U. S. History Honors
Curriculum Guide
Northampton County High School – East
Mr. Harris
Grade 11
COURSE DESCRIPTION
The study of United States History Honors in high school builds on historical and geographical perspectives gained from the elementary and middle level study of North Carolina and the United States. The study of World History in grade nine will now enable students to place the United States in a world context as well. The economic and political perspectives and historical foundations gained from the study of Civics and Economics Honors will prepare students for the examination of our nation’s history. In order to include the perspectives of the twenty-first century, the study of United States History Honors will begin with the Federalist Period and continue through the changes in America following the terrorist attack on September 11th. In North Carolina, the study of history no longer supports memorization of unexamined and isolated facts but emphasizes the thinking skills to detect trends, analyze movements and events, and develop a “sense of history”.
The United States History Honors provides the opportunity for advanced work, rigorous academic study, and the practical application of the major ideas and concepts found in the study of American history. The course is challenging and requires students to take greater responsibility for their learning by participating in problem-seeking and problem-solving, scholarly and creative processes, critical analysis and application, reflective thinking, and the expression and defense of ideas generated through the study of the content. United States History Honors follows the same course of study as the corresponding standard United States History course; however the material is taught with greater complexity, novelty, acceleration, and reflects a differentiated curriculum. United States History Honors is distinguished by a difference in the quality of the work expected, not merely an increase in quantity.
ELEVENTH GRADE UNITED STATES HISTORY HONORS NC SCOS
Competency Goal 1 |
The New Nation (1789-1820) - The learner will identify, investigate, and assess the effectiveness of the institutions of the emerging republic. |
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Objectives 1.01 Identify the major domestic issues and conflicts experienced by the nation during the Federalist Period. 1.02 Analyze the political freedoms available to the following groups prior to 1820: women, wage earners, landless farmers, American Indians, African Americans, and other ethnic groups. 1.03 Assess commercial and diplomatic relationships with Britain, France, and other nations. |
Competency Goal 2 |
Expansion and Reform (1801-1850) - The learner will assess the competing forces of expansionism, nationalism, and sectionalism.
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Objectives 2.01 Analyze the effects of territorial expansion and the admission of new states to the Union. 2.02 Describe how the growth of nationalism and sectionalism were reflected in art, literature, and language. 2.03 Distinguish between the economic and social issues that led to sectionalism and nationalism. 2.04 Assess political events, issues, and personalities that contributed to sectionalism and nationalism. 2.05 Identify the major reform movements and evaluate their effectiveness. 2.06 Evaluate the role of religion in the debate over slavery and other social movements and issues. |
Competency Goal 3 |
Crisis, Civil War, and Reconstruction (1848-1877) - The learner will analyze the issues that led to the Civil War, the effects of the war, and the impact of Reconstruction on the nation.
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Objectives 3.01 Trace the economic, social, and political events from the Mexican War to the outbreak of the Civil War. 3.02 Analyze and assess the causes of the Civil War. 3.03 Identify political and military turning points of the Civil War and assess their significance to the outcome of the conflict. 3.04 Analyze the political, economic, and social impact of Reconstruction on the nation and identify the reasons why Reconstruction came to an end. 3.05 Evaluate the degree to which the Civil War and Reconstruction proved to be a test of the supremacy of the national government. |
Competency Goal 4 |
The Great West and the Rise of the Debtor (1860s-1896) - The learner will evaluate the great westward movement and assess the impact of the agricultural revolution on the nation. |
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Objectives 4.01 Compare and contrast the different groups of people who migrated to the West and describe the problems they experienced. 4.02 Evaluate the impact that settlement in the West had upon different groups of people and the environment. 4.03 Describe the causes and effects of the financial difficulties that plagued the American farmer and trace the rise and decline of Populism. 4.04 Describe innovations in agricultural technology and business practices and assess their impact on the West. |
Competency Goal 5 |
Becoming an Industrial Society (1877-1900) - The learner will describe innovations in technology and business practices and assess their impact on economic, political, and social life in America. |
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Objectives 5.01 Evaluate the influence of immigration and rapid industrialization on urban life. 5.02 Explain how business and industrial leaders accumulated wealth and wielded political and economic power. 5.03 Assess the impact of labor unions on industry and the lives of workers. 5.04 Describe the changing role of government in economic and political affairs. |
Competency Goal 6 |
