1
Ramienski: 200108 World War II Syllabus Page
Syllabus, Guidelines and Expectations
For
Mr. Ramienski’s
World War II Course
(Fall 2015)
A. Rationale.
The World War II Course offers students an opportunity to study the background of the nuclear age and the predominate American middle class, as well as the elements that created global economics, the United Nations, and the power struggles that currently exist. Students will examine economic, political, and social events that led to the War, and the Holocaust and culminated with the United States as the first world power possessing nuclear weapons. Lessons on the war years will also address changes experienced by African Americans, women, and other minorities, civilian involvement, major campaigns, mass discrimination during the period, political battles, and technological advancements. The course approaches this period of history from a worldview, not just from an American perspective, giving the students a chance to study events from a decidedly different vantage point.
B. Goal.
It is the goal of this course to first inform students of critical world historical events that have shaped the present world and to also develop in students the critical thinking skills necessary for problem solving in our society. Elective courses are for students who have chosen to take courses that are not required within the Frederick County curriculum. These students have consistently shown that they exceed the objectives and expectations of the essential curriculum. Successful completion of elective coursework will prepare students for post-high school education.
C. Objectives.
Students will read, write and speak. The ability to successfully communicate ideas as well as grasp ideas is critical to academic success-and success in life. Coursework includes an emphasis on abstract material and requires extensive independent work, self-discipline, and commitment to meet rigorous expectations and timelines. The student will work alone and in large or small groups, again skills needed for success in life. Students will discuss and debate ideas. Skills will be used to come to know and understand the historical record, as well as come to know, understand and appreciate cultural diversity and other differing attitudes in order to build tolerance, acceptance and compassion. Again, these are attributes of successful people and sane societies.
D. Methodology.
This course will utilize lecture, discussion, group work, and projects to impart knowledge. A variety of assessment means will determine the attainment of subject matter knowledge. These are outlined below in grading percentages.
E. Course Outline and Tentative Sequence of Instruction.
(Very)Tentative Calendar with Test and Exam Schedule
Fall 2015
Term 1
Unit Title Approximate Time Frame or Date
0. Basic Orientation24 & 25August
1.The Seeds of World War II26August – 11September
Project: MunichIssued: 28Aug -Due: 4 Sep
TEST 1(WW I and Russian Revolution)Issued : 9Sep - Due: 15 Sep
2. The Rise of Totalitarianism,
Fascism and Militarism16– 25September
Project: Nazi LeadershipIssued: 18Sep-Due: 24 Sep
TEST 2 (Origins of the Pacific War Reading/Test)Issued: 25 Sep- Due: 30Sep
Mid –Term Interim Grade Friday, 25 September
3. Early Aggression 1935 –193928 September- 5 October
Project: Blitzkrieg Case StudyIssued: 28 Sep - Due: 5 Oct
TEST 3(“Four Guys Test”)Issued: 5 Oct - Due: 12 Oct
4. The Outbreak of World War, 1939 -19415- 19October
Churchill Project Issued 15 Oct- Due: 20Oct
TEST 4 (“The 1940 Test”) Issued: 29 Oct-Due: 3 Nov
This test will count as a 2nd Term grade
First Term (Units 1 through 4) Final Issued 23 Oct-Due 28 Oct
Term Grade Term Ends Thursday, 29 Oct
REPORT CARDS:Report Cards Issued: 12 Nov
Term 2
5. The Pearl Harbor, the Pacific War and
the Turn of the Tide 1941 – 194220 Oct– 4November
Unit 5 TEST (“Three Readings Test”)Issued: 4 Nov - Due: 9 Nov
6. Holocaust and Race War 5- 24 November
US Military Ldrs Project Issued: 13 Nov - Due: 17 Nov
Allied Axis Military Ldrs Project Issued: 20 Nov – Due: 1 Dec
TEST 6 (Holocaust TEST /Project) Issued: 18 Nov – Due: 30 Nov
(Thanksgiving break is Wednesday 25 to Friday 27 November)
Mid-Term Interim Grade Tuesday, 8 December
7. The Defeat of the Axis30 Nov-20December
TEST 7 Issued:18 Dec - Due:5 Jan
Truman’s Decision ProjectIssued: 18 Dec – Due: 5 Jan
(Winter Break is Wed 23 December 2015 to Mon 4 January 2016)
8. How World War II
Defined the Post War World (1945-2010)4 – 22 January
(High School Assessments are 11 to 12 Jan)
Second Term (Course) Comprehensive Final/ProjectIssued Friday 8 January 2015- Due Tuesday, 19January 2015. Term ends on Thursday, 22 January 2016.
