Course Syllabus
10th Grade Modern World History
Honors
Syllabus: 2021-2022
Instructor: Ms. Giddings
Hello and welcome to 10th grade Modern World History! This year, we will continue working on important skills that you started practicing last year, like reading, writing, and research while studying world history from the 19th century to the present. This syllabus includes important information about our curriculum and classroom expectations. Keep it readily available so you can reference it throughout the year. I’m excited to work together!
Curriculum: What will we be learning?
Guiding Questions for the Year |
How does the history of the modern world inform your understanding of our contemporary world?
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Community - how will we get to know each other so that we can help one another learn?
Making a restorative community |
We will engage in regular community-building activities using a Restorative Practices curriculum. Restorative Practices is a social science discipline that strives to build engaged, healthy, and safe communities through guiding protocols. Restorative Practices will help us learn about one another as people, build foundational relationships that will support our academic collaborations, and if necessary, help us work through difficult conversations as a group. |
Policies & Expectations - How is class run?
Values to Live By |
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Standards Based Grading |
For students... In Social Studies, we strive to follow where scholarship and research takes us - whether that be in the content we explore or in the instructional and assessment models we use. The movement towards standards-based grading fits this aspiration. More importantly, it more fully aligns with the values we bring to our work with you: wanting all students to succeed, fostering a growth mindset, and prioritizing the development of transferable skills.
In 2021-2022, the core history courses at WHS will use a shared grading system. We linked it here, and you will find it in other parts of Canvas and throughout our work together. Remember that this type of system helps us orient our instruction and feedback to key competencies within the system. Remember too the importance of feedback - we worked hard over many years to bring more feedback into major projects and papers, and understand the value of conferencing with you when work is on-going. These feedback loops remain, and will be combined with frequent, targeted, and often verbal feedback during class time. It is going to be important for you to distinguish between feedback - those suggestions, affirmations, and questions we offer to you when work is on-going and formative - and scores - when the work is evaluated with the rubric. Rubric scores are what will be used to determine your grade within a standard, and 3 of the standards will factor into your term grade. One last point, and this practice will be new: if we do not have evidence of learning approaching a standard, likely through non-submission of work, PowerSchool will show an Incomplete within that standard. Unresolved ‘Incompletes’ at the end of a quarter within a standard will become a D or an F when the school requires us to translate that ‘Incomplete’ to a fixed letter grade.
Several points in the previous paragraph bear repeating, as we want them to be clear takeaways:
For parents... Schools historically and typically provide students with numbers, percentages, and letter grades on each individual assignment within a course, resulting in an averaged score when reporting a singular grade. A standards-based system moves away from such averages and towards the determination of when/where/how often a student’s work meets standards, to provide feedback and information about work in relation to these standards. This year, we adopted a blended approach to best align our values to quarterly reporting requirements and the separate functions of Canvas and PowerSchool. You will notice that this blended approach
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Makeup Work & Late Work |
Makeup Work: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. Late Work: In order to align with restorative practices, this late-work policy offers intervention supports rather than punitive consequences. Students can submit late work without grade penalty if they participate in the following interventions. Students who do not participate will not receive credit for late work.
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Technology |
Canvas:
PowerSchool:
Cell Phones:
Laptops:
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Supplies - What do you need to be ready for class?
Supplies to bring to class daily |
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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 giddingse@wellesleyps.org
Student signature: _______________________________________
Parent/Guardian signature: _____________________________________
Date: _______________
Course Summary:
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