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Abbye Lopez

SED 480
Syllabus Assignment

Syllabus

I. How will I organize my class?

My goal is to have my classroom be very organized. My belief is that

when a classroom has a routine or schedule, the students are more likely to

feel comfortable and participate in activities. The students in my class will

know what is expected of them every day and will have no surprised. I plan to

have the Chronological Organization of History in my class. For this

organization strategy, I will emphasize patterns of historical duration and

patterns of historical succession.

This strategy included both progress and tragedy. Chronological thinking

resides ta the core of historical reasoning. This way my students are thinking

more complex and understanding cause and effect relationships and changes

over time. This way of organizing the classroom disciplines students thinking

as they examine cause and effects in period of time. It also provides a

framework to help my students structure and remember events as well as help

me organize individual lesson plans. This concept will reduces the idea of

history being just memorizing but being more complex body of past events.

II. What I want my students to know and be able to do:

A. Habits of Mind:
In my class one of the most important aspects I would like the

students to obtain is self-respect. When I say self-respect, I mean it in a

few different ways. After this semester in American History I want the

students to walk away having a better understanding of who they are. It is

crucial that in these stages of life the young adults are discovering their

own opinion and self-values. With my class, I intend for the students to

find themselves and be proud of who they are.

Respecting others is also a major take away I would like my

students to receive after a semester in my classroom. This classroom will

be based off of group discussion. With that being said students will be

sharing their opinions with the class and be respectful to everyones

responses. I want my class to teach students how to respectfully disagree

and value each others opinions. They will learn to respect their peers as

well as their superiors such as teachers. It is important that children learn

at a young age how to disagree with others opinions but still listen and

have a mature argument.

B. Values: In the career of teaching it is important to not only be teaching the

students content but to incorporate values as well.

-Achievement: I want my students to value and take pride in their

achievements in the classroom.

-Compassion: I want my students to have compassion for each other as

well as historical figures.


-Citizenship: This is one of the most important in a history class. I want

the students to leave my class knowing their responsibilities/rights as

citizens in this country.

-Creativity: Creativity will go a long way in this course. Having outside of

the box ideas and putting in a little more effort will better their education.

Responsibility: This is a value that I will portray on the students. It will be

their responsibility to turn in assignments on time and to ask questions

when they need help.

Trustworthiness: I will trust my students to do their own work and to not

copy off of their friends or the Internet.

C. Subject/Content Objectives: (based on standards)

A study of American History is integral for students to analyze our national


experience through time, to recognize the relationships of events and people,
and to interpret significant patterns, themes, ideas, beliefs, and turning points in
Arizona and American history. Students will be able to apply the lessons of
American History to their lives as citizens of the United States.

Concept 1: Research Skills for History Historical research is a process in


which students examine topics or questions related to historical studies and/or
current issues. By using primary and secondary sources effectively students
obtain accurate and relevant information. An understanding of chronological
order is applied to the analysis of the interrelatedness of events. These
performance objectives also appear in Strand 2: World History. They are
intended to be taught in conjunction with appropriate American or World History
content, when applicable.

Concept 2: Early Civilizations Pre 1500 The geographic, political,


economic and cultural characteristics of early civilizations made significant
contributions to the later development of the United States.

Concept 3: Exploration and Colonization 1500s 1700s


The varied causes and effects of exploration, settlement, and colonization
shaped regional and national development of the U.S.

Concept 4: Revolution and New Nation 1700s 1820 The development


of American constitutional democracy grew from political, cultural, and economic
issues, ideas, and events.
Concept 5: Westward Expansion 1800 1860 The geographic, political,
economic and cultural characteristics of early civilizations made significant
contributions to the later development of the United States.

Concept 6: Civil War and Reconstruction 1850 1877 Regional conflicts


led to the Civil War and resulted in significant changes to American social,
economic, and political structures.

Concept 7: Emergence of the Modern United States 1875 1929


Economic, social, and cultural changes transformed the U.S. into a world power.

Concept 8: Great Depression and World War II 1929 1945 Domestic


and world events, economic issues, and political conflicts redefined the role of
government in the lives of U.S. citizens.

