Mr. Weinstein's CHS Site

11^th Grade US History Syllabus, 2020-2021

Teacher Contact Information:

Mr. Adam Weinstein

Room: H-107

Phone: 818 222.7177

Email: aweinstein@lvusd.org

Webpage: https://sites.google.com/lvusd.org/weinstein

Zoom Link: https://lvusd.zoom.us/j/2852581377?pwd=NDBjdERTemc3dlJYUFRwUUNOazhMQT09

Zoom Meeting ID: 285 258 1377 Password: 861229

Google Classroom Codes: Period 3: ijit56u Period 6: f6m7kei

**An updated syllabus will be provided in the event that we return to campus for hybrid learning**

Course Goals:

-To empower you as critical thinkers, readers, writers, and members of your school community and beyond

-To examine important historical moments and concepts and understand their connections to today’s world

-To learn and use a variety of skills to interpret and interact with course content

-To help you expand your academic and communication skills

-To develop your ability to write effectively

-To gain an understanding of how you learn and think

-To practice the art of asking questions

Respect

We build community and a safe learning environment through our treatment of each other. Language is a very crucial part of this. It is also essential that we focus on the work ahead of us rather than distractions caused by side-conversations, disrespectful or offensive verbal and non-verbal communication, or any other activity that might otherwise take away from our ability to engage deeply with class content. Note that it’s possible that, at times, your fellow students and/or I may find it difficult to deal on an emotional level with what we’re learning, so offensive language and immature behavior will not be tolerated and we ask that we work hard to support one another. We expect that you will bring your best selves to class each day and challenge/support each other to do the same.

Attendance

My expectation is that you will be on time and ready to go at the start of class. That means logging in on Zoom at the start of each class. I will post the daily agenda about 10 minutes before each class on Google Classroom. If you are regularly late or absent, I will call home to discuss the issue with your parents/guardians, and administration will be notified.

Expectations

-Treat everyone with respect (see section above)

-Turn in work at the beginning of class (or when directed)

-Don’t let “distracting” items (ex. Cell Phones) take away from your ability to succeed in class.

Make-Up-Work

-If you are absent from class, you have that many days to make up the missing work, if it is an excused absence (e.g. 2 days absent, 2 days to make up)

-If your absence is unexcused no make up work is given, and a zero is given for the assignment

- Late assignments will be accepted up to two classes late for reduced credit (ex. 25 pt assignment one day late is -5, two days late is -10. A 50 pt assignment is -10 on one day late, -20 on day 2).

-Make up tests may be different from the test given during class time

Grading

-Assignments for this course will be placed into one of the following specific categories in the grade book. The final grade will be the average of each category together.

Tests/Essays = 45%

Socratic Seminars/Presentations = 35%

Classwork/Homework/In-Class Activities = 20%

Grade Scale

A-93% or higher

A--90% to 92.9%

B+-87% to 89.9%

B-83% to 86.9%

B--80% to 82.9%

C+-77% to 79.9%

C-73% to 76.9%

C--70% to 72.9%

D+-67% to 69.9%

D-63% to 66.9%

D--60% to 62.9%

F-59.9 % and below

Course Outline

Fall Semester

Spring Semester

-Foundation of the US as a Nation (Pre-1492, Colonization, American Revolution, Creation of the Constitution, Westward expansion/Trail of Tears, slavery, secession, the Civil War)

-Reconstruction

-Industrialization, Urbanization, and the Progressive Era

-Imperialism and World War I

-1920s and the Great Depression

Spring Semester

-World War II

-The Cold War and America

-America’s Economic and Social Transformation

-The Civil Rights Movement

-The Vietnam War

-Watergate

-1970s, 1980s, 1990s, and 2000s

-The US and the Global World

11^th Grade AME US History Syllabus, 2020-2021

Teacher Contact Information:

Mr. Adam Weinstein

Room: H-107

Phone: 818 222-7177

Email: aweinstein@lvusd.org (please use the LVUSD email first) and AME specific email: adam.weinstein@chsacademy.net

**An updated syllabus will be provided in the event that we return to campus for hybrid learning**

Resources:

Webpage: https://sites.google.com/lvusd.org/weinstein

Trello, Slack and Otus: We will be using both Trello and Slack as a way to communicate, and Otus is where you can keep track of our assessments throughout the year.

