ADVANCED PLACEMENT UNITED STATES HISTORY (APUSH)
COURSE SYLLABUS (2009-2010)
Instructor: Mike Grayson
Phone: 891-8222, ext. 2224
Email: mgrayson@madeiracityschools.org
Web Page:
www.madeiracityschools.org/olcClassView.aspx?classID=438
COURSE DESCRIPTION
Advanced Placement United States History is designed to be a challenging and rewarding
experience that allows the student to participate in a course that is the equivalent of a
college survey History course. This course is a yearlong course that covers topics ranging
from exploration and colonization to contemporary United States History. The specific
topics can be found in the semester and unit outlines located later in the syllabus. During
this course, students will gain a foundation of factual knowledge that they will use as they
analyze and critically evaluate issues and topics in United States History. Skills that
students will develop include critical and analytical thinking, essay writing, interpretation
of primary and secondary sources, historiography, and effective reading of historical texts
and other sources. Students will be expected to spend a great deal of time in the pursuit of
mastering the goals of this class, which requires a considerable amount of out-of-class
work and study. The course culminates with the AP Exam in May, which affords the
student the opportunity to earn college credit.
In addition to the specific topics covered, the College Board has determined that there are
specific themes that are essential to a comprehensive study of United States History. The
themes will include discussions of American diversity, the development of a unique
American identity, the evolution of American culture, demographic changes over the
course of America’s history, economic trends and transformations, environmental issues,
the development of political institutions and the components of citizenship, social reform
movements, the role of religion in the making of the United States and its impact in a
multicultural society, the history of slavery and its legacies in this hemisphere, war and
diplomacy, and finally, the place of the United States in an increasingly global arena.
These themes will continually come up this year and we will be studying how they are
interconnected throughout our history. Further, by discussing and writing about related
historiography, we can see how interpretations of events can change over time, issues can
have an impact on subsequent generations and how re-evaluations of events can shape the
way historians see today’s world.
EXPECTED STUDENT OUTCOMES AND COMPETENCIES:
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To study, learn and master content including, but not limited to, the political
institutions, social and cultural developments, religion, slavery, diplomacy, diversity,
political trends, reform movements, globalization, economic trends, and other themes
in U.S. history.
To master the ability to analyze primary and secondary sources of information and
recognize differences in historical interpretation.
To analyze the roles that historical figures had in shaping U.S. history.
To understand that historical events and themes often repeat and have an impact on
succeeding eras.
To frequently practice and master writing analytical and interpretive essays such as
document-based questions (DBQ) and free-response questions (FRQ).
To gain a better understanding of contemporary issues in the United States based on
their respective histories.
To prepare for and successfully pass the Advanced Placement Exam.
REQUIRED READINGS:
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Kennedy, David M.; The American Pageant: 13th Edition; Advanced Placement
Edition; Houghton Mifflin; Boston, Massachusetts; Copyright 2006; ISBN# 0-61847940-6
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Newman, John J.; Schmalbach, John M.; United States History: Preparing for the
Advanced Placement Examination; AMSCO School Publications, Inc.; New York,
N.Y.; Copyright 2004; ISBN # 1-56765-660-9
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Kennedy, David M.; Bailey, Thomas A.; The American Spirit: Volume 1; Houghton
Mifflin; Boston, Massachusetts; Copyright 2006; ISBN #0-618-50867-8
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Kennedy, David M.; Bailey, Thomas A.; The American Spirit: Volume I1; Houghton
Mifflin; Boston, Massachusetts; Copyright 2006; ISBN #0-618-50868-6
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Various Primary and Secondary Sources and historical readings as announced in
class. Refer to the Class Schedule section of this syllabus for more information.
ATTENDANCE POLICY:
The school attendance policy will be followed for in-class meetings. It is recommended
that students meet with the instructor during Common Time for writing assistance at least
twice a quarter.
GRADE POLICY
Grades will be based on unit tests, writing assignments, chapter study packets, and other
assignments. No late assignments will be accepted unless the attendance office excused
student absence. Students must submit the assignment on the day they return.
