U.S. History II


(Social Studies: U.S. Studies Cluster)

COURSE DESCRIPTION

This integrated, collaboratively taught Social Studies Content class will provide all students an opportunity to study primary and secondary source documents and arelated sources so they will know about and understand the ways in which historical events have shaped their lives and the ways in which their lives will shape history. By satisfying requirements of this study, all students will become more informed, skilled, productive, employable, and socially responsible citizens.

SWRSD OUTCOMES

Outcome 1: Students demonstrate many forms of communication.

Outcome 4: Students learn and understand their rights and responsibilities and work together as members of a democratic society.
Outcome 5: Students demonstrate honesty, respect, concern, and caring for themselves, their environment, and others.
Outcome 7: Students use a variety of ways to think and to reason when solving problems and making thoughtful decisions.
COURSE OUTLINE

CONTENT (Essential course facts, concepts, and basic skills; assessed with teacher -made tests and rubrics )

Major Units of Study
A. Turn of the 20th Century - Moving Westward
Alaska Content Standard(s): Standard B History
(A student should understand historical themes through factual knowledge of time, places, ideas, institutions, cultures, peoples, and events.)
Key Elements: Student will know about, understand, and demonstrate the ability to
B. Turn of the Century - Industry and Immigration

Alaska Content Standard(s): Standard B: History
(A student should understand that history is a record of human experiences that links the past to the present and the future.)

Key Elements: Student will know about, understand, and demonstrate the ability to
1. correctly spell, define, and use in proper context a variety of key terms/concepts (corporations, trust, monopoly, free enterprise, assimilation, Ellis Island)
C. More Reform

Alaska Content Standards: Standard C History
(A student should develop the skills and processes of historical inquiry.)

Key Elements: Student will know about, understand, and demonstrate the ability to
D. Expansion Overseas/World War I

Alaska Content Standard(s): Standard B: History
(A student should understand historical themes through factual knowledge of time, places, ideas, institutions, cultures, people, and events.)
Key Elements: Student will know about, understand, and demonstrate the ability to
Roosevelt Corollary
E. The Interwar Years/World War II
Alaska Content Standards: Standard B: History
(A student should understand historical themes through factual knowledge of time, places, ideas, institutions, cultures, people, and events.)
Alaska Content Standard C: History
(A student should develop the skills and processes of historical inquiry.)
 Alaska Content Standard D: History
(A student should be able to integrate historical knowledge with historical skill to effectively participate as a citizen and as a lifelong learner.)
Key Elements: Student will know about, understand, and demonstrate the ability to
F. The Fifties and Sixties
Alaska Content Standard(s): Standard D: History
(A student should be able to integrate historical knowledge with historical skill to effectively participate as a citizen and as a lifelong learner.)
Key Elements: Student will know about, understand, and demonstrate the ability to
F. The Very Modern Era
Alaska Content Standard(s): Standard A: History
(A student should understand that history is a record of human experiences that links the past to the present and the future.)
Key Elements: Student will know about, understand, and demonstrate the ability to
SKILLS (Essential processes or skills, universally taught by all teachers in all courses; assessed with teacher -made rubrics and/or tests )
Major Categories of Skills

A. Cross-curricular and/or Integrative Skills

Key Elements: Student will know about, understand, and demonstrate the ability to
1. effectively communicate (listen, observe, read, write, discuss, present, explain, persuade, defend)
3. use a variety of higher order thinking skills (hypothesizing, estimating, analyzing, classifying, synthesizing, evaluating,inferring, generalizing) to solve common day-to-day problems
Key Elements: Student will know about, understand, and demonstrate the ability to
C. Life and/or Employability Skills
Key Elements: Student will know about, understand, and demonstrate the ability to
respect and treat others equally, from the perspective of the needs and rights of all people
D. Cultural Relevance:



Alaska Content Standards for Culturally Responsive Schools: Student Standards A-E
Key Elements: Student will know about, understand, and demonstrate the ability to

INSTRUCTIONAL RESOURCES AND MATERIALS


A. Community Resources Related to Course
Each individual and/or team of instructors, with the help of long time staff, students, parents and other concerned community members should cooperatively compile and periodically update a list of village elders, parents, local government leaders, business persons, and other concerned, active members of the community willing to share their wealth of experiences, knowledge and skills.

B. Major Internet Web Site Addresses Related to Course (a tiny sample)
Or, use one of the many Internet search options to find materials about women, African Americans, and Native Americans and their place in U.S. History. For example:

C. Media Center: Southwest Region School District
 Contact Roz Goodman, the Southwest Region Media Specialist, for help. She has lists of materials related to specific subject areas and will help you find Internet resources or other materials
D. Itinerant Travel Kits and/or Permanent Core Skills Instructors' Materials
This information not available at this time.


This information not available at this time.

This information not available at this time.

From Pocahontas to Power Suits: Everything You Need to Know About Women's History in America (Mills, K.); Timelines of African-American History: 500 Years of Black Achievement (; What Every American Should Know About Women's History (Lunardini, C., Ph.D.); Timelines of Native American History (Hazen-Hammond, S.); The American Nation (Prentice Hall)

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(Assessment Guidelines and Grading still "under construction" and awaiting additional in-put)

Teacher-made tests of content units will be required: pre-tests, quizzes, Unit Tests, Final Exams

Processes/Skills will be assessed Rubrics, checklists, et.al.

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(The Following Still Needs Input, Thought, and Work)

ASSESSMENT GUIDELINES AND GRADING
The primary goal of this class is to give all students an opportunity to gain essential new knowledge, comprehension, and skills. To determine if all students are actually attaining this goal, regular, in-progress assessment of student progress will be part of daily in-progress activities and final student projects.

CONTENT KNOWLEDGE TESTS
Minimum Requirements : At the very least, course Content will be regularly assessed with traditional
Teacher-made Tests (multiple choice, completion, true/false, matching, short essay).
Suggestions:
CRITERION-REFERENCED TESTS (CRT's)
 STUDENT PERFORMANCE RUBRICS
EXTRA CREDIT WORK
In order to encourage students to pursue high level performances and quality products, all students who have completed required work, including any expected revisions, should be given an opportunity and encouraged to do Extra Credit work that might increase the depth and/or breadth of their understanding.
GRADING
All students will be held accountable for meeting the minimum requirements of all courses and will earn grades based on their ability to demonstrate the acquisition of basic content knowledge and comprehension, and their ability to apply specific essential skills to produce quality finished products. Final Grades in all courses will follow on a traditional "A", "B", "C", "D", "F", "I", system.
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