Download Advanced Placement World History

AP World History
Syllabus: 2015-2016
Alamo Heights High School
Advanced Placement World History
2015-2016 Course Syllabus
Melissa Meza
Classroom: 117N
Available: lunch daily or by appointment
Conference: 7th period (2:45 – 3:35 PM)
E-mail: [email protected]
Jan Takac
Classroom: 122N
Available: lunch daily or by appointment
Conference: 7th period (1:50 – 2:40 PM)
E-mail: [email protected]
Course Description and Overview:
The Advanced Placement Program (AP) offers a course and exam in World History to qualified students who wish to
complete studies in secondary school equivalent to an introductory college course in World History. The AP World History
Exam presumes at least one year of college-level preparation, as is described here.
Alamo Heights High School’s Advanced Placement World History is a college-level survey course whose purpose is to
develop greater understanding of the broad trends and historical development of global processes and contacts between
different types of human societies. The AP World History course is designed to help students view history thematically and is
organized with a clear framework of six chronological periods. The related key concepts and course themes are accompanied
by a set of skills that will assist students to clearly define what it means to think historically. The emphasis on periodization
forms the organizing principles that address change and continuity throughout the course. This course further highlights
relevant factual knowledge, leading interpretive issues, and skills in analyzing different types of historical evidence.
The course begins with the study of a “Foundations” period that sets the stage for the emphasis on the periods
occurring from 600 C.E. to the present. Although the course begins with the Neolithic Revolution, or about 10,000 B.C.E.,
students relate what is particular about each time period or society to a “big picture” of global history. The periods or major
units of the one-year course include a “Foundations” or background period to 600 B.C.E., 600 B.C.E. – 600 C.E., 600-1450,
1450-1750, 1750-1900, and 1900 to the present. In addition to this periodization, five overarching themes with 19 key
concepts serve as unifying threads throughout the course. The themes are:
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Interaction Between Humans and the Environment
(Demography and disease, Migration, Patterns of settlement, and Technology);
Development and Interaction of Cultures
(Religions, Belief systems, Philosophies and ideologies, Science and technology, Arts and architecture);
State-Building, Expansion, and Conflict
(Political structures and forms of governance, Empires, Nations and nationalism, Revolts and revolutions,
and Regional, trans-regional, and global structures and organizations);
Creation, Expansions, and Interaction of Economic Systems
(Agricultural and pastoral production, Trade and commerce, Labor systems, Industrialization, Capitalism and
socialism);
Development and Transformation of Social Structures
(Gender roles / relations, Family and kinships, Racial and ethnic constructions, Social and economic classes).
College World History courses vary considerably in the approach used, the chronological framework chosen, the
content covered, the themes selected, and the analytical skills emphasized. The material in this Course Description presents the
choices that the AP World History Development Committee has made to create the course and exam. These choices
themselves are compatible with a variety of college-level curricular approaches. The AP World History course offers
motivated students and their teachers the opportunity to immerse themselves in the processes that, over time, have resulted in
increasing interactions. AP World History offers an approach that lets students “do history” by guiding them through the steps
a historian would take in analyzing historical events and evidence worldwide. The course offers balanced global coverage,
AP World History
Syllabus: 2015-2016
with Africa, the Americas, Asia, Europe, and Oceania all represented. It also provides opportunities for students to recognize
how the study of history has been shaped by the findings and methods of other disciplines such as anthropology, archaeology,
visual arts, literature, economics, geography, and political science.1
The course is organized around five overarching themes and key historical thinking skills are facilitated throughout
the study of each unifying concept. The four key historical thinking skills emphasized are: Crafting Historical Arguments from
Historical Evidence, Chronological Reasoning, Comparison and Contextualization, and Historical Interpretation and
Synthesis. The five overarching themes receive explicit attention within each period. For each time period, knowledge of
major developments that illustrate or link the six thematic areas is expected. In addition to periodization, the AP World History
course addresses certain skills or habits of mind as well as specific curriculum requirements.
Course Outline:
The course has a chronological framework that covers time periods from approximately 8000 B.C.E. to the present.