FINAL REPORT CARDS: Term Grade and Final Grade for course. Report Cards issued Wednesday, 3 February 2015.
F. Textbook
World War II; C. L, Sulzberger (1969, 1987) Houghton Mifflin Company, Boston MA. Replacement cost for the book is $35.00.
G. Grading Procedures
In this course, the letter grades A, B, C, D, and F are used for your term, and final grade. Plus, minus or exponents are not used. To determine this letter grade, all assignments will be scored numerically and a percentage will be assigned from 0 to 100%. Your grade will be determined to the one thousandth place (.000). Every one of your grades will be calculated using the following FCPS determined standards and requirements:
-Product quality-Independent application of knowledge, skills and processes
-Progress-Participation- Meeting announced deadlines
The grades have the following meanings:
“A” Exemplary Performance - 89.5% -100%.Consistently meets or exceeds standards and requirements.
“B” Skilled Performance - 79.5% - 89.499%. Generally meets or exceeds standards and requirements.
“C” Satisfactory Satisfactory Performance - 69.5% - 79.499%. Meets a majority of standards and requirements.
“D” Minimally Acceptable Performance 59.5% - 69.499%. Meets some standards and requirements.
“F” Unacceptable Performance – Below 59.499%. Meets few if any standards and requirements.
Please note that there is no “quota” of “A’s” or “F’s”. Students who fail normally are missing significant amounts of graded work. Rare is the student who failed because of a lack of ability. I will do all I can to see that each student realizes his or her fullest potential and achieves success. I expect each student to do his or her best always.
H. Tentative Grading Percentages for Each Term
0%Pretests/diagnostics (PRET) (Doesn’t affect Grade)
10% Homework (HW) (There will be approximately 30 + assignments for the course)
30% Graded Warm ups, closures and in class work (Formative Assessments-FA-GWU/XCL/CW)
45% Essays and Projects, Quizzes and Tests (most listed above-there will also be several unannounced quizzes/tests) (Summative Assessments-SA=ES/PJ/QZ/TEST)
15%Term or Course Final (one per term, comprehensive examination (Summative Assessment-SA) (TF/CF))
100% This is your final grade for the grading period or term.
I. Your Final Grade for the Course
Your final semester grade is the product of Term 1 (50%) + Term 2 (50%).
You must pass one term to pass the course.
J. Social Studies Rubric Used for Grading Constructed Responses
Level 4
Clearly understands purpose and completes all parts of the task.
Appropriate use of higher level thinking skills (synthesis, analysis, evaluation) throughout the task.
Accurately uses historical evidence to support conclusions.
Defends position effectively through elaboration.
Presentation of material reflects superior writing/speaking mechanics.
Level 3
Clearly understands purpose and completes most parts of the task.
Some use of higher level thinking skills (synthesis, analysis, evaluation) throughout the task.
Uses appropriate historical evidence to support conclusions.
Defends position with effective examples.
Presentation of material reflects good writing/speaking mechanics.
Level 2
Identifies purpose and completes only some parts of the task.
Limited use of higher level thinking skills (synthesis, analysis, evaluation) throughout the task.
Limited use of historical evidence and few, if any, facts that support conclusions.
Defends position with questionable examples which may contain errors.
Presentation of material reflects fair writing/speaking mechanics.
Level 1
Does not understand purpose and completes few parts of the task.
Poor usage of higher level thinking skills (synthesis, analysis, evaluation) throughout the task.
Does not use appropriate historical evidence to support conclusions.
Defends position with examples which contain major errors or are irrelevant.
Presentation of material reflects poor writing/speaking mechanics.
