Social Studies 8 Part 2
Course Description:
Social Studies 8 Part 2 will continue to take students on a journey through American history. This course will begin with the end of the post-Civil War Reconstruction, this course will teach students about important historical events through modern day. Students will begin by learning about the Old West, the mining and railroad industries, and the Nineteenth Amendment, which gave women voting rights. The course continues by discussing the Spanish-American War, World War I and II, the Great Depression, the Holocaust, the Korean War, and the Cold War. As students progress to contemporary history, they will learn about the Civil Rights Movement and Presidents Kennedy, Johnson, Nixon, and Reagan. This course will also include a study of the terrorist attacks of September 11, 2001, and America’s role in the global economy. It is recommended that students successfully complete Social Studies 8 Part 1 or equivalent course work before enrolling in this course.
Course Details:
| Course Title (District): | Social Studies 8 Part 2 | ||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| Course Title (NCES SCED) : | Social Studies (grade 8) | ||||||||||
| Course Provider : | Genesee ISD | ||||||||||
| Content Provided By : | Lincoln Learning Solutions | ||||||||||
| Online Instructor Provided By : | Lincoln Learning Solutions | ||||||||||
| Standards Addressed : | Michigan Merit Curriculum | ||||||||||
| Academic Terms : | Semester, Open Entry / Open Exit | ||||||||||
| NCES SCED Code : 04438 |
|
How To Enroll:
| Enrollment Website : | https://www.gennet.us |
|---|---|
| Email : | [email protected] |
| Phone : | 810.591.4401 |
Students and Parents: It is important to work closely with your local school counselor or registrar to follow the school's enrollment procedures. By clicking the "Start Registration Request" button below, you will be able to notify the school of your interest in registering for the online course. However, it is the responsibility of the district or school to review the registration request and approve or deny the request. Please make a note to follow up with your school after submitting a registration request.
Additional Course Information:
- Email: [email protected]
- Phone: 810.591.4401
Additional Cost: $0.0
Additional Cost Description: Textbooks and other materials available at an additional cost.
Unit 1: Essential Content and Skills
Analyze the growth and impact of railroads in the West.
Summarize the conflict between Native Americans and settlers.
Identify the factors that led to the settlement of the Great Plains.
List reasons why industry grew rapidly after the Civil War.
Identify factors that led to the growth of cities in the late 1800s.
Outline the immigrant experience in the late 1800s.
Summarize the political reforms that Progressives supported.
Unit 2: Essential Content and Skills
Explore early attempts by the United States to expand in the Pacific.
Summarize the causes and outcomes of the Spanish-American War.
Identify the reasons for building the Panama Canal.
Identify the factors that led to World War I.
Outline the Treaty of Versailles.
Identify prohibition.
Outline the changes in American culture that are associated with the automobile, radio, and movies.
Unit 3: Essential Content and Skills
Outline the economic problems that led to the Great Depression.
Examine the 1932 presidential election.
Summarize the legacy of the New Deal.
Outline the military aggression of Germany, Italy, and Japan.
Determine the steps the United States took to prepare for war.
Explore the Holocaust.
Outline the changes in American society that began after World War II.
Unit 4: Essential Content and Skills
Identify Brown v. Board of Education.
Summarize the presidency of Ronald Reagan and the end of the Cold War.
Outline U.S. foreign policy after the Cold War.
Identify the terrorist attacks of September 11, 2001 and the impact of those attacks.
Summarize the role of the United States in the global economy.
Identify recent patterns of change in American society.