Grading scale:
90-100 =
A
80-89 =
B
70-79 =
C
60-69 =
D
0-59 =
F
**Students who obtain a quarter grade of D or F will be removed from the AP course per
Board of Education policy.
COURSE REQUIREMENTS
Materials:
Students will need a three-ringed binder for each quarter of the course.
This binder will help students organize their lecture notes, supplemental
readings, chapter study packets, and other class activities. Students are
expected to come to class prepared with paper, writing utensils, binders,
and readings to class. Students will need to bring their textbooks to class
every day.
Reading:
Students are expected to complete their textbook and supplemental
readings before coming to class. Students are expected to engage in
discussion and other class activities during class time and readings prepare
students to effectively participate. Students can expect reading nearly
every night. However, because readings are outlined on the course
syllabus, students do have the option of completing multiple assignments
during an evening so that time can be freed on certain evenings for family
events, assignments for other academic classes, extracurricular activities,
etc.
Students should expect, on average, 45-60 minutes of reading a night. For
textbook readings, students are expected to complete the chapter study
packets, which include guide questions, vocabulary, etc. For supplemental
readings, students will be expected to answer the teacher provided focus
questions.
Tests:
Students will be tested periodically throughout the quarter. Tests usually
fall at the end of a unit. Tests usually consist of two parts over a two day
period. On the first day, students will complete the essay portion of the
test. The topic of the essay will cover a theme covered in the unit and will
be a document based question (DBQ) or a free response question (FRQ).
The essays will be graded using a rubric similar to those used by AP
graders and will constitute 25-30% of the test grade. On the second day,
students will complete the multiple-choice portion of the test. This portion
will require students fill use a Scantron form and they will need to bring a
pencil to class that day. The multiple-choice portion constitutes 70-75% of
the test grade.
Exams:
Students will take a comprehensive exam at the end of the first semester.
This exam will take three hours to complete and will be in a format similar
to that of the actual AP exam. Students will be required to complete an
FRQ, DBQ and a multiple choice section.
Quizzes:
There will be periodic quizzes on readings, vocabulary and/or class
discussion topics. Quizzes may or may not be announced prior to class.
Practice
Essays:
AP Exam:
There will be opportunities for students to practice their essay skills
through a number of in-class and out-of-class exercises such as writing
prompts, essay thesis prompts, practice essay grading exercises, group
brainstorming, etc. Student participation is, as always, essential to success.
These activities may or may not be graded.
Students enrolled in the Advanced Placement United States History course
are required to take the exam in May. This year, the exam is offered on
May 11, at 8:00 a.m. in the Media Center. Cost of the exam will be
announced in class.
Approximate
Grade
Breakdown: Tests
Chapter Review Packets
Supplemental Reading Responses
Quizzes
Practice Essay Exercises/In-Class Exercises
50%
20%
10%
10%
10%
FIRST SEMESTER OUTLINE/SCHEDULE
**NOTE:
All assignments and dates are subject to change. Adjustments can be made
at any time and will be announced in class and this schedule updated on
my web page.
