ANDOVER HIGH SCHOOL
Classroom Contract 2008 -- 2009
COURSE Twentieth Century America and the World LEVEL ONE, TWO & THREE
DEPARTMENT SOCIAL STUDIES TEACHER CRAIG SIMPSON
When entering any course at Andover High School, you enter into an agreement between your instructor, the school and yourself on what you should expect from one another. This contract lets you know what will be offered to you, and what will be expected from you. Your signing this indicates you are willing to abide by the academic standards of this course and this instructor.
The mission of Andover High School is to provide an environment in which every student learns to use his or her mind well to become personally responsible for his or her academic, social, and civic growth.
The goals of this class center around the following assumptions;
1. teaching should enable people to develop skills that will assist them as they encounter and interpret the world in which they live
2. the world that will confront this year's class will increasingly revolve around information (both development and interpretation)
3. access to and the ability to use this information will determine the depth of each individual's experience throughout his or her life.
4. When a student completes this class it is expected that he or she will have begun this process of skill development and will recognize both what they have learned and what they have yet to learn.
Goals and Objectives
By the end of this course, all students should be able to:
1. create a logical hypothesis explaining causes and consequences of a historical event or period.
2. demonstrate how that hypothesis contains relevance to the world in which we live today.
3. substantiate those ideas with multiple source data and understand the relative strength and weakness of each substantiation.
4. communicate those ideas in various media using both formal and informal structures.
By the end of this course, all students should be able to:
1. describe the matrix of time and place in order to set themselves and others from both the present and the past into a larger world context.
2. contribute to completion of group tasks.
3. gain a better understanding of their strengths and weakness
seeking to enhance areas of weakness when possible
developing coping strategies when needed
exploiting strengths where ever possible.
Key Questions for the term
1. How have people responded to change throughout history?
2. What role has race, gender, ethnicity played in history?
3. What assumptions have we made that can be challenged? Examples of such assumptions might include:
time is linear
progress is inevitable and good
power comes from politics, money, physical strength, intelligence
CLASSROOM DISCIPLINE POLICIES
1. The first term of the course will contain FOUR unit exams (multiple choice taken from the book) and THREE essays. They will each receive equal weight for the term grade. (NOTE : the third essay will probably count on Term two.
2. The second term will contain SIX unit exams (multiple choice taken from the book) and ONE research essay. The research essay will receive five times the weight of any single exam.
3. Both terms MAY include additional grades taken from classroom projects. The number and "weight" of these projects will LIKELY be one per term and will PROBABLY receive a weight equal to a unit exam.
4. The exams are machine scored. The machine is very sensitive. If you make heavy initial marks and cannot erase changes completely the machine assumes you were giving two answers and will mark your answer incorrect. This is a difficult lesson to learn but it is better to learn it here (where you will know about it) than on the college boards where you will lose points and never know that it was because of an incomplete erasure. Be careful and mark each answer with a light touch. DO NOT ask me to fix it--there is nothing to fix. If you cannot erase completely, you got it wrong!
5. Late work will always be accepted (any grade is better than a zero). Late work will be penalized ONE LETTER GRADE PER DAY UP TO 50 POINTS OFF. Work is considered late if it is not turned in at the BEGINNING of the class in which it is due. See also the make up policy, section 2.
6. If a student chooses to rewrite an essay, he or she must
7. All essays will be blind graded. For this to happen you must leave a blank first page and place your name ONLY on the back cover of the essay.
8. Any student may ask for a second reading of an essay. Whatever grade is received for the second reading will be averaged with the grade from the first reading.
9. Extra-credit does not exist. Do well on the assignments that are assigned.
MAKE UP POLICY
1. In the event of an absence on an exam day, the student will be expected to make up the exam on the day of his or her return to school.
2. In the event of an absence on the day an essay is due, the student will be expected to make arrangements to turn in the essay (either to my hand or to my mailbox in the main office OR emailed as an attachment) on the day the essay is due BEFORE the class period begins. By the way, be sure your email works. If it arrives garbled (i.e., our computers only read documents saved in a Word format [.doc]) then it has NOT arrived. If you have questions regarding your word processing software you should ask before you trust.
3. If an absence is of a long term nature, arrangements should be made to set up a schedule to complete exams and turn in essays in a timely manner.
4. The teacher reserves the right to alter this under extenuating circumstances.
1. Homework consists primarily of reading and research. It is the responsibility of each student to develop an organizational plan that will prepare him or her for each class.
2. If reading and research are not completed in a timely manner the student will find the classroom dialogue difficult (or impossible) to follow and contributions will be either superficial or absent.
3. No quizzes will be given. Each student is expected to take responsibility for his or her own gathering of the content of the course. Class time will be spent exploring the implications of various interpretations of that data.
REMEDIAL WORK AND TEACHER OFFICE HOURS
1. Help is always available before or after school by appointment.
2. Help is usually available during the instructor's preparation period or his lunch period, again by appointment.
3. It is the responsibility of the student to seek out these sessions.
TEACHER'S SIGNATURE _Craig Simpson_______
STUDENT'S SIGNATURE ________________________
PARENT'S SIGNATURE _________________________