iNACOL National Standards for Quality Online Courses
| Academic Content Standards and Assessments | Rating | Comments |
|---|---|---|
| The goals and objectives clearly state what the participants will know or be able to do at the end of the course. The goals and objectives are measurable in multiple ways. | Fully Met | |
| The course content and assignments are aligned with the state’s content standards, Common Core curriculum, or other accepted content standards set for Advanced Placement® courses, technology, computer science, or other courses whose content is not included in the state standards. | Fully Met | |
| The course content and assignments are of sufficient rigor, depth and breadth to teach the standards being addressed. | Fully Met | |
| Information literacy and communication skills are incorporated and taught as an integral part of the curriculum. | Fully Met | |
| Multiple learning resources and materials to increase student success are available to students before the course begins. | Fully Met |
| Course Overview and Introduction | Rating | Comments |
|---|---|---|
| Clear, complete course overview and syllabus are included in the course. | Fully Met | |
| Course requirements are consistent with course goals, are representative of the scope of the course and are clearly stated. | Fully Met | |
| Information is provided to students, parents and mentors on how to communicate with the online instructor and course provider. | Fully Met |
| Legal and Acceptable Use Policies | Rating | Comments |
|---|---|---|
| The course reflects multi-cultural education, and the content is accurate, current and free of bias or advertising. | Fully Met | |
| Expectations for academic integrity, use of copyrighted materials, plagiarism and netiquette (Internet etiquette) regarding lesson activities, discussions, and e-mail communications are clearly stated. | Fully Met | |
| Privacy policies are clearly stated. | Fully Met |
| Instructor Resources | Rating | Comments |
|---|---|---|
| Online instructor resources and notes are included. | Fully Met | |
| Assessment and assignment answers and explanations are included. | Fully Met |
| Accessing Course Effectiveness | Rating | Comments |
|---|---|---|
| The course provider uses multiple ways of assessing course effectiveness. | Fully Met | |
| The course is evaluated using a continuous improvement cycle for effectiveness and the findings used as a basis for improvement. | Fully Met |
| Course Updates | Rating | Comments |
|---|---|---|
| The course is updated periodically to ensure that the content is current. | Fully Met |
| Certification | Rating | Comments |
|---|---|---|
| Course instructors, whether faceto-face or virtual, are certificated and “highly qualified.” The online course teacher possesses a teaching credential from a state-licensing agency and is “highly qualified” as defined under ESEA. | Fully Met |
| Instructor and Student Support | Rating | Comments |
|---|---|---|
| Professional development about the online course delivery system is offered by the provider to assure effective use of the courseware and various instructional media available. | Fully Met | |
| The course provider offers technical support and course management assistance to students, the course instructor, and the school coordinator. | Fully Met | |
| Course instructors, whether face-to-face or virtual, have been provided professional development in the behavioral, social, and when necessary, emotional, aspects of the learning environment. | Fully Met | |
| Course instructors, whether face-to-face or virtual, receive instructor professional development, which includes the support and use of a variety of communication modes to stimulate student engagement online. | Fully Met | |
| The provider assures that course instructors, whether face-to-face or virtual, are provided support, as needed, to ensure their effectiveness and success in meeting the needs of online students. | Fully Met | |
| Students are offered an orientation for taking an online course before starting the coursework. | Fully Met |
| Instructional and Audience Analysis | Rating | Comments |
|---|---|---|
| Course design reflects a clear understanding of all students’ needs and incorporates varied ways to learn and master the curriculum. | Partially Met |
| Course, Unit and Lesson Design | Rating | Comments |
|---|---|---|
| The course is organized by units and lessons that fall into a logical sequence. Each unit and lesson includes an overview describing objectives, activities, assignments, assessments, and resources to provide multiple learning opportunities for students to master the content. | Partially Met |
| Instructional Strategies and Activities | Rating | Comments |
|---|---|---|
| The course instruction includes activities that engage students in active learning. | Partially Met | |
| The course and course instructor provide students with multiple learning paths, based on student needs that engage students in a variety of ways. | Fully Met | |
| The course provides opportunities for students to engage in higher-order thinking, critical reasoning activities and thinking in increasingly complex ways. | Fully Met | |
| The course provides options for the instructor to adapt learning activities to accommodate students’ needs. | Fully Met | |
| Readability levels, written language assignments and mathematical requirements are appropriate for the course content and grade-level expectations. | Fully Met |
| Communication and Interaction | Rating | Comments |
|---|---|---|
