The following links connect to
the identified topic from the introduction sheets
A) Why do we study
history?
B) Guidelines for behavior in Mr.
Wetzel’s Classroom
C) Grade Weights
8B U.S.
(webpage has links to assignment information and review activities)
A) Why do we study history?
“Those who cannot remember the past
are condemned to repeat it.” (George Santayana) Really?
"History doesn't repeat itself-- but it
rhymes." (Mark Twain)
“Why did we eat
those frogs?” (Mr. Wetzel)
“Think!, Think!, Think!, Life is constantly trying to teach you
through hints.”
"Give me learning, sir, and you may keep your
black bread." (Tolstoy/
Homer)
"I know nothing because I know too much, and
don't understand not nearly enough." Marius de Romanus (Vampire
Chronicles/ K Floyd)
“I have heard it said that there are two
times in your life when you stand a chance, in the face of whatever social
forces struggle to get you in their grip, of
becoming something new, of creating your own personal universe through the
sheer power of imagination and persistence: one is adolescence and the other is middle age.” (Margaret
Sartor)
B) Guidelines
for behavior in Mr. Wetzel’s Classroom
It is my
expectation that students try consistently to reach these goals.
I.
Participate
in classroom activities in an appropriate manner, and strive to complete
assignments.
II.
Respect
the property of the school and other students.
III.
You
have a right to be treated with respect, and so do all other students and
school personnel.
My discipline
options include whole class or individual verbal warnings, detentions, phone
calls, and referrals.
Work with me?
C) Grade Weights (minor adjustments may occur during the year)
25 Déjà
vu Terms Activities
Test(s) (20) (see ‘F’)
Déjà vu Spiral (5) (see
‘Q’)
25 In-class
work
In-class
activities (15) (see ‘E’)
U.S.
Journals (8) (see ‘J’)
Participation
(2) (see ‘D’)
18 Tests
and Quizzes
Tests
(16) (Scheduled—see ‘H’)
Quizzes
(2) (Not scheduled—see ‘I’)
28 Quarterly
Assignments
Recital
(4) (see
‘P’)
Field
Report (4) (see
‘K’)
Reaction
(4) (see
‘R’)
STTA
(4) (information
provided by handout each quarter)
Learn
and Teach Project (4) (see ‘M’)
Postcard
from the Past (4) (see ‘L’)
Mr.
Soule Exchange (4) (information provided each quarter)
4 Homework
(4% combined for all
assignments)
Photo
Hunt, ??? (information
provided when assigned)
Transition scores are assigned for work that is not satisfactory
(usually indicated by a score of less than half credit)—students should
make corrections and resubmit for increased credit. Transition scores do not apply to
quizzes.
Extra Credit is limited to a maximum of 2% towards a Quarter
grade of A, 4% for a B, 6% for a C, and 8% for a D. Please see me if you have an idea you
would like to pursue for extra credit—UNAVAILABLE THE LAST WEEK OF
QUARTER! (see
L: Q & A Post it?)
D) Class Participation:
Class participation grades
are based on productivity in the classroom. Although they are only two percent of
the quarterly grade, they provide information about how well a learner is using
their time.
