U.S. History 9‎ > ‎

US 9 Syllabus

                                  Part I

1) Class Identification
    - United States History (9); two semesters of US History are required.
       Most WHS students take this class during their freshman year
     - US History 9 meets in Room 1005, in Pod 1000
       - 2nd Semester US 9 meets during Periods 4, 5, 6, and 7
     - US History 9 Webpage

2) Teacher: Dan Jensen
    - E-mail: dan.jensen@district145.org
     - My Weebly WHS Website (featuring my U.S. History Blog)

3) Class Description
    - US History 9 is a survey class, beginning with the Reconstruction Era
       after the Civil War, and ending with 9/11
     - Semester 1: Post-Civil War thru WW II
         Unit 1: Post-Civil War Era
         Unit 2: Progressivism, Imperialism, 
& the Great War
         Unit 3: Post-WW I Era
         Unit 4: The Great Depression & World War II
     - Semester 2: Post-WW II thru 9/11
         Unit 5: Post-World War II
         Unit 6: The Civil Rights Era
         Unit 7: The Vietnam Era
         Unit 8: The 1970s & Beyond
     - District #145 K-12 Social Studies Frameworks
     - District #145 K-12 Social Studies Mission

4) Class Policies
       - Contained in the above link:
          - Formative grades, Summative grades, Semester Final Exam
          - No Re-Takes - The "Replacement System" is far superior
       - Assignment Deadlines:
        - If a student misses a deadline, I'll enter a "temporary zero" in the gradebook
          - That "temporary zero" disappears when the assignment is completed
        - My advice: If you can't meet the deadline, it's far better if you let me know
          why, and we can take it from there . . . 
     - "Exits":
        - Each student has 3 "Exits" from class each semester (e.g. restroom, 
          locker, drink, etc.)
        - Students that have exercised poor judgment over time, and 
           exceed their 3 "exits", are subject to administrative referral
     - Tardies:
        - 1st Tardy: Warning
        - 2nd Tardy: 15 minute detention w/ teacher to be served within 3 days
        - 3rd Tardy & Beyond: Office referral
     - In essence there is one over-arching policy for this class: Avoid
        interfering with someone else's education . . .

                                       Part II

5) Class Materials
    - This is a high school history class, so each student is expected to have
        their notebook and something to write with each and every single day;
        think of it as a  "Daily Informal Maturity Test"
     - Textbooks will be used in class under my direction; if a student will have
        an extended absence, I can easily arrange online access for the textbook

6) Learning Strategies
    - Processing information in class, whether from lecture, reading, video,
        photograph, political cartoon, small-group discussions, etc., is paramount
     - Effective note-taking, and review of the notes when needed (e.g. assessments)
     - Take advantage of the online reviews for the objective summative
       assessments on Angel; students can preview the Beginning, Progressing,
       and Proficient level questions in advance of the assessment, if they
       so choose, that is . . . (Advanced level questions are not previewed)
     - Analyzing Primary Source Documents like an amateur historian
     - Answer the most crucial question in the history-of-history: WHY . . .
       - Of course, in order to answer the "Why", students also need the
         necessary background of "Who", "How", and "What", among other things

7) Requirements
    - In hard-measurement terms, in order to pass US History 9, a student
       needs achieve a percentage grade of at least 70%
         - According to our School Board Policy, the grading brackets are . . . 
              - "A" (94-100) / "B" (86-93) / "C" (78-85) / "D" (70-77)
     - Since 70% of a student's grade is in the "Summative" realm, students
        will need to develop proficiency in:
          a) Objective Assessments, especially being able to successfully
               answer the easiest questions, which actually are worth the most
               points: The Beginning and Progressing Level Questions
               ** The main reason why I feature objective assessments is to help
                    students increase their study skills
          b) Analyzing Primary Source Documents, in terms of:
               - "Sourcing" (Analyzing the source information of a document)
               - "Header" (What is the main focus of the document?)
               - "Annotating" (Finding relevant information in the document itself)
               - "Guiding Questions" (Answering questions related to the documents)
               - "Final Answer" (Writing an insightful response to the "Framing
                   Question" - e.g. What Caused the Pullman Strike of 1894?)
     - Attendance: As with any class, consistent attendance can only increase
          the chances of success; repeated absences can only minimize those
     - All of the above, and more, are key in helping a student increase their
           human capital, which is something they can use and take with them
           the rest of their lives . . . so, when someone asks me WHY IS
           HISTORY IMPORTANT, my answer is: History is a great 
           vehicle for everyone, in that you can increase your brain-
           power, but you also learn from the successes and failures of 
           historical figures, which, if you are diligent, can apply those
           lessons to your life, and be very successful
Dan Jensen,
Aug 10, 2013, 10:21 AM
Dan Jensen,
Aug 10, 2013, 10:20 AM