Level 0
Does not respond to the task, response may not be relevant or original.
No evidence of higher level thinking skills (synthesis, analysis, evaluation) throughout the task. May be incoherent.
Includes no historical evidence to support conclusions.
Does not defend position or all examples are incorrect or none are present.
Unreadable or illegible.
Scores of 3 and 4 denote mastery of the material.
K. Attendance and Lateness
1. Be on Time to Class
Attend school regularly and be on time to class. DO NOT CUT. You are late if you are out of your seat, talking or not ready for class when the bell rings. When the bell rings begin the warm up. Grades of students who come to school every day are much higher than those of students who do not come to school
2. Attendance 1st Block
School begins promptly at 7:30 am. It is expected that students are in their classrooms and ready to engage in learning when the bell rings at 7:30. Students arriving to school later than 7:30 will need to check in with administration as they enter the building. Please plan accordingly if you use a car to get to school. The morning traffic can be problematic. You will not be allowed into class until you present a pass signed by administration/attendance
3. Consequences
a. 1, 2 and 3rd late - warning
b. 4rd late –warning and call to parents
c. 5th and 6th late- ASR
d. 7th Parent Student Conference –ASR
e. 8th and 9th Parent Student Conference-Saturday School
f. 10th-Conference and suspension
4. Attendance Blocks 2, 3 and 4
Again you are late if you are not in your seat starting your warm up when the bell rings.
5. Consequences
a. 1st and 2nd late - warning
b. 3rd late –teacher detention
c. 4th late-teacher detention
d. 5th –ASR
e. 6th and 7th Parent Student Conference-Saturday School
f. 8th-Conference and suspension
L. Excused, Late and Missing Assignments
Excused Absences
It is the sole responsibility of the student to arrange make-up work for excused absences within two school days of the absence. The teacher will determine an appropriate time frame for the student to complete the make-up work. Failure to complete this work within this time frame will result in zeros as grades for these assignments.
Unexcused Absences
As stated in Frederick County Public School's Regulation 500-25, "students have the right to make up class work missed and to have this work reviewed and evaluated by the teacher. Credit will not be given toward a grade for this work. Students have the responsibility to request make-up work within two (2) days of their return to school."
All homework assignments, essays and projects take home quizzes and tests will be assigned a due date. The assignment is due on that date. Assignments; etc. turned in one day late will lose 10 percent of total grade. Assignments turned in two days late will lose 20 percent of the total grade. I reserve the right to decline any late work handed in three or more days late. Normally such work will receive a zero. Excused work for proper reasons such as legitimate, excused absences will not be penalized. Parents may request extensions on assignments by writing me a note or sending in an email. I am willing to work with parents on extensions.
This is an example of the late policy on a typical homework assignment:
Due date: Monday, 24 September 2007
If turned in Tuesday, 25 September 2007: -10%
If turned in Wednesday, 26 September 2007: -20%
If not turned in by Wednesday, 26 September 2007: NO CREDIT “0”
“Re-Does”
This class is geared to preparing students for the college and / or the adult working world. I rarely allow students to redo or resubmit work. Do a good job the first time. If you do not understand the assignment-ask clarifying questions. Under certain circumstances, I can and will allow extra time for assignment completion. Remember though, there is a lot of work to cover in this course and there is little leeway for extra time allotments.
M. Class Expectations
In addition to being present at, and on time to class;
1. Be prepared! Unless I tell you otherwise, always bring your textbook to class. Have something with which to write. Have at least two pencils and a pen. Have a binder notebook with you to take down notes. Have a binder in which to put any class handouts. Have loose-leaf available. Do not ask me for hole-punchers, staplers, pencils, paper or pens.
2. Be respectful to others. Treat everyone with courtesy and respect. Watch your language. Respect everyone’s physical space. Raise your hand to ask questions. Do not carry on side conversations. Bad behavior will simply not be tolerated.
3. If you need to leave your seats for any reason put up your hand and wait to be recognized. If I am speaking, lecturing, or otherwise engaged in discussion with the whole class, do not interrupt me. Go to the bathroom and sharpen your pencils before class, or wait until we begin group work. Only one at any time will be allowed to go to the bathroom, so please be considerate.
