Advanced Historical Analysis 2351

Advanced Historical Analysis
Spring – 2014
James K. Nerad
Course Goal
To bring awareness and involvement of contemporary social issues to students. Allow students to
opportunity to find a community partner in the field of their interest and to encourage volunteer service to
that organization.
Learning Outcomes- Introduce students to a variety of contemporary social issues.
- Find community partners who work in the field of student interest
- Present to the class learned experiences gained from volunteer service with their community partner
BooksThis course is designed to introduce the student to a variety of contemporary social issues. Novels will be
the main stay of our reading as we will cover topics such as; poverty, working poor, prostitution, child labor,
civil war, child soldiers, work conditions, outsourcing, U.S. foreign policy in relationship to unfair trade
practices. Novels which will be used in this class are Sold, Scratch Beginnings, Nickel and Dimed, Long
Way Gone and Catcher in the Rye.
Reading and Quizzes
Students are expected to keep up with the reading assignments each week on te class schedule. Reading
assignments will consist of either part of a chapter from the Tindall book or a class hand-out assigned for
enrichment and depth. Quizzes will be given randomly throughout the course to keep all students reading
and ready to discuss.
Lectures and Class DiscussionsThis class is designed around my lectures which are power point driven. All power points will be made
available on my Quest teacher web page. Most if not all power points come with an outline which students
are held accountable for knowing. This is where the bulk of our test material will come from. During the
lecture students are encouraged to ask questions and will be asked questions. Making he class more of a
question/answer/discussion course and not a true lecture class where I talk and you listen and write. I
encourage your questions and insights. I no longer have to need to hear myself talk- share with me what you
are thinking and how you perceive the development of or history.
Make-Up ProceduresIt is the responsibility of the student when returning to school to meet with me and arrange time to make up
all work. Students will have the appropriate time to do this missed work. Typically the number of days a
student is absent will equal the amount of time allowed to take/submit missed work. NOTE- any written work
that was assigned before the student missed will be due when that student returns to class. Of course there
will always be exceptions and this is where the meeting of student/teacher upon the students return to class
is important.
Due Dates for AssignmentsAll assignments are due at the beginning of the class period on the designated date. Work which is not
turned in at that time will be considered late. Late work is accepted with a deduction of ten (10) points for
each day the assignment is late. The lowest grade that will be given will be a Fifty (50).
Class RulesBe on time and ready to learn. Being late is a sign of disrespect to the teacher and to the entire class. By
you not being ready, we as a class are wasting time. Be polite and listen to each other with respect during
class. Raise your hand to speak or to leave your seat; furthermore, participate in small group activities and
class discussions.
MaterialsUnless otherwise advised bring your text book with you to class every day along with any hand-outs which
were given for the unit being studied.
Grading ScaleQuest Early College High School
A = 90 – 100
B = 80 – 89
C = 75 – 79
D = 70 – 78
F = 69 and below
Lone Star College
A = 90 – 100
B = 80 – 89
C = 70 – 79
D = 60 – 69
F = 68 and below
Please note that there are two different grading scales and final grades for each school might reflect a
different average.
Grades will be entered into Quest’s eSchool grade book on a weekly basis and will show a current class
Formative grades – 30% of the final grade
Quizzes, daily work, homework, classroom discussions, and classroom activities
Summative grades – 70% of the final grade
Tests, projects, major presentations, papers/essays, formal classroom discussions
Final AssessmentQuest Early College High School will administer Final Semester Assessments at the end of each semester.
These grades will be averaged with the other semester grades as Summative Assessments.
Progress Reports will be distributed every three weeks.
Academic Integrity
The Lone Star College System upholds the core values of learning: honesty, respect, fairness, and
accountability. The system promotes the importance of personal and academic honesty. The system
embraces the belief that all learners- students, faculty, staff and administrators- will act with integrity and
honesty and must produce their own work and give appropriate credit to the work of others. Fabrication of
sources, cheating, or unauthorized collaboration is not permitted on any work submitted within the system.
The consequences for academic dishonesty are determined by the professor, or the professor and
academic dean, or the professor and chief student services officer and can include but are not
limited to:
1. Having additional class requirements imposed
2. Receiving a grade of zero or “F” for an exam or assignment
3. Receiving a grade of “F” for the course
4. Being withdrawn from the course or program
5. Being expelled from the college system. .
Americans with Disabilities Act Statement
Lone Star College-Kingwood is dedicated to providing the least restrictive environment for all students. We
promote equity in academic access through the implementation of reasonable accommodations as required
by the Vocational Rehabilitation Act of 1973, Title V, Section 504 and the Americans with Disabilities Act of
1990 (ADA) which will enable students with disabilities to participate in and benefit from all post-secondary
educational activities.
Where We Are Headed
“Getting Involved in Social Issues”
Weeks One & Two
Essential QuestionWhat contribution will you as a senior make your last semester?
Introduction to the class and class goals
Read The Catcher in the Rye
Complete Catcher project packet
Take home final novel essay
Weeks Three & Four
Essential QuestionAre you the coffee, carrot or the egg?
World Population and feeling the needy
Life Boat Ethics
An Apple as the Earth
Similarities in world culture
Weeks Five & Six
Essential Question“What handy cap would the “Handy Cap General” place on you?
Short story Harrison Bergeron
Discussion over free speech
“Tinker Readings”
Create a P.S.A. on a banned book
Weeks Seven & Eight
Essential Question“What are your Big Ten Social Issues?”
LessonsBrain Storm list of Big Ten
What stars share your passion?
Introduce the Fine Arts Project on social issues
Weeks Nine & Ten
Essential Question“How many have to die before they call it Genocide”?
Generate list of social issues
Power point – Genocide
Share Fine Arts Projects with class
Begin to read Long Way Gone
Weeks Eleven & Twelve
Essential Question"What do all bullies have in common?"
LessonsWatch episode from "Glee" which deals with bullies
Reflective writing on their take of the show and bullies in general
Assign for reading "The Further Adventures of Slugger MacBatt"
Weeks Thirteen & Fourteen
Essential Question“Where does the majority of your clothing come from?”
LessonChild Labor
Sweating for a T-shirt - film
Race to the Bottom - film
Weeks Fifteen & Sixteen
Essential Question“ What’s in it for me?” – U.S. Foreign Policy
Classroom simulation- U.S. foreign policy
Weeks Seventeen & Eighteen
Essential Question“How can we keep our children safe in schools?”
LessonsBegin reading Nineteen Minutes
Weeks Nineteen & Twenty
Essential QuestionWhy not go make the ‘Johns’ the example and not the girls?”
Assign the novel Sold
Take home essay over novel
Films dealing with child prostitution