LAWRENCE JUNIOR HIGH SCHOOL Welcome to my Ancient Civilizations and US History Since Reconstruction home page. Here you will find content, expectations, policies and standards for my classes. If you have questions or comments, my contact information is below.
Please browse the material below and familiarize yourself with your child's topics of study.
Regards,
Kristine Arntsen, B.S. (Education), M.A. (American History)
GRADES: 7 and 8
EMAIL ADDRESS: karntsen@msad49.org
HOMEWORK HOTLINE: 453-4200 K. Arntsen—ext. 325
COURSE TITLE: Social Studies—Ancient Civilizations
TEXTS: Holt, Rinehart, and Winston World History: Ancient Civilizations
Glencoe Human Heritage
COURSE DESCRIPTION:
A study of ancient times, from early Stone Age man through Mesopotamian, Egyptian, Harappan, Chinese, Greek and Roman cultures. Additionally, attention is given to geographic skills and the development of major world religions.
COURSE OBJECTIVES:
Upon successful completion of this course, the student should be able to:
« Recognize continents, oceans, seas and other major geographic features
« Read a map
« Connect the events and patterns of history to the world as it is today
« Describe the core beliefs and cultural developments of the various civilizations we study
« Comprehend the origins of the world’s major religions and their essential beliefs
« Understand the foundations of modern Western governments and society in the civilizations of Greece and Rome
COURSE OUTLINE:
« Geography and map reading
« Early man: the change from nomadic existence to permanent settlements
« Mesopotamian cultures
« Ancient Egypt
« Ancient Harappa and Ancient China
« Development and central beliefs of major world religions
« Ancient Greece
« Ancient Rome
COURSE ACTIVITIES
« Modeling the city-state
« Diagramming a pyramid
« Mapping the world
« Citizenship campaign
« Silk Route time travel (possibly done as a travel brochure)
« Comparing religions
COURSE REQUIREMENTS:
« Keep a notebook that contains all materials pertinent to the chapter/unit being studied
« Completion of assignments in a timely manner
« Class participation
« Regular attendance
« Come to class prepared with text, notebook, laptop, writing implement and assignment book
GRADING:
Students’ grades will be based upon:
« completion of assigned class work and homework
« completion of a variety of projects (described above)
« quizzes
« tests
« attitude, work ethic, and participation
« common district assessments
HOMEWORK POLICY:
« Homework is expected on the assigned due date
« Homework will be accepted late with a modified grade depending on circumstances
MAKE-UP POLICY:
« Low grades on daily work , quizzes, tests may be made up depending on individual circumstances and teacher discretion
DISCIPLINE / BEHAVIORAL EXPECTATIONS:
« Come to class on time and prepared to learn
« Practice courtesy at all times
« Be respectful of people and property
« Solve conflicts appropriately
« Be on task when required
Maine Learning Results assessed through
Common District Assessments Grade __7_
Standard: : A. Skills and Tools: Students will know how to construct and interpret maps and globes and other geographic tools to locate and derive information about people, places, regions, and environments. Performance Indicators: Students will be able to: Geography: A. 1. Visualize the globe and construct maps of the world and its sub-regions to identify patterns of human settlement, major physical features, and political divisions. Geography: A. 2. Develop maps. globes, charts, models, and databases to analyze geographical patterns on the earth.
Standard: : B. Historical knowledge, Concepts, and Patterns. Students will develop historical knowledge of major events, people, and enduring themes throughout world history. Performance Indicator. History: B. 3. Demonstrate an understanding of selected turning points in ancient world history and the continuing influence of major civilizations of the past. Geography: B. Human Interaction with Environment : Students will understand and analyze the relationships among people and their physical environments. Performance Indicator. Geography: B. 4. Demonstrate an understanding of how society changes as a result of concentrated settlement. Civics and Government: B. Purposes and Types of government: Students will understand the types and purposes of governments, their evolution, and their relationships with the governed. Performance Indicator: Students will be able to: B. 5. Assess competing ideas about the purposes governments should serve.
Standard: History C. Historical Inquiry, Analysis, and Interpretation: Students will learn to evaluate resource material such as documents, artifacts, maps, artwork, and literature and to make judgments about the perspectives of the authors and their credibility when interpreting historical events. Performance Indicator: C. 3. Use information from a variety of primary and secondary sources to identify and support a point of view on a controversial topic.
COMMON ACADEMIC VOCABULARY:
AD
barter
BC
BCE
bibliography
campaign
captions
CE
century
circles
citizenship
city-state
civilization
climate
complex culture
concentrated settlement
controversial
credibility
culture
custom
diverse
economy
elements
evolution of (government)
geography
hemispheres
insets
isthmus
landmark
latitude
longitude
meridians
peninsular
perspective
physical features
primary source specialization of labor
region strait
resources terrain
river system trade
secondary source tropics
society ziggurats
Grade 8 Curriculum:
text--American Journey--McGraw-Hill/Glencoe
8TH GRADE U.S. HISTORY COURSE DESCRIPTION: The purpose of 8th grade United States History is to expose students to the relevant people, events, and themes that helped shape the distinct uniqueness of 19th and 20th century America. Using different instructional strategies and keeping in mind a multi-cultural approach, students will have opportunities to demonstrate their knowledge through a variety of different means. Since we live in an ever-increasing, technologically driven world, the use and mastery of different types of technology is absolutely essential in order to better succeed in life outside of school. Therefore, with this thought in mind, the students will use their i-books in many different ways ranging from simple internet web-searches to i-movie projects.
