Course Syllabus

 

11th Grade United States History  

Syllabus: 2020-2021

Instructor: Mrs. Sullivan 

Email: sullivane@wellesleyps.org

Dear Scholars, 

        Hello and welcome to 11th grade United States History.  The 2020-2021 school year obviously looks different than any other school year. Traditionally we have roughly 120 hours together inside a physical classroom multiple times a week. When you need extra help there are many points built into the day to informally receive that help (7:30 period, the lab, lunch, after school, during off periods).When learning new, and difficult content, you have the opportunity to hear and engage with your classmates in order to unpack the content and support you in moving forward in your understanding. You also have the ability to read people’s body language, tone, reactions, and emotions to what you are saying and hearing. 

         Traditionally is not a word to describe 2020. This year we will have roughly 60 hours together both in a physical classroom and online. Of those 60 hours we will meet as a full class once a week and only online for roughly 6 hours. You will not be able to engage in traditional group work, discussions will include an electronic component, and you will not be able to have the organic side conversations with your peers while I teach. Human interaction is what allows individuals to process and understand new content and now that human interaction is limited. 

         This context is our new reality. It is one that we must acknowledge and interalize. We can not change this reality so we have to work within it. I am including this in our syllabus because it is this reality that is the foundational reasoning behind the curriculum I have chosen, the way I have organized it, the way I will present it, and the way that I will assess your learning in this class. This reality is also why I ask particular expectations from you. 

           Words can not describe how excited I am to teach United States History in 2020. We are currently in an election year, the nation is grappling with our racial identity, citizens are exercising many of their Constitutional rights, and questioning the government. My hope this year is for you to better understand the foundation of this nation, the living and breathing Constitution, and the implications that 2020 have on you as a citizen now, and in your future. 

 

Guiding Questions for the Year

The Declaration of Independence states that “all men are created equal,” yet the United States has often failed to achieve such equality. How have individuals and groups sought to make America live up to the founding ideal that all people are created equal?



Units of Study 

The United States Constitution 

Electoral Democracy 

Racial Justice 

Protest



Supplies to bring to class daily

  • A fully charged laptop
  • Earphones
  • A notebook (I don’t care how you do this. It can be in a binder, one subject, 5 subject,etc. Do what works for you)
  • Digital notebook (If you are keeping a digital notebook I ask that you have a particular folder for United States history)
  • Pencils and/or pens
  • Hi-Liters (multiple colors)




Values to Live By

  • Diversity: We value our differences as they allow us 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. 

 

Semester-Based Schedule

WHS is moving to a Semester model.  Instead of receiving grades for quarters 1-4, you will receive a grade at the end of semester 1 (January) and the end of semester 2 (June).  


Normally, there are four “crunch” periods during the year toward the end of each quarter. Since you will only have formal history grades submitted at the end of each semester, it will allow us to have more time during the year to complete our assessments without as many “crunch” times. The semester schedule allows me to be more flexible with due dates for your assessments. 



Standards-Based Grading

In an effort to foster a growth-mindset that focuses on the values of our class and facilitate an authentic learning experience, we use a standards-based grading model.  You will get feedback on each assignment you submit this year, but no A-F grade.  At the end of each semester, your grade will be determined based on the extent to which you have demonstrated “proficient” or “exemplary” quality products for each of our skill-based standards.  I will update powerschool once a month to give you a sense of how you’re doing overall, and you will always have access to feedback on every assignment on Canvas. 

We will spend a few days at the beginning of the year reviewing this practice, and the philosophy behind it, in more detail.  

Click here to access the document that outline the standards for the year and an explanation of how it works. 

Makeup Work & Late Work Policies

Makeup work: Students have the same number of class days as they were absent to submit makeup work (ex: if you are in Cohort A and are absent on Monday, participate in class on Tuesday, then your makeup work is due the following Monday.  If you are in Cohort B and are absent on Friday, participate in class the following Thursday, your makeup work is due on Friday).  Students are still expected to submit major assignments on the due date, even if they are absent.  All assignments can be submitted electronically.



Late Work Policy: In order to align with restorative practices, this late-work policy is designed to offer intervention supports rather than punitive consequences.  Students can submit late work without grade penalty if they participate in the following interventionsStudents who do not participate in the interventions will not receive credit for late work. 

  • First late submission: No intervention (It happens. We are all human)
  • Second late submission: Meeting with Mrs. Sullivan to reflect on assignment process to diagnose reason for late submission and plan for next assignment submission.
  • Third late submission: Meeting with Mrs. Sullivan, guidance counselors, and parents/guardians to problem solve
  • Fourth late submission: Mandatory regular working sessions scheduled with Mrs. Sullivan. 



Technology

Canvas:

  • All of our class materials will be on Canvas.  
  • It is expected that you know how to use (and upload documents) on Canvas. If you do not, or are unclear it is your responsibility to ask me and I will show you how.  
  • Students will submit assignments to Canvas. Submissions to Canvas will also automatically run through TurnItIn.com, a tool that checks for plagiarism or unoriginal work. 

PowerSchool: 

  • The three standard categories will be updated on Powerschool monthly.  
  • Students will get major assignments with feedback returned before it is considered in the Powerschool grade.
  • I encourage students and parents to have open conversations about the best way for your family to use PowerSchool.  It can be a great tool that can also sometimes distract us from our larger learning goals.  

  Cell Phones and Laptops:

  • Cell phones and laptops are the most integral tool in our teaching and learning this year. As the year progresses you will find what works, and what does not work, for you as a student. If I feel as if you are not participating properly in class and technology is becoming a distraction I will reach out to your adult supporters. We will work with you, as a team, to find what best works for your learning. 



Course Summary:

Date Details Due