• American Government Period 1 Google Classroom Code  4avm623
     
    U.S. History Period 2 Google Classroom Code il9ztz
     
    Modern World History Semester 1 Period 3 nj26cne
     
    Modern World History Semester 2 Period 3 k83szp
     
    American Government Period 5 edkq2a
     
    U.S. History Period 6 fowx8q2
     
 Jacob Powell

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Graduated Humboldt State University in 1994 with a B.A. in History and a B.A. in Social Science Teacher Preparation with a minor in Geography Received a Clear Credential in Social Science with a supplemental authorization in English from Chapman University in 2002

  • Syllabus

    World History, Culture, and Geography: The Modern World Students study major turning points that shaped the modern world, from the late eighteenth century through the present, including the cause and course of the two world wars. They trace the rise of democratic ideas and develop an understanding of the historical roots of current world issues, especially as they pertain to international relations. They extrapolate from the American experience that democratic ideals are often achieved at a high price, remain vulnerable, and are not practiced everywhere in the world. Students develop an understanding of current world issues and relate them to their historical, geographic, political, economic, and cultural contexts. Students consider multiple accounts of events in order to understand international relations from a variety of perspectives.

  • Syllabus

    United States History and Geography: Continuity and Change in the Twentieth Century Students study the major turning points in American history in the twentieth century. Following a review of the nation’s beginnings and the impact of the Enlightenment on U.S. democratic ideals, students build upon the tenth grade study of global industrialization to understand the emergence and impact of new technology and a corporate economy, including the social and cultural effects. They trace the change in the ethnic composition of American society; the movement toward equal rights for racial minorities and women; and the role of the United States as a major world power. An emphasis is placed on the expanding role of the federal government and federal courts as well as the continuing tension between the individual and the state. Students consider the major social problems of our time and trace their causes in historical events. They learn that the United States has served as a model for other nations and that the rights and freedoms we enjoy are not accidents, but the results of a defined set of political principles that are not always basic to citizens of other countries. Students understand that our rights under the U.S. Constitution are a precious inheritance that depends on an educated citizenry for their preservation and protection.

  • Syllabus

    Principles of American Democracy and Economics: Students pursue a deeper understanding of the institutions of American government. They compare systems of government in the world today and analyze the history and changing interpretations of the Constitution, the Bill of Rights, and the current state of the legislative, executive, and judiciary branches of government. An emphasis is placed on analyzing the relationship among federal, state, and local governments, with particular attention paid to important historical documents such as the Federalist Papers. These standards represent the culmination of civic literacy as students prepare to vote, participate in community activities, and assume the responsibilities of citizenship. In addition to studying government in grade twelve, students will also master fundamental economic concepts, applying the tools (graphs, statistics, equations) from other subject areas to the understanding of operations and institutions of economic systems. Studied in a historic context are the basic economic principles of micro- and macroeconomics, international economics, comparative economic systems, measurement, and methods.

  • The intellectual skills noted below are to be learned through, and applied to, the content standards. In addition to the standards for grades nine through twelve, students demonstrate the following intellectual, reasoning, reflection, and research skills.

    Chronological and Spatial Thinking

    1. Students compare the present with the past, evaluating the consequences of past events and decisions and determining the lessons that were learned.

    2. Students analyze how change happens at different rates at different times; understand that some aspects can change while others remain the same; and understand that change is complicated and affects not only technology and politics but also values and beliefs.

    3. Students use a variety of maps and documents to interpret human movement, including major patterns of domestic and international migration, changing environmental preferences and settlement patterns, the frictions that develop between population groups, and the diffusion of ideas, technological innovations, and goods.

    4. Students relate current events to the physical and human characteristics of places and regions.

    Historical Research, Evidence, and Point of View

    1. Students distinguish valid arguments from fallacious arguments in historical interpretations.

    2. Students identify bias and prejudice in historical interpretations.

    3. Students evaluate major debates among historians concerning alternative interpretations of the past, including an analysis of authors’ use of evidence and the distinctions between sound generalizations and misleading oversimplifications.

    4. Students construct and test hypotheses; collect, evaluate, and employ information from multiple primary and secondary sources; and apply it in oral and written presentations.

    Historical Interpretation

    1. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments.

    2. Students recognize the complexity of historical causes and effects, including the limitations on determining cause and effect.

    3. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values.

    4. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions.

    5. Students analyze human modifications of landscapes and examine the resulting environmental policy issues. 6. Students conduct cost-benefit analyses and apply basic economic indicators to analyze the aggregate economic behavior of the U.S. economy.