Course Syllabus

8th Grade Social Studies

Mrs. Newcombe

Contact information:
 Email: [email protected]
 Phone: (517) 333-7623
 Classroom website: newcombe8thgrade.weebly.com
o See for classroom updates, daily work, homework, and attached assignments
 Reminder texts/email updates
o Classroom reminders and updates will be sent through texts and/or emails through a program
called “Remind” (used to be Remind 101)
o Sign up (students and parents) through texting @defcg2 to 81010 for Social Studies updates.
o Please see the classroom website for more detailed instructions or email me if you are having
difficulty.

Course Description:
This course introduces students to the history of the United States from the causes of the Revolutionary War to
the end of the 19th century. Using primary and secondary sources, they explore time and place in nineteenth
century America. Beginning with the political and intellectual transformations that preceded the Articles of
Confederation, students review the ideas and principles that form the bases of our constitutional republic.
Students further their understanding of American government from an in-depth study of the United States
Constitution and the evolution of the government created during its first century. Students explore the
challenges faced by the new nation and the role of political and social leaders in meeting these challenges.
Students also analyze the nature and effect of territorial, demographic, and economic growth in the 19th
century. They analyze and evaluate early attempts to abolish or contain slavery and to realize the ideals of the
Declaration of Independence for all. In studying the Civil War and Reconstruction, students evaluate multiple
causes, key events, and complex consequences of the war and its aftermath.
Students are introduced to some of the major changes in American society in the last part of the 19 th century as
they explore large scale changes over time in the development of the United States. As students examine
contemporary public issues during the course, they explore connections of the past. Throughout the course,
students learn to use historical evidence to both support historical arguments and to construct historical
narratives.
First Semester Key Concepts: Second Semester Key Concepts:
Causes of the American Revolution Slavery in America
Declaration of Independence Life of Free Blacks
Articles of Confederation Causes of the Civil War
U.S. Constitution American Civil War
Early Domestic and Foreign Challenges Era of Reconstruction
Jacksonian Democracy Rise of Industry, Immigration, and Urbanization
Treatment of Native Americans
Manifest Destiny
Antebellum Reform Movements
Materials Used/Provided:
Textbook:
TCI: History Alive: The United States Through Industrialism

Supplemental sources:
Center for Civic Education: We the People
McDougal Littell: Creating America: A History of the United States
Various other primary and secondary sources

Unit packets:
Students are given a packet at the beginning of the unit to complete as we progress through the unit. Packets
contain vocabulary, short-response questions, expository writing topics, graphic organizers for note taking, etc.
If lost, you must start over. Work will be checked periodically and at the end of the unit.

Documentaries, films, and clips

The following may be shown throughout the year:

The Presidents (The History Channel)

How the States Got their Shape (The History Channel)
America: The Story of Us (The History Channel)
Ken Burns’ Civil War
Trail of Tears (Mill Creek Entertainment)
Clips and music from the Broadway musical Hamilton (edited versions)
Various online educational clips
Other historical documentaries

Please let me know if there are any concerns with your student viewing any of the above.

Materials Needed:
 3-ring binder for Social Studies class only (minimum of 1 inch)
 Pencils, pens, and colored pencils

Extra Help:
There is no excuse for not receiving the help you need to succeed in class. If you need help, please ask! Don’t
wait until the last minute to ask for help. Any time you feel lost, confused, or overwhelmed, talk to your parents
or talk to me. We will find a solution together. Extra help is available after school by appointment. Please see
me to make arrangements.

Please check PowerSchool regularly to check your grades and see any missing assignments.
Citizenship Grade:
Students will receive a grade of “Good”, “Satisfactory”, or “Unsatisfactory” related to their class conduct.
Grades will be determined based on the following expectations:
 Good: On time with materials, participates in class with questions and discussion, no disruptive
behavior.
 Satisfactory: On time with materials, no disruptive behavior.
 Unsatisfactory: Missing materials and/or disruptive behavior.

Grading System:

School-Wide Grading System:

A 93% – 100% C 73% – 76%

A- 90% – 92% C- 70% – 72%
B+ 87% – 89% D+ 67% – 69%
B 83% – 86% D 63% – 66%
B- 80% – 82% D- 60% – 62%
C+ 77% – 79% E 59% and below

Entering the Classroom/Preparedness:

Enter the classroom in an appropriate manner with all materials. This includes a writing utensil, textbook,
and Social Studies binder. Being on time and prepared is an essential part of a professional environment.

Warm-ups/Wrap-ups:
Every day will begin with a warm-up exercise and class will end with a wrap-up exercise. Each Monday you will
receive a warm-up handout that you will fill out each day. You will turn this in each Friday for a grade. Extras
are stored on the back counter. You will begin class by completing the warm-up exercise. If you are absent, you
must write “absent” in place of the warm-up or you will receive zero points for that day.

Labeling Assignments:
Assignments must be labeled with your full name, date, and period. If an assignment is turned in without a
name, it will be put on the “no name board” in the back of the room. If no one claims it after two weeks, it will
be thrown away. Please check the “no-name board” if you have a zero for an assignment you are certain you
turned in to see if it is there.

Graded Work:
You will have your own file folder in the back of the room. Graded work will be put in your file folder. Please
check every few days to retrieve graded assignments. If your folder gets too full, I will dispose of your graded
assignments.