|
Score |
Productivity |
Four week
Measure |
|
9 |
Always on task (disc,
listening, watching, reading, etc.) |
No more than 1 redirection |
|
8 |
Almost always on task
(disc, listening, watching, reading, etc.) |
2 – 4 redirections |
|
6 |
Usually on task (disc,
listening, watching, reading, etc.) |
5 – 10 redirections |
|
3 |
Frequently off task (disc,
listening, watching, reading, etc.) |
11+ redirections or refusal
to work |
|
8B History Class Participation
Rubric |
||||
|
CATEGORY |
4 |
3 |
2 |
1 |
|
Approach to Learning (Individual) |
Work habits and attitude reflect
this student's best efforts. |
Work
habits and attitude support learning. |
Work habits and attitude
negatively affect individual learning. |
Work habits and attitude negatively affect peer learning. |
|
Materials (Individual) |
has materials present and ready to
go |
promptly
and discreetly secures materials |
secures materials late or loudly,
but in less than 30 seconds |
lack of materials stops the class or limits participation more than 30
seconds |
|
Problem Solving (Individual) |
seeks solutions to solve the
problem |
accepts
and applies suggested solutions |
unable/ unwilling to apply
solutions when offered |
does not seek assistance |
|
Response to Redirection
(Individual) |
subtle apology, immediate change |
quick
change and no repeat |
second request before change sticks |
no change or continued
disruptions |
|
Exiting the room (Individual) |
waits, chair, straighten area |
waits,
pushes in chair |
waits at seat for dismissal |
waits at door for dismissal |
|
Team Work (Group) |
guides group toward task
completion |
participated
fully with group task |
limited participation in group
task |
actions/ words negatively affect group task |
|
Discussion (Discussion) |
Excellent listening and speaking
skills. |
Participates actively in class discussions
as a speaker and listener. |
Participates
in class discussions in a reluctant, but not disruptive manner. |
Disrupts class
environment with comments or actions that distract from or prevent learning. |
|
Evidence (Discussion) |
idea(s) supported by multiple
sources of information |
idea(s) supported by a single
source of information |
idea(s) clearly stated, but not
supported by a source |
idea(s) not clearly stated |
|
Listening (Discussion) |
chair on floor, hands quiet, eyes on
speaker, attention clear |
chair
on floor, hands quiet eyes on speaker, attention implied |
3 out of 4: hands, chair, eyes,
focus |
< 3 out of 4: hands, chair,
eyes, focus |
|
Time-management (Work Day) |
Always on identified task from
start to finish. |
Briefly off task, but responds to redirection. |
Off task more than once, but
accomplishes some work with time available. |
Does not consistently work on
assigned tasks despite redirection. |
Bold is used
to indicate the minimum acceptable level of participation.
E) In-class Activity Scoring:
In-class activities include
discussions, worksheets, web quests, chats, etc.—they may include a
reading or watching component which will also be considered along with the
final product in determining the grade.
Typically these types of activities are designed to provide students
with all the support they need for a perfect score. As a result, quality of participation in
the learning process has a major impact on the grade.
|
Score |
Description |
|
9 |
Full participation in the
activity processes (discussion, reading, sharing, etc.) Completion of all written
elements of the assignment (notes, responses, paragraphs, etc) |
|
8 |
Good work, but some
participation or written elements were short of expectations |
|
7 |
Poor performance in terms
of participation and/ or writing, but Learning Report completed |
|
6 |
Completed written
components, but multiple redirection required |
|
1 |
Removed from group for
behavioral reasons, can earn more credit with a learning report |
|
0 |
Did not turn in assignment |
F) Déjà vu Live-it Terms Test:
|
0 |
1 |
C+ (19/25) |
A or B (20+/ 25) |
|
No attempt |
Incomplete/
transition—failed to reach 80 percent (RETAKE) |
Completed with extra
time—score does not reflect quality of original score |
Score achieved on first
take |
G) Homework:
|
0 |
1-5 |
6 |
7-8 |
9 |
10 |
|
No attempt |
Incomplete/ transition |
Late, but completed |
Completed with extra
time—score reflects quality of original |
Completed on time |
Exceptional quality of work |
H) Tests:
(scores vary by points possible on the test—students may retake once for
a maximum score of 60%)
I) Quizzes: Quiz grades indicate
the number of correct responses.
Quizzes are can not be retaken or corrected.
J)
|
0 |
1 |
4 |
6 |
8 |
9 |
|
No input |
Some work submitted |
Missing several
entries/content |
Missing entry/ content |
Content lacks development |
Proper content |
K) Field
Reports: Students are expected to independently select and view a movie about history/ government each
quarter. The movie may be a
documentary or simply a film with social studies content. In order to receive credit, students
must submit a Field Report that
includes:
1) notes (at least ½ page)
2) an explanation of two things learned from the movie (descriptions of
new understandings, not restatements of notes)
3) an explanation of how the movie connects to two Déjà vu
Terms.