4. Keep up with assignments. Hard work now will pay major dividends in later life. Expect homework every night. Hand work in on time. Late work will be penalized. Unexcused missing work will significantly lower your grade. You will loose 10% of your grade for being one day late. You will loose 20% of your grade for being two days late. You will receive a zero for any assignment three days late. It is your responsibility to see me if you were absent and missed homework or quizzes or tests.
5. No eating. Bottled water may be drunk during class.
6. Do not use I Pods, “Walkmans”, CD players, cell phones or other “electronic gear” in class. Do not wear ear buds or have them out –put them away!!
7. Do not wear hats or non-religious headgear in class.
8. Do not jump up at the bell. The class is not dismissed at the end of the period until I personally dismiss the class. Wait until I dismiss the class.
10. Always sign out of class when leaving for any reason before the departure bell. Always sign into class if coming into class after the arrival bell has rung.
N. The Titan Way Honor Code
To conduct oneself with respect, honor, and integrity at all times.
Students attending Tuscarora High School are expected to conduct themselves with respect, honor, and integrity while engaged in all academic, athletic, and extracurricular activities. Infractions such as cheating, plagiarism, fraud, and stealing are in direct opposition to the principles and standards of the six pillars of character inherent in our school community and are unacceptable at Tuscarora High School.
PAY CAREFUL ATTENTION TO POLICIES CONCERNING CHEATING AND PLAGIARISM…
Cheating
Representing someone else’s work as your own
The giving or receiving of unauthorized educational materials or assistance.
Copying graded student work, tests, quizzes, notes, essays, projects, homework either in part or its entirety.
Plagiarism
To take ideas and writings from another and use as one’s own.
Copying materials directly from published, non-published or electronic materials without providing proper citation, documentation, or works cited page.
Altering, restating, or paraphrasing another person’s words, ideas, or work without giving credit or acknowledging your sources.
Fraud
Deceit, trickery, intentional deception, posing as another
Signing anyone’s signature other than your own
Submitting an assignment more than once for credit (turning in the same paper/project for two different classes)
Claiming community service hours, tutoring hours, and/or volunteer hours for which you did not earn.
Stealing
Taking the property of another without right or permission
Taking another’s work and submitting it as your own.
Taking teacher’s copies of answer keys, quizzes and/or tests
Student Responsibilities
Learn and uphold the Titan Way
Model respect, honor, and integrity at all times
Understand the necessity of creating a school community where cheating is considered socially and morally unacceptable
Parent/Guardian Responsibilities
Uphold the academic honesty and integrity of the school by communicating clear expectations that their student will adhere to the Titan Way
Model respect, honor, and integrity at all times.
Understand the Titan Way and decisions regarding the consequences should their student violate the Titan Way
Teacher Responsibilities
Present and uphold the Titan Way by modeling respect, honor, and integrity at all times.
Display the Titan Way in class
Report Titan Way violations immediately to parents/guardians/administration
Administrator Responsibilities
Present and uphold the Titan Way by modeling respect, honor, and integrity at all times.
Provide students, parents, staff a written copy of the Titan Way.
Display the Titan Way in yearly student agenda and hallways.
Provide due process for student and if found non-compliant maintain a written record of the Titan Way violations in student discipline folder.
Consequences for Titan Way violations
Teacher notifies parent and administration.
Student will receive a zero on the assignment/assessment.
Student will receive a referral.
Notification sent to honor societies, coaches, and club advisors.
Continued violations of the Titan Way will result in progressive disciplinary consequences.
O. How to contact me
1. General
This semester, I will be teaching during blocks 1, 2 and 4. My planning period is block 3. I have 2ndlunch. I can be found in Classroom B218 or the Social Studies Office, Room A254. I am normally in my classroom Monday through Thursday until 4:30 pm. Please check my website for tutoring opportunities. My Social Studies Office phone number (voice mail) is 240-236-6489 (THIS IS A NEW NUMBER!!). I only check messages once a day if that.
My school email account is: - I check email frequently. I prefer you using email to contact me. I prefer written communications with parents concerning students.