Thomas Edison High School
2016-2017
US History (MYP Level 5)/Individuals & Societies
Ms. Jamie Sheahan
Room 307
612-668-1300/Ext. 34090
[email protected]
edison.mpls.k12.mn.us/jamie_sheahan
Course Description US History is a yearlong course that focuses on analyzing the past
and how it effects the present and the future. You will learn to understand the birth and
development of the United States, while examining influential people, life-altering events,
and inspirational movements. Through inquiry based learning, we will study selected
topics such as Indigenous Nations, the American Revolution, Growth and Reform, Western
Expansion, the Civil War, Reconstruction, the Industrial Revolution, Immigration, World
War I, the Great Depression, World War II, the Cold War, the Civil Rights Movement and
Social Change, and 21st Century Innovations. You will have the opportunity to reflect on
the material, analyze primary documents, master a significant body of factual information,
and write constructed response essays.
Overview of Units
As an IB World School, our units are organized around “inquiry questions” which help
focus learning, develop curiosity, and promote critical thinking. The units, timeline
(subject to change), and some of the inquiry questions we will study in this class include.
Unit
Example Inquiry Questions
Unit 1: Pre-Contact to 1800 (5 weeks)
Why do people migrate to new lands?
Why do people rebel?
Unit 2: Expansion and Reform 1792-1877
(5 weeks)
How are governments created?
Why do people form political parties?
Can average citizens change society?
Unit 3: Industrial Revolution &
Immigration 1870-1920 (5 weeks)
What are the effects of industry on society?
How does immigration change American society?
Unit 4: Great Depression & Cold War
1929-1950 (5 weeks)
What factors make a nation a world power?
Why do nations go to war?
Unit 5: Post WWII to Present Day 19512017 (8 weeks)
How does the passage of time affect the way events
are understood?
What causes societies to change?
Supplies Students are required to have the following supplies every day for class:
Ø Pen or Pencil
Ø Notebook for only this class
Ø Folder or 3 Ring Binder
Texts and Resources Resources can be found on MyMPS (mps.itslearning.com) &
edison.mpls.k12.mn.us/jamie_sheahan
Grading Policy Please refer to the Thomas Edison Student Handbook for our school-wide
assessment policy. Grades will directly reflect achievement of academic standards. 80%
of your grade in this class will be based on your academic achievement on learning
targets and MYP assessment Criteria. 20% will be based on academic practice, such as
homework and other things you do to get ready to show your learning.
The MYP assessment criteria for this course include: Knowing & Understanding,
Investigating, Communicating, and Thinking Critically
Grading Breakdown
80% Academic Achievement/Assessment
Learning targets are based on MN state standards and aligned to MYP assessment criteria.
You will have several opportunities to demonstrate your comprehension of each learning
target throughout the unit. These opportunities will include tests, quizzes, projects, class
work, and additional assessments. Learning targets will be graded using the rubric shown:
Score
MCA Terms
Description
Got it and more!
7-8
EXCEEDS
5-6
MEETS
3-4
PARTIALLY MEETS
1-2
DOES NOT MEET
0
Excellent, exceptional, extended
Got it!
Consistent, accurate
Kinda got it!
Basic, simple, inconsistent
Don’t get it!
Developing, limited, partial
Didn’t do it!
MISSING
Unacceptable, inaccurate, insufficient evidence
20% Classwork/Homework
These activities allow you to practice and become proficient with the learning targets.
Activities will be graded using the above rubric. These activities include homework, group
work, and individual class work. To be successful in this class, completing homework
assignments is a necessity.
Grading Scale
Percentage
Letter Grade
What does this mean for me?
Above 90%
87-90
83-86
79-82
75-78
71-74
67-70
63-66
59-62
55-58
50-54
0-50
A
AB+
B
BC+
C
CD+
D
DI*
If I do not complete assignments,
it is not possible to earn an A.
If I earn mostly 6’s, showing
understanding of topics I will earn a B.
If I earn a combination of
4’s and 5’s I will earn a C.
If I show only partial understanding
of topics I will earn a D.
Anything below 50% will
result in a failing grade.
* If you do not complete any of the academic achievement assessments, you will receive an
incomplete (I) for the quarter. You must show evidence of proficiency in order to get a grade for
the course. After mid-quarter of the following quarter, any unresolved incompletes will become
F’s and result in no credit.
If you do not complete any of the academic achievement assessments, you will
receive an incomplete (I) for the quarter. You must show evidence of
proficiency in order to get a grade for the course. Two weeks after the end of
the quarter, any unresolved incompletes will become F’s and result in no credit.
Homework/Retake Policy For best results, turn in assignments on the due date. Check
MyMPS for what occurred in your absence—then, do your best to turn in work as soon as
possible.
Missing Work: You must complete missing work outside of class time or on “Make Up
Days.” Any missing assessments should be taken before the last two weeks of the
grading period.
Retaking An Assessment: To retake an assessment, you must make an appointment
with Ms. Sheahan at least 24-hours in advance. This can be during advisory, before, or
after school. It is your responsibility to maintain this appointment. If you miss your
appointment, your chance to retake the assessment may be forfeited.
Attendance and Tardy Policy* BE HERE; BE ON TIME. Please refer to the Thomas
Edison Student Handbook for more information.
Academic Honesty Policy* Please refer to the Thomas Edison Student Handbook.
Classroom Conduct Expectations*
Be Prompt:
• You are in class and in your seat when the bell rings ready for the day’s lesson.