Zoom Link: https://lvusd.zoom.us/j/2852581377?pwd=NDBjdERTemc3dlJYUFRwUUNOazhMQT09

Zoom Meeting ID: 285 258 1377 Password: 861229

Google Classroom Codes: Period 5: t76rvpk

Course Goals:

-To empower you as critical thinkers, readers, writers, and members of your school community and beyond

-To examine important historical moments and concepts and understand their connections to today’s world

-To learn and use a variety of skills to interpret and interact with course content

-To help you expand your academic and communication skills

-To develop your ability to write effectively

-To gain an understanding of how you learn and think

-To practice the art of asking questions

Respect

We build community and a safe learning environment through our treatment of each other. Language is a very crucial part of this. It is also essential that we focus on the work ahead of us rather than distractions caused by side-conversations, disrespectful or offensive verbal and non-verbal communication, or any other activity that might otherwise take away from our ability to engage deeply with class content. Note that it’s possible that, at times, your fellow students and/or I may find it difficult to deal on an emotional level with what we’re learning, so offensive language and immature behavior will not be tolerated and we ask that we work hard to support one another. We expect that you will bring your best selves to class each day and challenge/support each other to do the same.

Attendance

My expectation is that you will be on time and ready to go at the start of class. That means logging in on Zoom at the start of each class. I will post the daily agenda about 10 minutes before each class on Google Classroom. If you are regularly late or absent, I will call home to discuss the issue with your parents/guardians, and administration will be notified.

Expectations

-Treat everyone with respect (see section above)

-Turn in work at the beginning of class (or when directed by the teacher)

-Don’t let “distracting” items (ex. Cell Phones) take away from your ability to succeed in class.

Make-Up-Work

-If you are absent from class, you have that many days to make up the missing work, if it is an excused absence (e.g. 2 days absent, 2 days to make up)

-If your absence is unexcused no make up work is given, and a zero is given for the assignment

-Make up tests may be different from the test given during class time

Grading

This year we will be using a Standards-Based, or Mastery-Based Grading format. Assignments and tasks are created to demonstrate specific skills. Since the goal is mastery of the skill, you will given multiple opportunities to work on the skill, with the most recent and consistent level of performance being prominent. The change in how we approach grading is to think in terms of skill and learning not assignments and points.

There are three standard categories: 1. Skill Standards, 2. Content Standards, and 3. College and Career Readiness Standards. Skill Standards represent core skills (i.e., writing an argumentative paper, Socratic Seminars, etc.) and will represent the majority of standards assessed for your grade. Content Standards represent standards that apply to specific content students are required to learn (i.e., demonstrate knowledge of American life on the Home Front in World War II). There will be specific content-specific standards for each unit. College and Career Readiness Standards assess job readiness performance (i.e., are you prepared for class).

The majority of the assignments will count only for AME US History, but there will also be some cross-curricular assignments that will be evaluated in AME English and AME Broadcasting as well—these assignments will count for assessments in all three classes. This is especially true for the Documentary Project.

Course Outline

This course does not follow a traditional US History schedule where we will start at the creation of the country and go in the order of events up to the present. This course will be taught using a theme-based approach. Each unit links to what you will be learning in your other AME courses and will help you develop skills that will assist in the creation of your documentary. In particular, AME US History and AME English will be using similar materials simultaneously throughout the year.

Our units during the year will occur in the order listed below. We will focus on a number of key moments in US history and the order we study them will help us during the various stages of our documentary project.

Unit 1: American Identity-What does it mean to be American?