The emergence of the United States in World Affairs (1890-1914) - The learner will analyze causes and effects of the United States emergence as a world power. |
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Objectives 6.01 Examine the factors that led to the United States taking an increasingly active role in world affairs. 6.02 Identify the areas of United States military, economic, and political involvement and influence. 6.03 Describe how the policies and actions of the United States government impacted the affairs of other countries. |
Competency Goal 7 |
The Progressive Movement in the United States (1890-1914) - The learner will analyze the economic, political, and social reforms of the Progressive Period. |
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Objectives 7.01 Explain the conditions that led to the rise of Progressivism. 7.02 Analyze how different groups of Americans made economic and political gains in the Progressive Period. 7.03 Evaluate the effects of racial segregation on different regions and segments of the United States' society. 7.04 Examine the impact of technological changes on economic, social, and cultural life in the United States. |
Competency Goal 8 |
The Great War and Its Aftermath (1914-1930) - The learner will analyze United States involvement in World War I and the war's influence on international affairs during the 1920's. |
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Objectives 8.01 Examine the reasons why the United States remained neutral at the beginning of World War I but later became involved. 8.02 Identify political and military turning points of the war and determine their significance to the outcome of the conflict. 8.03 Assess the political, economic, social, and cultural effects of the war on the United States and other nations. |
Competency Goal 9 |
Prosperity and Depression (1919-1939) - The learner will appraise the economic, social, and political changes of the decades of "The Twenties" and "The Thirties." |
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Objectives 9.01 Elaborate on the cycle of economic boom and bust in the 1920's and 1930's. 9.02 Analyze the extent of prosperity for different segments of society during this period. 9.03 Analyze the significance of social, intellectual, and technological changes of lifestyles in the United States. 9.04 Describe challenges to traditional practices in religion, race, and gender. 9.05 Assess the impact of New Deal reforms in enlarging the role of the federal government in American life. |
Competency Goal 10 |
World War II and the Beginning of the Cold War (1930s-1963) - The learner will analyze United States involvement in World War II and the war's influence on international affairs in following decades. |
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Objectives 10.01 Elaborate on the causes of World War II and reasons for United States entry into the war. 10.02 Identify military, political, and diplomatic turning points of the war and determine their significance to the outcome and aftermath of the conflict. 10.03 Describe and analyze the effects of the war on American economic, social, political, and cultural life. 10.04 Elaborate on changes in the direction of foreign policy related to the beginnings of the Cold War. 10.05 Assess the role of organizations established to maintain peace and examine their continuing effectiveness. |
Competency Goal 11 |
Recovery, Prosperity, and Turmoil (1945-1980) - The learner will trace economic, political, and social developments and assess their significance for the lives of Americans during this time period. |
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Objectives 11.01 Describe the effects of the Cold War on economic, political, and social life in America. 11.02 Trace major events of the Civil Rights Movement and evaluate its impact. 11.03 Identify major social movements including, but not limited to, those involving women, young people, and the environment, and evaluate the impact of these movements on the United States' society. 11.04 Identify the causes of United States' involvement in Vietnam and examine how this involvement affected society. 11.05 Examine the impact of technological innovations that have impacted American life. 11.06 Identify political events and the actions and reactions of the government officials and citizens, and assess the social and political consequences. |
Competency Goal 12 |
The United States since the Vietnam War (1973-present) - The learner will identify and analyze trends in domestic and foreign affairs of the United States during this time period. |
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Objectives 12.01 Summarize significant events in foreign policy since the Vietnam War. 12.02 Evaluate the impact of recent constitutional amendments, court rulings, and federal legislation on United States' citizens. 12.03 Identify and assess the impact of economic, technological, and environmental changes in the United States. 12.04 Identify and assess the impact of social, political, and cultural changes in the United States. 12.05 Assess the impact of growing racial and ethnic diversity in American society. 12.06 Assess the impact of twenty-first century terrorist activity on American society. |
ESSENTIAL QUESTIONS
Essential questions are the guiding questions that promote inquiry and deeper exploration of a subject and lead students to use the factual knowledge to draw conclusions and ultimately deduce the desired generalization. Because the goal of the essential questions is to get students to understand the generalizations, the two are related and questions are written to support the generalization.
