HUMANITIES Course Syllabus, 2017-18 NOTES #1 Date:
Mr. Greg Hellman—Room D208
e-mail: greg.hellman@orecity.k12.or.us
website: http://staff.orecity.k12.or.us/greg.hellman/humanities.html
Welcome! Here are my expectations for this class. Ignore them at your academic and mortal peril. Please share this information with your parents.
Materials: You will need to bring the following to class every time we meet:
--Your DAILY PLANNER, or some form of PLANNER APP or CALENDAR;
--pens (pencils are acceptable for prewriting and note-taking, but not for formal work);
--a durable 8.5x11” folder or 3-ring binder with plenty of storage capacity;
--plenty of 8.5x11” college-ruled writing paper; NO SPIRAL NOTEBOOK PAPER, PLEASE;
--your copy of An Introduction to the Humanities, and/or the novel we are reading;
--Love, Valor, Compassion.
If you forget these things, don't expect much sympathy from me; the skill is called Personal Management.
Areas of Study
“A” Term: “B” Term:
Mesopotamia and Egypt The Age of the Renaissance
Greece and Rome Asian Civilizations
Monotheistic Tradition The Enlightenment & The Moderns
Medieval Civilization
Curriculum Standards: We will focus on the following Common Core Standards, although other standards will be addressed and assessed:
•11-12.L.1 Demonstrate command of the conventions of standard English grammar/usage when writing or speaking.
•11.12.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
•11-12.SL.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
•11-12.RL/I.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
•11-12.RL.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
•11-12.W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
•11-12.W 2: Write informative/explanatory texts to convey complex ideas, using effective organization and analysis.
•11-12.W 5: Develop and strengthen writing by planning, revising, editing for conventions, and rewriting.
Attendance
Your presence is the most reliable indicator of your potential for success. If you're going to be absent for more than one class, check the Unit Outline, or see my website, or arrange to get your assignments. Missed work is your responsibility, but I am willing to help you to get caught up after school or during lunch—make an appointment.
Tardy Policy: Please be in the room and ready to work when the bell rings. I will adhere to the School Tardy Policy. Repeated unexcused tardies will be cause for referral. If you are less than a minute late, please enter quietly. Otherwise, obtain a pass from a staff member to excuse you, or go the Attendance Office for an Admit Slip.
When Class Begins/Ends: Check the board for instructions/Agenda when you enter the room. Have your work at hand. Class ends when I dismiss you.
Grades and Assignments
65% of your grade is based on final Learning Product, including formal and summative assessments such as revised or final essay drafts, Journal Synopses, and major projects. 35% of your grade is based on the Learning Process, including informal and formative assessments such as the processes of creating assignments, journal entries, quizzes, classroom activities, and your contributions to discussion. Reading quizzes may be retaken for an averaged score. No Extra credit is offered. All assignments to be turned in must include a heading your name, class period, the due date, and the title of the assignment. Staple, don't paperclip. Trim frilly paper edge. Handwritten work must be legible and in pen (black or blue ink, please—free “ull Òpens” available). Word Processed work must be in a clear 12-point font (e.g. Times, New York, Palatino, etc.) . Illegible work will not be graded.
Grading Scale: The grade scale for this course is the standard adopted by OCHS for Honors courses:
4.5 A = 92-100% 2.8 C+ = 78-79%
4.2 A- = 90-91% 2.5 C = 72-77%
3.8 B+ = 88-89% 2.2 C- = 70-71%
3.5 B = 82-87% 1.5 D+ = 68-69%
3.2 B- = 80-81% 1.2 D = 62-67%
1.0 D- = 60-61%
Late Work Policy: Please turn your work in by the deadline. Most low grades are the result of missing work. Students with an excused absence have the number of days they were absent plus one from the day they return to school to turn in their work without penalty. Late work is not accepted for credit without a school excuse. Late work, if accepted, is downgraded one letter grade per day, up to 5 days late. Assignments turned in within 5 class days following a due date may not be revised for a grade. Tardies do not excuse late work, nor do prearranged absences.
Revising/Resubmitting Essays: Students are allowed to revise and resubmit essays that earn a unsatisfactory grade, as long they turned in the complete original assignment by its due date. Speak with me before revising. The original essay—with grade sheet, if applicable—must be attached to the revision.
Outside Assignments: You can expect an average of 30 minutes homework per night; sometimes, more, often accompanied by informal journal response writing. You are expected to complete an Exploration project during the course. See the assignment sheet, and give it a good, long, thought. (SL.1, SL.4, W.2)
ACC Expectations
Advanced College Credit: As you will be eligible to earn CCC credit (WR 121/English Composition, and ENG 104/Intro to Literature: Fiction) by passing both terms of Humanities, CCC has certain performance expectations as befits a college-level writing course. You will be expected to:
● participate in multiple informal writing exercises (in-class writing, reading responses, discussion, reflections)
● use the best practices of expository modes, as they fit the assignments, but not write solely within the modes
● practice argument in some fashion (perhaps an exploratory argument, a proposal, or analysis of an argument)
● consider audience and purpose
● write in response to college-level texts, images, and ideas
● write beyond the 5-paragraph essay; stressing the beginning, middle, and end of an essay is fine, however.
