Mr. Briggs American History and Basketball Web-site

Rod Briggs briggsr@usd469.net (913) 727-3357 Ext. 4211
Education:
A.A. from Pratt Community College
B.A. in History from Fort Hays State University
M.S. in Educational Leadership from Pittsburg State University

3rd Year at Lansing High School 19th year of teaching

Special Education Teacher Wichita East High School Wichita , Kansas 1989-1992
World History Teacher Wichita East High School Wichita , Kansas 1992-1994
American History Teacher Ulysses High School Ulysses, Kansas1994-1998
American History Teacher Parsons High School Parsons, Kansas 1998-2001
American History Teacher Garden City High School Garden City, Kansas 2001-2002
World History/World Geography Teacher Liberal High School Liberal, Kansas 2002-2006
American History Teacher Lansing High School Lansing, Kansas 2006-2008

American History 1, 3, 4, 5, 6
Contemporary Issues of American History 2nd hour
5th hour-Seminar, Lunch, Class
7th hour plan

Basic Rules:

Do right!
Do your best!
Treat others the way you would want to be treated!
Be on time!
1 and 2 warning
3 - 6 tardy-15 minute detention served in the morning before school in room 211 and a call home
6 tardy Office referral and 15 minute detention
Listen to the teacher and listen to classmates
Bring book everyday
Follow rules set-up in the school handbook
Late work policy—late work will only be accepted when worked out between student and teacher. Most late work will be accepted w/ no credit.
The Teacher will make any other rules he views as necessary!

Grade Scale
90-A
80-B
70-C
60-D
59 or below-F

American History Grades:
Homework and work-sheets
Quizzes daily—10 points usually
Chapter tests-100 points
Floating A: If fewer than 2 tardies and no discipline referrals you will receive a floating A. The lowest chapter test score will be replaced with a grade of 100 %.

Contemporary History Grades:
Book Reports
Projects
Tests
Class work and homework
Class participation
Materials needed:
Notebook, 3 ring notebook, pen, pencil, and book everyday.

American History Lesson plans:

Look here for state social studies standards:

http://www.ksde.org/LinkClick.aspx?fileticket=iPL/qBAzozk=&tabid=143

8-13-New Students-introduction Objective.-make students feel comfortable
1. Have students introduce themselves
2. Introduce Teacher

8-14-Objective.---Make students feel comfortable-lay foundation of class rules-start pre-test over chapters 1-4.
1. Take roll assign seats.
2. Have students introduce themselves-(activity)
3. Go-over class rules and expectations
4. Have students take pre-test-Chapters 1-4

8-15 Objective-Students will gain knowledge of American History--- Finish/Go-over Pre-test w/ students-Check for prior American History knowledge-Students grade themselves-Check out Text books
Chapter 5 Standard: Benchmark 1: The student uses a working knowledge and understanding of individuals, groups, ideas,developments, and turning points in the era of the emergence of the modern United States (1890 -1930).
8-18-Objective-The students will gain knowledge of events of the American west and how it effected native populations--Introduce Chapter 5.1 –War in the West—Sand Creek Clip-Ghost Dance Clip Terms to know: Sitting Bull, Navajo, Bureau of Indian Affairs, Sand Creek Massacre, A Century of Dishonor, Massacre at Wounded Knee, Dawes General Allotment Act, George Armstrong Custer, Battle of the Little Big Horn, Nez Perce’

8-19-Objective--The students will gain knowledge of the events of the emergence of the western farmer--5.1 quiz, Check for learning of 5.1-go-over 5.1 review-5.2-Western Farmers
Terms to know: Homestead Act, Pacific Railway Act, Morrill Act, Exodusters, sod houses, U.S. Department of Agriculture, bonanza farm, Great Plains-location-problems faced by farmers there
*How did the federal government encourage settlement in the West?
*Why did Americans settle in the West?
*How did the western environment affect the farming practices and daily life of settlers?
*What difficulties did farm families face on the Great Plains?
8-20-Objective-The students will see how the cattle boom effected the American West.--`5.2 quiz, Check for learning of 5.2-go-over 5.2 review-5.3 The Cattle Boom-
Terms to know: Texas longhorn, long drives, railhead (know cities that were railheads), open range, barbed wire,
*How did the cattle industry develop in the West?
*What was life like for most cowboys?
*How did ranches operate?
*What led to the end of the cattle boom?

