STEM CIVICS
Website: www.HASDK12.org
Instructor: Miss Day
Grading:
Class Participation (25%)
Half of this grade depends on your attendance to class and your classroom
discussions. However, the other half of this grade will depend on reading and
writing assignments that will be given as homework assignments. Students are
expected to complete the readings every night, and come to class prepared to
discuss and take assessments on what was read. Fail to do so would be a decrease in
grade for this particular section.
As per school district policy, any students who miss 8 unexcused absences will
receive a deduction in class participation.
If students are found on unrelated/ non academic websites during designated times,
point will be deducted.
Any students who are copying, whether from each other or from another source,
will receive a reduction in points.
Quizzes (10%)
Short assessments will be given to check students understanding. These are
formatted as multiple choice, matching, and short answer. Some will be announced
while others will not. These quizzes will be mostly based on readings that students
had for homework.
Current Events (10%)
Throughout the week, students will be watching, analyzing, and discussing current
events that occurred throughout the week. Some of these events will be discussed in
class through news broadcasting and newspaper articles; others may be in a form of
a homework assignment. At the end of the week, students will be randomly chosen
to lead a debate and/or discussion on one of the current events that occurred
throughout the week. A rubric will be used for grading purposes. Each student will
have to complete at least one per quarter.
Performance Tasks (15%)
Each theme will have a performance task. The performance task will include one of
the following:
*Essays:
There will be a minimum of 2 essays. The process of completing these essays will be
provided.
OR
*Presentations:
Students who will present will be chosen at random. Directions for the oral and visual
presentation will be given. There will be a rubric provided.
***Each Performance Task will have a mandatory due date. Failure to turn in the
Performance Task the day it is due will result in an automatic deduction of 20 points for the
first day, an additional 10 points the second day. NO Performance Task will be accepted
after the second late day. Students are expected to be complete this assignment throughout
the entire unit.
Chapter Test (15%)
Chapter test will be a mixture of multiple choice, short answer, long essay, or document based
essay.
Quarterly/ Final Exam (25%)
These will be given half way through the semester and at the very end. These will be given either
as an essay, multiple choice exam, or presentation.
General Information:
Late Work: All late work will receive an immediate 10 point reduction for each day it is late. No
late work will be accepted after the 3rd class from the time it was due. Late work must be turned in
with a late slip explaining why the assignment is late, along with your signature.
Absenteeism Work: If you are absent from school, it is the student’s responsibility to make up
missed work using Schoology. Work is due the day you return unless the assignment was assigned
previously.
Parent/Teacher Contact: Parents will be provided an access code for Schoology. This will enable
them to monitor their child’s progress. Parents can also contact me through email at
DayL@hasdk12.org.
Student/Teacher Contact: Students will have the ability to message the teacher using Schoology.
Students will be allowed to message me between the hours or 7-8. These messages will be
answered as soon as possible.
Student/Student Contact: Students do not have the ability to message each other. However,
students will have access to a discussion board on Schoology. This board is to be utilized as a
means of academic social media. Here, you can ask questions concerning course work, upload
links to current events, or offer advice from peers. Understand that your teacher will check this
daily. No inappropriate sites or comments should be posted. District policy will be followed if this
does occur, and the principal will be notified.
Course Schedule:
Unit 1: Origins of a New Nations
Duration: 23 days
Objectives:
 Students will analyze the culture of the following groups during the pre-colonization era:
America Indians, Europeans, and West Africans.
 Students will analyze the expedition of Christopher Columbus and his encounters with
western life.
 Students will analyze the growth of Spanish expansion in the Americas and how the
colonizers will govern the new territory.
 Students will analyze why the economy of the French was dependent upon a good
relationship with Native Americans
 Students will analyze the development of the colonial era and the challenges faced
concerning politics, religion, and social structure.
 Students will analyze how English ideas about the government and the economy
influence life in the thirteen colonies.
 Students will analyze how Great Britain's wars with France affected the American
colonies.
Performance Task:
 How did the colonies take shape?
o
After reading "Origins of a New Nation" theme based texts, students will create a
narrative essay based upon pre and post colonization era. Students will also
include a visual aid to support contents within the essay. Paper will be written in
MLA format.
Unit 2: Creating the American Republic
Duration: 23 days
Objectives:
 All students will analyze the events that increased tension between Britain and its
colonies.
 All students will synthesize the main ideas within the Declaration of Independence.
 All students will prove equality and self-government were contributing factors to the
outbreak of the American Revolution.
 All students will create a graphic organizer on the strengths and weaknesses of the British
and American forces during the American Revolution.
 All students will analyze key turning points within the American Revolution.
 All students will analyze the accomplishments of the American Revolution and the
effects on society.
 Students will analyze the weaknesses and the effects of the Articles of Confederation.
 Students will compare and contrast the different plans proposed at the Constitutional
Convention.
 Students will compare and contrast the different views of Federalists and AntiFederalists.
 Students will describe and explain the steps taken to ratify the Constitution.
Performance Task:
 What were the causes and effects of the American Revolution?
o After reading "Creating the American Republic" theme based texts, students will
create a persuasive speech based upon the views of the American Revolution.
Students will also include a visual aid to support contents within the speech.
Unit 3: Government of the New Republic
Duration: 23 days
Objectives:
 Students will analyze the Preamble and the Articles of the Constitution.
 Students will analyze the three main principles of a limited government: federalism, separation of
powers, checks and balances.
 Students will explain the amendment process.
 Students will explore the Bill of Rights and apply concepts to Supreme Court cases.

Students will examine adaptations made to the Constitution to meet societal changes throughout
the years.
 Students will analyze Hamilton’s programs for dealing with National and State debt.
 Students will connect specific issues that led to the emergence of political parties.
 Students will critique the actions John Adams took as President.
 Students will compare and contrast the beliefs of John Adams and Thomas Jefferson.
 Students will prove why the election of 1800 was pivotal in American politics.
 Students will critique the successes and failures of the Jefferson administration.
 Students will explain how judicial review shaped the role of the federal courts.
 Students will investigate the different ways in which Native Americans leaders reacted to the
United States expansion.
 Students will analyze the causes and effects of the War of 1812.
 Students will analyze key people that played an integral role in the War of 1812.
Performance Task:
 After reading "Government of the New Republic" theme based texts, students will write an
informative essay based upon Supreme Court cases. Paper will be written in MLA format.
o How did the United States Constitution shape the new nation?
o What led to the formation of early political parties?
o What were the causes and effects of the War of 1812?
Unit 4: Expansion and Reform
Duration: 23 days
Objectives:
 Students will connect how improvements in transportation and communication changed American
society.
 Students will examine how the Industrial Revolution arrived and how it led to sectionalism.
 Students will explore the effects of nationalism on domestic and foreign affairs.
 Students will cite evidence of how American government and democracy changed with Jackson as
President and after.
 Students will critique reform and social movements such as: religious reforms, anti-slavery
movement, women suffrage movement
 Students will connect the ideas of Manifest Destiny, war for Texas independence, and war with
Mexico and how they led to the expansion of the United States.
Performance Task:
 After reading "Expansion and Reforms" theme based texts, students will write an argumentative
paper based upon Manifest Destiny. Students will also include a political cartoon that supports
their argument. Paper will be written in MLA format.
o How did American invention and innovation change the political, economic, and social
landscape of America?
o What reform movements led to additional Constitutional amendments?
o How did the political and social climate change due to Manifest Destiny?