UNIT 1:
Pre-Columbian Societies, Transatlantic Encounters and Colonial
Beginnings, 1492-1690, Colonial North America 1607-1700
Chapter 2: Planting of English America
Chapter 3: Settling of Northern Colonies
Chapter 4: American Life in the Seventeenth Century
UNIT 2:
America in the Eighteenth Century and Road to Revolution 17001775
Chapter 5: Colonial Society on the Eve of Revolution
Chapter 6: The Duel for North America
Chapter 7: The Road to Revolution
UNIT 3:
The American Revolutionary War and the Infant Country 1775-1790
Chapter 8: America Secedes from the Empire
Chapter 9: The Confederation and the Constitution
UNIT 4:
The Early Republic 1789-1824
Chapter 10: Launching the New Ship of State
Chapter 11: The Triumphs and Travails of the
Jeffersonian Republic
Chapter 12: The Second War for Independence and the
Upsurge of Nationalism
UNIT 5:
The Transformation of Politics, Economy and Society in Antebellum
America 1800-1860
Chapter 13: The Rise of a Mass Democracy
Chapter 14: Forging the National Economy
UNIT 6:
Religion, Reform, Renaissance, Territorial Expansion and Manifest
Destiny in Antebellum America 1800-1860
Chapter 15: The Ferment of Reform and Culture
Chapter 16: The South and Slavery Controversy
Chapter 17: Manifest Destiny and Its Legacy
UNIT 7:
The Crisis in the Union, Civil War, and Reconstruction (1848-1877)
Chapter 18: Renewing Sectional Struggle
Chapter 19: Drifting Toward Disunion
Chapter 20: Girding for War: The North and South
Chapter 21: The Furnace of the Civil War
Chapter 22: The Ordeal of Reconstruction
APUSH UNIT OUTLINES (FIRST SEMESTER)
UNIT 1: Pre-Columbian Societies, Transatlantic Encounters and Colonial
Beginnings, 1492-1690; Colonial North America, 1607-1700
(Topics 1-3 from AP United States History Course Description)
(American Pageant Chapters 1-4) (AMSCO Chapters 1-3)
Topics:
 Native Inhabitants of the Americas
 American Indian empires in Mesoamerica, the Southwest, and the Mississippi
Valley.
 American Indian cultures of North America at the time of European contact.
 Reasons behind exploration and colonization.
 First European contacts with Native Americans.
 Spain’s empire in North America.
 French colonization of Canada.
 English settlement and development of regions (New England, the MidAtlantic, the South) in North America.
 Indentured servitude and the origins of slavery.
 Religious diversity in North America (Puritans, Quakers, Catholics, etc.).
 Colonial social and political structures.
 Resistance to colonial authority: Bacon’s Rebellion, the Glorious Revolution,
and the Pueblo Revolt.
UNIT 2: America in the Eighteenth Century and Road to Revolution 1700-1775
(Topic 3 from AP United States History Course Description)
(American Pageant Chapters 5-7) (AMSCO Chapter 4)
Topics
 Population growth and immigration.
 Transatlantic trade and the growth of seaports.
 The back country in the eighteenth century.
 Growth of plantation economies and slave societies.
 The French and Indian War
 Mercantilism
 Salutary Neglect
 The Imperial Crisis and resistance to Britain.
 Continental Congresses
 American Enlightenment and Great Awakening
UNIT 3: The American Revolutionary War and the Infant Country, 1775-1790
(Topic 4 from AP United States History Course Description)
(American Pageant Chapters 8-9) (AMSCO Chapter 5-6)
Topics
 The Declaration of Independence
 The Colonial War for Independence (causes, scope, consequences)
 State constitutions and The Articles of Confederation
 Failures of the Articles of Confederation
 The United States Constitution (process, compromises, federalism)
 Ratification of the Constitution.
 Federalists v. Anti-federalists
 Bill of Rights
 Federalism, Checks and Balances
UNIT 4: The Early Republic, 1789-1824
(Topic 5 from AP United States History Course Description)
(American Pageant Chapters 10-12) (AMSCO Chapter 7-8)
Topics
 Washington, Hamilton, and shaping of the national government.
 Hamilton’s financial plan
 Presidential Administrations: Washington, Adams, Jefferson, Madison,
Monroe
 Washington’s Presidency: cabinet, domestic issues, foreign policy, Indian
relations, Jay’s Treaty)
 Whiskey Rebellion
 Emergence and development of political parties: Federalists v. Republicans
 Republican Motherhood and the role of women in the new republic.
