug. 30, 2019, Sept. 27, 2019, Oct. 25, 2019, Nov. 26, 2019, Dec. 20, 2019, Jan. 17, 2020, Feb. 14, 2020, Mar. 19/31, 2020, May 22, 2020, all school days during testing and, especially, after the EOC test.
Quizzes and tests will be given as needed. Students are responsible for keeping up with reading assignments and being aware of, and ready for, quizzes and tests. Class will be a combination of lecture, group work, projects, in- class essays, coverage of discussion questions, vocabulary, and answering student questions. Periodically, student essays, reports and presentations will be required.
There will be quizzes/examinations approximately every 3 teaching days, or as appropriate to the coverage of the material.
All class assignments must be turned in on time with the proper heading. No ExceptionsNo ExtensionsNo Excuses
Cheating will not be tolerated. Cheating will result in a 0 for the assignment, an F in conduct for the nine-week grading period, possible removal from the AP program notification to your parents, and a possible referral. *NOTE: If a student is caught cheating, the student willingly allowing someone to copy answers will receive double the weight of the assignment as a 0.
You will not have any electronic devices on your desk during the administration of a test or quiz.
You may not have any electronic devices on your desk during the review of a test or quiz that was already administered.
You may not take pictures and/or post any testing materials of any kind that belong to me.
You may not use copies of materials that you bring to class during the administration of a test. (In other words no cheat sheets.)
Violators test/quiz will not be graded and you will receive a zero for the assignment.
Students must bring textbook, pen, and notebook to class every day unless instructed otherwise. Students are required to take notes on all required reading materials and lecturesnotes could be completed in any manner comfortable to the students learning (note cards/written in pencil/any color ink)
All guided reading and quiz corrections must be hand written NOT TYPED
GUIDELINES FOR WRITTEN WORK
1. Write the correct heading in the upper right hand corner above the lines:
Last Name, First Name Doe, Jane
Subject Period AP HG Per. __
Date Assignment is Due August 2_, 201__/mm/d/yr
Assignment Title
Write your last name, period and page number on all pages after the first.
2. Written work to be turned in, as a graded assignment should be completed in standard blue or black ink only . (#2 pencils are required for the scantron version of tests and quizzes only. all brief, short and essay responses should be completed in black or blue ink only.)
Example:
DO NOT write U.S., Cant, you, etc.., or me..instead please refer to the proper writing format (if in doubt, write it out)United Statescannot: All numbers between (0-100) must be written out.
Proper use for pronouns: Pronouns can be used if, and only if, it follows the antecedent.
OPPORTUNITY FOR SUCCESS: I will be available, for at least two days per week, after school from 2:303:30 for students needing additional support.
1. MATERIALS:
Binderthree ring binder (1 or 2 )
Spiral notebooks for taking notes
Black/blue ink pens and pencils
Textbook (teacher will issue)
2. BINDER/NOTEBOOK: in order to complete Test Repair or obtain a boost in your grade
1.47-1.49=C
2.47-2.49=B
3.47-3.49=A
Turned in the day of the Unit Testbefore class
Components
Table of Contentstyped
Copy of syllabus
Completed study guides(ievocabulary, guided reading, maps/graphs/charts) for that unit
Quiz corrections
Handouts
All work that was graded and returned, with corrections
TIPS ON HOW TO TAKE NOTES
1. Read the assignment before coming to class.
2. Take notes of the main ideas, vocabulary, and people mentioned in the text before coming to class.
3. Always, always, always, give notes a title and date. (ie..ch. l/ Aug 29.) This action will help to keep you organized.
4. Go online and complete the homework practice listed in each section and add questions of concern to your noteswhenever possible.
5. Be a good listener when speaker uses transitional words such as next, later, first, therefore, the major factors or numbers are.
6. Write information in your own words. Do not try to get the notes word for word. Spell words phonetically and make corrections later.