PERIODS
Period/Unit I:
Technological & Environmental Transformations
Period/Unit II:
Organization & Reorganization of Human Societies
Period/Unit III:
Regional & Transregional Interactions
Period/Unit IV:
Global Interactions
Period/Unit V:
Industrialization & Global Interaction
Period/Unit VI:
Accelerating Global Change & Realignments
ERA
% OF AP
TEST
8000 B.C.E – 600 C.E.
5%
600 B.C.E. – 600 C.E.
15%
600 C.E. – 1450
20%
1450 – 1750
20%
1750 – 1900
20%
1900 – Present
20%
A general schedule of activities will be followed throughout each grading period. These activities will based on
outside readings (textbooks/primary sources), writing assignments, skill development, and discussion of focus topics. Each
unit/time period will have independent/outside reading that is assigned for virtually every class session. Two to three days are
devoted to lecture and in-class group discussion and two to three days are set aside for writing/peer evaluation
activities/assessments (see below). Each unit/time period will contain approximately two-three days for project research and
presentations and/or assessments (reading quizzes, chapter/unit exams) as well as completion of any of the daily activities
listed below. Sample activities that will develop/evaluate/assess the key components from the AP World History Course
Description are:
WRITING ACTIVITIES/ASSESSMENTS:
Document-Based Questions (DBQs) – Students will be able to evaluate and interpret historical documents (i.e.
primary and secondary sources) and to make historical arguments by applying the history they have learned along
with historical data. In the Document Based Question (DBQ), students analyze evidence from a variety of sources in
order to develop a coherent written argument that has a thesis supported by relevant historical evidence. Students
apply multiple historical thinking skills as they examine a particular historical problem or question.
Change and Continuity Over Time (CCOT) - With the Change and Continuity Over Time (CCOT), students identify
and analyze patterns of continuity and change over time and across geographic regions. They also connect these
historical developments to specific circumstances of time and place, and to broader regional, national, or global
processes.
Comparative (C/C) - In the Comparative Essay (C/C), students compare historical developments across or within
societies in various chronological and/or geographical contexts. Students also synthesize information by connecting
insights from one historical context to another, including the present.
**DBQs, CCOTs, and C/Cs will be administered throughout the year on a regular basis. Class time will be devoted to
preparation for the free response portion of the AP Exam. Students will learn the AP grading methods for the essays
by peer grading essays using an AP-style rubric, which enhances their own understanding of the essay writing process.
1
AP World History Course and Exam Description from The College Board. http://apcentral.collegeboard.com. (Fall 2011).
AP World History
Syllabus: 2015-2016
DAILY ACTIVITIES/ASSESSMENTS:
Societal Comparison Charts/Discussion Groups - Students will use primary and secondary sources such as religious
and political texts, images of architecture and art, and historical quantitative data to gather evidence for supporting
written arguments (essays) about the similarities and differences between societies that developed in the same time
period but in different parts of the world.
Leader Analyses - Students will analyze mostly primary sources to compare the basis of leaders’ claims to power and
the effects of their rule. We also will analyze those primary sources by and about political and religious leaders to
practice identifying the purpose, point of view, and limitations of historical primary sources.
Conflict Analysis - Students will use primary and secondary sources including historical data to analyze the causes
and effects of conflicts.
Map Analyses - Involves the creation of annotated maps that show the changes and continuities in the five themes:
effects of interactions on people and the environment, cause of the creation of new political systems, spread of
agricultural developments, and causes and effects of migrations.
Document/SOAPS/POV Analyses - Primary sources will be used to practice identifying the purpose, point of view,
frame of reference, and limitations of historical primary sources and their diverse interpretations. Students will
interpret evidence about the past from diverse sources, including written documents, maps, images, quantitative data
(e.g., charts, graphs, tables), works of art and other types of source to identify and evaluate diverse historical
interpretations. Through these analyses, students will develop the ability to assess claims of universal standards yet
remain aware of human commonalities and differences; putting culturally diverse ideas and values in historical
context, not suspending judgment but developing understanding.
PERSIAN Analyses – Key details about the Political, Economic, Religious, Social, Intellectual/Artistic, and any
Nearby Geographical information will be examined as well as the relationships between major empires/events being
studied. Analyses will cover all major AP themes as well as detailed study of chronology, facts, and names of
significant individuals.
Change/Continuity Analyses - Students will use primary and secondary sources to trace the patterns of development
for imperial domination, expansion of trade routes, spread of belief systems, industrial mass production, and warfare.
There will be short writing assignments analyzing change and continuity as well as source-based assessments, similar
to document based questions, that will require formal written arguments explaining changes and continuities.