 Challenges to federal authority (Kentucky and Virginia Resolutions,
nullification)
 Revolution of 1800
 Adam’s Presidency (XYZ Affair, Alien and Sedition Acts, Midnight Justices)
 Jefferson’s Presidency (Agrarian Republic, Louisiana Purchase, domestic
issues, foreign policy, Barbary Pirates, Marbury v. Madison)
 Jefferson v. Hamilton—politics and economics
 Beginnings of Second Great Awakening
 Trans-Appalachia Expansion
 Growth of slavery and free black communities
 The War of 1812 (causes, scope, consequences)
 Era of Good Feelings
 Monroe Doctrine
 Growth of nationalism
 Missouri Compromise, expansion of slavery, growth of sectional conflict
 The John Marshall Supreme Court
UNIT 5: The Transformation of Politics, Economy and Society in Antebellum
America, 1800-1860
(Topic 6-7 from AP United States History Course Description)
(American Pageant Chapters 13-14) (AMSCO Chapter 10)
Topics
 Democratization of American politics
 The transportation revolution and creation of a national market economy.
 Beginnings of industrialization and changes in social and class structures.
 Immigration and nativist reaction.
 Planters, yeoman farmers, and slaves in the cotton South.
 John Q. Adam’s administration
 Corrupt Bargain Election
 Native American removal
 Andrew Jackson’s administration (tariff, nullification, judicial federalism,
bank war, states rights debates)
 Nullification crisis
 Emergence of new two party system (Democratic Republicans v. National
Republicans (later Whigs)
 Jacksonian democracy and its limitations and successes.
 Jackson’s Economic Policies
 Panic of 1837
 Martin Van Buren’s administration
UNIT 6: Religion, Reform, Renaissance, Territorial Expansion and Manifest
Destiny in Antebellum America 1800-1860
(Topics 8-9 from AP United States History Course Description)
(American Pageant Chapters 15-17 ) (AMSCO Chapters 9, 11-12)
Topics
 Second Great Awakening, Evangelical Protestantism, religious sects
 Transcendentalism and Utopian societies
 Role of women in reform movements
 Lowell Mills
 Ideals of domesticity
 Social Reform Movements: temperance, education, women, abolition,
penitentiaries, asylums, alms houses
 American art, literature, music
 Slavery: changes in 19th century, impact on white social classes,
industrialization in the South, relationship with organized religion, and NorthSouth relations
 Southern economy and culture
 Westward expansion, Manifest Destiny and impact on politics and economy
 Innovations: farming, transportation, interchangeable parts
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Life in the Antebellum city
Immigration and nativism
Territorial acquisitions
Life on the Frontier
Texas
War with Mexico
Expansions impact on Native American relations
UNIT 7: The Crisis in the Union, Civil War, and Reconstruction (1848-1877)
(Topics 10-12 from AP United States History Course Description)
(American Pageant Chapters 18-22 ) (AMSCO Chapters 13-15)
Topics
 Pro and anti-slavery arguments
 Compromise of 1850 and popular sovereignty
 Kansas-Nebraska Act
 The emergence of the Republican Party
 Abraham Lincoln, the Presidential Election of 1860, Southern secession
 Civil War: Confederacy v. Union, strengths and weaknesses, diplomacy,
mobilization, strategies
 Civil War: Battles, People, Politics, internal dissent, etc.
