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  • [U.S. History Syllabus – Fall 2020]

    Instructor: Coach Alexander

    Office: 227 - B

    Office Hours: 8:30 – 3:00 PM (email me)

    Office Telephone/Google Telephone: Phone Number

    E-mail: dalexander@fsd1.org

    COACH ALEXANDER - Virtual Schedule

    FIRST BLOCK – U.S. HISTORY Honors     Start Time: 8:30

    SECOND BLOCK – U.S. HISTORY CP        Start Time: 10:15

    THIRD BLOCK – U.S. HISTORY Honors   Start Time: 12:15



    Course Description

    • In the United States History and Constitution course, students will employ the skills of a historian to explore the foundation of the American republic and the expansion and disunion of the United States. Students will investigate the impact of American industrialism and capitalism, including being drawn into world wars, on American politics and geopolitics. Through the lense of the Cold war, students will study the contemporary era including the age of technological development, increased civic participation, and political party realignment. U.S. History is required for graduation. Students must take the state – required end-of-course U.S. History test as the final exam. It will count 20% of the final grade. U.S. History and Constitution is required for graduation.


    • Prerequisite - None

    Textbook & Course Materials

    • Required Text(s):

    ○ McGraw-Hill: United States / History & Geography (E Book on line)

    • Recommended Texts & Other Readings:

    Class Expectations

    • List classroom rules and expectations.

    Student Learning Outcomes & Objectives

    This course has two areas of focus, content knowledge and test preparation.  My goals for this course are as follows:

    1. The students will pass the South Carolina EOC exam.
    2. Students will be well grounded in the basic structure, geography, themes, events, and figures of American history.


    Course Objectives

    Provide the students with the knowledge and skills needed to pass the South Carolina US History and Constitution End of Course Exam (EOC).


    You will meet the outcomes listed above through a combination of the following activities in this course:

    Provide instructions to students on how they are expected to meet the learning objectives for the course.

    For example: Will most objectives be met through examination? Or through participation? Or through


    • Attend …class every day
    • Complete … reading assignments, notes and various activities
    • Participate … in class discussions
    • Pass quizzes and test










    Topic Outline/Schedule

    Important Note: Refer to the course calendar for specific meeting dates and times. Activity and

    assignment details will be explained in detail within each week's corresponding learning module. If you

    have any questions, please contact your instructor.


    Sept. 8: Course Introduction

    Early America (1607-1803) Sept. 8 – 18

    Unit 1 -  Colonial North America                                                     [USHC 1.1]

    Unit 2 -   Birth of a Nation                                                                [USHC 1.2 – USHC 1.3]

    Unit 3 -  Establishing a U.S. Government                                    [USHC 1.4 – 1.7}

    Westward Movement and Civil War Era (1803-1877) Sept. 21 – Oct. 9

    Unit 4 -  Westward Movement and Regional Conflict          [USHC 2.1 – USHC 2.3, USHC 4.1]

    Unit 5 - The Road to Secession                                                       [USHC 2.4 – USHC 3.1]

     Unit 6 - The War Between the States & Reconstruction      [USHC 3.2 – 3.5}

    Industrialization and the Populist-Progressive Era (1877-1917) Oct. 19 - 23

    Unit 7 -  Industrialization & Urbanization                                 [USHC 4.2 – USHC 4.5]

    Unit 8 - Populism & The Progressive Period                             [USHC 4.5 – 4.6}

    America Becomes a World Power (1880-1919) Oct. 26 - 30

    Unit 9 – U.S. Emergence as a World Power                              [USHC 5.1 – USHC 5.3]

    Unit 10 - World War I                                                                         [USHC 5.4– USHC 5.5]

    America as a World Power (1920-1951) Nov. 2 - 13

     Unit 11 - The Roaring 20s                                                               [USHC 6.1 – USHC 6.2]

     Unit 12 - The Great Depression & New Deal                           [USHC 6.3 – 6.4]

    Modern America (1951-Present) Nov. 17 – Jan. 25

    Unit 13 -  World War II & its Impact                                             [USHC 7.1– USHC 7.4]

    Unit 14 – Post-War America & The Cold War                           [USHC 7.5 -  7.6]

    Unit 15 - The Great Society  & Civil Rights                               {USH 8.1 & 8.2}

    Unit 16 -  Vietnam                                                                             [USHC 8.2– USHC 8.3]

    Unit 17 -  Resurgence of Conservatism                                        [USHC 8.4]