Large/Small Group Discussions/Lectures – Discussions will involve examination of the relationships between causes
and consequences of events or processes as well as develop the ability to identify, assess, and analyze issues and
patterns of change and continuity over time and geographic regions, relating these patterns to a global context.
RESEARCH/PRESENTATION PROJECT ACTIVITIES:
Student-Created Presentations – Research for projects/presentations will mostly be conducted outside of the
classroom setting. Students will be able to describe and evaluate global patterns over time and space while also
demonstrate the ability to connect local developments to global ones and to move through levels of generalizations
from the global to the particular. Students will also apply multiple historical thinking skills to examine a particular
historical problem or question and connect insights from one historical context to another, including the present.
Examples of student-created work will include but are not limited to PowerPoint Presentations or Unit/Time Period
Overviews (I-movies, oral/visual presentations, scrapbooks, journals, etc.) that cover all AP Themes.
Scope and Sequence:
The approximate chronological framework for the course, key concept analysis, theme/topic focus, and student
activities are listed below. As previously stated - A general schedule of activities will be followed throughout each grading
period. Students will receive a monthly calendar with detailed assignments and specifics.
Period/Unit I - Technological and Environmental Transformations (8,000 B.C.E. to 600 B.C.E.) – Three Weeks
1.1 Big Geography and the Peopling the Earth
1.2 Neolithic Revolution and Early Agricultural Societies
1.3 Development/Interactions of Early, Agricultural, Pastoral, and Urban Societies
THEME/TOPIC FOCUS
1. Locating world history in the environment and time
2. AP time periodization - How and Why are the Units/Dates Selected and what do they mean?
3. Neolithic Revolution
4. Developing and interactions of early agricultural, pastoral, and urban societies and technology
5. Basic features of early civilizations: Mesopotamia, Egypt, Indus River Valley, and Yellow
(Huang He) River Valley, Africa, Oceania, Mesoamerica, and Andean
AP World History
Syllabus: 2015-2016
Period/Unit II - Organization and Reorganization of Human Societies (600 B.C.E. to 600 C.E.) – Four Weeks
2.1 Development and Codification of Religious and Cultural Traditions
2.2 Developments of States and Empires
2.3 Emergence of Transregional Networks of Communication and Exchange
THEME/TOPIC FOCUS
1. Major belief systems and philosophies (prior to 600 C.E.)
2. Classical civilizations: China, India, Greece, and Rome including migrations of the Huns,
Germanic tribes
3. Early trading and interregional networks
4. Collapse of empires, movement of peoples, trade, and the spread of religions
Period/Unit III – Regional and Transregional Interactions (600 C.E. – 1450) – Six Weeks
3.1 Expansion and Intensification of Communication and Exchange Networks
3.2 Continuity and Innovation of State Forms and Their Interactions
3.3 Increased Economic Productive Capacity and Its Consequences
THEME/TOPIC FOCUS
1. The Islamic world
2. Interregional networks and contacts: Trans-Sahara trade, Indian Ocean trade, Silk routes,
missionary outreach, contact between major religions/empires, and the impact of the Mongols
3. China’s internal and external expansion – Sui, Tang, Song, and Ming empires
4. Developments in Europe – Crusades, Middle Ages, Byzantine Empire, and Germanic Europe
5. Social, cultural, economic, and political patterns in the Amerindian world: Maya, Aztec, Inca
6. Demographic/environmental changes: migrations, plague pandemics, and growth/role of cities
Period/Unit IV – Global Interactions (1450 – 1750) – Six Weeks
4.1 Globalizing Networks of Communication and Exchange
4.2 New forms of Social Organization and Modes of Production
4.3 State Consolidation and Imperial Expansion
THEME/TOPIC FOCUS
1. Changes in trade, technology, and global interactions
2. Knowledge of major empires and other political units and social systems: Ottoman, China,
Portugal, Spain, Russia, France, England, Tokugawa; characteristics of African empires, and
gender and empires
3. Slave systems and the slave trade
4. Demographic and environmental changes: diseases, animals, new crops, and comparative
population trends (Columbian Exchange)
5. Cultural and intellectual developments
