Course Syllabus

Document is linked here

Ms. Despo's Schedule

 

Room 321

despoj@wellesleyps.org

 

Welcome to World History!  We are about to begin our study into the history of mankind from 1100 to 1850.  That’s a lot of time so we will have to narrow our areas of study to effectively build knowledge and investigate the past.

 

In order to understand the history we will study, we will be studying migrations, belief systems, governments, trade systems and social structures.  Since this is a world history class, we will be studying peoples and cultures from around the world.

 

During each unit, we will examine the peoples, cultures, politics, economics, and geography in different regions and time periods. As we do this, we will draw connections around the world across both time and space, and we will begin to fully understand the impact and consequences of past thoughts, decisions, and actions on the present world. Our units this year will include...

Units of Study

• The Rise & Spread of Belief Systems/Religion
• African Societies
• Dynasties in China
• State Building in the Americas
• Developments in Europe from c. 1200 to c. 1450
• The Atlantic System & Its Consequences

Essential Skills

• Reading: Cracking the Code

Before you can effectively work on analytical writing, you must be able to accurately identify the central arguments or main points presented in historical texts (primary and secondary sources) - i.e deciphering historical documents so that you can effectively use them in your assessments. The ability to locate and comprehend specific details, facts, events, and examples within readings serve as the evidence that you will use to support your own claims and analysis. 

• Writing: Understanding the Anatomy of a Paragraph 

We will begin the year by identifying and understanding the essential components of a well-structured paragraph. You will do this by analyzing model paragraphs, identifying topic sentences, supporting details, and concluding sentences. Learning what constitutes specific and relevant supporting details in historical writing is essential to be able to back up a historical claim.  You will learn how to explain why the specific details support the claim and connect to broader historical understanding.  You will learn how to analyze examples of effective and ineffective quote integration.  Ultimately, you will be bringing together all the learned components to write a complete and effective analytical paragraph (claim, specific details, reasoning/analysis, and integrated quote with citation), working up to writing a multiple paragraph essay, 

 

Grading Policies/Structure

Throughout the school year, students will have 2 categories of assessments - major & minor.  The following are examples of what a major vs. minor assessment could be. Please note, this list is not exhaustive.

• Minor Assessments: quizzes, homework checks, short writing prompts, reflections. 
• Major Assessments: tests, discussions, essays, projects, visual metaphors.

 

Each quarter is worth 22% of your final grade for the year with a 12% final “exam” grade. Each term is broken down in the same way.  There will be more minor assessments than major assessments. 

• 50% Minor Assessments
• 50% Major Assessments
• If a student  earned a C+ or below on a major assessment, for one assessment a term, each student has the opportunity to resubmit a singular assessment and earn up to a B once per quarter.  

 

Materials

Each day, please bring: your charged laptop, a working pen or pencil, and your reader. Each unit will have a premade booklet that we will call a reader.  There will be worksheets, readings and space for notes within each reader. Other materials that students use in class can include their own set of colored pencils, highlighters and folders. Please use materials you already have rather than purchase new ones. If you need a binder, I have a few. I'm happy for us to reuse them!

 

Attendance & Make Up Work

Sometimes you'll miss class, and that's okay! While you can't totally get back the "magic" of being here in person, you can definitely catch up. It's your job to let me know as soon as possible if you need special help with an absence.  

 

When You Get Back: Be ready to take any quizzes or tests you missed, or turn in papers/projects that were due while you were gone. We can make other plans if we've talked about it ahead of time. If you had an excused absence, you'll have up to a full week to make up work, but make sure to chat with me right when you get back to school.  Here are a few additional notes: 

• Catching Up: It's super important for you to get any notes and announcements, and especially to figure out and finish any written work you missed.
• Where to Look: Use  Canvas and your classmates to find out what you need. And, of course, you can always ask me! Come see me during office hours or in the Social Studies Resource Center. 
• Cutting Class: Just a heads-up: if you cut class, you can't make up any work or tests from that day and will earn a zero for that assignment. 

Being On Time

• Getting Here Late: If you arrive late (with or without a pass), just slip in quietly, park your phone and get settled.
• Absences: I have to record attendance in PowerSchool. I can only mark unexcused absences, so if your absence needs to be excused, please follow up with your house assistant to get it sorted out.
• Tardy Policy: Three unexcused tardies, or even one unexcused tardy that's 10 minutes or more, count as cutting class for my policy and the school's.Handbook linked here
  
  
  
  

Late Work Policy & Extensions

 

Sometimes things come up that might make it tough to get your work done on time, like religious or ethnic holidays, family emergencies, or even if you have three big tests on the same day (check your Handbook for more on that!).  If you realize you'll need more time for an assignment or an assessment, it's super important to talk to me about it as soon as you know. The earlier, the better, so we can figure out a plan together. Just so you know, if we agree on an extension, your grade might show up as a temporary "Mi", for Missing in PowerSchool until you hand in your work.

 

District accommodations (DCAP) are available to all students, and in the 26-27 school year, WHS is committed to moving this forward with fidelity.

 

While some accommodations can be offered in the moment, others require advanced notice.

 

For example: Extended time on an in-class assessment is a collaborative decision made by the teacher, student, and family to meet individual student needs.  The WHS guideline is up to 25% extra time.  This accommodation relies on proactive student communication prior to the date of the assessment.  The student and teacher must establish how the accommodation will be provided. 

 

Technology Use 

Phones will be in their special holding spot. If there's a family emergency, adults should call the house office, not try to text you.

Laptops are mainly for those who have a special need or talked to Ms. Despo. Because of tools like AI, sometimes we'll write by hand or type right here in class. When you do homework on a computer, I'll be looking at your in-class work to make sure it sounds like you. That way, I can give you the best feedback to help you get better at writing.

The WHS handbook outlines the academic integrity & plagiarism policies.  

 

Extra Help

Your work in this class is important, and you've got this! My job is to help you succeed. Great students aren't afraid to ask questions and get support, and they also help their classmates. Be one of those great scholars!  Also, make sure to use the Social Studies Resource Center! It's a fantastic place to get extra help with reading, writing, and studying. Our history teachers (including me sometimes) are there to give you expert advice, check our room or Canvas for the schedule.  Lastly, please ask questions during class! That's the best time. But if you need more help, feel free to email me or come by during my office hours, which are posted to Canvas and in our room.