History 1700 American Civilization    
 

 Participation  Statement 

How have you participated in strategies which help you learn? Assign yourself points--up to 30--which you feel you have earned through participation in the work which helps you learn. Tell stories; give concrete examples; justify.

Write a page explaining why you have earned the following points: 

15 = classroom work = describe your attendance in class, you readiness (reading & Internet & projects) for the class discussions,  your involvement in the class proceedings by asking questions, guiding texts, being supportive of colleagues, staying awake, listening, etc.

10 = out of class work = describe the conversations you've had about what you have learned of America's past; activities related to this class such as listening to NPR, creating a study group, attending public meetings, etc. Describe how you have connected the issues/ideas/information from this class  with other classes. What you have re-considered; etc?

5 = how you achieved one of the learning goals for this class = pick one of the following and describe how you worked to achieve it. 

• History: Students will gain a historical perspective of American Civilization, to include a basic knowledge of the historical method with its reliance on evidence, skepticism, criticism, and the recognition of bias.
• Principles: Students will come to understand the concepts of republicanism, democracy, due process of law, equal protection, inalienable rights, and civil rights.
• Form of Government: Students will come to understand the workings of government at the national, state and local levels.
• Economic System:  Students will come to understand transformation of the U.S. from an agrarian-based to an industrial-based to an information-based economy. Students will come to understand   the consequences of those transformations on various groups of people in the U.S.
• Diversity: Student will gain appreciation for the rich cultural heritage of the American people and the ways in which race, class, gender, sexual orientation, creed, national origin intersect to define us as individuals and as members of groups.
• Thinking: Critical thinking is more challenging to improve and to assess. There will be questions and problem solving as part of class discussion. There will be vehicles for expressing your struggles with ideas and interpretations.
• Civic Engagement: Students will consider what it means to be a citizen  and will be engaged in activities designed to help them with this objective.