Madison High School
Course Expectation Sheet
United States History I
Instructor: Robert I. Grundfest
Phone: (973) 593-3117
E-Mail: grundfestr@madisonnjps.org
Webpage:
http://madisonps.schoolwires.com/51470103164229/site/default.asp?51470103164229Nav=|&NodeID=776
Office Location: C-32
Tutorial: Before or after school in C-32
____________________________________________________________________________________
I.
Course Description
The tenth grade U.S. History I course of study will outline the development of the United States as a
nation from the first explorers to the settling of the West after the Civil War.
A Historical Unit of Study approach will be used. The units are organized and constructed
around a critical thinking goal. In selecting content areas each teacher will match the critical thinking
goal with student ability and decide the appropriate content. Within each unit all classes will be: stating
and developing understanding about a problem or a question; gathering information about the problem
or the question; constructing a hypothesis in response to the problem or question; analyzing the data to
test the hypothesis; correcting, amending, modifying, and/or editing the hypothesis; restating the
hypothesis as a thesis; and, producing a product demonstrating the thesis is valid.
Lesson objectives will be written by each United States History I teacher to satisfy the skills and
the content inherent within unit parts. For example, when gathering information about the problem or
question, teacher will select and write appropriate content objectives, information gathering skills
objectives; and organizational skills objectives.
II.
Course Proficiencies
a. The Tenth Grade, Madison High School United States History I Course of Study will
serve as a learning medium with which tenth grade students will:
b. continue to develop and refine the requisite skills needed to learn history
c. learn to think as a historian
d. become independent critical thinkers by proving conclusions and/or judgments to be
reasonable
e. acquire a historical understanding of the relationships between the political, economic
and social development of a nation
f.
mature as democratic citizens by becoming aware of their rights and responsibilities
g. increase their appreciation for and understanding of the historical evolution of
constitutional government
h. increase and refine their appreciation for the political, economic, social and religious
diversity among the American people
i.
examine the common heritage of “Americans” of all ethnic backgrounds and analyze
their historical relationship with other cultures of the world
j.
increase their understanding of the causal relationship between geography and life
styles
k. improve their social and interpersonal skills through working with others as group
members in debates, discussions, projects and presentations.
l.
improve their ability to critically evaluate primary and secondary sources in relationship
to historical evidence
The students will:
1. Analyze how historical events shape the modern world.
2. Formulate questions and hypotheses from multiple perspectives, using multiple sources.
3. Gather, analyze, and reconcile information from primary and secondary sources to support or reject
hypotheses.
4. Examine source data within the historical, social, political, geographic, or economic context in which it
was created, testing credibility and evaluating bias.
5. Evaluate current issues, events, or themes and trace their evolution through historical periods.
6. Apply problem-solving skills to national, state, or local issues and propose reasoned solutions.
7. Analyze social, political, and cultural change and evaluate the impact of each on local, state, national, and
international issues and events.
Evaluate historical and contemporary communications to identify factual accuracy, soundness of evidence, and
absence of bias and discuss strategies used by the government, political candidates, and the media to
communicate with the public.
III.
Required Text & Materials
Danzer, The Americans
IV.
Classroom Expectations
Be seated and ready to work WHEN the bell rings.
Bring your book(s) to class every day, along with a pen or pencil and a notebook reserved specifically for this
class.
All assignments are due on time--I do not accept late work.
Be alert, involved and considerate to others.
Take an active interest in this class: contribute to class discussions and group work.
Take pride in the work you do here. Do your very best on every assignment,
whether it is worth 10 points or 100 points.
Ask questions at any time. Chances are that someone else has the same question. Don't be shy.
Do not bring food or drinks into this room--ever.
Do not wear a hat in my class.
V.
Grading Policy
Your grade for each marking period is based on a points system. Each assignment will have a point value from
10 to 100. At the end of each marking period, I will divide the total points you have achieved by the maximum
points available. For example, if you earned 838 out of 1000 possible points, your grade will be 83.8%, or 84--B.
Grades are based on the following criteria:
Tests/Quizzes
Class Participation
Homework assignments
Projects
VI.
Late Work & Make-up Policy
I do not accept late work; Assignments must be completed on time and handed in when they are due. If a
student is absent they have one day for every day they were absent to make up the work.
VII.
Class Participation
Class participation--this includes class discussions, activities, behavior, and preparation for class. You
keep your class participation points by paying attention, being prepared for class and acting responsibly.
You lose class participation points by not paying attention, not being prepared for class and behaving in
an irresponsible manner.
VIII.
Major Assignments
As assigned.
IX.
Teacher Availability
7:30-7:45 C-32
2:45-3:10 C-32 (Tuesday by appointment only)