Back to School Night

Welcome!

Living in the USA: THE US History Course at Grant H. S.

Teacher:
Jamie Zartler
jzartler@pps.net
ZartlerLivingInTheUSA.blogspot.com
503.916.5160 x75700

This blog is NOT a replacement for being in class. However it is the first resource for a student who misses class, or is not sure what he or she should be doing on any given day.

Syllabus
This syllabus is tentative, pending approval, but I don't expect there to be changes. If there are changes, it will be posted here.

Schedule of topics/units covered:

Thematic units and essential questions such as the following, provide the context for learning activities, homework, readings, Socratic seminars, essay writing, and project research: • Why a multicultural perspective of U.S. History? How has multiculturalism defined America? • How has the American republic measured up to its founding ideals: equality, rights, liberty, opportunity, democracy for all its citizens? Historiography Native-Settler Encounters & World Views Revolution, Constitution and Founding Ideals Antebellum America Civil War and Reconstruction Immigration, Poverty & Racism: Then & Now Progressive Era Great Migration WWI and Spanish American War The Great Depression & New Deal A Peoples War Civil Rights and Vietnam War 1960's Peoples Movements 1970's-1980's America's De-Industrialization

Grading

I believe both in the importance of giving students multiple chances to learn and to demonstrate their learning, and in the importance of meeting deadlines.

I grade on a "Point" system, and points are earned in three weighted categories.

75% of each student's grade is based on Summative Assessments (essays, tests, projects). 

10% of each student's grade is based on Formative Assessments (homework, quizzes, graded in-class work, etc.)

15% of each student's grade is based on Behaviors of Successful students. A majority of this score is based on turning in Formative and Summative Assessments On Time.

AP Exams
Mr. Gavitte will be offering an optional AP study session during Flex time beginning later this fall.

Back to School Night

Welcome!

Living in the USA: THE US History Course at Grant H. S.

Teacher:
Jamie Zartler
jzartler@pps.net
ZartlerLivingInTheUSA.blogspot.com
503.916.5160 x75700

This blog is NOT a replacement for being in class. However it is the first resource for a student who misses class, or is not sure what he or she should be doing on any given day.

Syllabus
This syllabus is tentative, pending approval, but I don't expect there to be changes. If there are changes, it will be posted here.

Schedule of topics/units covered:

Thematic units and essential questions such as the following, provide the context for learning activities, homework, readings, Socratic seminars, essay writing, and project research: • Why a multicultural perspective of U.S. History? How has multiculturalism defined America? • How has the American republic measured up to its founding ideals: equality, rights, liberty, opportunity, democracy for all its citizens? Hisoriography Native-Settler Encounters & Worldviews Revolution, Constitution and Founding Ideals Antebellum America Civil War and Reconstruction Immigration, Poverty & Racism: Then & Now Progressive Era Great Migration WWI and Spanish American War The Great Depression & New Deal A Peoples War Civil Rights and Vietnam War 1960's Peoples Movements 1970's-1980's America's De-Industrialization

Grading

I believe both in the importance of giving students multiple chances to learn and to demonstrate their learning, and in the importance of meeting deadlines.

I grade on a "Point" system, and points are earned in three weighted categories.

75% of each student's grade is based on Summative Assessments (essays, tests, projects). 

10% of each student's grade is based on Formative Assessments (homework, quizzes, graded in-class work, etc.)

15% of each student's grade is based on Behaviors of Successful students. A majority of this score is based on turning in Formative and Summative Assessments On Time.

Draft Syllabus

The following is a DRAFT syllabus for this course. No major changes are anticipated, however, the document has not yet been approved.

Instructor: School: School year:

Jamie Zartler Grant H.S. 2016-17

Course number: 2721LUS

Course title: US Hist 1-2: Living in the USA

Subject: US-US History/Soc Studies

Grade level(s): 11

Credits: 1

Course description:
How has the United States of America lived up to the five fundamental promises of the declaration of Independence? (Equality, Rights, Liberty, Opportunity, Democracy) Students will grapple with this question throughout the course by exploring conceptual understandings, major issues, and turning points. In Grade 8, students will have studied US History through Post-Civil War Reconstruction. After an introduction/review of the establishment and development of the American republic during the 18th and 19th centuries high school students will primarily explore the time period between ï¿1⁄2Industrialism and reform in United Statesï¿1⁄2 and ï¿1⁄2The Making of Modern Americaï¿1⁄2.
This alignment will emphasize studentï¿1⁄2s critical thinking and the ability to process information and ideas abstractly. High school students will study and explore history which links the present to the past and the future. Students will integrate conceptual understandings, recognize interconnections and analyze how the events of the past impact our future.