● write substantial essays (3+ pages in length)
● write 3-5 essays, and produce multiple drafts
● participate in peer response groups (at different stages in the writing process)
● demonstrate a consideration of various viewpoints, including those that challenge their own ideas and values
MLA Formatting: Students should completely master MLA format by the end of the term. Students should be able to use MLA citation to cite common sources of information (articles, books, websites). Students should be aware that other systems exist. I recommend against automatic “citation makers” in favor of using Purdue's OWL.
Research: Incorporate a basic level of information literacy: locating, evaluating, selecting sources for a narrow topic; learning to use the library databases; learning about ethical use of sources, including methods to avoid plagiarism; learning to alter search strategies; understanding that research is meant to increase student knowledge, not simply support what they already think.
Classroom Policies
Behavior: I like to think I'm a reasonable person. I try to resolve all conflicts within my classroom. Uncooperative students, however, will be referred to the administration or counseling, and parents will be notified. Please NOTE:
•Please observe the Four Agreements as a guide to your own actions and in interactions with others;
•Clean up after yourself, including wrappers, beverage holders, food, garbage and supplies;
•I also reinforce four Career Related Learning Standards—Personal Management, Problem Solving, Teamwork, and Communication—through ungraded feedback on Synergy.
This is the District's CELL PHONE Policy: Students are permitted to carry cell phones while at school. However, cell phones must remain out of sight with no power, while in any classroom or during their class time in all academic areas, i.e. library, career center, counseling office. Cell phone use will not be permitted in the restrooms or locker rooms at any time.
•Use of a cell phone, iPod's or any electronic device during a test, i.e.: text messaging will be considered cheating (see Code of Conduct) and appropriate action will be taken.
•No use of cell phone cameras will be permitted during the school day.
•Cell phones may not be used in any manner that will cause disruption to the educational environment. If a cell phone is brought to school, it is at the individual's own risk and the school will not compensate a student for lost, stolen or damaged devices.
Sanctions:
· First Offense: Verbal warning by teacher. Student will secure cell phone out of sight (i.e. immediately turn off and put in backpack/purse/locker).
· Second Offense: Parent notification by teacher, referral to Vice-Principal for consequences.
· Third Offense: In-school suspension.
· Fourth Offense: Full range of sanctions.
This is my Electronics Policy (E-Policy): while I understand the usefulness of phones, irresponsible use is a distraction to you and me. Once the Bell rings, cell phones may not be used during class time—including the hallways and restrooms—except for authorized activities, or in an emergency. If you have an urgent need to use your phone, check in with me, and leave the room. Otherwise, do not distract the class with your personal communications, out of any sense of personal courtesy you can muster. Using your phone or other electronic gaming/listening device in my class is distracting, potentially unethical, and personally, I think it borders on being disrespectful.
Out of courtesy to me, please remove your ear buds and headphones during class. Personal listening devices may only be used during independent work/reading time, which is rare in this class; no gaming, shopping or social networking (including texting). Ever. Evidence of disregard for these and other basic courtesies will result in parent communication and/or administrative referral. (See Sanctions, above)
Plagiarism is a Form of Cheating: Students who plagiarize will receive an “F” on the assignment, and may be subject to school disciplinary action. Plagiarism includes, but is not limited to,
o copying and pasting information from the internet, without properly citing the source;
o using another's words, or changing only a few words from the original;
o copying the work of another student;
o submitting work that has been completed by another individual.
o using your phone during tests, quizzes, or work samples.
Recommendations
Letters of Recommendation: If you think I have known you long enough to see how productive you are as a student, you might ask me for a letter of recommendation for a job or college application, award, or scholarship. I only write “closed” letters, which means you will not be allowed to see them. I think it enhances my credibility with the recipients. Therefore, you will have to trust that, having agreed to write a letter for you, it is my conviction that the letter will improve your application and not detract from it. I will mail it personally if you give me a stamped and addressed envelope, or I will seal and sign a copy for your application, or give it to your counselor for inclusion in your application packet.
Before writing your recommendation, it will help me to write a letter addressing specifics of your work and character if you would provide me with the following items or information:
1. For which classes have I taught you, or activities have I advised you? What dates?
2. Do you have an updated Resume? If not, write an informal “Personal Resume”, or “Senior brag sheet”. This should include all activities that you value, whether academic or extracurricular. What responsibilities does the activity require? What commitments? What value does it hold for you? This can be written as an organized list.
3. Answer—informally is fine—each of the following questions with one well-developed paragraph:
A. What are your strengths and weaknesses as a student?
B. What has been your best or most rewarding learning experience at OCHS?
C. What exactly are you looking for in your college experience (programs, setting, lifestyle)?
Submit this information to me along with the appropriate Recommendation Form (photocopies are okay) for your application(s), and stamped, addressed envelope(s). If you want my best effort, give me all this information at least 2 weeks before the Application deadline. I will keep a copy of your letter in my files indefinitely, so you may request new/updated copies whenever the need arises.