Academic Registration by Archbishop Moeller High School

AP Art History 2012 – 2013, "B" Day: Lesson Sequence B-3, 11:42 – 1:17, (* denotes “M” Block Class) Lesson #

Date Aug 22

Aug 24 Aug 28

1st Quarter

Aug 30 Sept 4 Sept 6 Sept 10 * Sept 12 * Sept 14 * Sept 18 Sept 20 Sept 24 * Sept 26 Sept 28 Oct 2 * Oct 4 * Oct 8

2nd Quarter

Oct 10 * Oct 12 * Oct 16 Oct 19 Oct 23

Lesson Sequence Details Lesson #1, Introduction: What Is Art? What does it do? Introduction to class. Class organization, structure goals, requirements, responsibilities, and hand out books. Students assigned topic for Power Point Presentation Art Across Time Reading: pages 1 - 23, and Chap 1-6 Test on reading: See below and FAWeb for all test dates Assign and Hand out: The Education of an Artist by Ben Shahn. Due for discussion and hand in on date below. The AP Art History Exam: Discussion Lecture/Discussion: What is Art? The Basic Building Blocks of the visual arts. Senior Play Baby Time: Waste of otherwise perfectly good instructional time. Lecture/Discussion: What is Art? Continue. Lecture/Discussion: What is Art? The Fine Arts Lecture/Discussion: What is Art? The Fine Arts Lecture/Discussion: What is Art? The Applied Arts Lecture/Discussion: What is Art? The Applied Arts Test today on reading: Pages 1-23. Lecture/Discussion: What is Art? Style Lecture/Discussion: What is Art? Style Lecture/Discussion: What is Art? Style Lecture/Discussion: What is Art? The Functions of Art in Society. Lecture/Discussion: What is Art? The Functions of Art in Society. Lecture/Discussion: What is Art? The Functions of Art in Society. Test on Reading Chapters 1 – 6 Talking about art / Formal Criticism. Current Arts Forum. Due today for discussion: The Education of an Artist: Ben Shahn Talking about art / Formal Criticism Talking about art / Formal Criticism - Question and Review for test and power point presentation Film: Maya Lin, A strong clear vision Assigned Power Point Presentations Film: Diego Rivera Bio Last Day of 1st Quarter –and Portfolio due for grading Lesson #2:The Art of Prehistory up to and Including

Oct 25 Oct 30 * Nov 1 Nov 6 * Nov 8 * Nov 12 Nov 14 * Nov 16 * Nov 20 Nov 27 * Nov 29 *

Dec 3 * Dec 5 Dec 7 * Dec 11 Dec 13 * Dec 17 *

Dec 19 * Jan 4 * 3rd Quarter

Gothic Art Introduction to lesson: Pre-History to Gothic Art Across Time: Reading Chapters 7-12 Test and Image Recognition Test: from reading, lectures, films, and assignment. See below and FAWeb for all test dates Assign and Hand Out:, On Nonconformity by Ben Shahn Student Presentations, (Assigned topics for Student Power Point Presentations announced today.) Film: Andy Goldsworthy, Rivers and Tides (working with time) Begin Lecture: Pre-History to Byzantium, Lecture: Pre-History to Byzantium Discussion: On Nonconformity by Ben Shahn Film: Sr. Wendy: Early Art Test from Reading: Chapters 7-12, Lecture: PreHistory to Byzantium, Film: Paradise Found: Discovering Islamic Art (India and the Middle East) Current Arts Forum Film: Paradise Found: Discovering Islamic Art (India and the Middle East) Film: Bosch, Film: Building the Great Cathedrals While Mr. Stanforth is in Connecticut work on your PowerPoint Presentations Lecture: Pre-History to Byzantium, Assigned Power Point Presentation Due today, Current Arts Forum Lesson #3:The Renaissance Introduction to Lesson: The Renaissance Test: on Reading, Chapters 13-16 Student Presentations Due: Day 6, (Assigned topics for Student Power Point Presentations announced today.) Film: Today: Sr. Wendy: The Renaissance Lecture: The Renaissance Lecture: The Renaissance Film: Bernini Assigned Power Point Presentations due today. Assigned Power Point Presentations due today. Image Recognition Test (Semester Exam): Comprehensive to include Intro Chapter through Ch. 16. Test on Reading: Chapters 13-16 Last Day of 2nd Quarter – Portfolio due for grading – No “M” block, early dismissal. Lesson #4: Baroque to the Mid 1800's Introduction: Baroque, Rococo, Neoclassicism, Romanticism, Realism and Photography

Jan 8 * Jan 10 * Jan 15 * Jan 17 Jan 22 * Jan 24 Jan 28 * Jan 30 * Feb 1

Feb 5 * Feb 7 * Feb 11 Feb 13 Feb 19 * Feb 21

Feb 25 Feb 27 Mar 4 Mar 6 Mar 8 *

Mar 12 4th Quarter Mar 14 *

Test: on reading Chapters 17-23 Student Presentations: (Assigned topics for Student Power Point Presentations announced today.) Film: Sr. Wendy, Baroque, Rococo and Romanticism, The Age of Revolution Film: The Third of May 1808 Lecture: Baroque, Rococo, Neoclassicism, Romanticism, and Realism. Lecture: Baroque, Rococo, Neoclassicism, Romanticism, and Realism. Film: Rembrandt Film: Goya: Crazy Like a Genius Assigned Power Point Presentations due today Assigned Power Point Presentations due today, Test: on reading, Chapters 17 - 23. Film: David Lesson #5: Impressionism to Modernism Introduction: Impressionism to Modernism Reading Test: Chapters 24-27, Test: Image Recognition Student Presentations: (Assigned topics for Student Power Point Presentations announced today.) Film: Les Demoiselles d’Avignon, Lecture: Impressionism, to Modernism Lecture: Impressionism, to Modernism Film: German Dada, Film: American Masters Series: Man Ray Film: The Great Wave Mr. Stanforth is in Utah with Bob Fisher to give keynote address to Utah Art Ed Assoc. Your assignment that you must complete work on in class is: Work on Power Point Presentations. (you do not have to stay for “M” block today) Lecture: Impressionism, to Modernism Film: American Masters Series: Alfred Stieglitz Lecture: Impressionism, to Modernism Assigned Power Point Presentations Test: Image Recognition Chapters 17 - 27 and reading Chapters 24 - 27Last Day of 3rd Quarter – Portfolio due for grading Lesson #6: Pop Art to Contemporary Introduction: Pop Art to Contemporary Reading: Chapters 28 and 29 Student Presentations: Assigned topics for Student Power Point Presentations announced today Lecture: Architecture

Mar 18 Mar 20 Mar 22 * Mar 26 Mar 28 Apr 9 Apr 11 Apr 15 Apr 17 Apr 19 Apr 23 Apr 25 Apr 29 May 1 May 3 May 7 May 9 May 13 May 15 May 17 May 21 May 23

Lecture: Architecture Film: Christo and Jeanne-Claude: Valley Curtain, Christo in Paris Film: Christo and Jeanne-Claude: Valley Curtain, Christo in Paris Lecture: Pop to Contemporary Film: Sketches of FRANK GEHRY ( a film by Sydney Pollack) Lecture: Pop to Contemporary Lecture: Pop to Contemporary Test on Reading: Ch. 28 & 29 Film: art:21, Seasons 1 & 2 Film: art:21, Season 3. AP Practice Exam AP Practice Exam Grade Practice Exam and Review for AP Exam AP Exam AP Exam Sr. Exams Sr. Exams

Last day of school

AP Art History Class Expectations THE AP ART HISTORY COURSE: All students will be required to print and keep for their records a copy of the College Board AP Art History Course Description. Students will be required to read the requirements for the AP Art History Course in order to understand fully their responsibilities in fulfilling the requirements GRADING PERCENTAGES:   

Art History Portfolio: 25%, Exams and Test/Homework: 25%, Power Point Presentations: 50%

TESTING: Testing will be quizzes from reading and image recognition. There will also be power point research presentation assignments (one for each lesson).

SEMESTER EXAMS: Quarter Exams will be traditional "image recognition" tests where the student will be asked to recognize and give information about a work of art studied that quarter. HOMEWORK: All homework is listed on the Lesson Sequence page. A late homework receives no credit. An assignment is on time only if it is ready at the opening bell of the class. ASSIGNMENTS IN OR OUT OF CLASS ARE NOT A REQUEST - THEY FAILURE TO HAND IN ALL ASSIGNMENTS BY THE END OF A QUARTER WILL RESULT IN A FAILURE FOR THAT QUARTER. CURRENT ARTS FORUM: Every other “M” block class session will be devoted to the Current Arts Forum. All students will be prepared to come to class with either a book, article from a magazine, or a web site which has as its subject a living artist, a discussion about a contemporary topic, or images important to the student which concern contemporary art practice. These topics, images and / or artists will be discussed in relation to their relevance to and place within the History of the Visual Arts. EXTRA CREDIT: Is available only to students who have had all of their assignments handed in on time. THE ART HISTORY PORTFOLIO: The Art History Portfolio is a compilation of all of the work, including homework's, notes, handouts, papers, reproductions, and research into an attractively bound publication. This document is graded at the end of each quarter and in its completed state will be presented at the end of the year as part of the final exam grade. All work must be typed and organized so that a viewer can easily view the work. A table of contents is required as well as numbered pages and easy to read tabs. Handmade color or other illustrations are encouraged. AP Art History Portfolio Requirements A 3” Binder Cover image with name of student and course name Table of contents – number each page. Lesson divider with clip art and Tabs that extend out beyond the pages All entries are enclosed in Plastic sleeves All in class Typed notes. All assignments and handouts such as The Education of an Artist, The Greek Orders (Vignola), etc. 8. Power point printed with notes. 9. Notes from all films and student power points – typed and printed 10. Vocabulary list of “Must know terms”. 11. You must keep a complete list of artists with important facts and characteristics. 12. You must keep a list of styles/periods with important/significant characteristics with examples of each. 1. 2. 3. 4. 5. 6. 7.

13. Image file (small thumbnails) of the most important works by the most important artists. Include: artist, dates, period/style, nationality, cultural influences (politics, religion, social etc.)

Digital Photography I 2012 - 2013, "A" Day: Lesson Sequence A-3, 11:43 – 1:06 Quarter

Date Aug 21

1st Quarter

Aug 23

Aug 27

Lesson Sequence Details 1.) Introduction to Digital Photo1 2.) Requirements and Expectations: You must have a printed copy of this syllabus in your three inch binder, a pen and notebook, by the next class: no syllabus – 0%, no binder – 0%, no pen and notebook – 0%. 3.) Syllabus review 4.) Research and Preparation Days: Be prepared for anything; research on your current assignment, presentation of your homework, technical presentation, power point, film, demonstration or an intense discussion on the meaning of life. 5.) The Web Search Photographer Power Point Assignment. Each student will be given an individual to research and present to the class. 6.) The Documentary: a yearlong project to document a personal interest. 7.) The Portfolio: Requirements 8.) Lesson #1: The best photo I have ever seen. Place into Mr. Stanforth’s “x” drive file in the File Digital Photo “1 Best Photo”, two photos, 1 B&W and 1 Color Photo. Photos must be in file by 7:45am the day the assignment is due. Late 0%, On time 100%. The file must be named: Your last name first_ Best Photo_name of photographer – no spaces. Example: Stanforth_BestPhoto_Adams. Assignments with files not named correctly will receive a 0%. Lesson #1: “The best B&W photos I have ever seen” followed by a discussion of what makes a good photo and why one is better than the other. Lecture/Presentation: Power Point: Elements of Art and Principles of Design, Discuss: fill the frame, the rule of thirds. Lecture/Presentation: Power Point: Digital Photography Lecture/Presentation: Power Point: A Brief History of the Birth/Invention of Photography. Discussion: of SUBJECT, FORM, and CONTENT in Photography - The Three Basic Components of a work of Art. 1. Subject: the "WHAT", A person, place, a thing or an idea: the obvious visual subject 2. Composition or Form: the "HOW". The technique,

Aug 29

Aug 31

Sept 5

Sept 7 Sept 11

Sept 13

Sept 17 Sept 19

either visual or technical. Arrangement of shapes and other basic building blocks of the visual arts into a visually effective organization to express and idea. 3. Content: the "WHY". The emotional or intellectual message of an artwork. What the artist is trying to say using subject and form to get across his idea, maybe using a visual metaphor. The best art work is always metaphor. Grade and Critique: Lesson #1: The best photos I have ever seen. Due: Place into Mr. Stanforth’s “x” drive file in the File Digital Photo “1 Best Photo”, two photos, 1 B&W and 1 Color Photo. Photos must be in file by 7:45am the day the assignment is due. Late 0%, On time 100%. The file must be named: Your last name first_ Best Photo_name of photographer – no spaces. Example: Stanforth_BestPhoto_Adams. Assignments with files not named correctly will receive a 0%. Lesson #2: The Rule of Thirds – A B&W Portrait. One unmounted B&W print on glossy paper. Bring in your camera and instructions today. We will discuss the parts and the functions of your camera. Demonstration: Print Mounting: Print mounting will be optional for Lesson #2 and required thereafter beginning with Lesson #3. Notes from this demo must be typed for your portfolio. (Assignment prints must be quality prints – not printed in the library. Contact sheets may be printed on the Library printer.) Photoshop Demonstration: Tools and the Contact Sheet (contact sheets may be printed in the Library) Grade and Critique: Lesson #2: The Rule of Thirds – A B&W Portrait. Due: One unmounted B&W print on glossy paper. Lesson #3: Stop Action/Blurred Action using the Camera Shutter Speed creatively. A continuation of the Lecture/Presentation: Power Point: Photography/Digital Imaging? The Camera, Lenses, Focal Length, Aperture, Depth of Field, and Shutter Speed. Due for grading and Critique: One (1) stop action print and one (1) blurred action print. Both should be shot or printed in B&W. Due: Two prints one mounted (mount your favorite) one unmounted. Also due one 20 image contact sheet for each assigned image. Research and Preparation: Create a file of examples. Research and Preparation: Discuss examples Developing your Documentary: Discussion, Define

Sept 21 Sept 25

Sept 27

Oct 1 Oct 3 Oct 5 Oct 9

Oct 11

Requirements. Print/Mount Critique preparation Grade and Critique: Lesson #3: Stop Action/Blurred Action using the Camera Shutter Speed creatively. Due for grading and Critique: One (1) stop action print and one (1) blurred action print for both stop action and blurred action. Both should be shot or printed in B&W. Due: Two prints one mounted (mount your favorite) one unmounted for both stop and blurred. Also due one 20 image contact sheet for each assigned image. Lesson #4: Force the Viewers Eye/Selective Focus, Depth of Field: Due: Shallow Depth of Field – One 20 image contact sheet, One mounted print, One unmounted print (choose two different images from the 20 (shoot these images at f2.8 or f4). Due Large Depth of Field – One 20 image contact sheet, One mounted print, One unmounted print (choose two different images from the 20 (shoot these images at f16 or f11). The Same subject, same distance (18”-24”), focus on same spot for both shallow and large depth of field images. Both prints in B&W. Must use a 50mm Lens or a zoom lens at 50mm setting. Both should be shot or printed in B&W. Research and Preparation: Create a file of examples. Research and Preparation: Discuss examples Developing your Documentary: Submit preliminary idea and images – one contact sheet. Print/Mount Critique preparation Grade and Critique: Lesson #4: Force the Viewers Eye/Selective Focus, Depth of Field: Due: Shallow Depth of Field – One 20 image contact sheet, One mounted print, One unmounted print (choose two different images from the 20 (shoot these images at f2.8 or f4). Due Large Depth of Field – One 20 image contact sheet, One mounted print, One unmounted print (choose two different images from the 20 (shoot these images at f16 or f11). The Same subject, same distance (18”-24”), focus on same spot for both shallow and large depth of field images. Both prints in B&W. Must use a 50mm Lens or a zoom lens at 50mm setting. Both should be shot or printed in B&W. Lesson #5: Lines in nature / Lines by man. A 20 image contact sheet due for each (40 images total on two 20 image contact sheets) – all images will be shot (if possible) or printed in B&W. Due for Critique two finished images (one of nature and one for man).

Oct 15

Oct 18 Oct 22 Oct 24 Oct 29

Oct 31 Nov 2

2nd Quarter

Nov 7 Nov 9 Nov 13 Nov 15

Nov 19

Mount your favorite of the two, leave the other unmounted. Also due one 20 image contact sheet for each assigned image. Mr. Stanforth in the Art Room for Workshop. Research and Preparation: Create a file of examples. We will discuss these during next class other assignment TBA. Last Class of 1st Qtr. Portfolio Due for Grading Developing your Documentary: Final idea – first presentation of finished work. Print/Mount Critique preparation Grade and Critique: Lesson #5: Lines in nature / Lines by man. A 20 image contact sheet due for each (40 images total on two 20 image contact sheets) – all images will be shot (if possible) or printed in B&W. Due for Critique two finished images (one of nature and one for man). Mount your favorite of the two, leave the other unmounted. Also due one 20 image contact sheet for each assigned image. Assignments for Web Search Photographer Power Point Presentations given today. Lesson #6: Elements: Shape, Form and Value. Due: One Mounted B&W print of an object or objects. Natural light only – no artificial light. Emphasize the objects 3-Dimentionality. Cast Shadow. Due: One Mounted B&W print of a shadow (remember the subject is the shadow – not the object that defines the shadow). Natural light only – no artificial light. Also due one 20 image contact sheet for each assigned image. Research and Preparation: Create a file of examples. Research and Preparation: Discuss examples Developing your Documentary: share progress Print/Mount Critique preparation Mr. Stanforth in Connecticut to give presentation. Assignment: Work on Web Search Photographer Power Point Presentation in class today. Grade and Critique: Lesson #6: Elements: Shape, Form and Value. Due: One Mounted B&W print of an object or objects. Natural light only – no artificial light. Emphasize the objects 3-Dimentionality. Cast Shadow. Due: One Mounted B&W print of a shadow (remember the subject is the shadow – not the object that defines the shadow). Natural light only – no artificial light. Also due one 20 image contact sheet for each assigned image.

Nov 26

Nov 28 Nov 30 Dec 4 Dec 6

Dec 10 Dec 12 Dec 14 Dec 18 Dec 20 Jan 3

Jan 7 rd

3 Quarter

Jan 9 Jan 14 Jan 16

Jan 18

Lesson #7 Texture: The look and feel of surface. Texture of Nature and Texture of Man. Due: One mounted and one unmounted print (choose your favorite). Also due one 20 image contact sheet for each assigned image. Both should be shot or printed in B&W. Research and Preparation: Create a file of examples. Research and Preparation: Discuss examples Developing your Documentary: share progress Print/Mount Critique preparation Grade and Critique: Lesson #7 Texture: The look and feel of surface. Texture of Nature and Texture of Man. Due: One mounted and one unmounted print (choose your favorite). Also due one 20 image contact sheet for each assigned image. Both should be shot or printed in B&W. Grade and Critique: Lesson #7 Texture: The look and feel of surface. Texture of Nature and Texture of Man. Due: One mounted and one unmounted print (choose your favorite). Also due one 20 image contact sheet for each assigned image. Both should be shot or printed in B&W. Web Search Photographer Power Point Presentations: Web Search Photographer Power Point Presentations: Film: American Photography: A Century of Images. Portfolio preparation Last Class of 2nd Qtr. Portfolio/Exam Due for Grading Lesson #8 Back Lighting: Photograph a friend full length (head to toe) with his back to a window. Shoot “auto” for Image one. Take the same photo again but use my instruction to manually “spot” meter. Due: One mounted and one unmounted print (choose your favorite). Also due one 20 image contact sheet for each assigned image. Research and Preparation: Create a file of examples. Research and Preparation: Discuss examples Developing your Documentary: share progress Print/Mount Critique preparation Grade and Critique: Lesson #8 Back Lighting: Photograph a friend full length (head to toe) with his back to a window. Shoot “auto” for Image one. Take the same photo again but use my instruction to manually “spot” meter. Due: One mounted and one unmounted print (choose your favorite). Also due one 20 image contact sheet for each assigned image. Lesson #9: Color Basics: Hue: Primary (red, yellow, blue) and Secondary (purple, orange, green) Colors Due: One mounted and one unmounted print (choose

Jan 23 Jan 25 Jan 29 Jan 31

Feb 4

Feb 6 Feb 8 Feb 12 Feb 14

Feb 20

Feb 22

Feb 26 Feb 28

Mar 5

4th Quarter

Mar 7 Mar 11 Mar 13

your favorite). Also due one 20 image contact sheet for each assigned image. Research and Preparation: Create a file of examples. Research and Preparation: Discuss examples Developing your Documentary: share progress Print/Mount Critique preparation Grade and Critique: Lesson #9: Color Basics: Hue: Primary (red, yellow, blue) and Secondary (purple, orange, green) Colors Due: One mounted and one unmounted print (choose your favorite). Also due one 20 image contact sheet for each assigned image. Lesson #10: Color Basics 2: Contrast of: Value, Saturation, Temperature, and Compliment. Due: Shoot 20 photos of Complimentary combinations. Shoot 20 photos of intense color on a gray field. Due: Two mounted prints. Also due one 20 image contact sheet for each assigned image. Research and Preparation: Create a file of examples. Research and Preparation: Discuss examples Developing your Documentary: share progress Print/Mount Critique preparation Grade and Critique: Lesson #10: Color Basics 2: Contrast of: Value, Saturation, Temperature, and Compliment. Due: Shoot 20 photos of Complimentary combinations. Shoot 20 photos of intense color on a gray field. Due: Two mounted prints. Also due one 20 image contact sheet for each assigned image. Mr. Stanforth In Utah giving Keynote Address for UAEA. Assignment: Work on Web Search Photographer Power Point Presentation in class today. Mr. Stanforth In Utah giving Keynote Address for UAEA. Assignment: Work on Web Search Photographer Power Point Presentation in class today. Review and grade work given while I was in Utah. Lesson #11: Force the Viewers Eye: Use the best combination of camera technique, elements of art and principles of design to force the viewerâ&#x20AC;&#x2122;s eye where you want it to go. Due: Two mounted prints. Also due, two 20 image contact sheets. Research and Preparation: Create a file of examples. Research and Preparation: Discuss examples Last Class of 3rd Qtr. Portfolio Due for Grading Developing your Documentary: share progress Print/Mount Critique preparation

Mar 15

Mar 19

Mar 21 Mar 25 Mar 27 Apr 8

Apr 10 Apr 12 Apr 16 Apr 18 Apr 22 Apr 24 Apr 26

Apr 30 May 2 May 6 May 8 May 10 May 14 May 16 May 20 May 22

Grade and Critique: Lesson #11: Force the Viewers Eye: Use the best combination of camera technique, elements of art and principles of design to force the viewer’s eye where you want it to go. Due: Two mounted prints. Also due, two 20 image contact sheets. Lesson #12: Reflection: Shoot a reflection of an interesting subject either with glass, water, or other glossy surface. Do you use just the reflection or both the subject and it’s reflection simultaneously? Due at critique: a contact sheet of 20 images. Two finished mounted prints. Research and Preparation: Create a file of examples. Research and Preparation: Discuss examples Developing your Documentary: share progress Print/Mount Critique preparation Grade and Critique: Lesson #12: Reflection: Shoot a reflection of an interesting subject either with glass, water, or other glossy surface. Do you use just the reflection or both the subject and it’s reflection simultaneously? Due at critique: a contact sheet of 20 images. Two finished mounted prints. Developing your Documentary Print/Mount Critique preparation Developing your Documentary Print/Mount Critique preparation Developing your Documentary Print/Mount Critique preparation Developing your Documentary Print/Mount Critique preparation Grade and Critique Lesson: Documentary Photography: Power Point Presentation Grade and Critique Lesson: Documentary Photography: Power Point Presentation Grade and Critique Lesson: Documentary Photography: Due: Ten mounted prints. Also due, twelve 20 image contact sheets. Extra Extra Extra Extra Extra Jr. Exams Jr. Exams Last Class of 4th Qtr. Portfolio Due for Grading Last Class of 4th Qtr. Portfolio Due for Grading

Class Expectations THE DIGITAL CAMERA - All students who sign up must have a properly working DIGITAL camera that has full manual controls - You must be able to operate the aperture and shutter speed in a manual / non-automatic mode. I have no preference for make or model of Camera. Telephoto, wide angle or other specialty lenses are not needed. OTHER EQUIPMENT: All students should have access to a working color inkjet printer at home. It is optional for students of Digital Photo I but required for students of AP Digital Photo II to have a tripod and working “off camera” electronic flash for use in the class. IF YOU WILL NOT HAVE THIS EQUIPMENT BY THE SECOND DAY OF CLASS – DROP THIS CLASS NOW. CLASS WORK/HOMEWORK: Assignments will be given from the syllabus but all students will be encouraged to pursue personally motivated work. ASSIGNMENTS IN OR OUT OF CLASS ARE NOT A REQUEST - THEY ARE REQUIRED. Partial Credit is never given. All assignments must be handed in complete and on time. Incomplete or late assignments will always receive a 0%. FAILURE TO HAND IN ALL ASSIGNMENTS BY THE END OF A QUARTER WILL RESULT IN A FAILURE FOR THAT QUARTER. PLAGIARISM OR TO PRESENT ANOTHER PERSONS WORK AS YOUR OWN IN HOMEWORK, PORTFOLIO OR EXAM IS AN ACADEMIC VIOLATION – AN AUTOMATIC FAILURE FOR THAT ASSIGNMENT. CRITIQUES: There will be no tests in the traditional sense. Test will be by critique. ATTENDANCE IS REQUIRED FOR CRITIQUES - Every student is required to participate in the critique sessions - they are the class tests and therefore no excuse other than a school sanctioned absence will be accepted. The class critique is an open forum where the instructor will not only make comments concerning technical and aesthetic problems and successes but will encourage the entire class to respond. Positive comments are most desirable because it is more valuable to learn from each other the good things that we have done as opposed to the negative. Likes and dislikes, although important, are only a small part of the class critique. All students will be encouraged to express their opinions which will be directed toward technique and aesthetics. GRADING: The basis of all work will be the Elements of Art and the Principles of Design: Works of art are graded based upon the student's effort, presentation, and time spent on the assignment. Grades are also determined by neatness, ability to follow

directions, interpretation of the assignment, technique and quality of execution. Of all of these qualities other than time spent, creative risk taking - TRYING SOMETHING DIFFERENT - is the most desirable and will produce the best results. GRADING PERCENTAGES: 50%: CRITIQUES: All major class and out of class assignment. 25%: PORTFOLIO: All class portfolios 25%: HOMEWORK: Any minor assignment given by the instructor for completion outside of class. NO EXTRA CREDIT, except in unusual circumstances initiated by the instructor and only for students who have completed all work on time and according to directions.

DISCIPLINE: THE FREEDOM OF THE ARTROOM: All Moeller Art/Photo students enjoy a privilege that I like to call "The Freedom of the Art Room". This freedom requires a great deal of maturity and responsibility on the part of all students. Those that do not practice this maturity and responsibility will have that freedom curtailed or revoked. Mutual respect among students is required. Theft, vandalism, handling another's work without permission, or the destruction of another's work or property will exclude a student from this class. I expect you to take pride in all that you do and assume that others feel the same. The only thing that belongs in your mouth during this class is what God or the Orthodontist put in there. As stated in the School Student Handbook, no food is to be consumed anywhere outside of the school cafeteria. KEEP YOUR GUM AND CANDY AT HOME. GUM CHEWING IS INAPPROPRIATE AT SCHOOL. ALSO, REMEMBER TO "KEEP YOUR HANDS TO YOURSELF". Chewing your fingernails, any other part of your body, clothes, pens, pen tops, paper, books, dirt, grit, desk, school property of any kind, other students, the property of other students, dried flavored or unflavored, salted or unsalted, corn, or other crunchy product; to include, dried meats, fruits, vegetables, cow, pig, lamb, or other animal product either living, dead or in suspended animation - IS STRICTLY PROHIBITED IN THIS CLASS. Persons not able to control their bodies and the actions of their bodies during class will receive a self-control training assignment for homework to assist them in overcoming their difficulty. (You will hand-write this page twice.) THIS ALSO APPLIES TO DRINKS. DO NOT BRING LIQUIDS TO CLASS. If you fear dehydration during class, consume sufficient liquids before class at one of the many cool and refreshing water fountains that abound in the hallways at Archbishop Moeller High School. Please try to relieve your body of all waste products between classes. If you need to blow your nose during class remember that this is not grade school and, no, I do not have a tissue for you, nor will I excuse you from class to go search for one. Keep a handkerchief in your pocket or a sufficient packet of tissues in your backpack.

Digital Photography II 2012 - 2013, "A" Day: Lesson Sequence A-1, 7:50 – 9:22 Quarter

Date Aug 21

Aug 23 Aug 27 1st Quarter Aug 29 Aug 31 Sept 5

Lesson Sequence Details 1.) Introduction to Digital Photo2 2.) Requirements and Expectations 3.) Syllabus review 4.) Research and Preparation Days: Be prepared for anything; research on your current assignment, presentation of your homework, technical presentation, power point, film, demonstration or an intense discussion on the meaning of life. 5.) Documentary/Concentration Preparation: a yearlong project to document a personal interest. 6.) The Portfolio: Requirements 7.) The AP, 2-D Design Portfolio 8) Assignment #1: 9.) The Web Search Photographer Power Point Assignment. Each student will be given a pair to compare and contrast. Specific photographer will be assigned later. Photoshop review, Photo history review, Elements and Principles review, Composition review. Lesson #1: Assignment: Shadow and Reflection: Due at critique: two contact sheets of 35 images. Two finished mounted prints. Research and Preparation: Create a file of examples. Research and Preparation: Discuss examples Shoot outside – weather permitting – if not today one of the next three classes. Documentary/Concentration Preparation: Alternate with grading and critique. Just intro today: next time grading and critique. The AP, 2-D Design Portfolio: Quality, Breadth and The Concentration: A part of the AP portfolio that requires you to develop a long term and in-depth project of your own conception that concentrates on a single, specific and focused idea. This is a body of work that will evolve over time and will include all three of the components listed below plus an explanation of your artistic influences. Discussion: of SUBJECT, FORM, and CONTENT in Photography - The Three Basic Components of a work of Art. 1. Subject: the "WHAT", A person, place, a thing or an idea

Sept 7 Sept 11

Sept 13

Sept 17 Sept 19 Sept 21 Sept 25 Sept 27

Oct 1

Oct 3 Oct 5 Oct 9 Oct 11 Oct 15 Oct 18 Oct 22

2nd Quarter Oct 24

2. Composition or Form: the "HOW". Arrangement of shapes and other basic building blocks of the visual arts into a visually effective organization to express and idea. 3. Content: the "WHY". The emotional or intellectual message of an artwork. Photoshop/Print/Mount: Critique Preparation Grade and Critique: Lesson #1: Assignment: Shadow and Reflection: Due at critique: two contact sheets of 35 images. Two finished mounted prints. Lesson #2: Indoor/Outdoor Natural Light Portrait: 4 finished images. Due: Two mounted prints. Also due, two 20 image contact sheets. Research and Preparation: Create a file of examples. Research and Preparation: Discuss examples Shoot outside â&#x20AC;&#x201C; weather permitting â&#x20AC;&#x201C; if not today one of the next three classes. Documentary/Concentration Preparation: Grading and critique today. Photoshop/Print/Mount: Critique Preparation Grade and Critique: Lesson #2: Indoor/Outdoor Natural Light Portrait: 4 finished images. Due: Two mounted prints. Also due, two 35 image contact sheets. Lesson #3: Color Basics Review A: Getting ready for Autumn: Due: Two mounted prints for each. Also due, two 35 image contact sheets for each. 1.) Hue: Primary (red, yellow, blue) and Secondary (purple, orange, green), 2.) Compliment: Opposites on the color wheel Research and Preparation: Create a file of examples. Research and Preparation: Discuss examples Documentary/Concentration Preparation: Review today. Photoshop/Print/Mount: Critique Preparation Photoshop/Print/Mount: Critique Preparation Mr. Stanforth at workshop: Work on current assignments Last Class of 1st Qtr. Portfolio Due for Grading Grade and Critique: Color Basics Review A: Getting ready for Autumn: Due: Two mounted prints for each. Also due, two 35 image contact sheets for each. 1.) Hue: Primary (red, yellow, blue) and Secondary (purple, orange, green), 2.) Compliment: Opposites on the color wheel Lesson #4: Color Basics Review B: Fall has arrived: Due: Two mounted prints for each. Also due, two 35 image contact sheets for each. 1.) Value: Bright color object on a gray field, 2.) Temperature: Warm object

Oct 29 Oct 31 Nov 2 Nov 7

Nov 9

Nov 13 Nov 15

Nov 19 Nov 26 Nov 28

Nov 30 Dec 4 Dec 6 Dec 10 Dec 12 Dec 14

Dec 18 Dec 20 Jan 3 3rd Quarter

Jan 7 Jan 9

on a cool field. Research and Preparation: Create a file of examples. Research and Preparation: Discuss examples Documentary/Concentration Preparation: Grading and critique today. Photoshop/Print/Mount: Critique Preparation Grade and Critique: Lesson #4: Color Basics Review B: Fall has arrived: Due: Two mounted prints for each. Also due, two 35 image contact sheets for each. 1.) Value: Bright color object on a gray field, 2.) Temperature: Warm object on a cool field. Lesson #5: Contact Sheet Image: 35 images on one contact sheet to create a single image. Due: Make three, mount the best one. Research and Preparation: Create a file of examples. Research and Preparation: Discuss examples Mr. Stanforth is out: Due for grading: Nov. 19: Research in class Photomontage, and write a brief overview of two pages, single spaced. Research and place 5 examples of Photomontage in the x drive file named â&#x20AC;&#x153;Photomontageâ&#x20AC;?. Documentary/Concentration Preparation: Review today. Photoshop/Print/Mount: Critique Preparation Grade and Critique: Lesson #5: Contact Sheet Image: 35 images on one contact sheet to create a single image. Due: Make three, mount the best one. Lesson #6: Photomontage, Using many images to create one: Make two, mount both. Research and Preparation: Create a file of examples. Research and Preparation: Discuss examples Documentary/Concentration Preparation: Grading and critique today. Photoshop/Print/Mount: Critique Preparation Grade and Critique: Lesson #6: Photomontage, Using many images to create one: Make two, mount both. Lesson #7: Revealing Self-Portrait: Two finished mounted prints. Use whatever resources you have to create your image. Last Class of 2nd Qtr. Portfolio/Exam Due for Grading Last Class of 2nd Qtr. Portfolio/Exam Due for Grading Research and Preparation: Create a file of examples. Research and Preparation: Discuss examples Photoshop/Print/Mount: Critique Preparation Documentary/Concentration Preparation: Review

Jan 14

Jan 16

Jan 18 Jan 23 Jan 25 Jan 29

Jan 31

Feb 4

Feb 6 Feb 8 Feb 12 Feb 14

Feb 20

Feb 22

Feb 26

today. Grade and Critique: Lesson #7: Revealing SelfPortrait: Two finished mounted prints. Use whatever resources you have to create your image. Lesson #8: Head and shoulders Portrait of a Family member using natural light from a window only (may use a reflector and use no props, may be side lit or back lit): Due: One 35 image contact sheet and two finished mounted Prints one in color and one in B&W. Research and Preparation: Create a file of examples. Research and Preparation: Discuss examples Documentary/Concentration Preparation: Grading and critique today. Photoshop/Print/Mount: Critique Preparation Grade and Critique: Lesson #8: Head and shoulders Portrait of a Family member using natural light from a window only (may use a reflector and use no props, may be side lit or back lit): Due: One 35 image contact sheet and two finished mounted Prints one in color and one in B&W. Use this day to make up for the day we go outside to learn how to shoot the snow. Lesson #9: Full Length portrait of a friend using whatever lighting you have at your disposal. You may also use props. Due: One 35 image contact sheet and two finished mounted Prints one in color and one in B&W. Research and Preparation: Create a file of examples. Research and Preparation: Discuss examples Documentary/Concentration Preparation: Review today. Photoshop/Print/Mount: Critique Preparation Grade and Critique: Lesson #9: Full Length portrait of a friend using whatever lighting you have at your disposal. You may also use props. Due: One 35 image contact sheet and two finished mounted Prints one in color and one in B&W. Mr. Stanforth in Utah. Research for Power Point Presentation. Assigned Photographers: List and instructions are on Teacher Folder in X drive. Mr. Stanforth in Utah. Research for Power Point Presentation. Assigned Photographers: List and instructions are on Teacher Folder in X drive. Bring in your flash and tripod for the flash demo. You

Feb 28

Mar 5 Mar 7 Mar 11 Mar 13 Mar 15 Mar 19 Mar 21

Mar 25

Mar 27 Apr 8 Apr 10 Apr 12 4th Quarter Apr 16

Apr 18 Apr 22 Apr 24 Apr 26

Apr 30 May 2 May 6 May 8 May 10 May 14

will get graded for this. Optional to bring in a zoom lens if you have one. Lesson #10: Multiple images of a single subject on a single frame shot/created in the camera. Due: Two 35 image contact sheets and two finished mounted Prints one in color and one in B&W. Research and Preparation: Create a file of examples. Research and Preparation: Discuss examples Last Class of 3rd Qtr. Portfolio Due for Grading Web Search Photographer Power Point Presentations: Web Search Photographer Power Point Presentations: Documentary/Concentration Preparation: Grading and critique today. Photoshop/Print/Mount: Critique Preparation Grade and Critique: Lesson #10: Multiple images of a single subject on a single frame shot/created in the camera. Due: Two 35 image contact sheets and two finished mounted Prints one in color and one in B&W. Lesson #11: Your Best Quality & Your Worst Quality: Due: Two 35 image contact sheets and two finished mounted Prints Research and Preparation: Create a file of examples. Research and Preparation: Discuss examples Documentary/Concentration Preparation: Review today. Photoshop/Print/Mount: Critique Preparation Grade and Critique: Lesson #11: Your Best Quality & Your Worst Quality: Due: Two 35 image contact sheets and two finished mounted Prints Lesson #12: Panorama: Create a single multiple-image on one or more mounts of one subject. Make two, mount both. Research and Preparation: Create a file of examples. Research and Preparation: Discuss examples Documentary/Concentration Preparation: Grading and critique today. Photoshop/Print/Mount: Critique Preparation Grade and Critique: Lesson #12: Panorama: Create a single multiple-image on one or more mounts of one subject. Make two, mount both. Extra Extra Extra Sr. Exams Sr. Exams Jr. Exams

May 16 May 20 May 22

Jr. Exams Last Class of 4th Qtr. Portfolio Due for Grading Last Class of 4th Qtr. Portfolio Due for Grading

AP Digital Photo II, Course Description and Class Expectations Class Expectations THE DIGITAL CAMERA - All students who sign up must have a properly working DIGITAL camera that has full manual controls - You must be able to operate the aperture and shutter speed in a manual / non-automatic mode. I have no preference for make or model of Camera. Telephoto, wide angle or other specialty lenses are not needed. OTHER EQUIPMENT: All students should have access to a working color inkjet printer at home. It is optional for students of Digital Photo I but required for students of AP Digital Photo II to have a tripod and working â&#x20AC;&#x153;off cameraâ&#x20AC;? electronic flash for use in the class. This is an AP (Advanced Placement) Course which will fulfill all of the requirements of the College Board for the AP Studio Art 2-D Design Portfolio. CLASS WORK/HOMEWORK: The basis of all work will be the Elements of Art and the Principles of Design. It is a requirement of the College Board that students will produce 2/3 of their work outside of the classroom in order to receive AP credit. Assignments will be given from the syllabus but all students will be encouraged to pursue personally motivated work. The sketchbook is an important tool for every artist and all students will be expected to draw/write/compile visual and verbal information in their sketchbooks on a daily basis. The work assigned to students at this level is designed not so much to teach a specific skill as it is to enhance the skills already acquired and provide a creative opportunity for the students to begin to express and develop their own unique style. HOMEWORK: All course assignments, homework and portfolio requirements are listed on the Lesson Sequence page.