Essential questions can be written on three levels: factual, conceptual, and provocative. During a lesson, teachers should use some of each type to engage students. Factual questions are written to cover the content and can be fixed in time and place. Because of this, factual questions can be written using proper nouns and past tense. For instance a unit on political action may cover the factual question “what strategies do lobbyists use to influence Congress?” Conceptual questions are timeless and universal and therefore are written more broadly. For instance a conceptual question for political action may be “What is the role of an active citizen?” Provocative questions are the highest level, have no right or wrong answer and are meant to encourage debate such as, “Should controversial or unpopular groups be excluded from political participation in a democracy?”
ASSIGNMENTS
- The instructor requires students to read and/or interact to a wide spectrum of more challenging, thought provoking, relevant instructional materials including, but not limited to, multiple texts, primary sources and multimedia.
- The instructor utilizes appropriate pacing.
- The instructor requires evidence of higher level thinking from students.
- The instructor uses appropriate technology.
- The instructor encourages students to take greater responsibility and increase self-direction in their own learning.
- The instructor includes opportunities for a variety of activities, such as panels, debates, reaction/reflection groups, scholarly dialogue, group investigations, and seminars.
- The instructor requires students to engage in self-directed, advanced historical research.
- The instructor provides multiple opportunities for real world and experiential learning opportunities.
- The instructor requires students to develop and defend a position on a historical issue.
TIMETABLES AND DEADLINES
- Problem-based collaborative investigation products must be submitted by the end of each nine-weeks grading period.
- Independent and group investigation s are due at the end of each month.
- Notebook checks, essays and miscellaneous projects are due every third week.
PACING GUIDE
Day 1 |
Pretest |
Day 2 |
Federalist Era-Washington |
Day 3 |
Adams |
Day 4 |
Jefferson |
Day 5 |
Early 1800’s Politics |
Day 6 |
Sectionalism |
Day 7 |
Jacksonian Age |
Day 8 |
Era of Reform |
Day 9 |
Mid-1800’s |
Day 10 |
TEST 1 |
Day 11 |
Manifest Destiny |
Day 12 |
Pre-Civil War Events |
Day 13 |
Immediate Causes of Civil War |
Day 14 |
Behind the War |
Day 15 |
Civil War |
Day 16 |
End of War |
Day 17 |
Reconstruction |
Day 18 |
Reconstruction |
Day 19 |
Reconstruction Ends |
Day 20 |
TEST 2 |
Day 21 |
Plains Indians |
Day 22 |
Ranching / Mining |
Day 23 |
Life on Plains |
Day 24 |
Farmers and Populists |
Day 25 |
Industrialization |
Day 26 |
Big Business |
Day 27 |
Labor Movement |
Day 28 |
Urbanization |
Day 29 |
Gilded Age Politics |
Day 30 |
TEST 3 |
Day 31 |
Imperialism |
Day 32 |
World Power |
Day 33 |
Turn of the Century |
Day 34 |
Discrimination |
Day 35 |
Progressivism |
Day 36 |
Progressive Reforms |
Day 37 |
T. Roosevelt |
Day 38 |
Taft / Election of 1912 |
Day 39 |
Wilson as a Progressive |
Day 40 |
TEST 4 |
Day 41 |
REVIEW |
Day 42 |
Mid-Term Exam |
Day 43 |
World War I Begins |
Day 44 |
US in WW I |
Day 45 |
Fight for Peace |
Day 46 |
Return to Normalcy |
Day 47 |
Roaring 20’s |
Day 48 |
20’s Culture |
Day 49 |
TEST 5 |
Day 50 |
Start of Depression |
Day 51 |
New Deal |
Day 52 |
2nd New Deal |
Day 53 |
Outbreak of WW II |
Day 54 |
Holocaust |
Day 55 |
US in WW II |
Day 56 |
War in Europe |
Day 57 |
War in the Pacific |
Day 58 |
TEST 6 |
Day 59 |
Cold War Begins |
Day 60 |
Truman and Cold War |
Day 61 |
Eisenhower and the 50’s |
Day 62 |
50’s Culture |
Day 63 |
TEST 7 |
Day 64 |
Kennedy and the Cold War |
Day 65 |
New Frontier |
Day 66 |
Great Society |
Day 67 |
Civil Rights Movement |
Day 68 |
Civil Rights Movement |
Day 69 |
Civil Rights Crisis |
Day 70 |
Vietnam War |
Day 71 |
Vietnam |
Day 72 |
60’s Culture |
Day 73 |
Nixon Presidency |
Day 74 |
TEST 8 |
Day 75 |
Ford and Carter |
Day 76 |
1980’s |
Day 77 |
Modern America |
Day 78 |
Test 9 |
Day 79 |
Review |
Day 80 |
Review |
Day 81 |
Review |
Day 82 |
Review |
Day 83 |
Review |
Day 84 |
Review |
Day 85 |
Review |
Day 86 |
Review |
Day 87 |
EOC / EXAM |
Day 88 |
EOC / EXAM |
Day 89 |
EOC / EXAM |
Day 90 |
EOC / EXAM |
ASSESSMENTS
- There are multiple types of assessment, including formal and informal evaluation.