 Emancipation Proclamation
 Social, political, economic consequences of the Civil War on the North,
South, and West
 Reconstruction: Congress v. President
 Reconstruction: Lincoln’s Plan, Wade-Davis Bill, Johnson’s Plan, Radical
Reconstruction
 Role of African Americans in Civil War, Reconstruction, politics, social and
economic life
 Southern state governments
 Compromise of 1877 and the end of Reconstruction
 Long term impact of Reconstruction
SECOND SEMESTER OUTLINE/SCHEDULE
UNIT 8:
The New South, Industrial America, and Urban Society in the Late
Nineteenth Century (1865-1900)
Chapter 23: Political Paralysis in the Gilded Age
Chapter 24: Industry Comes of Age
Chapter 25: America Moves to the City
UNIT 9:
Development of the West in the Late Nineteenth Century,
Imperialism, Populism and Progressivism (1865-1916)
Chapter 26: The Great West and the Agricultural Revolution
Chapter 27: Empire and Expansion
Chapter 28: Progressivism and the Republican Roosevelt
Chapter 29: Wilsonian Progressivism at Home and Abroad
UNIT 10:
World War I and the Roaring 1920s (1917-1929)
Chapter 30: The War to End War
Chapter 31: American Life in the “Roaring Twenties”
Chapter 32: The Politics of Boom and Bust
UNIT 11:
The Great Depression, New Deal, Second World War (1929-1945)
Chapter 33: The Great Depression and the New Deal
Chapter 34: Franklin D. Roosevelt and the Shadow of War
Chapter 35: America in World War II
UNIT 12:
The Early Cold War, 1950s, and Turbulent 1960s (1945-1968)
Chapter 36: The Cold War Begins
Chapter 37: The Eisenhower Era
Chapter 38: The Stormy Sixties
UNIT 13:
Politics, Society and Culture at the End of Twentieth Century; PostCold War United States (1968-Present)
Chapter 39: The Stalemated Seventies
Chapter 40: The Resurgence of Conservativism
Chapter 41: America Confronts the Post-War Era
UNIT 14:
REVIEW FOR AP EXAM
APUSH UNIT OUTLINES (SECOND SEMESTER)
UNIT 8: The New South, Industrial America, and Urban Society in the Late
Nineteenth Century (1865-1900)
(Topics 13, 15-16 from AP United States History Course Description)
(American Pageant Chapters 23-25 ) (AMSCO Chapters 16-19)
Topics
 Growth of Railroads (specifically importance to cities)
 Gilded Age
 Gilded Age politics: Civil Service, Patronage, reforms
 Money, position, power: Robber Barons, Captains of Industry
 Technology and workers
 Rise of Labor Unions
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Laissez-Faire v. Government Regulation, Consolidation of Industry
Sherman Anti-trust Act
Urbanization and the lure of the city
Urban problems: sanitation, housing, transportation, police and fire protection,
political machines
Migration and Immigration
Settlement Houses
Social Darwinism, Social Gospel, Gospel of Wealth
Reconfiguration of southern agriculture: sharecropping and crop lien system
Expansion of manufacturing and industrialization
The politics of segregation: Jim Crow and disenfranchisement
Booker T. Washington v. W.E.B. DuBois
UNIT 9: Development of the West in the Late Nineteenth Century, Imperialism,
Populism and Progressivism (1865-1916)
(Topics 14, 17-18 from AP United States History Course Description)
(American Pageant Chapters 26-29) (AMSCO Chapters 20-21)
Topics
 Conflicts with Native Americans
 The West: miners, ranchers, cowboys, homesteaders
 Government policy toward American Indians
 Gender, race, and ethnicity in the far West
 Turner’s Frontier Thesis
 Environmental impact of westward expansion
 Growth of railroads
 Agrarian discontent and political issues of the late nineteenth century
 The Spanish American War and Global Manifest Destiny
 American Imperialism: political and economic expansion
 The Populists
 The origins of Progressive reforms: municipal, state and national
 Roosevelt, Taft, Wilson: Square Deal, Dollar Diplomacy, New Freedom
 Women’s roles: Education, family, politics, workplace, reform
 Black migration, civil rights initiatives
UNIT 10: World War I and the Roaring 1920s (1917-1929)
(Topics 18-19 from AP United States History Course Description)
(American Pageant Chapters 30-32) (AMSCO Chapters 22-23)
Topics
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American neutrality and eventual entry into World War I
War on the homefront: mobilization, discontent, reactions
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War in Europe
Propaganda
Fourteen Points, League of Nations, Treaty of Versailles
Consequences of World War I
Society and economy in the postwar years
Prosperity in the 1920s
The Red Scare
Republican politics: Harding, Coolidge, Hoover (domestic and foreign affairs)
Leisure and heroes in the 1920s
Culture of modernism: science, the arts, and entertainment
The consumer society
Responses to Modernism: religious fundamentalism, nativism, and Prohibition
The ongoing struggle for equality: African Americans and women