Prerequisites:

Standards and final proficiencies:
ï¿1⁄2 Locate and identify places, regions, and geographic features that have played prominent roles in historical or contemporary issues and events.
ï¿1⁄2 Analyze changes in the physical and human characteristics of places and regions, and the effects of technology, migration, and urbanization on them.
ï¿1⁄2 Hypothesize why places and regions are important to human identity and serve as symbols to unify or fragment society.
ï¿1⁄2 Analyze how worldwide transportation and communication patterns have affected the flow and interactions of people, ideas, and products.
ï¿1⁄2 Give specific examples of how government policies and decisions have been influenced and changed by individuals, groups, and international organizations.
ï¿1⁄2 Analyze the purposes and functions of major international organizations and the role of the United States in them.
ï¿1⁄2 Recognize and interpret continuity and/or change with respect to particular historical developments in the 20th century.
ï¿1⁄2 Assess and interpret how individuals, issues, and events changed or significantly influenced the course of U.S. history after 1900.
ï¿1⁄2 Determine the causes, characteristics, and impact of political, economic, and social developments in Oregon state history.
ï¿1⁄2 Determine the causes, characteristics and impact, and lasting influence of political, economic, and social developments in local history.
• HS.1. Evaluate continuity and change over the course of world and U.S. history.
• HS.2. Analyze the complexity and investigate causes and effects of significant events in world, U.S., and Oregon history
• HS.4. Investigate the historical development and impact of major scientific and technological innovations; political thought, theory and actions; and art and literature on culture and thought.

	• HS.5. Examine and evaluate the origins of fundamental political debates and how conflict, compromise, and cooperation have shaped national unity and diversity in world, U.S. and Oregon history. • HS.6. Analyze ideas critical to the understanding of history, including but not limited to populism, progressivism, isolationism, imperialism, communism, environmentalism, liberalism, fundamentalism, racism, ageism, classism, conservatism, cultural diversity, feminism, and sustainability. • HS.7. Analyze the history, culture, tribal sovereignty, and historical and current issues of the American Indian tribes and bands in Oregon and the United States. • HS.8. Explain how the American labor movement influenced events and thinking in the United States and Oregon over time. • HS.9 Identify historical and current events, issues, and problems when national interests and global interest have been in conflict, and analyze the values and arguments on both sides of the conflict. • HS.10. Evaluate an historical source for point of view and historical context. • HS.11. Gather and analyze historical information, including contradictory data, from a variety of primary and secondary sources, including sources located on the internet, to support or reject hypothesis. • HS.12. Construct and defend a written historical argument using relevant primary and secondary sources as evidence. • HS. 13 Differentiate between facts and historical interpretations, recognizing that a historian’s narrative reflects his or her judgment about the significance of particular facts. • HS. 14 Create and use maps, technology, imagery and other geographical representations to extrapolate and interpret geographical data. • HS.15 Analyze and illustrate geographic issues by synthesizing data derived from geographic data • HS.17 Explain how migration, immigration and communication (cultural exchange, convergence and divergence) lead to cultural changes and make predictions and draw conclusions about the global impact of cultural diffusion.
	Schedule of topics/units covered: Thematic units and essential questions such as the following, provide the context for learning activities, homework, readings, Socratic seminars, essay writing, and project research: • Why a multicultural perspective of U.S. History? How has multiculturalism defined America? • How has the American republic measured up to its founding ideals: equality, rights, liberty, opportunity, democracy for all its citizens? Hisoriography Native-Settler Encounters & Worldviews Revolution, Constitution and Founding Ideals Antebellum America Civil War and Reconstruction Immigration, Poverty & Racism: Then & Now Progressive Era Great Migration WWI and Spanish American War The Great Depression & New Deal A Peoples War Civil Rights and Vietnam War 1960's Peoples Movements 1970's-1980's America's De-Industrialization
	Academic vocabulary: Cultural Factors, Economic Factors, Reform Movements, Progressivism, Great Depression, New Deal, Franklin Delano Roosevelt, WWII, Cold War, Korean War, Vietnam War. Abolitionism States' Rights Civil War's Legacy