| The course design provides opportunities for appropriate instructor-student interaction, including opportunities for timely and frequent feedback about student progress. | Fully Met | |
| The course design includes explicit communication/activities (both before and during the first week of the course) that confirms whether students are engaged and are progressing through the course. The instructor will follow program guidelines to address non-responsive students. | Fully Met | |
| The course provides opportunities for appropriate instructor-student and student-student interaction to foster mastery and application of the material. | Fully Met |
| Resources and Materials | Rating | Comments |
|---|---|---|
| Students have access to resources that enrich the course content. | Fully Met |
| Evaluation Strategies | Rating | Comments |
|---|---|---|
| Student evaluation strategies are consistent with course goals and objectives, are representative of the scope of the course and are clearly stated. | Partially Met | |
| The course structure includes adequate and appropriate methods and procedures to assess students’ mastery of content. | Partially Met |
| Feedback | Rating | Comments |
|---|---|---|
| Ongoing, varied, and frequent assessments are conducted throughout the course to inform instruction. | Fully Met | |
| Assessment strategies and tools make the student continuously aware of his/her progress in class and mastery of the content. | Fully Met |
| Assessment Resources and Materials | Rating | Comments |
|---|---|---|
| Assessment materials provide the instructor with the flexibility to assess students in a variety of ways. | Fully Met | |
| Grading rubrics are provided to the instructor and may be shared with students. | Fully Met | |
| The grading policy and practices are easy to understand. | Fully Met |
| Course Architecture | Rating | Comments |
|---|---|---|
| The course architecture permits the online instructor to add content, activities and assessments to extend learning opportunities. | Fully Met | |
| The course accommodates multiple school calendars; e.g., block, 4X4 and traditional schedules. | Fully Met |
| User Interface | Rating | Comments |
|---|---|---|
| Clear and consistent navigation is present throughout the course. | Fully Met | |
| Rich media are provided in multiple formats for ease of use and access in order to address diverse student needs. | Fully Met |
| Technology Requirements and Interoperability | Rating | Comments |
|---|---|---|
| All technology requirements (including hardware, browser, software, etc...) are specified. | Partially Met | |
| Prerequisite skills in the use of technology are identified. | Fully Met | |
| The course uses content-specific tools and software appropriately. | Fully Met | |
| The course is designed to meet internationally recognized interoperability standards. | Fully Met | |
| Copyright and licensing status, including permission to share where applicable, is clearly stated and easily found. | Fully Met |
| Accessibility | Rating | Comments |
|---|---|---|
| Course materials and activities are designed to provide appropriate access to all students. The course, developed with universal design principles in mind, conforms to the U.S. Section 504 and Section 508 provisions for electronic and information technology as well as the W3C’s Web Content Accessibility guidelines (WCAg 2.0). | Fully Met |
| Data Security | Rating | Comments |
|---|---|---|
| Student information remains confidential, as required by the Family Educational Rights and Privacy Act (FERPA). | Fully Met |
Review Conducted By: Genesee ISD
Date of Review:
08/01/2014
Unit 1: Essential Content and Skills
Analyze the growth and impact of railroads in the West.
Summarize the conflict between Native Americans and settlers.
Identify the factors that led to the settlement of the Great Plains.
List reasons why industry grew rapidly after the Civil War.
Identify factors that led to the growth of cities in the late 1800s.
Outline the immigrant experience in the late 1800s.
Summarize the political reforms that Progressives supported.
Unit 2: Essential Content and Skills
Explore early attempts by the United States to expand in the Pacific.
Summarize the causes and outcomes of the Spanish-American War.
Identify the reasons for building the Panama Canal.
Identify the factors that led to World War I.
Outline the Treaty of Versailles.
Identify prohibition.
Outline the changes in American culture that are associated with the automobile, radio, and movies.
Unit 3: Essential Content and Skills
Outline the economic problems that led to the Great Depression.
Examine the 1932 presidential election.
Summarize the legacy of the New Deal.
Outline the military aggression of Germany, Italy, and Japan.
Determine the steps the United States took to prepare for war.
Explore the Holocaust.
Outline the changes in American society that began after World War II.
Unit 4: Essential Content and Skills
Identify Brown v. Board of Education.
Summarize the presidency of Ronald Reagan and the end of the Cold War.
Outline U.S. foreign policy after the Cold War.
Identify the terrorist attacks of September 11, 2001 and the impact of those attacks.
Summarize the role of the United States in the global economy.
Identify recent patterns of change in American society.
Analyze the growth and impact of railroads in the West.
Summarize the conflict between Native Americans and settlers.
Identify the factors that led to the settlement of the Great Plains.
List reasons why industry grew rapidly after the Civil War.
Identify factors that led to the growth of cities in the late 1800s.
