Class Information
Expectations & Procedures
Coach Havard's Classroom Rules: They are all encompassing:
I. Be Respectful to Others
II. Be Seated BEFORE the Tardy Bell Rings
a. Entering the classroom between classes--you are here to stay (no going back to your locker etc.)
III. Speak at Appropriate Times
IV. Hand Work in On Time
Grading policy
1. We will be studying American History from America's beginnings up to reconstruction just after the Civil War.
2. You will be expected to do daily work, take tests, complete homework and possibly do projects as we explore America's rich history together.
3. You will be graded on the following scale: Tests--60%, Daily Work--40%. If we have a project during a six week the percentages will change.
4. The number of daily assignments and tests change every six weeks. You will be told at the beginning of each six weeks APPROXIMATELY how many of each (daily grades; tests) there will be.
5. You will also be involved in a Geography Bee in January for a daily grade.
6. In class, we will be doing worksheets, reading from the book, listening to short lectures, using question and answer games, watching videos and other activities to learn more about American History. There will also be homework on occasion due the next day before your class begins (when the bell rings). If not on my desk or the white homework box (wherever I’ve told you to place it) before the bell rings it will be considered late. A topical syllabus will be given out near the beginning of each six weeks with an offer of extra points in connection with them that shows the order and approximate week we will be studying differing topics.
7. There will be other opportunities for extra credit in my classroom. The opportunities will be PROACTIVE in nature and not REACTIVE in nature. In other words--they will be put out there for you to take advantage of before you make that bad grade or bad average. They will NOT be given out "after the fact" of a bad grade made. So, YOU need to be proactive in getting the extra credit or making the good grade. Try to be reactive in keeping your average up----we do plenty of work and have plenty of opportunities for grades. My first question to someone who after the fact of having a bad average asks me to conjure up some kind of extra credit to “save them” will probably be, "Did you try that extra credit I offered last week?"
8. For class reminders and links to test reviews you may text the message @d6fbfch to this number, 81010. There will be pertinent information connected with this class on my website. You may navigate to it through the school’s website of lorenaisd.net. Also, for most, but not all tests, a quizlet will be online for study. Go to quizlet.com and search CoachHavard for the offering(s) or if you have a QR code scanner on your smartphone--scan the code below to go there: A free code generator was used to form the code below, so it is not recommended to download any offerings or press any button that says “install’ or “download” from the advertisers.
9. I expect your best effort in my class. My pledge to you is to be firm, fair, and consistent in the grading of your work. This begins, of course, with what you have been told on this piece of paper. I'm here to help you. Let's have a good year together!
Curriculum
Social Studies, Grade 8
In Grade 8, students study the history of the United States from the early colonial period through Reconstruction. The knowledge and skills in this section comprise the first part of a two-year study of U.S. history. The second part, comprising U.S. history from Reconstruction to the present, is provided in High School. The content in Grade 8 builds upon that from Grade 5 but provides more depth and breadth. Historical content focuses on the political, economic, religious, and social events and issues related to the colonial and revolutionary eras, the creation and ratification of the U.S. Constitution, challenges of the early republic, the Age of Jackson, westward expansion, sectionalism, Civil War, and Reconstruction. Students describe the physical characteristics of the United States and their impact on population distribution and settlement patterns in the past and present. Students analyze the various economic factors that influenced the development of colonial America and the early years of the republic and identify the origins of the free enterprise system. Students examine the American beliefs and principles, including limited government, checks and balances, federalism, separation of powers, and individual rights, reflected in the U.S. Constitution and other historical documents. Students evaluate the impact of Supreme Court cases and major reform movements of the 19th century and examine the rights and responsibilities of citizens of the United States as well as the importance of effective leadership in a constitutional republic. Students evaluate the impact of scientific discoveries and technological innovations on the development of the United States. Students use critical-thinking skills, including the identification of bias in written, oral, and visual material.
So, in a more concise way, we study American History using the TEKS as a guide. We study from European Colonization to Reconstruction. Our course is often called the first half of American History, that is, American History up until 1877. We look at:
1. European Colonization
2. Colonial Era
3. Revolutionary Era
4. Constitutional Era
5. The Early Republic
----------semester break-------------
6. Jacksonian Era
7. The Industrial Revolution
8. Manifest Destiny/Westward Expansion
9. The Civil War
10. Reconstruction
Numbers 1-5 above are covered during the first semester and the contents of numbers 5-10 are covered during the second semester.
TEXAS HISTORY
In Grade 7, students study the history of Texas from early times to the present. Content is presented with more depth and breadth than in Grade 4. Students examine the full scope of Texas history, including Natural Texas and its People; Age of Contact; Spanish Colonial; Mexican National; Revolution and Republic; Early Statehood; Texas in the Civil War and Reconstruction; Cotton, Cattle, and Railroads; Age of Oil; Texas in the Great Depression and World War II; Civil Rights and Conservatism; and Contemporary Texas eras. The focus in each era is on key individuals, events, and issues and their impact. Students identify regions of Texas and the distribution of population within and among the regions and explain the factors that caused Texas to change from an agrarian to an urban society. Students describe the structure and functions of municipal, county, and state governments, explain the influence of the U.S. Constitution on the Texas Constitution, and examine the rights and responsibilities of Texas citizens. Students use primary and secondary sources to examine the rich and diverse cultural background of Texas as they identify the different racial and ethnic groups that settled in Texas to build a republic and then a state. Students analyze the impact of scientific discoveries and technological innovations on the development of Texas in various industries such as agricultural, energy, medical, computer, and aerospace. Students use primary and secondary sources to acquire information about Texas.