Reconstruction and Post-Reconstruction U.S. Industrial Revolution
Western Frontier & Western Expansion Native Tribes as Sovereign Nations Immigration
U.S. Imperialist Expansion
Progressive Movement
From Boom to Bust: The Great Depression World Wars and Founding Ideals
Social and Cultural History
Harlem Renaissance
Civil Rights Movement
Civil Disobedience
Cold War & Space Race
Vietnam War
Power Movements: 1960's-1970's Suburbanization
Liberal Vs. Conservatism
Post 911 America

District adopted materials:
Reading Materials: A classroom set of the U.S. History textbook, will available for use as well as Howard Zinn’s, A Peoples History of the United States.

Supplemental resources:
There will be a wide variety of primary and secondary source documents as well as literary fiction and non-fiction readings.

Differentiation/accessibility strategies and support (TAG, ELL, SpEd, other):
The differentiation strategies used in this course are based on the evidence (data) received through multiple forms of pre, ongoing, and formative assessments. Described here are the types of assessments used and specific differentiation strategies in place to meet the needs of ALL learners (including TAG, ESL, Special Ed...)
students will be engaged in the following differentiated activities: flexible grouping
depth and complexity extension assignments
tiered lessons
questioning strategies socratic seminars
peer critiques think-pair-share
guided independent reading

Career-related learning experiences (CRLEs):
Project-based Learning

ODE Essential Skills and related Work Samples:
Read and comprehend a variety of text
Assessments used to assess this Essential Skill:
S.O.A.P.S. A.P.P.A.R.T.S. Retrieval Charts Socratic Seminars Dialogue Journals
Write clearly and accurately

Assessments used to assess this Essential Skill:

	Poetry Writing Oral History project Historical Fiction Writing Research Essay: All Living in the USA classes will require a 6 – 8 page research paper on a relevant topic of your choice. This will be done during the 3rd Quarter and will be a major portion of your grade for that marking period. Details, lessons and assistance on this important project will be available in early February 2017. Listen actively and speak clearly RELATED WORK SAMPLES: 1 PERSUASIVE WORK SAMPLE Assessments used to assess this Essential Skill: Think critically and analytically Assessments used to assess this Essential Skill: Personal management and teamwork Assessments used to assess this Essential Skill: Civic and Community Engagement Assessments used to assess this Essential Skill: Global Literacy Assessments used to assess this Essential Skill:
	Assessment/evaluation/grading policy: Assessment/evaluation/grading policy: Grades are based on a three category, weighted point system. The three categories of assignments are Summative Assessments (75% of final grade); Formative Assessments (10 % of final grade); and Characteristics of a Successful Learner (15% of final grade). Students will receive grades for turning work in on time in the category "Characteristics of a Successful Learner;" if students turn in their work late they will not earn points in this category and so their overall grade will suffer up to the 15% maximum. Grades issued at the end of 1st and 3rd quarters indicate progress for the first half of the respective semester. The semester grades go on the student transcript. If a student does not meet the assessment criteria on a summative assignment, he or she should meet with Mr. Zartler to see if it is possible to revise the assessment or to do an alternative demonstration of skills and knowledge. Due dates must be adhered to. Summative Assessment: Final demonstration of knowledge or application of skills at a particular point in time. Examples of these are tests, essays, projects, oral presentations. Formative Assessment: A means for students to learn content standards and practice skills that lead to summative assessment. Examples of these are journal writing, note taking, skills worksheets, in-class activities, homework questions. Credit for Formative Assessments may not be earned past one week from the due date. Characteristics of a Successful Learner Assessment: Behaviors and demonstrations of skills that demonstrate engagement in academics and that indicate a high likelihood of success in learning knowledge and skills, e.g. coming to class prepared to learn, participating in classroom activities; meeting deadlines. A = 100-90% Student work is consistently superior and significantly exceeds criteria and standards. Assignments indicate significantly above average understanding of course/unit material and demonstrate excellent application of skills and knowledge. This almost always indicates that the student is regularly engaged in class, arrives prepared, and fully participates, and thoroughly completes work in a timely manner. The student has significantly exceeded course expectations for characteristics of a successful learner, formative assessments, and summative assessments.