    Unit 18 – Dealing with a Changing America                      {USH 8.8 & 8.6}





    Grading Policy


    • There is an updated grading policy for 2020-2021
    • There are now 2 grading categories in the gradebook. The emphasis is heavier on summative work to ensure the focus is on mastery of standards/content.
      • Formative--45%
      • Summative--55%
    • There should be a minimum of 1 formative grade per week entered into the gradebook. The formative grade should be assigned, graded, and entered within the week. There should not be weeks in the gradebook with no assignments (ie. 7 formative grades entered in the gradebook in the last week of the quarter).
    • There should be a minimum of 1 summative grade every two weeks entered into the gradebook. The summative grade should be assigned, graded, and entered within the 2 week period. There should not be a gap of more than 2 weeks without a summative grade (ie. 4 summative grades entered in the last week of the quarter). Summative grades should also be independent assignments, not assignments that "count" multiple times.
    • Summative assignments do not have to be unit tests but should summarize key learning and mastery. This can be done within a larger unit at multiple points or at the end of units. If a unit is typically a 6 week unit, there should be 3 summative assessments, 2 of which might be quizzes or portfolio checks. 
    • Quarter classes
      • No exam
      • Final grade calculation is calculated from the quarter setup, 45% formative grades, 55% summative grades.
    • Semester Classes (non-AP, non-EOC)
      • Each quarter will be calculated using the 45% formative, 55% summative percentages in your grade book
      • The semester grade is calculated as
        • Quarter 1--45%
        • Quarter 2--45%
        • Final Exam--10%
      • There is a final exam for non-AP and non-EOC classes. The exam counts 10%. There will NOT be a mid-term exam. If the teacher assigns an assessment at the mid-terms, it should calculate into the summative category for the quarter it was administered. It should not be more heavily weighted (ie. "counted twice").
    • Semester Classes--EOC
      • We are planning on administering EOC's for courses that require an EOC.
      • Each quarter will be calculated using the 45% formative, 55% summative percentages in your grade book
      • The semester grade is calculated as
        • Quarter 1--40%
        • Quarter 2--40%
        • Final Exam--20%
      • There will NOT be a mid-term exam. If the teacher assigns an assessment at the mid-terms, it should calculate into the summative category for the quarter it was administered. It should not be more heavily weighted (ie. "counted twice").
      • In the event that the state waiver is granted to eliminate the EOC exams, the grade calculations will revert to the Semester Classes Non-EOC weighting of Quarter 1--45%, Quarter 2--45%, and a final exam--10%.

    Instruction for Virtual Academy Students ( A Day )

    • Virtual Academy students and teachers will log daily in to their class at the assigned time according to their schedule. If the class is 1st period ELA and school begins at 8:30, the teacher should be logged in on time and students will join via zoom or google meets.
    • The class meeting link should be a new link each day, posted into google classroom for student access.
    • The teacher will instruct the virtual class, in live time, with the camera on to facilitate direct instruction and modeling. 
    • The teacher will take attendance of all students logged in to the class and will mark students accordingly.
    • There is a procedure for students who may have a connectivity issue. Students who have an issue with connectivity during a class must contact the teacher (via email, call, or text) to inform them of the issue. Then the student must view the posted video at the completion of the class and complete any assigned work by the end of the day (3:30 pm) in order to be counted present for the day. Otherwise, an absence will be recorded and the attendance procedures apply for absence documentation (parent note, doctors note for excused and applicable make-up work procedures).
    • The teacher should record the direct instruction/modeling portion of the lesson each day and save the lesson into the google classroom folder for access by students.
    • The teacher delivers direct instruction, modeling, gradual release, feedback, assessment, etc.
    • Content delivery will follow the pacing of the Cohort A in person lesson plan/scope and sequence.
    • Lessons should incorporate questioning and checks for understanding.
    • Activities on direct instruction days should be introduced and the teacher should provide feedback on student work. 
    • The teacher may ask for work to be submitted at the end of class, even if incomplete, in order to review to provide feedback on the following day.

    (B Day)

    • The next day of class should also be live, where the teacher and students log in and attendance is taken. This day should resemble the personalized learning day. The teacher may review some concepts that were challenging students, review the learning from the previous day, clarify misunderstandings, work with small groups, assign additional content/assignments that aligns with or supports the content from the previous day, or assign students to continue or complete the assignment that was started the previous day. 
    • Students and the teacher should remain logged in during the entire instructional period. 

    Supervision and Accountability

    • School principals and administrative teams are responsible to supervise and monitor all instructional classrooms of the building, including A/B and virtual.
    • It is expected that administrators maintain an expectation for appropriate and rigorous instruction is occurring in all instructional settings.
    • It is expected that administrators are monitoring grading practices, including assignment entry and frequencies.
    • It is expected that administrators continue the practice of instructional accountability by regular classroom observation and feedback, including instruction in the virtual setting.

    Virtual academy teachers still belong to your assigned school and administrative team and therefore are accountable to the building principal and school expectations.