THE AP STUDIO ART 2-D DESIGN PORTFOLIO: All students will be given on the first day of class a copy of the College Board AP Studio Art Course Description by the instructor and later in the year the poster briefly outlining the contents of the Course Description. Students will: 1. Read and address all three sections of the portfolio: Breadth, Concentration, and Quality. These will be addressed in class discussion at the introduction of each assignment.

2. Develop mastery of concept, composition, and execution of their personal ideas and themes. This should be exhibited in the sketchbook as a visual diary that will be the foundation for all finished work. 3. Develop a body of work investigating a strong underlying visual idea in drawing that grows out of a coherent plan of action or investigation. Once again the sketchbook should be extensively utilized for the development of ideas and to discuss with the instructor the development of those ideas from inception through development to completion. 4. Satisfy the Breadth requirement of the AP portfolio: though, in class, and out of class assignments, figure drawing, fulfilling a minimum of required independent work, and investigating the work of artists studied in Art History assignments. 5. Fulfill all curricular requirements as presented in the course syllabus. 6. Demonstrate an ongoing and informed process in conjunction with the instructor (in informal and formal personal interview) and class (during class critique at the completion of each assignment) to exhibit mastery of not only technical skill but an understanding of the principles of design, and critical decision making by analysis and interpretation of the work of their own, their peers and the work others. 7. Practice integrity by the exhibition of their mutual respect. Theft, vandalism, handling another's work without permission, or the destruction of another's work or property will exclude a student from this class. I expect you to take pride in all that you do and assume that others feel the same. Plagiarism is a violation of Trademark and Copyright law. You may never use any portion of any work of art created by another artist from any source (internet or otherwise) without permission of the artist. If you present anotherâ&#x20AC;&#x2122;s work as your own in any form that work is an academic violation and will receive an automatic failure. Remember, that regardless of whether you submit your portfolio to the College Board or not you are still required to submit it to me in the same format with appropriate slides, actual work, and essay responses to the Concentration questions. THE CONCENTRATION: Although I will meet with you individually on an ongoing basis throughout the year to discuss your concentration, remember to review the AP Studio Art document given to you at the beginning of the year. Also, consider our discussions on the principles of design, the fine and applied arts, style, the purpose of art in society, and the work of artists from our readings on the lives and work of artists. Your concentration proposal and work will be evaluated every critique based upon the criteria in your proposal. Your concentration should evolve; so only in rare instances will a student need to radically change the proposal. Finally: you must remember to document the evolution of your concentration in your sketchbook for later reference and

not only make verbal but also visual references to your influences from other artists and art history. Although assignments with specific intentions for learning and skill development are given by the instructor they are open ended enough for students to attempt to adapt the assignment to the concentration whenever possible. CRITIQUES: There will be no tests in the traditional sense. Test will be by critique. ATTENDANCE IS REQUIRED FOR CRITIQUES - Every student is required to participate in the critique sessions - they are the class tests and therefore no excuse other than a school sanctioned absence will be accepted. The class critique is an open forum where the instructor will not only make comments concerning technical and aesthetic problems and successes but will encourage the entire class to respond. Positive comments are most desirable because it is more valuable to learn from each other the good things that we have done as opposed to the negative. Likes and dislikes, although important, are only a small part of the class critique. All students will be encouraged to express their opinions which will be directed toward technique and aesthetics. GRADING: The basis of all work will be the Elements of Art and the Principles of Design. Works of art are graded based upon the student's effort, presentation, and time spent on the assignment. Grades are also determined by neatness, ability to follow directions, interpretation of the assignment, technique and quality of execution. Of all of these qualities other than time spent, creative risk taking - TRYING SOMETHING DIFFERENT - is the most desirable and will produce the best results. GRADING PERCENTAGES: 50%: CRITIQUES: All major class and out of class assignment. 25%: PORTFOLIO: All class portfolios 25%: HOMEWORK: Any minor assignment given by the instructor for completion outside of class. NO EXTRA CREDIT, except in unusual circumstances initiated by the instructor and only for students who have completed all work on time and according to directions.

INAPPROPRIATE AT SCHOOL. ALSO, REMEMBER TO "KEEP YOUR HANDS TO YOURSELF". Chewing your fingernails, any other part of your body, clothes, pens, pen tops, paper, books, dirt, grit, desk, school property of any kind, other students, the property of other students, dried flavored or unflavored, salted or unsalted, corn, or other crunchy product; to include, dried meats, fruits, vegetables, cow, pig, lamb, or other animal product either living, dead or in suspended animation - IS STRICTLY PROHIBITED IN THIS CLASS. Persons not able to control their bodies and the actions of their bodies during class will receive a self-control training assignment for homework to assist them in overcoming their difficulty. (You will hand-write this page twice.) THIS ALSO APPLIES TO DRINKS. DO NOT BRING LIQUIDS TO CLASS. If you fear dehydration during class, consume sufficient liquids before class at one of the many cool and refreshing water fountains that abound in the hallways at Archbishop Moeller High School. Please try to relieve your body of all waste products between classes. If you need to blow your nose during class remember that this is not grade school and, no, I do not have a tissue for you, nor will I excuse you from class to go search for one. Keep a handkerchief in your pocket or a sufficient packet of tissues in your backpack.

Studio Art & Design II 2012 – 2013, "B" Day: Lesson Sequence B-1, 7:50 – 9:26 Lesson #

Date Aug 22

Aug 24

Aug 28 Aug 30 Sept 4

Sept 6 1st Quarter

Sept 10 Sept 12 Sept 14 Sept 18 Sept 20 Sept 24

Sept 26 Sept 28 Oct 2 Oct 4 Oct 8 Oct 10 Oct 12 Oct 16 Oct 19

Lesson Sequence Details Lesson #1: Warm-up New Assignment: Introduction to the class and Lesson #1 Warm-Up work, distribute materials and class requirements and expectations. Introduce the sketchbook. The Elements of Art & The Principles of Design: Power Point. The Sketchbook: What does it mean to “Design” a page in your sketchbook? Homework Assignment: Design a full page for each of the elements and principles in you sketchbook. Due at the beginning of class on the next figure drawing day. Sketchbook Review – I will show examples in class of previous student work. Contour Drawing Negative Space Figure Drawing (sketchbook – elements and principles - due for grading): Warm-up of quick figures in pencil and china marker. Lesson #2: Line Drawing and Shading New Assignment: Drawing an object in your hand in pencil and another in charcoal (from plaster cast replicas). Drawing an object in your hand Drawing an object in your hand Drawing an object in your hand Drawing an object in your hand Figure Drawing (sketchbook due for grading): Pencil drawing on white paper. Grade and Critique: Lesson #1: Warm-up & Lesson #2: Drawing an object in your hand. Warm Up Drawings, Drawings of an object in your hand, and figure drawing. Lesson #3: Every line in your hand. One and Two Point Perspective Every line in your hand Every line in your hand Every line in your hand Perspective – One point – In the box Perspective – One point – Outside the box Perspective – Two point – In the box Perspective – Two point – Outside the box Last Day of 1st Quarter – Portfolio due for grading

Oct 23 Oct 25 Oct 30

Nov 1 Nov 6 Nov 8 Nov 12 Nov 14 2nd Quarter

Nov 16

Nov 20 Nov 27 Nov 29 Dec 3 Dec 5 Dec 7 Dec 11

Dec 13

3rd Quarter

Dec 17 Jan 4 Jan 8

Figure Drawing (sketchbook due for grading): Japanese bamboo pens on white paper Grade and Critique: Lesson #3: Every line in your hand and one and two point perspective. Lesson #4: Color Basics New Assignment: Color Basics: Hue, Value, and Saturation: Create a 3D color pattern. Today: Discuss how to create 3-D effects using color in a pattern. Begin working on patterns in sketchbook (make at least five different patterns) Photoshop Assignment: Create a freehand drawing in Photoshop. Hand in one 8 Â˝" x 11" color glossy image. (print this at home or on the library laser printer.) Photoshop: refresher/demo of the basics. Create a Hue scale from yellow to blue to red and back to yellow Create a value scale: white to black and a value scale from white through a color to black. Create a saturation scale from one compliment to another. Continue working to finish Hue, Value, and Saturation Scales. Mr. Stanforth will explain your assignment that you must do next class while he is gone. Mr. Stanforth is in Connecticut. During class today: Create the pattern (from the five in your sketchbook) and develop a color scheme for your finished design in your sketchbook. Work on 3-D color pattern Work on 3-D color pattern Work on 3-D color pattern Work on 3-D color pattern Work on 3-D color pattern Figure Drawing (sketchbook due for grading): Black and white Prismacolor pencil on middle tone paper. Grade and Critique: Lesson #4: Color basics hue, value, and saturation scales and 3-D color pattern as well as the Photoshop drawing. Lesson #5: Extended Figure Drawing and Still Life New Assignment: Two day figure drawings and two day still life drawings. New Photoshop Assignment: The Illusion of 3Dimensions on a flat surface. The use of size difference, overlap, perspective, shape and form, value and color. Create a 3-D composition completely in Photoshop. Last Day of 2nd Quarter â&#x20AC;&#x201C; Portfolio due for grading Figure drawing Two class still life, Sketchbook due for grading

Jan 10 Jan 15 Jan 17

Jan 22 Jan 24 Jan 28 Jan 30 Feb 1 Feb 5 Feb 7 Feb 11

Feb 13 Feb 19 Feb 21

Feb 25 Feb 27 Mar 4 Mar 6 Mar 8 Mar 12 Mar 14 Mar 18 4th Quarter Mar 20 Mar 22 Mar 26 Mar 28 Apr 9

Continue Two class still life Grade and Critique: Lesson #5 Extended Figures, Still life, and 3-D Photoshop image. Lesson #6: Self-Portrait in a reflective object New Assignment: Self-portrait drawing in a reflective object. Bring in a reflective object (an interesting object that reflects light and images as well as a mirror.) Photoshop Assignment: Have fun and do your own idea Self-Portrait Drawing in a reflective object. Self-Portrait Drawing in a reflective object. Self-Portrait Drawing in a reflective object. Self-Portrait Drawing in a reflective object. Self-Portrait Drawing in a reflective object. Figure Drawing (sketchbook due for grading) Grade and Critique: Lesson #6: Self-Portrait drawing in a reflective object. Photoshop of your own idea. Lesson #7: Self-Portrait Painting in a reflective object. New Assignment: Self-Portrait painting (use either tempera or acrylic) in a reflective object. Photoshop Assignment: Mask an object, scene, or person. Self-Portrait Painting in a reflective object Self-Portrait Painting in a reflective object Mr. Stanforth is in Utah with Bob Fisher to give keynote address to Utah Art Ed Assoc.: continue with current assignment: Self-Portrait Painting in a reflective object Self-Portrait Painting in a reflective object Self-Portrait Painting in a reflective object Self-Portrait Painting in a reflective object Self-Portrait Painting in a reflective object Last Day of 3rd Quarter â&#x20AC;&#x201C; Portfolio due for grading Figure Drawing (sketchbook due for grading): Pencil on white paper. Grade and Critique: Lesson #7 Self-Portrait painting and Photoshop Mask assignments Lesson #8: Drawing Details New Assignment: Close-up drawing of three fobs on your backpack. New Photoshop Assignment: Music concert poster OGT OGT Backpack close up Backpack close up Backpack close up

Apr 11 Apr 15 Apr 17 Apr 19 Apr 23

Apr 25 Apr 29 May 1 May 3 May 7 May 9 May 13 May 15 May 17 May 21 May 23

Backpack close up Backpack close up Figure Drawing (sketchbook due for grading) Grade and Critique: Lesson #8: Backpack close up and Photoshop Music Concert poster. Lesson #9: Sketchbook Assignments New Assignment: In class do four (4) two page spreads, two (2) each, of the best thing in my life and the worst thing in my life. The best and the worst The best and the worst The best and the worst Portfolio Preparation and Class clean-up The best and the worst Extra Extra Extra Extra End of 4th Quarter – Portfolio Due for Grading End of 4th Quarter – Portfolio Due for Grading

Studio Art & Design II, Class Expectations THERE IS DRAWING HOMEWORK IN YOUR SKETCHBOOK EVERY NIGHT. IF I DO NOT ASSIGN A SPECIFIC SUBJECT YOU WILL MAKE A DRAWING OF YOUR OWN CHOICE. EACH PAGE MUST BE DATED. CLASS WORK/HOMEWORK: Assignments will be given from the syllabus but all students will be encouraged to pursue personally motivated work. The sketchbook is an important tool for every artist and all students will be expected to draw/write/compile visual and verbal information in their sketchbooks on a daily basis. ASSIGNMENTS IN OR OUT OF CLASS ARE NOT A REQUEST - THEY ARE REQUIRED - ALL ASSIGNMENTS MUST BE COMPLETED ON TIME. FAILURE TO HAND IN ALL ASSIGNMENTS BY THE END OF A QUARTER WILL RESULT IN A FAILURE FOR THAT QUARTER. CRITIQUES: There will be no tests in the traditional sense. Test will be by critique. ATTENDANCE IS REQUIRED FOR CRITIQUES - Every student is required to participate in the critique sessions - they are the class tests and therefore no excuse other than a school sanctioned absence will be accepted. The class critique is an open forum where the instructor will not only make comments concerning technical and aesthetic problems and successes but will encourage the entire class to respond. Positive comments are most desirable because it is more valuable to learn from each other the good things that we have done as opposed to the negative. Likes and dislikes, although

important, are only a small part of the class critique. All students will be encouraged to express their opinions which will be directed toward technique and aesthetics. GRADING: Works of art are graded based upon the student's effort, presentation, and time spent on the assignment. Grades are also determined by neatness, ability to follow directions, interpretation of the assignment, technique and quality of execution. Of all of these qualities other than time spent, creative risk taking - TRYING SOMETHING DIFFERENT - is the most desirable and will produce the best results. GRADING PERCENTAGES: 50%: CRITIQUES: All major class and out of class assignment. 25%: PORTFOLIO: all class portfolios. 25%: HOMEWORK: to include the sketchbook or any other minor assignment given by the instructor for completion outside of class. NO EXTRA CREDIT, except in unusual circumstances initiated by the instructor and only for students who have completed all work on time and according to directions. PLAGIARISM OR TO PRESENT ANOTHER PERSONS WORK AS YOUR OWN IN PORTFOLIO OR EXAM IS AN ACADEMIC VIOLATION - AUTOMATIC FAILURE. DISCIPLINE: THE FREEDOM OF THE ARTROOM: All Moeller Art/Photo students enjoy a privilege that I like to call "The Freedom of the Art Room". This freedom requires a great deal of maturity and responsibility on the part of all students. Those that do not practice this maturity and responsibility will have that freedom curtailed or revoked. Mutual respect among students is required. Theft, vandalism, handling another's work without permission, or the destruction of another's work or property will exclude a student from this class. I expect you to take pride in all that you do and assume that others feel the same. The only thing that belongs in your mouth during this class is what God or the Orthodontist put in there. As stated in the School Student Handbook, no food is to be consumed anywhere outside of the school cafeteria. KEEP YOUR GUM AND CANDY AT HOME. GUM CHEWING IS INAPPROPRIATE AT SCHOOL. ALSO, REMEMBER TO "KEEP YOUR HANDS TO YOURSELF". Chewing your fingernails, any other part of your body, clothes, pens, pen tops, paper, books, dirt, grit, desk, school property of any kind, other students, the property of other students, dried flavored or unflavored, salted or unsalted, corn, or other crunchy product; to include, dried meats, fruits, vegetables, cow, pig, lamb, or other animal product either living, dead or in suspended animation - IS STRICTLY PROHIBITED IN THIS CLASS. Persons not able to control their bodies and the actions of their bodies during class will receive a self-control training assignment for homework to assist them in overcoming their difficulty. (You will hand-write this page twice.) THIS ALSO APPLIES TO DRINKS. DO NOT BRING LIQUIDS TO CLASS. If you fear dehydration during class, consume sufficient liquids before class at

one of the many cool and refreshing water fountains that abound in the hallways at Archbishop Moeller High School. Please try to relieve your body of all waste products between classes. If you need to blow your nose during class remember that this is not grade school and, no, I do not have a tissue for you, nor will I excuse you from class to go search for one. Keep a handkerchief in your pocket or a sufficient packet of tissues in your backpack.

AP Studio Art & Design III 2012 â&#x20AC;&#x201C; 2013, "B" Day: Lesson Sequence B-2, 10:02 â&#x20AC;&#x201C; 11:38 Lesson #

Date Aug 22

1st Quarter

Aug 24

Aug 28

Lesson Sequence Details Lesson #1: Course introduction. Course Introduction: supplies, responsibilities, duties, and requirements. Drawing and Design: Is the foundation of this class. The AP Portfolio: This year you will complete an AP Drawing Portfolio according to the requirements of the College Board. The Concentration: A part of the AP portfolio that requires you to develop a long term and in-depth project of your own conception that concentrates on a single, specific and focused idea. This is a body of work that will evolve over time and will include all three of the components listed below plus an explanation of your artistic influences. 1. Subject: The "what" of a work of art. A person, place, thing, situation, technical concept or issue. The obvious visual component of the image. 2. Composition or Form: The "how" or "structure" of the work of art. The arrangement of shapes and the other basic building blocks of the visual arts into a visually effective organization to express an idea. 3. Content: The "why" of a work of art. The emotional or intellectual message of a work of art. Due Next Class: Four two page spreads in your sketch book of the four most important things/events that have occurred in your life since you have begun attending high school. Discuss the Concentration and your four two page sketches. The Sketchbook: The Elements of Art and The Principles of Design, Filling the page and the rule of thirds. New Assignment: The Drawing to finished work. A sequenced series of daily in class assignments of a composition of your laptop and one other object. Out of class Assignment: A Walk in the Woods by Bill Bryson, Create two, two page spreads in your sketchbook that illustrate your feelings about some issue of the environment. A page of writing about your views about what you read is required for each drawing spread. Sketchbook Assignment: Create two, two page spreads that show me what you did this past summer.

Aug 30

Sept 4 Sept 6

Sept 10 Sept 12 Sept 14 Sept 18 Sept 20

Sept 24

Sept 26

Sept 28

Concentration assignment: Typed Proposal (you must write the questions and your answers as stated in the AP Document given to you first class) with examples in your sketchbook. The Drawing idea, Artistic influence, Subject, Form, Content. Drawing Experience: The Sketchbook. Create your preliminary drawings of the composition. (Structure, Form, and Detail.) Drawing Experience: The Drawing: Line quality, Pencil drawing, drawing in quill pen. (Structure) Drawing Experience: The Form: Using Value to create shading, shadows and the form. Brush and ink or watercolor. (Form) Drawing Experience: Texture: Finish the Drawing textures, and details. (Detail) Drawing Experience: Texture: Finish the Drawing textures, and details. (Detail) Drawing Experience: Texture: Finish the Drawing textures, and details. (Detail) Film: 1000 Journals Figure Drawing (sketchbook due for grading): Contour drawing with quill and bamboo pen and ink on crumpled and wet paper. Concentration: Type written Concentration proposals due today. We will discuss today and make suggestions for improvement. Have finished next class. Grade and Critique: Type written Concentration proposals. New Assignment: The Drawing to finished work. A sequenced series of daily in class assignments of a composition of your laptop and one other object. Grade & Critique: Out of class Assignment: A Walk in the Woods by Bill Bryson, Create two, two page spreads in your sketchbook that illustrate your feelings about some issue of the environment. A page of writing about your views about what you read is required for each drawing spread. Sketchbook Assignment: Create two, two page spreads that show me what you did this past summer. Lesson #2: Structure/Space, Color, and Form. New Assignment: Full length portrait of a classmate in the art room. Design in your sketchbook the structure of the space being drawn in proportion to the shape of your finished work without the person. Second do a full color drawing with the person in the space. You must restrict your colors to a pre-arranged group. Consult Color Posters in class. The finished image is a more detailed and color

Oct 2 Oct 4 Oct 8 Oct 10 Oct 12 Oct 16 Oct 19 Oct 23

Oct 25

Oct 30 2nd Quarter

Nov 1 Nov 6 Nov 8 Nov 12 Nov 14 Nov 16

Nov 20 Nov 27

Nov 29

drawing of the space (place) and form (person) in proper perspective with appropriate lighting (shading/shadows). Out of class assignment: Two separate images â&#x20AC;&#x201C; Drawings with mixed media. 1.) the way I look. 2.) the way I feel. Concentration: First (one) finished image for your AP portfolio concentration. Must show sketchbook work with finished image. Structure, Color, and Form portrait Structure, Color, and Form portrait Structure, Color, and Form portrait Structure, Color, and Form portrait Structure, Color, and Form portrait Figure Drawing (sketchbook due for grading): Black and White Prismacolor pencil on middle tone paper. Last Day of 1st Quarter â&#x20AC;&#x201C; Portfolio due for grading Grade and Critique: Full length portrait, The way I look, The way I feel, figure drawing and First concentration piece. Lesson #3: The Illusion of Space New Assignment: Create an imaginary 3-D space using exaggerated 3 point perspective. Use any drawing material. Out of Class Assignment: Form/Cast Shadow. Using a strong direct light source do a detailed drawing of one object casting a shadow over another. Work up composition in sketchbook. Concentration Work: Continue concentration work Demonstration: 3-point perspective, and multiple point perspective. Exaggerated Perspective - Illusion of space Exaggerated Perspective - Illusion of space Exaggerated Perspective - Illusion of space Exaggerated Perspective - Illusion of space Exaggerated Perspective - Illusion of space Mr. Stanforth in Connecticut: In your sketchbook create two (2), two-page spreads of a personal metamorphosis. I will grade this next class Figure Drawing (sketchbook due for grading): B&W tempera and charcoal on butcher paper Grade and Critique: Exaggerated Perspective Drawing, Shadow drawing, figure drawing, and Concentration work. Lesson # 4: Movement New Assignment: Rhythm, Movement, Irregular Pattern: Objects in motion.

Dec 3 Dec 5 Dec 7 Dec 11 Dec 13 Dec 17 Dec 19 Jan 4 Jan 8 Jan 10 Jan 15

Jan 17

3rd Quarter

Jan 22 Jan 24 Jan 28 Jan 30 Feb 1 Feb 5 Feb 7 Feb 11

Feb 13

Feb 19 Feb 21

Out of Class Assignment: The Family car, Motorcycle, or Lawn Mower resting in it's normal environment. Concentration Work: Continue concentration work Objects in motion Objects in motion Objects in motion Objects in motion Objects in motion Objects in motion Last Day of 2nd Quarter â&#x20AC;&#x201C; Portfolio due for grading Figure Drawing (sketchbook due for grading): In charcoal Extra work day Sketchbook sharing Grade and Critique Also grade sketchbooks: Objects in motion, Family car or lawn mower in its place, Figure Drawing, and Concentration work. Lesson #5: Texture and Value: Pointillism New Assignment: Personal choices: Texture and Value: Still life of your coat, your hat, and your backpack. Use a fine point instrument (quill pen, or fine point of a sharpie marker). No out of class assignment this lesson! Concentration Work: Continue concentration work Pointillism Drawing Pointillism Drawing Pointillism Drawing Pointillism Drawing Pointillism Drawing Film: American Masters Series: Norman Rockwell Figure Drawing (sketchbook due for grading) Grade and Critique: Lesson #5: Texture and Value: Pointillism. Personal choices: Texture and Value: Still life of your coat, your hat, and your backpack Lesson #6: Detailed Drawing Composition (Still life selfportrait composition) New Assignment: Create a composition of a mirror and other objects found in the art room. Suggested drawing material: oil pastel. Out of class Assignment: The mess around the sink Concentration Work: Continue concentration work Detailed Drawing Composition Mr. Stanforth is in Utah with Bob Fisher to give keynote address to Utah Art Ed Assoc. In class Assignment due when he returns: Create two (2), two (2) page spreads of the best example of a two page sketchbook spread

Feb 25 Feb 27 Mar 4 Mar 6 Mar 8 Mar 12 Mar 14 Mar 18

Mar 20

4th Quarter

Mar 22 Mar 26 Mar 28 Apr 9 Apr 11 Apr 15 Apr 17 Apr 19

Apr 23 Apr 25 Apr 29 May 1 May 3 May 7 May 9 May 13 May 15 May 17

using 40% observational drawing on each page. Detailed Drawing Composition Detailed Drawing Composition Detailed Drawing Composition Detailed Drawing Composition Last Day of 3rd Quarter â&#x20AC;&#x201C; Portfolio due for grading Detailed Drawing Composition Film: Whistlers Mother Grade and Critique: Detailed Drawing (still life selfportrait), the mess around the sink, concentration, and figure drawing. Lesson #7: Applied Design: Design a useful object. Create a four view (front, side, top or bottom and Âž views) in color on illustration board. Presentation is exceedingly important. Out of Class Assignment: The most interesting place in the attic, basement or garage. Drawing (pen and ink or pencil and watercolor) on watercolor paper. Concentration Work: Continue concentration work. Applied Design Applied Design Applied Design Applied Design Applied Design Applied Design Grade and Critique: Applied Design, Most interesting place at home, and concentration work. Lesson #8: Scale and Environment: Full Length Life Size Self-Portrait New Assignment: Create a full length, life size drawing (drawing materials include, Prismacolor pencil, charcoal, pen and ink, oil pastels, pastels, and traditional pencil. You cannot use markers or paint.) Must work only from a mirror - no photo reference. You must be depicted in an environment imagined or real. Full Length Life Size Self-Portrait Full Length Life Size Self-Portrait Full Length Life Size Self-Portrait Full Length Life Size Self-Portrait Full Length Life Size Self-Portrait Full Length Life Size Self-Portrait Extra Extra Final Critique and Clean-Up Junior Exam Date for B-2, 4th quarter portfolio due for

grading. May 21 May 23

Last day of school

Class Expectations for AP Studio Art & Design III CLASS WORK/HOMEWORK: The basis of all work will be the Elements of Art and the Principles of Design. It is a requirement of the College Board that students will produce 2/3 of their work outside of the classroom in order to receive AP credit. Assignments will be given from the syllabus but all students will be encouraged to pursue personally motivated work. The sketchbook is an important tool for every artist and all students will be expected to draw/write/compile visual and verbal information in their sketchbooks on a daily basis. The work assigned to students at this level is designed not so much to teach a specific skill as it is to enhance the skills already acquired and provide a creative opportunity for the students to begin to express and develop their own unique style. All students will be expected to visit the Cincinnati Art museum this year as well as to attend the "Portfolio Day" at the Art Academy of Cincinnati in the fall (date TBA). It is the responsibility of each student to write in the sketchbook the due dates and specific requirements of each assignment. THERE IS DRAWING HOMEWORK IN YOUR SKETCHBOOK EVERY NIGHT. IF I DO NOT ASSIGN A SPECIFIC SUBJECT YOU WILL MAKE A DRAWING OF YOUR OWN CHOICE. EACH PAGE MUST BE DATED. THE AP STUDIO ART DRAWING PORTFOLIO: All students will be given on the first day of class a copy of the College Board AP Studio Art Course Description by the instructor, and later in the year the poster briefly outlining the contents of the Course Description. Students will: 1. Read and address all three sections of the portfolio: Breadth, Concentration, and Quality. These will be addressed in class discussion at the introduction of each assignment. 2. Develop mastery of concept, composition, and execution of their personal ideas and themes. This should be exhibited in the sketchbook as a visual diary that will be the foundation for all finished work. 3. Develop a body of work investigating a strong underlying visual idea in drawing that grows out of a coherent plan of action or investigation. Once again the sketchbook should be extensively utilized for the development of ideas and to discuss with the instructor the development of those ideas from inception through development to completion.

4. Satisfy the Breadth requirement of the AP portfolio: though, in class, and out of class assignments, figure drawing, fulfilling a minimum of required independent work, and investigating the work of artists studied in Art History assignments. 5. Fulfill all curricular requirements as presented in the course syllabus. 6. Demonstrate an ongoing and informed process in conjunction with the instructor (in informal and formal personal interview) and class (during class critique at the completion of each assignment) to exhibit mastery of not only technical skill but an understanding of the principles of design, and critical decision making by analysis and interpretation of the work of their own, their peers and the work others. 7. Practice integrity by the exhibition of their mutual respect. Theft, vandalism, handling another's work without permission, or the destruction of another's work or property will exclude a student from this class. I expect you to take pride in all that you do and assume that others feel the same. Plagiarism is a violation of Trademark and Copyright law. You may never use any portion of any work of art created by another artist from any source (internet or otherwise) without permission of the artist. If you present anotherâ&#x20AC;&#x2122;s work as your own in any form that work is an academic violation and will receive an automatic failure. Remember, that regardless of weather you submit your portfolio to the College Board or not you are still required to submit it to me in the same format with appropriate slides, actual work, and essay responses to the Concentration questions. THE CONCENTRATION: Although I will meet with you individually on an ongoing basis throughout the year to discuss your concentration, remember to review the AP Studio Art document given to you at the beginning of the year. Also, consider our discussions on the principles of design, the fine and applied arts, style, the purpose of art in society, and the work of artists from our readings on the lives and work of artists. Your concentration proposal and work will be evaluated every critique based upon the criteria in your proposal. Your concentration should evolve; so only in rare instances will a student need to radically change the proposal. Finally: you must remember to document the evolution of your concentration in your sketchbook for later reference and not only make verbal but also visual references to your influences from other artists and art history. Although assignments with specific intentions for learning and skill development are given by the instructor they are open ended enough for students to attempt to adapt the assignment to the concentration whenever possible. CRITIQUES: There will be no tests in the traditional sense. Test will be by critique. ATTENDANCE IS REQUIRED FOR CRITIQUES - Every student is required to participate in the critique sessions - they are the class tests and therefore no excuse other than a school sanctioned absence will be accepted. The class critique is an open forum where the instructor will not only make comments concerning technical and aesthetic problems and successes but will encourage the entire class to respond. Positive

comments are most desirable because it is more valuable to learn from each other the good things that we have done as opposed to the negative. Likes and dislikes, although important, are only a small part of the class critique. All students will be encouraged to express their opinions which will be directed toward technique and aesthetics. GRADING: Works of art are graded based upon the student's effort, presentation, and time spent on the assignment. Grades are also determined by neatness, ability to follow directions, interpretation of the assignment, technique and quality of execution. Of all of these qualities other than time spent, creative risk taking - TRYING SOMETHING DIFFERENT - is the most desirable and will produce the best results. GRADING PERCENTAGES: 50%: CRITIQUES: All major class and out of class assignment. 25%: PORTFOLIO: All Class Portfolios 25%: HOMEWORK: to include the sketchbook or any other minor assignment given by the instructor for completion outside of class. NO EXTRA CREDIT, except in unusual circumstances initiated by the instructor and only for students who have completed all work on time and according to directions.

Archbishop Moeller High School. Please try to relieve your body of all waste products between classes. If you need to blow your nose during class remember that this is not grade school and, no, I do not have a tissue for you, nor will I excuse you from class to go search for one. Keep a handkerchief in your pocket or a sufficient packet of tissues in your backpack.

AP Studio Art & Design IV 2012 - 2013, "A" Day: Lesson Sequence A-2, 9:38 â&#x20AC;&#x201C; 11:10 Quarter

Date Aug 21

1st Quarter

Aug 23

Aug 27 Aug 29

Lesson Sequence Details Lesson #1: Introduction Course Introduction, supplies, responsibilities, duties, and requirements. Drawing and Design: The Foundation of this course. The Concentration: A part of the AP portfolio that requires you to develop a long term and in-depth project of your own conception that concentrates on a single, specific and focused idea. This is a body of work that will evolve over time and will include all three of the components listed below plus an explanation of your artistic influences. 1. Subject: The "what" of a work of art. A person, place, thing, situation, technical concept or issue. The obvious visual component of the image. 2. Composition or Form: The "how" or "structure" of the work of art. The arrangement of shapes and the other basic building blocks of the visual arts into a visually effective organization to express an idea. 3. Content: The "why" of a work of art. The emotional or intellectual message of a work of art. Due Next Class: Four two page spreads in your sketch book of the four most important things/events that have occurred in the past year of your life. Concentration written (typed) Proposal due next class. Discuss the Concentration and your four two page sketches. The Sketchbook: The Elements of Art and The Principles of Design, Filling the page and the rule of thirds. Concentration Proposals discussed and finalized. First two works due at first critique. Lesson #1, In-Class Assignment: Line, Value and Space: Depth of Field: Your hand holding an object (pen and black ink). Your open backpack in the background (brush using gray values). Watercolor paper or Illustration board. 18x24. Out of Class Assignment: Design for Archdiocese of Cincinnati Curriculum Guides: Two covers. Details in handout. Out of class Assignment: A Walk in the Woods by Bill Bryson, Create two, two page spreads in your sketchbook that illustrate your feelings about some issue of the environment. A page of writing about your views about what you read is required for each

Aug 31 Sept 5 Sept 7 Sept 11 Sept 13 Sept 17 Sept 19 Sept 21

Sept 25

Sept 27 Oct 1 Oct 3 Oct 5 Oct 9 Oct 11 Oct 15

Oct 18 Oct 22

2nd Quarter

Oct 24

drawing spread. Due for critique with first assignment. College Entrance and Scholarship Information, Resume, and Concentration work. Depth of Field, Line, Value and Space Depth of Field, Line, Value and Space Depth of Field, Line, Value and Space Depth of Field, Line, Value and Space Depth of Field, Line, Value and Space Film: Milton Glaser, To Inform & Delight Figure Drawing (sketchbook due for grading): Pencil on white paper. Grade and Critique: College Entrance and Scholarship Information, Resume, and Concentration work. Assignment: A Walk in the Woods, Depth of Field, Line, Value and Space, Design for Archdiocese of Cincinnati Curriculum Guides. Lesson #2, Color, Form, Texture, Space New Assignment: Your hand holding an object (Acrylic Paint using saturated high contrast colors/values). Your open backpack in the background (Acrylic Paint using desaturated color/values). Watercolor paper or Illustration board. 18x24. Out of Class Assignment: Self-Portrait in a mirror at home that includes the feel of that room at home Concentration Work: Two new concentration pieces. Color, Form, Texture, Space Color, Form, Texture, Space Color, Form, Texture, Space Color, Form, Texture, Space Color, Form, Texture, Space Concentration Work: Typed Proposal with examples from your sketchbook. Sketchbook Workshop with â&#x20AC;&#x2122;86 Alum Bob (Sketchbob.com) Fisher â&#x20AC;&#x201C; Afternoon: A-3 & A-4, I will give you a permission slip to be here this day. Your A2 class will be in another location TBA. Last Class of 1st Qtr. Portfolio Due for Grading Grade and Critique: Color, Form, Texture, Space assignment, Self-Portrait in a mirror at home, and Concentration work Lesson #3: Movement and Rhythm, You in Motion New Assignment: A drawing, in a single frame, of yourself moving from one place to another. Out of class Assignment: From the back seat of the car. Concentration Work: Current Finished work.

