8th Grade U.S. History Syllabus

Teacher Information:

Mr. Nieves, Instructor                                               Room: 302

824-4924 (T.J.H.S.)                                                                           

E-Mail: dnieves@tcusd3.org               

Planning Time: 10:43 - 11:31 daily 

I.  Why History?

This course is a required social studies course for eighth grade students.  In order for us to understand who we are as Americans, we must understand the American experience.

II.  Goals

We will become better versed in the major people, places, events, and ideas that have helped to shape the United States as a nation.  As we learn about these people, places, events, and ideas, we will be better prepared to understand the events of today as they relate to the events of the past.

III.  Sources of Information

Appleby, Joyce, et al. (2009).The American Journey: Early Years. Columbus, Ohio:Glencoe/McGraw-Hill. 

Students will also use other sources of information, including, but not limited to, various atlases, almanacs, etc., in addition to on-line sources.

IV.  Specific Classroom Procedures

            1. Be in your seats and ready to work at the beginning of class.

            2. Have all necessary materials ready to go before class begins. (This includes your Chromebook, textbook, assignment notebook, pen/pencil, and paper.)  Note: It would be advantageous for you to have a folder to be used exclusively for U.S. History!

            3. Raise hand to get permission to speak.

            4. Be respectful of others through all of your actions and words.

            5. Complete all work by the assigned due date.

Consequences

            1. Verbal Warning

            2. Time-out

            3. Referral to the Office (Mrs. Acree or Mrs. Wise)

V.  Assignment/Assessment Types

Section "Connections": In a Google Doc format, this "homework" will be utilized as students read to identify important people, places, events, and ideas mentioned in the reading/discussion.  Additionally, students will also provide "context" to why that item (person, place, event, or idea) is relevant in the context of what was read/discussed.              

Review Sheets/Study Guides: include various questions from classroom discussions, etc., to help prepare for the tests.

Tests: Large assessments including multiple choice, matching, essays, etc.  Tests may be in paper/pencil format or in a Google Form format.

Essays: Self-directed writing on selected topics related to the current area of study

Google Forms: quiz-type assessments that will be used through Google Classroom.

U.S. History Course Outline

I.                 The Americas: (Thirteen Colonies)

II.               Creating A Nation (Independence Movement/American Revolution/Early America)

III.             Launching A Republic (Federalist Era/Jeffersonian Era/Westward Expansion)

IV.              Nationalism and Sectionalism (Jacksonian Democracy/Manifest Destiny)

V.         The Civil War (Causes/Secession/War/Reconstruction)

Other units we will examine during the year will include:

VI.            United States Constitution

VII.           Illinois Constitution

Grading

Grades are calculated on a point basis.  All daily work, quizzes, special projects, and tests count toward a running total of points, which are averaged.  The total points earned divided by the total points possible determines the final percentage. 

Example:   1st Nine Weeks:  Joe Schmo  455 points/570 total points = 79.82%

The percentage earned is then placed into the school-wide grading scale listed below.

               A = 90-100         

               B = 89-80

               C = 79-70

               D = 69-60

               F = 59 and below    

Extra Credit

Extra credit will be offered once each nine weeks.  All extra-credit opportunities will relate directly to what we are learning at the time.  More information will be given about these opportunities as we get to them.  As always, extra-credit is optional!