Concept 9: Postwar United States 1945 1970s Postwar tensions led to


social change in the U.S. and to a heightened focus on foreign policy.

Concept 10: Contemporary United States 1970s Present Current


events and issues continue to shape our nation and our involvement in the global
community.

III. Syllabus

American History

Abbye Lopez

This class is for junior level students. It is one semester long and is 3

credits. In order to pass this class you must turn in all assignments and

participate in classroom activities. If a student misses more then 8 days

without health or other reason they will not receive credit. There will be no

real homework in my classroom but there will be a several different projects,

one for each unit. As long as the students participate and do their work they

will pass the course. This course is designed to help everyone pass as long as

they are will to put in the effort of doing so. This is a challenging but

rewarding course.

A. Welcome to Class (2+ paragraphs)


Welcome to American History. I am very excited to have each and

every one of you in my class. I cannot wait to get to know you and

discover America together. In this course we will understand how

American came to be. We will analyze documents, re enact moments in

history, create projects, and have open discussions for us to really get into

the past. My name is Miss Lopez and I plan on making history fun for my

students. It is more then just dead people and dates; it is the history of you.

In my classroom your opinions are valued and in fact needed. All

of my students will be asked to sharing their opinions on topics from

American history and discuss them amongst one another. You will not

only know history when leafing my class but you will understand history.

American History is a big part of who you are and how you get to live the

way you do, this class will help you see that. I am excited for us to make

to connections of past to present together and to travel back in time.

B. Goals and Big Ideas:

My goals for this classroom are to be students driven. I would like to have

participation from the students so then our classroom can have large

discussions about students opinions and thoughts on the topics. I would like

for the students to connect to their work by relating it to their own lives and

making them feel important. My big idea is that I will be the facilitator of the

classroom with the student discovery the learning amongst one another.
C. Habits of Mind Objectives/Thin like a Historian: In this class students will

be learning how to be critical thinkers and also skills of historical

investigation in order to draw their own conclusions.

-Students will understand the significance of the past to their own lives

and how this content is important to them.

-They will understand how things happen and how things change and why

they needed to change.

-This class will prepare the students to live with uncertainties and that not

all problems have solutions.

-Through this content students will grasp the complexity of historical

causation, respect particularity, and avoid excessively abstract

generalizations.