6. Effects of the continued spread of belief systems
Period/Unit V – Industrialization and Global Integration (1750 – 1900) – Six Weeks
5.1 Industrialization and Global Capitalism
5.2 Imperialism and Nation-State Formation
5.3 Nationalism, Revolution, and Reform
5.4 Global Migration
THEME/TOPIC FOCUS
1. Changes in global commerce, communications, and technology
2. Demographic and environmental changes: migrations, end of Atlantic slave trade, new birthrate
patterns, food supply, medicine
3. Changes in social and gender structures
4. Political revolutions and independence movements and new political movements
5. Rise of Western dominance, Imperialism and Its Impact of the World
6. Patterns of cultural and artistic interactions among societies in different parts of the world
Period/Unit VI – Accelerating Global Change and Realignments (1900 – Present) – Six Weeks
6.1 Science and the Environment
6.2 Global Conflicts and Their Consequences
6.3 New Conceptualization of Global Economy, Society and Culture
AP World History
Syllabus: 2015-2016
THEME/TOPIC FOCUS
1. New patterns of nationalism and Anti-Imperial Movements
2. Crisis and Conflict in the Early 20th Century – Russian, Chinese, and Mexican Revolutions, Rise
of Militaristic and Fascist Societies, World War I and World War II
3. Impact of major global economic developments: the Great Depression, Pacific Rim, technology
4. Globalization and Internationalization – Decolonization, Cold War World and Post-Cold War,
and International Organizations
AP Exam Review
SELECTED ACTIVITIES/ASSESSMENTS (subject to change)
* AP Practice Exam and AP Peer Evaluation and Essay Scoring
Course Texts and Supplemental Materials:
PRIMARY COURSE TEXT
Traditions & Encounters, AP Edition (6th Edition) by Jerry H. Bentley, Herbert F. Zieglar, Heather E. Streets-Salter,
2015.
*This textbook offers a website for students use as well as links to relevant subject websites.
ADDITIONAL READINGS/SUPPLEMENTAL MATERIALS
A wide variety of supplemental materials (primary, secondary sources, tables, maps, graphs, images and political
cartoons for analysis, etc.) are also used in this course, from a variety of course readers and online resources, such as
(these will be provided in class or by link on Moodle and/or Teacher Webpage):
* The Human Record: Sources of Global History by Alfred Andrea and James Overfield, Sixth Edition, Volumes I
and II, Houghton Mifflin Company, 2009.
* Readings in World History by Reilly (St. Martin’s Press, 1988)
* Worlds of History, a Comparative Reader by Kevin Reilly, Bedford/St. Martin’s, Third Edition, 2007.
* The Wealth and Poverty of Nations: Why Some Are So Rich and Some So Poor by David Landes, W.W. Norton,
1999.
*World Civilizations: The Global Experience (3rd Edition) by Peter Stearns, Michael Adas, Stuart Schwartz, and
Marc Gilbert, Longman, 2003.
* A Splendid Exchange: How Trade Shaped the World by William J. Bernstein, Atlantic Monthly Press, 2008.
* A History of the World in 6 Glasses by Tom Standage, Walker & Co., 2005.
* Guns, Germs, and Steel: The Fate of Human Societies by Jared Diamond.W. Norton & Co., 2005.
* World History by William J. Duiker and Jackson Spielvogel. Fifth Edition. Belmont: Thomson Wadsworth, 2007.
* AP World History: An Essential Coursebook by Ethel Wood, WoodYard Publications, 2008.
* Cracking the AP World History Exam, Princeton Review: 2012 edition.
AP Exam Information:
(Thursday, May 12, 2016 – 8:00 AM)
Format: 3 hours, 5 minutes in length:
Section I - 55 minutes
70 multiple-choice questions
Section II – 2 hours, 10 minutes
1 document-based question (DBQ) essay – 50 minutes
(includes 10 minute reading period) (primary and secondary documents)
1 change/continuity-over-time (CCOT) essay – 40 minutes (comparing periods studied)
1 comparative (C/C) essay – 40 minutes (different regions of the world)
AP World History
Syllabus: 2015-2016
Course Website:
Students are required to create an account on the course website during the first few weeks of class as part of an
assignment. This website is the type of course management system that many universities use. Assignments will be posted
and updated regularly on the website and a variety of assignments will be turned in or completed online. Likewise, it is
possible that throughout the year some degree of discussion will take place online over major discussion questions as well as
cooperative learning activities using Wiki-type documents (editable online by a group of people) and other interactive formats.