Oct 29 Oct 31 Nov 2 Nov 7 Nov 9 Nov 13

Nov 15

Nov 19

Nov 26

Nov 28 Nov 30 Dec 4 Dec 6 Dec 10 Dec 12 Dec 14

Dec 18 Jan 3

3rd Quarter Jan 7 Jan 9 Jan 14

You in Motion You in Motion You in Motion You in Motion You in Motion Figure Drawing (sketchbook due for grading): Compressed Charcoal and Tempera Paint on Butcher Paper Mr. Stanforth is in Greenwich, CT doing a workshop. In class assignment for today only: Do two (2) â&#x20AC;&#x201C; two (2) page spreads in your sketchbook of: 1st: a detailed drawing in color of what is inside your art box. 2nd: a detailed drawing in full color of what will happen if science does not invent warp speed. I will grade this on Monday. Grade and Critique: You in motion. Looking out instead of in, figure drawing Concentration Work: Current Finished work. Lesson #4: Choose a Design Principle to Emphasize, A Composition of Hands New Assignment: A composition of your hands Out of Class Assignment: Form/Cast Shadow: Using a strong direct light source do a detailed drawing of one object casting a shadow over another. Work up composition in sketchbook. Concentration Work: Current Finished work. A Composition of Hands A Composition of Hands A Composition of Hands A Composition of Hands A Composition of Hands Figure Drawing (sketchbook due for grading): Ink on wet paper. Grade and Critique: A composition of hands, Form/Cast Shadow, ink figure, Concentration Work: Current Finished work. Last Class of 2nd Qtr. Portfolio/Exam Due for Grading Lesson #5: Space and Environment: Using either pen, Ink, and watercolor or Acrylic Paint, do a painting of you or someone else working in the art room. Out of Class Assignment: Photoshop: A revealing Self Portrait. (may contain photo elements) Concentration Work: Current Finished work. Space and environment Sketchbook Sharing Space and environment

Jan 16 Jan 18 Jan 23 Jan 25 Jan 29

Jan 31

Feb 4 Feb 6

Feb 8 Feb 12 Feb 14 Feb 20

Feb 22

Feb 26 Feb 28 Mar 5 Mar 7 Mar 11

4th Quarter

Mar 13 Mar 15 Mar 19 Mar 21 Mar 25 Mar 27 Apr 8 Apr 10

Space and environment Space and environment Space and environment Space and environment Figure Drawing (sketchbook due for grading): Your choice of media. Close up of a figure. (tightly cropped image) Figure Drawing (sketchbook due for grading): Your choice of media. Close up of a figure. (tightly cropped image) Grade and Critique: Space and environment, Photoshop self-portrait, close up figure. Concentration Work: Current Finished work. Lesson #6: Applied Design New Assignment: Design a useful object. Three views on illustration board. Out of Class Assignment: Design your own selfpromotion poster and T-Shirt design and self-promotion folio (hard copy) no larger than 9â&#x20AC;?x12â&#x20AC;? to include media (digital) storage. Concentration Work: Current finished work. Design a useful object Design a useful object Design a useful object Mr. Stanforth is in Utah with Bob Fisher to give keynote address to Utah Art Ed Assoc. Continue with current assignment in class. Mr. Stanforth is in Utah with Bob Fisher to give keynote address to Utah Art Ed Assoc. Continue with current assignment in class. Design a useful object Design a useful object Figure Drawing (sketchbook due for grading): B&W China Marker on middle tone paper. Last Class of 3rd Qtr. Portfolio Due for Grading Figure Drawing (sketchbook due for grading): B&W China Marker on middle tone paper. Lesson #7: Mixed Media Painting: Self-Portrait Mixed Media Painting: Self-Portrait Mixed Media Painting: Self-Portrait Mixed Media Painting: Self-Portrait Mixed Media Painting: Self-Portrait Mixed Media Painting: Self-Portrait Mixed Media Painting: Self-Portrait Figure Drawing (sketchbook due for grading):

Apr 12 Apr 16 Apr 18 Apr 22 Apr 24 Apr 26 Apr 30 May 2 May 6 May 8 May 10 May 14 May 16 May 20 May 22

Figure Drawing (sketchbook due for grading): Grade and Critique: Lesson #7: Mixed Media Painting: Self-Portrait Extra Extra Extra AP Portfolio Preparation AP Portfolio Preparation AP Portfolio Preparation Course Critique / Evaluation AP Portfolio Due for grading 4th Quarter Portfolio due for grading Jr. Exams Jr. Exams Last Class of 4th Qtr. Portfolio Due for Grading Last Class of 4th Qtr. Portfolio Due for Grading

Class Expectations for AP Studio Art & Design IV

CLASS WORK/HOMEWORK: The basis of all work will be the Elements of Art and the Principles of Design. It is a requirement of the College Board that students will produce 2/3 of their work outside of the classroom in order to receive AP credit. Assignments will be given from the syllabus but all students will be encouraged to pursue personally motivated work. The sketchbook is an important tool for every artist and all students will be expected to draw/write/compile visual and verbal information in their sketchbooks on a daily basis. The work assigned to students at this level is designed not so much to teach a specific skill as it is to enhance the skills already acquired and provide a creative opportunity for the students to begin to express and develop their own unique style. All students will be expected to visit the Cincinnati Art museum this year as well as to attend the "Portfolio Day" at the Art Academy of Cincinnati in the fall (date TBA). It is the responsibility of each student to write in the sketchbook the due dates and specific requirements of each assignment. THERE IS DRAWING HOMEWORK IN YOUR SKETCHBOOK EVERY NIGHT. IF I DO NOT ASSIGN A SPECIFIC SUBJECT YOU WILL MAKE A DRAWING OF YOUR OWN CHOICE. EACH PAGE MUST BE DATED. THE AP STUDIO ART 2-D DESIGN PORTFOLIO: All students will be given on the first day of class a copy of the College Board AP Studio Art Course Description by the instructor and later in the year the poster briefly outlining the contents of the Course Description. Students will:

1. Read and address all three sections of the portfolio: Breadth, Concentration, and Quality. These will be addressed in class discussion at the introduction of each assignment. 2. Develop mastery of concept, composition, and execution of their personal ideas and themes. This should be exhibited in the sketchbook as a visual diary that will be the foundation for all finished work. 3. Develop a body of work investigating a strong underlying visual idea in drawing that grows out of a coherent plan of action or investigation. Once again the sketchbook should be extensively utilized for the development of ideas and to discuss with the instructor the development of those ideas from inception through development to completion. 4. Satisfy the Breadth requirement of the AP portfolio: though, in class, and out of class assignments, figure drawing, fulfilling a minimum of required independent work, and investigating the work of artists studied in Art History assignments. 5. Fulfill all curricular requirements as presented in the course syllabus. 6. Demonstrate an ongoing and informed process in conjunction with the instructor (in informal and formal personal interview) and class (during class critique at the completion of each assignment) to exhibit mastery of not only technical skill but an understanding of the principles of design, and critical decision making by analysis and interpretation of the work of their own, their peers and the work others. 7. Practice integrity by the exhibition of their mutual respect. Theft, vandalism, handling another's work without permission, or the destruction of another's work or property will exclude a student from this class. I expect you to take pride in all that you do and assume that others feel the same. Plagiarism is a violation of Trademark and Copyright law. You may never use any portion of any work of art created by another artist from any source (internet or otherwise) without permission of the artist. If you present anotherâ&#x20AC;&#x2122;s work as your own in any form that work is an academic violation and will receive an automatic failure. Remember, that regardless of whether you submit your portfolio to the College Board or not you are still required to submit it to me in the same format with appropriate slides, actual work, and essay responses to the Concentration questions. THE CONCENTRATION: Although I will meet with you individually on an ongoing basis throughout the year to discuss your concentration, remember to review the AP Studio Art document given to you at the beginning of the year. Also, consider our discussions on the principles of design, the fine and applied arts, style, the purpose of art in society, and the work of artists from our readings on the lives and work of artists. Your concentration proposal and work will be evaluated every critique based upon the

criteria in your proposal. Your concentration should evolve; so only in rare instances will a student need to radically change the proposal. Finally: you must remember to document the evolution of your concentration in your sketchbook for later reference and not only make verbal but also visual references to your influences from other artists and art history. Although assignments with specific intentions for learning and skill development are given by the instructor they are open ended enough for students to attempt to adapt the assignment to the concentration whenever possible. CRITIQUES: There will be no tests in the traditional sense. Test will be by critique. ATTENDANCE IS REQUIRED FOR CRITIQUES - Every student is required to participate in the critique sessions - they are the class tests and therefore no excuse other than a school sanctioned absence will be accepted. The class critique is an open forum where the instructor will not only make comments concerning technical and aesthetic problems and successes but will encourage the entire class to respond. Positive comments are most desirable because it is more valuable to learn from each other the good things that we have done as opposed to the negative. Likes and dislikes, although important, are only a small part of the class critique. All students will be encouraged to express their opinions which will be directed toward technique and aesthetics. GRADING: Works of art are graded based upon the student's effort, presentation, and time spent on the assignment. Grades are also determined by neatness, ability to follow directions, interpretation of the assignment, technique and quality of execution. Of all of these qualities other than time spent, creative risk taking - TRYING SOMETHING DIFFERENT - is the most desirable and will produce the best results. GRADING PERCENTAGES: 50%: CRITIQUES: All major class and out of class assignment. 25%: PORTFOLIO: to include quarterly portfolio, art history portfolio, final portfolio and AP portfolio. 25%: HOMEWORK: to include the sketchbook or any other minor assignment given by the instructor for completion outside of class. NO EXTRA CREDIT, except in unusual circumstances initiated by the instructor and only for students who have completed all work on time and according to directions.

during this class is what God or the Orthodontist put in there. As stated in the School Student Handbook, no food is to be consumed anywhere outside of the school cafeteria. KEEP YOUR GUM AND CANDY AT HOME. GUM CHEWING IS INAPPROPRIATE AT SCHOOL. ALSO, REMEMBER TO "KEEP YOUR HANDS TO YOURSELF". Chewing your fingernails, any other part of your body, clothes, pens, pen tops, paper, books, dirt, grit, desk, school property of any kind, other students, the property of other students, dried flavored or unflavored, salted or unsalted, corn, or other crunchy product; to include, dried meats, fruits, vegetables, cow, pig, lamb, or other animal product either living, dead or in suspended animation - IS STRICTLY PROHIBITED IN THIS CLASS. Persons not able to control their bodies and the actions of their bodies during class will receive a self-control training assignment for homework to assist them in overcoming their difficulty. (You will hand-write this page twice.) THIS ALSO APPLIES TO DRINKS. DO NOT BRING LIQUIDS TO CLASS. If you fear dehydration during class, consume sufficient liquids before class at one of the many cool and refreshing water fountains that abound in the hallways at Archbishop Moeller High School. Please try to relieve your body of all waste products between classes. If you need to blow your nose during class remember that this is not grade school and, no, I do not have a tissue for you, nor will I excuse you from class to go search for one. Keep a handkerchief in your pocket or a sufficient packet of tissues in your backpack.

ACCOUNTING (HONORS) Instructor: Mr. Jim Bauer Email: jbauer@moeller.org Telephone: 513-791-1680 x 1911 Conference times: Typically before or after the school day (7:00 am – 7:30 am or after 3:00 pm) Availability for additional student assistance: PLEASE SCHEDULE A TIME PERIOD. Typically before or after the school day (7:00 am – 7:30 am or after 3:00 pm); m-block in room 349. We remember what we understand. We understand what we pay attention to. We pay attention to what we want. Edmund Blair Bolles Accounting (HON) is a one full academic credit, year long, SENIOR ONLY and highly rigorous course in financial analysis. The course will complete an accounting cycle, i.e. analysis, recording, journalizing, posting, preparing financial statements, adjusting, and closing for a cycle. The focus will be on the corporate form of business. The purpose of accounting is to provide meaningful financial information to individuals and institutions that have an interest in the business. A prerequisite of successful completion of an advanced placement course in the junior year is required. Students may elect to enroll (through dual enrollment) and pay for three (3) college semester credits that are transferrable to any public college in the State of Ohio through Cincinnati State and Technical College. There are no required supplies and fees are dependent upon the student choosing to take advantage of the dual enrollment with Cincinnati State and Technical College. Typical tuition for dual enrollment was one-half of the normal tuition per semester hour. In 2013 this was sixty five dollars ($65.00) per semester hour. Keys to academic success in Accounting (HON): This is not a class that requires proficiency in higher math. Although numbers oriented, the math is basic. What is important is the ability to organize and analyze information. Because this class is taken with some lecture and homework is not turned in for credit, a high level of self-discipline is required to successfully complete this course. You cannot afford to get behind in your assignments and to ensure this, set up a study schedule that regularly allows for work on the assigned material in a timely manner. Although the homework will not be submitted for grading, the success you will achieve on the quizzes and tests are directly related to your effort and understanding in completing your homework assignments. RULES: Rules cannot be broken. There are no exceptions to rules. 1. RESPECT YOURSELF AND THE OTHERS IN THIS CLASSROOM. 2. NO INSULTS. PERIOD. CONSEQUENCES: There are always consequences for your behavior. Remember, you can choose your actions, but you cannot choose the consequences that result from your actions. If you want AUTHORITY to do something, you must accept the RESPONSIBILITY that comes with it. PROCEDURES: The way we do things here. Procedures may be adjusted, "bent" if you will, as the situation warrants. FAIRNESS: This is a relative term. The State of Ohio's Department of Education defines fairness as "Every student receiving what they need." If it’s good enough for the State of Ohio, it’s good enough for us. CLASSROOM PROCEDURES: 1. Adhere to Moeller’s Handbook in reference to attendance, tardiness, hair and dress codes. 2. All book bags MUST be placed in front of your feet or under the chair. The aisles must be kept clear for movement. Please, no sports bags in the class room. Please make arrangements with your coach to store these items during school. 3. The student will be in his assigned seat at the beginning tone and is not to leave his seat without permission. 4. If you are detained by another teacher/adult, PLEASE BRING A NOTE FROM THE ADULT/MAIN OFFICE. 5. If you have to use the bathroom facilities, please come to the class FIRST and receive permission from Mr. Bauer. Permission is usually granted unless this becomes a pattern of behavior that becomes abusive. 6. To ensure the right of education for all students, please refrain from talking out in class. Statements and/or questions will be addressed by Mr. Bauer after the student has raised his hand.

NOTE: Most rules are derived from common sense and courtesy. Please use your good judgment in all matters. LAPTOP POLICIES: Archbishop Moeller's laptop users policies will be in effect at all times. Discipline actions will be taken for abuse or misuse that could include taking away the privilege of using the computer in class or for a period of time. The Dean of Students will handle serious abuse. 1. Laptops are reserved for educational use. Laptops are a tool in instruction and are a means to an end. a. No games, movies, screensavers, or backgrounds (other than those already installed or approved) may be installed on your tablet. Although an argument may be made for eye-hand coordination practice, please refrain from game usage during class unless given specific permission by Mr. Bauer which will probably not happen. 2. Keep your hands off other students' computers and equipment. a. Do not "borrow" equipment. Do not tamper with or shut down another's computer for "fun". 3. Note-taking and Microsoft’s OneNote. a. In order for new information to enter long-term memory, studies indicate material must make sense and have meaning. Repetition, recall, and reinforcement all enable this information to enter long-term memory. As such, please uses Microsoft’s OneNote and re-organize your notes immediately after class. This will allow you time to re-arrange and "clean-up" your notes and use repetition, recall and reinforcement at the same time. 4. Stay on task. No multi-tasking with ear buds or headphones. a. Studies have proven that mullti-tasking is impossible. The brain is only designed to focus on one task at a time. So, you are not actually multi-tasking, but switching from task to task which causes each task to deteriorate quickly. 5. No text-messaging, social-networking, etc. Thank you. 6. Written assessment requirements for electronic turn-in. a. On the top of the paper, enter your full name and class section. b. Font size and type: 12 using Times New Roman (Please no "script". It is difficult to read. They don't print newspapers in script. Think about it.) c. Margins: One inch for sides, top, and bottom. I base my assessments on content NOT volume. 7. Batteries must be fully charged each day. There are a limited number of electric plugs in my classroom. Be prepared with a paper notebook if your batteries run out of power. This is your responsibility. 8. If your laptop is in need of repair, take it to the Help Center. Do not ask to leave class to take care of a problem. Please do this before or after school or during your lunch period. This is your responsibility. Academic Violations / Step Policy reference: Cheating on any assessments will be dealt with on a situational basis and is conditional. Although I encourage collaboration, the students involved must be able to explain their discussion. If both can satisfactorily explain, this is collaboration; if one student can, but the other student cannot, then this is one student enabling another and is probably cheating. I think you know the difference. The minimum penalty of a zero will be recorded for that student(s) for that assessment or paper. All violations will adhere to Archbishop Moeller High School’s adopted step policy (please refer to the student handbook). Grading policies: 1. The student should expect some type of assessment each class. Tests, quizzes or other types of assessments will be administered periodically covering from one to two chapters and/or other assigned or covered material. 2. Unless otherwise announced, all assessments will carry a point value equivalent to the assessment’s importance. For example, tests will have more importance than homework or quizzes and as such carry a larger point value. 3. Assessments are announced well in advance by Mr. Bauer and posted on NetMoeller. There will never be "pop" graded assessments. 4. The student is responsible for all material in the text or handouts whether that material is covered or not in class. The student is to have read the material prior to class and should ask questions over material that he is not sure of. The student is responsible for bringing all necessary materials to class for all testing. 5. TAKE NOTES from the DyKnow presentation, board/projector, your text or handouts and during class discussions. READ your text—STUDY your notes!

6. Make Up Work: Short Term Absences (1 or 2 days) For all types of short term absences (expected, unexpected, field trips, etc), upon return to school, Moeller students are responsible for contacting their teacher to arrange make-up assignments and assessments for work that was assigned during their absence. When a student returns from an absence due to illness, family need, or other reported reason, he must acquire any missed assignment upon his return and submit it at the next class. This gives the student 1 extra day to make up work that was assigned during his absence. For work that was assigned prior to a student’s absence, and was posted on NetMoeller prior to the absence, the student is expected to have the work ready upon his return. In cases where the illness or cause of the absence was severe, and the student was unable to complete the work for the day of his return, students are expected to email their teachers to inform them that they will be unable to have the work completed upon their return. If this is unable to happen, then students and teachers will use common sense in these situations and arrange for the work to be completed by the next class.

Absences of 3 to 9 days Additional day can be given for make-up work, at the teacher’s discretion, for any consecutive absences between 3 to 9 school days. It is at the teacher’s discretion, but students should expect pre-scheduled tests and/or quizzes to be administered the class following the student’s return. If a student feels he needs more time to prepare, then he must communicate this to the teacher earlier than the day the test/quiz is to be administered.

Extended Absences (applies to absences over 10 days) Any situations in which there is an extended absence of 10 days or more should be coordinated through the student’s guidance counselor.

KAIROS POLICY - ABSENCES KAIROS and other retreats should treated as holistic enhancements to the academic load and done in pursuit of ‘educating for formation in faith’. Students have at least as many schools days spent on retreat to make up work for their classes, provided that is goes no further than the Friday of the week following Kairos. For assignments and assessments, even those scheduled well in advance of departure for Kairos, students are not expected to take quizzes and tests the day of their return to class. As a general rule, the teacher and student need to negotiate an appropriate schedule of due dates during the week following Kairos. It is the responsibility of the student to initiate such an arrangement with his teacher.

The grading system is based upon a proportion determined by your actual scores divided by the total possible points for that grading period. For example, if you scored a total of six hundred forty points out of a possible eight hundred points, the quarter grade would be an eighty. (640 / 800). Students are responsible for maintaining their own scores and NetMoeller will be current. SPECIAL ASSIGNMENTS AND EXTRA CREDIT: 1. There will be at projects required during the school year. Some projects will be the result of group work. More details will be given later. 2. There will be NO EXTRA CREDIT offered or accepted.

Summary of Learning Outcomes and Academic Skills: Any introductory course of study in financial accounting that is included in the Business Transfer Module must use business-related materials to develop the following general learning outcomes and academic skills: 1. Understand the broad role that accounting information plays in the economy. 2. Understand of basic financial statements their nature, purposes and use by business decision makers. 3. Ability to use the language of accounting and apply the important concepts on which financial reporting is based. 4. Appreciation of general business concepts and processes 5. Ability to analyze the impact of basic business transactions on the financial statements of a business corporation. 6. Ability to construct basic financial statements for a simple corporate business entity. 7. Ability to evaluate the financial performance of a simple corporation on the basis of its financial statements.

Summary of Body of Knowledge Requirements: Any introductory course of study in financial accounting that is included in the Business Transfer Module must provide coverage of at least seventy percent of the following topics: I. The Environment of Accounting 1.00 The Role of Accounting in Society 1.01 Financial Information and Resource Allocation 1.02 Accounting and the Corporation 1.03 Auditing and Credibility in Reporting 1.04 Structure of the Accounting Profession 1.05 Ethics, Reputation, and Legal Liability in Accounting 1.06 Types of Business Organizations 2.00 Accounting Standards and Regulation Structures 2.01 Financial Statements and Generally Accepted Accounting Principles * 2.02 The FASB and Financial Accounting Standards 2.03 Government Oversight of Accounting and Auditing II. The Accounting Model 3.00 The Basic Corporate Financial Statements 3.01 Income Statement and Balance Sheet for Corporation* 3.02 Statement of Equity and Retained Earnings Balances * 3.03 Cash Flow Statement * 3.04 Other Elements of the Corporate Annual Report 4.00 Analysis of Business Activity 4.01 The basic accounting model (“balance sheet equation”) * 4.02 Income measurement and accrual accounting * 4.03 Impact of simple transactions on “balance sheet equation” * 4.04 Debits and credits 4.05 Accounting records (journal, ledgers, computer systems) 5.00 Preparation of Corporate Financial Statements 5.01 The accounting cycle (trial balances, adjustments)

5.02 Income statement and balance sheet 5.03 Statement of equity and retained earnings 5.04 Cash flow statement III. Accounting for Key Domains of Business Activity 6.00 Revenues and Receivables 6.01 Accounting for service and merchandise revenues 6.02 Reporting customer receivables-allowances and write-offs 7.00 Merchandising and Inventory 7.01 Accounting for the cost of purchases and sales of merchandise * 7.02 Inventory records (perpetual, periodic) 7.04 Inventory accounting methods (FIFO, LIFO, etc) * 7.05 Lower of cost or market valuation 8.00 Working Capital 8.01 Classification of current assets and current liabilities * 8.02 Management of working capital 8.03 Measures of working capital use (current ratio, etc.) 8.04 Internal control of cash 9.00 Long-Lived Assets 9.01 Acquisition cost * 9.02 Depreciation accounting and depreciation methods * 9.03 Accounting for disposition of assets 9.04 Intangible assets 10.00 Long-term Debt Financing 10.01 The nature of liabilities * 10.02 Types of long-term liabilities (long-term debt, deferred tax liabilities, pension and post-retirement benefit liabilities, contingent liabilities, leases, etc.) 10.03 Effective interest method (present value analysis) and accounting for long-term liabilities * 11.00 Equity Financing 11.01 Debt vs. equity 11.02 Types of equity (preferred, common, treasury) 11.03 Accounting for stock (issuance. dividends) * 11.04 Book value vs. market value * IV. Using Financial Statements 12.00 Analysis of Financial Statements 12.01 Objectives of financial statement analysis 12.02 Sources of company information 12.03 Financial ratios * 12.04 Earnings per share * 13.00 The Annual Report 13.01 Accounting elements of annual report 13.02 Management elements of annual report 13.03 SEC reporting requirements 14.00 Intercorporate Investments 14.01 Accounting for long-term investments 14.02 Consolidated financial statements 14.03 Purchased goodwill Note: Topics marked with an asterisk (*) are considered fundamental and essential.

MOELLER HIGH SCHOOL 2012-2013 CADD 1 -2 Room AC-20 Teacher: Mr. Kolkmeyer Technical drawing is a combination of academic and practical drawing skills. It covers basic visualization and drawing techniques. The Mechanical Drawing book illustrates many step by step drawing techniques. Most of the assigned course work is done during the class period. Students that miss class or fall behind in assigned drawing work need to make up work outside of class. The software for the CADD class is AutoCAD 2011 and Solid Edge ST4 or 5 drafting / design software. All students will be required to learn CAD software commands by completing in class exercises and drawing skill tests. The Mechanical Drawing textbook should be covered and be brought to class every day. Students will need: three ring pocket binder or folder with pockets, and notebook or paper, mechanical drawing pencils with .7mm lead refill. Students that miss class and do not make up assignments will receive a zero for that assignment. Missed class time can be made up before or after school with the teacher. Any student found to be cheating on tests, drawings, or class assignment will receive a zero for that assignment or grade. The Dean of Academics will be informed about the student cheating. No food or drink in classroom, No cell phone or iPod is allowed in classroom, No Insubordination. Grading System Must work hard in class, showing a strong desire to learn material

A Student Level= Must have 90% or better average on Drawing problems. Must have 85% or better average on Book tests. Must have 90% or better average on Drawing Skill test. Must do all assigned book work and completer in class worksheet activities . Must complete some enrichment drawing problems. B Student Level= Must have 85% or better average on Drawing problems. Must have 80% or better average on Book tests. Must have 85% or better average on Drawing Skill test. Must do all assigned book work and completer in class worksheet activities . C Student Level= Must have 80% or better average on Drawing problems. Must have 75% or better average on Book tests. Must have 80% or better average on Drawing Skill test. Must do all assigned book work and completer in class worksheet activities .      

The CADD problems are worth 30% of the final Grade. Teacher determines number of drawings completed. Chapter tests or CAD drawing skill tests will be worth 25% of final Grade. Homework assignments and in class book assignments will be worth 10% of final Grade. Student Work ethic during class time completing all course assignments 10% of final Grade. Quarter test and drawing skill test will be worth 25% of the final Grade. Enrichment problems can be completed to improve homework grade.

The course will cover: Sketching of Views, Lettering, Multiview drawings, Dimensioning, Pictorial Drawings, Section Views, Fasteners, and Working Drawing Project. Students conduct should follow the guidelines set in the school handbook, and also follow classroom expectation requirement sheet. All students should respectfully follow teacher rules and classroom behavior expectations.

Student Classroom Expectations and Student Behavior Management What student’s should do in Mr. Kolkmeyer’ CADD 1-2 and CADD 3-4 courses 1. 2. 3. 4. 5. 6.

Show a strong desire to learn the subject material in and out of the class. Have necessary class materials and supplies for the course. Conduct oneself in a polite and ethical manner. (Golden Rule) Student should respect all teachers, student’s and school property. Student should follow all teacher instructions and classroom guidelines. Student should control his mouth, No talking during lecture, wise cracks, and profanity.

How the classroom will function: 7. 8. 9. 10.

Student attendance will be taken at the beginning of each class. Teacher will give student instructions on the activity for that class period. On test days student must work quietly during the test. The laptop should be used only as teacher allows, No internet game fool around.

Teacher method to improve student behavior. 1. Teacher will give student verbal correction and warn student of the punishment he could receive. 2. Teacher will email or phone student’s parent about impropriate behavior. 3. When student has not complied to the teacher’s correction, the student will have a written punishment. (Example write out pages from the text book.) 4. Detention Before or After school time 45 Min. 7:00 am till 7:45am or 2:50 pm till 3:35 pm with teacher. 5. If student does not serve detention or do written punishment he will receive a Report of Misconduct.

MOELLER HIGH SCHOOL 2011-2012 CADD 1 -2 Room AC-20 Teacher: Mr. Kolkmeyer Student Classroom Expectations and Student Behavior Management These students have read and understand CADD 1-2 course expectations, grading system, and student behavior plan Please print and sign your name below and return to the teacher. PRINT SIGN NAME_________________________________________NAME___________________________________________ PRINT SIGN NAME_________________________________________NAME___________________________________________ PRINT SIGN NAME_________________________________________NAME___________________________________________ PRINT SIGN NAME_________________________________________NAME___________________________________________ PRINT SIGN NAME_________________________________________NAME___________________________________________ PRINT SIGN NAME_________________________________________NAME___________________________________________ PRINT SIGN NAME_________________________________________NAME___________________________________________ PRINT SIGN NAME_________________________________________NAME___________________________________________ PRINT SIGN NAME_________________________________________NAME___________________________________________ PRINT SIGN NAME_________________________________________NAME___________________________________________ PRINT SIGN NAME_________________________________________NAME___________________________________________ PRINT SIGN NAME_________________________________________NAME___________________________________________ PRINT SIGN NAME_________________________________________NAME___________________________________________ PRINT SIGN NAME_________________________________________NAME___________________________________________ PRINT SIGN NAME_________________________________________NAME___________________________________________ PRINT SIGN NAME_________________________________________NAME___________________________________________ PRINT SIGN NAME_________________________________________NAME___________________________________________ PRINT SIGN NAME_________________________________________NAME___________________________________________ PRINT SIGN NAME_________________________________________NAME___________________________________________ PRINT SIGN NAME_________________________________________NAME___________________________________________

MOELLER HIGH SCHOOL 2012-2013 CADD 3-4 Room AC-20 Teacher: Mr. Kolkmeyer Technical drawing class CADD3-4 covers more advanced and challenging drawings. Students taking the course will need to develop a more discipline drawing skill and have a better problem solving ablility. The class will be using AutoCad 2000i drafting / design software. AutoCad 2011 also Solid Edge ST4 or 5 drafting / design software commands will be reviewed and up dated for the advanced work by completing in class exercises and drawing skill tests. The text book Mechanical Drawing will also be used in the class. This text book should be covered and be brought to class every day. Students will need: Three ring binder with pockets or pocket folder and notebook or sheets of paper, Students are required to complete certain exercises and drawing problem work. If a student misses class and does not make up that time or assignments he will receive a zero for that assignment. Missed class time can be made up before or after school and with teacher during Mblock. All drawing problems must have a complete title block. Any student found to be cheating on tests, drawings, or class assignment will receive a zero for that assignment or grade. The Dean of Academics will be informed about the student cheating. No food or drink in classroom, No cell phone or iPod is allowed in classroom, No Insubordination. Grading: System Grading System Must work hard in class, showing a strong desire to learn material

The drawing problems are worth 30% of the finale Grade. Number of drawings determined by teacher. Chapter tests or CAD drawing skill tests will be worth 25% of finale Grade. Home work assignments and in class book assignments will be worth 10% of finale Grade. Student Work ethic during class time completing all course assignments 10% of finale Grade. Quarter test and drawing skill test will be worth 25% of the finale Grade. Enrichment problems can be completed to improve home work grade.

The course will cover: AutoCAD 2011 and Solid Edge ST4 or 5 drafting / design software commands and drawing system. Review Multiview drawings, Isometric Drawings, New Auxiliary views, Surface development, Cams + Gears. Intro Solid works software program. Second Sem. Architectural Design and Drafting. Students should arrive to the classroom in an orderly manner with an ethical and polite learning attitude, sit at his assigned seat during the class period. Student should ask teacher to use the restroom only at the beginning of class. Students conduct should follow the guide lines set in the school hand book, and also follow classroom expectation requirements sheet. All students should respectfully follow Teacher rules and classroom behavior expectations.

Student Classroom Expectations and Student Behavior Management What student’s should do in Mr. Kolkmeyer’ CADD 1-2 and CADD 3-4 courses 1. 2. 3. 4. 5. 6.

Show a strong desire to learn the subject material in and out of the class. Have necessary class materials and supplies for the course. Conduct oneself in a polite and ethical manner. (Golden Rule) Student should respect all teachers, students and school property. Student should follow all teacher instructions and classroom guidelines. Student should control his mouth, No talking during lecture, Wise cracks, and Profanity.

How the classroom will function: 7. 8. 9. 10. 11.

Student attendance will be taken at the beginning of each class. Teacher will give student instructions on the activities for that class period. On test days all student must take and work quietly during the test. The laptop should be used only as teacher allows, No internet Play. method No food or drink in the classroom.

Teacher method to improve student behavior.

No Insubordination

1. Teacher will give student verbal correction and warn student of the punishment he could receive. 2. When student has not complied to the teacher’s correction, the student will have a written punishment (Example print out the History of Moeller 5 to 10 times.) 3. Detention Before or After school time 45 Min. 7:00 am till 7:45am or 2:50 pm till 3:35 pm with teacher. 4. If student does not serve detention or do written punishments he will receive a Report of Misconduct.

MOELLER HIGH SCHOOL 2011-2012 CADD 3 -4 Room AC-20 Teacher: Mr. Kolkmeyer Student Classroom Expectations and Student Behavior Management These students have read and understand CADD 1-2 course expectations, grading system, and student behavior plan Please print and sign your name below and return to the teacher. PRINT SIGN NAME_________________________________________NAME___________________________________________ PRINT SIGN NAME_________________________________________NAME___________________________________________ PRINT SIGN NAME_________________________________________NAME___________________________________________ PRINT SIGN NAME_________________________________________NAME___________________________________________ PRINT SIGN NAME_________________________________________NAME___________________________________________ PRINT SIGN NAME_________________________________________NAME___________________________________________ PRINT SIGN NAME_________________________________________NAME___________________________________________ PRINT SIGN NAME_________________________________________NAME___________________________________________ PRINT SIGN NAME_________________________________________NAME___________________________________________ PRINT SIGN NAME_________________________________________NAME___________________________________________ PRINT SIGN NAME_________________________________________NAME___________________________________________ PRINT SIGN NAME_________________________________________NAME___________________________________________ PRINT SIGN NAME_________________________________________NAME___________________________________________ PRINT SIGN NAME_________________________________________NAME___________________________________________ PRINT SIGN NAME_________________________________________NAME___________________________________________ PRINT SIGN NAME_________________________________________NAME___________________________________________ PRINT SIGN NAME_________________________________________NAME___________________________________________ PRINT SIGN NAME_________________________________________NAME___________________________________________ PRINT SIGN NAME_________________________________________NAME___________________________________________ PRINT SI GN NAME_________________________________________NAME___________________________________________

Introduction to Marketing Mrs. Susan Bailey Welcome to Marketing! I am glad that you are here! Introduction to Marketing is a class designed to introduce key marketing concepts to every student. Through case studies, group discussions, and other class activities, students will learn the concepts of price, product, promotion, distribution, market research and meeting customer needs. Throughout the semester, students will work in teams on various authentic marketing projects. These experiences will provide you with the opportunity to meet with real customers, determine their needs, and develop a plan to achieve those needs. All students will be provided with an access code to open the ebook.

Classroom Rules and Expectations 1. Respect one another     

Embrace Marianist Values Actively listen to one another’s ideas Respect the learning environment Take responsibility for your actions Collaborate on assignments only when permitted

2. Follow school rules    

Laptop and cell phone policies Food and drinks Dress code Classroom procedures o DyKnow opening activity o Dropbox on NetMoeller

3. Be prepared to participate in class    

Complete your work on time Have laptop charged Bring pencil/pen and paper Be a player...not a spectator

4. Communicate   

No surprises! Email or voicemail (sbailey@moeller.org or (513)791-1680 x1916 ) My schedule: o A days o Always available by appointment (before or after school)

Assessment Students will be evaluated in the following areas: Homework & Class Assignments Quizzes/Tests Project Class Participation

25% 20% 35% 20%

Introduction to Marketing Mrs. Susan Bailey Projects Projects are student-driven, meaning that the student chooses how to demonstrate comprehension of the material. They are an excellent way to show creativity and mastery of certain skills. There will be four projects this semester and they will count for 35% of the quarter grade. Rubrics will be used for assessment. In order to plan accordingly, here is an approximate calendar: 1Q:

Social Responsibility Project Cereal Creation Project

2Q:

Product Placement Project Group Marketing Project

Late Policy All assignments and projects are expected to be completed on time. Because much of the learning in this course builds off of previously learned material, it is critical that students complete assignments on time and in sequential order. If an assignment is late, the student will receive half credit for the assignment. A student may have up to two (2) late assignments during the semester and receive half credit for those assignments. After two late assignments, the student will receive no credit for any additional late assignments. In addition, no assignment will be accepted after 2 weeks from the due date. In accordance with Moeller’s Academic Policy, make up work will be handled in the following manner: Short Term Absences (1 or 2 days) For all types of short term absences (expected, unexpected, field trips, etc), upon return to school, Moeller students are responsible for contacting their teacher to arrange make-up assignments and assessments for work that was assigned during their absence. When a student returns from an absence due to illness, family need, or other reported reason, he must acquire any missed assignment upon his return and submit it at the next class. This gives the student 1 extra day to make up work that was assigned during his absence. For work that was assigned prior to a student’s absence, and was posted on NetMoeller prior to the absence, the student is expected to have the work ready upon his return. In cases where the illness or cause of the absence was severe, and the student was unable to complete the work for the day of his return, students are expected to email their teachers to inform them that they will be unable to have the work completed upon their return. If this is unable to happen, then students and teachers will use common sense in these situations and arrange for the work to be completed by the next class. Absences of 3 to 9 days Additional day can be given for make-up work, at the teacher’s discretion, for any consecutive absences between 3 to 9 school days. It is at the teacher’s discretion, but students should expect pre-scheduled tests and/or quizzes to be administered the class following the student’s return. If a student feels he needs more time to prepare, then he must communicate this to the teacher earlier than the day the test/quiz is to be administered. Consistent Absence on Days with Assessments:

Introduction to Marketing Mrs. Susan Bailey Based on teacher input and absence data, students who are reported to be consistently absent on the days of scheduled tests, quizzes, and other assessments will be evaluated to determine the cause of such patterns. Academic action will be based the results of such inquiries. Teacher will work with the administration to determine an appropriate course of action. It is at the teacher’s discretion as to whether a student can make up a missed assessment opportunities after 3 absences on assessment days, unless the absences are excused or there is a clinically diagnosed condition of anxiety. Extended Absences (applies to absences over 10 days) Any situations in which there is an extended absence of 10 days or more should be coordinated through the student’s guidance counselor. KAIROS POLICY - ABSENCES KAIROS and other retreats should be treated as holistic enhancements to the academic load and done in pursuit of ‘educating for formation in faith’. Students have at least as many schools days spent on retreat to make up work for their classes, provided that is goes no further than the Friday of the week following Kairos. For assignments and assessments, even those scheduled well in advance of departure for Kairos, students are not expected to take quizzes and tests the day of their return to class. As a general rule, the teacher and student need to negotiate an appropriate schedule of due dates during the week following Kairos. It is the responsibility of the student to initiate such an arrangement with his teacher.

Discipline Policy The policies and procedures of Moeller High School, as detailed in the Student Handbook, will be consistently followed. In addition, I expect all students to adhere to the rules and procedures of this classroom. To ensure that we are all on the same page, here are the steps that I will follow should an infraction occur: 1. Verbal warning and conversation with student 2. Communication with student and parent 3. Class detention – to be served in classroom after school (you will be given at least one day’s notice to make arrangements) 4. Meeting with Mr. Kremer Depending on the severity of the infraction, any or all of these steps could be bypassed and a Report of Misconduct immediately issued to the student. Furthermore, all Academic Violations will be immediately reported to the Dean of Academics and handled appropriately through the defined step process.

Personal Finance Mrs. Susan Bailey Welcome to Personal Finance! Personal Finance is designed to introduce you to key financial concepts so you will have a strong foundation to make important financial decisions throughout your life. This course will focus on a variety of very relevant and important areas such as career development, budgeting, taxes, banking, saving, investing, credit and managing risk. Students will evaluate various consumer decisions, such as selecting a career, buying a home, saving money in various investment options, and making major purchases. Group activities, presentations and real-life case studies will provide an authentic learning opportunity for all students. Students will be provided with an access code to open the ebook.

Classroom Rules and Expectations 1. Respect one another     

Embrace Marianist Values Actively listen to one another’s ideas Respect the learning environment Take responsibility for your actions Collaborate on assignments only when permitted

2. Follow school rules    

Laptop and cell phone policies Food and drinks Dress code Classroom procedures o Be prepared for DyKnow opening activity o Use dropbox on NetMoeller

3. Be prepared to participate in class    

Complete your work on time Have laptop charged and DyKnow open Bring pencil/pen and paper Be a player...not a spectator

4. Communicate   

No surprises! Email or voicemail (sbailey@moeller.org or x1916 ) My schedule: o A Days only o Always available by appointment (before or after school)

Assessment Students will be evaluated in the following areas: Homework & Class Assignments 25% Quizzes/Tests 20% Projects 35% Class Participation 20%

Personal Finance Mrs. Susan Bailey Projects Projects are student-driven, meaning that the student chooses how to demonstrate comprehension of the material. They are an excellent way to show creativity and mastery of certain skills. There will be four projects this semester and they will count for 35% of the quarter grade. Rubrics will be used for assessment. In order to plan accordingly, here is an approximate calendar: 1Q:

Career Research Project Resume and Cover Letter

2Q:

InvestWrite Essay – Stock Market Game Choice Project

Personal Finance Mrs. Susan Bailey Consistent Absence on Days with Assessments: Based on teacher input and absence data, students who are reported to be consistently absent on the days of scheduled tests, quizzes, and other assessments will be evaluated to determine the cause of such patterns. Academic action will be based the results of such inquiries. Teacher will work with the administration to determine an appropriate course of action. It is at the teacher’s discretion as to whether a student can make up a missed assessment opportunities after 3 absences on assessment days, unless the absences are excused or there is a clinically diagnosed condition of anxiety. Extended Absences (applies to absences over 10 days) Any situations in which there is an extended absence of 10 days or more should be coordinated through the student’s guidance counselor. KAIROS POLICY - ABSENCES KAIROS and other retreats should be treated as holistic enhancements to the academic load and done in pursuit of ‘educating for formation in faith’. Students have at least as many schools days spent on retreat to make up work for their classes, provided that is goes no further than the Friday of the week following Kairos. For assignments and assessments, even those scheduled well in advance of departure for Kairos, students are not expected to take quizzes and tests the day of their return to class. As a general rule, the teacher and student need to negotiate an appropriate schedule of due dates during the week following Kairos. It is the responsibility of the student to initiate such an arrangement with his teacher.