7. Ask questions during the lecture. This action will help you to clarify the information being discussed.
8. Pay attention to clues the speaker uses such as
The main point is
Note that
Remember
9. Watch for repetition of information or key phrases.
10. Watch for change in speakers voice.
11. Copy down information on the board and/or from projector.
12. Go over notes as soon as possible after class. Fill in gaps by referring to your book.
13. Include page numbers of where the information was found in textbook when possible in writing your notes.
14. Use highlighters or different color ink in adding new information or remembering emphasized information.
15. When using note-cards, try to sequence them by chapter and sections
16. When possible, try to put numbers at the bottom of your notes for organizational purposes.
Remember, when I lecture I dont stop or slow down so you can get notespairing up or in groups to expedite note taking will be acceptable provided all students are engaged and not disrupting the lecture.
Course Objectives
Learners will:
>Master a broad body of historical knowledge.
>Demonstrate an understanding of historical chronology.
>Use historical data to support an argument or position.
>Differentiate between historiographical schools of thought.
>Write effectively and persuasively.
>Interpret and apply data from original documents, including cartoons, graphs, letters, etc.
>Effectively use analytical skills of evaluation, cause and effect, compare and contrast.
>Work effectively with others to produce products and solve problems.
Course Texts
United States History Florida
The Americans
Organization
It must be understood at the outset, that there is homework, and that it must be completed in advance of the material being covered in class. Students are expected to have a reasonable understanding of all topics treated in the text, readers, and the classroom.
Examinations will test for understanding of both the readings and classroom discussion. Understanding of all the issues covered in the readings cannot be covered in class. In fact, class discussions are intended to embellish the readings, not repeat the material. The readings, lectures, and class discussions are all a means of carrying on an inquiry into the topic at hand and are meant to supplement rather than duplicate each other---although some repetition and reinforcement is intended and desirable. Homework for the class will consist mainly of assigned readings along with written assignments; it is designed to familiarize students with specific factual information (SFI) so class time will emphasize how to utilize that information to construct effective, persuasive essays. Textbook/reader assignments will be issued regularly as preparation for quizzes and tests.
Daily reading assignments and "Discussion Questions" for outlining will be included. You will be able to e-mail me your homework assignments through the website using the link provided. If you have questions, ask them. I will provide assistance to you through e-mail. I look forward to working with you.
Quizzes and tests will be given as needed. Students are responsible for keeping up with reading assignments and being aware of, and ready for, quizzes and tests. Class will be a combination of lecture, group work, projects, in-class essays, coverage of discussion questions, vocabulary, and answering student questions. Periodically, student essays, reports and presentations will be required.
Grading
As we are all upstanding democratic republicans here, and good academicians to boot, we must at times pay attention to GRADES. Now, I prefer to believe that my pedagogical approach attempts, at least at the margins, to demphasize grades. Most assuredly this does not mean that I intend to shirk my responsibility to evaluate your effort and performance, your strengths and weaknesses. (I trust that you won't shirk yours when it comes time to evaluate mine. This seems a fair bargain.) Nor am I unmindful that most of you must be concerned about your grades, so here are a few things you need to know. I will grade you every day on attendance, preparation, and class participation. Believe it. If you do not consistently show up for class, on time, and exhibit a responsible level of preparation and a willingness to chat informally about what you've read, you will not receive a high mark in this area. If you slouch into the classroom with a sullen countenance, are frequently unprepared, or participate only irregularly and lackadaisically, you will receive a very low mark. Does this seem unduly harsh or petty? Dear me, I hope not. These few rules are in our communal best interest, and, not incidentally, your intellectual and educational, not to mention grubbier, self-interest. (Have you forgotten the subject of this interminable harrangue? It's GRADES, so wake up.) You may break these rules at the margins, if you do so playfully, with a twinkle in your eye, perhaps even mischievously. But if you behave like a boor, a churl, a lout--I hope these are gender-neutral terms--it's curtains for you.