- Assessment can be conducted by a variety of individuals, including self, peers, instructors and outside experts.
RUBRICS
US History Honors Writing Assessment Rubrics
Score 4 - This response shows understanding of the content, question, and/or problem. The response is insightful, integrates knowledge, and demonstrates powerful application.
- The application shows powerful evidence of higher order thinking skills.
- Concepts are accurate and well supported.
- There are no misconceptions.
- The response is comprehensive.
Score 3 - This response shows some understanding of the content, question, and/or problem. The response includes appropriate application that demonstrates evidence of higher order thinking skills.
- The application shows some evidence of higher order thinking skills.
- Concepts are accurate and supported.
- There are no interfering misconceptions.
- The response may not develop all parts equally.
Score 2 - This response shows knowledge of the content, question, and/or problem. The response is acceptable with some key ideas. The response shows little or no evidence of application.
- The response includes some basic ideas.
- The response provides little or no support.
- There are minimal misconceptions.
Score 1 - This response shows minimal knowledge of the content, question, and/or problem. The response is related to the question, but it is inadequate.
- The response includes incomplete or fragmented ideas or knowledge.
- There may be significant misconceptions.
Score 0 - The response is completely incorrect or irrelevant. There may be no response.
US History Honors Oral Presentation Rubric
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5 |
4 |
3 |
2 |
1 |
Argument: |
Thesis is well-developed and clearly focused; acknowledges the complexity of the question itself; confrontation and discussion of conflicting sources and information |
Thesis must be consistent and controlled; may not be as focused as in top category |
Limited or partially developed thesis which addressed question somewhat; more descriptive than analytic; may not discuss entire question |
Confused, unsupported, poorly developed thesis; limited understanding of question; ineffective or inaccurate analysis |
No thesis or an irrelevant one; inadequate or inaccurate understanding of question |
Presentation: |
Loud and clear, rehearsal evident, consistent eye contact, cooperative effort, good group communication, visuals are integrated and purposeful, answer audience questions with insight, exceeds requirements; effective style and tone, capitalizes on audience level of interest and knowledge |
Loud and clear, rehearsed but may need polish in areas, eye contact, good visuals, answers most questions, everyone contributes but not necessarily equally; style and tone consistent with audience level of interest and knowledge |
Some eye contact, meets minimum requirements, one leader/speaker (not a group effort), some parts are effective but not consistent, attempts audience questions; style and tone sometimes appropriate, sporadically acknowledges audience interest and knowledge |
May read to class, lacking eye contact, speaking not always clear, mispronunciations, not cooperative effort, needs rehearsal, lacking visuals if required, not used if present; style and tone seldom appropriate, rarely acknowledges audience interest and knowledge |
Haven't taken assignment seriously, joking or arguing with group, choppy lacking rehearsal and organization; mispronunciations, can't answer questions lacking eye contact, doesn't even meet minimum requirements; no awareness of audience |
US History Honors Class Discussion Rubric
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5 |
4 |
3 |
2 |
1 |
Quality of Comments |
Timely and appropriate comments, thoughtful and reflective, responds respectfully to other student's remarks, provokes questions and comments from the group |
Volunteers comments, most are appropriate and reflect some thoughtfulness, leads to other questions or remarks from student and/or others |
Volunteers comments but lacks depth, may or may not lead to other questions from students |
Struggles but participates, occasionally offers a comment when directly questioned, may simply restate questions or points previously raised, may add nothing new to the discussion or provoke no responses or question |
Does not participate and/or only makes negative or disruptive remarks, comments are inappropriate or off topic |
Resource/ Document Reference |
Clear reference to text being discussed and connects to it to other text or reference points from previous readings and discussions |
Has done the reading with some thoroughness, may lack some detail or critical insight |
Has done the reading; lacks thoroughness of understanding or insight |
Has not read the entire text and cannot sustain any reference to it in the course of discussion |
Unable to refer to text for evidence or support of remarks |
Active Listening |
