Course Syllabus
10th Grade Modern World History
Honors
Instructor: Emily Giddings
Email: giddingse@wellesleyps.org
Hello and welcome to 10th grade Modern World History class! This year, we will continue working on important skills that you started practicing last year, like reading, writing, research, and collaboration, while studying world history from the 19th century to the present. Keep this syllabus in the front of your binders all year, as it includes important information about our curriculum and classroom expectations that you may want to reference later on. I’m excited to work together this year!
Curriculum: What will we be learning?
Guiding Questions for the Year |
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Units of Study |
Late 19th Century: The “isms” and global interactions |
World War I |
Between the Wars |
One Wellesley Curriculum Unit |
World War II |
The Cold War & Decolonization |
Globalism |
Supplies to bring to class daily
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Grading - how will you be assessed?
Cycle Quizzes |
10% |
Each cycle, you will take a short content and/or skill quiz on what we learned during that cycle. |
Skill Building |
35% |
Any assignments that focus on developing the following skills:
These may be homework, smaller in-class assignments, and larger projects or assessments. |
Content Mastery |
35% |
Any assignments in which students must show their understanding of the historical content or interpretations of history that we are studying. This will include gauging the student’s sense of:
These assignments may include homework, smaller in-class assignments, and larger projects or assessments. |
Student Accountability |
20% |
At the end of each term you will get a Student Accountability grade based on the following criteria:
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Note: Some assignments will get both a “Skill Building” and “Content Mastery” grade. |
Community - how will we get to know each other so that we can help one another learn?
One time per cycle for about 15 minutes and each half-day we will engage in community-building activities using a Restorative Practices curriculum. Restorative Practices is a social science that strives to build engaged, healthy, and safe communities using guiding protocols. This will allow us to learn about one another as people, to build foundational relationships that will support our academic collaborations, and if necessary to work through difficult conversations as a group.
Policies & Expectations - How is class run?
Values to Live By |
Diversity: We value our differences as they allow us learn to see the world through varied perspectives. Kindness: We treat one another with patience, respect, and empathy. We hold each other to high standards while actively supporting one another’s efforts to grow. Integrity: The work and ideas we present are our own. We give credit to the scholars who help us shape our understanding. We support one another in developing our own ideas while respecting our ability to think and succeed as individuals. Resilience: We lean into challenges and persevere when we face something new or difficult. We build strategies that help us be successful when we struggle. Humility: We celebrate our strengths and we openly reflect in order to recognize and improve upon our weaknesses. |
Feedback & Revisions |
As a class, we value growth mindset - or the idea that we can improve with feedback on our work. To that end, feedback is not a commentary on your worth as a person. It is a series of suggestions that will help you build skills and acquire knowledge. In addition to feedback sessions built into class, students can seek support before or after school from me, and can visit the Social Studies lab. Revision Policy Q1: Open Revisions: Students may revise and resubmit any major assignment (writing workshops, essays, or projects) as long as the student has submitted the original work on time and has shown effort on the original submission. Revised work must be submitted within one cycle from when the assignment was returned by the teach. Revisions must demonstrate a thoughtful and sincere effort at improving work; superficial, rushed, or basic revisions will not be considered for a grade change. Revision Policy Q2-Q4: Student-Directed Revisions: At the start of all major assignments, students will take a short reflective survey that asks them to select what specific area(s) of the assignment they may choose to revise as long as the student has submitted the original work on time and has shown effort on the original submission. For example, if the assignment is a traditional essay, students may select the option to revise their evidence. If the assignment is a non-traditional project, students may select one portion of the project to revise. Revisions must demonstrate a thoughtful and sincere effort at improving work; superficial, rushed, or basic revisions will not be considered for a grade change.
This policy will provide you with ample opportunity to improve your work, and therefore your grade. The expectation is that students take advantage of this opportunity throughout the course. |
Late Work & Makeup Work |
Students are expected to submit their work on time. Grades on late work will not be reduced, however the student accountability grade for the quarter will be lowered for each late assignment. Students are encouraged to communicate early and often to seek extensions. Extension requests must be made at least two school days before the assignment due date. Students who are absent have the same number of days that they were out to complete missed work (with the exception of Cycle Quizzes - see below). For example, if a student is out on Monday and returns to school on Tuesday, any work that was assigned on Monday is due Wednesday. However, assignments that were due on the date of the absence will be collected immediately upon the student’s return to school. For example, if a major paper was due Monday and the student was absent, the student must submit that paper when they return to school on Tuesday. Cycle Quizzes: Must be made up the day that you return to school. Please email me or see me first thing in the morning to find a time. Quizzes that are not made up on the day you return will not receive a grade. |
Promptness and Behavior |
We start and end class on time. Late arrival will cause you to miss important material. Students are expected to actively contribute to a productive and respectful work environment. Students who disrupt learning in the classroom will be expected to reflect on their behavior with the group during our community-building sessions. |
Technology |
Canvas:
PowerSchool:
Cell Phones:
Laptops:
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Signature & Questions
Please sign and return this sheet to indicate that you have read the syllabus and have no further questions about Ms. Shapero’s academic, behavior, and technology policies. If you need any clarification before signing, please email me at shaperoe@wellesleyps.org.
Student signature: _______________________________________
Parent/Guardian signature: _____________________________________
Date: _______________
Course Summary:
Date | Details | Due |
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