Grading Scale (as per Miami-Dade County School Board requirements):
Score recorded as points per grade end of term average
90 100 A 4 3.50 to 4.00+
80 89 B 3 2.50 to <3.50
70 79 C 2 1.50 to <2.50
60 69 D 1 1.00 to <1.50
0 59 F 0 <1.00
Talking during a test 0 -1 (NA)
The following list shows how each element of the course contributes to the final grade:
Exams: 50%
Class participation 25%
Major Assignments 20%
Short Papers 5%
The rules of the class are as follows:
1. No student is to miss class because of another activity and/or teacher request.
2. Be on time, in your seat and ready to work when the bell rings. Many homework quizzes are given as bell ringers.
3. Inappropriate behavior will not be tolerated. This includes utilizing cell phones for calls, text messaging, music, games, etc. Failure to comply will be treated in a serious manner! Devices may be used for academic purposes at my discretion.
4. If you are absent from school, get an excused admit (within 3 days of the last absence). No make-up work will be given to a student with an unexcused absence.
5. Late assignments will not be accepted or graded, therefore turn assignments in when they are due.
6. Be respectful to all.
7. Avoid involving yourself in matters that do not concern you.
8. Exhibit self-control. Hall passes will not be issued in the first 15 minutes or the last 15 minutes of class. One hall pass out at a time. I release class, not the bell.
9. Treat others the way you wish to be treated.
10. Stay on task for this class, do not use class time to work on material unrelated to this course.
Supplies:
1. a 2" 3 ring binder with pockets in the front and back, paper and dividers for vocabulary; classwork/notes; map activities, charts and graphs; homework essays, and hand-outs.
2. blue and/or black ink pens only.
3. color pencils/markers for maps
4. high-lighter
Course Themes
American Diversity- The roles of race, class, ethnicity, and gender in the history of the United States.
American Identity- Views of the American national character and ideas about American exceptionalism.
Culture- Diverse individual and collective expressions through literature, art, philosophy, music, theater, and film throughout U.S. history.
Demographic Changes- Changes in birth, marriage, and death rates; life expectancy and family patterns; population size and density. The economic, social, and political effects of immigration, internal migration, and migration networks.
Economic Transformations-Changes in trade, commerce, and technology across time. The effects of capitalist development, labor and unions, and consumerism.
Environment- Ideas about the consumption and conservation of natural resources. The impact of population growth, industrialization, pollution, and urban and Suburban expansion.
Globalization- Engagement with the rest of the world from the fifteenth century to the present: colonialism, mercantilism, global hegemony, development of markets, imperialism, cultural exchange.
Politics and Citizenship-Colonial and revolutionary legacies, American political traditions, growth of democracy, and the development of the modern state. Defining citizenship; struggles for civil rights.
Reform- Diverse movements focusing on a broad range of issues, including antislavery, education, labor, temperance, womens rights, civil rights, gay rights, war, public health, and government.
Religion- The influence of religion on politics, economics, and society.
Slavery- Systems of slave labor and other forms of unfree labor (e.g., indentured servitude, contract labor) in Native American societies, the Atlantic World, and the American South and West.
War and Diplomacy-Armed conflict from the precolonial period to the twenty-first century; impact of war on American foreign policy and on politics, economy, and society.
Course Outline
Unit 1: THE CIVIL WAR AND RECONSTRUCTION deadline: Sept. 10
Content Benchmarks:
SS.912.A.2.1: Review the causes and consequences of the Civil War.
SS.912.A.2.2: Assess the influence of significant people or groups on Reconstruction.
SS.912.A.2.3: Describe the issues that divided Republicans during the early Reconstruction era.
SS.912.A.2.4: Distinguish the freedoms guaranteed to African Americans and other groups with the 13th, 14th, and 15th Amendments to the Constitution.
SS.912.A.2.5: Assess how Jim Crow Laws influenced life for African Americans and other racial/ethnic minority groups.
SS.912.A.2.6: Compare the effects of the Black Codes and the Nadir on freed people, and analyze the sharecropping system and debt peonage as practiced in the United States.
SS.912.A.2.7: Review the Native American experience.
