Facing History and Ourselves
Course Syllabus
Mr.
Krieger
Ipswich
High School
2012-2013 School Year
Course
Overview
In this course, we will
examine the roots of hate and acts of hatred in an attempt to understand
history not as a series of inevitable events, but as a sequence of events
resulting from individual actions and decisions through time. Students
will examine their roles and responsibilities as American and global citizens
and the potential for the wide reaching impact that every individual has
daily. These themes will be examined through a series of readings, videos,
activities and reflections. Activities will incorporate technology, include
guest speakers and enable students to demonstrate expertise through a
wide array of projects. The foundation of the course will be historical
case studies of the genocides in Armenia, Bosnia, Rwanda, Sudan, and the
Holocaust. By examining acts of genocide, student will have the opportunity
to reflect not only upon the universality of racism and social injustice,
but also upon the importance of global awareness.
Our Facing History and Ourselves scope and sequence will be our roadmap. We will use the above case studies to explore each theme of the scope and sequence.
To view the course scope and sequence, please click here> Scope and Sequence
Below are the units for our course:
| Unit I Unit II Unit III Unit IV Unit V |
Identity and Membership in Society: Never Again?? Universe of Obligation: The Forgotten Genocide of Armenia Neighbor v. Neighbor: So Many Questions...in Bosnia Power of the Individual: One Hundred Days in Rwanda Choosing to Participate: Crisis in Darfur |
Grading
Policy
Your
final grade for this course will be determined based on the following
formula:
| Assignments/Quizzes/Tests | 60% |
| Journal Entries | 20% |
| Class Contribution | 10% |
| Final Assessment | 10% |
Assignments and overall grades will be based on a points system. Prior to each assignment, you will know the total available points. The grade will be based on the following calculation: Total Points Earned ÷ Total Possible Points
Homework
& Assignments
Homework
is an important part of this course.
The homework is meant to enhance our work in the classroom.
Completing the homework will help you understand the subject matter
and, hopefully, make it more interesting.
You will be better prepared for class discussions and assignments.
Likewise, you will have the opportunity to participate in many
activities. These activities will range from group presentations to individual
projects. I hope that the assignments will be engaging and enable you
to demonstrate not only your expertise, but your passion as we consider
important events that have shaped the Twentieth and Twenty-first Centuries.
Successfully completing and handing-in all of the homework and assignments
will significantly improve your grade for the course.
1.
Homework/assignments are due at the beginning of class or when collected.
2. Late homework/assignments will not be accepted unless you have an excused absence.
3. You are responsible for obtaining homework/assignments if you are absent.
4. Homework will be evaluated using the following rubric:
| Points | Criteria |
| 10 | Homework shows excellent effort and the work is fully completed |
| 5 | Homework shows acceptable effort and the work is mostly completed |
| 0 | Homework shows minimal effort or is not submitted when due |
Class
Contribution -- Sliding Scale
Some
people love speaking in class and are always interested in adding to a
discussion. Others are ready to participate at times, but may not be comfortable
speaking on a regular basis. And, some students do not like to participate
in a group discussion...it's just not "their thing." The class
participation component of your grade, therefore, is intended to motivate
some of you to become engage in discussions, while not penalizing students
who do not want to participate in group discussions on a regular basis.
Your
class contribution grade is not based solely on your "speaking"
during group discussions. Rather, this component of your grade is based
on several factors:
- participation in class discussions;
- how well you work with other students when we are doing classroom activities;
- attitude
in the classroom; and,
- contribution to the class with ideas and recommendations for change.
The
rubric below outlines the grading criteria:
| Grade | Criteria |
| A (100%) | Truly exceptional leadership and participation in the classroom by demonstrating an outstanding work ethic, complete focus when working independently, adds significantly to the culture of the class, and willingly goes beyond to bring material from outside the classroom into discussions and the learning environment. |
| A (95%) | Excellent participation in class discussions, often asks thought provoking questions, willingly works with other students during classroom activities, excellent attitude, and/or shows extensive effort towards creating a positive atmosphere in the classroom. |
| B (85%) | Substantial participation in class discussions, usually works well with other students during classroom activities, excellent attitude, and/or shows substantial effort towards creating a positive classroom atmosphere. |
| C (75%) | Acceptable participation in class discussions, sometimes works well with other students during classroom activities, and/or meets some expectations with attitude and contribution to the classroom environment. |
| D (68%) | Rarely or never participates in class discussions, negative attitude, and/or is disruptive in class. |
| F (25%) | Rarely or never participates in class discussions, is disruptive in class, does not engage in group projects, and/or is not part of the "class environment." |
Attendance
Attendance
and class participation are important aspects of the course. Participating
in class advances your knowledge of the material and enables other students
to learn from you. Class sessions are also meant to supplement
homework and individual research rather than replace or repeat your
readings.