D. Content Objectives: The students will..

1. Interpret historical data displayed in maps, graphs, tables, charts, and


geologic time scales by completing completing an exit ticket.
2. Distinguish among dating methods that yield calendar ages
3. Formulate questions that can be answered by historical study and
research by writing a research paper.
4. Construct graphs, tables, timelines, charts, and narratives to interpret
historical data by creating a timeline of American History.
5. Evaluate primary and secondary sources by provided citations in their
research paper.
6. Apply the skills of historical analysis to current social, political,
geographic, and economic issues facing the world by participating in
the classroom discussion relating past to present.
7. Compare present events with past events: cause and effect, change
over time, different points of view by creating a graphic organizer.
8. Describe Prehistoric Cultures of the North American continent by
completing the t chart.
9. Review the reciprocal impact resulting from early European contact
with indigenous peoples by writing one aspect as their exit ticket.
10. Describe the reasons for colonization of America by participating in
the classroom discussion.
11. Compare the characteristics of the New England, Middle, and
Southern colonies by creating a compare and contrast chart.
12. Describe the impact of key colonial figures by writing a letter
pretending to be a colonist.
13. Assess the economic, political, and social reasons for the American
Revolution by writing down one reason for each category as an exit
ticket.
14. Analyze the effects of European involvement in the American
Revolution on the outcome of the war by creating a cause and effect
chart.
15. Describe the significance of major events in the Revolutionary War by
discussion.
16. Participate in a discussion to elaborate on how the Iroquois leaders
influenced the Albany Plan of Union in order to understand the
influence behind the original idea of what is now the governmental
system of the United States
17. Evaluate a copy of the Articles of Confederation and write a summary
of their findings in order to acknowledge the differences between the
first constitution of the U.S. and the constitution we live by today.
18. Write down the causes and effects of the Constitutional Convention in
order to analyze why the Articles of Confederation needed to be
amended.
19. Assemble a prezi presentation in groups to analyze the Federalists
point of view and the Anti-Federalists in order to acquire a
comprehension of diverse cultures and shared humanity and see the
struggles of ratification of the constitution.
20. Create a classroom rough draft set of the Bill of Rights in order to
evaluate and perceive past events and issues as people experience them
at the time, to develop historical empathy as opposed to present-
mindedness.
21. Hand in an evaluation paragraph on the pros and cons of their
classroom Bill of Rights in order to prepare to live with uncertainties
and exasperating, even perilous, unfinished business, realizing that not
all problems have solutions.
22. Use a graphic organizer to compare what changed during George
Washingtons presidency to the current president in order to remember
specific facts about George Washington and that the needs of a society
change through history.
23. Use a 3,2,1 exercise to remember details about Alexander Hamilton in
order to have understand the significance of the past to their own lives,
both private and public, and to society.
24. Participate in a discussion about the similarities and differences of
Alexander Hamilton and Thomas Jefferson in order to comprehend the
aspects of both that apply to today's function of government.
25. Write a Journal entry during the American Revolution pretending to be
George Washington, Alexander Hamilton, Thomas Jefferson, John
Marshal, or Samuel Adams in order to understand the importance of
individuals who have made a difference in history, and the
significance of personal character for both good and ill.
26. Participate in a kahoot exercise to help remember the three branches of
government in order to understand that no individual or group has too
much control.
27. Perform a mock trial of the Marbury v. Madison case in order evaluate
the functions of the Supreme Court and grasp the complexity of
historical causation.
28. Examine the experiences and perspectives of the following groups in
the new nation by role playing.
29. Trace the growth of the American nation during the period of western
expansion by creating a map.
30. Analyze how the following events affected the political transformation
of the developing nation: Jeffersons Presidency, War of 1812,
Jacksons Presidency.
31. Identify how economic incentives and geography influenced early
American explorations.
32. Describe the impact of European-American expansion on native
peoples by participating in the 3,2,1 assignment.
33. Describe the impact of the following aspects of the Industrial
Revolution on the United States by creating a before and after T chart.
34. Explain the economic, social, and political causes of the Civil War by
completing a cause and effect chart.
35. Analyze aspects of the Civil War
36. Analyze immediate and long-term effects of Reconstruction in post
Civil War America by completing the KWL chart.
37. Analyze how the following aspects of industrialization transformed the
American economy beginning in the late 19th century by filling out a
graphic organizer.
38. Assess how the following social developments influenced American
society in the late nineteenth and early twentieth centuries.
39. Analyze events which caused a transformation of the United States
during the late nineteenth and early twentieth centuries
40. Analyze the effect of direct democracy (initiative, referendum, recall)
on Arizona statehood.
41. Describe causes and consequences of the Great Depression by
finishing a cause and affect chart.
42. Describe the impact of American involvement in World War II by
creating a political cartoon.
43. Analyze aspects of Americas post World War II foreign policy by
filling out graphic organizer.
44. Describe aspects of American post-World War II domestic policy by
completing an exit ticket.
45. Describe aspects of post World War II American society by role
playing what life would be like if WW2 never happened.
46. Describe current events using information from class discussions and
various resources by writing a short paper.
47. Identify the connection between current and historical events and
issues using information from class discussions and various resources
by classroom discussion.
48. Describe how key political, social, environmental, and economic
events of the late 20th century and early 21st century by completing a
current even worksheet.

E. Purpose and Expectations:

The purpose of this course is not to only gain knowledge about American

History but to have an understanding of American History. The students will

be able to understand why things happened and how certain events affected

their lives today. The expectations I have for this class are high. I expect full

participation as well as respect for your fellow peers and me. I expect for you

as students to try your hardest in my classroom and take pride in your work.

This class has a lot to offer to those willing to make the effort.

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