Unit 2: FINAL SETTLEMENT OF THE WEST deadline: Sept. 18
Content Benchmarks:
SS.912.A.2.7: Review the Native American experience.
SS.912.A.3.1: Analyze the economic challenges to American farmers and farmers responses to the challenges in the mid to late 1800s.
SS.912.A.3.6: Analyze changes that occurred as the United States shifted from agrarian to an industrial society.
Unit 3: THE RISE OF INDUSTRY/THE LABOR MOVEMENT/URBANIZATION & IMMIGRATION/THE PROGRESSIVE ERA deadline: Oct. 25
Content Benchmarks:
SS.912.A.3.2: Examine the social, political, and economic causes, course, and consequences of the Second Industrial Revolution that began in the late 19th century.
SS.912.A.3.3: Compare the first and second Industrial Revolutions in the United States.
SS.912.A.3.4: Determine how the development of steel, oil, transportation, communication, and business practices affected the United States economy.
SS.912.A.3.5: Identify significant inventors of the Industrial Revolution including African Americans and women.
SS.912.A.3.6: Analyze changes that occurred as the United States shifted from agrarian to an industrial society.
SS.912.A.3.9: Examine causes, course, and consequences of the labor movement in the late 19th and early 20th centuries.
SS.912.A.3.6: Analyze changes that occurred as the United States shifted from agrarian to an industrial society.
SS.912.A.3.8: Examine the importance of social change and reform in the late 19th and early 20th centuries (class system, migration from farms to cities, Social Gospel Movement, role of settlement houses and churches in providing services to the poor).
SS.912.A.3.9: Examine causes, course, and consequences of the labor movement in the late 19th and early 20th centuries.
SS.912.A.3.10: Review different economic and philosophic ideologies.
: Compare the experience of European immigrants in the east to that of Asian immigrants in the west (the Chinese Exclusion Act, Gentlemen's Agreement with Japan).
SS.912.A.3.8: Examine the importance of social change and reform in the late 19th and early 20th centuries (class system, migration from farms to cities, Social Gospel Movement, role of settlement houses and churches in providing services to the poor).
SS.912.A.3.11: Analyze the impact of political machines in United States cities in the late 19th and early 20th centuries.
SS.912.A.3.10: Review different economic and philosophic ideologies.
SS.912.A.3.11: Analyze the impact of political machines in United States cities in the late 19th and early 20th centuries.
SS.912.A.3.12: Compare how different nongovernmental organizations and progressives worked to shape public policy, restore economic opportunities, and correct injustices in American life.
SS.912.A.3.13: Examine key events and peoples in Florida history as they relate to United States history.
Unit 4: U.S. IMPERIALISM deadline: Nov. 15
Content Benchmarks:
SS.912.A.4.1: Analyze the major factors that drove United States imperialism.
SS.912.A.4.2: Explain the motives of the United States acquisition of territories in Latin America and Asia.
SS.912.A.4.3: Examine causes, course, and consequences of the Spanish American War.
SS.912.A.4.4: Analyze the economic, military, and security motivations of the United States to complete the Panama Canal as well as major obstacles involved in its construction.
Unit 5: UNITED STATES INVOLVEMENT IN WORLD WAR I deadline: Nov. 29
Content Benchmarks:
SS.912.A.4.5: Examine causes, course, and consequences of United States involvement in World War I.
SS.912.A.4.6: Examine how the United States government prepared the nation for war with war measures (Selective Service Act, War Industries Board, war bonds, Espionage Act, Sedition Act, Committee of Public Information).
SS.912.A.4.7: Examine the impact of airplanes, battleships, new weaponry and chemical warfare in creating new war strategies (trench warfare, convoys).
SS.912.A.4.8: Compare the experiences Americans (African Americans, Hispanics, Asians, women, conscientious objectors) had while serving in Europe.
SS.912.A.4.9: Compare how the war impacted German Americans, Asian Americans, African Americans, Hispanic Americans, Jewish Americans, Native Americans, women, and dissenters in the United States.
SS.912.A.4.10: Examine the provisions of the Treaty of Versailles and the failure of the United States to support the League of Nations.