Absent or Tardy
If you are tardy or absent (excused or unexcused) from class, it is
your responsibility to obtain the homework and other other material
that you missed. In addition, if you would like to receive full credit
for class participation, you must include an additional journal entry
for the class that you missed. Your journal entry should demonstrate
that you understand what you missed in class. If you are unclear of
what should be included in your entry, don't hesitate to see me. On
the top of the journal page, write "Absent" or "Tardy"
and the date. For example, if you were out sick on September 20, you
would write "Absent September 20" on the top of your journal
entry page.
Each absence (excused or unexcused) or tardy for which you do not
complete a journal entry will result in a 10% deduction from your
class participation grade.
In accordance with the attendance policy in the Ipswich High School
2011-12 Student-Parent Handbook, you will not receive credit if
you accumulate more than FIVE absences (excused, unexcused, or voluntary)
during the course. Refer to the Handbook for detailed information
about the IHS attendance policy. If you have questions or are concerned
about attendance, please see me.
An important note about field trips
Field trips are valuable components of a course curriculum. Throughout the quarter, it may be necessary for you to miss our class session(s) to attend field trips. Please note that you are responsible for notifying me AT LEAST TWO DAYS IN ADVANCE OF A FIELD TRIP if you are going to be absent. Also, if you are working on a group project you are responsible for notifying your team members that you will be absent.
If you fail to provide prior notification (AT LEAST TWO SCHOOL DAYS) of a field trip and are absent for a presentation or other assignment, you will receive a zero for the assignment or project.
Back
to Top
Journal
Each student in the Facing History and Ourselves
course will create and maintain a journal.
**********You are required to bring your Journal to class every day.**********
Benefits
of your Journal
Your
Journal will serve multiple purposes. Below are just a few of the outcomes
from your Journal:
-
You will develop and enhance your writing skills
-
You will connect the course material with your own personal experiences
-
You will have the opportunity to formulate opinions before we begin a class discussion
-
You will be able to see how your thinking changes over time during the course
-
You will be able to have a "private conversation" with me
Ways we will use your Journal
There
will be many ways in which we will use the journal. Below are a three
examples:
-
Preface to a unit or class session -- For you to begin thinking about a topic, I may ask you to write an entry. For example, if we were about to discuss why some people took great risk to hide Jews from the Nazis during the Holocaust, I would ask you the following: Think of a time when you had an opportunity to make a difference, but chose not to get involved. What influenced your decision not to act?
-
Reaction to a video clip or reading -- After we watch a clip, an entire video, or complete a reading, I may ask you to discuss a specific point or issue about what we have just watched or read.
-
Freewriting or Freedrawing -- To capture your reflections, you will be asked to write, sketch, or draw, your ideas. There will not be any guidelines, rather you will be able to "freely" journalize what you are thinking.
Journal
Grading and Confidentiality
I
hope you do not regard your Journal simply as a component of this course
that is worth 20%. Wouldn't it be great if you kept your journal and a
few years from now, you went back and looked to see what your were thinking
as a high school student?
Grading of your Journal will be based on your thoughtfulness, seriousness with which you have honestly sought to write in your Journal, and the sincerity of your efforts to develop understandings of the material. To be sure, these are difficult factors to assess.
Your Journal will be graded based on the following four criteria:
- Is your Journal used regularly and is it complete?
- Is there detail and elaboration?
- Is there evidence that you are willing to take risks and try new ways to communicate or respond to questions?
- Are there indications that your efforts are sincere in developing understandings in the course?
While I will read your Journal, I want you to feel secure knowing that your writing is confidential and I will respect your privacy. If there is an entry OR part of an entry that you do not want me to read, make a heavy mark or notation on the top of the page, preferably in red or a color that stands out.
Honors
Contract
Students may take Facing History and Ourselves for honors credit
by signing an Honors Contract. Students
who participate in an honors contract should:
- participate
regularly in class discussions,
- display
a high level of critical thinking during class discussions,
- complete
all assignments with an excellent level of quality written and oral
work,
- demonstrate
the ability to work independently and as a member of team, and,
- collaborate with other students to produce work that exceeds expectations.
If you are interested in taking the course for honors credit, please note the following deadlines:
Signed Honors Contract due -- Friday, April 12