• When you enter the room each day you will have a “Bell Ringer” to complete in
your notebook.
Be Prepared:
• You have your notebook, pen or pencil, homework and are working on the Bell
Ringer when the bell rings.
• You have your personal items stored away (PEDs, hats, food, etc..)
• You are in a “classroom” state of mind, not in a “hallway” state of mind. Be calm
and ready to learn.
Be Positive:
• You are behaving respectfully to members of your class and teacher.
• You give your best effort and ask for help when you need it.
• You never give up!
Be Productive:
• You complete your work according to the directions.
• You participate in class activities.
• You turn in your assignments on time and study for your tests.
• You work bell to bell.
Failure to meet the conduct and academic expectations outlined above will result
in the following:
• Warning and discussion about the rules/expectations
• Possible change of seat, loss of privileges
• Referral or phone call home.
*See Classroom Engagement Plan for more information
PED Policy:
Personal Electronic Devises such as cell phones may not be used during class. Cell
phones and other PEDs should not be visible during instruction time. Occasionally, during
independent working time, I may allow students to use PEDs to listen to music. PEDs
may be used for educational purposes such as a dictionary (when allowed) or a calculator.
If PEDs are used for any other purpose (texting, phone calls, facebook, twitter, snap chat,
etc.) the cell phone will be taken by an administrator or myself and returned at the END
OF THE DAY.
Tommie Creed and I.B. Learner Profile:
Team: I will respect myself and others by being open-minded and a good
communicator.
Opportunity: I will prepare for college and the career of my choice by being a thinker
and becoming more knowledgeable.
Make a Difference: I will honor myself, my family and my school by being principled.
Make it Right: I will restore my relationships and advocate for myself. I will be caring
and try to understand others by being an inquirer.
Integrity: I will make good decisions. I will stay balanced and be reflective about my
choices.
Excellence: I will do my personal best and a positive risk-taker.
Family Involvement: It is my mission for students, families and myself to work
together to ensure students success. To make this happen I would like to keep an open
line of communication between families and myself. Please feel free to contact me
whenever you have a question or concern.
Teacher Support:
I am committed to holding each of you to the highest expectations and providing the
necessary support so that you can be successful in becoming proficient in all of the
learning targets.
Support includes but is not limited to:
• Respecting all students and treating each student fairly
•
Regular feedback on your work so that you know what you are and are not
understanding
•
Explaining concepts more than one way, and offering alternative assessments
•
Responding to emails or phone calls within 24 hours of receiving
•
Being willing to schedule meeting times before or after school as needed
Classroom Engagement Plan
Expectations
What does it look
like?
Enter the classroom/start of day
· Be on time
· Be prepared
· Be engaged in the first activity
Teachers provide:
•
Enter the room on time with
all materials.
•
Grab your Chromebook and
log on to MyMPS
•
Begin working on the Bell
Ringer/directions on the
board or on MyMPS
How do we encourage
meeting expectations?
•
•
•
•
•
•
•
Instructional Time
•
Group Work
•
•
Individual Work
•
_____________________________
•
•
Whole Class Work
•
•
Personal Needs
•
•
Academic Honesty
•
•
•
Exiting the room
•
•
•
•
School-Wide Agreements
•
•
•
•
Encourage equal
participation
Follow group roles
Be accountable for the
group’s work
Check your notes, ask a
classmate, then ask the
teacher
Be OK with struggling
Check MyMPS for deadlines
•
•
•
•
•
•
Positive reinforcement from
teacher
Review Tommie Creed
Peers can give guidance
Teacher can give guidance in
class or with a brief hallway “At
the Door” discussion
Re-teaching procedure
Dean referrals for chronic
tardies
Parent phone call
Positive feedback and
acknowledgement of
appropriate conduct
Nonverbal cues
Reminders
Peer support
Conferencing
Re-teaching/practicing
modeling procedure
Contributions should relate
to topic
Active listening
(commenting on classmates
ideas, etc.).
Advocate for help without
interrupting instruction
Ask questions when needed
•
Teacher will facilitate
communication to the right
support (Collaborative, Check
& Connect, Dean, etc.).
Cite ideas that are not your
own
Demonstrate you learning
and ideas in your own words
Teachers will model correct
use of sources
•
Teacher will ask for a re-write
or to re-do the assignment
Teacher will write a referral
and make a parent phone call
No passes in the first or last
10 minutes of class
If called away, get
assignments or work from
MyMPS
Put your Chromebook away
and plug it in before leaving
Stay in your seat until the
bell rings. Remain in seat if
teacher holds you after the
bell.
•
•
•
Assigned Seating – students
must sit in their assigned
seats
No passes the first 10 or last
10 minutes of class
PED 3-step Policy
5, 8, 10 Tardy Policy
•
•
•
•
•
•
Teacher will offer support
Work available on MyMPS
Positive feedback to
acknowledge appropriate
conduct
Nonverbal cues
Reminders
Peer support
Conferencing
Re-teaching procedures
PLEASE READ THE ENTIRE SYLLABUS, SIGN AND HAVE IT SIGNED BY A
PARENT/GUARDIAN.
Student
Signature________________________________________________________
Parent/Guardian Signature______________________________
Best Mode of Communication (circle one please):
Phone
E-mail
Please provide best phone number or e-mail address below:
__________________________________________________________________
THANK YOU & GO TOMMIES!