Personal Finance – CP2

Welcome to Personal Finance! Personal Finance is designed to introduce you to key financial concepts so you will have a strong foundation to make important financial decisions throughout your life. This course will focus on a variety of very relevant and important areas such as career development, budgeting, taxes, banking, saving, investing, credit and managing risk. Students will evaluate various consumer decisions, such as selecting a career, buying a home, saving money in various investment options, and making major purchases. Group activities, presentations, case studies and participation in the Stock Market Game will provide an authentic learning opportunity for all students. Since a large portion of finance requires mathematical skills, this CP2 class will spend time breaking down the underlying mathematical principles so that students are able complete certain calculations pertaining to personal financial decisions. Furthermore, the class size should be such that the instructor can work one on one with students who need additional help with the financial equations. Students will be provided with an access code to open the ebook.

Classroom Rules and Expectations 1. Respect one another     

Embrace Marianist Values Actively listen to one another’s ideas Respect the learning environment Take responsibility for your actions Collaborate on assignments only when permitted

2. Follow school rules    

Laptop and cell phone policies Food and drinks Dress code Classroom procedures o Be prepared for DyKnow opening activity o Use dropbox on NetMoeller

3. Be prepared to participate in class    

Complete your work on time Have laptop charged and DyKnow open Bring pencil/pen and paper Be a player...not a spectator

4. Communicate 

No surprises!

Assessment Students will be evaluated in the following areas: Homework & Class Assignments 25% Quizzes/Tests 20% Projects 35% Class Participation 20%

Personal Finance – CP2

Projects Projects are student-driven, meaning that the student chooses how to demonstrate comprehension of the material. They are an excellent way to show creativity and mastery of certain skills. There will be four projects this semester and they will count for 35% of the quarter grade. Rubrics will be used for assessment. In order to plan accordingly, here is an approximate calendar: 1Q:

Career Research Project Resume and Cover Letter

2Q:

InvestWrite Essay – Stock Market Game Choice Project

Personal Finance – CP2

Consistent Absence on Days with Assessments: Based on teacher input and absence data, students who are reported to be consistently absent on the days of scheduled tests, quizzes, and other assessments will be evaluated to determine the cause of such patterns. Academic action will be based the results of such inquiries. Teacher will work with the administration to determine an appropriate course of action. It is at the teacher’s discretion as to whether a student can make up a missed assessment opportunities after 3 absences on assessment days, unless the absences are excused or there is a clinically diagnosed condition of anxiety. Extended Absences (applies to absences over 10 days) Any situations in which there is an extended absence of 10 days or more should be coordinated through the student’s guidance counselor. KAIROS POLICY - ABSENCES KAIROS and other retreats should be treated as holistic enhancements to the academic load and done in pursuit of ‘educating for formation in faith’. Students have at least as many schools days spent on retreat to make up work for their classes, provided that is goes no further than the Friday of the week following Kairos. For assignments and assessments, even those scheduled well in advance of departure for Kairos, students are not expected to take quizzes and tests the day of their return to class. As a general rule, the teacher and student need to negotiate an appropriate schedule of due dates during the week following Kairos. It is the responsibility of the student to initiate such an arrangement with his teacher.

TABLET ORGANIZATIONAL SKILLS Instructor: Mr. Jim Bauer Email: jbauer@moeller.org Telephone: 513-791-1680 x 1911 Conference times: Typically before or after the school day (7:00 am – 7:30 am or after 3:00 pm) Availability for additional student assistance: PLEASE SCHEDULE A TIME PERIOD. Typically before or after the school day (7:00 am – 7:30 am or after 3:00 pm); m-block in room 349. It is not from the benevolence of the butcher, the brewer, or the baker, that we expect our dinner, but from their regard to their own interest. We address ourselves, not to their humanity but to their self-love, and never talk to them of our necessities but of their advantages. Adam Smith, The Wealth Of Nations, Book I, Chapter II, pp. 26-7, para 12.

The .5 academic credits, full year course is designed to implement the tablet computer as a productive tool in achieving academic success at Archbishop Moeller High School. As such, the course will utilize the software in Microsoft Office, in particular OneNote, Outlook, Excel, Word, PowerPoint, and Publisher. The focus is on the tool and not the software to develop in the student the following outcomes.    

Critical thinking, problem-solving skills, and applied knowledge for practical results. Communication skills, both oral and written. Collaborative, team learning and work, relationship building, and interpersonal social skills. Personal responsibility – this is more of a work-in-process versus an outcome.

The course content will entail:  Student study skill techniques and systemic thinking;  Internet safety;  Personal finance*; and  Economics*. *These courses satisfy the State of Ohio’s Department of Education graduation requirements for financial literacy.

The class will meet opposite Physical Education and will be in session approximately once per week during the year. There are no required supplies or fees.

RULES: Rules cannot be broken. There are no exceptions to rules. 1. RESPECT YOURSELF AND THE OTHERS IN THIS CLASSROOM. 2. NO INSULTS. PERIOD. CONSEQUENCES: There are always consequences for your behavior. Remember, you can choose your actions, but you cannot choose the consequences that result from your actions. If you want AUTHORITY to do something, you must accept the RESPONSIBILITY that comes with it. PROCEDURES: The way we do things here. Procedures may be adjusted, "bent" if you will, as the situation warrants. FAIRNESS: This is a relative term. The State of Ohio's Department of Education defines fairness as "Every student receiving what they need." If it’s good enough for the State of Ohio, it’s good enough for us. CLASSROOM PROCEDURES: 1. Adhere to Moeller’s Handbook in reference to attendance, tardiness, hair and dress codes. 2. All book bags MUST be placed in front of your feet or under the chair. The aisles must be kept clear for movement. Please, no sports bags in the class room. Please make arrangements with your coach to store these items during school. 3. The student will be in his assigned seat at the beginning tone and is not to leave his seat without permission.

4. If you are detained by another teacher/adult, PLEASE BRING A NOTE FROM THE ADULT/MAIN OFFICE. 5. If you have to use the bathroom facilities, please come to the class FIRST and receive permission from Mr. Bauer. Permission is usually granted unless this becomes a pattern of behavior that becomes abusive. 6. To ensure the right of education for all students, please refrain from talking out in class. Statements and/or questions will be addressed by Mr. Bauer after the student has raised his hand. NOTE: Most rules are derived from common sense and courtesy. Please use your good judgment in all matters. LAPTOP POLICIES: Archbishop Moeller's laptop users policies will be in effect at all times. Discipline actions will be taken for abuse or misuse that could include taking away the privilege of using the computer in class or for a period of time. The Dean of Students will handle serious abuse. 1. Laptops are reserved for educational use. Laptops are a tool in instruction and are a means to an end. a. No games, movies, screensavers, or backgrounds (other than those already installed or approved) may be installed on your tablet. Although an argument may be made for eye-hand coordination practice, please refrain from game usage during class unless given specific permission by Mr. Bauer which will probably not happen. 2. Keep your hands off other students' computers and equipment. a. Do not "borrow" equipment. Do not tamper with or shut down another's computer for "fun". 3. Note-taking and Microsoft’s OneNote. a. In order for new information to enter long-term memory, studies indicate material must make sense and have meaning. Repetition, recall, and reinforcement all enable this information to enter long-term memory. As such, please uses Microsoft’s OneNote and re-organize your notes immediately after class. This will allow you time to re-arrange and "clean-up" your notes and use repetition, recall and reinforcement at the same time. 4. Stay on task. No multi-tasking with ear buds or headphones. a. Studies have proven that mullti-tasking is impossible. The brain is only designed to focus on one task at a time. So, you are not actually multi-tasking, but switching from task to task which causes each task to deteriorate quickly. 5. No text-messaging, social-networking, etc. Thank you. 6. Written assessment requirements for electronic turn-in. a. On the top of the paper, enter your full name and class section. b. Font size and type: 12 using Times New Roman (Please no "script". It is difficult to read. They don't print newspapers in script. Think about it.) c. Margins: One inch for sides, top, and bottom. I base my assessments on content NOT volume. 7. Batteries must be fully charged each day. There are a limited number of electric plugs in my classroom. Be prepared with a paper notebook if your batteries run out of power. This is your responsibility. 8. If your laptop is in need of repair, take it to the Help Center. Do not ask to leave class to take care of a problem. Please do this before or after school or during your lunch period. This is your responsibility. Academic Violations / Step Policy reference: Cheating on any assessments will be dealt with on a situational basis and is conditional. Although I encourage collaboration, the students involved must be able to explain their discussion. If both can satisfactorily explain, this is collaboration; if one student can, but the other student cannot, then this is one student enabling another and is probably cheating. I think you know the difference. The minimum penalty of a zero will be recorded for that student(s) for that assessment or paper. All violations will adhere to Archbishop Moeller High School’s adopted step policy (please refer to the student handbook). Grading policies: 1. The student should expect some type of assessment each class. Tests, quizzes or other types of assessments will be administered periodically covering from one to two concepts and/or other assigned or covered material. 2. Unless otherwise announced, all assessments will carry a point value equivalent to the assessment’s importance. For example, tests will have more importance than homework or quizzes and as such carry a larger point value. 3. Assessments are announced well in advance by Mr. Bauer and posted on NetMoeller. There will never be "pop" graded assessments.

4. The student is responsible for all material in the text or handouts whether that material is covered or not in class. The student is to have read the material prior to class and should ask questions over material that he is not sure of. The student is responsible for bringing all necessary materials to class for all testing. 5. TAKE NOTES from the DyKnow presentation, board/projector, your text or handouts and during class discussions. READ your text—STUDY your notes!

Extended Absences (applies to absences over 10 days) Any situations in which there is an extended absence of 10 days or more should be coordinated through the student’s guidance counselor. The grading system is based upon a proportion determined by your actual scores divided by the total possible points for that grading period. For example, if you scored a total of six hundred forty points out of a possible eight hundred points, the quarter grade would be an eighty. (640 / 800). Students are responsible for maintaining their own scores and NetMoeller will be current.

SPECIAL ASSIGNMENTS AND EXTRA CREDIT: 1. There will be at projects required during the school year. Some projects will be the result of group work. More details will be given later. 2. There will be NO EXTRA CREDIT offered or accepted.

COURSE CONTENT: The student will be proficient (i.e. be able to efficiently and effectively use) in the following: 1. Microsoft OneNote, Outlook, Word, Excel, PowerPoint, and Publisher. 2. Dynamic Knowledge Transfer’s DyKnow software. 3. Describing techniques in efficient note-taking to include… a. Cornell b. Mind/Concept Mapping c. Formal outlining d. Charting e. Combinations 4. Understanding the mechanics of how memory works and what the research supports. 5. Describing Dr. Stephen Chew’s How To Get the Most Out of Studying. a. Application of metacognition techniques. 6. Applying concentration methodologies to improve student focus. 7. Understanding systemic thinking… a. A system is anything that has interrelated parts with an aim. b. All systems have O.P.I.E. (Output, Process, Input, and Evaluation) c. Only systems can be improved. 8. Describe the consequences of being a digital citizen utilizing the Internet. a. Using guidance and resources from iSAFE (a nonprofit institution), the student will research both the legal and fundamental aspects of the following: i. Privacy issues and social networking ii. Online relationships iii. Electronic harassment (a.k.a. bullying) b. Prepare a fairy tale story using pictures and graphics and PowerPoint to demonstrate to a ten year old student the aforementioned issues and consequences. 9. Have the ability to use methods to manage wealth; i.e. personal finance. 10. Describe the importance of goal setting and its importance to discipline and personal finance. a. Create a goal that utilizes a cost; is measureable; has a deadline; and is realistic. 11. Be able to describe and apply the following basic economic concepts: a. Scarcity b. Three Questions for Allocation c. Factors of Production and the Production Possibilities Curve d. Opportunity Cost 12. Understand and discuss the six (6) economic facts discussed in AMOSweb.com, the Pedestrian’s Guide to Our Economy. a. This is a web site that takes complex economic concepts and interprets them into a basic understanding using clear-cut examples. Part of this site uses seven (7) “facts” (we will cover six) to demonstrate fundamental economic concepts in a story type media. 13. Discuss the elements and implications to real world applications of economic demand and economic supply. 14. Be able to apply the concept of economic specialization to career decision making. 15. Use the economic circular flow of income model to explain how production increases income and vice versa. 16. Create and explain a personal finance budget. a. Students will be practiced in utilizing Microsoft Excel spreadsheets. 17. Explain the differences in different financial, online banking, savings and investment vehicles to include: a. Savings accounts b. Checking accounts

c. Mutual funds d. Credit cards e. Debit cards i. Students will use a computer simulation from KnowledgeMatters called Virtual Business: Personal Finance to practice and apply specific lessons in personal finance.

Non Profit Management CP1 Mrs. Connie Ring cring@moeller.org

Course Syllabus

Overview of the course: Non Profit Management offers students first-hand, resume building experience in the business world through passionate work with non-profit organizations. The course is essentially a 9month internship for Unified for UNIFAT. This internship is designed to give students handson experience managing an existing 501(c)(3) organization. Students will first learn the jobs and responsibilities essential to running a successful non-profit organization, and then directly apply their knowledge as they become the working force behind an actual non-profit organization, namely Moellerâ&#x20AC;&#x2122;s in house student run organization called Unified for UNIFAT. Students will learn about and have a chance to experience any or all of the following positions during their internship: Uganda and Stateside Communications, Event Planning, Budgeting and Finances, Art Department, Grant Writing, Merchandise and Inventory, Advertising and Marketing, and Chapter Support.

Materials: Your Computer Flash Drive or external hard drive Transportation

Grading Below is a list of responsibilities that intern can expect to have throughout the school year and how those responsibilities are graded. Their grades, however, are not limited to this list. Knowledge base â&#x20AC;&#x201C; During at least half of 1st quarter, students will learn about U4U both on the ground in Uganda as well as here in the States. They will be tests over their knowledge. Nothing less than a 90% will be accepted on this assessment. Preparedness -- Mostly as it pertains to presentations to the community, chairing committees, holding meetings, planning city-wide events, etc. Deadlines â&#x20AC;&#x201C; As this is an internship, all deadlines are strictly enforced. There is no such thing as a late grade. Either the task is completed on time or it is not.

Presentations – throughout the year, intern will be presenting U4U information to both existing chapters as well as schools/churches/organization that are considering involvement with our organization. Interns will create and present at speaking engagements throughout the city at various times and in front of various audiences (from elementary age children to adults). Communication skills – interns will be assigned to existing chapters to provide support and updates. Communication with these chapters must be on a regular basis and complete with all pertinent information at all times. Misc. Writings – Students will learn how to write everything from thank you cards to grants. Grades will be given based on their learning process through the course of revisions. Merchandise Sales and Inventory – U4U sells merchandise brought over from Uganda as a way to provide funding for our mentor program at UNIFAT School. Interns must keep accurate inventory, sell merchandise at a variety of venues throughout the school year, keep accurate records of sales and count profits accurately. They will also make a sales report at the end of the school year summarizing our profits, revenues, and costs. Budgets – During city wide event planning, interns will create for their respective committees. They are graded on both their research for best prices, the presentation of the completed budget with explanations and reasoning for certain line items, and their ability to adhere to their approved budgets. Moeller Chapter Treasurer – this is a job for two interns only. This is the only job that is not shared amongst the other intern. At the beginning of the school year, these two are chosen to learn the process of account receivable and accounts payable for Moeller’s U4U chapter. Grades are based on accuracy. Soliciting Donations and Forming Business Partnerships – Interns will learn how to approach local business to solicit donations and form partnerships throughout the school year. Grades are based on the learning process and not necessarily on the end result product. Keeping a planner – Interns will learn the Franklin Covey technique for creating a weekly to-do list and adhering to it throughout the week. The planner is graded at the end of each week.

Attendance Our class time is similar to a meeting at a company. All training occurs during this time as well as reporting on work completed and other communications. He course is offered during A4 (at the end of A-Day) so that interns can leave early when necessary to attend chapter meetings at other schools, make meetings with local businesses to solicit donations and make partnerships, and purchase items from their budget for event planning. Thus each intern must have access to their own transportation.

The Most Important Things The most important aspect of your success in this class is your attitude and respect level. As a Marianist school, is it of utmost important that everyone here shows a high level of respect and consideration for all others, regardless of our differences. We are a family here at Moeller, and that family spirit starts with all of us.

Contacting me Feel free to contact me via email: cring@moeller.org I am more than happy to spend time with you during M-Block. I am in room 225. Please try to schedule an appointment with me ahead of time so that I can clear my schedule for you.

9th Grade English Instruction Mr. Justin Claypool JClaypool@Moeller.org

Mr. Michael Hayes MHayes@Moeller.org

ABOUT THE COURSE Freshman students are in the last stage of an important transition occurring between grade school and high school. No longer are they learning to read—they are reading to learn. Neither are they learning to write, but writing to exhibit an understanding of concepts. These are important skills (if not the most important) for the latter days of high school, college, and beyond. MY APPROACH Although educators vary in their approach to teaching an English Literature class, many follow (and studies agree) that a foundation of reading, discussing, and writing works best. In this class, students will read part or whole works of fiction and non-fiction in class and independently— forming questions and comments as they read. Students will discuss the reading with their peers—in partners, groups, or as a class—with the goal in mind that the teacher (eventually) will facilitate only a guide in these dialogues. Also, either before or after discussion takes place, students will write using the text as a well from which to draw ideas. In addition to the more traditional quizzes, tests, essays and other assessments that work well with this foundation—reading, discussing, and writing—other more modern assignments and ways of measuring students’ mastery of skills and concepts will also make up the daily classroom grind. Students should be prepared to take part in group/partner work, presentations, artistic representations, debates, speeches, videos, and other projects. All of these tasks put more of the class-time workload squarely on students, and the planning and feedback responsibility on the teacher. I believe the less time I spend lecturing to students sitting still, the more they learn and think critically. Whatever the learning venue or assignment, tablets will be used almost exclusively. Texts will be read as PDF files—highlighted and annotated with a stylus. Essays and homework will be electronically submitted to Dropbox. Students will use several programs: Powerpoint, Microsoft Word, Outlook, and others. Many struggle with this aspect of class, but I believe it to be vital in a student’s preparation for tomorrow’s career. MAJOR COURSE OBJECTIVES The student will be able to… 

read and experience different and more challenging types of literature(and other media) while developing the ability to identify and analyze the various elements of literature, figurative language, and the author’s craft—adding a deeper level of understanding to all texts



discuss varying ideas, literary elements, and writer’s craft—found in the texts, peer essays, and modern life—subjectively and objectively with respect, using the appropriate terminology write clear, concise, well-organized and grammatically correct while displaying both the development and comparison of ideas from text and life as well as a mastery of content



SECONDARY COURSE OBJECTIVES The student will be able to…             

Think Critically Work Creatively with Others Implement Innovations Reason Effectively Use Systems Thinking Make Judgments and Decisions Solve Problems Communicate Clearly Collaborate with Others Access and Evaluate Information Use and Manage Information Analyze Media Create Media Products

           

Apply Technology Effectively Adapt to Change Be Flexible Manage Goals and Time Work Independently Be Self-Directed Learners Interact Effectively with Others Work Effectively in Diverse Teams Manage Projects Produce Results Guide and Lead Others Be Responsible to Others

EXPECTATIONS I believe in four simple rules for my classroom: BE ON TIME BE PREPARED BE PRODUCTIVE BE RESPECTFUL BE ON TIME: When the bell rings for class to start, I expect students to be in appropriate uniform, in their seats, computers running, with all necessary materials out, and ready to begin. BE PREPARED: Come to class ready to work, with a positive attitude and all materials. SUPPLIES Students are required to bring the following to every class: o o o o

Tablet PC Charger Stylus with tether # 2 Pencil (a mechanical pencil that is labeled as #2 will work)

BE PRODUCTIVE: Students will complete all necessary assignments before the class begins. Also, students will remain on task through-out the entire period. Working hard and applying learned skills like you are on the job is the way to thrive in this class. BE RESPECTFUL: Other students, the teacher, ideas, and school property must be respected at all times. Discussion is a necessary element in any English class—students will agree or disagree politely and refrain from deliberately offending others. Students will raise hands to answer questions when necessary and patiently wait for the teacher to finish talking before they begin. They will wait for the teacher (not the bell) to dismiss them. Students will also take care of their own materials, the materials of others, and school equipment (desks, walls, chalkboards, etc.). As the instructor, I promise that I will be respectful as well. CONSEQUENCES In case any of these class rules (or other school guidelines) are disregarded, I will issue one or more of following consequences*:    

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VERBAL WARNING EMAIL HOME DISCIPLINARY DETENTION o After school in room 228 on Wednesdays until 3:30 o Students will sit silently until the time is done ACADEMIC DETENTION o Disregarding rule # 4: Be Productive o When a student earns 0’s for three or more assignments and/or has a 70% average (or below), he must attend Academic Detention o After school in room 228 on Wednesdays until 3:30 o Student will work on missed assignments or re-take tests MOELLER DETENTION o Assigned when students are:  Not in dress code  Being disrespectful or dangerous in the hall  Not responding to Disciplinary Detentions o Front office is given notification o Served for the school within 24 hours REPORT OF MISCONDUCT *Keep in mind that some discipline infractions call for immediate measures, and no verbal warning will be issued (ex. fighting, disrespecting teacher, etc.).

GRADING Student assessment takes many forms: homework, classwork, quizzes, tests, and essays. I use points for my grading calculation.

 Grading Points Per Assignment: o Homework = 10 pts. o Classwork = 20 pts. o Quiz = 50 pts. o Test = 100 pts. o Formal Essays = 100 pts. Homework/Classwork Students should be reading for homework EVERY SCHOOL NIGHT! Even if there is not an assigned text to read (which will be rare), each student should spend 20-30 minutes reading something (their own novel, comics, graphic novels, magazine, etc.).

Late Work: For every homework and classwork assignment the Dropbox will be open five days past the actual due date. Work will be accepted as “LATE” if submitted in the Dropbox past the due date. Late work will only have a minimum grade of 80%. Late work will NOT be accepted if the Dropbox has closed. Quizzes Quizzes assessing student understanding of concepts, application of skills, and completion of reading assignments will be given frequently. Quizzes will usually consist of 5-10 questions and have a time limit of 10 to 20 minutes. Tests English tests will contain the traditional mix of question types: matching, multiple choice, short answer, and essay. Tests will not be timed. Usually, no notes or texts will be allowed during a test. However, for many short response and essay questions, students may use the text (not notes) and any annotations. Essays Writing instruction during Freshman English will come directly from the teacher (lecture, graded comments, grammar instruction/activities) as well as in the form of peer-to-peer learning, as students will edit and sometimes assess each other’s writing. Along with other minor essays and short responses, students will complete approximately 2 formal writing assignments per quarter. Formal essays should be 400-500 words in length (minimum) and composed in Microsoft Word—then submitted to me via Dropbox by the beginning of class on the assigned due date. Papers will be returned via email with comments and a rubric (to students and parents), and grades will be posted to NetMoeller as soon as possible. Ten extra credit points will be awarded to any student’s formal essay grade that has been reviewed by the Moeller Writing Lab. For any formal essay, please conform to all MLA standards:

(Adapted from PurdueOwl.edu) General Guidelines      

Print on standard, white 8.5 x 11-inch paper. Double-space the text of your paper, and use Times New Roman as the font. The font size should be 12 pt. Set the margins of your document to 1 inch on all sides (which is the default). Indent the first line of paragraphs one half-inch from the left margin. Please use the Tab key as opposed to pushing the Space Bar five times. Create a header that numbers all pages consecutively in the upper right-hand corner, onehalf inch from the top and flush with the right margin. Use italics throughout your essay for the titles of longer works and, only when absolutely necessary, providing emphasis.

Formatting the First Page of Your Paper   



Do not make a title page. In the upper left-hand corner of the first page, list your name, your instructor's name, the course, and the date (in that order). Again, be sure to use double-spaced text. Double space again and center the title. Do not underline, italicize, or place your title in quotation marks; write the title in Title Case (standard capitalization), not in all capital letters. Use quotation marks and/or italics when referring to other works in your title, just as you would in your text: Fear and Loathing in Las Vegas as Morality Play; Human Weariness in "After Apple Picking" Double space between the title and the first line of the text. *Late papers will be penalized 20 pts.

ABSENCES It is the STUDENT’S responsibility to complete any missed assignments due to an absence. Students who miss in-class activities of low point value due to an absence will generally be exempted from that assignment. Students are always responsible for completing homework and assigned readings. Check NetMoeller for assignments and communicate with me (preferably via e-mail) when you are absent. Students that are absent the day an analysis paper is due are still expected to submit their work to me via email THE DAY THAT IT IS DUE. Students are responsible for making up missed quizzes or tests within five days. EXTRA HELP If students require extra help, they may email me with specific questions. Also, Wednesdays after school is set aside for any tutoring or studying assistance—room 228. Students need only to give me an email stating their intention to meet me after school.

COMMUNICATION Students and parents are free to email me with questions and concerns—and I prefer emails over phone calls (jclaypool@moeller.org). I will respond to emails as soon as possible (I will check email on weekends, as well). I do not consider last-minute, late-night questions about assignments that are due the following day an adequate form of communication. Any concerns regarding completion dates, content, or any related topic should be addressed as soon as possible. For this reason it is my advice to all students that they should do their A-Day homework A-Day night and B-Day homework B-day night. That way, if an assignment is confusing, then the student will have the next school day to catch me in the hall or email me questions. I am very willing to help students with any academic matters to the best of my ability; I only ask that students plan ahead and allow me some time to deliver thoughtful responses. More serious issues or concerns may merit a conference and can involve students, parents, myself, and (if necessary) even Mr. Kremer (Dean of Students), Mr. Wilke (Dean of Academics), and Mr. Girard (Chair of English Department).

By signing you are agreeing to the standards of this class and acknowledge this syllabus is subject to reasonable change.

Student: ______________________________________________

Parent: _______________________________________________

Date: _________________________________________________

“It's not what you look at that matters, it's what you see.” -

Henry David Thoreau

No! Try not. Do, or do not. There is no try. -

Yoda, Star Wars: The Empire Strikes Back

A.P. English Literature & Composition Mr. Rose Office Hours My office is located in room 335. If you need extra help, have any questions, would like tutoring on your compositions, or need to make up a quiz, come see me during my office hours, which are as follows for the 2012-13 school year: Monday-Thursday, 7:15 - 7:50 a.m. Thursday, 2:50 - 3:50 p.m. Course Overview This course has been approved by the College Board as the equivalent of a college freshman course in English Literature and/or Composition. In fact, most colleges will award credit for students who score a 4 or 5 on the AP exam. If you’re taking this course, you are expected to take the test in May. Is the test difficult? Of course. The good news is: This course is designed for you to succeed on the AP exam, and you will. LINK: For more info on the AP Test This course will not only prepare you for the AP exam; it will prepare you well for the demands of college reading and writing. More importantly, in my humble opinion, it will expose you to outstanding literature as well as hone your analytical writing and critical thinking skills. Contrary to what some may think, the study of literature is a practical pursuit that will help you develop valuable skills for college entrance exam-taking, university studies, professional work, and life in general. But it is also more than practical in that the study of literature is a way to understand and appreciate life. Literary Analysis The goals of AP English Literature and Composition are to survey certain important forms of British literature--novels, poems, plays--and to introduce you to some techniques for achieving a critical appreciation of literary art. "Critical appreciation" means having informed, intelligent reasons for liking whatever literature you like, and being able to articulate those reasons clearly, persuasively, and interestingly, especially in writing. Vital for critical appreciation is the ability to "interpret" a piece of literature, which basically means coming up with a coherent, interesting account of what a piece of imaginative literature means, what it's trying to do to or for the reader, what technical choices the author made in order to try to achieve the effects he or she wants. We will be learning how to interpret through methods of literary analysis by examining plot, character, setting, point of view, tone, theme, symbol, imagery, etc. Not coincidentally, the AP English Lit and Comp exam focuses on exactly that: literary analysis. Critical Reading In order to prepare for the level of work you will be expected to complete in AP English Literature & Composition, you are expected to read all the assigned readings in their entirety. You should not read SparkNotes, CliffsNotes, or any other “study guides” in lieu of reading these primary texts. I am not interested in what the writers of SparkNotes and CliffsNotes have to say about the literature. I want to hear what you think. Strive to analyze and interpret the literature on your own so that you will be prepared to think critically about other works you will encounter throughout the school year. You will not succeed in this course if you plan to read SparkNotes in lieu of the books.

LINK: Reading list for AP English Literature & Composition During this course we will explore four general eras of British Literature: Medieval, Elizabethan & Jacobean, Victorian, and Modern (20th and 21st century). The reading list is carefully chosen to explore all major forms of imaginative literature: personal narrative, novel, short story, narrative verse, drama, and poetry. Major works include:          

Great Expectations by Charles Dickens Wuthering Heights by Charlotte Bronte Sir Gawain and the Green Knight The Canterbury Tales by Geoffrey Chaucer Curious Incident of the Dog in the Night-time by Mark Haddon Doctor Faustus by Christopher Marlowe Macbeth by William Shakespeare Frankenstein by Mary Shelley Brave New World by Aldous Huxley (an additional novel chosen by the student from an approved A.P. list)

Annotation: Although not mandatory, it is highly recommended that you buy your own copies of all assigned books so that you can practice “active reading.” In order to learn to read actively, you are strongly encouraged to “make a book your own” by taking full advantage of annotation – underlining, highlighting, and taking notes in the margins. Typically, you will be able to use your annotated books on in-class essas and on short essay sections of unit exams. One exception: You are required to purchase The Tragical History of Doctor Faustus. Most of the required books are available in new and used copies for just a few dollars from Amazon.com Marketplace. Plan ahead and order them early. Literary Response Journal (LRJ) Throughout the year you will be completing a series of informal, in-class (and out-of-class) writing assignments that complement the reading you are doing.You are required to purchase a NON-spiralbound composition notebook and bring it to each class -- beginning with the fifth class of the first quarter. These will be collected and graded periodically throughout each quarter, typically on the day of a unit exam. They must be neat, legible, and properly respond to the prompt. No B.S., please. Each LRJ assignment is worth 25 points. If you are completing these assignments thoughtfully, neatly, and legibly in 2-3 pages, these will be“easy points.” If you forget to bring your LRJ to class on a day you have an LRJ assignment, you will receive a Code 13 – that means the maximum number of points you can receive on that assignment is 13/25. A number of these LRJ writing assignments will serve as rough drafts of what you will develop into well-crafted essays. Formal Writing Assignments

Writing is integral -- and very important! -- to this course. Writing assignments focus on the critical analysis of literature and include three types of essays: • expository: writing to understand • analytical: writing to explain • argumentative: writing to evaluate Although literary analysis makes up the bulk of the course, you will also have the opportunity for creative writing in the form of short stories, plays, film scripts, and/or poetry. Writing instruction includes attention to developing and organizing ideas in a clear, coherent and persuasive language -– this is called “composition,” and it includes the study of the “elements of style.” The writing that you produce in the course is designed to reinforce your reading. Since reading and writing stimulate and support one another, they are taught together. Most writing involves developing an argument using a thesis statement or presenting an analysis at length. In-class writing assignments will help you write effectively under the time constraints that you will encounter on essay exams in other high school courses and later in college courses in many different disciplines, including English. Research Papers In the first semester you will complete an independent reading project and an accompanying research paper. In the second semester you will be completing a research paper on a controversial issue in the field of biotechnology or scientific experimentation. This will fit in with our reading and study of Frankenstein and Brave New World. As a part of this unit we will be studying rhetoric – the art of argument and persuasion -- and research skills, the ability to successfully incorporate others' ideas into your own analytical writing. Grading & Evaluation You will be evaluated on preparation, participation, written assignments, projects, and exams, each with varying degrees of grade value. Each quarter’s grade will be determined by a combination of all work completed. Class Participation: You are expected to be prepared to participate in class discussions each day, typically on the assigned readings. This is an important component of this class. If you fail to participate you may lose up to three percentage points on your final quarterly grade. If you are well-prepared and regularly participate, making substantial contributions, you can raise your final grade by a couple of percentage points. Quizzes and Tests (40-100 points each): Throughout each quarter, you will be given several vocabulary tests correlated to the texts you are studying. Since most of the reading of plays and novels is completed at home, you will also receive reading quizzes. These brief assessments serve to check for comprehension and motivate you to follow the timeline provided. They will be simple and straightforward as long as you have done the reading. They also help you easily improve your grades. Unit Exams (400 points): “Unit exams” will be given at the end of each unit, novel and play we study. These normally consist of multiple choice, short answer, and essay questions. A unit exam typically take the majority of an entire

90-minute block. You will typically have two unit exams per quarter. Essays (300 points): You will only be eligible for full credit on your essays if they are turned in on the due date at the time they are collected (or before class if I allow you to submit them to me electronically). Late essays will receive a 20% deduction for each school day it is late, up to three days. Essays that are not turned in by the third day will receive a 0%. You must have your essays printed out and stapled before you come to class. If you do not, you will receive a late grade. I will not allow you to â&#x20AC;&#x153;go down to the printer.â&#x20AC;? Not ready at beginning of class period: maximum 80% credit One day late: maximum 80% credit Two days late: maximum 60% credit Three days late: no credit Example: If you turn in an essay two days late (60% max credit) and your original grade would have been a 90%, you will receive a 50% instead.

Grade breakdown by assignment types: LRJ free-writing entry: 25 points each Quick Comprehension Quizzes: 45 points Vocabulary Tests: 40-100 points In-class essays: 200 points Developed out-of-class essays: 300 points Unit exams and semester exams: 400 points Research papers: 400 points Extra Credit: Extra credit opportunities will be made available throughout each quarter. Attendance at certain cultural events such as a performance at the Cincinnati Shakespeare Company will also count as extra credit. I will provide info on that throughout the year. You will be required to complete a brief assignment and turn in to me your ticket. These are the plays this school year: Hound of the Baskervilles (Sherlock Holmes) To Kill a Mockingbird (Harper Lee) Titus Andronicus (Shakespeare) Romeo & Juliet (Shakespeare) The Importance of Being Ernest (Oscar Wilde) Richard II (Shakespeare) Dangerous Liasons (Christopher Hampton) A Midsummer Night's Dream (Shakespeare) Measure for Measure (Shakespeare) NET Moeller: Assignments and homework will be found on Net Moeller. Most of the downloads, however, are available from this website, which is organized by literary unit. Students remain responsible for any assignment given verbally in class, regardless of what Net Moeller may say.

Plagiarism: Plagiarism will result in a “0” as your grade for any assignment. Period. Incorporating Sparknotes, Cliffnotes, MAXNotes, or any other study aid content is plagiarism and will result in a “0” and a referral to the Academic Dean for disciplinary procedure. According to the Merriam-Webster Online Dictionary, to “plagiarize” means · to steal and pass off the ideas or words of another as one's own; and · to use another's work without crediting the source. Another important point is that as you progress in your education the standards become higher. As a high school junior (and later, in college) you are expected to have your own ideas, to read information and explain it in your own words. If you complete an assignment by copying material, you are not showing that you understand something, only that you can repeat what someone else has to say. This does not show that you understand. Absences & Make-Up Work: Excused absences from school are obviously not counted against you. Any assignment that is due on the absent day must be presented on the day you return. You are responsible for any assignment, test, or material missed during the absence (notes should be sought from classmates, and tests and quizzes must be made up outside of class, e.g, during M-Block or during my office hours). Exceptions to any of these policies may be granted at my discretion. If you have an extended absence, you should arrange with me a make-up schedule for work missed during your absence. If you have an unexcused absence, you receive no credit for any work that is due that day in my class. Class Guidelines Class Materials: Laptops must be brought to class daily but they must remain closed until it is time to use them. All necessary pens, paper, pertinent handouts, texts and your LRJ must be present. Being unprepared will lower your participation grade. You must come to each class with 1) laptop, 2) pencil, and 3) pen. If you need to "borrow" a pencil or pen from me in order to take or grade an exam or quiz, you will be docked five points! To be purchased: Folder or binder to hold handouts, Composition notebook (for Literary Response Journal), loose-leaf paper, pens (red, black, and blue) Classroom Rules and Procedures: 1. You must arrive on time, be seated, and be prepared to begin class by the bell. Four tardies per quarter will result in a detention slip. You will not be given extra time to take quizes, tests, or exams that are distributed at the beginning of class. 2. You should come to class with a positive attitude and be prepared to participate in class discussions. You should not come to class with outlandish sports equipment! Example: If you arrive with a baseball

bat, lacrosse stick, shoulder pads, football helmet, etc. you will be asked to leave with your equipment and return without it -- and you'll receive a tardy. 3. Laptops should remain closed unless or until you are instructed otherwise. If your laptop is open when the bell rings you will be considered tardy and will not be given any class materials (e.g., test, exam, etc.). Continued problem with this will result in a detention slip, blue slip, or other appropriate disciplinary measures. 4. No food or drink or candy is permitted in the classroom. Water in bottles during hot weather is the only exception. 5. Cell phones and MP3 players may not be used or on your desk during class. Keep them off and out of sight (in book bag or pocket). If I see them or hear them, you will receive a detention slip. 6. You may not use your laptop for any purpose other than the assigned task at hand. That means no gaming, no emailing, and no completing homework for other courses. I will not be playing cop, but anyone not abiding by this simple rule will be given either a school detention, an "off-task" in-lieu detention (note: you do NOT want one of these!), or both. 7. You must remain in your seat during class unless you have permission from me to be up and moving around. Contributions to class discussion are always encouraged but you must raise your hand and be recognized before speaking. 8. Unruly, rude, or inappropriate behavior will not be tolerated in the classroom. In-lieu detentions or blue slips may result. All other handbook policies, including dress code and other pertinent policies of behavior, etc. will be enforced. Infractions will result in detention or other disciplinary measures. My Great Expectations Since this is an Advanced Placement course, I have high standards for all written work you turn in. You should re-read this course syllabus carefully, especially the "Classroom Rules and Procedures." This syllabus is not for show; I do mean it, and I will enforce it. If you want to improve your writing and are willing to put in extra time and effort into it, you'll find much success in this class. Do not plan on whipping off papers the night before they're due, running them quickly through the spell-checker, and handing them in full of sentences that make little sense. I draw no distinction between the quality of one's ideas and the quality of the verbal expression of those ideas. You'll be graded on both. Amen.