Leaving the Classroom:

Leaving during the class period should be kept to a minimum as it is disruptive to your learning and the
learning of others. Bathroom breaks, water breaks, etc. should happen during passing time. In case of
emergencies, students will be allowed two passes per marking period. Please save these passes for when
you may really need them.
Academic Honesty:
Plagiarizing or cheating in any form will receive a zero and parents will be notified. Copying another student’s
work is cheating. Letting another student copy your work is also cheating.

Late Work Policy:

Assignments are given regularly. An assignment is considered on time if it is complete and handed in at the
beginning of class on the day it is due. Late work is worth 50% credit.
Late work should be turned into the absent/late work basket with an absent/late work slip
attached to it and filled out. Late work turned in without the absent/late slip will not be graded.
***When an assignment is not turned in because it is late, a zero will be put in the grade book as a place
holder. Once this assignment is turned in, the grade will be entered.***

Absence Policy:
It is your responsibility to obtain work missed during an absence. The website is updated each day with what
you missed. Missed handouts can be found in the absent crate at the back of the room. Unit packet notes
must be copied from a class member or from the website.
Work due on the day of your absence must be submitted upon your return, and any daily work
missed must be turned in the following day. If you were absent multiple days, you get that many days to
turn in your work. Ex: You missed 3 days of school, so you have 3 days to make up any missed work. If you miss
the day of a test, you must be ready to take the test when you return.
Absent work will be turned into the absent/late basket at the back of the room. You must attach a filled out
absent/late slip. If you are adhering to the absence policy, you will not be penalized. If you turn in work after
the allotted absence makeup time, you will need to adhere to the late work policy. Work turned in without
the absent/late slip will not be graded.
***When an assignment is not turned in due to absence, a zero will be put in the grade book as a place holder.
Once this assignment is turned in, the grade will be entered.***

Classroom Expectations:
 Have respect for yourself, other students, your teacher, and school property. This is a professional learning
environment and should be treated as such. All individuals are entitled to a positive learning and working
environment.
 Be on time with materials and take care of personal business before class.
 Put forth your best effort always. Listen in class, take good notes, ask questions, complete homework,
prepare for tests, and get help when needed.
 Care for each other and treat others as you would like to be treated.
 Don’t be a distraction to others, but a member of the learning community within the classroom.
Course Outline (U.S. History: Independence to 1900): units, chapters covered, key
concepts discussed, estimated duration, assessments, projects

UNIT I Foundations of a New Nation Weeks 2-9 (8 weeks)

History Alive! (Chapters 5-10)

Key Concepts: Articles of Confederation, Bill of Rights, Causes of Revolution, checks &
balances and separation of powers, civil liberties, Constitutional Convention, Declaration of
Independence, federalism, judicial review, ratifying the Constitution (origin of our two-party
system), U.S. Constitution.

Assessments: Unit 1A test over Ch. 5-8 and Unit 1B test over Ch. 9-10

UNIT II Challenges to an Emerging Nation Weeks 10-14 (5 weeks)

History Alive! (Chapters 11-12, 14)
Key Concepts: Domestic policy, federalism, foreign policy, growing independence of U.S.,
judicial review, national economic policy, neutrality, peaceful transition of political power,
political conflict, political parties, War of 1812, early international conflicts, Jacksonian
Democracy, removal/mistreatment of indigenous groups.
Assessments: Unit 2A test over Ch. 11-12 and Unit 2B test over Ch. 14

UNIT III Regional and Economic Growth Weeks 15-18 (4 weeks)

History Alive! (Chapters 15-16)
Key Concepts: Birth of industrialization, expansionism, exploration, Manifest Destiny,
removal/mistreatment of indigenous groups, westward expansion.
Assessments: Unit 3 test

Unit IV Antebellum Reform Movements Weeks 19-20 (2 weeks)

History Alive! (Chapter 18)

Key Concepts: Abolitionism, prisons and treatment of the mentally ill, public education,
Second Great Awakening, temperance movement, transcendentalism, women’s rights.

Assessments: Unit project

UNIT V The Coming of the Civil War Weeks 21-25 (5 weeks)
History Alive! (Chapters 19-21)
Key Concepts: Causes of civil war, compromise (and failure of), growing differences between
North and South, life of slaves and free blacks, role of slavery in national economy, secession,
sectionalism, slavery resistance movements, states’ rights vs. preserving the Union.
Assessments: Unit 5 test

UNIT VI The Civil War Weeks 26-29 (4 weeks)

History Alive! (Chapter 22) and Ken Burns’ Civil War
Key Concepts: Emancipation, “hard war, easy peace,” home front difficulties, horrors of war,
new technologies of warfare, roles of blacks, roles of females, major battles, major generals,
secession vs. slavery, Union victory.

Assessments: Unit 6 test

UNIT VII Era of Reconstruction Weeks 30-33 (4 weeks)

History Alive! (Chapter 23)
Key Concepts: Bipartisan politics, Black Codes, black migration, Civil War Amendments,
discrimination, failure of Reconstruction, Freedmen’s Rights, Jim Crow, racism, reconstruction
(both physical and social), segregation, sharecropping, struggle for equality for black Americans,
white terrorism.
Assessments: Unit 7 test

UNIT VIII America in the Last Half of the 19th Century Weeks 34-37 (4 weeks)
History Alive! (Chapters 24-26)
Key Concepts: Assimilation of immigrants, exploitation of labor, Gilded Age, homesteaders,
immigration, industrialization, mass production, modern economic development, nativism, rise
of unions, technological changes, tensions in the West and impact on American Indians,
urbanization.

Assessments: Chapter quizzes