SS.912.A.4.11: Examine key events and peoples in Florida history as they relate to United States history.
Unit 6: THE ROARING TWENTIES deadline: Dec. 20
Content Benchmarks:
SS.912.A.5.1: Discuss the economic outcomes of demobilization.
SS.912.A.5.2: Explain the causes of the public reaction (Sacco and Vanzetti, labor, racial unrest) associated with the Red Scare.
SS.912.A.5.3: Examine the impact of United States foreign economic policy during the 1920s.
SS.912.A.5.4: Evaluate how the economic boom during the Roaring Twenties changed consumers, businesses, manufacturing, and marketing practices.
SS.912.A.5.5: Describe efforts by the United States and other world powers to avoid future wars.
SS.912.A.5.6: Analyze the influence that Hollywood, the Harlem Renaissance, the Fundamentalist movement, and prohibition had in changing American society in the 1920s.
SS.912.A.5.7: Examine the freedom movements that advocated civil rights for African Americans, Latinos, Asians, and women.
SS.912.A.5.8: Compare the views of Booker T. Washington, W.E.B. Du Bois, and Marcus Garvey relating to the African American experience.
SS.912.A.5.9: Explain why support for the Ku Klux Klan varied in the 1920s with respect to issues such as anti-immigration, anti-African American, anti-Catholic, anti-Jewish, anti-women, and anti-union ideas.
SS.912.A.5.10: Analyze support for and resistance to civil rights for women, African Americans, Native Americans, and other minorities.
Unit 7: THE GREAT DEPRESSION & THE NEW DEAL deadline: Jan. 17
Content Benchmarks:
SS.912.A.5.11: Examine causes, course, and consequences of the Great Depression and the New Deal.
SS.912.A.5.12: Examine key events and people in Florida history as they relate to United States history.
Unit 8: WORLD WAR II deadline: Feb. 7
Content Benchmarks:
SS.912.A.6.1: Examine causes, course, and consequences of World War II on the United States and the world.
SS.912.A.6.2: Describe the United States response in the early years of World War II (Neutrality Acts, Cash and Carry, Lend Lease Act).
SS.912.A.6.3: Analyze the impact of the Holocaust during World War II on Jews as well as other groups.
SS.912.A.6.4: Examine efforts to expand or contract rights for various populations during World War II.
SS.912.A.6.5: Explain the impact of World War II on domestic government policy.
SS.912.A.6.6: Analyze the use of atomic weapons during World War II and the aftermath of the bombings.
SS.912.A.6.7: Describe the attempts to promote international justice through the Nuremberg Trials.
SS.912.A.6.8: Analyze the effects of the Red Scare on domestic United States policy.
SS.912.A.6.9: Describe the rationale for the formation of the United Nations, including the contribution of Mary McLeod Bethune.
SS.912.A.6.15: Examine key events and peoples in Florida history as they relate to United States history.
Unit 9: THE COLD WAR deadline: Feb.14
Content Benchmarks:
SS.912.A.6.8: Analyze the effects of the Red Scare on domestic United States policy.
SS.912.A.6.10: Examine causes, course, and consequences of the early years of the Cold War (Truman Doctrine, Marshall Plan, NATO, Warsaw Pact).
SS.912.A.6.11: Examine the controversy surrounding the proliferation of nuclear technology in the United States and the world.
SS.912.A.6.12: Examine causes, course, and consequences of the Korean War.
SS.912.A.6.13: Analyze significant foreign policy events during the Truman, Eisenhower, Kennedy, Johnson, and Nixon administrations.
SS.912.A.6.15: Examine key events and peoples in Florida history as they relate to United States history.
Unit 10: POSTWAR PROSPERITY & CIVIL RIGHTS deadline: Mar. 6
Content Benchmarks:
SS.912.A.6.13: Analyze significant foreign policy events during the Truman, Eisenhower, Kennedy, Johnson, and Nixon administrations.
SS.912.A.6.14: Analyze causes, course, and consequences of the Vietnam War.
