U.S. History Syllabus


U.S. History

Hampshire High School
U.S. History Course Syllabus
Coach Fite

School phone number: 931-285-2300 x4125
Planning period: M-F 1:05 PM to 1:55 PM

Room Number: 125
School e-mail address: jfite@mauryk12.org
Parents: Please title your e-mail by using your child’s full name as the Subject


Class Website: http://jfite3.wixsite.com/ushistory

All class content will be available on the class website, as well as an updated calendar for the class and any announcements. The website in a valuable tool for students and parents and should be utilized frequently.


Class Remind: Text @fiteushist to 81010 on your smartphone to join the class Remind


Course Description:

In United States History, students study the history of the United States Reconstruction to the present. The six social studies standards of essential content knowledge and four process skills are integrated for instructional purposes. Students will utilize different methods that historians use to interpret the past, including points of view and historical context.

Course Standards:

  • Culture

    Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation of and respect for the variety of human cultures.


  • Economics
  • Course Content: • 1st Nine Weeks – Era 6 (Industrial Development of the United States), Era 7
  • (Emergence of Modern America 1890-1930), Era 8 (The Great Depression and World
  • WarII 1929-1945)
  • 2nd Nine Weeks – Era 8 (The Great Depression and World War II 1929-1945), Era 9 (Post World War II Era 1945-1970’s), Era 10 (Contemporary United States 1968-present))


  • General Classroom Guidelines, Procedures, and Expectations (in addition to those outlined in HHS Student handbook): 1. All students are required to have a separate three-ring binder for this class, with dividers. This will be used to keep all U.S. History assignments, notes, etc. each grading period. The portfolio will be checked at the mid-term and at the end of each Nine Weeks for a major grade. Portfolio should be brought to class each day. 2. All supplies should be brought to class each day. This includes any textbooks, notebooks, writing utensils, and any assignments that are due for day. 3. Be on time to class (in your seat when the bell rings). 4. We will take a grade in class every day, so attendance is important. Excessive absences/tardies will impact your grade significantly, and will ultimately result in credit recovery and the potential loss of privileges and/or alternative assignments, including but not limited to loss of field trips or class extra-curricular opportunities, additional content writing assignments, additional learning opportunities. Class Requirements:
  • Supplies Needed for U.S. History
  • Hard-backed, three-ring snap binder. It does not have to be new, but U.S. History is to be the only subject in it. This is to be brought to class EVERY DAY. Dividers: one set of 5 or 6. Again, they do not have to be new. You may use some you already have and just replace the inserts.
  • Ink pens: blue or black ink, no other colors. All work to be turned in for a grade must be completed in blue or black ink only. Pencil may be used as a last resort, but assignments completed in gel or glitter type ink will not be graded. The assignment will be returned to student to be redone and resubmitted in appropriate form.



  • Portfolio Requirements: All students will be required to keep a notebook for US History. No other subjects/work is to be in this notebook. See above for type. The notebook is invaluable, counts as a MAJOR grade at the end of each Nine Weeks. Portfolios will be graded at midterm and final. Notebooks will be tabbed with the following sections: Lecture/Class Notes, Worksheets, Quizzes/Exams, Writing Assignments, and Projects.
  • See Portfolio Rubric for expectations of portfolio.
  • Grading Policy:
  • Grades will be taken and calculated into a final course grade from the following assessments. The value/weight in relation to the final course grade in parenthesis.


    · Homework/Class work (5%)

    -Homework, class work and grades taken for completed assignments including maps, worksheets, classroom activities, and notebook checks.

    · Content Reading (5%)

    -Activities structured to enhance and display understanding of written information of significance in U.S. History.

    · Content Writing (5%)

    -Activities structured to develop and improve writing skills with primary focus on historical relevance.

    · Portfolio (15%)

    -Portfolio containing all work completed in U.S. History. Grading rubric attached.

    · Section Quizzes (15%)

    -Short quizzes used to assess learning in each section of each chapter, typically multiple-choice, matching, fill in the blank, short answer, true/false questions.

    · Chapter Quizzes (15%)

    -Quizzes developed using the content of each chapter, with focus on understanding content covered during progression through content. Chapter quizzes are similar in content to section quizzes.

    · Unit Tests (20%)

    -Tests developed using the content of multiple chapters (typically 3 to 4) that assesses learning over more content in specific themes in U.S. History. Unit tests may include more discussion-type and short answer type questioning along with questions similar to those found on quizzes.

    · Comprehensive Exam (15%)

    -9-week exams and end of term exams. Developed using all content covered during term, including content assessed on all section and chapter quizzes.

    · Projects (5%)

    -Independent and group activities used to expand on topics in U.S. History.


    Make-up Work/Missed Assignments:

    Make up work is the responsibility of the student. Upon returning from an excused absence (illness, school related activities, etc.), the student is responsible for getting missed assignments and scheduling any missed quizzes or tests. Make up work is due three days after the first day back and no later. Missed tests and quizzes will be scheduled at the teacher’s convenience and agreed upon.

    Classroom Rules:

  • School policies and rules are clearly defined in the Hampshire High School Student Handbook. Likewise, appropriate consequences are outlined and are followed. It is vital to the success of all students that the environment of the classroom is positive and conducive to learning. Any behavior, attitude, or activity that impedes the learning process will be dealt with accordingly. Rule violations and behaviors warranting discipline will adhere to the following recourse:
  • 1st Offense----Verbal Warning/Consult
  • 2nd Offense---Yellow Sheet and additional learning opportunity
  • 3rd Offense---Yellow Sheet, additional learning opportunity, and parent notification
  • 4th Offense---Yellow Sheet, additional learning opportunity, and administrative consult




    Students should strive to be "uncommon" and "rare". "Success is uncommon, therefore not to be enjoyed by the common man. I'm looking for uncommon people." (Cal Stoll, Univ. of Minnesota)




    My student and I have read and reviewed this syllabus together. We understand the requirements of this course.


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  • Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally, production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.
  • Geography

    Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.


  • Governance and Civics

    Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.


  • History

    History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.


  • Individuals, Groups, and Interactions

    Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.