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Grading Policy

1. Formative work is worth 50% of the grade and summative work is worth 50% of the grade

2. Assignments not handed in when they are due will be lowered two grades if received the next day.  They will not be accepted after that.

3. If a student was absent the day an assignment was due or a test was given, it is their responsibility to hand in all work and make arrangements to make up any missing quizzes and tests.  This is not considered late work.

Classroom Expectations

1. Students will be marked tardy if they are not in the room when the bell rings unless they have a pass from the teacher

2. Food and drink are not allowed in the classroom without permission from the teacher

3. Students are responsible for bringing all materials to class

4. Students must ask permission to leave the classroom and must use the teacher pass

5. No Chromebook or cell phone use without permission from the teacher

6. Students are responsible for asking for and making up missing work when they are absent

U.S. History 8

In addition to getting to know one another, the student objectives for the first quarter are:

To be able to explain the rules of the classroom 

To be able to identify the components of the course

To be able to share knowledge of current events

To be able to interpret a political cartoon

To be able to identify key events in American History by way of This Day in History notes and discussion.  Assessed monthly.

To be able to create a Personal Interest Timeline.  Timelines were presented and assessed.

To be able to describe what History is, why we study it, and list at least two reasons why they should learn U.S. History

To be able to define terms that deal with time.  Assessed in an Introduction to History quiz.

To be able to explain the reasons for different perspectives regarding the same event

To be able to identify connections between the New World, Africa, and Europe during the time of European Exploration.  Assessed in Chapter 1 test.

To be able to illustrate how Native Americans and explorers interact with their environment

To be able to describe the 2019 National History Day Theme

To be able to identify the causes and effects of European Exploration of the New World.  Assessed in Chapter 2 test.

To be able to define and provide examples of the Columbian Exchange

To be able to describe the slave trade

The student objectives for the second quarter are:

To be able to describe the reasons for the founding of the 13 English Colonies.  Assessed in Chapter 3 test.

To be able to identify the founders of the 13 English Colonies.  Assessed in Chapter 3 test.

To be able to differentiate how diverse colonial interests helped shape the nation's future

To be able to explain how the establishment and growth of Colonial America shaped its future

To be able to select and connect a topic to the National History Day Theme.  Checklist assessment.

To be able to identify primary and secondary sources for National History Day research.  Checklist assessment.

The following objectives will be assessed in the American Revolution test

To be able to explain how the French and Indian War helped bring about the Revolutionary War

To identify the events leading to the American Revolution

To be able to explain the colonies reasons for declaring independence

To be able to identify the main concepts of the Declaration of Independence

To be able to describe the advantages and disadvantages of the United States during the Revolutionary War

To be able to explain the reasons for the American victory in the Revolution

To be able to review the Revolutionary War period using Free-form mapping.  Poster assessed.

To be able to identify the development of American government and its modern form. Assessed in Chapter 5 and 6 tests.

Assessment: To be able to create a connection between a current event and our Constitution.  Assignment.

The student objectives for the third quarter are:

To be able to describe the difficulties facing the early presidential administrations of George Washington and John Adams.  Assessed in Chapter 7 study guide.

To be able to identify the key events in the Westward Movement.  Assessed in Chapter 11 test.

To be able to write an annotated bibliography, thesis statement, and process paper for their National History Day topic.  Each assessed separately.

To be able to create a project that connects to the National History Day theme.  Project assessment.

To be able to describe the reasons for the growth of slavery in the United States.  Assessed in Slavery and Abolition test.

To be able to identify the role abolitionists played in their efforts to end slavery.  Assessed in Slavery and Abolition test.

The student objectives for the fourth quarter are:

To be able to describe the events leading to the Civil War.  Assessed in Chapter 15 test.

To be able to identify people, places, and events related to the Civil War.  Assessed in Chapter 16 test.

To be able to explain the problems the nation faced during the Era of Reconstruction and the efforts to address them.  Assessed in Chapter 17 test.

U. S. History 9

The student objectives for the first semester are:

To be able to identify the components of the course

To be able to share knowledge of current events

To be able to interpret a political cartoon

To be able to review the major concepts from the U.S. History 8 course.  Review project assessed.

To be able to explain the problems the nation faced during the Era of Reconstruction and the efforts to address them.  Chapter 10 test.

To be able to research a selected topic pertaining to the settling of the West and describe its impact on the U.S.  Project assessment.

To be able to describe the settlement of the West by miners, ranchers, and farmers along with the conflict with Native Americans that resulted.  Chapter 11 test.

To be able to explain the role railroads, big business, and unions had in the Industrialization of Modern America.  Chapter 12 test.

To be able to collect information about the immigration history of their family Worksheet

To be able to describe traditions, contributions, and famous immigrants representing one of their nationalities. Worksheets

To be able to explain the differences between the Old and New Immigrants as well as Push and Pull Factors.  Chapter 13 test

To be able to describe the Ellis Island immigration experience. Chapter 13 test

To be able to explain the importance of the Statue of Liberty as a symbol of freedom to immigrants.  Chapter 13 test.

To be able to identify immigration restrictions and assimliation factors.  Chapter 13 test

To be able to describe the growth of and problems in major cities in the late 1800s.  Chapter 13 test

To be able to explain the ideas about wealth in the late 1800s.  Chapter 13 test.

To be able to define and give examples of segregation in America as well as efforts to end it.  Chapter 13 test.

To be able to identify the reasons for and results of U.S. imperialism.  Chapter 14 test.

To be able to describe the reforms made during the Progressive Movement.  

Chapter 15 test.

The student objectives for the second semester are:

To be able to explain the causes of, course of, and U.S. involvement in World War I.  Chapter 16 test.

To be able to identify notable people, places, and events associated with the 1920s.  Chapter 17 test.

To be able to identify notable people, places, and events associated with the 1930s.  Chapter 18 and 19 test.

To be able to explain the causes of World War II.  Chapter 20 test.

To be able to identify notable people, places, and events associated with World War II.  Chapter 21 test.

To be able to explain the causes and major events of the Cold War.  Cold War assessment

To be able to identify notable people, places, and events associated with the Civil Rights Movement.  Chapter 25 test.

To be able to identify the reasons for, major events in, and results of United States involvement in the Vietnam War.  Chapter 26 assessment.

To be able to identify major events associated with the presidents from Richard Nixon to George W. Bush.  Assignment

To be able to identify important events associated with each year of the students lives.  "Fire" assignment

Learning Today, Leading Tomorrow

Regis Catholic Schools is dedicated to educating students of all faiths in a Catholic, Christ-centered environment. We are united by Our Core Values of Living Faith, Accepting Responsibility, Promoting Teamwork, Achieving Excellence, and Inspiring Leadership.