Each section of
the Field Report is worth 3 points:
|
0 |
1 |
2 |
3 |
|
No input |
Some work submitted |
Information present, but
not fully developed |
Well done |
L) Postcard from the Past: Students will use the textbook to create
a postcard message from the past that includes:
- reference to a specific date, place, event, vocabulary
term and person that convinces
me you understand how they are all connected
- an explanation
of how the event connects to
some other event in history
- a prediction
of how the event will affect the
future (based on the postcard date)
- a student
created image for the postcard with a caption
Postcards should
be created on a folded sheet of paper with the image on the top half and the
message on the bottom half.
|
0 |
1 |
2 |
3 |
|
No input |
Some work submitted |
Information present, but not
fully developed |
Well done |
M) Learn and Teach Project
The Learn and Teach Project
is intended as a three quarter exploration and presentation project. The first quarter requires the identification
of a topic, the second involves research, and the third will be for
creation. My goal is to set
students loose working with a social studies topic in which they are personally
interested. You may work alone or
with one partner--students who want to work with more than one partner should
see me to request permission to do so.
I advise you to get a quick start and to work ahead as soon as you have
instructions, so you have plenty of time for creating and revising your Learn
and Teach Project.
First Quarter: Identification (15 points)
A) What is your topic? Be specific.(the
topic must be narrow and related to social studies—FLEXIBLE)
B) Why is this topic
important to you? Explain.
C) Why is it important that
other understand your topic?
D) What are your research
plans?
E) What sort of project do
you plan to create?
You should keep submitting
your responses until you have earned all 15 points.
Second Quarter: Research
Specific research guidelines
will be provided later, but the general focus will be to encourage students to
research information about their topic and to identify the main ideas they want
to share with their peers. If you
begin early, please keep track of your sources.
Third Quarter: Development
Specific project development guidelines
will be provided later, but please feel encouraged to share
your ideas with me in order to seek permission to start early on the creation
of your project.
N) Recital: (25 points): Each quarter students will complete an oral recital of
material related to social studies.
Along with each recital,
students should present a related researched fact, a statement of importance to
self and society, and a student created image with color that reflects student
comments. (19 points for the recital, 2 points each for fact, importance, and
image)
Quarter 1 recital: The Pledge
of Allegiance
O) Déjà vu Terms Spiral
You will be
provided with one 70 page spiral notebook to use as a Déjà vu
Terms Spiral.
Sheets 1-25 (do these in alphabetical
order)
Write the Déjà
vu Term in the upper right corner in large print.
Copy the
definition, example(s), image, and quote onto the page beginning at the left
margin/ first line. (one item per line—write
small)
During the rest
of the year, we will add information to the front of the sheets.
Backside of Sheets 1 -24 (Backside Notes)
Backside Notes will be
recorded on the left page when the spiral is opened to a Déjà vu
Term. The Bill of Rights BSN will
be on the inside cover of the spiral, the capitalism BSN will be on the
backside of the Bill of Rights sheet, etc.
The idea of the
BSN is to provide you with an opportunity to learn about the Déjà
vu Terms on your own or with peers.
Each quarter, time will be set aside for you to present BSN’s for
credit.
In order to earn
credit, for each Déjà vu Term item you need to research
and present evidence that convinces me that:
1) you understand each of the items (definition, example(s),
quote, and image)
2) you have found a related term (person, place, event, vocabulary,
etc.) with a definition for each item
3) you can describe how each item connects to the
Déjà vu Term
For the overall
Déjà vu Term, you need to provide a taste, smell and sound as
well as create a picture with a caption that includes all the clues and a
‘rhyme’ with today—how does it affect our world?.
Although
assessment will take place in an oral interview format, you will be able to use
your Déjà vu Terms Spiral information as a reference and to
provide evidence of your learning.
You may work on
research and creation with peers, but your presentation will be solo.
|
0 |
1 |
2 |
3 |
4 |
|
No Input |
Work has started |
Progress is evident |
Significant
progress --close to mastery |
Mastery of the
term and items is evident |
Because we will be creating more pages in
the spiral during the year, you should not use or remove any sheets.
