American History to 1877

 

Mr. C.H. Barnett

8th Grade U.S. History

chbarnett@eisd.net

210-444-8075

 

Welcome to 8th grade U.S. History! This course covers the major eras and events in U.S. history through 1877, including colonization, revolution, drafting of the Declaration of Independence, creation and ratification of the Constitution, religious revivals such as the Second Great Awakening, early republic, the Age of Jackson, westward expansion, reform movements, sectionalism, Civil War, and Reconstruction.

 

U.S.  History Year at a Glance

 

1st Nine Weeks

 

Unit 01: Exploration and Colonization

  • reasons for European exploration and colonization of North America
  • the growth of representative government and institutions during the colonial period

 

Unit 02: Celebrate Freedom Week

  • identify colonial grievances listed in the Declaration of Independence and explain how those grievances were addressed in the U.S. Constitution and the Bill of Rights

 

Unit 03: American Revolution

  • causes of the American Revolution, including the Proclamation of 1763, the Intolerable Acts, the Stamp Act, mercantilism, lack of representation in Parliament, and British economic policies following the French and Indian War

 

2nd Nine Weeks

 

Unit 04: Writing the Constitution

  • explain the issues surrounding important events of the American Revolution, including declaring independence; writing the Articles of Confederation

 

Unit 05: More Perfect Union

  • identify colonial grievances listed in the Declaration of Independence and explain how those grievances were addressed in the U.S. Constitution and the Bill of Rights
  • analyze how the U.S. Constitution reflects the principles of limited government, republicanism, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights

Begin Unit 06: Early Republic

  • describe major domestic problems faced by the leaders of the new republic such as maintaining national security, building a military, creating a stable economic system, setting up the court system, and defining the authority of the central government

 

 

 

 

 

3rd  Nine Weeks

Continue Unit 06: Early Republic

  • explain the origin and development of American political parties
  • identify the foreign policies of presidents Washington through Monroe and explain the impact of Washington's Farewell Address and the Monroe Doctrine

Unit 07: Age of Jackson

  • explain the impact of the election of Andrew Jackson, including expanded suffrage
  • analyze the reasons for the removal and resettlement of Cherokee Indians during the Jacksonian era, including the Indian Removal Act, Worcester v. Georgia, and the Trail of Tears

Unit 08: Manifest Destiny

  • analyze the relationship between the concept of Manifest Destiny and the westward growth of the nation
  • identify areas that were acquired to form the United States, including the Louisiana Purchase

 

Unit 09: Industrialization: North and South Economies development

  • analyze the causes and effects of economic differences among different regions of the United States at selected times in U.S. history
  • identify the economic factors that brought about rapid industrialization and urbanization
  • the effects of technological and scientific innovations such as the steamboat, the cotton gin, and interchangeable parts

 

Unit 10: Reform and Culture

  • the impact of reform movements, including educational reform, temperance, the women's rights movement, prison reform, abolition, the labor reform movement, and care of the disabled religious motivation for immigration and influence on social movements, including the impact of the first and second Great Awakenings

4th   Nine Weeks

 

Unit 11: Sectionalism and Civil War

  • analyze the impact of slavery on different sections of the United States
  • explain the causes of the Civil War, including sectionalism, states' rights, and slavery, and significant events of the Civil War, including the firing on Fort Sumter; the battles of Antietam, Gettysburg, and Vicksburg; the announcement of the Emancipation Proclamation; Lee's surrender at Appomattox Court House; and the assassination of Abraham Lincoln

Unit 12: Reconstruction

  • explain the economic, political, and social problems during Reconstruction and evaluate their impact on different groups
  • describe the impact of 19thcentury amendments, including the 13th, 14th, and 15th amendments, on life in the United States

Unit 13: Rights and Responsibilities

  • define and give examples of unalienable rights
  • summarize rights guaranteed in the Bill of Rights
  • identify examples of responsible citizenship, including obeying rules and laws, staying informed on public issues, voting, and serving on juries
  • summarize the criteria and explain the process for becoming a naturalized citizen of the United States

 

 

  

U.S. History Unit Test Schedule

 

As each unit is taught, students will be given a Content-based Assessment to check for mastery of the objectives taught during the Unit.
A study guide will be issued for each Unit to be used to focus on the material for the upcoming CBA test.