Moreover, in the event that extra credit is offered, it is often posted online and may or may not be announced in class. Please
check the site for the most up-to-date information.
http://moodle.ahisd.net/hsmoodle
Assessment:
Summative Assessments ……………………………………………. 60%
(Exams, DBQs, FRQs, presentations, projects, papers, etc.)
Formative Assessments ……………………………………………. 40%
(Quizzes, graded discussions, in-class assignments, homework, etc.)
Semester Exam(s) …………………. ………………………………..... 20%
*As per department and school policy, even with extra credit, no grade in this course will exceed 100.
**See Social Studies Department Grading Policy for additional clarification.
Assessment in class during the year parallels the tasks required for the AP exam and includes multiple-choice tests
and three types of essay writing (listed above). Success is linked to a student’s commitment to reading consistently
throughout the year! In addition, there will be a variety of learning activities in-class, and homework assignments to be
completed out-of-class throughout the year. Learning to organize the materials, doing homework, learning to take notes,
reading, and being assessed under strict timing constraints, etc. are experiences that will lead to student success.
Students enrolled in this class are expected to take the AP World History exam in the spring, and thus this course is
designed to prepare students for that exam. In the spring, out-of-class review sessions (optional but recommended) will be
held to help students review for the national AP examination. All students should be continually reviewing throughout the year
and should keep all study packets on file. Generally, all work done for a grade will be assigned with a view of helping the
student develop the knowledge and skills to prepare for college level work. Students need to work consistently. Failing takes a
concerted effort with the determination NOT to work and NOT to turn assignments in on time. Students are encouraged to
form study groups to review for the exam.
There is no substitute for reading faithfully. The course presents students with new information daily. Parents and
students can visit the College Board web site for general information: http://www.collegeboard.com/ap. It is recommended
that students purchase some sort of review manual.
Communication is important. Students and parents are encouraged to contact their AP teacher BEFORE a catastrophe
or crisis occurs, or if difficulties are perceived. Do not wait! Come in for help and/or reassurance. Students can contact their
teachers directly. Parents can arrange appointments by calling the main number or through e-mail.
Policies:
Academic Integrity - Violations of academic integrity (including any form of cheating, plagiarism, etc.) will be dealt
with severely. In addition to the consequences outlined in the Social Studies Department Academic Integrity Policy
(posted in the classroom, online, and available upon request), students who choose to not do their own work, or those
who enable others by sharing their assignments or allowing other students to copy their work, will lose all
opportunities to complete any extra credit assignments that may be offered. Make sure to cite all sources used on all
assignments using proper consistent formatting (historians generally prefer footnotes or endnotes). When in doubt,
it is much better to ask before handing in an assignment. Any cell phone, iPhone, iPOD etc. visible or in use during
a quiz or exam without explicit permission will be seen as a violation of the Department Academic Integrity
Policy and the device will be confiscated and turned into the office, and the student’s grade may be negatively
impacted.
AP World History
Syllabus: 2015-2016
Attendance – It is expected that students will make every effort to attend class. The nature of the AP program makes
it very difficult to keep up with the pace of the class if a student is absent. All missed assignments are the
responsibility of the student to make up. Please use the course website to keep up with assignments while you are
absent. Because assignments are regularly updated online, being absent is not an excuse for not knowing that
an assignment was due, including reading. Use the course website to access assignment calendars and to do makeup work (if available) when absent. Students who are excused for a school-related absence (ABX) are expected to
turn in assignments before the absence or immediately upon return. Likewise, according to department policy, any
AP student who is absent on the day of the exam MUST make up that exam immediately on the day of return
from the absence. In the event the absence is prolonged (3+ days), separate arrangements may be discussed. Failure
to make up exams in a timely manner will result in a grade of zero. In addition, long-term assignments are due on
assigned due date even if the student is not present in school that day. Please refer the student handbook for further
information regarding absences.
Deadlines, extensions, and make-ups - Please refer to the preceding paragraph and the Social Studies Department
Policy regarding late work. However, please note once again that ABX’d (school business-related absence) students
must complete assignments prior to their absence or hand them in immediately upon return, or they will be
considered late and subject to penalty or no credit. Likewise, quizzes and exams are expected to be made up
immediately. Makeup exams may be in an alternate format from the original exam, such as short answer/essay
format or alternate essay questions from original essay topics.