Nineteenth Amendment: Suffrage
UNIT 11: The Great Depression, New Deal, Second World War (1929-1945)
(Topics 20-22 from AP United States History Course Description)
(American Pageant Chapters 33-35) (AMSCO Chapters 24-25)
Topics
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Causes of the Great Depression: Illusion v. Reality
Rugged Individualism and the response of Hoover
The Bonus Army
Farmers during the Depression
FDR and the New Deal
Labor and Union recognition
Relief, Reform, Recovery
New Deal Critics
Surviving hard times: American society during the Great Depression
Rise of fascism and militarism in Japan, Italy and Germany
Prelude to war: policy of neutrality
Lend Lease, mobilization
Attack on Pearl Harbor and U.S. declaration f war
Fighting a multifront war
Wartime diplomacy, war aims and war conferences
The U.S. as a global power in the Atomic Age
Wartime mobilization and the economy
Urban migration and demographic changes
Women, work and family during the war
Civil liberties and civil rights during war time
Japanese Internment
D-Day
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War and regional development
Expansion of government power
Effects of World War II: domestically and globally
UNIT 12: The Early Cold War, 1950s, and Turbulent 1960s (1945-1968)
(Topics 23-25 from AP United States History Course Description)
(American Pageant Chapters 36-38) (AMSCO Chapters 26-28)
Topics
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Marshall Plan
Origins of the Cold War
The United Nations
Containment Policy (Truman, Eisenhower)
The Second Red Scare (McCarthyism)
Demographic changes (Baby Boom, role of women, etc.)
Transportation revolution (automobile, interstate system) and its impact
The Space Race
Conformity in the 1950s and its social critics, nonconformists, and cultural
rebels
Impact of changes in science, technology, and medicine
The rise of teen culture (rock and roll, beatniks, etc.)
Affluence and “the other America”
The modern Civil Rights Movement (Brown v. Board of Education, Emmett
Till, Montgomery, Selma, sit-ins, SNCC, SCLC, Freedom Rides, Freedom
Summer, role of federal government, Civil Rights legislation, resistance)
Cold War in Asia
Conflicts in the Middle East
Diplomatic strategies and policies of the Eisenhower and Kennedy
administrations
Election of 1960
Kennedy’s New Frontier
Johnson’s Great Society
Cold War confrontations (Bay of Pigs, Cuban Missile Crisis, Berlin)
Impact of Cold War on American society
Vietnam conflict (until 1968)
Beginning of Détente
Antiwar movement and the counterculture (1960s)
Economic prosperity of the 1950s and 60s
UNIT 13:Politics, Society and Culture at the End of Twentieth Century; Post-Cold
War United States (1968-Present)
(Topics 26-28 from AP United States History Course Description)
(American Pageant Chapters 39-41) (AMSCO Chapters 29-30)
Topics
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Election of 1968 and the “Silent Majority”
Vietnam War1968-1973
Demographic changes: surge in immigration after 1965, Sunbelt migration
and the graying of America
Nixon’s Challenges: Vietnam, China, Watergate
Changes in the American economy: the energy crisis, deindustrialization, and
the service economy
Stagflation of the 1970s
Environmentalism (domestic and global)
Gerald Ford Presidency
Jimmy Carter Presidency
Continued issues in the Middle East
The New Right and the Reagan Revolution
Revolutions in biotechnology, mass communication, television and computers
Politics in a multicultural society
End of the Cold War
George H.W. Bush Presidency
Persian Gulf War
Bill Clinton Presidency
George W. Bush Presidency
September 11
War on Terror (Afghanistan, Middle East)
Globalization of the American Economy
Unilateralism vs. multilateralism in foreign policy
Domestic and foreign terrorism
UNIT 14: REVIEW FOR AP EXAM
Topics
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Review: DBQ Process
Review: Thesis Statements
Review: How to Write Historical Analysis Essays
Review: Various Themes from the Acorn Book
Review: Chapter Review Packets from textbook
Review: Brain food
Practice: DBQs, FRQs, Multiple Choice Exams
Major Assignments/Tests (included but not limited to):
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Review Charts: Turning Points in American History
Review Charts: Presidential Elections
Review Charts: War Summary Charts
Review Charts: Evolution of the Political Parties
Review Charts: Democracy from Jefferson to Jackson
Review Charts: 19th Century Presidents
Review Charts: 20th Century Presidents
Review Charts: Key Supreme Court cases
PROGRESSBOOK/WEB PAGE
Homework assignments, announcements, grades, and more can be found on
ProgressBook and the course web page. Please make sure you access ProgressBook often
to get updates on grades and announcements.