Mr. Justin Claypool th

10 Grade English Instruction (ENG 101-102) Moeller High School Room 228 (Mentor Group/Tutoring) jclaypool@moeller.org ABOUT THE COURSE There are several differences between this class and previous language courses. The most notable change is the focus on history. English 201 is really America’s past told through the words of authors instead of historians. The class flows chronologically. We cover: Puritan Colonialists first, then the Revolutionary Era writers, the Romanticism/Transcendentalism artistic movement of a nation divided by the Civil War, the Naturalist and Realists of the early 1900’s, and, finally, Modernism. MY APPROACH Although educators vary in their approach to teaching an English Literature class, many follow (and studies agree) that a foundation of reading, discussing, and writing works best. In this class, students will read part or whole works of fiction and non-fiction in class and independently— forming questions and comments as they read. Students will discuss the reading with their peers—in partners, groups, or as a class—with the goal in mind that the teacher (eventually) will facilitate only a guide in these dialogues. Also, either before or after discussion takes place, students will write using the text as a well from which to draw ideas. In addition to the more traditional quizzes, tests, essays and other assessments that work well with this foundation—reading, discussing, and writing—other more modern assignments and ways of measuring students’ mastery of skills and concepts will also make up the daily classroom grind. Students should be prepared to take part in group/partner work, presentations, artistic representations, debates, speeches, videos, and other projects. All of these tasks put more of the class-time workload squarely on students, and the planning and feedback responsibility on the teacher. I believe the less time I spend lecturing to students sitting still, the more they learn and think critically. Whatever the learning venue or assignment, tablets will be used almost exclusively. Texts will be read as PDF files—highlighted and annotated with a stylus. Essays and homework will be electronically submitted to Dropbox. Students will use several programs: Powerpoint, Microsoft Word, Outlook, and others. Many struggle with this aspect of class, but I believe it to be vital in a student’s preparation for tomorrow’s career. MAJOR COURSE OBJECTIVES The student will be able to… 

read and experience different and more challenging types of literature(and other media) while developing the ability to identify and analyze the various elements of literature,

figurative language, and the author’s craft—adding a deeper level of understanding to all texts discuss varying ideas, literary elements, and writer’s craft—found in the texts, peer essays, and modern life—subjectively and objectively with respect, using the appropriate terminology write clear, concise, well-organized and grammatically correct while displaying both the development and comparison of ideas from text and life as well as a mastery of content

 

SECONDARY COURSE OBJECTIVES The student will be able to…             

           

o Stylus with tether o # 2 Pencil (a mechanical pencil that is labeled as #2 will work) BE PRODUCTIVE: Students will complete all necessary assignments before the class begins. Also, students will remain on task through-out the entire period. Working hard and applying learned skills like you are on the job is the way to thrive in this class. BE RESPECTFUL: Other students, the teacher, ideas, and school property must be respected at all times. Discussion is a necessary element in any English class—students will agree or disagree politely and refrain from deliberately offending others. Students will raise hands to answer questions when necessary and patiently wait for the teacher to finish talking before they begin. They will wait for the teacher (not the bell) to dismiss them. Students will also take care of their own materials, the materials of others, and school equipment (desks, walls, chalkboards, etc.). As the instructor, I promise that I will be respectful as well. CONSEQUENCES In case any of these class rules (or other school guidelines) are disregarded, I will issue one or more of following consequences*:    



GRADING

Student assessment takes many forms: homework, classwork, quizzes, tests, and essays. I use points for my grading calculation.

Late Work: For every homework and classwork assignment the Dropbox will be open five days past the actual due date. Work will be accepted as “LATE” if submitted in the Dropbox past the due date. Late work will only have a minimum grade of 80%. Late work will NOT be accepted if the Dropbox has closed. Quizzes Quizzes assessing student understanding of concepts, application of skills, and completion of reading assignments will be given frequently. Quizzes will usually consist of 5-10 questions and have a time limit of 10 to 20 minutes. Tests English tests will contain the traditional mix of question types: matching, multiple choice, short answer, and essay. Tests will not be timed. Usually, no notes or texts will be allowed during a test. However, for many short response and essay questions, students may use the text (not notes) and any annotations. Essays Writing instruction during English 201 will come directly from the teacher (lecture, graded comments, grammar instruction/activities) as well as in the form of peer-to-peer learning, as students will edit and sometimes assess each other’s writing. Along with other minor essays and short responses, students will complete approximately 2 formal writing assignments per quarter. Formal essays should be 500-800 words in length (minimum) and composed in Microsoft Word—then submitted to me via Dropbox by the beginning of class on the assigned due date. Papers will be returned via email with comments and a rubric (to students and parents), and grades will be posted to NetMoeller as soon as possible. Ten extra credit points will be awarded to any student’s formal essay grade that has been reviewed by the Moeller Writing Lab.

For any formal essay, please conform to all MLA standards: (Adapted from PurdueOwl.edu) General Guidelines      

Formatting the First Page of Your Paper   



By signing you are agreeing to the standards of this class and acknowledge this syllabus is subject to reasonable change.

Student: ______________________________________________

Parent: _______________________________________________

Date: _________________________________________________

“It's not what you look at that matters, it's what you see.” -

Henry David Thoreau

No! Try not. Do, or do not. There is no try. -

Yoda, Star Wars: The Empire Strikes Back

Mr. Justin Claypool th

read and experience different and more challenging types of literature(and other media) while developing the ability to identify and analyze the various elements of literature,

 

SECONDARY COURSE OBJECTIVES The student will be able to…             

           



GRADING

Student assessment takes many forms: homework, classwork, quizzes, tests, and essays. I use points for my grading calculation.

Late Work: For every homework and classwork assignment the Dropbox will be open five days past the actual due date. Work will be accepted as “LATE” if submitted in the Dropbox past the due date. Late work will only have a minimum grade of 80%. Late work will NOT be accepted if the Dropbox has closed. Quizzes Quizzes assessing student understanding of concepts, application of skills, and completion of reading assignments will be given frequently. Quizzes will usually consist of 5-10 questions and have a time limit of 10 to 20 minutes. Tests English tests will contain the traditional mix of question types: matching, multiple choice, short answer, and essay. Tests will not be timed. Usually, no notes or texts will be allowed during a test. However, for many short response and essay questions, students may use the text (not notes) and any annotations. Essays Writing instruction during English 201 will come directly from the teacher (lecture, graded comments, grammar instruction/activities) as well as in the form of peer-to-peer learning, as students will edit and sometimes assess each other’s writing. Along with other minor essays and short responses, students will complete approximately 2 formal writing assignments per quarter. Formal essays should be 500-800 words in length (minimum) and composed in Microsoft Word—then submitted to me via Dropbox by the beginning of class on the assigned due date. Papers will be returned via email with comments and a rubric (to students and parents), and grades will be posted to NetMoeller as soon as possible. Ten extra credit points will be awarded to any student’s formal essay grade that has been reviewed by the Moeller Writing Lab.

For any formal essay, please conform to all MLA standards: (Adapted from PurdueOwl.edu) General Guidelines      

Formatting the First Page of Your Paper   



By signing you are agreeing to the standards of this class and acknowledge this syllabus is subject to reasonable change.

Student: ______________________________________________

Parent: _______________________________________________

Date: _________________________________________________

“It's not what you look at that matters, it's what you see.” -

Henry David Thoreau

No! Try not. Do, or do not. There is no try. -

Yoda, Star Wars: The Empire Strikes Back

English II Honors

Thank you for your desire to learn at an advanced and challenging level. Your acceptance to this level of education is an indication that you are among the best students in this subject. However, this incurs several responsibilities. You are responsible for working to the highest level of your ability and for seeking my assistance if you have difficulty with the subject. You will read a minimum of ten novels and the majority of your textbook. You will also complete all fifteen units in your vocabulary book. There will be at least one quiz or test per class, with semester and final exams and twelve essays. Everything is cumulative. In addition, you are responsible for knowing and working within the guidelines established below. Welcome to Honors Sophomore English! Good luck, and have a great year.

Classroom Policy Students must be in their seats and prepared for the start of class by the tardy bell. Pencil sharpening and book retrieval from lockers should be completed before this time. Students must be in their seats by the tone to be counted present and on time. A student who comes to class late must have a note that was approved at the office prior to his arrival at class to be admitted. School dress code will be maintained in class. All assigned textbooks must have book covers on them at all times. Respect for and consideration of the teacher and fellow students is expected at all times. After recognition, one person at a time will be allowed to speak. Cheating or dishonesty in relation to any assignment will result in parental notification and zero credit for that assignment. No food or drink is permitted in the classroom. No defacing of private or school property is allowed. Physical contact with other students and/or their belongings is not permitted in the classroom. Throwing of objects of any kind is expressly forbidden. This includes, but is not limited to, spit wads, paper wads, change, candy, pencils, pens, rubber bands, paper clips, and books.

Students are held responsible for getting information pertaining to make-up work and for doing it.

Students will only be permitted to make up work that was missed due to an excused absence. Please read Classwork Policy for further details. Each student must have at least one pen and one pencil, both of which should be in useable condition, during each class period. Handbook policies will be enforced. Classroom Behavior Appropriate behavior in the classroom on behalf of all students is necessary so that each individual has the opportunity to do his best. The teacher reserves the right to issue punishment at any time he deems necessary. Punishment will generally consist of written punishments, sitting for detentions, and/or receiving Reports of Misconduct. In the event of a written punishment or a detention, the student is responsible for fulfilling the obligation. Failure to do the written punishment, to turn it in on time or failure to serve an assigned classroom detention at the assigned time will result in the punishment being doubled. Repeated failure to do the written punishment, to turn it in on time or to serve an assigned classroom detention at the assigned time will result in the issuance of a Report of Misconduct. Please note: parents and appropriate members of the school administration will be informed if a student has a continuing problem in this area. A day-to-day record of the type and number of offenses will be kept in the event that a parental conference becomes necessary. Classwork Policy Each homework assignment received is given a check plus, which equals 100%; a check, which equals 90%; or a check minus, which equals 70%. Incomplete or inadequate pieces of homework will receive much lower scores. These will be handled on an individual basis. Homework assignments count for ten points each, unless otherwise specified. Homework should be completed on the studentâ&#x20AC;&#x2122;s computer and be ready to turn in by the beginning of class on the date that it is due. Handwritten assignments are not permitted unless the teacher specifically assigns them to be completed in that manner, or the student has incurred a recent malfunction on his computer and has not been able to get it resolved at the Help Center. Handwritten assignments are not permitted unless the teacher specifically assigns them to be completed in that manner, or the student has incurred a recent malfunction on his computer and has not been able to get it resolved at the Help Center. When handwritten assignments are given, the homework should be completed on three-ring notebook paper. Spiral paper with torn edges is not acceptable. In addition, if the assignment is not legible, the student will not receive credit for doing it.

All assignments must have the proper heading in the upper right-hand corner of the first page. This consists of the studentâ&#x20AC;&#x2122;s name, the date that the assignment is due, his class period, and the title of the assignment. Homework will not be accepted after it is collected from the class as a whole, even if a student has it by the end of the class period. Homework is only accepted late if a student has an excused absence on the date that it is due and turns in the assignment by the beginning of class on his first day back. If a student is absent (excused only) for more than one day and wants an extension on his homework, he must discuss this with the teacher on the day of his return to school. Otherwise, he has one day to make up the work. Quizzes fall into two categories: 1. Announced quizzes 2. Unannounced quizzes at the teacher's discretion. Quizzes count for the equivalent of twenty-five points each, unless otherwise specified. If a student misses an announced quiz due to an excused absence, he must make it up on the day that he returns to class. This will usually take place after school. Extra- curricular activities do not constitute an excuse to miss a make-up quiz after school. A student will have one day after he returns to make-up an unannounced quiz on a day when he has had an excused absence. Students with extended, excused absences need to see the teacher after school to arrange makeup schedules.

Tests also fall into two categories: 1. Unit and book tests will be given after the material has been discussed in class. The make-up policy for tests is the same as that for announced quizzes. 2. Essays that are prepared outside of class may also count as tests. The student will be eligible for full credit on his essays if they are turned in on the due date at the time that they are collected. If the essay is not turned in on time and no prior arrangements were made with the teacher, ten percent of the grade will be deducted for each school day that it is late. Tests are worth 100 points, unless otherwise specified. Note: Any test or quiz completed on the studentâ&#x20AC;&#x2122;s computer will be awarded a score of zero in the event that the teacher sees any pop-ups on the studentâ&#x20AC;&#x2122;s computer screen during the quiz or test portion of the class. Furthermore, as soon as the quiz or test is completed, the student must turn off his computer.

Semester exams will be given and are worth 150 points. Work completed in class, and special projects, may have varying point values. Each student is expected to keep a notebook. This includes keeping accurate notes from class discussions and lectures, all handouts, and all returned assignments. The sections should be easy to find, and each section should be complete. Note: Per departmental policy, if a student earns a quarter grade of 78% or lower, then he will be transferred to CP 1 English for the following quarter.

Materials Needed for the Course Folders Paper and Notebooks Ink Pens (blue or black) Pencils Assigned Test Sheets Laptop Computers Computer Batteries with full charges

Texts Adventures in American Literature The Adventures of Huckleberry Finn Cannery Row A Farewell to Arms The Glass Menagerie The Great Gatsby I Know Why the Caged Bird Sings

The Martian Chronicles Narrative of the Life of Frederick Douglass Our Town The Scarlet Letter Vocabulary Workshop, Level F

Course Guide for Mr. Williams Class English III CP II 2012-2013 @dwillsclass2012 Facebook- Derek S. Williams Required Reading: Novels: Workbooks: Texts: Night Vocabulary English Grammar Lord of the Flies (Level E) â&#x20AC;&#x153;Macbethâ&#x20AC;? Animal Farm The Dark Knight (tentative) (There will most likely be additions to this list as the year goes on) Writing: Over the course of the year, there will be at least 10 multi-paragraph essays that you will write. The majority of these will be multi-draft essays; some will be based on reading assignments and others on more practical activities. We will do free writing exercises called journals on a bi-weekly basis. Reading: You will read at least five novels this year (listed above), as well as a two Shakespeare plays. You will also be expected to read short stories and poems from different internet resources. Presentation Skills: During the third quarter, a large portion of your grade will be devoted to an oral presentation that you will deliver in front of class. This will be completed in tandem with a research paper. Laptop Work: In order to put your laptop to good use in this class, there will be consistent journal assignments that will be done on your computer. Also, there will be a great deal of group assignments that will involve internet research as well as presentations. Throughout the year, there will be electronic worksheets that will be available in my online folder. Practically all of your assignments this year will be turned in through DyKnow, NetMoeller, or the X-Drive. SAT and ACT/ College Prep work: This year, we will devote a set amount of days to work exclusively on preparing you for the SAT/ ACT. Also, we will spend a great deal of time on some of the more practical aspects of your college acceptance journey.

Guidelines and Expectations

Course Goals This Year: 1. To come to a greater understanding of culture and the world around you through the use of literature. In addition, you will be able to articulate that understanding through your writing. 2. You will be able to analyze works and formulate unique individual interpretations. 3. Read at least five novels throughout the year (including one Shakespeare play). 4. Write several final draft essays in 5-paragraph form. 5. To have lively daily discussion concerning the works we cover. Materials Needed for Every Class: 1. Notebook 4. Loose leaf paper 2. Pens, pencils 5. A pair of earphones 3. Laptop Class Rules: 1. Once you enter class and the bell rings, unless you are called on, there will be no talking. You will receive a class participation grade that will reflect your adherence to this policy. Continued distractions will lead to you being temporarily dismissed from class, sent down to Mr. Kremerâ&#x20AC;&#x2122;s office, or an extra writing assignment (The Rime of the Ancient Mariner). 2. No eating or drinking (except for bottled water). If you violate this, you will lose CP points. 3. Rules on dress code will be followed accordingly. 4. No sleeping. 5. No cheating or plagiarizing. 6. Be prepared at all times. Have homework ready at the beginning of class. Late homework (anything turned in after the beginning of class) will be accepted at the beginning of the next class at Â˝ credit. Anything turned in after that will not be accepted. If you miss a day due to sickness or any other excused absence, the homework that was due the day you missed will be due immediately. The homework that was assigned the day that you missed will be due the very next class after you return. If you have missed multiple classes, the assignments will be due each class concurrent to the classes you missed. Also, you will be expected to turn in the assignments that are due on the days that you are in class. This includes tests and quizzes. 7. Assignments will be posted on the board and on Net Moeller. However, there may be situations where, for whatever reason, assignments may be changed or added during class and the online sites may not be updated (this year changes will be updated on Twitter and Facebook as well). If this is the case and the assignment is on the board, you will be responsible for it even if it is not online. It will be important for you to copy the assignments down in your notebook every day. If you miss a class due to illness or any other excused absence, it is your responsibility to communicate with me to see what work was missed and to take any missed tests or quizzes. 8. All written assignments will be done using proper language and it will be done in complete sentences in order to get full credit.

9. Everyone’s opinion and their right to express it will be crucial to an interesting learning environment. Disrespect, in any form, will not be tolerated. 10. Laptops will be used appropriately. Everyone will be logged on to DyKnow. Those who choose not to do so will not get any credit for anything done that day (class participation). 11. When school begins, cell phones are to be turned off and in your bag. If one is taken out during class (whether to talk, text, or to find the time) you will be given a school detention. If a cell phone is ever used during a test or quiz (whether you have handed yours in or not), you will receive a “0” no matter what your explanation is. 12. When class ends, you are to remain in your seat until the bell rings. Failure to do so will result in a loss of class participation points and/ or a detention. 13. Each class you will be expected to have completed the assignment given from the class before. You should be prepared to answer questions or even possibly take a pop quiz on any given day. 14. Homework must be typewritten, unless you are otherwise instructed. If you are instructed to turn in handwritten work, it must be legible to receive full credit. 15. Class participation will be determined by your conduct in class and how much you contribute. Every class there will be 2 possible points to get for CP. If you participate and contribute positively to the class atmosphere and conversation, then you will receive both points. If your contribution is negligible, but you do not provide a distraction, then you will receive one point. If you are a distraction (talking, gaming, sleeping, texting, eating, surfing, any other inappropriate behavior), then you will not receive any points for that day. Grades will be determined by an accumulation of points: 1. Tests-100 points each 2. Essays- 100 points 3. Journals/Blogs (number to be determined through the quarter)-100 points 4. Class participation- 50 points (based on amount of classes in quarter) 5. Homework -5-10 points Please sign below to indicate that you understand these rules and have no objections to them. In addition, review this with one or both of your parents and have them sign it as well. Your Signature: ____________________________________________________ Parent’s Signature: _________________________________________________

RESPECT PEOPLE

THINGS

IDEAS

Mr. Kevin Buckley Moeller High School – 2002 University of Dayton – BA English 2006 Xavier University – M. Ed. Secondary Education Integrated Language Arts 2009 KBuckley@Moeller.org

Course Objectives To gain a greater understanding of literature and language To experience other cultures and identify common bonds with people of different times and places To develop a liberal knowledge of different types of literature and media To strengthen writing abilities and encourage more economic expression through analytical exercise

Homework Student homework will be comprised primarily of reading, and will be posted on NetMoeller. Typically, daily reading assignments will appear as ungraded entries on NetMoeller and will be given the grade “X” to indicate exemption for the grading program; this is normal. Students who do not read the texts will not do well in this course. Quizzes to determine if students have read assignments will be given frequently; be aware that reading Sparknotes or Wikipedia is NOT a substitute for reading the actual assigned texts, and having a general knowledge of a text is not enough to suffice. Quite simply, if you want to succeed as a student in this class, you have to do the reading and come to class prepared to discuss relevant themes. Students will be assessed on vocabulary units throughout the school year. Analysis Papers Students will be assigned analysis papers for most (but not all) of the literature we cover in class. Analysis papers are single page, single spaced papers that students will compose in MS Word and submit to me via email at the beginning of class on the assigned due date. Papers will be returned via email with comments and grades will be posted to NetMoeller as soon as possible. All analysis papers MUST be written in 12 point Times New Roman font and can have a maximum margin size of 1.25 inches (these are usually the default settings). PLAGIARISM OF ANY KIND WILL NOT BE TOLERATED AND WILL RESULT IN A ZERO FOR THE ASSIGNMENT AND A REPORT OF MISCONDUCT. Late papers will be penalized a letter grade per day. A common alibi for late or incomplete papers is “my laptop is broken.” This is not a valid excuse. I expect students to back up all documents on a physical medium or a separate database; archiving documents on an external email address (Gmail, Yahoo, etc.) or uploading to Google documents are viable (and free) options. I emphasize this practice to help students prepare for university and career expectations. Classroom Discipline My number one classroom rule is at the top of this page: RESPECT. I like to further describe this rule with the headings PEOPLE, THINGS, and IDEAS. I encourage (and at times require) students to engage in discussion, but with the understanding that anything said or implied does not deliberately offend other students. Most first infractions will result in a verbal warning or 500 word essay; most second infractions will result in a school detention or M-Block detention; most third infractions will result in a conference with Mr. Kremer and/or a report of misconduct. Here are some sample situations students should avoid: disrespecting teacher or other students, cell phone usage/texting in class, gaming on laptops, foul or inappropriate language, uniform violations, eating in class, habitual tardiness, completing work for other courses during English class, sleeping during instructional time, stealing from teacher and other students, etc. When class starts, I expect students to be in their seats, signed in to DyKnow, and ready to get to work. In the first weeks, I will take attendance verbally to help learn names; I expect students to be patient and respectful during this process. Congregating at doors before or after lessons is prohibited. The bell does NOT dismiss students at the end of a lesson; this is MY responsibility.

Students are responsible for staying signed in to DyKnow for the duration of the class period. If for some reason DyKnow is not functioning or your computer crashes, students are responsible for telling me immediately. I retain the right to enforce a seating chart and to have students sit in certain areas to accommodate learning needs and facilitate classroom management. In science classrooms, students are only allowed to enter the lab area with my permission. Students are expected to keep the classroom clean. Desks will be moved to accommodate group activities at times; I ask that students be conscientious about their surroundings and leave the room organized. I ask students to place their bags under their desks to keep aisles clear. All students should be familiar with emergency procedures for each classroom. Ordinarily these are posted near the doors. In the case of drills or actual emergencies, stay calm and remain silent to follow instructions. Grading and Assessment Student assessment will take place in a variety of ways. Grades are determined by a simple point system, where the total number of earned points is divided by the total number of available points per quarter. For example, if a student earns 350 of 400 available points in a quarter, that student has earned an average of 87.5% for the quarter. Students will have the opportunity to earn points through analysis papers, class activities, and quizzes or tests over assigned reading and vocabulary units. I do not offer extra credit assignments. Testing Procedure Students must remain silent through the duration of a testing session. Answers must be covered and students must keep their eyes on their own papers. Cheating of any kind will result in an immediate zero and a report of misconduct. . Students must keep all graded material. Supplies and Expectations Students are required to bring the following to every class: tablet PC, stylus, charger, college-ruled notebook (can be single-subject or part of a multi-subject notebook), a functioning writing implement (pen is preferred), and a folder for saving all graded material. ALL STUDENTS ARE REQUIRED TO BRING A COPY OF THE ASSIGNED HOMEWORK TEXT. That means if you are assigned to read Chapters 1-3 of George Orwell’s 1984 for next class, then you read Chapters 1-3 of George Orwell’s 1984 BEFORE that class begins and you have your own copy of George Orwell’s 1984 so you may discuss and reference said text during class discussion. Excessive failure to bring supplies to class will result in discipline. Absences It is the STUDENT’S responsibility to complete any missed assignments due to an absence. Students who miss inclass activities of low point value due to an absence will generally be exempted from that assignment. Students are ALWAYS responsible for completing homework and assigned readings. Check NetMoeller for assignments and communicate with me when you are absent. Students that are absent the day an analysis paper is due are still expected to submit their work to me via email THE DAY THAT IT IS DUE. Students are responsible for making up missed quizzes or tests within one week. Communication with Teacher Students are free to email me with questions and concerns. I will respond to emails as soon as possible (I will occasionally check email on weekends as well). I do not consider last-minute, late-night questions about assignments that are due the following day an adequate form of communication. I am very willing to help students with any academic matters to the best of my ability; I only ask that students plan ahead and allow me some time to deliver thoughtful responses. More serious issues may merit a conference and can involve students, parents, Mr. Kremer (Dean of Students), Mr. Wilke (Dean of Academics), and Mr. Girard (Chair of English Department). Any concerns regarding assignment completion dates, assignment content, classroom content, or any related topic should be addressed as soon as possible. Do not claim you do not know how to complete an assignment the same day the assignment is due. Communicate with me – and be honest – and you will find many problems can be avoided outright. In any case, I am a sensible person and will very likely respond favorably to hard work, honesty, and respect. Students and parents are expected to maintain a professional relationship with me at all times. Signatures

STUDENT

PARENT/GUARDIAN

English IV CP I

Required Reading: Novels: Texts: One Flew Over the Cuckoo’s Nest English Grammar Siddhartha The Shawshank Redemption The Shining “Hamlet” “Titus Andronicus,” “The Taming of the Shrew” or “King Lear” Catcher in the Rye The Beach (There will most likely be additions to this list as the year goes on) Writing: Over the course of the year, there will be at least 10 multi-paragraph essays that you will write. The majority of these will be multi-draft essays; some will be based on reading assignments and others on more practical activities. We will do free writing exercises called journals on a bi-weekly basis. Reading: You will read at least five novels this year (listed above), as well as a two Shakespeare plays. You will also be expected to read short stories and poems from different internet resources. Presentation Skills: During the third quarter, a large portion of your grade will be devoted to an oral presentation that you will deliver in front of class. This will be completed in tandem with a research paper. Laptop Work: In order to put your laptop to good use in this class, there will be consistent journal assignments that will be done on your computer. Also, there will be a great deal of group assignments that will involve internet research as well as presentations. Throughout the year, there will be electronic worksheets that will be available in my online folder. Practically all of your assignments this year will be turned in through DyKnow, NetMoeller, or the X-Drive. SAT and ACT/ College Prep work: This year, we will devote a set amount of days to work exclusively on preparing you for the SAT/ ACT. Also, we will spend a great deal of time on some of the more practical aspects of your college acceptance journey.

Guidelines and Expectations Course Goals This Year: 1. To come to a greater understanding of culture and the world around you through the use of literature. In addition, you will be able to articulate that understanding through your writing. 2. You will be able to analyze works and formulate unique individual interpretations. 3. Read at least five novels throughout the year (including one Shakespeare play). 4. Write several final draft essays in 5-paragraph form. 5. To have lively daily discussion concerning the works we cover. Materials Needed for Every Class: 1. Notebook 4. Loose leaf paper 2. Pens, pencils 5. A pair of earphones 3. Laptop Class Rules: 1. Once you enter class and the bell rings, unless you are called on, there will be no talking. You will receive a class participation grade that will reflect your adherence to this policy. Continued distractions will lead to you being temporarily dismissed from class, sent down to Mr. Kremerâ&#x20AC;&#x2122;s office, or an extra writing assignment (The Rime of the Ancient Mariner). 2. No eating or drinking (except for bottled water). If you violate this, you will lose CP points. 3. Rules on dress code will be followed accordingly. 4. No sleeping. 5. No cheating or plagiarizing. 6. Be prepared at all times. Have homework ready at the beginning of class. Late homework (anything turned in after the beginning of class) will be accepted at the beginning of the next class at Â˝ credit. Anything turned in after that will not be accepted. If you miss a day due to sickness or any other excused absence, the homework that was due the day you missed will be due immediately. The homework that was assigned the day that you missed will be due the very next class after you return. If you have missed multiple classes, the assignments will be due each class concurrent to the classes you missed. Also, you will be expected to turn in the assignments that are due on the days that you are in class. This includes tests and quizzes. 7. Assignments will be posted on the board and on Net Moeller. However, there may be situations where, for whatever reason, assignments may be changed or added during class and the online sites may not be updated (this year changes will be updated on Twitter and Facebook as well). If this is the case and the assignment is on the board, you will be responsible for it even if it is not online. It will be important for you to copy the assignments down in your notebook every day. If you miss a class due to illness or any other excused absence, it is your responsibility to communicate with me to see what work was missed and to take any missed tests or quizzes.

8. All written assignments will be done using proper language and it will be done in complete sentences in order to get full credit. 9. Everyone’s opinion and their right to express it will be crucial to an interesting learning environment. Disrespect, in any form, will not be tolerated. 10. Laptops will be used appropriately. Everyone will be logged on to DyKnow. Those who choose not to do so will not get any credit for anything done that day. 11. When school begins, cell phones are to be turned off and in your bag. If one is taken out during class (whether to talk, text, or to find the time) you will be given a school detention. If a cell phone is ever used during a test or quiz (whether you have handed yours in or not), you will receive a “0” no matter what your explanation is. 12. When class ends, you are to remain in your seat until the bell rings. Failure to do so will result in a loss of class participation points and/ or a detention. 13. Each class you will be expected to have completed the assignment given from the class before. You should be prepared to answer questions or even possibly take a pop quiz on any given day. 14. Homework must be typewritten, unless you are otherwise instructed. If you are instructed to turn in handwritten work, it must be legible to receive full credit. 15. Class participation will be determined by your conduct in class and how much you contribute. Every class there will be 2 possible points to get for CP. If you participate and contribute positively to the class atmosphere and conversation, then you will receive both points. If your contribution is negligible, but you do not provide a distraction, then you will receive one point. If you are a distraction (talking, gaming, sleeping, texting, eating, surfing, any other inappropriate behavior), then you will not receive any points for that day. Grades will be determined by an accumulation of points: 1. Tests-100 points each 2. Essays- 100 points 3. Journals/Blogs (number to be determined through the quarter)-100 points 4. Class participation- 50 points (based on amount of classes in quarter) 5. Homework -5-10 points Please sign below to indicate that you understand these rules and have no objections to them. In addition, review this with one or both of your parents and have them sign it as well. Your Signature: ____________________________________________________ Parent’s Signature: _________________________________________________

RESPECT PEOPLE

THINGS

IDEAS

Mr. Kevin Buckley Moeller High School – 2002 University of Dayton – BA English 2006 Xavier University – M. Ed. Secondary Education Integrated Language Arts 2009 KBuckley@Moeller.org

STUDENT

PARENT/GUARDIAN

Journalism I (CP1/HON) and II (HON) Mr. Rose Journalism Course Syllabus Welcome to Journalism I (CPI/Honors) and II (HON). This interdisciplinary writing course is designed for students interested in gaining knowledge of journalism through theory and practice. The course will detail all aspects of print and digital journalism, including interviewing; writing news, feature, and sports stories; writing editorials and covering entertainment. Layout and graphic design techniques will be learned through Adobe Creative Suite, including InDesign. As part of the course, students will write and produce the award-winning quarterly student Newspaper, The Crusader. Honors Option Students may opt to take Journalism I as either a CP1 course or an Honors course. Students opting for the Honors option will be required to do the following in addition to the regular CP1 class expectations: 1. Assume an editorial role with The Crusader and the additional responsibilities that go along with that. 2. Produce an independent journalism project each semester. The student will have the latitude to propose the form and content of his project, which must take the form of an extended piece of journalism, e.g., a documentary video, a newsletter, an extended investigative report, a multi-media project. 3. Produce press releases throughout the year in coordination with the Moeller Communications Director. What Is Journalism? An important part of this course is to help you gain an understanding of news and information and the important role that they play in society. What is news? News is information that is timely, interesting and significant. The information has to be in a form appropriate for the medium in which it is carried. Journalists are those professionally entrusted with offering our society information that is accurate and credible and doing so in a timely fashion. This task cannot be duplicated by any group in society. To be able to produce news, a journalist must be able to report and to write. That's what this course is about. This course emphasizes professional skills, attitude and demeanor. You are expected to acquire and display all three. First of all, you should take your work seriously, approach it with honestly and with a sense of integrity. All of these things have high value in the world of professional journalism. If you're in this class, you should have the intelligence and maturity to understand and develop these habits and characteristics. Overview As a writing course, journalism addresses the need for you to be able to pursue higher-order writing and critical thinking skills. Journalism provides you with the opportunity to analyze, to interpret, to detect bias, to distinguish between relevant and non-relevant information, and to identify ambiguous or faulty arguments. Journalism will also teach you how to prioritize, synthesize, and articulate information. Expectations Because you will be producing a newspaper under deadline, it is of utmost importance that you adhere strictly to due dates for assigned work. Ten days of each quarter, you will be expected to put in extra time after school (and/or during M-blocks) and on weekends to lay out the paper. You will be given the

layout schedule at the beginning of each quarter so that you can plan work and your other activities accordingly. Half of your grade is based on writing and laying out the paper. Failure to meet deadlines or to show up at layout sessions will have a severe, negative impact on grades. Here are my three basic expectations: 1. Be professional: This course is designed to model a professional communications department. You are expected to come to class on time, come to class prepared, and come to class with a positive attitude and an excellent work ethic. Your job duties producing a newspaper require responsibility. 2. Meet deadlines: Journalism students are expected to work as a team. This means all students are required to contribute not only during class but also any hours required outside of class during the two weeks of each quarter before The Crusader goes to press. Th paper isn't finished until everyone is finished with his page (and other assigned contributions). Again, this requires working together until the paper goes to press. 3. Produce high quality work: The Crusader has won a number of awards, including a 1st place award in the American Scholastic Press Association's annual newspaper competition. The quality of the newspaper is a reflection of Moeller High School and the talent of the students who produce it. You should strive to continue to produce high quality work 1) to honor Moeller, and 2) to create a personal portfolio to send with college applications and job applications. Consequences Further, all other Moeller house rules are to be obeyed in class. For example, that means that "off task" work on your laptops will result in a detention. Continued problems will result in dismissal from journalism class. Remember, this is an elective course. You chose to be here, which means you're agreeing to take on the above responsibilities. If you fail to meet any of the expectations detailed above, parents will be notified, administrators will become involved, and this may result in your removal from the course. If you do not think you can meet these expectations or if you are unwilling to meet them, then please drop the course straight away. Course goals Still with me? Good. By the end of the year, you should be able to: 1. Define the roles and responsibilities of the media, including legal, moral, and thical considerations. 2. Practice the skills necessary for news coverage of activities, events, issues, and individuals associated with Moeller High School. 3. Define, identify, and analyze newsworthiness. 4. Practice basic reporting skills through information gathering and research. 5. Practice basic journalistic style and format. 6. Proofread and edit copy.

7. Competently write news stories, editorial and opinion pieces, features, and sports stories. 8. Write and design headlines. 9. Write and design photo captions. 10. Produce, select, and integrate photographs into a publication. 11. Be competent in the basic concepts of layout and publication design. 12. Use InDesign desktop publishing to produce a publication. 13. Demonstrate strong team-player skills by being able to work with a team of others with diverse skills in order to produce a newspaper. 14. Possess a strong knowledge of career opportunities in communications, including journalism, public relations, marketing, and advertising. Textbooks Scholastic Journalism. Tenth edition by Tom E. Rolnicki, C. Dow Tate, Sherri Taylor. Iowa State University Press. AP Stylebook by Norm Goldstein, Ed. Basic Books. Grading Your grade each quarter is computed as a sum of all points earned divided by the total possible points offered. The following is an approximate breakdown: - Daily news analysis: 10 points daily (approx. 150 per quarter) - Student summary presentation: 25 points (one per quarter) - In-class workshop assignments: 10 points each (approx. 100 per quarter) - Quizzes and tests: 25-50 points each - Newspaper articles: 100 per article - Layout, design, editing and production (class participation): 200 per quarter Note: Daily News Analyses are due to be posted before the end of the period assigned in order to be considered "on time." If it is posted after class but before Midnight of the same day, it will be considered "late." If it is posted after that it will be considered a zero (0 points). Make-up Work Policy Short Term Absences (1 or 2 days) For all types of short term absences (expected, unexpected, field trips, etc.), upon return to school, you are responsible for contacting me to arrange make-up assignments and assessments for work that was assigned during your absence. When you return from an absence due to illness, family need, or other reported reason, you must acquire any missed assignment upon your return and submit it at the next class.

For work that was assigned prior to your absence, and was posted on NetMoeller prior to your absence, you are expected to have the work ready upon your return. If you are absent for an extended period, weâ&#x20AC;&#x2122;ll discuss a schedule to make up your missing work.

ALGEBRA 1 COURSE DESCRIPTION Text: Publisher:

Algebra 1 McDougal Littell Company

Introduction:

This course presents and develops all the necessary topics for an algebra course. It is written for average and above average students who would like a solid preparation for high school mathematics. Algebra 1 is the basis for any other mathematics course you will take. Without the skills established in Algebra 1, you will not be able to excel this year or beyond.

Objectives:

The objectives of this class are 1) to provide a strong foundation of Algebra 1, 2) to help you become a more independent thinker, 3) to help present the topics in different ways to accommodate and show the different types of learning styles, 4) to help you develop problem solving techniques and 5) to increase the studentâ&#x20AC;&#x2122;s appreciation of mathematics through seeing a wide range of mathematical backgrounds in different applicable fields.

Time Table:

1st Nine Weeks2nd Nine Weeks3rd Nine Weeks4th Nine Weeks-

Approach:

The major method of presentation is the lecture. Each topic is presented by showing the theoretical relationship to the practically solved problem. Homework is utilized to reinforce newly presented ideas with boardwork used to practice these methods. TI-Nspire is used to visualize the in-class work. Quizzes and homework are used as the information upon which an effective evaluation is made each quarter.

Grading:

Each students grade is calculated based on the number of points earned divided by the number of points possible during that particular grading period.

Scoring:

Tests: Quizzes:

Absences:

School Policy--It is the responsibility of the student to get and make up missed assignments or quizzes. For each day absent, you will have one day to make up the assignment for full credit. (i.e. If you are absent just once, on a b-day, then you have until the end of the next b-day to make up the missing homework, quiz or test. If you are absent just once, on an a-day, then you have until the end of the next a-day class to make up the missing homework, quiz or test.). Longer absences will allow for more time to make up the school work.

Approximately Chapters 1, 2 & 3 Approximately Chapters 4, 5 & 6 Approximately Chapters 7, 8 & 9 Approximately Chapters 10, 11 & 12

Worth 100 points (we will have 3-4 each quarter) Worth 20-75 points (we will have 3 or 4 each quarter) -Pop quizzes may occur and will be worth significantly less Homework: Worth 8 points (we will have around 20 each quarter) Notebook: Worth 2 points/section (will be checked occasionally)

Late Homework: If homework is not turned in on assigned date and an absence was not involved, the student has two weeks from the due date to turn the assignment in for half credit. After two weeks, the student will receive a zero for the assignment. Computer:

The student is to have his computer with him for every class. If the student fails to have his computer with him and does not have a note from the help desk, the student and teacher will work out an alternate plan to complete the assignment. From the second instance on, the student will receive a zero for the assignment(s).