Unit 2: The Black Experience in America

Unit 3: Immigration/Eugenics

Unit 4: World War II

Unit 5: Cold War/Red Scare/1950s Culture

Unit 6: Vietnam and Watergate

Unit 7: Modern American Society

10^th Grade AME World History Syllabus, 2020-2021

Teacher Contact Information:

Mr. Adam Weinstein

Room: H-107

Phone: 818 222-7177

Email: aweinstein@lvusd.org (please use the LVUSD email first) and AME specific email: adam.weinstein@chsacademy.net

**An updated syllabus will be provided in the event that we return to campus for hybrid learning**

Resources:

Webpage: https://sites.google.com/lvusd.org/weinstein

Zoom Link: https://lvusd.zoom.us/j/2852581377?pwd=NDBjdERTemc3dlJYUFRwUUNOazhMQT09

Zoom Meeting ID: 285 258 1377 Password: 861229

Google Classroom Codes: Period 1: juhm5jt

Course Goals:

-To empower you as critical thinkers, readers, writers, and members of your school community and beyond

-To examine important historical moments and concepts and understand their connections to today’s world

-To learn and use a variety of skills to interpret and interact with course content

-To help you expand your academic and communication skills

-To develop your ability to write effectively

-To gain an understanding of how you learn and think

-To practice the art of asking questions

Respect

We build community and a safe learning environment through our treatment of each other. Language is a very crucial part of this. It is also essential that we focus on the work ahead of us rather than distractions caused by side-conversations, disrespectful or offensive verbal and non-verbal communication, or any other activity that might otherwise take away from our ability to engage deeply with class content. Note that it’s possible that, at times, your fellow students and/or I may find it difficult to deal on an emotional level with what we’re learning, so offensive language and immature behavior will not be tolerated and we ask that we work hard to support one another. We expect that you will bring your best selves to class each day and challenge/support each other to do the same.

Attendance

My expectation is that you will be on time and ready to go at the start of class. That means logging in on Zoom at the start of each class. I will post the daily agenda about 10 minutes before each class on Google Classroom. If you are regularly late or absent, I will call home to discuss the issue with your parents/guardians, and administration will be notified.

Expectations

-Treat everyone with respect (see section above)

-Turn in work at the beginning of class (or when directed by the teacher)

-Don’t let “distracting” items (ex. Cell Phones) take away from your ability to succeed in class.

Make-Up-Work

-If you are absent from class, you have that many days to make up the missing work, if it is an excused absence (e.g. 2 days absent, 2 days to make up)

-If your absence is unexcused no make up work is given, and a zero is given for the assignment

-Make up tests may be different from the test given during class time

Grading

This year we will be using a Standards-Based, or Mastery-Based Grading format. Assignments and tasks are created to demonstrate specific skills. Since the goal is mastery of the skill, you will given multiple opportunities to work on the skill, with the most recent and consistent level of performance being prominent. The change in how we approach grading is to think in terms of skill and learning not assignments and points.

There are three standard categories: 1. Skill Standards, 2. Content Standards, and 3. College and Career Readiness Standards. Skill Standards represent core skills (i.e., writing an argumentative paper, Socratic Seminars, etc.) and will represent the majority of standards assessed for your grade. Content Standards represent standards that apply to specific content students are required to learn (i.e., demonstrate knowledge of the French Revolution). There will be specific content-specific standards for each unit. College and Career Readiness Standards assess job readiness performance (i.e., are you prepared for class).

The majority of the assignments will count only for AME World History, but there will also be some cross-curricular assignments that will be evaluated in AME English and AME Broadcasting as well—these assignments will count for assessments in all three classes.

Course Outline

This course does not follow a traditional World History schedule where we will start at the beginning and go in the order of events up to the present. This course will be taught using a theme-based approach. Each unit links to what you will be learning in your other AME courses and will help you develop skills that will assist in the creation of your documentary.

Our units during the year will occur in the order listed below. We will focus on a number of key moments in World history and the order we study them will help us during the various stages of our documentary project.

Course Outline

Fall Semester

-What is History?