DAILY EXPECTATIONS
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Students will come to class with their textbooks, writing utensils, paper, study
binder, binder/folders for completed work, student planner and other items
requested by Mr. Grayson.
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Students will keep their binders organized. Most materials will be hole-punched
for convenience.
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Students will be prepared to participate in classroom discussions and provide
answers to questions.
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Students will enter the classroom and be in their seats before the tardy bell rings.
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Students will adhere to the rules of Madeira High School.
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Students will not consume food or drink beverages, with the exception of water,
in the classroom.
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Students will respect the belongings and opinions of their fellow classmates and
adults in the classroom.
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Students will ask questions when they do not understand an assignment, material
covered in class, or miss material in class.
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Students will be responsible for their behaviors, work ethic, actions and the
ensuing results of their choices.
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Students will come to class in proper attire for learning and will be in compliance
with the dress code.
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Students will discuss conflicts with Mr. Grayson during the appropriate time.
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Students will not work on assignments until the lesson/activity is over AND you
have completed assignments given to you by Mr. Grayson
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Pet Peeve Alert!: Students will not pack up materials until instructed to do so and
students will remain seated in their seats until the bell rings signaling the end of
class.
ACADEMIC DISHONESTY/PLAGIARISM
Academic Dishonesty and Plagiarism will not be tolerated. Plagiarism is difficult to
define. However, it is the unauthorized use of another person's work for your own
benefit. Even if a portion of your work is plagiarized, it will be treated as if the whole
assignment was plagiarized. Any work, which in the sole opinion of Mr. Grayson, is
plagiarized will receive a zero and the student will be sent to administration for further
disciplinary action as defined by the Student Code of Conduct. One easy rule to avoid a
plagiarism controversy: DONT DO IT!!!
HALL PASSES
I strongly discourage the practice of leaving the classroom except for emergencies.
Frequent interruptions and time missed out of class are detrimental to the educational
environment. Students are expected to bring the plan book (sometimes referred to as
planner or passport) that is provided to them by Madeira High School. In the back of this
plan book are the hall passes that are necessary to leave the classroom. To leave the
classroom, please follow these procedures:

Have your plan book filled out with the date, time and destination to Mr. Grayson
for his initials.

If Mr. Grayson and/or the class is actively engaged in a lesson, you may not
interrupt the class to leave unless is an absolute emergency.

You may go the destination you put in your plan book. You will be expected to
return in a timely manner. You may not loiter in the halls, talk to other students,
or go to places that are not on your plan book no matter your reasoning. For
example, to not go to your locker if you write you are going to the bathroom.

Students may only leave my classroom three times per quarter. Plan to visit the
restroom and your locker prior to coming to class.

If a student requests to leave the room and he/she does not have a complete plan
book (i.e. I will not accept partial plan books or pages that are ripped out), he/she
will be given a detention and sent to the office to purchase another plan book.

If a student requests to leave the room and he/she attempts to use the plan book of
another student, the request will be denied and both students will be given a
detention.
CHANGES IN THE SYLLABUS/CLASSROOM POLICY
I reserve the right to change the classroom policies and syllabus at anytime during the
school year. Please view my web page for updated versions of the syllabus.