Class Policies Late Work

Make-up Work

Daily Work Tests/Quizzes (also see below)

Notebook/ Binder Tutoring

On Task Pencil ONLY Dismissal

Late work may be turned in up to two weeks from the date it was due. No late work will be accepted after the two week window has passed. The only exception is in the case of an extended excused absence. Upon the studentâ&#x20AC;&#x2122;s return from an excused absence, it is his responsibility to find out what he missed and to complete those assignments in due time (one extra class per class missed). Students need to also obtain missed warm-ups and notes from a classmate or teacher before/after school. Daily work such as warm-ups, classwork, and homework will be graded for completeness. Homework will be given on a daily basis. Tests will be given at the end of each chapter. Tests dates will be announced at least one week in advance to give time for review and questions. Quizzes may be given without prior notice. If a student misses a test, he is responsible for making it up on his own time based on how long he was absent. You will use OneNote to take your notes and to do your homework, warm ups, etc. It is an excellent study guide for review, quizzes, and tests. This organizational tool will be graded Students may obtain extra help outside of class time before school any day or after school by making an appointment with the teacher. NEVER hesitate to ask for help. I will do everything to help you succeed. Do not wait until the day before the test to ask for assistance! Mrs. Nay will also be available throughout the school year. It is expected that you will give 100% in all tasks. Any work not related to the assigned task will be confiscated. To receive credit on paper assignments/tests/quizzes, all work MUST be in PENCIL unless stated otherwise. I will dismiss the class at the end of the bell. Lining up at the door is NEVER permitted.

Moeller High School Algebra 2/Trigonometry CP 1

Course Guidelines Algebra 2 and Trigonometry CP1 serves as the transition from elementary algebra to the more rigorous calculus-based courses. It emphasizes higher-order polynomial functions, word problems, and other traditional topics. The course concludes with a one-quarter introduction to trigonometry.

Textbook

Algebra and Trigonometry: Structure and Method – Book 2

Materials

Please bring the following to class each day:  sharpened pencils

Grading Policy

TI nSpire calculator

Your grade is based upon the points earned from classwork, warm-ups, nightly homework, quizzes (worth 5 – 75 points each), tests (usually worth 100 points), projects, class participation and semester exams. The grade is determined by adding up all the earned points and dividing by the sum of all the possible points in that quarter.

Discipline (both academic and behavior) School discipline procedures will be followed. If I find it necessary to give a punishment for inappropriate behavior, I usually give a written assignment or time before school. Excessive disruptions will result in an administrative referral and/or a parent conference. All cheating will be reported immediately to the academic dean. Class Policies Late Work

Make-up Work

Daily Work Tests/Quizzes (also see below)

Tutoring

To Contact Me

Late work will be accepted for this class up until that chapter test is taken. After the chapter test is taken, all missing work for that chapter is counted as a zero and the grade is final. The only exception is in the case of an excused absence. Upon the student’s return from an excused absence, it is his responsibility to find out what he missed and to complete those assignments in due time (please refer to the policies listed in the student handbook). Students need to also obtain missed warm-ups and notes from a classmate or teacher before/after school. Daily work such as warm-ups, classwork, and homework will be graded for completeness. Homework will be given daily and graded daily. It is expected that the student will take complete notes daily. Tests will be given at the end of each chapter. Tests dates will be announced at least one week in advance to give time for review and questions. Quizzes may be given without prior notice. If a student misses a test, he is responsible for making it up on his own time (please refer to the policies listed in the student handbook). Students may obtain extra help outside of class time before/after school or during the M-Block study halls – please make an appointment with me. NEVER hesitate to ask for help. I will do everything to help you succeed. Do not wait until the day before the test to ask for assistance!

e-mail: jheisel@moeller.org (best way) voicemail: 791-1680 ext. 1941

Archbishop Moeller High School 2012-2013 Algebra II CP1-Level 1 Teacher: E-Mail: Phone:

Mrs. Terri Schaffer tschaffer@moeller.org (513) 791-1680 x1907

Office Hours: Mornings 7:00-7:40 (room 304) Afternoons 2:40-3:00 (room 304) M-block (room 304) Topics:

Polynomial functions, equations, inequalities, graphing, quadratics.

Course Prerequisites: Algebra I CP1-level 1 Grading:

Grades will be based on a simple point system from the following areas. The final grade can be calculated by taking the total points earned and dividing by the number of points possible.

Homework:   

Homework will be assigned daily and will be posted on NetMoeller. (Average of ½-1 hour per assignment) Each assignment is worth 5 points and is to be completed in OneNote. For full credit, ALL problems must be attempted with work shown and submitted to Dropbox before class begins.  Late homework will be accepted for 2 points if completed and submitted before the test. Homework typically makes up about 20% of your grade.  Some class work will be counted towards homework. These may include group assignments, worksheets, and electronic activities using DyKnow.

Quizzes:  Quizzes are worth 10 points.  No quiz can be retaken, but the lowest grade will be dropped each quarter.  If absent, a student will not be held responsible for the quiz (if the absence is excused.)  If the absence is unexcused, a zero will be given  Quizzes typically make up about 20% of the grade. Tests:      

Tests are worth 100 points. There will typically be 3-4 per quarter. Tests will be announced well in advance and a review sheet will be given for each test. Any test can be retaken once. Retake times/dates will be announced. Only one retake is permitted per quarter. The two test scores will be averaged for a new score, even if the retest grade is lower. Tests typically make up 60% of the grade. There will be a semester exam and a final exam.

Extra Credit:  Extra credit opportunities are rare and usually come in the form of bonus questions on tests.  To prevent low grades, it is best to get all homework in on time and to re-take a test on which the student performed poorly.

Expectations:       



Do your best. Expect the best. Be the best. When absent, a student is responsible for getting the notes and assignments missed from a classmate. RESPECT for classmates, teachers, the school, any visitor and for yourself is expected at all times. ASK QUESTIONS if you don’t understand something. Laptops, textbook, loose-leaf paper, pencil and paper are to be brought to class every day. You are expected to work with your classmates and help each other. You will find that you learn material even better when you are helping a classmate. Learning to work in groups is an important skill for your future. Honesty is expected. Cheating is absolutely unacceptable. Copying homework without doing your own work is unacceptable. Zeros will be given in all instances of cheating and the student will be referred to the Academic Dean for the appropriate disciplinary steps. When you find that you have fallen behind, it is expected that you will seek help from the teacher or another student. DO NOT PUT OFF GETTING HELP.

Geometry CP1

Overview of the course: In Geometry CP1 students will learn the basic geometric concepts through hands on and simulated discovery learning techniques. It is a very hands on course, as students are rarely lectured to, but instead are presented with hands-on discovery learning/inductive reasoning activities in class. This technique gives students the chance to reach their own conclusions as they study shapes. Once they come to certain results using their inductive reasoning, we then practice deductive reasoning to prove their thoughts are true. Justification for their answers and comments are always required throughout all objectives. Though there is emphasis on arguing answers, formalizing proofs is de-emphasized compared to the Honors Level Geometry course.

Materials Your computer This is a paperless class, with the exception of test day. If students have a hard time concentrating while using their computers in my class, then they have the option of working on paper at any time. Protractor Ruler (measuring both metric and English) Compass Pencils only

Grades: a total points system is used. There is no grade curving. Assessments Assessments could be tests, quizzes, or projects. You can expect to have a test after each unit. Test days will be announced in class a few days prior to the test. There will be no pop tests or pop quizzes. These assessments will count roughly 50% of your quarter grade. Quizzes will be given at my discretion, but again no pop quizzes.

Homework Homework will be posted both in class and on NetMoeller. Homework is due BEFORE the bell rings for class to begin. We will review homework in class. You will turn in homework problems periodically and these problems will be graded for accuracy. Each HW assignment will be worth 3 points. Homework will count roughly 25% of your quarter grade. NOTE: Not having access to Net Moeller or not seeing the assignment on Net Moeller is NOT an excuse for incompletion. You can always get the assignment during class from me so be sure to write it down somewhere every day. ALWAYS HAVE A BACKUP PLAN!!! Activities/Computer Sims These assignments will not all be graded, but they are a crucial part of your comprehension. When they are collected and graded, they will be graded on an individual basis, even if you worked as a group to complete them. This category will count roughly 25% of your quarter grade.

Attendance Any student not present the day before a test is not excused from taking the test. Any student not present the day of the test will be required to take the test the day that he returns to school. Exceptions will be made in the case of extended absences. You are responsible for notes and homework on days of absence. If you know ahead of time about an absence plan ahead to get your assignments and take any tests prior to the absence to avoid catch up work when you return! Unexcused Absences and Cheating Students with an unexcused absence due to truancy or skipping class will receive a zero for any homework, test, or other assignments missed that day, and parents will be notified. Students who are caught cheating on an assignment, project, or test will receive a zero, parents will be notified, and information will be sent to the main office which will in turn go into your file.

Syllabus for Mr. James Jewell’s CP1 L-1 Geometry Class Most every day all classes will begin by standing, making sure each student’s shirt is tucked in, and having prayer. Tardy to class: If a student has a problem getting to class on time then the parents will be contacted to help determine what action will be taken to correct the tardiness. Drinking water: All students will be allowed to have a clear bottle of water in class to drink so they will not have to leave class to get a drink of water during class. Pencil and paper: Every student must have pencil and paper for math every class even if they use their one note program on their computer. Grades: Homework 8 points: Most of the time the homework grade is based on the completion of the homework on the date it is due and showing the work for problems when applicable. There may be a few times that I will grade the homework for the 8 points. If a student does not have his homework or only has part of it done he can receive partial credit by completing the work and turning it in the next class. If the missed homework is not turned in by the next class he will receive a zero for that assignment. If a student is absent on the day an assignment is due then that homework should be turned in the next class. If he is absent the day an assignment is issued then the issued assignment will be due no later than the class following his return. If he is absent multiple days he will see Mr. Jewell to make arrangements for turning in his homework. Quiz: 25 points Test 100 points: If a student scores below 65% on his test, he can turn in his test with and test corrections on a separate paper showing all of the necessary work for each missed problem and it will raise his test grade to 65%.) If a student is absent the day of the test he will make-up the test the first day he returns to class. If he is absent multiple days he will see Mr. Jewell to make arrangements for taking his test. If it is discovered that a student has cheated on a quiz or test the student will receive an “F” for that quiz or test and the teacher will contact the parent(s) and the Dean of Academics. Note Cards: of terms, formulas, theorems, definitions, etc. (no problem examples on the cards). Sometimes some of these note cards may be used by the student while taking a test. Regardless, the note cards would make an excellent study aid. Tutor Cognitive: A student can receive up to 50 out of 50 points (100%) as a quiz score for completing a certain number of units each quarter with this self-driven math program. These problems supplement and reinforce the student’s math curriculum. The number of units to be completed each quarter is determined by Mr. Jewell at the beginning of each quarter. To contact Mr. Jewell see e-mail information.

1-4-2013

Syllabus for Mr. James Jewell’s CP2 Geometry Class Most every day all classes will begin by standing, making sure each student’s shirt is tucked in, and having prayer. Tardy to class: If a student has a problem getting to class on time then the parents will be contacted to help determine what action will be taken to correct the tardiness. Drinking water: All students will be allowed to have a clear bottle of water in class to drink so they will not have to leave class to get a drink of water during class. Pencil and paper: Every student must have pencil and paper for math every class even if they use their one note program on their computer. Grades: Homework 8 points: Most of the time the homework grade is based on the completion of the homework on the date it is due and showing the work for problems when applicable. There may be a few times that I will grade the homework for the 8 points. If a student does not have his homework or only has part of it done he can receive partial credit by completing the work and turning it in the next class. If the missed homework is not turned in by the next class he will receive a zero for that assignment. If a student is absent on the day an assignment is due then that homework should be turned in the next class. If he is absent the day an assignment is issued then the issued assignment will be due no later than the class following his return. If he is absent multiple days he will see Mr. Jewell to make arrangements for turning in his homework. Quiz: 25 points Test 100 points: If a student scores below 65% on his test, he can turn in his test with and test corrections on a separate paper showing all of the necessary work for each missed problem and it will raise his test grade to 65%.) If a student is absent the day of the test he will make-up the test the first day he returns to class. If he is absent multiple days he will see Mr. Jewell to make arrangements for taking his test. If it is discovered that a student has cheated on a quiz or test the student will receive an “F” for that quiz or test and the teacher will contact the parent(s) and the Dean of Academics. Note Cards: of terms, formulas, theorems, definitions, etc. (no problem examples on the cards). Sometimes some of these note cards may be used by the student while taking a test. Regardless, the note cards would make an excellent study aid. Tutor Cognitive: A student can receive up to 50 out of 50 points (100%) as a quiz score for completing a certain number of units each quarter with this self-driven math program. These problems supplement and reinforce the student’s math curriculum. The number of units to be completed each quarter is determined by Mr. Jewell at the beginning of each quarter. To contact Mr. Jewell see e-mail information.

1-4-2013

Moeller High School Pre-Calculus CP 1

Course Guidelines Pre-Calculus CP1 is a fundamental course, covering all the necessary topics for pre-calculus. The course provides a strong foundation of pre-calculus concepts and techniques, develop students’ quantitative reasoning and problem-solving skills, and develop students’ abilities to understand and communicate mathematical ideas effectively. Some of the topics covered include graphical interpretations of algebra concepts, polynomial functions, logarithms, trigonometry (functions, equations and proofs), and an introduction to calculus.

Textbook

Precalculus

Materials

Please bring the following to class each day:  sharpened pencils

Grading Policy

TI nSpire calculator

Make-up Work

Daily Work Tests/Quizzes (also see below)

Tutoring

To Contact Me

e-mail: jheisel@moeller.org (best way) voicemail: 791-1680 ext. 1941

TRIGONOMETRY COURSE DESCRIPTION Text: Publisher: Teacher:

Algebra 2 McDougal Littell Company Mr. Held; THeld@Moeller.org; 791-1680 ext. 1942; Room 249

Introduction:

This course presents and develops all the necessary topics for a trigonometry course. It is intended for use by students who have completed two years of high school Algebra and one year of high school Geometry. It is written for average and above average students who would like a solid preparation for college mathematics, a review for College Board examinations, or simply further enrichment of their mathematical backgrounds in the areas of trigonometry.

Objectives:

The objectives of this class are 1) to provide a strong foundation of Algebra II and Trigonometry, 2) to help you become a more independent thinker, 3) to help present the topics in different ways to accommodate and show the different types of learning styles, 4) to help you develop problem solving techniques and 5) to increase the studentâ&#x20AC;&#x2122;s appreciation of mathematics through seeing a wide range of mathematical backgrounds in different applicable fields.

Time Table:

1st Nine Weeks2nd Nine Weeks3rd Nine Weeks4th Nine Weeks-

Approach:

Grading:

Each students grade is calculated based on the number of points earned divided by the number of points possible during that particular grading period.

Scoring:

Quizzes:

Absences:

School Policy--It is the responsibility of the student to get and make up missed assignments or quizzes. For each day absent, you will have one day to make up the assignment for full credit. (i.e. If you are absent just once, on a b-day, then you have until the end of the next b-day to make up the missing homework, quiz or test. If you are absent just once, on an a-day, then you have until the end of that next class to make up the missing homework, quiz or test.). Longer absences will allow for more time to make up the school work.

Approximately Chapters Approximately Chapters Approximately Chapters Approximately Chapters

4, 5 and 6 7 and 9 13 and 14 10, 11 and 12

Worth 50 points (we will have 4 or 5 each quarter) -Pop quizzes may occur and will be worth significantly less Homework: Worth 4 points (we will have around 20 to 25 each quarter) Notebook: Worth 2 points/section (will be checked occasionally)

Tutoring:

Iâ&#x20AC;&#x2122;m available every day before school from 7:15 am until 7:45 am; after school by appointment; and during every M-Block in room 249.

MOELLER BAND HANDBOOK

2012-13

INTRODUCTION Welcome to the Moeller Band Family! You are now a member of one of the finest comprehensive music programs in the Tri-State. With a long history of excellence, the Moeller Bands continue to build on that tradition and reach new heights. Our Marching, Symphonic, and Jazz Bands and Percussion Ensembles entertain thousands of people each year, travel the Midwest and Eastern seaboard to perform, consistently earn superior ratings at adjudicated festivals, and have been invited to perform on TV, at the Football Hall of Fame, and numerous grand openings and special events. You are a part of this tradition, and will make your own mark on the Moeller Band! Our goal is to not merely have an outstanding performing ensemble. In keeping with the Characteristics of Marianist Education, we aim to educate the whole person: physically, mentally, and spiritually. Therefore we have devised the following mission statement.

Mission Statement The purposes of the Instrumental Music Program at Moeller and Mt. Notre Dame High Schools are: 1. To develop the musical abilities and provide musical knowledge that will enable each individual to enjoy a lifetime of musical participation. 2. To instill in each student an awareness of the importance of music in the development of the human spirit. 3. To develop in each individual the habits of responsibility and preparation, in an atmosphere of cooperation and teamwork. 4. To develop the leadership potential of each student. What does this mean, and how will we know we have succeeded? If we are truly successful, students in the Moeller band Program will work diligently to develop their God-given talents to their fullest; will continue to play their instruments through their college years and hopefully beyond; will listen intelligently to a wide variety of music including symphonic, chamber music, and jazz, as well as the current popular music; will support music education for their children when they become parents; will share their musical talents with their community and church; and will become responsible, cooperative yet independent- thinking citizens through the habits developed through their band experience. Band is like a microcosm of society, and the lessons learned in band are life lessons, whether one goes on to major in music in college or not. It is with these thoughts and goals in mind that we have designed our curriculum and the policies contained in the handbook. Please read it carefully and keep it as a reference. If you have any questions, please contact us directly so that we may work with you to answer any questions or solve any difficulties you may have. For questions concerning the band or percussion classes, symphonic band, jazz band, pit orchestra, solo and ensemble, or any general issues, please contact Mr. Browning. Questions concerning financial matters should be addressed to Mr. Zerges. Questions concerning private lessons should be directed to the individual instructor first, then to Mr. Browning if the issue is not resolved. Questions concerning the guard should be directed to the guard

instructor first, then to Mr. Browning if the issue is not resolved. Please do not bring questions or concerns about the music classes or the performing ensembles to the Band Booster officers- they have no control over these. Please follow the same course you would with any class: contact the teacher, then and only then a school administrator. We have the best interests of all our students in mind and will work with you sincerely to resolve any difficulties.

Contact Information Music Department (direct line) Bob Browning, Director of Bands, Dept. Chair Chris Zerges, Associate director, Administrative asst. Julie Shreve, Guard Instructor

792-3350 478- 8963

X3 bbrowning@moeller.org

709-7885

czerges@moeller.org

293-2518

julieshreve@yahoo.com.

Program Overview Instrumental Music at Moeller and Mt. Notre Dame is an academic elective that receives one credit per year and fulfills the state requirement for Fine Arts credit. Band members at Moeller meet in two separate classes: one for percussionists and one for wind players. Members at MND meet during one class period. These classes function as learning laboratories in which students develop individual skills, rehearse the best literature in the wind and percussion genre, and learn about music theory and history. In addition, all students must take private lessons from a qualified teacher of their instrument. The band/percussion classes are the nucleus of all the performing ensembles at Moeller. All students in these classes are members of the Symphonic Winds (concert band) and the Crusader Marching Band. All students wishing to perform in these groups should be enrolled in band or percussion class. Students who are unable to fit band in their course schedule due to an academic conflict may still be able to participate in Symphonic Winds. Students and parents should confer with Mr. Browning as soon as the schedule conflict becomes known! Participation in Symphonic Winds may be also open to students from Ursuline Academy if special arrangements are made with Mr. Browning. Other ensembles include the Jazz Big Band and Jazz Combo, Basketball Pep Band, Pit Orchestra, Percussion Ensemble, and various chamber ensembles. The Moeller Symphonic Winds is one of the finest concert bands in the area, with a growing regional and national reputation. The Symphonic Winds perform several concerts throughout the school year, playing great classical and popular music from the Renaissance to the present, including standard band literature as well as transcriptions from the great classical masters. This group also performs at the OMEA Large Group Adjudicated event and consistently earns â&#x20AC;&#x153;Superiorâ&#x20AC;? Ratings. Every two years the band travels to a major city to perform at music festivals or public concerts. Past trips have included Chicago (1998, First place in Midwest Music Festival), Washington, D.C. (2000, concert on the Capitol steps), New York (2002, concerts at Lincoln Center and

South Street Seaport), and Boston (2004, concerts at Fanuiel Hall), Chicago (2006), and New York City (March 2008) and Chicago (2011).

Marching Band The marching band is the most visible performing ensemble at Moeller. The “Marching Crusaders” entertain thousands of fans each fall, performing at home and away football games, and consistently score high in marching competitions. Always known for quality musical performances, the marching band in recent years has risen to new heights with theme shows. This year we excited about presenting classic rock from the horn bands of the seventies. All students in the band and percussion classes are members of the Crusader Marching Band. All students wishing to perform in these groups should be enrolled in band or percussion class. Students who are unable to fit band in their course schedule due to an academic conflict may still be able to participate in marching band and/or Symphonic Winds. Students and parents should confer with Mr. Browning as soon as the schedule conflict becomes known! Participation in the marching band is also open to students from schools that do not have a marching program. In the past, students, students from Ursuline Academy have participated in the Moeller Marching Band. Students from other schools have similar requirements for membership, including enrollment in their school’s curricular music class, and studying with a private lesson teacher. Students who are enrolled in band/percussion class, but who are playing a fall sport may be excused from marching band after consultation with the directors. Students who try out for a fall sport but do not make the team will be included in the marching show as much as possible, either in the sideline percussion or as an alternate on the field. All students who are participating in a fall sport are welcomed and encouraged to perform with the band in the stands at football game and come to contests, if they do not have a conflict.

Summer Band Practices In order to prepare for the fall performances, it is necessary to hold some rehearsals during the summer. These rehearsals are extremely important for our success as a group. Please check the summer schedule attached to this Handbook, and check for updates on the website (www.moeller.org). June Practices are for all members (including transfer students) who are new to the Moeller Band Program. This is a chance for you to get to know each other and for us to get to know you. We’ll work on musicianship and teach you the fundamentals of marching. Attendance is mandatory for ALL new members, even if you do not intend on marching. Pre- Camp is a week of preparation for our away Band Camp. We meet at Moeller from 6- 9:00 several evenings to learn and memorize show music and continue refine our

marching fundamentals. Please check the online calendar for dates. Attendance is mandatory for all Marching Band members. Band Camp will be held at Woodland Altar this year. Students will stay in bunkhouses for the week. You will work harder, and have more fun, than you probably ever have before. We will learn the marching drill (your moves on the field) and refine music memorization. There is also some time each day for socialization and recreation. Details about what to bring, etc. will be given to you before camp. This year’s camp is August 610. Attendance is mandatory for all Marching Band members.

Marching Band Rehearsal Rules 1. Be on time! This means arrive ten minutes early. Plan ahead for traffic problems for evening rehearsals! Be on the field, ready to practice, at the predetermined time after school rehearsals. 2. Absolutely NO food, candy, gum, or drinks (except water bottles) are allowed in the band room or on the practice field. Water and snacks will be provided by the Boosters after the half-time show. NO other food or drinks are to be consumed. Parents, please do not bring your child a soft drink or food in the stands. 3. Students must have all necessary equipment (instrument, sticks, music, set books, etc.) at every rehearsal. 4. Wear athletic shorts or sweats so you can move- not jeans or baggy, droopy cargoes. You’re an athlete! 5. Wear athletic shoes and socks. Absolutely no sandals, high-tops, or boots. Just normal low-cut gym or running shoes. 6. To make rehearsal time productive there will be no unnecessary talking. 7. Students will follow all directions immediately. 8. There will be no running, play fighting, or horseplay in the Band Room. 9. Students must respect our facilities and all musical equipment, whether it belongs to himself or herself, another student or Moeller. 10. All rules of Moeller/MND apply at all rehearsal situations. If you are running late for practice or any other last minute problems, contact Mr. Browning:   

Cell phone (calls only): 513-478-8963 texts only: 978-393-0825 or leave a message on the band office phone: 792-3350, hit 3 at the voice prompt

Band Uniforms Moeller’s Band Booster Organization provides state-of-the-art marching band uniforms. Students will be fitted for, and provided with, special marching shoes and white gloves as part of their marching fee. Students must purchase black socks to be worn with the black marching shoes at all times.

The “Summer Band Uniform,” includes a collared polo-type shirt, provided for all band members as part of their fees. We use this for performances in hot weather and certain less formal functions. In addition, ALL band members (this also includes members not participating in marching band due to participation in a fall sport) are to purchase a pair of khaki, flat-front pants from Educational Outfitters. They are all to be purchased only at Educational Outfitters so they are uniform in style and color. Make sure to inform them that you are a member of the Moeller Band so that they give you the correct style. The pants are required by August and cost around $25.00. These can also be worn to school or church. Educational Outfitters is located in Sharonville, at 2656 Sharon Rd (near I75 Exit, across the street from Watson’s). Their phone number is 771-1234. Store Hours: M - F 10:00am - 6:00pm Saturday 10:00am - 3:00pm Sunday Closed

Uniform Guidelines 1. The band will periodically wash uniforms. Students who get their uniform irreparably dirty will have to replace the uniform at their own expense. 2. Shoes should be polished and gloves must be clean. Uniforms will be inspected before every performance. 3. A plain white t- shirt or sweatshirt (no lettering or pictures) must be worn under the marching jacket. Only athletic shorts or sweatpants (no long, bulky shorts or pants or jeans) may be worn under the uniform pants. No clothing may be worn outside the uniform, except as approved by the director in extreme weather. Hats worn for warmth should be blue or gold. Baseball caps are not permitted. 4. No soft drinks, chocolate, pizza, or food with ketchup may be eaten while in uniform. Water and snacks will be provided by the Boosters after the half-time show. NO other food or drinks are to be consumed. Parents, please do not bring your child a soft drink or food in the stands. 5. No jewelry of any kind may be worn with the marching uniform. This includes new earrings – don’t get ears pierced during marching season. Long hair must be out of the eyes and gathered up neatly under the hat. 6. When dressing in the summer shirt, shirts must be tucked in completely and pants must be pulled up to the waist (not worn down on the hips). Undershirts, if worn, should be V-neck so they do not show outside the uniform shirt. Students must wear a plain, black leather belt, with no ringlets or huge belt buckles. 7. Students who forget their summer shirt will be given a loaner to wear. This must be taken home and washed and returned the next day, or they will be charged for a new shirt. Students who forget their gloves or the appropriate socks will be sold a pair for $2.00.

Symphonic Band Concert Attire Moeller provides all male students with tuxedo pants, tux jacket, and bow tie. Students must provide a white tux shirt, black socks, and black dress shoes â&#x20AC;&#x201C; no boot-like shoes, black gym shoes or marching shoes. Moeller provides all female members with a black dress. Students must provide black, conservative dress shoes (no spike heels or boot-type shoes) and appropriate hosiery.

Course Syllabus for Instrumental Music and Percussion at Moeller and Mt. Notre Dame Course Objectives Wind players will develop technical proficiency on their major instrument; percussionists will develop technical proficiency on various percussion instruments, including snare drum, bass drum, marimba, timpani, cymbals, drum set, and auxiliary instruments as called for in the music being performed. All students will acquire an understanding of music theory concepts including: The ability to read treble and bass clef; knowledge of intervals, major, minor and chromatic scales and modes; major, minor and diminished chords; functional harmony; and form. Students will apply these concepts on their instruments and recognize them in the music we are performing. Students will know the major periods of music history and how the music they are performing fits into an historical perspective.

Grading Policy Quarter grades are based on the following criteria: Tests: Written and playing tests are given throughout the quarter and at the end of the quarter to evaluate the studentâ&#x20AC;&#x2122;s mastery of assigned material. Typical quarterly assignments are given in the appendix. A studentâ&#x20AC;&#x2122;s playing is judged on tone quality, accuracy of rhythm and pitch, dynamics, articulations, etc. Students are evaluated on an objective standard (see grading rubric below). Occasional written tests cover music theory and history concepts. Private Lessons: All lesson teachers fill out a quarterly evaluation sheet for each student. Students should prepare for their lessons diligently, as this weighs heavily in the Quarter Band grade. Preparation and Participation: Because music is by its nature a group activity, each studentâ&#x20AC;&#x2122;s quality of participation affects the other students. Band is a class and does require work outside of class time. Although each student has different abilities and must gauge his or her practice time accordingly, a half hour per night, 3-5 nights a week is the minimum needed for adequate progress. Students must display positive, cooperative attitudes, have all necessary equipment, and, in general, do everything to make our band the best it can be. Please see the rubric for details.

Classroom/Rehearsal Rules 1. Students must be in seat with instrument ready to play as the bell rings, and ready to play at the predetermined time at after school rehearsals. 2. Students should warm up in an intelligent manner at a moderate dynamic level. All playing and talking will cease immediately when the director signals. 3. Absolutely NO food, drinks, candy or gum are allowed in the band room. On specified special occasions, this rule may be waived by the directors. 4. Students must have all necessary equipment (instrument, reeds, valve oil, sticks, music, etc.) at every rehearsal. 5. To make rehearsal time productive there will be no unnecessary talking. 6. Students will follow all directions immediately. 7. There will be no running, play fighting, or horseplay in the Band Room. 8. Students must respect our facilities and all musical equipment, whether it belongs to himself or herself, another student or Moeller. 9. All rules of Moeller/MND apply at all rehearsal situations.

Classroom/Rehearsal Policy Consequences First Offense: Warning Second Offense: Conference with director after rehearsal Third Offense: Detention; parents called Fourth Offense, habitual offenses, or extreme offenses (fighting, insubordination, extreme crudeness or profanity): referral to the assistant principal of the offending studentâ&#x20AC;&#x2122;s school.

Attendance Policy The Symphonic Winds does most of its rehearsing during the school class periods, but several after-school rehearsals are held before each concert or important event. This is necessary to bring the winds and percussion, the boys and girls together as one ensemble. These rehearsals are an essential part of the curriculum and are mandatory. Students receive a monthly calendar of all rehearsals and performances. You may also find it online at http://www.moeller.org/page.aspx?pid=879. Please try to schedule medical appointments, etc., around scheduled practice times. Excused absences include: 1. 2. 3. 4. 5. 6. 7.

Absence that day from school due to illness Emergency or death in the family School activities, such as Student Government, Language Club, sport, etc. Member of a wedding party Religious activities such as retreats for school or church Absolutely unavoidable family trips out of town Medical appointments

All of the above (except numbers one and two) must be cleared with Mr. Browning, in writing, as far in advance as possible. If you are absent due to an emergency, please return with a note of explanation.

If you are running late for practice or any other last minute problems, contact Mr. Browning:   

Cell phone (calls only): 513-478-8963 texts only: 978-393-0825 or leave a message on the band office phone: 792-3350, hit 3 at the voice prompt

The following are examples of unexcused absences: 1. Work, job interviews, and job training. Ohio law requires employers to honor students’ school activity commitments. As a matter of courtesy, show your band calendar to your manager far enough in advance so that you can avoid any schedule conflicts. 2. “Couldn’t find a ride” – plan ahead! 3. School Detentions – Serve your school detentions on an afternoon with no band practice or in the morning. Better yet – stay out of trouble! 4. Social events, i.e. dances. We will try to avoid Moeller and MND events if possible, but in cases of conflict, your commitment to your performing group must come before social events. 5. Driver’s Training Life has a way of throwing curve balls at us. If you have an unusual circumstance, please discuss the problem with one of the directors. We will try to be reasonable while being consistent with policy and, most importantly, looking after the welfare of the whole group. Consequences: Unexcused absence After school practices and performances for symphonic band are a necessary part of the curriculum. Therefore, unexcused absence from a rehearsal will result in an F for the participation grade that week. Unexcused absence from a major performance (concert, contest) will result in failure for the quarter, as well as a conference with parents and possible removable from the band. Unexcused Tardiness: Students who are late to after school band used practice will serve a detention at a time convenient to the band director.

Seating Tests and Challenges Students are placed in a seating order determined by their performances on a playing test. A new test is generally given after a concert to give students a chance to move up in a section for the next concert. The director will assign parts so that there are strong players on each part. After a seating test, students may move up in the section through a challenge system. The following guidelines will be observed: 1. A student may only challenge the student immediately ahead in the seating order. 2. If the challenger loses, he/she may not challenge that person again for one week. 3. A person cannot refuse a challenge.

4. To initiate a challenge, a student must inform the person he/she is challenging. Both students will come to Mr. Browning, who will determine the date and music to be used. 5. The challenge period ends two weeks before the concert. This system is intended to motivate students, and to foster friendly competition, not intense rivalry.

Private Lessons Moeller is one of the few high school programs in the Cincinnati area in which every band student receives private lessons. The best professional teachers for each instrument are brought into Moeller (and some to MND) to instruct our students. This has been an integral part of the Moeller music curriculum for over thirty years, and allows us to meet the individual needs of each student. Our students come from such diverse backgrounds and have widely divergent ability levels. Imagine teaching Latin I, II, III, and IV in one room! Add to this the differing technical skills needed to play each instrument, and you begin to see why the private instruction is so important! The cost is approximately $20 per half hour lesson (the fee varies according to instructor). Special funds are available, on a limited basis, for those families that might have financial problems with this requirement. Some teachers come to Moeller during the school day; others after school. Students are not required to study with the teachers provided, but other teachers must be approved by, and maintain contact with, the Band Director. For students studying with teachers at Moeller, the following policies are in effect: 1. Lessons times are posted each Monday for that week. Students should stop in the band room on Mondays to check their lesson time for the week. 2. Lessons are scheduled on a rotating basis so that students do not miss the same time period more than two or three times a quarter. 3. If a student has a conflict with his assigned time (for example, a test that period), he may trade times with another student. The change should be verified with Mr. Browning. 4. On the day of his lesson, the student must pick up his pass in the band room between 7:30 and 7:50 AM. This is the studentâ&#x20AC;&#x2122;s responsibility to remember. 5. The student should show the lesson pass to the teacher of the class he will miss before class begins, and politely be asked to be excused at the lesson time. Teachers must honor the lesson pass unless there is a pre-scheduled test, lab or other event which the student has failed to take into account. 6. At the end of the lesson, the instructor will assign the pass. The student will turn in the pass at the main office and then return to class. 7. If a student fails to show for a lesson, the lesson instructor must still be paid for that time. Absence from school that day will be excused. If a student knows he will be absent from school on his lesson day (because of a retreat, doctor appointment, etc.) he must let Mr. Browning know ahead of time so that adjustments can be made to the lesson schedule. 8. Students who take their lessons after school will be directly responsible for scheduling their lessons with the teacher.

9. Each instructor will send home a letter detailing lessons fees, payment policies, cancellation policies, etc. Please follow these policies. We are fortunate to have the best teachers in Cincinnati coming to Moeller for a reasonable fee. It is important to remember that they are dependant on the lesson fees for paying bills and supporting their families!

Private Instructors Diane Magill Miriam Culley Sean Vore Pat Magill Glen Proffit Wes Woolard John Gardner

flute clarinet French horn Saxophones low brass trumpet percussion

351-6087 891-7430 257-3667 351-6087 755-8377 891-5216 276-8070

dilvolk@aol.com miriam.culley@gmail.com seanvore@gmail.com pmagill604@gmail.com tromprof@fuse.net wes1954@gmail.com gardnerjtg@yahoo.com

OMEA Solo and Ensemble Adjudicated Event (Contest) The Solo and Ensemble Event will be held this year on Saturday, January 26. All Moeller band members participate in this event. At this event, students will perform a solo with a piano accompanist, and/or perform as a member of a chamber ensemble for an adjudicator, who will give the student written comments and a rating. Students are not competing against other students, but rather striving to perform their best and receive a high rating and some helpful comments from the judge. This is one of the most important events on the band calendar in terms of individual growth. Private instructors choose solos so that each student will have an appropriate challenge and also a good chance at a successful performance. For this reason, it is important for students to practice diligently. Adequate preparation will help ensure that when the pressure is on and the nerves kick in, the student will still have a build in comfort zone. Students must also play scales (percussionists: rudiments) from memory. Students: this is your chance to shine and receive all the credit, or to fall! Your lesson teacher and I will do everything in our power to help you succeed, but in the end it is up to you! You can do it! Parents: please help your child have a positive musical experience, by making sure he or she practices on a daily basis. The contest runs from 8:00 a.m. to 5:00 p.m. We will receive the studentsâ&#x20AC;&#x2122; individual performance times a week or so before the contest. Until then, students should keep the entire day available. There is an entrance fee of $15.00 per solo and a $35.00 accompanist fee. These are paid for out of the studentsâ&#x20AC;&#x2122; band fees- you do not need to send a check. The week before the events, the students will receive a letter with their performance time and directions to Princeton H.S.

Students will also perform their solo at one of two recitals to be held at Moeller in the weeks prior to the contest. This allows students a chance to play their solo, with accompaniment, in front of a supportive audience and “get the bugs worked out” before they go to contest.

Other Ensembles Jazz Big Band and Jazz Combo The Moeller Jazz Band is an extra-curricular ensemble whose members are chosen by audition. In addition to performing at the Christmas and Spring concerts, the Jazz Band travels to various cities to participate in Jazz Festivals, including at least one overnight trip. Participation in the Moeller Jazz Program is open to players of all instruments. The standard big band instrumentation is: 4 trumpets, 4 trombones, 2 alto saxes, 2 tenor saxes, 1 bari sax, and one each of piano, guitar, bass, and drums. We usually take an extra player on each instrument. Students who play other instruments, such as flute or clarinet, are encouraged to learn a standard jazz instrument. Saxophones are encouraged to learn “doubles”: flute and/or clarinet. Any instrument may be used for jazz improvisation and combo. (See below). We will rehearse for several weeks before holding auditions. This gives all students a chance to learn the style, and allows me to observe students on a daily basis as a supplement to the audition. Auditions will be used for part placement. If we have too many players in a section, we may have to make cuts. Jazz Big Band and Combo meets from October into April. Winter sports that practice after school, such as basketball and wrestling, will have schedule conflicts, and students must choose one activity or the other. In the past, students participating in hockey, lacrosse, or ski team have been able to participate in Jazz Band and their sport. Communication and comparing of performance schedules are very important. The Jazz Big Band rehearses generally two days a week in sectionals or full rehearsal. If enough qualified students, including rhythm section players, are interested, this group will perform in public as the Moeller Jazz Combo. If not, these students will be featured prominently as soloists in the Big Band. Pep Band The Pep Band is a voluntary group open to all members. This group is extremely popular with the student body and larger Moeller Family, providing entertainment and school spirit at home basketball games and other school functions with energetic performances of classic rock and funk, as well as contempory tunes. Rehearsals will be announced and held in the fall for the upcoming basketball season. See the band calendar for exact dates: http://netmoeller.moeller.org/page.aspx?pid=835.