Posture, demeanor and behavior clearly demonstrate respect and attentiveness to others |
Listens to others most of the time, does not stay focused on other's comments (too busy formulating own) or loses continuity of discussion. Shows consistency in responding to the comments of others |
Listens to others some of the time, does not stay focused on other's comments (too busy formulating own) or loses continuity of discussion. Shows some consistency in responding to the comments of others |
Drifts in and out of discussion, listening to some remarks while clearly missing or ignoring others |
Disrespectful of others when they are speaking; behavior indicates total non-involvement with group or discussion |
US History Honors Cooperative Learning Rubric
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5 |
4 |
3 |
2 |
1 |
Works toward the achievement of group goals |
Actively and consistently understands and works toward group goals |
Consistently understands and works toward group goals |
Consistently understands and sporadically works towards group goals |
Sporadically understands and works toward group goals |
Rarely, if ever, understands and works toward group goals |
Demonstrates effective interpersonal skills |
Actively and consistently helps promote effective group interaction and expresses ideas and opinions in ways that are sensitive to the feelings or knowledge base of others |
Consistently participates in group interaction without prompting and expresses ideas and opinions in ways that are sensitive to the feelings and knowledge base of others |
Consistently participates and sporadically expresses ideas and opinions in ways that are sensitive to the feelings and knowledge base of others |
Sporadically participates in group interaction without prompting and sporadically expresses ideas and opinions in ways that are sensitive to the feelings and knowledge base of others |
Rarely, if ever, participates in group interaction without prompting and expresses ideas and opinions in ways that are sensitive to the feelings and knowledge base of others |
Contributes to group maintenance |
Actively and consistently helps the group identify changes or modifications necessary in group processes and works toward carrying out those changes |
Consistently implements changes or modifications necessary in group processes |
Consistently helps implement changes or modifications necessary in group processes |
Sporadically helps implement changes or modifications necessary in group processes |
Rarely, if ever, helps implement changes or modifications necessary in group processes |
Effectively performs a variety of roles within a group |
Fulfills all obligations of assigned role |
Fulfills most obligations of assigned role |
Fulfills some obligations of assigned role |
Fulfills few obligations of assigned role |
Fulfills no obligations of assigned role |
US History Honors PowerPoint Presentation Rubric
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6 |
5 |
4 |
3 |
2 |
1 |
Argument: addresses thesis, question complexity, source analysis, thoroughness of evidence
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Thesis is well-developed and clearly focused; demonstrates insight and original thinking, connections to own experience and/or prior knowledge |
Thesis is well-developed and clearly focused; acknowledges the complexity of the question itself; confrontation and discussion of conflicting sources and information |
Thesis must be consistent and controlled; may not be as focused as in top category |
Limited or partially developed thesis which addressed question somewhat; more descriptive than analytic; may not discuss entire question |
Confused, unsupported, poorly developed thesis; limited understanding of question; ineffective or inaccurate analysis |
No thesis or an irrelevant one; inadequate or inaccurate understanding of question |
Presentation: quality of interaction with audience
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Loud and clear, rehearsal evident, consistent eye contact, cooperative effort, good group communication, answer audience questions with insight; effective style and tone, capitalizes on audience level of interest and knowledge; exceeds requirements |
Loud and clear, rehearsal evident, consistent eye contact, cooperative effort, good group communication, answer audience questions with insight; |
Loud and clear, rehearsed but may need polish in areas, eye contact, answers most questions, everyone contributes but not necessarily equally; style and tone consistent with audience level of interest and knowledge |
Some eye contact, meets minimum requirements, one leader/speaker (not a group effort), some parts are effective but not consistent, attempts audience questions; style and tone sometimes appropriate, sporadically acknowledges audience interest and knowledge |
May read to class, lacking eye contact, speaking not always clear, mispronunciations, not cooperative effort, needs rehearsal, style and tone seldom appropriate, rarely acknowledges audience interest and knowledge |
