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Mr. Martinez Rm. 377

Mr. Martinez Rm. 377. Contemporary American History. 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?

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Mr. Martinez Rm. 377

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  1. Mr. Martinez Rm. 377 Contemporary American History

  2. 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.

  3. Course Objectives Students will: • 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.

  4. 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

  5. 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.

  6. 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)

  7. COURSE OUTLINE 1st Quarter 2nd Quarter • 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

  8. 3rd Quarter 4th 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

  9. Grading Scale A = 90 – 100 B = 80 – 89 C = 70 – 79 D = 60 – 69 F = 59 and below In-class Assignments = 40% Benchmarks= 20% Exams and quizzes= 20% Participation = 10% Finals = 10% *Percentages represent a total of 100% (Final Grade)

  10. 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.

  11. Quarterly Benchmarks 1st Quarter 2nd Quarter Quarter Performance Task: I canuse 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

  12. 3rd Quarter 4th 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

  13. What does respect in the classroom look like? Give examples. Bellringer 8/27/13

  14. Classroom Etiquette Respect Intervention Procedure • 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

  15. What I expect of You (Expectations)… Day-to-day Classroom Environment • 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!

  16. Daily Procedures When you come in… Classroom Protocols • 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 AssignmentsLocated in the back corner of the room in file cabinet under your class period. • Ask Someone! If you come in late and don’t know what to do, ask a neighbor

  17. Classroom Rules Definite… Bathroom policy • Absolutely no electronics! (Phones, I-Pods, Mp3, etc.) • This includes headphones! • Come to class in dress code… no excuses • No eating in class, but you may bring a drink. • 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)

  18. End of Class Protocols The last 10 minutes… Pen/ Pencil Rental • Finish up the day’s activity • Quick check for understanding (last 5 minutes) • Put notebooks/ supplies away • Do Not Line Up At The Door! • If you do not have a pen/pencil, ask a classmate near you for one- quietly and without disturbing others. • If you do not find one, ask me AFTER I have finished giving instructions. • You must leave an ID or collateral • Return at the end of class

  19. My Availability • I have 1nd, 4th, and 6thPeriods 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 amartinez442@cps.edu • I am always here to help you in any way that I can • You may use my computers to type/ print things up (within reason) during lunch or after class.

  20. Behavior Contract I, _____________________________, agree to follow the rules of Mr. Martinez’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 name is _____________________ and theirphone number is:______________________. Signature:_________________________________ Period: ___________________________________

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