-Revolutions of Thought (Scientific Rev, Enlightenment, Industrial Revolution, Economics systems

-Violent Revolutions (French Revolution, Russian Revolution, Chinese Cultural Revolution)

-Imperialism

-Non-violent Revolution (Indian Revolution/Gandhi)

-Hybrid Revolution (Apartheid)

Second Semester

- World War I

-The Armenian Genocide

-The 1920s/30s and failures of Democracy/Rise of the Nazis

-World War II and the Holocaust

-The Cold War

-Chile and the Pinochet Dictatorship

-Current World Issues

10^th Grade World History Syllabus, 2020-2021

Teacher Contact Information:

Mr. Adam Weinstein

Room: H-107

Phone: 818 222.7177

Email: aweinstein@lvusd.org

Webpage: https://sites.google.com/lvusd.org/weinstein

Zoom Link: https://lvusd.zoom.us/j/2852581377?pwd=NDBjdERTemc3dlJYUFRwUUNOazhMQT09

Zoom Meeting ID: 285 258 1377 Password: 861229

Google Classroom Codes: Period 2: avedzcd

**An updated syllabus will be provided in the event that we return to campus for hybrid learning**

Course Goals:

-To empower you as critical thinkers, readers, writers, and members of your school community and beyond

-To examine important historical moments and concepts and understand their connections to today’s world

-To learn and use a variety of skills to interpret and interact with course content

-To help you expand your academic and communication skills

-To develop your ability to write effectively

-To gain an understanding of how you learn and think

-To practice the art of asking questions

Respect

We build community and a safe learning environment through our treatment of each other. Language is a very crucial part of this. It is also essential that we focus on the work ahead of us rather than distractions caused by side-conversations, disrespectful or offensive verbal and non-verbal communication, or any other activity that might otherwise take away from our ability to engage deeply with class content. Note that it’s possible that, at times, your fellow students and/or I may find it difficult to deal on an emotional level with what we’re learning, so offensive language and immature behavior will not be tolerated and we ask that we work hard to support one another. We expect that you will bring your best selves to class each day and challenge/support each other to do the same.

Attendance

My expectation is that you will be on time and ready to go at the start of class. That means logging in on Zoom at the start of each class. I will post the daily agenda about 10 minutes before each class on Google Classroom. If you are regularly late or absent, I will call home to discuss the issue with your parents/guardians, and administration will be notified.

Expectations

-Treat everyone with respect (see section above)

-Turn in work at the beginning of class (or when directed)

-Don’t let “distracting” items (ex. Cell Phones) take away from your ability to succeed in class.

Make-Up-Work

-If you are absent from class, you have that many days to make up the missing work, if it is an excused absence (e.g. 2 days absent, 2 days to make up)

-If your absence is unexcused no make up work is given, and a zero is given for the assignment

- Late assignments will be accepted up to two classes late for reduced credit (ex. 25 pt assignment one day late is -5, two days late is -10. A 50 pt assignment is -10 on one day late, -20 on day 2).

-Make up tests may be different from the test given during class time

Grading

-Assignments for this course will be placed into one of the following specific categories in the grade book. The final grade will be the average of each category together.

Tests/Essays = 40%

Socratic Seminars/Presentations = 35%

Classwork/Homework/In-Class Activities = 25%

Grade Scale

A: 93% or higher

A-: 90% to 92.9%

B+: 87% to 89.9%

B: 83% to 86.9%

B-:80% to 82.9%

C+: 77% to 79.9%

C: 73% to 76.9%

C-: 70% to 72.9%

D+: 67% to 69.9%

D: 63% to 66.9%

D-: 60% to 62.9%

F: 59.9 % and below

Course Outline

Fall Semester

-What is History?

-Revolutions of Thought (Scientific Rev, Enlightenment, Industrial Revolution, Economics systems

-Violent Revolutions (French Revolution, Russian Revolution, Chinese Cultural Revolution)

-Imperialism

-Non-violent Revolution (Indian Revolution/Gandhi)

-Hybrid Revolution (Apartheid)

Spring Semester

- World War I

-The Armenian Genocide

-The 1920s/30s and failures of Democracy/Rise of the Nazis

-World War II and the Holocaust

-The Cold War

-Chile and the Pinochet Dictatorship

-Current World Issues