B = 89-80%
Student work exceeds course criteria and standards. Assignments indicate above average understanding of course/unit material and demonstrate above average application of skills. Student is most likely engaged in class, arriving prepared for, and participating in class, and completing work in a timely manner. The student has exceeded course expectations for characteristics of a successful learner, formative assessments, and summative assessments.
C= 79-70%
Student’s work meets criteria and standards. Assignments indicate understanding of course/unit material and demonstrate the application of skills. Student is usually engaged in class, generally prepared, and participates, completing work to satisfy course requirements. The student has met course expectations for characteristics of a successful learner, formative assessments, and summative assessments.
D = 69-60%
Student’s work is below average, barely meeting minimum criteria and standards. Assignments indicate minimal understanding of course/unit material and demonstrate lack of understanding in application of skills. Student is in class but is missing much of the work required to satisfy course requirements. Summative, formative, and characteristics of a successful learner assessments barely meet course expectations.
F = 59% and below
Student fails to meet the minimum course requirements and does not demonstrate understanding of the unit/course materials or expected skills.
Late Work: Any special circumstances that require an extension of time on a due date must be discussed with the teacher as soon as the student is aware of the circumstance and a minimum of one day before the due date and turned in by the agreed upon and reasonable extension. Meeting time lines is a characteristic of a successful learner.

Behavioral expectations:
Students are expected to come to class prepared and ready to learn. Students are expected to participate in class discussions, class work, and in independent reading and writing activities. Students are expected to share their work with their peers.
The classroom is a place of diversity and students are expected to show respect for the diversity present.
Selections form student writing may be used in lessons created by the teacher; this work will be shared anonymously.
Students should access the blog ZartlerLivingInTheUSA.blogspot.com whenever they miss class, or as reminder for what is expected.
Students are expected to follow the rules and policies of Grant High School and Portland Public Schools.
Students should expect some homework most nights; homework will total two to five hours per week.
Electronics for personal use are not appropriate in a learning environment. According to Grant High School policy and my classroom policy, cell phones, iPods, etc. are not permissible unless being used as a classroom learning activity. Grant policy will be followed and students will be asked to report to the main office and forfeit their electronics.
Academic Honesty: Students often collaborate and support each other through discussion, studying, some project work, and constructive criticism of writing. However, each student is ultimately responsible for and must do his/her own work. Copying another student’s work,

whether it is a test, homework, or a writing assignment, is considered academic dishonesty. Plagiarism, which is using someone else’s words or ideas as your own without proper citation, is academic dishonesty. All incidences of academic dishonesty will be referred to the administration, and Grant’s disciplinary policies and procedures will be followed. Work that is a result of or includes academic dishonesty will receive no credit. In some cases, this may require redoing the assignment or demonstrating skills or knowledge with an alternative assignment, however that will not always be possible. Though a student may complete an alternative demonstration of skills and knowledge this project will not earn full credit for the original assignment. Be academically honest. Do not cheat, copy, or plagiarize. Plagiarism and cheating are a breach of trust and academic integrity. Please do not endanger your academic progress nor damage our relationship by engaging in academic dishonesty. Seldom in my career have I been unable to help a committed student successfully complete my courses.

Safety issues and requirements: When the teacher is aware of or suspects danger to the student or to others through writing or sharing in class he will share his concerns with appropriate adults.

Class Blog Research Paper AP Every effort will be made to keep a log of general class room activities at ZartlerLivingInTheUSA.Blogspot.com However, there is no substitute for being in class; the blog is meant to minimize the impact of unavoidable absences. Research Paper All Living in the USA classes will require a 6 – 8 page research paper on a relevant topic of your choice. This will be done during the 3rd Quarter and will be a major portion of your grade for that marking period. Details, lessons and assistance on this important project will be available in early February 2017. Advanced Placement (AP) Option Mr. Gavitte will offer an AP review class during Tutorial (Flex) Period starting at the beginning of the second quarter. Getting a “3” or higher on the AP Exam usually leads to college credit being awarded (depending on the university you choose to attend). There is a non-refundable fee to take the exam (around $90) with a deadline for registration several months before the exam. Students will also be required to purchase a AP review book (around $15). Financial aid and waivers will be available for some students. The US History exam is on Friday, May 5th.