Notes - Students are expected and REQUIRED to take notes over the assigned readings and class lectures. Although
we have found that students who use the Cornell Note-Taking system are generally very successful in this course,
students may use any system that makes sense to them but demonstrates understanding and synthesis of information
presented in class and/or assigned readings. Completed study guides may serve as notes. Periodic note checks will
take place each nine-weeks and will receive a grade. Moreover, we generally (not always) allow students to use their
own reading and/or class notes and study guides to complete quizzes in class.
Quizzes - Quizzes are normally given as formative assessments after the completion of a reading assignment, although
they may be given at any time with or without notice.
Exams - All exams will be announced in advance of the exam date, giving students ample time to study and prepare.
All exams are or may be cumulative. A semester exam and a final exam will be administered during the school’s
designated time. Exams will include AP-style multiple choice and/or free response essays. Makeup exams may be
in an alternate format regardless of the original exam format.
Research Project - A research paper or project may be assigned during the course. The purpose of this paper or
project would be to introduce students to the college-level research and writing process, a task that has been cited by
many former students as the best and most realistic preparation they received in high school for college/university,
and is in alignment with the Texas College and Career Readiness Standards (CCRS). Further details would be
distributed at the time of assigning.
Video Statement - Film clips are occasionally shown in class that may contain mature material, such as some explicit
language and/or violence. These films may contain depictions of war, such as Saving Private Ryan, Mongol: The Rise
of Genghis Khan, films surrounding the Holocaust and genocide, and others. Parents need to sign the letter sent home
at the end of this syllabus in order for students to view this material. If an objection is made, an alternative
assignment will be provided and the student will be excused from viewing the film. The best judgment is used to
determine what film clips augment the course subject and give students a feel for the historical event depicted.
Likewise, when able, the film material is edited to minimize any objectionable material.
Reassessment for Mastery - As per the Social Studies Department Grading Policy, students in Advanced Placement
courses are not entitled to raise their grade on an exam for which they received a failing grade. Advanced Placement
courses are college-level and it is expected that students will prepare accordingly for all exams. Students are
encouraged to attend tutorials to build their mastery of material they may have had difficulty understanding.
Tutoring/Availability - Each APWH instructor is available to students almost every day at lunch and by specific
appointment. At certain times, lunch/after school help sessions will be scheduled if students request additional
assistance. Students are not limited to their teacher for extra help and are encouraged to see either instructor, or both
of us. Due to the Response to Intervention (RTI) program, students may be required to attend tutoring sessions if
AP World History
Syllabus: 2015-2016
deemed necessary by their instructor (s). Make up work should be completed immediately during these times (see
Social Studies Department Grading Policy).
Grade or Course Concerns - Best efforts are made to address student grade and course concerns in the classroom or
through parent contact as appropriate. Likewise, every effort is made to update grades in Home Access Center (HAC)
in a timely matter, although please keep in mind that grading a large volume of essays may take additional time.
Furthermore, the high school issues 3-week progress reports and nine-week report cards to students to take home for
parental review. This course relies heavily on the partnership between the teacher, students, and parents and most
concerns can be addressed by bringing them to the attention of the teacher. If you have a concern, please address it
with your teacher directly either in conference or other method of communication. If the issue is not resolved, please
direct your concern(s) to the Social Studies Department Chairperson or a school administrator.
Discipline Policy - It is expected that students will work in class with a certain degree of intellectual and behavioral
maturity. This course is a joint effort between students and the teacher. It is absolutely paramount that students are
not disruptive or disrespectful. In our opinion, it is a grave injustice to hinder or prevent the learning of others or to
treat others with disrespect. Therefore, please do not interrupt us, other students, or in any other inappropriate
manner. Treat yourself, your peers, and instructors with respect. Students, unless given specific instructions, may
NOT go through the teacher’s desk. Any vandalism of school property (including writing or drawing on desks), our
personal property, or the property of other students will be dealt with in a serious manner as per the Student Code of
Conduct. Behavior and adherence to classroom rules will be evaluated under “Conduct/ Citizenship” on the report
card for each subject. All students are expected to come to class with all required materials, books, paper, pens and/or
pencils. Full attention is expected to be on the assigned task. Students who are unprepared for class may not be able
to participate in a class activity (i.e. seminar, class discussion, an assignment using the text, etc.) and therefore may
not be able to receive credit for completing that assignment. Consequences include verbal warnings, documentation
report completed, parent phone calls, and if necessary, referral to assistant principal.
This syllabus is subject to change. Changes will be announced in class and the syllabus will be updated online as necessary.