Pit Orchestra Each spring, Moellerâ&#x20AC;&#x2122;s Drama Department puts on a play or musical. The band provides the musicians for musical productions. The top students in the band are selected to perform along with local professional musicians to provide a first-class production. The instrumentation is determined each year by the show being performed. Chamber Ensembles One of the distinguishing aspects of the Moeller Band program is its emphasis on developing the individual musician. Chamber music, that is, small groups of three to six players with one to a part, is extremely challenging and rewarding in this regard. All students are encouraged to perform in a chamber ensemble, and are featured at the OMEA Solo and Ensemble Adjudicated Event and concerts throughout the year. Percussion Ensemble Percussionists meet during a separate class period during the school day. In addition to working on musical and technical fundamentals and practicing symphonic or marching band music, students are involved in music for percussion ensembles. These ensembles perform in a wide variety of situations, including band concerts, percussion festivals, and special events. They are a favorite with Moeller audiences, and have performed live on the Channel 12 show â&#x20AC;&#x153;Good Morning Cincinnatiâ&#x20AC;?. All students signed up for percussion class are members of the Symphonic Winds, the Marching Band, and Percussion Ensemble. The percussion ensembles will occasionally have after school rehearsals. Liturgical Music It is our goal to develop each student mentally, physically, and spiritually. Music plays an important role in setting an atmosphere of praise and worship at school liturgies, and all band students, Catholic or non-Catholic, are encouraged to participate in Liturgical music. Students may sing in the choir or play their instruments. Interested students should see Mr. Balbach or Mr. Browning. MND students should see the director of Music Ministry at MND.

Equipment Students generally must own or rent their own instruments. Drummers must own a snare drum, practice pad, a pair of snare sticks, and a pair of marimba mallets. These items can be ordered through Moeller to make sure you get the right kind. Moeller will provide all marching and concert percussion (timpani, cymbals, bass drums, etc.), tubas, baritones, tenor and baritone saxes, bass clarinet, and bassoon. These instruments are costly, and many families could not afford one for their child. Percussionists are charged a fee of $50 per year. This is for the use of equipment, and allows for general upkeep repairs, replacement of drum heads, etc. Students who play a school wind instrument will have a specific instrument assigned to them at no cost. Students will pay for all repairs to this instrument during the time it is assigned to them.

Band Fee: In order to defray the costs of running a marching band, including, but not limited to, band camp meals and lodging, instructors, uniform shirts, shoes and gloves, transportation, etc., each member will be charged the following fees: Instrumentalists

$400

Color Guard

$375

($200.00 due on June 20; $200.00 due by July 26) ($200 due on June 20; $175 due by July 26)

Members not in contest show $100 (Due on June 20) Percussion usage fee

$50

(Due on June 20)

Student Debit Account

$50

(Due by Aug 16)

These fees are among the lowest among band programs in the area. If for some reason you are unable to make on time, please contact us. We will be happy to work out an alternate payment plan in all confidentiality, but we must hear from you. Student Debit Account To avoid students having to bring cash to school for small purchases such as music, drumsticks, reeds, etc. we keep a debit account for all band members through the Moeller treasurerâ&#x20AC;&#x2122;s office. Each student is to begin the year with $50.00 in the account. Please write a check to Moeller, separate from your band fees, by Aug 16. Statements will be sent home periodically detailing purchases students have made and the amount. The account should be brought back up to $50.00 at midyear.

Fundraising In order to keep fees to an absolute minimum, fundraising is necessary. Some fundraisers for the whole group, to help defray operating costs and purchase equipment. As each student benefits from the proceeds of fundraising, each student is required to do his or her part in these fundraising activities. This involves setting up for and working at the fall and spring Antique Shows, working at carwashes, and other fundraisers. Parent responsibilities are outlined in the Band Booster handouts. Other fundraisers benefit each student individually, such as the Kroger Card, Entertainment Book, and selling Moeller Monte Carlo raffle tickets. Funds raised from these events are deposited in individual accounts within the Band Booster account, and are used to defray the cost of the Band Trip taken every two years.

Moeller Band Booster Organization All band and color guard parents are automatically members of the Band Booster Organization. This organization provides financial, tactical, and moral support to the band and guard. Meetings are held on the third Tuesday of each month at 7:00 in the band room. All parents are strongly encouraged to attend. All parents must participate in the Antique Show, and are asked to help with chaperoning, uniforms and other committees throughout the year. Details will be given. This is a fun group of parents, and it’s a great way to stay involved in your child’s life!

Appendices Preparation and Participation Grade Students are expected to practice on a regular basis, in order to prepare for rehearsals. In addition, students must be attentive and eager to learn in rehearsals. The following scale is used to evaluate preparation and participation: 93-100 (Outstanding) Student is enthusiastic and eager to learn, and always prepared for rehearsals. He or she seeks out ways to improve, seeks and applies the teacher’s advice, and readily tackles new assignments. Student seeks ways for the class to be more productive, helps others stay focused, and consistently works to ability level. 85-92 (Very good) Student displays a positive attitude and is usually prepared for rehearsals. He or she follows the advice of the teacher, and is usually attentive and cooperative. Student generally works to ability level, but could be more consistent in preparation and/or attentiveness. 78-84 (Average) Student is sometimes prepared for rehearsals, but is not consistent in his/her practice habits. He or she has a positive attitude, but is sometimes distracted or unfocused during rehearsal. With some prodding, he/she generally pays attention, completes assignments and shows some improvement. 70-77 (Poor) Student is not prepared for rehearsals on a fairly regular basis. He/she does not practice consistently or apply the concepts taught in class. He/she is unfocused, sometimes distracts others, is not working up to ability level and is not making good progress. 60-69 (Failing) Student is consistently unprepared for rehearsals and spends little or no time practicing. Does not apply or even resists teacher’s advice. He/she is has a negative attitude, is not attentive, often distracts others, and is not progressing.

Playing test Grading Rubric 93-99 (Outstanding) Student plays music with virtually no missed notes or rhythms at the appropriate tempo. Tempo is steady, and all expression marks (dynamics, articulations, etc.) are observed. Student plays with an excellent tone quality. 85-92 (Very good) Student plays music with very few missed notes or rhythms at the appropriate tempo, but may occasionally slow or speed the tempo, ignore some expression marks, or play with a less than excellent sound. 78-84 (Average) Student has some problems with basic notes and/or rhythms, or cannot play at a steady, correct, tempo. Student pays little attention to expression marks, and plays with a pinched, forced, or fuzzy tone quality. 70-77 (Poor) Student has considerable difficulty with basic notes and rhythms, does not play at an appropriate or steady tempo, pays little or no attention to expression marks, and/or plays with a poor tone quality. 60-69 (Failing) Student cannot come close to performing the correct notes and rhythms, let alone maintain a steady tempo or observe expression marks.

MOELLER FRESHMAN CHORUS SYLLABUS Mr. Jim Balbach, Director Chorus Room: AC 10 (also Mentor Group) 791-1680 Ext. 1951 jbalbach@moeller.org “Make a joyful noise to the Lord, all the earth!” (Psalm 100:1)

DESCRIPTION:

This class is a year-long course designed as a preparatory study for a performance level ensemble. This course may explore music from the Renaissance to contemporary pop. The Freshman Chorus is used at some liturgies where the student body is assembled, and also takes part in a Christmas Concert and a Spring Concert. No audition is necessary for admittance to the class.

PERFORMANCE:

1. 2. 3. 4.

School Masses, prayer services, etc. “Christmas On Campus” activities Christmas Concert, in early December * Spring Concert, in May *

* You will be notified of all dates as soon as they are available, so plenty of time will be allowed for scheduling the event!

GRADING PROCEDURE:

STUDENT BEHAVIOR :

Straight points are awarded for each specific circumstance: 1. ear-training quizzes 2. occasional memory-check of music 3. MANDATORY concert attendance a. in FULL uniform, as specified for the occasion b. music properly prepared c. personal illness is the only acceptable excuse 4. classroom participation 5. Extra Credit is offered occasionally for attendance at outside performances

All students are to act in accordance with the standard rule and regulations of Moeller High School. Among the obvious: 1. arriving on time, being seated when the bell rings 2. using courteous and polite speech when called on, and when talking to others, but not speaking out of turn 3. refraining from all food, drink, candy, etc., in the classroom 4. 100% participation and concentration at all times

MOELLER MEN’S CHORUS SYLLABUS Mr. Jim Balbach, Director Chorus Room: AC 10 (also Mentor Group) 791-1680 Ext. 1951 jbalbach@moeller.org “Make a joyful noise to the Lord, all the earth!” (Psalm 100:1)

DESCRIPTION:

This class is a year-long course designed as a continuing preparatory study for a performance level ensemble. This course explores music from the Renaissance to contemporary pop. The Men’s Chorus is used at all liturgies where the student body is assembled, and also takes part in a Fall and Christmas Concert, and two Spring Concerts.

PERFORMANCE:

1. 2. 3. 4. 5. 6.

School Masses, prayer services, etc. Fall concert * “Christmas On Campus” activities Christmas Concert, in early December * 2 Spring Concerts, in March and May * Invitations throughout the year with other High School groups: Mt. Notre Dame, Ursuline Acad., Roger Bacon, Elder, etc. * 7. participation in OMEA contest, whether the entire group or smaller ensembles *

* You will be notified of all dates as soon as they are available, so plenty of time will be allowed for scheduling the event!

GRADING PROCEDURE:

STUDENT BEHAVIOR :

MOELLER VOCAL ENSEMBLE SYLLABUS Mr. Jim Balbach, Director Chorus Room: AC 10 (also Mentor Group) 791-1680 Ext. 1951 jbalbach@moeller.org “Make a joyful noise to the Lord, all the earth!” (Psalm 100:1)

DESCRIPTION:

This class is a year-long course designed as a continuing study as a performance level ensemble. This course may explore music from the Renaissance to contemporary pop. The Vocal Ensemble is used at all liturgies where the student body is assembled, and also takes part in a Fall and Christmas Concert, as well as two Spring Concerts. This is a much higher level of music making, so attention to musical detail and quality vocal skills are paramount. Audition/invitation is required for admittance to the class.

PERFORMANCE:

1. 2. 3. 4. 5.

School Masses, prayer services, etc. Fall Concert * “Christmas On Campus” activities Christmas Concert, in early December * Two Spring Concerts, in March and May *

* You will be notified of all dates as soon as they are available, so plenty of time will be allowed for scheduling the event!

GRADING PROCEDURE:

STUDENT BEHAVIOR :

Health Syllabus Instructor:

Mr. Matt Rooks

Email:

mrooks@moeller.org

Phone:

791-1680 ext. 1930

Credit:

0.5 (semester course) Must have to graduate

Text:

Glencoe Health Mary H. Bronson, Ph.D The McGraw-Hill Companies ÂŠ 2011

Website:

Students will use the book from the website the book company provides. The website is www.advancetracker.com. Students know how to gain access to the book.

Philosophy:

Health is the quality of life that enables an individual to be everything he can possibly be. An individualâ&#x20AC;&#x2122;s physical, emotional, mental, social and spiritual well being involved a dynamic interaction and interdependence. Health or wellness is reflected in a positive lifestyle. Thus, it is an active process in which an individual makes responsible decisions based on accurate information, personal beliefs and thoughtful consideration of consequences.

Syllabus:

Unit 1 A Healthy Foundation 1. Understanding Health and Wellness 2. Taking Charge of Your Health

Unit 2 Mental and Emotional Health 3. Achieving Mental and Emotional Health 4. Managing Stress and Coping with Loss 5. Mental and Emotional Problems

Unit 3 Healthy and Safe Relationships 6. Skills for Healthy Relationships 7. Family Relationships 8. Peer Relationships 9. Resolving Conflicts and Preventing Violence Unit 4 Nutrition and Physical Activity 10. Nutrition for Health 11. Managing Weight and Eating Behaviors 12. Physical Activity and Fitness Unit 5 Drugs 19. Medicines and Drugs 20. Tobacco 21. Alcohol 22. Illegal Drugs Unit 6 Reproduction and Sexually Transmitted Diseases 16. Male/Female Reproduction 17. Life Cycle 24. STDâ&#x20AC;&#x2122;s Unit 7 Diseases and Safety 23. Communicable Diseases 27. First Aid and Emergencies

Life Skills:

Honesty Responsibility Self-worth Respect Integrity

Time Management Preparedness Accountability Respect Choices

Pride Teamwork Self-control Discipline

Grading:

Grades are based on test scores, quizzes, homework assignments, participation, projects, group work, and articles.

Extra Credit:

Offered once a quarter to all students on a voluntary basis.

Teaching Method:

Lecture with class discussion using power points and internet sites, small group discussions, speakers, videos. DyKnow will be used to present information, class discussions and in class activities. Majority of homework will be given to students off of net.moeller and sent back to me either through email or DyKnow.

Class Notes:

All notes, homework, articles, power point slides, all should be saved in student’s health folder on their computers. I recommend backing this folder up frequently so you don’t lose information. Students will be allowed to use some of this material on their test for a limited amount of time. If a student misses a day all material will be on internet, so they should know what is going on, but will still have day to make up work.

Homework:

All homework assignments will be posted on net Moeller. It is the student’s responsibility to upload these assignments to their computers, complete them and send them back to me via email. I will grade them and send them back to students who then should save all material in their health folder. Late homework will only be given half credit and must still be turned in. Students who are absent on the day of the assignment is due should still be able to get me the work through email or DyKnow. If the student is sick they will have all material to download on net Moeller. All homework must be turned in by the time the next class meeting begins.

Management:

The philosophy used in regards to student behavior is that no one has the right to interfere with the education process or the safety of another student. Students are expected to conform to the school’s handbook and that of the classroom teacher. Inappropriate behavior will be dealt with by the teacher and in necessary cases by the Dean of Students.

Articles:

Students will have to find health related articles in newspapers, internet or in magazines and write a summary of it and give a brief presentation to the class about their article.

Archbishop Moeller High School Department of Health and Physical Education .25 of a credit PHILOSOPHY The Health and Physical Education Department works with students to develop physical, emotional, and spiritual well being in the students’ social context while trying to emphasize the Five Characteristics of a Marianist Education. The department works with students to develop responsible decisions to live a healthy lifestyle. Through a variety of physical activities, students are offered the opportunity to understand the importance of physical well being and to develop practices for a healthy use of leisure time. The more specific objectives of the course will be to: - give the student an awareness of the importance of life long involvement in physical activities - develop a cultural appreciation of various sports and physical activities - help in the promotion and achievement of complete physical fitness - develop a sense of fair play, teamwork, sportsmanship - develop an understanding of sports skills, rules, strategies, and safety practices. Course Syllabi Components:  Teacher contact information – apokupec@moeller.org  Available for extra help during M block - room 248  Mentor Group location – Visitor’s locker room by All Saints side of school  Required supplies and fees – Each student will be issued a uniform that includes shorts and a tshirts. They must keep their uniform clearly labeled on both the shorts and shirt with last name listed first. They must bring their heart rate monitor strap and wear athletic shoes every class. An additional fee of $15-20 will be required for the heart rate strap and for the rental of Roller Skates for the Roller Skating Unit. If another uniform needs to be purchased the fee is usually $25-30 for both the shorts and shirt.  Expectations for classroom environment: o Academic rigor – this may be the most difficult and challenging physical education class the student has ever enrolled in. There will be daily points for being prepared (bringing all of YOUR uniform including gym shoes and heart rate strap), effort, cooperation, sportsmanship, attitude, language, teamwork, and other team related concepts. Not having your uniform or shoes or strap is NEVER an acceptable reason for nonparticipation or not getting heart rate minutes. Injured students should be prepared to dress and do activities permitted by the doctor or trainer. Bikes are available for non impact activities as well. There will also be a grade given for a required number of minutes in your heart rate zone that will depend on the type of class planned by the teacher. Fitness tests and written quizzes on different topics and sports covered in the class will also be required. All students are expected to attend and participate. A doctor’s note will be required for exemption from participation. Because this class is activity and participation based, you must be in attendance to participate. One (1) unexcused absence will be permitted per year. Any additional absences will have to be made up per the teacher’s approval. o Teacher-Student-Home Communication – grades with comments (when deemed necessary by the teacher) will be entered on a weekly and sometimes daily basis.



o Homework time allotment/ Tablet PC expectations – There will be homework approximately every two weeks in the form of quiz and fitness test preparation. All quizzes will have a downloadable and printable study guide provided online. o Classroom behavior / Respect expectations - Students are expected to follow the school’s and teacher’s policies on behavior and dress. Inappropriate behavior will be handled by the teacher. In extreme cases of misconduct the Dean of Students will be involved. The philosophy used in regards to behavior is; no student has the right to interfere with the educational process or the safety of another. o Academic Violations / Step Policy reference – Students caught cheating or being deceitful or dishonest will lose points and be given a 0 where applicable. The Dean of Academics will also be notified. Grading policies o Grades will not be weighted. Every point will count for the same amount although approximately 1000 points will come from Daily Points, 2000 points from Heart Rate Monitor Points, 1300 points from Quizzes, and 120 on Fitness Tests for the whole year. Make-up Work Policy – any absences above the 1 unexcused absence must be made up per the teachers instructions. Moeller’s “Academic Policies” will be used when dealing with any unusual absences. Classes Meeting Every Other Every Other Day All Year Long 90 Minute Classes

The activities below will be covered at some point in the year. The order will be determined by facility availability. Orientation, Syllabus, Uniform Handout, Name Games Warm-up/Stretch Routines, Fitness Tests Preparation, Open Gym Heart Rate Monitors, Stretching – Heart Rate Monitor and Stretching Quiz Football, Study Guide, Routes (Stations), Football Skills Eval., Football Quiz Soccer/Speedball –Study Guide, Stations, Skills Eval., Soccer Quiz, Speedball. Basketball – Study Guide, Stations, Skills Eval., Basketball Quiz. Badminton - Study Guide, Stations, Skills Eval., Badminton Quiz. Fitness & Floor Hockey - Study Guide, Stations, Skills Eval., Hockey Quiz. Handball - Study Guide, Stations, Skills Eval., Handball Quiz. Roller Skating – Roller Skating Quiz Volleyball - Study Guide, Stations, Skills Eval., Volleyball Quiz. Games, Softball & other Outdoor Sports TBA

Physical Education Syllabus Instructor:

Mr. Matt Rooks

Email:

mrooks@moeller.org

Phone:

791-1680 ext.1930

Credit:

0.25

Length:

Semester course

Philosophy:

At Archbishop Moeller High School all students take a semester of Physical Education. The courses are designed to give the student an appreciation of physical fitness and well-being along with an understanding of a variety of individual and team sports. Because we live in a society that offers so much more free time than our predecessors, it is important that we have socially acceptable leisure time pursuits. The department stresses concepts, physical activities and sports that will carry over value. The Physical Education department’s classes are in a laboratory setting both in concept and content. The student learns best by doing in Physical Education. Because of this belief, a great deal of importance is placed on attendance and participation by the student.

Attendance:

they want to write about. Then they will email me the work and I will grade the assignment and then update the student’s grade.

Non Participation:

After the second day of not participating because of sickness or injury the teacher will request a note from the student’s doctor or the school nurse. If the student is sick he will be asked to do things to the best of his physical ability. Also he will be asked to help referee or to keep a journal of the student’s activities. A student who is sick cannot get full credit on the day’s activities, but he can earn the points back later through extra credit. If a student has a injury and will be out for more than two days, he MUST have a note from the doctor stating such, and the expected date of return. Again the student will be asked to participate to the best of his physical ability. He will be given a chance to make up points at the end of the quarter through extra credit. He will not be given full credit for the day.

Clothes:

Students are to bring the assigned clothes to class every day. Clothes consist of the blue Moeller PE shorts, the blue or white Moeller PE shirt and gym shoes. If the student forgets his clothes he will still be expected to participate but he won’t get points for preparedness.

Grading:

1. Daily Grade (30 points each day) ATTENDANCE: 4 pts- Physical Education is an activity based class. Attendance in class is an important part of your grade. Students are given on free day to miss every absence after that a zero will be given. Students can make up points on Net classroom (Net Moeller) PREPARDNESS: 6 pts- Students are required to wear the Moeller PE shorts/shirt and have gym shoes on. Each item is worth TWO points PARTICIPATION/Attitude: 20 pts- Participation is a large part of the student’s grade. They will be graded on the effort they give in class, attitude in class and staying on task. Students will be graded

mostly on effort and attitude NOT on their skill level in each activity!

Fitness Testing:

Students will take 10 fitness tests during the semester. Each test is worth 10 points. The lowest a student can get on a test is a 6. (60% or 6 out of 10) The fitness test are: basketball throw, lateral jump, broad jump, sit ups, pushups, chin ups, 40 yard dash, short shuttle, long shuttle, and the mile run. The rubric for each test is on Net Moeller.

Extra Credit:

Students can get an opportunity to earn extra credit. Extra credit is designed for the students who everyday are prepared, and have a great attitude and participation, and didnâ&#x20AC;&#x2122;t do well on fitness test or who have been injured. Extra credit is not designed for the students who put forth little participation and want extra points. The teacher will determine who gets extra credit and what the assignment is.

Units:

Team and Individual sports are covered throughout the semester. Team sports include; basketball, volleyball, speedball, team handball, softball, whiffle ball, football, soccer, Frisbee football and lacrosse. Individual sports include; badminton, tennis, and pickle ball. Units covered are at the determination of the teacher.

PHYSICAL EDUCATION RULES AND PROCEDURES 1. 2. 3. 4. 5. 6.

8. 9. 10. 11. 12. 13.

After attendance and announcements are made in the locker room the class will move to the dayâ&#x20AC;&#x2122;s activity facility. Class normally will start with warm-ups. (stretching, sit-ups, push-ups, jogging) At the conclusion of class equipment will be returned and put away then students are to line up in preparation to go back to the locker room. When appropriate, showers may be taken After dressing back into school attire students may wait in the hallway till dismissed by the teacher. Students are not to leave early. Students must have their own PE shorts and shirts with the name appearing on them.

Recreation Physical Education Credit:

0.25

Length:

Semester course

Philosophy:

Recreational Physical Education 1 CP1 is a semester elective for juniors and seniors. This course is a continuation of team and individual sports introduced in Physical Education 1 and 2 along with the introduction of several new activities and sports. The emphasis of the course is on the healthful benefits of sports and other recreational activities. Units which may be featured include: air force football, badminton, basketball, bocce ball, corn hole, golf, low organizational games, pickle ball, putt-putt golf, soccer, speedball, team handball, tennis, volleyball, and weight training. The teacher is the one that determines which activities will be covered during the semester.

Attendance:

Physical Education is a lab type course. You need to be in class participating in order to get credit. All students receive one “Free” day if they are not in school for being ill, or out of the building for school related activities. After students use the free day they will be given zeros for every missed absence after that. They can make up the points missed on Net classroom (Net Moeller) in my class, under class information and using the prompts assigned for each sport. Students are to write the prompts for the sport that they missed; they are not to choose which one they want to write about. Then they will email me the work and I will grade the assignment and then update the student’s grade. This course has some travel involved to places. Students will drive to certain locations and then will also be dismissed from their when class is over at normal time

Travel:

Non Participation:

Clothes:

Students are to bring gym shoes, activity shorts and a Moeller T-Shirt every day for class.

Grading:

1. Daily Grade (20 points each day) ATTENDANCE: 1 pts- Physical Education is an activity based class. Attendance in class is an important part of your grade. Students are given on free day to miss every absence after that a zero will be given. Students can make up points on Net classroom (Net Moeller) PREPARDNESS: 3 pts- Students are required to wear the Moeller PE shorts/shirt and have gym shoes on. Each item is worth TWO points PARTICIPATION/Attitude: 16 pts- Participation is a large part of the student’s grade. They will be graded on the effort they give in class, attitude in class and staying on task. Students will be graded mostly on effort and attitude NOT on their skill level in each activity!

Extra Credit:

Students can get an opportunity to earn extra credit. Extra credit is designed for the students who everyday are prepared, and have a great attitude and participation, and didn’t do well on fitness test or who have been injured. Extra credit is not designed for the students who put forth little participation and want extra points. The teacher will determine who gets extra credit and what the assignment is.

Units:

Course is designed for recreational activities. Students will be exposed to multiple sports and activities that can be a benefit to their overall health. Flag Football, Volleyball, Basketball, bowling, putt-putt golf, golf, driving range, fishing, ultimate Frisbee, Frisbee golf, speedball, team handball, softball, soccer, racquetball, weight training, broom ball, pickelball, and badminton.

PHYSICAL EDUCATION RULES AND PROCEDURES 1. 2. 3. 4. 5. 6. 8. 9. 10. 11. 12. 13.

Report on time to locker room. Food and drinks are not permitted in the locker room except water. Students need to be quite when the teacher is talking. Watches and rings are not to be worn to class. It’s recommended that the student not wear necklaces in class. No cell phones are permitted out. (school rule) Check with the teacher for articles that are left behind. After attendance and announcements are made in the locker room the class will move to the day’s activity facility. Class normally will start with warm-ups. (stretching, sit-ups, push-ups, jogging) At the conclusion of class equipment will be returned and put away then students are to line up in preparation to go back to the locker room. When appropriate, showers may be taken After dressing back into school attire students may wait in the hallway till dismissed by the teacher. Students are not to leave early. Students must have their own PE shorts and shirts with the name appearing on them.

Freshman Religion Hebrew Scriptures Mr. Douglas Horst dhorst@moeller.org Voicemail: 513-791-1680 ext.1964 Office Hours: During any M block or by appointment. “I am a brook that makes no effort to overcome obstacles in its way. All the obstacles can do is hold me up for a while, as a brook is up; but during that time it grows broader and deeper; and after a while it overflows the obstruction and flows along again. That is how I am going to work.” Blessed William Joseph Chaminade

Texts: 1. Written on Our Hearts: The Old Testament Story of God’s Love by Mary Reed Newland (St. Mary's Press) 2. New American Bible (online) 3. The Catechism of the Church (online) 4. The Running Giant by Louis Reile, SM 5. No Room at the Table by Donald Dunson 6. The Chosen by Chaim Potok

Course Description: The beginning of the year considers the charisms of Archbishop Moeller High School. An overview of the beliefs of the Catholic Church, as well as an introduction to Archbishop Henry Moeller and the Society of Mary is presented. Blessed Father William Joseph Chaminade’s life is studied. Next, the Old Testament will be examined as the inspired heritage we have received from the Lord and His people in the times before Christ. An approach towards understanding Scripture as Inspired and revealed will be presented. This will be followed by a study and consideration of most books of the Old Testament. Each book will be studied from a historical, literary, theological and religious point of view.

Course Objectives: The students will be able to: 1. Have an appreciation for religion class as a serious study on investigation, research and content. 2. Understand and recognize the charism of Archbishop Moeller High School by learning the story of Archbishop Henry Moeller, Father William Joseph Chaminade and the characteristics of education maintained by the Society of Mary. 3. Identify the basic tenets and beliefs of the Catholic faith: God, Trinity, faith, theological virtues, the Nicene and Apostle Creeds, Revelation, Tradition, Scriptures, Magisterium, Hierarchy, Councils, encyclicals, and the Paschal Mystery. 4. Recite basic prayers and understand how to say the Rosary, the Stations of the Cross. 5. Understand and explain the Ten Commandments as life-giving expressions of a believing community. 6. Explain the Ten Commandments and Beatitudes 7. Appreciate the various seasons of the Liturgical Year 8. Understand the seven sacraments and their role in our human life. 9. Explain the physical make-up, organization and use of the Bible and biblical books. 10. Understand basic scripture theology, methodology and criticism and have an understanding of the concepts of inspiration and revelation. 11. Appreciate the different styles and types of writing within Scripture 12. Demonstrate an understanding of the history of Old Testament peoples. 13. Recognize the political structures, culture and geography of the Israelite peoples. 14. Show a comprehension of the major biblical theme of Covenant through the Exodus event. 15. Experience insight into today's social justice and morality through an understanding of the Ten Commandments and the major and minor Prophets. 16. Understand the "wisdom question', the meaning of good and evil, suffering and reward, and life and death. 17. Comprehend biblical prayer forms, liturgy and worship. 18. Reflect and journal on how biblical truths may be incorporated into their lives. 19. Demonstrate a Catholic Christian understanding of Scripture while appreciating the Judaic traditions and customs. 20. Understand major themes and issues in the Hebrew Scriptures such as: a) Creation/Myth b) Covenant c) Judaism as religion and culture d) Friendship/Leadership e) Salvation History f) Development of faith g) Wisdom h) The revelation of God to the Israelites. 21. Understand how God has worked in human history and still works in the present. 22. Reflect on their lives through relating experiences to various values in the Old Testament. 23. Use the New American Bible on their computer to research passages.

24. Evaluate information found on the Internet 25. Research and critique interpretations of Scripture on the Internet 26. Enrich their skills of computer technology through the use of Power Points, esheets, teacher folder, e-mail, etc.

Materials: Computer Text Book Pen / Pencil Optional  Notebook/Folder

Grading Scale: A 100-93

B 92-85

C 84-78

D 77-70

F 69-0

** Grades are calculated by dividing the total number of points earned by the total number of points available. Your job is to earn as many points as possible. The points you can earn can be broken down into the following areas: Tests, Projects, Quizzes and Homework.

must acquire any missed assignment upon your return and submit it at the next class. This gives the student 1 extra day to make up work that was assigned during your absence. For work that was assigned prior to a student’s absence, and was posted on Net-Moeller prior to the absence, the student is expected to have the work ready upon his return. In cases where the illness or cause of the absence was severe, and the student was unable to complete the work for the day of his return, students are expected to email me to inform me that you will be unable to have the work completed upon their return. If this is unable to happen, then we will use common sense in these situations and arrange for the work to be completed by the next class.

Absences of 3 to 9 days Additional day can be given for make-up work, at the teacher’s discretion, for any consecutive absences between 3 to 9 school days. It is at my discretion, but students should expect pre-scheduled tests and/or quizzes to be administered the class following the student’s return. If a student feels he needs more time to prepare, then he must communicate this to me earlier than the day the test/quiz is to be administered.

Consistent Absence on Days with Assessments: Based on my input and absence data, students who are reported to be consistently absent on the days of scheduled tests, quizzes, and other assessments will be evaluated to determine the cause of such patterns. Academic action will be based the results of such inquiries. I will work with the administration to determine an appropriate course of action. It is at my discretion as to whether a student can make up a missed assessment opportunities after 3 absences on assessment days, unless the absences are excused or there is a clinically diagnosed condition of anxiety. Extended Absences (applies to absences over 10 days) Any situations in which there is an extended absence of 10 days or more should be coordinated through the student’s guidance counselor.

Classroom Rules: These are the rules to my classroom. These rules will be in effect at all times! 1. Be Respectful: Students will show respect to me, to each other, and to school property. Students will not cheat. 2. Be Prepared: Students will be on time to class with needed supplies and homework. Students will be in their seats when the bell rings ready to learn. Students will stay on task 3. Be Your Best: Students should follow all school rules within my classroom. Do what is right! Remember, nobody makes us act a certain way. We choose how we behave, so choose WISELY.

CONSEQUENCES: First Offense: A warning will be given. Second Offense: A writing assignment will be given. Third Offense: A call to Parents and /or 30 minute detention Fourth Offense: A report of misconduct will be given.

*** Any severe misbehavior will result in an immediate referral to the Dean of Students. The above steps will be skipped.

Sophomore Religion Christology and Catholic Church History Mr. Douglas Horst dhorst@moeller.org Voicemail: 513-791-1680 ext.1964 Office Hours: During any M block or by appointment. "The true secret of success in any work is to interest the Blessed Virgin Mother.” Blessed William Joseph Chaminade

Texts: 1. 1st Semester: 1. Encountering Jesus in the New Testament by Michael Pennock 2. Heaven is for Real: a little boy’s astonishing story of his trip to heaven and back by Todd Burpo 2. 2nd Semester: 1. Catholic Church Story by Michael Pennock,

COURSE DESCRIPTION: Sophomore Religion incorporates a study of Jesus Christ and the development of the Roman Catholic Church through the present day. The relationship between Christ and His Church is central to the Catholic Christian faith. The sophomore curriculum is designed to help the students build a real, personal, and faithful relationship with Jesus Christ as they grow to understand the gospel message through Sacred Scripture, the Tradition of the Church, and the teaching of the Magisterium. This relationship is realized even more fully as the students gain an understanding of what it means to be part of His one, holy, catholic, and apostolic Church. Christology is a class that focuses on the story of Jesus’ life, discussing him as a preacher, teacher, miracle worker, supreme lover, one who gave his life so we might live. We will examine the New and Old Testament readings along with the Gospels to help students believe in the historical reality of Jesus.

Catholic Church History is a course that covers the history of the Catholic Church, beginning with its foundations in ancient Israel and the Jewish religious faith and traditions, its founding by Jesus Christ and the earliest days of the Apostolic Church, through the various ages and eras of the Church until the present day. The history of the Catholic Church will be examined in light of the social, political, theological and spiritual influences and developments of each major period in history.

Course Objectives: First Semester Objectives: The students will be able to: 1. 2. 3. 4. 5.

discuss the importance of prayer in forming a relationship with Jesus Christ recognize the historical reality of a man named Jesus (citing non-biblical sources) understand the political, cultural, and social contexts of 1st century Palestine reconcile the differences and similarities of the Infancy Narratives analyze the unique and sacred role that Mary has in the life of Christ and salvation history 6. outline the basic attributes of Jewish faith, and their impact on Jesus’ formation and life 7. review major events of Jewish history in order to understand the Christ’s prefigurations in the Old Testament 8. demonstrate parallels between Jesus’ baptism and temptation in the desert and the Exodus 9. recognize the names and significance of the 12 Apostles called by Jesus 10. understand the four types of miracles Jesus performed and how they reveal His power 11. explain the different teaching styles Jesus used to spread the good news to all people 12. recognize (and apply) the significant teachings of Jesus concerning equality and justice, especially as outlined in the Sermon on the Mount (Mt 5-7) 13. identify and interpret Jesus’ parables 14. define the term “Abba” and the relationship it illustrates between Jesus and His Father 15. discuss how the gospel message of Jesus speaks to them now, in their own lives 16. define the three stages of gospel formation 17. recognize the author, date, audience, and theme of each of the four gospels 18. analyze the differing portraits of Jesus presented by each gospel a. Mark’s Suffering Servant b. Matthew’s New Moses c. Luke’s Savior of All d. John’s Word of God 19. discuss the formation of their own personal portrait of the Son of God 20. understand the deep significance of the Paschal mystery of Jesus through a. a historical analysis of the politics surrounding the crucifixion b. an in-depth study of the Passion narratives and Christ’s atonement for our sin 21. understand the essential reality of Christ’s Resurrection a. refutation of various theories contrary to the Resurrection b. study of evidence (both scriptural and scientific) supporting His rising again 22. explain their own personal vocation as outlined in the Great Commission (Mt 28:18-20)

23. identify symbols and titles that demonstrate Christian understanding of Jesus as Messiah 24. summarize the teachings of major ecumenical councils concerning Christology 25. understand the reality of Jesus Christ’s presence in one’s self, in His Church, in the Eucharist, and in all people

Second Semester Objectives: The students will be able to: 1. Appreciate the foundational aspects of ancient Israel and the Jewish religious faith and traditions for the Church. 2. Understand the historical basis in Jewish tradition for key tenets of the Catholic faith, such as revelation, calling, promise, covenant and Messianic redemption. 3. Trace the Church’s history from its founding by Jesus Christ, through the times of the Apostles to the present day, following the historical sequence of important events, people, concepts and ideas. 4. Grasp the mutual impact between the Church and social/political forces throughout the history of the Church. 5. Relate challenges and problems of the past to those of today, demonstrating the importance of learning from the past and benefiting from a knowledge of history. 6. Recognize some of the great persons (men and women) who have played pivotal roles in the historical development of the Church, and the importance of vowed religious communities and their contribution to Church history (special emphasis placed on the Marianist community, philosophy, and role in Catholic education. 7. Analyze the historical basis and development of the marks of the Church (one, holy, catholic and apostolic). 8. Describe the major models of the Church (community, institution, herald, servant, pilgrim, and sacrament) and their varying degrees of emphasis throughout the history of the Church. 9. Identify the historical sources for our knowledge of Christ and the early Church, including the Gospels and Epistles of the New Testament, as well as various Jewish, Roman and non-canonical written sources. 10. Explain the congruity of the Jesus of history and the Jesus of faith. 11. Define the mission of the Church as given by Jesus, and how it has been undertaken by the Church throughout its history, with emphasis on the mission of the parish in today’s Church. 12. Comprehend the importance the early Church placed on community and unity, and their continuing importance to the Church up through present times. 13. Understand the foundational doctrines of the Church (including core teachings about God, the divinity and humanity of Christ, the Trinity, justification by grace through faith, importance of scripture and tradition, importance of faith and works, innate dignity of the human person, etc.) and their historical development. 14. Describe the causes, content and disposition of the major heresies, including Gnosticism, Arianism, Nestorianism, Monophysitism, Donatism, and Pelagianism. 15. Explain the historical basis and development of the sacraments and liturgy.

16. Define the hierarchal structure of the Church, its roots and evolution, and the respective roles of the Pope, Bishops, Priests, Religious and the Laity. 17. Relate the operation of Church Councils to overall Church governance. 18. Recognize the missionary heritage of the Church, and its relationship to evangelism. 19. Trace the role and growth of the institutional Church through the Dark Ages. 20. Grasp the causes and effects of the Eastern Schism, and the rise of ecumenism. 21. Evaluate the rationale for the Crusades, and their outcomes. 22. Identify the causes and occurrences of the Western Schism. 23. Analyze the impact of the Renaissance on the Church. 24. Describe the causes of the Protestant Reformation, the major reformers and their primary issues, and the response of the Church in the counter-Reformation. 25. Comprehend the impact of the Enlightenment on the Church, and its response to the associated philosophical, scientific, social and political developments and challenges. 26. Understand the concerns of the Church associated with the industrial revolution and the major “isms” of the 19th century, including rationalism, socialism, Marxism and liberal capitalism. 27. List the major developments from the First Vatican Council, including Papal Infallibility and the Dogma of the Immaculate Conception. 28. Explain the tenets and development of Catholic teaching on social justice in the late 19th and the 20th centuries. 29. Describe the Church renewal brought by the Second Vatican Council. 30. Define the major aspects of the Church’s experiences in America. 31. Identify the primary challenges facing the modern Church. 32. Appreciate the History of the Cincinnati Church History. 33. Recognize Mary as a model of the Church for all ages. 34. Appreciate Church history from the perspective of the Church’s role in salvation history.