 

CBA #1: September 18th , 2014

 

CBA #2: October 22nd , 2014

 

CBA #3: November 18th , 2014

 

CBA #4: January 13th , 2015

 

CBA #5: February 12th , 2015

 

Benchmark: March 3rd , 2015

 

STAAR Social Studies: April 21st , 2015

 

CBA #8: May 20th , 2015

 

Tutoring Schedule

 

Mr. Barnett will be available for tutoring on Tuesdays-Thursdays afterschool from 4:00 to 5:00. (Subject to change)

 

Grading Policy

 

Grading Procedures: Per EISD standards, grades for 8th grade classes will be weighted as follows:

 

50% of the total grade will be made up of summative grades (includes tests, quizzes, projects, presentations, final copies)

 

50% of the total grade will be made up of formative grades (includes homework, daily work, interactive notebook assignments)

 

Student work will be graded on the following scale:

 

A: 90 – 100

B: 80 - 89

C: 75 - 79

D: 70 - 74

F: 0 - 69

 
 
Homework Policy

 

Edgewood ISD has stated: Homework has a definite place in the instructional program and is part of the District’s aims or philosophy of education. At every grade level and in every subject area, homework must be purposeful, reasonable, and understandable to the individual student.  Homework must be properly administered and free from unreasonably long assignments.  All daily homework assignments will be graded and recorded the following day after they are given.  Homework should provide opportunities for the practice of needed skills, and should not, under any circumstances, be assigned as punishment.

 

Research has shown that a great number of our students fail or earn low grades in courses because of failure to complete and turn in homework, projects, other assignments, and absenteeism. These four areas have a direct correlation in these students earning low grades in weekly and semester exams.

 

Parents, teachers, and students should be very aware that homework is mandated by Board Policy and is an important and significant part in student achievement.

Homework gives the individual student the opportunity to apply independent study skills and to develop self-discipline as well as providing reinforcing role in the learning process.

Homework can be defined by two broad categories: (1) short term related to classroom activities such as daily homework assignments, to be reviewed the next day by the teacher or class, and (2) long-term which are extended assignments such as projects and term/research papers.

Homework assignments will not be done during any class time.

Reasons for Homework:

 

·        to teach students self-discipline and individual accountability

·        to make students aware of  their responsibility  in the learning process

·        to rely on their learning ability independent from the teacher

·        to encourage parents to get involved in the learning process

·        to reinforce the regular class work

·        to increase learning time

·        to instill in the student that learning is a continuous life long endeavor

·        to reinforce study habits

 

Missing/Late Assignments

 

EISD policy states: For any class missed, the teacher may assign the student makeup work based on the instructional objectives for the subject or course and the needs of the individual student in mastering the essential knowledge and skills or in meeting subject or course requirements.

A student will be responsible for obtaining and completing the makeup work in a satisfactory manner and within the time specified by the teacher.  A student who does not make up assigned work within the time allotted by the teacher will receive a grade of zero for the assignment.

A student will be permitted to make up tests and to turn in projects due in any class missed because of absence.  Teachers may assign a late penalty to any long-term project in accordance with time lines approved by the principal and previously communicated to students.

 

If a student has been absent, it is their responsibility to obtain the assignments they missed during their absence. In Mr. Barnett’s room there is a wall of shelves. On these shelves each class period will have a “make up work” bin. Inside of this bin will be the assignments students missed with their name and the date the assignment was given. Students will be allowed 2 days for each day they were absent to complete the missing work with no late penalty. For example if a student was absent on Monday the missing work would be due on Thursday.

 

Late assignments will be accepted however a penalty will be given for late assignments. For everyday that an assignment is turned in past its original due date, it will have 10 points deducted from the final grade. After 10 days the late assignment will not be accepted and will be given a grade of zero. For example if an assignment was due on Monday, but the student did not turn in the assignment until Thursday, the highest grade the student could obtain on the assignment would be a 70.

Last Modified on August 22, 2014