Outline the immigrant experience in the late 1800s.
Summarize the political reforms that Progressives supported.
Unit 2: Essential Content and Skills
Explore early attempts by the United States to expand in the Pacific.
Summarize the causes and outcomes of the Spanish-American War.
Identify the reasons for building the Panama Canal.
Identify the factors that led to World War I.
Outline the Treaty of Versailles.
Identify prohibition.
Outline the changes in American culture that are associated with the automobile, radio, and movies.
Unit 3: Essential Content and Skills
Outline the economic problems that led to the Great Depression.
Examine the 1932 presidential election.
Summarize the legacy of the New Deal.
Outline the military aggression of Germany, Italy, and Japan.
Determine the steps the United States took to prepare for war.
Explore the Holocaust.
Outline the changes in American society that began after World War II.
Unit 4: Essential Content and Skills
Identify Brown v. Board of Education.
Summarize the presidency of Ronald Reagan and the end of the Cold War.
Outline U.S. foreign policy after the Cold War.
Identify the terrorist attacks of September 11, 2001 and the impact of those attacks.
Summarize the role of the United States in the global economy.
Identify recent patterns of change in American society.
| Term Type | Enrollment Opens | Enrollment Ends | Random Draw Date | Enrollment Drop Date | Course Starts | Course Ends | # of Seats | Course Fee | Potential Additional Costs |
|---|---|---|---|---|---|---|---|---|---|
| Open Entry / Open Exit | 07/01/2025 | 06/30/2026 | 07/01/2025 | 06/30/2026 | 100 | $150 | $0 |
| Drop Policy | Completion Policy | Term Type | Enrollment Opens | Enrollment Ends |
|---|---|---|---|---|
| Full refund minus $25 activation fee within 30 days following course enrollment. | • Teachers have two business days/48 hours from the time of submission to finish grading a submitted assignment. This does not include weekends or holidays. • Teachers provide quality feedback and/or comments for all students’ work. This includes filling out and returning a rubric whenever one is associated with an assessment. • If a student submits no file, a blank file, an incorrect file, or puts work in the comment box that can’t be scored/read, the teacher will provide a zero and must offer the student the opportunity to resubmit. • If students submit work via the comment box, our general rule of thumb is to grade the assignment as-is, providing it is possible to do so. For example, if the assignment asks the students to write a paragraph, this should be accepted via the comment box. If the student takes a picture of their assignment, and the image can be read and includes the required information, it should be accepted via the comment box. The work is graded according to the directions/rubric provided in the lessons. If the student submits work in the comment box that is not able to be read, or is missing too many of the required items, or needs to be a particular format (such as PPT), the work will receive a 0 and a retry will be allowed. Specific feedback on how the student can resubmit the work properly will be provided by the teacher. • If a student submits an assignment that is significantly off-base for the criteria of an assignment, the teacher will first grade the assignment according to the assignment’s rubric. Then, the teacher may use his or her discretion to allow the student the opportunity to resubmit for full credit. (The assignment should be far from what is asked for and would result in a very low grade on the assignment, failing to meet many of the rubric criteria. For example, a student submitting a couple paragraphs for what should be a formal report with citations.) The teacher will provide feedback, grade the assignment, and then allow a retry via the LMS. Note: If the student states he wants to keep the original grade, this is fine. We offer the chance to redo as a courtesy to students in this situation to give them a chance to do the assignments properly, but they may choose not to take this opportunity. • Apart from the above, it is LLS procedure not to reset (allow retry) any graded assessment unless: there is an IEP/GIEP/504 accommodation or a technical problem on the part of LLS. • Teachers will not automatically reset low-scoring work or re-set work for students upon request unless it is to apply an accommodation. | Open Entry / Open Exit | 07/01/2025 | 06/30/2026 |
Highly qualified teachers provide students with quality feedback to expand and support content understanding. Students can also utilize email, Teacher Office Hours, Announcements, and Discussion Boards to contact and interact with their teachers.
| School Year | Enrollment Count | Pass Count | Completion Rate | Notes |
|---|---|---|---|---|
| 19-20 | 4 | 3 | 75.0% | |
| 14-15 | 6 | 1 | 16.67% | None |
To view our system requirements, please visit http://tinyurl.com/LISystemRequirements.