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    ­Mr. Hallock  US History & Government       2019-2020  daniel.hallock@henhudschools.org

    914 258 5800 -- Extra Help is available after school and during period’s 3 & 8

    Course Description: Ever wonder why it is called Washington D.C.? Or if Abe Lincoln was really so “honest?” Do you ever find yourself asking what was so “great” about the Great Depression? Well these questions and many more will be answered throughout this course. During this 1 year course, students will learn about the history of the United States of America, starting with formation of the 13 Colonies and concluding with current issues that are affecting our Nation today. This course will culminate with the New York State Regents Examination in American History and Government.  Students will learn not only how America was created, but also the various accomplishments, struggles, and key individuals that have shaped our nation.  

    Grading Policy: A change to our school’s grading policy, all grades will now be based on a TOTAL POINTS system. This means that there are no more weighted categories. A Student’s grade will be based on tests & quizzes out of 100 points.

    Tests: -3-4 multiple choice Tests per quarter, which are valued at 100 points

    Quizzes: 3-6 per quarter.  Questions from previous NY State Regents Exams will be used and from your class notes and discussions.

                     

    Below is a snapshot of the various units and topics students will be learning about this year in class.

     Unit 1: Colonial Beginnings and the Formation of a free Nation Tracing our origins back to both pre-Columbian Indians to the first European settlers of Jamestown, this unit looks at how 13 English Colonies eventually broke away from their mother country and struggled to keep their new nation alive during the Critical Period.

     Unit 2: The Constitution and its principles Looking at the real meaning behind the words, “We the people,” students will look at the process for creating the Constitution (including the many compromises of the convention) as well as the guiding democratic principles that have made the US Constitution the longest surviving democratic constitution in the history of the world.

    Unit 3: The Young Republic. The new nation found it’s footing under the Constitution, as well as with the leadership of our first Presidents. The Supreme Court continued to expand the power of the federal government, who survived its first major test with another conflict with England. The nation saw a major expansion to the west, sparking both Manifest Destiny and the question of whether or not slavery should expand as well.

     Unit 4: Civil War and Reconstruction Issues such as sectionalism, slavery and the struggle of power between state and federal governments all came to a boiling point with the election of Abraham Lincoln. Increasing the power of the federal government to heights that it had never seen, Lincoln preserved the union, but wasn’t able to guide the country through the uncertain time period of Reconstruction.

     Unit 5: The Development of the West and the Industrialization of the East As the country exited the bloody Civil War, many soon found themselves looking west for opportunities with homesteading and in mining. In the east, captains of industry ushered in a gilded age for industrialization, including the arrival of a new wave of immigrants looking to achieve the American dream.

    Unit 6:  Reform at home, conflict aboard The excesses of industrialization and the problems that they caused were “attacked” by social reformers looking to help the poor, expose corruption and to secure more rights for all Americans. Abroad, America followed Europe’s course and adopted imperialism, and eventually found themselves questioning their isolationist identity at the outbreak of the first World War.

     Unit 7: Prosperity to Depression:  A “return to normalcy” saw dramatic social and economic changes, leading to a wave of prosperity never seen before in the country. This, however, proved to be false as he Stock Market Crash of 1929 exposed the weaknesses of our economy. The actions of President Roosevelt’s New Deal forever changed the relationship between not only the government and the economy, but also the government and its citizens.

    Unit 8: The US emerges as a global “Super Power As the situation in Europe worsened, President Roosevelt shifted the US policy of neutrality to that of gradual (and then direct) involvement. Post its victory in WWII, the new super power United States had to deal with the threat of communist expansion and the beginning of the Cold War.

    Unit 9: The Conformity of the 1950s and the Turbulence of the 1960sThe economic boom post WWII saw a great deal of prosperity for the 1950s, where many Americans grew accustomed to a new type of popular culture that defined society. This conformity quickly disappeared with the demands for social justice in the late 1950s and 1960s, as well as the entering of the Vietnam War in 1964.

     Unit 10: Continuing the democratic traditions of the US in a global world
    Recovering from the wounds of Vietnam, the US had to reassess their role in world affairs. Stagnant growth of the 1970s and 1980s disappeared quickly with the highest level of prosperity in history with the 1990s. After the attacks on September 11th, 2001, the US soon found itself emerged in overseas conflicts that have many questioning our role in future foreign affairs. America under President Bush, President Obama and President Trump.

     

    Homework: HW will be accessed by a surprise and or announced.  Do your HW and your quiz grades will reflect the effort and time you commit to your HW.

    Student Responsibilities: The following is what is expected of all students

    As the student I understand that I am expected to follow all the rules that are stated in the student handbook for Hendrick Hudson High School.

    1. I understand that I am expected to arrive to class on time, being prepared and ready to work for the entire period.
    2. I understand that my opinion and contributions are important to the class and in order to gain the respect of my fellow students I must also respect them and their ideas
    3. I will only use language that is appropriate for class. Any language that is inappropriate will be dealt accordingly.
    4. I will prepare to the best of my ability for class examinations, which include tests and quizzes. If I find myself struggling with a particular topic, it is my responsibility to ask Mr. Hallock.
    5. I understand that class participation is critical and includes being present, positively and actively participating, and being prepared for class.
    6. When working with a partner or a group, I will stay on task and complete the assignment. I understand that any joking around or failure to stay on task will result in points being taken away from the class participation portion of my grade.
    7. Cell phones must be turned off during class.

    Teacher Responsibilities: I will come to class prepared, with lessons that will engage learners and help students understand the units

    1. I will set up a classroom environment that is conducive for learning, where all students feel comfortable and have the ability to succeed.
    2. I will make myself available for any student who is struggling in class, whether it is during a free period or after school.
    3. I will announce all tests at least 1 week in advance so that students can begin to prepare for their examinations
    4. I will have open lines of communication via email and phone for students as well as parents Text: The Americans: A History, McDougal, Littell & Company. Students will receive an ONLINE copy of the book, rather than actually a hard copy. Go to http://www.hmhco.com and sign up, create an account and give them the log in codes I will provide you.

     

    By signing this confirmation, I acknowledge that I have read the attached course outline, expectations and grade structure for Mr. Hallock’s 2016-2017 United States History and Government course.

    Student’s signature________________________________

    Parent/Guardian printed name____________________    Signature of Parent/Guardian_____________

    Email_______________________________                                          Cell#______________________________________

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