Welcome to our class website. This page serves as a digital syllabus for parents and students and does not contain any coursework.
All student coursework will be found on our Google Classroom page.
For general information about Flex, go to the Flex website
Below you will find
Our Course Description
Course Objectives
Periods and Topics Covered
U.S. History Flex Competencies
Please contact me anytime you have questions or concerns.
Dan Lamping / LampingD@msdr9.org
This introductory United States History course covers the periods of American history from Reconstruction to the Modern Era. U.S. History examines the ever-evolving relationships among the government, the people, and the economy, as well as analyzing the changing views of citizenship. Students in this course will also evaluate the role of the United States in globalization. United States History asks students to evaluate historical perspectives through the analysis of historical documents for the purpose of finding, creating, writing and giving evidence to defend an argument.
The student will read, discuss, and analyze key documents from U.S. History.
The student will create written arguments with contextual support and evidence on historical issues, regularly throughout the course.
The student will research and evaluate historical information to support arguments both oral and written.
The student will interpret economic data and draw parallels with historical contexts.
The student will reflect on, and define the changing nature of citizenship and government as America progresses through history.
The student will explain how US foreign policy reacts to and influences world events.
Concepts in history and historical thinking skills
Foundations in U.S. government
Reconstruction
Manifest Destiny and Conquering of the West
Gilded Age and Progressive Era
U.S. Imperialism
The Great Depression
Warfare in the 20th Century
World War I
World War II
Cold War
Korean War
Vietnam War
Wars in the Middle East
Social Movements of the 20th Century
Contemporary America
The competencies listed below are skills which students will work towards mastery on in the Flex program. These are based upon the district U.S. history curriculum objectives.
For all course competencies, students will be expected to produce multiple pieces of evidence thorughout the year, by appyling skills to the various topics and periods covered in the course.
I can ask relevant questions to guide my learning, analyze data and apply abstract reasoning to help gain insight to questions asked.
QA.US.1
I can ask relevant historical questions in order to analyze the past.
QA.US.2
I can comprehend and analyze secondary sources to learn about the past.
QA.US.3
I can analyze and evaluate primary sources.
I can support claims with appropriate and relevant evidence. As new evidence comes to light I can adapt my understanding.
EBT.US.1
I can support specific claims with evidence and explain how the evidence supports my claim(s).
I can communicate effectively in multiple formats, across competencies, with consistency.
CE.US.1
I can answer complex prompts completely and explain my point of view.
CE.US.2
I can present relevant course information that I have learned.
I can exhibit critical thinking skills and conduct research using a diverse range of credible sources.
CT.US.1
I can research events, individuals, trends and periods in U.S. history using appropriate sources and apply critical thinking to analyze them.
CT.US.2
I can apply the habits of historical thinking including sourcing, contextualization, close reading, and corroboration.
CT.US.3
I can evaluate arguments and ideas.
I can make connections between course materials and the real world and demonstrate the relevance of what is learned in school.
RW.US.1
I can explain connections between the past and contemporary issues in the present.
I can apply social studies tools and content strands to build critical thinking, problem solving, and participatory skills necessary for K-12 learners to become engaged citizens that participate in democratic decision-making.
US.CC1
I can create and use tools to analyze a chronological sequence of related events in United States’ history.
US.GS1
I can analyze laws, policies, and processes to determine how governmental systems affect individuals and groups in society in United States history c. 1870-2010.
US.PC2
I can examine the origins and impact of social structures and stratification on societies and relationships between peoples using a United States’ historical lens.
I can exhibit learning habits that will help me be successful both in school and beyond.
LH.1
I can complete coursework independently, in a timely manner, and meet grade level expectations.
LH.2
I can contribute individually to the overall collaborative efforts with my team in a timely manner.
LH.3
I can maintain a focus on learning by being reflective and exhibiting a growth mindset.
Competencies will require multiple pieces of evidence throughout the year. It’s not a one and done expectation.
If you don’t score as well as you’d like on an assignment, you may have another chance to demonstrate proficiency or higher on a later assignment that assesses the same competency. Or, you may be able to revise. Ask your teacher.
If you think an assignment could serve as a piece of evidence for one of these competencies, ask your teacher and make a case for why it should be considered evidence.