CURRICULUM STANDARDS THAT WILL BE MET BY THE END OF THE YEAR UNDERSTANDING AND STUDYING HISTORY: 1. define history 2. explain why we study history 3. explain the role of interpretation in history 4. identify primary and secondary sources and tell the difference 5. analyze primary and secondary sources and judge the accuracy 6. recognize bias and point of view UNITED STATES PHYSICAL AND POLITICAL GEOGRAPHY 1. locate all states of the United States 2. locate major mountains, lakes, and rivers of the United States RECONSTRUCTION AND BEYOND 1. Explain the results and impact of Reconstruction on America 2. Identify the rights associated with the 13th, 14th, and 15th amendments 3. Black Codes and the creation of Jim Crow Laws 4. Plessy v. Ferguson and explain the Supreme Court's decision and the impact it had on America THE GUILDED AGE AND THE RISE OF BIG BUSINESS 1. Explain how the law of supply and demand works in a market economy 2. Explain the advantages and disadvantages of monopolies/trusts IMMIGRATION 1. Explain several reasons that people chose to emigrate from their homlands to America 2. Compare and contrast immigration in the early 1900s and today 3. Identify the benefits of United States citizenship 4. Recognize the contributions made to the United States by various immigration groups 1900-1909 A SHIFTING OF GEARS 1. Describe the importance of innovators and innovations on America 2. Describe the significance of Theodore Roosevelt and his effect on America 1910-1919 AMERICA GROWS UP 1. Explain how the United States changed from an isolationist country to a world power 2. Identify several factors that led to the start of World War I 3. Identify the U.S. Constitutional process for a formal declaration of war 4. Explain Wilson's "making the world safe for democracy" statement 5. Describe how WWI differed from previous warfare the United States had been involved with 6. Identify the main idea's in Wilson's Fourteen Points (self-determination, creation of the League of Nations) 7. Explain the results of the Treaty of Versailles and the impact they will have in the future (Germany's punishment and changes to the map of Europe). 8. Analyze the results of WWI on America 1920-1929 THE ROARING 20S 1. Summarize the Women's Suffrage Movement 2. Explain the effect of the passage of the 19th Amendment on America 3. Describe the cultural and moral conflicts associated with the decade (rise of the KKK, changing role of women, the flappers, Prohibition, and organized crime). 1930-1939 THE TUMULTOUS 30S 1. Explain how the stock market crash affected America 2. Identify factors leading to the Great Depression 3. Recognize how the Great Depression impacted various groups of Americans 4. Explain how the New Deal helped America and Americans 1940-1949 AMERICA'S PLACE IN THE WORLD 1. Identify the countries that were part of the Allied Forces 2. Identify the countries that were part of the Axis Forces 3. Identify the circumstances of the attack on Pearl Harbor 4. Describe what life was like on the home front during the war 5. Explain how fear and prejudice led to the internment of Japanese Americans 6. Define D-Day and V-E Day 7. Define island hopping, kamikazes, V-J Day, Manhattan Project, A-Bomb 8. Describe how Hiroshima and Nagasaki were affected by the Atomic Bomb 9. The Holocaust 10. Analyze the results of WWII 1950-1959 THE NIFTY 50S 1. Describe the Cold War 2. Explain the differences between the U.S. and Soviet Union 3. Describe the effects of the Space Race 4. Describe the effects of the Arms Race 5. Explain the impact of McCarthyism on America 6. Explain the causes of the Korean War 7. Explain the results of the Korean War 8. Define: civil rights, prejudice, discrimination, racism, segregation, desegregation, integration, justice 9. Identify forms of non-violent resistance 10. Identify the contributions of Martin Luther King Jr. to the Civil Rights Movement 11. Explain the effects of significant events during the Civil Rights Movement 1960-1969 THE GROOVY 60S 1. Explain the circumstances of the Cuban Missile Crisis 2. Explain the significance of John F. Kennedy's assassination 3. Explain the results of the Vietnam War on American and Vietnam 1970-1979 THE DY-NO-MITE 70S 1. Explain the impact of Watergate on America 2. Explain Nixon's resignation 3. Define: impeachment, checks and balances, pardon 4. Define: liberation, feminists, radical feminists, traditionalists, Equal Rights Amendment 5. Compare and contrast the beliefs of feminists and traditionalists 1980-1989 THE TOTALLY AWESOME 80S 1. Describe the relationship between the Soviet Union and the United States and explain the significance of the fall of the Berlin Wall 1990-1999 1. Explain the significance of the collapse of the Soviet Union and the end of the Cold War
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Lawrence Junior High School |
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