SS.912.A.7.1: Identify causes for Post-World War II prosperity and its effects on American society.
SS.912.A.7.2: Compare the relative prosperity between different ethnic groups and social classes in the post-World War II period.
SS.912.A.7.3: Examine the changing status of women in the United States from post-World War II to present.
SS.912.A.7.5: Compare nonviolent and violent approaches utilized by groups (African Americans, women, Native Americans, Hispanics) to achieve civil rights.
SS.912.A.7.6: Assess key figures and organizations in shaping the Civil Rights Movement and Black Power Movement.
SS.912.A.7.7: Assess the building of coalitions between African Americans, whites, and other groups in achieving integration and equal rights.
SS.912.A.7.8: Analyze significant Supreme Court decisions relating to integration, busing, affirmative action, the rights of the accused, and reproductive rights.
SS.912.A.7.9: Examine the similarities of social movements (Native Americans, Hispanics, women, anti-war protesters) of the 1960s and 1970s.
SS.912.A.7.17: Examine key events and peoples in Florida history as they relate to United States history.
Unit 11: THE 1960s & VIETNAM deadline: Mar. 19
Content Benchmarks:
SS.912.A.6.13: Analyze significant foreign policy events during the Truman, Eisenhower, Kennedy, Johnson, and Nixon administrations.
SS.912.A.6.14: Analyze causes, course, and consequences of the Vietnam War.
SS.912.A.6.15: Examine key events and peoples in Florida history as they relate to United States history.
SS.912.A.7.2: Compare the relative prosperity between different ethnic groups and social classes in the post-World War II period.
SS.912.A.7.3: Examine the changing status of women in the United States from post-World War II to present.
SS.912.A.7.4: Evaluate the success of 1960s era presidents' foreign and domestic policies.
SS.912.A.7.5: Compare nonviolent and violent approaches utilized by groups (African Americans, women, Native Americans, Hispanics) to achieve civil rights.
SS.912.A.7.6: Assess key figures and organizations in shaping the Civil Rights Movement and Black Power Movement.
SS.912.A.7.7: Assess the building of coalitions between African Americans, whites, and other groups in achieving integration and equal rights.
SS.912.A.7.8: Analyze significant Supreme Court decisions relating to integration, busing, affirmative action, the rights of the accused, and reproductive rights.
SS.912.A.7.9: Examine the similarities of social movements (Native Americans, Hispanics, women, anti-war protesters) of the 1960s and 1970s.
SS.912.A.7.10: Analyze the significance of Vietnam and Watergate on the government and people of the United States.
SS.912.A.7.11: Analyze the foreign policy of the United States as it relates to Africa, Asia, the Caribbean, Latin America, and the Middle East.
SS.912.A.7.13: Analyze the attempts to extend New Deal legislation through the Great Society and the successes and failures of these programs to promote social and economic stability.
SS.912.A.7.16: Examine changes in immigration policy and attitudes toward immigration since 1950.
Unit 12: U.S. FOREIGN POLICY SINCE 1972 deadline: Apr. 3
Content Benchmarks:
SS.912.A.6.13: Analyze significant foreign policy events during the Truman, Eisenhower, Kennedy, Johnson, and Nixon administrations.
SS.912.A.7.9: Examine the similarities of social movements (Native Americans, Hispanics, women, anti-war protesters) of the 1960s and 1970s.
SS.912.A.7.10: Analyze the significance of Vietnam and Watergate on the government and people of the United States.
SS.912.A.7.12: Analyze political, economic, and social concerns that emerged at the end of the 20th century and into the 21st century.
SS.912.A.7.13: Analyze the attempts to extend New Deal legislation through the Great Society and the successes and failures of these programs to promote social and economic stability.
SS.912.A.7.14: Review the role of the United States as a participant in the global economy (trade agreements, international competition, impact on American labor, environmental concerns).
