• 10 Facts about Washington's Crossing of the Delaware River · George  Washington's Mount Vernon
    My name is Jeremy Hayes and this will be my twentieth year working for Moore Public Schools. I spent my first twelve years at Highland West Junior High, and that amazing adventure as a HWJH Panther will always have a very special place in my heart.  This will be my eighth year at Southridge Junior High, and I am very excited to continue my journey in education as a Southridge Leopard. Your child's safety and their daily improvement in my class are two things that are extremely important to me.  I will do my best to help your child become very interested in the U.S. History story.
    Go Leopards!         

    Examples of content standards that will be covered in my class:


     Pre-A.P. U.S. History

    The focus of the course in United States History for Grade 8 is the American Revolution through the Civil War and Reconstruction Eras (1754-1877). The student will describe and analyze the major causes, key events, and important personalities of the American Revolution. The student will examine in greater depth the factors, events, documents, significant individuals, and political ideas that led to the formation of the United States of America. These will be pursued through a chronological study of the early national period, westward expansion, and the Civil War and Reconstruction Eras. Citizenship skills will focus upon the historic development and understanding of constitutional government in the United States. The student will continue to develop and put to use a variety of Social Studies Process and Literacy Skills.
    Content Standard 1: The student will analyze the foundations of the United States by examining the causes, events, and ideologies which led to the American Revolution. 1. Summarize the political and economic consequences of the French and Indian War on the 13 colonies including the imperial policies of requiring the colonies to pay a share of the costs of defending the British Empire and the precedent of the Albany Plan of Union as an early attempt to unify the colonies.
    Content Standard 3: The student will examine the formation of the American system of government following the Revolutionary War that led to the creation of the United States Constitution. 1. Examine and summarize the issues encountered by the young nation that led to the Constitutional Convention in Philadelphia in 1787 including the A. Strengths and weaknesses of the Articles of Confederation, B. Lack of a common national currency, C. Lack of a common defense, D. Management of the war debts, E. Disputes over the western territories as resolved by the Northwest Ordinance, and F. Civil unrest as typified in Shays’ Rebellion.
    Content Standard 4: The student will examine the political, economic, social, and geographic transformation of the United States during the early to mid-1800's. 1. Analyze the impact and consequences of major events and issues facing early presidential administrations including A. The suppression of the Whiskey Rebellion and establishment of the government’s right to tax, B. President George Washington’s advice for the new nation in his Farewell Address, C. The restriction of individual rights in the Alien and Sedition Acts and the responses of the Republican Democrats in the Virginia and Kentucky Resolutions, D. The impact of the presidential election of 1800 and the peaceful transfer of political power from one party to another, E. The acquisition of territory through the Louisiana Purchase and the contributions of the explorations of the Lewis and Clark Corps of Discovery Expedition, F. How the Marshall Court’s precedent-setting decisions in Marbury v. Madison and McCulloch v. Maryland interpreted the United States Constitution and established the Supreme Court as an independent and equal branch of the federal government. G. The War of 1812 which confirmed American independence and fueled a spirit of nationalism, H. The increased sectional tensions as the nation dealt with the expansion of slavery and attempts to limit it through the Missouri Compromise, and I. The Monroe Doctrine as an attempt to protect American interests and territory in the western hemisphere. 

    Social Studies Department Grading Policy:

    50% of grade is daily work

    40% of grade is tests

    10% of grade is the semester test


    Late work is accepted up to two days late for up to 70% credit.  Special circumstances can allow for this policy to change and for late work to be accepted even after the extra two days has passed. Please have your child come and talk with me as soon as possible if they are concerned about their grade.  I will help them develop a plan that will get their grade trending upward. 

    90 – 100%   A

    80 - 89%     B

    70 – 79%     C

    60 – 69%     D

    0 – 59%       F



    Classroom Management/Intervention Plan


    Note: Students who fail to honor the school-wide expectations for conduct shall be corrected as follows.


    * 1. Verbal Warning


    2.  Student Conference


    3.  Lunch Detention(s)


    4.  Before/After School Detention(s) with Parent Contact


    5.  Referral to the Principal


    *Severe Behavior Clause:  Students will be sent to the Principal’s office immediately in cases of major disruptions or violations such as fighting, conduct which threatens the safety of others, vulgarity, flagrant harassment/bullying, public defiance of authority, etc.

    US History online book (please email me if you have lost your password)

    GW Papers 

    Ben Franklin
    The Second Inaugural Address - Abraham Lincoln Portrait Painting by Anna  Rose Bain | Civil war artwork, Anna rose, Inauguration
     Monticello (Jefferson/Hemings)
    GW's Mount Vernon
    William Daniels as John Adams
    Today in History - July 19 | Library of Congress
     The Battle of New Orleans   
    Manifest Destiny and the West