Haven't taken assignment seriously, joking or arguing with group, choppy lacking rehearsal and organization; mispronunciations, can't answer questions lacking eye contact, doesn't even meet minimum requirements; no awareness of audience |
PowerPoint: use of visual devices
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Sustained and seamless use of technical devices and content relevant visuals establishes a clear visual pattern that aids audience understanding |
Purposeful use of animations and devices; main points are evident on slides and expanded through presentation; good, relevant visuals directly reflect content |
Purposeful use of animations and devices; main points are evident on slides and expanded through presentation; good, relevant visuals |
Overuse of animations and technical animations/devices; too much text, needs to be condensed |
Inappropriate use of animations, devices, images; a paper on a slide |
Incomplete; lack of or irrelevant devices and images |
US History Honors Debates Rubric
Criterion |
1 |
2 |
3 |
4 |
5 |
Research |
Minimal search for information restricted to personal knowledge; largely support for one side of debate. |
Some information sought beyond the personal to that of other people; some consideration given to determining the arguments of the other side. |
Sufficient support sought from at least two types of sources, personal and documentary; support for both sides sought and considered. |
Careful and considerable support sought from personal, documentary and other general sources; balanced support for both sides sought and analyzed. |
Thorough search through multiple, topic-specific sources of information: documentary, electronic, human; in-depth support for both sides sought, analyzed and evaluated. |
Position |
Position statement is missing or unclear and seems to include both sides or be irrelevant; arguments are illogical, irrelevant or off topic and confuse the audience; support for statements is not offered beyond personal assertion; position does not maintain audience interest. |
Position statement is very general and may include irrelevant details; position meanders and confuses; little appropriate support is given; analysis is absent or simplistic. |
Position statement is clear and begins to persuade; gives some support, though not all support is well-chosen; some analysis is attempted and examples are selected to support. |
Position statement is persuasive; arguments are solid and mostly well-chosen; analysis is clear and mostly correct; examples are appropriate. |
A clear position statement illuminates the essentials of the topic succinctly; arguments are valid, coherent and logical, showing sophisticated analysis of complex issues; critical support is given through examples and evidence that are thorough and insightful. In short, position is convincing and effective. |
Presentation |
Uses little of time allotment or ignores time limit until reminded; nervousness or bravado grate on audience; language is confused and confusing; arguments are irrelevant or poorly supported; is rude to opponents. |
Either uses little of allotted time or goes over time allotment; is clearly nervous which interferes somewhat with presentation; language is imprecise and in places confused; subordinate and main points are given equal weight; ignores or dismisses opponents. |
Does not go over time allotment; is generally well-spoken with only moments of nervousness visible; makes good arguments; stays on topic using clear language and gives main arguments; is polite to opponents. |
Almost all time is used, but does not go over; speaks with some confidence and makes persuasive arguments using clear and appropriate language; is able to think on the spot of relevant arguments; is careful with opponents. |
Complete time is used, but does not go over; speaks confidently and convincingly using clear, vivid and precise language; is able to make succinct and telling arguments on the spot; is respectful of opponents. |
GRADING SCALE
Weight
General Assignment |
15% |
Notebook |
25% |
Quiz |
30% |
Test |
30% |
Grade
Letter Grade A |
100-93 |
Letter Grade B |
92-85 |
Letter Grade C |
84-78 |
Letter Grade D |
77-70 |
Letter Grade F |
69-Below |
INSTRUCTIONAL MATERIALS, EQUIPMENT AND TECHNOLOGIES
Students will have access to a wide spectrum of challenging, thought provoking, relevant instruction materials to achieve growth in the course. In additional to multiple texts and primary sources, students will have monitored access to the World Wide Web, a variety of data manipulation and desktop publishing software applications, interactive skills software, thinking map and graphic organizer applications, and the computers and/or computer labs along with peripherals devices should as data projectors, digital cameras, scanners and printers required to give them the technological tools required to gain skills and achieve academic excellence.