Unit 13: AMERICAN SOCIAL ISSUES deadline: Apr. 10
Content Benchmarks:
SS.912.A.7.11: Analyze the foreign policy of the United States as it relates to Africa, Asia, the Caribbean, Latin America, and the Middle East.
SS.912.A.7.12: Analyze political, economic, and social concerns that emerged at the end of the 20th century and into the 21st century.
SS.912.A.7.13: Analyze the attempts to extend New Deal legislation through the Great Society and the successes and failures of these programs to promote social and economic stability.
SS.912.A.7.14: Review the role of the United States as a participant in the global economy (trade agreements, international competition, impact on American labor, environmental concerns).
SS.912.A.7.16: Examine changes in immigration policy and attitudes toward immigration since 1950.
Unit 14: GEORGE H.W. BUSH & CLINTON PRESIDENCIES Apr. 17
Content Benchmarks
SS.912.A.7.11: Analyze the foreign policy of the United States as it relates to Africa, Asia, the Caribbean, Latin America, and the Middle East.
SS.912.A.7.12: Analyze political, economic, and social concerns that emerged at the end of the 20th century and into the 21st century.
SS.912.A.7.14: Review the role of the United States as a participant in the global economy (trade agreements, international competition, impact on American labor, environmental concerns).
SS.912.A.7.15: Analyze the effects of foreign and domestic terrorism on the American people.
SS.912.A.7.16: Examine changes in immigration policy and attitudes toward immigration since 1950.
SS.912.A.7.17: Examine key events and peoples in Florida history as they relate to United States history.
Unit 15: GEORGE W. BUSH & OBAMA PRESIDENCIES deadline: Apr. 24
Content Benchmarks
SS.912.A.7.11: Analyze the foreign policy of the United States as it relates to Africa, Asia, the Caribbean, Latin America, and the Middle East.
SS.912.A.7.12: Analyze political, economic, and social concerns that emerged at the end of the 20th century and into the 21st century.
SS.912.A.7.13: Analyze the attempts to extend New Deal legislation through the Great Society and the successes and failures of these programs to promote social and economic stability.
SS.912.A.7.14: Review the role of the United States as a participant in the global economy (trade agreements, international competition, impact on American labor, environmental concerns).
SS.912.A.7.15: Analyze the effects of foreign and domestic terrorism on the American people.
SS.912.A.7.16: Examine changes in immigration policy and attitudes toward immigration since 1950.
SS.912.A.7.17: Examine key events and peoples in Florida history as they relate to United States history.
Unit 16: ISSUES FOR THE 21st CENTURY deadline May 1
Content Benchmarks
SS.912.A.7.12: Analyze political, economic, and social concerns that emerged at the end of the 20th century and into the 21st century.
SS.912.A.7.14: Review the role of the United States as a participant in the global economy (trade agreements, international competition, impact on American labor, environmental concerns).
SS.912.A.7.17: Examine key events and peoples in Florida history as they relate to United States history.
Unit 17 and 18: Review 19th and 20th Centuries for End of Course Exam
The Key to Success
As success in school is closely related to good attendance, it is essential that students come to class on time every day. Credit may be withheld after more than 5 unexcused absences. Tardiness will negatively impact your grade. Also, it is important that students behave in a mature and serious minded manner. Class rules and consequences for breaking these rules are based on the districts Code of Student Conduct. If students do not follow the rules, or are failing the class, I will make every effort to contact and inform you of the situation. I can be reached at the school at 305 652-6808. I am willing to meet you before or after the school day, or at a mutually convenient time if the need arises. To keep up with assignments, forms, and announcements, students must check in regularly with the http://kropseniorhigh.org website.
The most important grading factor in this class is consistent effort and improvement. Do not be discouraged if your grades seem low in the first quarter. If you knew the material already, you wouldn't need the course. Effort and improvement are weighed heavily in grading. What you learn in terms of writing, thinking, and study skills will be worth the effort!
I wish you a wonderful school year.
Mr. Hafter
___________________________________________ _________________________
Student Signature Date
___________________________________________ _________________________
Parent Signature Date
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Parent Email Address Parent Phone Number
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