8-21 Objective-The students will see how mining effected the American West--5.3 Quiz, Check for learning of 5.3-go-over 5.3 review 5.4 The Mining Boom-
Terms to know: Comstock Lode, patio process, hydraulic mining, hard-rock mining
Other things to know-Alaska purchase, Union’s role
*What role did mining play in bringing settlers to the West?
*How did the arrival of families change life in the mining camps?
*Why did large companies take over mining operations in the West?

8-22 -5.4 quiz, Check for learning of 5.4-go-over 5.4 review, Review Chapter 5 go-over essay questions-teach on how to do an essay-
1. Compare and contrast the impact of ranching, railways, and mining on the growth of the West.
2. How did technology change the West?

Test on 8-25 over Chapter 5

Issues in Contemporary American History

General Description of the course: Contemporary American History is a course designed to take a deeper look at issues in American History from 1945 to present day. Many topics and events have helped shape our lives during this period, therefore demonstrating a need to understand and evaluate theses issues.

Unit 1 Women Issues 08-14-08---09-11-08
History and back-ground of the role of women in American history.
Class activities
Video
Current event discussion
Book Report 8-20-08 will check out book-due date 9-05-08
Project- work in library 09-03-08---09-05-08 Due 9-08-08---9-10-08 presentation’s in class.

Unit 2 Cold War 09-16-08---10-12-08
Video Series and use of www.cnn.com/coldwar
Book Report Class Alas Babylon- by Pat Frank Due 10-03-08
Dr. Stangelove Video-reaction paper-Completion of Video
Research events of the cold war
Use of American History Text book as resource

Unit 3 Civil Rights movement 10-15-08---11-25-08
Book Report- Check-out 10-20-08----Due 11-07-08
Project on Cold War 11-12-08---11-14-08 work in library Projects given 11-17-08----11-21-08
Civil Rights Test 11-25-08

Unit 4 1970’s, 1980’s, 1990’s, 2000’s 12-01-08----12-16-08
Video Series on each decade
Library Research 12-08-08---12-12-08
Presentations 12-15-08----12-17-08

Final Exam

Project grade Rubric

5-Presenter showed knowledge of the topic and the presentation was given in a clear manner
4-Presenter showed some knowledge of the topic, but parts of the presentation were not clear
3-Presenter had little knowledge of the topic, and the presentation showed some lack of preparation
2-Presenter had very little knowledge of the topic, and the presentation showed lack of preparation

Book Report Format

Name
Class
Date

Book Report Format
Double Spaced
Times New Roman font
12-point pitch

Introductory paragraph

This paragraph should state the title of the book and the name of the author. It should also contain a brief description of the setting. This should inform the reader of where the story takes place or what time period it takes place. Also in the introduction should be a summary of the book’s main idea, or briefly what the book is about. Don’t get too detailed here. It’s just the introduction.

Body of the report

Start by describing the main characters or real life people in the book. For each character or main character include his/here name and what each character or person is like. This may or may not include a physical description of the character or person, but it will definitely include a description of the individual’s personality. If this story is about an event you still describe people involved the best you know how.

Every story or event contains some type of conflict, whether man versus man, man versus another power, such as nature, or man versus himself. (woman) Figure out which type of conflict or problem exists in your story and describe it in detail. Begin with the rising action, the part of the story where events build. Then describe the climax, where the story reaches its most dramatic or interesting point. Finally, the story is wrapped up during the falling action, when the conflict or problem is resolved. (With some books this maybe hard to due, but do your best to fit into this format

Conclusion

This is an appropriate place to state your personal opinion of the book. What did you think of it? Describe its strengths and weaknesses. Be sure to use examples from the book to back up your comments.