Monday and Tuesday September 12th and 12th

Class began with a collaborative vocabulary studying activity.

Next the class reviewed the process of creating a "Dialogue Journal" while studying.

Students were given these due dates:

Takaki "A Different Mirror" dialogue journal of first half due Wed/ Thur; dialogue journal of second half due Friday / Monday. The class practiced identifying significant passages.

Students were asked to focus on the question, "Why "a different mirror?".

September 6th-9th

In class students turned in and shared their narratives about a time they experienced a "single story" in their lives.

The class then considered the following key questions about Historiography:

Key Historiographical Questions

1. Who writes history, with what agenda in mind, and toward what ends?

2. What do we mean by the master narrative?

 

3. How accurate can a historian ever hope to be, analyzing past events from the vantage point of the historian’s present?

4. Does the historian’s own perspective, impacted as it undoubtedly is by gender, age, national and ideological affiliation, etc., contribute to an “agenda” that the historian’s work is playing into, unwittingly or consciously?

5. What about the types of sources, both primary and secondary, an historian chooses to base his or her work upon? Do they too contribute to the above-mentioned “agenda”?

6. Does the very selection of sources (and, by extension, the decision to exclude certain other sources) prejudice the outcome of the historian’s work in certain ways?

We also discussed the following idea:

Why History Is 5th Hand Information

1. first – the event

2. second – eyewitness version of the event

3. third – the historian’s initial analysis of the   

eyewitness version

4. fourth – a writer’s (usually textbook)   

compilation of historians’ views

5. fifth – the teacher’s selection and teaching

of texts

The class then turned it's attention to reading and discussing the essay The Problem with History Classes. Among other things we discussed:

The Problem With History Classes Discussion Questions

1. What does the author mean when he states “history is anything but agreeable”?

2. How could American students be better served according to the author?

3. What is the difference between a memory and history?

4. How does historiography help drop the barrier between “historian and student”? What are the types of histories he mentions? Can you think of others?

5. How did the Vietnam War Memorial in Washington D.C. reflect the author’s point?

6. Describe in your own words, and give and example to illustrate the following quote: “History is not indoctrination. It is a wrestling match.”

Friday, September 2nd

Periods 3 and 4:
Students brainstormed "single stories" that have affected their own lives.

Students are to write a vignette showing the single story that impacted them,  and annotate the story to show what is missing or incorrect in that story.

This is due next class period.

Here is a model:

What My Step Mom Thinks of Me: How Her “Story of Me” Influences How She Treats Me (the perception)

Who I really am (annotation) (the reality)

“You’re late -- again,” her disapproval of my timing, heck, of my entire existence, dripped, like acid off her face. She was going to mess with me … again. “I just missed a bus, and the next one was running late.” “I’m sure, right after you were messing around with your friends, and getting into trouble. Let me smell your hair.” “Really?! Ellen, this is ridic….” “Call me, ‘Mom,’” she said grabbing my jacket and pulling me in for a quick sniff. There was nothing to smell, except maybe for some mild post-PE-stink, and a little disgust for her distrust. “We’ll I don’t smell anything except that you need a shower. Get one, then stay in your room doing homework till dinner.” “Huh? I did it all while I was waiting for the bus. I’m all set for tomorrow...”. “Don’t back talk me, young man, or you’ll be sorry when your father gets home…”.

Of course I was, my step-mother expected me to be home 23 minutes after the final bell rings Don’t you just hate that? I have no idea why she thinks I smoke. I think she thinks all teenagers, do. But maybe she hates me especially. Like that is ever going to happen. I didn’t even meet her until I was 13. Serves her right for thinking I get high all the time. I think she just prefers not to have to see me or hear me, or even to think about me. Really. One of those lucky days. I don’t know why my dad keeps taking her side ….