Materials: Computer Text Book Pen / Pencil Optional  Notebook/Folder

Grading Scale: A 100-93

B 92-85

C 84-78

D 77-70

F 69-0

Why I assign homework: I believe homework is important because it is a valuable aid in helping student’s make the most of their experience in school. I give homework because it reinforces what has been taught in class, prepares students for upcoming lessons, tests and helps students develop self-discipline, responsibility and organization. When homework is assigned: All homework, projects and test will be posted on Net-Moeller along with its due date. Any homework turn in past the deadline may be turned in for ½ credit. Ex: homework #1 (value 20 pts) 1 day late = maximum points you can receive is a 10/20 What should I do if you are absent? Short Term Absences (1 or 2 days) For all types of short term absences (expected, unexpected, field trips, etc), upon return to school, Moeller students are responsible for contacting me to arrange make-up assignments and assessments for work that was assigned during your absence. When a student returns from an absence due to illness, family need, or other reported reason, he must acquire any missed assignment upon your return and submit it at the next class. This gives the student 1 extra day to make up work that was assigned during your absence. For work that was assigned prior to a student’s absence, and was posted on Net-Moeller prior to the absence, the student is expected to have the work ready upon his return. In cases where the illness or cause of the absence was severe, and the student was unable to complete the work for the day of his return, students are expected to email me to inform me that you will be unable to have the work completed upon their return. If this is unable to happen, then we will use common sense in these situations and arrange for the work to be completed by the next class.

inquiries. I will work with the administration to determine an appropriate course of action. It is at my discretion as to whether a student can make up a missed assessment opportunities after 3 absences on assessment days, unless the absences are excused or there is a clinically diagnosed condition of anxiety. Extended Absences (applies to absences over 10 days) Any situations in which there is an extended absence of 10 days or more should be coordinated through the studentâ&#x20AC;&#x2122;s guidance counselor.

*** Any severe misbehavior will result in an immediate referral to the Dean of Students. The above steps will be skipped.

Christian Lifestyles Syllabus Christian Lifestyles aids students in facing the challenges of young adulthood, so they can shape a future that is hopeful, healthy, and full. The belief that underlies this course is that the Christian lifestyle is the optimal path to growth and to becoming fully alive. The course is devoted to specific lifestyle paths, namely single life, marriage, religious life, and the priesthood. Topics covered in this course include identity and autonomy, creativity and learning, work, money and possessions, suffering and healing, sexuality, love, friendship, and communication. The course is structured so that seniors have an opportunity to understand these themes that run through all of life before they consider the four lifestyles. Quarter Requirements: 1. Six to seven papers on reading and movies. All papers are typed and usually 1 to 3 pages in length 2. One project based on researched information concerning course topics. Example: Human Sexuality. Projects are 5 to 8 pages in length and typed 3. Two chapter objective tests. Text Book: Creating a Christian Lifestyle. Other books: Tuesdays with Morrie, Quiet Strength, Yes! I am Catholic, Thomas Merton: Essential Writings, The Wounded Healer

Religion 4 Humanities Syllabus Religion Humanities is a journey of philosophy and spirituality. The student will be challenged to critically examine the works of the past and the present. An emphasis on the writing and thinking skills of the student forms the core of this class. Classical writings combined with modern compositions will form the basis of study. The studentâ&#x20AC;&#x2122;s ability to open his mind and examine new and different ideas is critical. The student will be challenged in a new and rewarding manner. At the center of this course are the teachings of Christ. Quarter Requirements: 1. Six to seven papers on readings, movies, music, paintings, photos and sculptures. All papers are typed and usually 1 to 3 pages in length 2. One project based on readings. Example: Screwtape Letters Project is 5 to 8 pages in length and typed 3. One group project. Project is creative in nature and involves a presentation . Textbook: The Question of God Other books: Screwtape Letters, Inherit the Wind, The Prince, The Book of Job, Manâ&#x20AC;&#x2122;s Search for Meaning, and The Legend of Bagger Vance. Writings of Plato, Aristotle, Aquinas, Kierkegaard, Sartre, will be used.

Catholicism: Art, Music and Catholicism Syllabus Catholicism (CP!): Art, Music, and Current Events. The first semester will be a historical study of Catholicism as seen through art and music. Various themes will be emphasized through readings, film, and guest speakers. The second semester will focus on Catholicism as seen through current events. Emphasis will be on church teachings as seen through current events in newspapers, magazines relative to church teachings and church documents. Students will use laptops for research during the second semester. Quarter Requirements: 1 Six to seven papers on readings, movies, music, paintings, photos and sculptures. All papers are typed and usually 1 to 3 pages in length. 2. Two projects based on researched information. Example: International Creches. Projects are 5 to 8 pages in length and typed 3. One group project. Project is creative in nature and involves a presentation. Books for the first semester include: Text: The Catholic Spirit, Other books: A Christmas Carol, Various Poetry. Music is also a major part of the class as is film, such as Oh God, The Funk Brothers, Rocky, and A Charlie Brown Christmas.

Course: Anatomy and Physiology CP1 Teacher: Mr. Alexander Thompson E-mail: AThompson@Moeller.org Phone: (513) 791-1680 x1974 Office Hours: Room 206 - 7:15 – 7:45AM before school and 2:45 – 3:15PM after school. Deans Den – M-Block. Please email in advance. “We don’t educate for the school, nor merely for the years one is in school, but for life. This idea is of capital importance in education.” F. Armentia, SM, Nuestros chicos…y nosotros (Madrid: Ediciones, SM, 1965), p. 247. Course Description: The Anatomy and Physiology course takes a systems approach towards the study of the structure and function of the most marvelous organism--the human. Students will explore the developmental aspects and homeostatic imbalances when studying each system. Particular emphasis is placed on laboratory skills, reading skills, collaboration with peers, and frequent study assignments. Overall goals for the Anatomy and Physiology course: 1. The student will be able to identify the major systems of the human body. 2. The student will identify the organs of each system and locate them in his body 3. The student will describe the function of individual organs, tissues and cells within an individual system. 4. The student will be able to describe the regulatory processes that govern the action of individual systems, organs, tissues, and cells. 5. The student will research novel diseases or imbalances and explain not only the mechanism behind the imbalance but the strategies used to treat or cure the imbalance. Course Content: This course explores the following: 1. The Body – An Orientation 2. Biochemistry 3. Cells and Tissues 4. Integumentary System 5. Skeletal System 6. Muscular System 7. Nervous System and Special Senses 8. Endocrine System 9. Blood 10. Cardiovascular System 11. Lymphatic System and Body Defenses 12. Respiratory System 13. Digestive System 14. Urinary System 15. Reproductive System Materials Needed:  Tablet with digitizer  Pencil (must be used for tests) Description of Technology used in Anatomy and Physiology:  Microsoft OneNote will be used as the main program for students to organize all their work in Anatomy and Physiology. OneNote allows students to neatly organize notes, homeworks, and labs. I suggest creating a OneNote notebook for all classes, not just A&P.  DyKnow will be used primarily for taking notes and ACT Science Test Prep questions and A&P Review questions at the beginning of class. Students will have a set of questions they must complete and then submit to me.

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Edmodo is an educational social-networking site that allows students to collaborate on assignments and activities. Quizlet www.quizlet.com is a website that is helpful when studying vocabulary. Students can create sets of flashcards (which they can print off if they choose) and play games with the vocabulary words they have added in that set. Vernier is a technology company that makes instruments which link to computers and collect data

Technology Expectations: The following are technology expectations for all students:  Competently use the standard Microsoft Office software, such as Word, Excel, and PowerPoint  Take notes using OneNote in place of pen and paper (for those students with Tablets)  Accurately cite sources from online and other electronic resources  Email and submit their work through electronic mediums  Do not plagiarize and copy, which is very accessible in a digital learning environment  Regularly communicate with their teachers and peers through electronic media sources  Be familiar with the principles of digital citizenship and 21st Century Skills  Link to Moeller Handbook – Academic Coursework: http://www.moeller.org/page.aspx?pid=1178 Classroom Expectations: The following are expectations for all students to promote a positive, engaging learning environment:  All students should be in their seats when the bell rings. If the student does not follow this rule, it will result in a tardy.  Students are to remain in their seats unless given permission by Mr. Thompson.  At the beginning of class, all tablets should be open and students should be working on their test prep/review questions.  Students should not touch what is not theirs unless instructed. Including property belonging to the teacher, the school, or other students.  The teacher dismisses the class, not the bell.  When working in a group, students should stay focused, or they will be asked to sit down and receive a grade of zero.  Tablets may only be used for academic purposes related to the assignment. Any other uses will result in a detention and a zero for the assignment.  No food, drink, candies, etc. are allowed in the lab for safety and sanitary reasons.  No use of cell phones is permitted during class. Failure to follow this rule will result in a detention and confiscation of the phone until the end of the day (2:45pm).  If a detention is missed, the student will receive a school-wide detention.  MOST IMPORTANTLY, treat others with respect. This classroom is a positive environment where everyone will feel safe and learn to their highest potential. o Name calling or use of derogatory terms is not acceptable, and will result in a Report of Misconduct. Detentions are to be served the following morning at 7:15am in Room 206. Academic Violations: Any form of plagiarism is an academic violation. Violations will be turned into the Dean of Academics, and a meeting will follow. Plagiarism is broadly defined as all of the following:  Turning in someone else's work as your own;  Copying words or ideas from someone else without giving credit;  Failing to put a quotation in quotation marks;  Giving incorrect information about the source of a quotation;  Changing words but copying the sentence structure of a source without giving credit; or  Copying so many words or ideas from a source that it makes up the majority of your work, whether he gives credit or not (see our section on "fair use" rules).

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Link to Moeller Handbook – Academic Violations & Plagiarism: http://www.moeller.org/page.aspx?pid=1183

Grading: The total number of points on homework, labs, quizzes, tests, and special assignments will determine your quarter grade. The total number of earned points will be divided by the number of possible points, then multiplied by 100. The grading scale is as follows: A = 90-100, B = 80-89, C = 75-79, D = 70-74, F = 0-69  Link to Moeller Handbook – Grades & Grading Policies: http://www.moeller.org/page.aspx?pid=1179 Assignments:  Assignments due on a particular day must be complete, neat, and organized before you get to class. Assignments due in the DropBox must be submitted before the time the DropBox closes. Late assignments will be accepted the following day (school day, not class day) for half credit.  Each student group is required to post to Edmodo on the assigned day of the week, and each individual student is required to reply to another group’s post at least once a week. Make-up Work Policy: Students who are absent are required to find out what they have missed. Check NetMoeller and ask students in the class. All missed work must be made up by making arrangements with the teacher. IT IS YOUR JOB TO ARRANGE FOR MAKE-UP WORK. You will be given the same amount of time to make up your work as the number of days you were absent. Any work missing after that time will be given a grade of zero. Students absent the day before a test/quiz who are not absent on the test day must take the test. Tests and quizzes are announced in enough in advance to be prepared.  Link to Moeller Handbook – Classroom Policies & Expectations: http://www.moeller.org/page.aspx?pid=1180 Lab Safety: Each student is responsible for her/his safety, as well as the safety of their fellow classmates. Any student who jeopardizes that safety for any reason will be removed from the lab and given a zero. Improper use of equipment, sitting on lab tables or desktops, wandering to other lab tables and not following instructions are all serious offenses. All lab equipment is potentially dangerous. When in doubt-STOP and ASK! Each student and a parent/guardian must sign the safety contract stating that they reviewed the information and understand the importance of lab safety. I ask that the parent/guardian please enter the information below where they sign so that I may be able to communicate with you about the class. I ________________________ (student name) have reviewed Mr. Thompson’s syllabus for Anatomy and Physiology CPI, and I understand all that it contains. __________________________ (student signature)

____________ (date)

I have reviewed Mr. Thompson’s syllabus for Anatomy and Physiology CPI, and I understand all that it contains. __________________________ (parent signature) E-mail: Phone Number:

____________ (date)

AP Biology Course Syllabus Teacher Mr. Dan Shannon dshannon@moeller.org Help Sessions Room 204 (Biology Classroom) Individual – 715–735 AM, M-Block, and 245-315PM Quote “The expectations for each student couldn’t be higher.” Textbook th Reece, Jane, et al., Campbell Biology 9 Edition, 2011, Pearson Benjamin Cummings [CR 1] <www.campbellbiology.com > The website to accompany the main text provides animations, investigations, PowerPoint and other audio-visual sources to enhance instruction. Supplementary Readings Survival of the Sickest, Moalem, Sharon (2007) – human natural selection based upon disease resistance The Immortal Life of Henrietta Lacks, Skloot, Rebecca (2011) – Scientific Ethics and Cancer Research About AP Biology This course is a college level course designed for Senior students or Junior students who have taken AP Chemistry and are considering pursuing a career in biological studies (pre-med, pharmacy, pre-dent, veterinary school). AP Biology is taught in an activity and inquiry based style. A Student who takes AP Biology will be able to analyze complex problems, propose a means to test them, think independently, present ideas in a logical manner, and defend his ideas using factual data and reasoning. Classes may meet in various locations depending on the activity planned. The expectations are that students who choose this course are willing and able to prepare independently, read voraciously, involve themselves in group and individual projects, and learn the process of science from an biological point of view. We spend approximately 25% of class time planning and running laboratory experiments. Prerequisites AP Chemistry with an 85% average / CPI Chemistry with a 90% average and permission of instructor. General Course of Study First Quarter Prerequisite Unit – Introduction, Evolution, and the Chemistry of Life

Second Quarter Regulation of the Cell Cycle: Communication and Homeostasis

Third Quarter Evolution by Natural Selection

Fourth Quarter Ecology: Populations, Communities, Ecosystems and Change

Macromolecules Unit – Carbon based structures and functions

Genetic Basis of Life

Organismal Biology: Organism Structure and Function

Review for the AP Biology Exam

Cells and Cell Processes – Structure and Function of Cells, Interactions and Processes

The Functional Genome

Course: Biology CP1 Teacher: Mr. Alexander Thompson E-mail: AThompson@Moeller.org Phone: (513) 791-1680 Office Hours:

Mr. Tim Erdmann erdmannt@Moeller.org

Mr. Dan Shannon DShannon@Moeller.org

“We don’t educate for the school, nor merely for the years one is in school, but for life. This idea is of capital importance in education.” F. Armentia, SM, Nuestros chicos…y nosotros (Madrid: Ediciones, SM, 1965), p. 247. Course Description: This course investigates the composition, diversity, complexity and interconnectedness of life on Earth. Fundamental concepts of heredity and evolution provide a framework through inquiry-based instruction to explore the living world, the physical environment and the interactions within and between them. Students engage in investigations to understand and explain the behavior of living things in a variety of scenarios that incorporate scientific reasoning, analysis, communication skills and real-world applications. The curriculum for this class is derived from the Ohio Science Education Standards. The class will also prepare the students for the Ohio Graduation Test. Students will be required to take and pass the OGT in the Spring of their Sophomore year. All students must use the following scientific processes, with appropriate laboratory safety techniques, to construct their knowledge and understanding of the biological sciences:  Identify questions and concepts that guide scientific investigations;  Design and conduct scientific investigations;  Use technology and mathematics to improve investigations and communications;  Formulate and revise explanations and models using logic and evidence (critical thinking);  Recognize and analyze explanations and models; and  Communicate and support a scientific argument. Course Content: This course explores five units: 1. Biochemistry 2. Cellular Biology 3. Genetics 4. Ecology 5. Evolution Materials Needed:  Tablet with digitizer  Pencil (must be used for tests) Description of Technology used in Biology:  Microsoft OneNote will be used as the main program for students to organize all their work in Anatomy and Physiology. OneNote allows students to neatly organize notes, homeworks, and labs. I suggest creating a OneNote notebook for all classes, not just Biology.  DyKnow will be used primarily for taking notes and ACT Science Test Prep questions and A&P Review questions at the beginning of class. Students will have a set of questions they must complete and then submit to me.  Edmodo is an educational social-networking site that allows students to collaborate on assignments and activities.  Quizlet www.quizlet.com is a website that is helpful when studying vocabulary. Students can create sets of flashcards (which they can print off if they choose) and play games with the vocabulary words they have added in that set.  Vernier is a technology company that makes instruments which link to computers and collect data

Assignments:  Assignments due on a particular day must be complete, neat, and organized before you get to class. Assignments due in the DropBox must be submitted before the time the DropBox closes. Late assignments will be accepted the following day (school day, not class day) for half credit.  Each student group is required to post to Edmodo on the assigned day of the week, and each individual student is required to reply to another group’s post at least once a week. Make-up Work Policy: Students who are absent are required to find out what they have missed. Check NetMoeller and ask students in the class. All missed work must be made up by making arrangements with the teacher. IT IS YOUR JOB TO ARRANGE FOR MAKE-UP WORK. You will be given the same amount of time to make up your work as the number of days you were absent. Any work missing after that time will be given a grade of zero. Students absent the day before a test/quiz who are not absent on the test day must take the test. Tests and quizzes are announced in enough in advance to be prepared.  Link to Moeller Handbook – Classroom Policies & Expectations: http://www.moeller.org/page.aspx?pid=1180 Lab Safety: Each student is responsible for her/his safety, as well as the safety of their fellow classmates. Any student who jeopardizes that safety for any reason will be removed from the lab and given a zero. Improper use of equipment, sitting on lab tables or desktops, wandering to other lab tables and not following instructions are all serious offenses. All lab equipment is potentially dangerous. When in doubt-STOP and ASK! Each student and a parent/guardian must sign the safety contract stating that they reviewed the information and understand the importance of lab safety. I ask that the parent/guardian please enter the information below where they sign so that I may be able to communicate with you about the class. I ________________________ (student name) have reviewed Mr. Thompson’s syllabus for Biology CPI, and I understand all that it contains. __________________________ (student signature)

____________ (date)

I have reviewed Mr. Thompson’s syllabus for Biology CPI, and I understand all that it contains. __________________________ (parent signature) E-mail: Phone Number:

____________ (date)

Biology Course Syllabus   

Instructor: Mr. Tim Erdmann E-mail: erdmannt@moeller.org Voice mail: 513-791-1680 ext. 1971

Course Outline 1st Quarter / Science & Biology 1. The Science of Biology 2. The Chemistry of Life 2nd Quarter / Cells 3. Cell Structure and Function 4. Systems 3rd Quarter / Genetics 5. 6. 7. 8. 9.

Introduction to Genetics DNA & RNA Human Heredity Genetic Engineering Darwin’s Theory of Evolution

4th Quarter / Ecology 10. The Biosphere 11. Ecosystems and Communities 12. Populations 13. Humans in the Biosphere

Biology Classroom Information Sheet

A. Classroom supplies you need to purchase: 1) Single subject, 70 Page, Spiral bound notebook 2) Index tabs 3) Colored Pencils 4) 2 pocket folder B. Homework assignments: 1) All homework assignments must be completed and turned in the next school day. Expect to spend about 30 min. on homework for each class day. 2) To receive full credit for assignments students must turn them in on the day they are due. Late assignments are half-credit. Students, who are absent, have as many days as they are absent to make up missing assignments without penalty. Incomplete assignments will not be accepted and will be returned for completion and will receive half-credit when resubmitted. Home works are worth 10 points each. 3) Students are to bring their computer, folder, colored pencils, tabs, and notebook to class each day. C. Tests, quizâ&#x20AC;&#x2122;s and exams 1) Tests will occur approximately every 2 weeks (each worth 100 points). 2) Quizzes will occur periodically and be unannounced. All quizzes are opennotebook! So be sure to keep your notebook up-to-date. 3) There will be 2 semester exams (each worth 200 points). The first will occur at the end of the first semester and will cover quarters one and two. The second semester exam will occur at the end of the year and cover quarters three and four.

D. Need help? I am available for help during M-block and after school by appointment.

E. Grading scale A 90 – 100 B 89 - 80 C 79 – 75 D 74 – 70 F 69 – 0 Grades are calculated based on total points available

F. Academic violations Any form of cheating or plagiarism on homework, quizzes, tests or exams will result in in the student receiving a zero on the assignment and a referral to the Dean of Academics to further address the issue.

G. Lab Biology is a laboratory class. Students should expect to work in the lab and complete assignments. If a student misses a lab they are required to make the lab up before the end of the quarter it was assigned or receive a zero on the lab.

“I have no special talents…… but am only passionately curious” Albert Einstein

Classroom Behavior A. Rules

Be in your seat, ready to work and quiet when the bell sounds.

Remove all things from desk except computer, notebook, folder and writing materials. Book bags will be placed on your assigned lab table.

Do not disrupt classroom or teacher in anyway.

Raise hand to speak----no talking unless you raise your hand and are called upon.

Work until the bell sounds signaling the end of the period.

B. Consequences

Violation of any of the above rules will result in a disciplinary writing assignment and/or removal from class. Removal from class will result in a call home to further address the problem. Repeated violation of any of the above rules will result in the issuance of a â&#x20AC;&#x153;Report of Misconductâ&#x20AC;? and referral to the Dean of Discipline.

I,_______________________________________________, have read and agree to abide by the rules set forth and also agree to follow all other written and verbal instructions given in class.

Date:___________________________________.

Student signature:_________________________________________________________________.

Classroom Behavior A. Rules

Be in your seat, ready to work and quiet when the bell sounds.

Remove all things from desk except computer, notebook, folder and writing materials. Book bags will be placed on your assigned lab table.

Do not disrupt classroom or teacher in anyway.

Raise hand to speak----no talking unless you raise your hand and are called upon.

Work until the bell sounds signaling the end of the period.

B. Consequences

I,_______________________________________________, have read and agree to abide by the rules set forth and also agree to follow all other written and verbal instructions given in class.

Date:___________________________________.

Student signature:_________________________________________________________________.

Biology Course Descriptions SC101 Biology CP1 (1 year, 1 credit) Biology CP1 is an introductory course. The laboratory will be an essential component of the course. The instructor will emphasize students’ understanding and application of major concepts over memorization of facts and terms. Each topic studied will receive an in-depth treatment. Students will be expected to conduct scientific inquiry and solve basic scientific problems in the laboratory. Prerequisite: None.

SC102 Biology CP2 (1 year, 1 credit) Biology CP2 is a general study of basic biological concepts. The course’s major focus will be: biology as a science; cell biology; biochemistry of life; human biology; and heredity and evolution. This course is recommended only for students who have difficulty with reading and comprehension skills. Lecture and laboratory experiences will be part of the course. Prerequisite: None.

SC103 Biology HON (1 year, 1 credit) Biology HON is a detailed study of basic biological concepts. The course’s major focus will be cell biology, bio-chemistry of life, human biology, heredity, and evolution. This course is recommended for students who have scored above 90% on the Entrance Test. Lecture and laboratory experience will be a part of the course. Prerequisite: None.

Biology Course Syllabus   

Instructor: Mr. Tim Erdmann E-mail: erdmannt@moeller.org Voice mail: 513-791-1680 ext. 1971

Course Outline 1st Quarter / Science & Biology 1. The Science of Biology 2. The Chemistry of Life 2nd Quarter / Cells 3. Cell Structure and Function 4. Systems 3rd Quarter / Genetics 5. 6. 7. 8. 9.

Introduction to Genetics DNA & RNA Human Heredity Genetic Engineering Darwin’s Theory of Evolution

4th Quarter / Ecology 10. The Biosphere 11. Ecosystems and Communities 12. Populations 13. Humans in the Biosphere

Biology Classroom Information Sheet

D. Need help? I am available for help during M-block and after school by appointment.

E. Grading scale A 90 – 100 B 89 - 80 C 79 – 75 D 74 – 70 F 69 – 0 Grades are calculated based on total points available

“I have no special talents…… but am only passionately curious” Albert Einstein

Classroom Behavior A. Rules

Be in your seat, ready to work and quiet when the bell sounds.

Remove all things from desk except computer, notebook, folder and writing materials. Book bags will be placed on your assigned lab table.

Do not disrupt classroom or teacher in anyway.

Raise hand to speak----no talking unless you raise your hand and are called upon.

Work until the bell sounds signaling the end of the period.

B. Consequences

I,_______________________________________________, have read and agree to abide by the rules set forth and also agree to follow all other written and verbal instructions given in class.

Date:___________________________________.

Student signature:_________________________________________________________________.

Classroom Behavior A. Rules

Be in your seat, ready to work and quiet when the bell sounds.

Remove all things from desk except computer, notebook, folder and writing materials. Book bags will be placed on your assigned lab table.

Do not disrupt classroom or teacher in anyway.

Raise hand to speak----no talking unless you raise your hand and are called upon.

Work until the bell sounds signaling the end of the period.

B. Consequences

I,_______________________________________________, have read and agree to abide by the rules set forth and also agree to follow all other written and verbal instructions given in class.

Date:___________________________________.

Student signature:_________________________________________________________________.

SC304 Chemistry AP (1 year, 1 credit) Chemistry AP is a study of the fundamental chemical concepts that would be presented in a typical college chemistry course. Material covered will include the modern view of atoms, stoichiometric relationships, modern atomic theory, chemical equations, periodicity, solutions, gases, liquids, and solids, thermochemistry, chemical bonding, chemical kinetics, chemical equilibrium, acid-base theory, and oxidation and reduction. Students will use some inquiry in the lab to develop a better understanding of the concepts covered in class. Students will learn general topics through the use of POGIL (Process Oriented Guided Inquiry Learning). AP chemistry is more rigorous than CP1 chemistry and will cover topics more thoroughly than CP1 chemistry. Prerequisite: Biology HON and approval of the instructor. Students may take CP1 chemistry first then decide to take AP chemistry with approval from the instructor.

Mr. Conlonâ&#x20AC;&#x2122;s Contact Information Email: kconlon@moeller.org Room: 308

School Phone: 791-1680

Voice Mail: 1903

Mr. Conlonâ&#x20AC;&#x2122;s Class Rules 1.

Be in the classroom when the bell rings.

Respect other students, your teacher and God.

Do not bring food, drinks, or gum to class.

Work in class must be directly related to chemistry & you must always be connected to the school network.

Read, know, and follow all of the rules on the lab safety sheet.

Rule Breaking 1st offense:

Warning & possible writing assignment.

2nd & 3rd offense:

Writing assignment. Potential call to parents & meeting with the administration.

After 3 offenses:

Report of Misconduct, and call to parents.

Lab Rules:

Any violation of how to safely use equipment - or any misconduct in the lab - may cause a student to be removed from the lab with a Report of Misconduct and a zero.

School Rules:

School detentions will be issued for school rule violations including but not limited to dress code, electronic devices and food in class.

The Writing Assignment:

Explain what you were doing wrong, why it was wrong, how you are going to improve your behavior in the future. Either 500 or 1000 words.

Materials for Class Purchase the following and bring all materials to class daily: Laptop, Laptop Pen - this is very important since we will use it often in class Paper,

Pen/Pencil,

Homework,

Lab Composition Notebook,

Periodic Table (will be provided) Any non-programmable Scientific Calculator Any programmable calculator will not be allowed on tests. No sharing calculators on tests. Recommendation for calculators: TI-30Xa, TI-30X IIS, TI-36X Solar, TI-36X II.

Online Textbook Your textbook is an e-book online. You have 365 days to use your account. Our textbook is: Chemistry: The Central Science 11th edition: Brown/Lemay et al. The website for your textbook is: www.pearsonschool.com/access Write your username and password in OneNote or on a post it note.

If you miss a day 1. It is your responsibility to complete missed work & turn assignments in on time. You must take the initiative. a. Email me to find out what you missed. b. Get the notes from a friend. c. Before or after school I will teach you what you missed if you ask. d. When you return, turn in assignments due the day of your absence. e. If you miss 1 class then assignments assigned the day of your absence are due the next class you return. 2. If you miss a test: Take the test during the class you return, the next class â&#x20AC;&#x201C; or after school before the 2nd class. There will be no review if you take the test on a different day from the original scheduled test day posted online. 3. If you miss a lab, record the data from your lab partner into your notebook. The formal lab report will be due the same time as everyone elseâ&#x20AC;&#x2122;s. You may have to complete the lab after school. 4. See the student handbook for a more complete list of Absences

Communication Students can come in before or after school or email me with questions. Parents can email me with any questions they have and I will respond as soon as possible.

Test Protocol When a test or quiz is administered then test protocol is in effect and includes the following rules:

1. Absolutely no talking. 2. A nonprogrammable scientific calculator may be used. No sharing. If you do not come to class with a calculator then you complete the math by hand.

3. Cell phones must be turned off and not seen. 4. Keep your eyes on your own paper. 5. Once your test is turned in your answers are final. Violations of test protocol If a student violates test protocol then he may receive a zero on the assignment, a writing assignment, and the matter may be turned over to the Dean of Academics.

Mr. Conlon’s Grading Procedures

Tests (2 & 4 Quarter) – 40% Tests (1st & 3rd Quarter) – 60% Semester Exam (2nd & 4th Quarter) - 20% No Exam 1st & 3rd Quarter Lab Reports - 10% Homework - 20% Quizzes - 10% Extra Credit - 1% added to report card (you can do one extra credit a quarter) 1. Tests a. Individual questions in preparation for a test will not be answered once tests are passed out! 2. Semester Exam a. The exam covers all of the chapters from that semester. b. No exemptions. 3. Lab Reports a. College style formal lab reports will be written for labs. b. Formal lab reports will be turned in electronically using NetMoeller. c. Lab notebooks will be collected at the end of the quarter for a lab grade. All data must be entered for each lab. Each page must have the date you completed the lab and experiment number. 4. Homework a. All homework is to be hand written, and turned in on paper. DUE BEFORE THE BELL RINGS! b. Working on about 30 minutes of homework each night is recommended and reading the book. c. Show all work for problems requiring work to receive credit for the problem. 5. Quizzes a. There are pop quizzes throughout the school year. b. If there is a quiz on DyKnow the quiz that will be graded is the first quiz you submit! c. If there is a partner quiz – you may only work with your partner. Two groups seen working together will receive a zero on partner quizzes. 6. Group Work a. If you work on an assignment in class in groups then each student must turn the assignment in – unless specified differently.

Late Work 1. Homework will be accepted 1 class late for a 20% reduction in your grade. No work accepted after 1 class late! 2. Lab reports will be accepted late with a 20% reduction in your grade for every school day after the original due date. On the 5th school day late labs will not be accepted. 3. Homework problems are assigned in advance. If you miss the day before something is due it is still due on the assigned day.

Need Extra Help 1. Studying is recommended for at least 30 minutes every night. 2. Students are expected to approach their teacher if extra help is needed. Help is always available if the student takes the initiative to seek it. Please come prepared with specific questions, problems, or concepts you would like to review. Before school or after school are times to receive help. Mr. Conlon’s classroom is room 308. Tutors are also available. 3. You are encouraged to form study groups. Studying in groups, for many students, is more effective than studying alone.

Extra Credit 1. 2. 3. 4.

One extra credit opportunity is offered each quarter. Extra credit may only be turned in on a test day. If a student is absent it is due the day he takes the test. It must be three pages hand written on paper. Students are to outline the current chapter taking their own notes as they read their textbook. Using notes provided through power point or guided notes packets in class is not acceptable. 5. While definitions are helpful and example problems can be useful, the chapter outline should be mostly composed of a summary of each section in the chapter. 6. One percentage point on the students’ report card is offered for solid chapter outlines. 7. Only 1 may be turned in each quarter – it is the students’ responsibility to turn these in the day of the test.

Academic Integrity All students deserve a healthy learning environment and evaluations that are based on their honest independent efforts. The normal expectation is that the work on quizzes and exams is your own and that homework and lab reports, while discussed with other students, is of your own creation. Academic dishonesty will not be tolerated. If you are caught cheating on anything you will receive a zero for that assignment. As quoted from the student handbook regarding plagiarism: “If the teacher deems the infraction to be of a serious enough nature, he is to report the academic violation to the Dean of Academics.” Students may be placed on step one or step two depending on the academic violation.

AP Chemistry M-Block Requirement Since most you have not had a previous chemistry class and to provide you with enough time to learn the subject and to allow for experiments in class there is a requirement for AP chemistry students to stay during each M-block. On days that there is an alternate schedule and there is no M-block then there is no requirement to stay. If there is no need for students to stay during the M-block on a particular day then students will be told in class and will not have to stay that day – however, this will be minimal. After the AP exam in May students will not be required to stay during the M-block.

AP Chemistry Syllabus 2012-2013 Chapter Days Covered Estimated Test Date 1 – Introduction: Matter and Measurement 1 2 – Atoms, Molecules and Ions 5 3 - Stoichiometry 5 4 – Aqueous Reactions and Solution Stoichiometry 9 5 - Thermochemistry 4 6 – Electronic Structure of Atoms 5 7 – Periodic Properties of the Elements 8 – Basic Concepts of Chemical Bonding 6 9 – Molecular Geometry and Bonding Theories 10 – Gases 3 11 – Intermolecular Forces, Liquids and Solids 3 13 – Properties of Solutions 4 14 – Chemical Kinetics 6 15 – Chemical Equilibrium 6 16 – Acid-Base Equilibria 8 17 – Additional Aspects of Aqueous Equilibria 7 19 – Chemical Thermodynamics 3 20 – Electrochemistry 6 Syllabus is subject to change during the school year. This is an estimated syllabus; day of the test will be posted on NetMoeller. Amount of days covered for each topic does not include M-block time. 1st Quarter –

2nd Quarter –

Quarter End Dates 3rd Quarter –

Days with a regular M-Block Schedule August September October November December January February March April May *depending on the date of the AP test.

4th Quarter –

SC301 Chemistry CP1 (1 year, 1 credit) Chemistry CP1 is a fundamental high school chemistry course. This course is a good preparation for college-level chemistry courses. Topics covered include fundamental chemical concepts, atomic theory, nomenclature, chemical bonding, stoichiometry, thermochemistry, gases, liquids and solids, solutions, periodicity, modern atomic theory, equilibrium, and acid-base theory. Emphasis is placed on lab work and problem-solving techniques. Students will participate in traditional labs and inquiry labs to develop a better understanding of the concepts covered in class. Students will learn some topics in small groups through the use of POGIL (Process Oriented Guided Inquiry Learning). Skills students learned in math will be applied to problem solving in CP1 chemistry. Prerequisite: Biology CP1 & Algebra 1 (current enrollment in Algebra 2)

Mr. Conlonâ&#x20AC;&#x2122;s Contact Information Email: kconlon@moeller.org Room: 308

School Phone: 791-1680

Voice Mail: 1903

Mr. Conlonâ&#x20AC;&#x2122;s Class Rules 1.

Be in the classroom when the bell rings.

Respect other students, your teacher and God.

Do not bring food, drinks, or gum to class.

Work in class must be directly related to chemistry & you must always be connected to the school network.

Read, know, and follow all of the rules on the lab safety sheet.

Rule Breaking 1st offense:

Warning & possible writing assignment.

2nd & 3rd offense:

Writing assignment. Potential call to parents & meeting with the administration.

After 3 offenses:

Report of Misconduct, and call to parents.

Lab Rules:

Any violation of how to safely use equipment - or any misconduct in the lab - may cause a student to be removed from the lab with a Report of Misconduct and a zero.

School Rules:

School detentions will be issued for school rule violations including but not limited to dress code, electronic devices and food in class.

The Writing Assignment:

Explain what you were doing wrong, why it was wrong, how you are going to improve your behavior in the future. Either 500 or 1000 words.

Materials for Class Purchase the following and bring all materials to class daily: Laptop, Laptop Pen - this is very important since we will use it often in class Paper,

Pen/Pencil,

Homework,

Lab Composition Notebook,

Online Textbook Your textbook is an e-book online. You have 365 days to use your account. Our textbook is: Introductory Chemistry: A Foundation 7th edition: Zumdahl/DeCoste The website for your textbook is: www.cengage.com/login Write your username and password in OneNote or on a post it note.

Without prayer I could not work for even half an hour. I get my strength from God through prayer. -Blessed Teresa of Calcutta (Mother Teresa)

Test Protocol When a test or quiz is administered then test protocol is in effect and includes the following rules:

1. Absolutely no talking. 2. A nonprogrammable scientific calculator may be used. No sharing. If you do not come to class with a calculator then you complete the math by hand.

Communication Students can come in before or after school or email me with questions. Parents can email me with any questions they have and I will respond as soon as possible.

Grading Procedures Grades are weighted according to the following system: Tests (2nd & 4th Quarter) – 35% Tests (1st & 3rd Quarter) – 50% nd th st rd Semester Exam (2 & 4 Quarter) - 15% No Exam 1 & 3 Quarter Lab Reports - 15% Homework - 20% Quizzes - 10% Class Participation - 5% Extra Credit - 1% added to report card (you can do up to 2 extra credits) 1. Tests a. Individual questions in preparation for a test will not be answered once tests are passed out! b. Test corrections are allowed on each test. You must come in before or after school BEFORE the next test is given to make corrections. c. No help will be provided on corrections – but you may use your notes, textbook or any other useful materials. d. Full work has to be shown to receive credit for the correction. e. You may receive the following points back depending on your grade: 90’s – 1 points 80’s – 2 points 70’s – 3 points 60’s – 4 points 50’s – 5 points 40’s – 6 points 30’s – 7 points Lower than 30 – 8 points

2. Semester Exam a. The exam covers all of the chapters from that semester. b. No exemptions and No test corrections on the exams. 3. Lab Reports a. College style formal lab reports will be written for labs. b. Formal lab reports will be turned in electronically using NetMoeller. c. Lab notebooks will be collected at the end of the quarter for a lab grade. All data must be entered for each lab. Each page must have the date you completed the lab and experiment number. 4. Homework a. All homework is to be hand written, and turned in on paper. DUE BEFORE THE BELL RINGS! b. Working on about 20 minutes of homework each night is recommended. c. Show all work for problems requiring work to receive credit for the problem. 5. Quizzes a. There are pop quizzes throughout the school year. b. If there is a quiz on DyKnow the quiz that will be graded is the first quiz you submit! c. If there is a partner quiz – you may only work with your partner. Two groups seen working together will receive a zero on partner quizzes. 6. Group Work a. If you work on an assignment in class in groups then each student must turn the assignment in – unless specified differently. These assignments may be entered in the homework category. 7. Class Participation a. This is a given 5% of your grade if you come to class prepared and work hard during class.

Need Extra Help 1. Studying is recommended for at least 20 minutes every night. 2. Students are expected to approach their teacher if extra help is needed. Help is always available if the student takes the initiative to seek it. Please come prepared with specific questions, problems, or concepts you would like to review. Before school or after school are times to receive help. Mr. Conlon’s classroom is room 308. Tutors are also available. 3. You are encouraged to form study groups. Studying in groups, for many students, is more effective than studying alone.

Extra Credit 1. 2. 3. 4.

Two extra credit opportunities are offered each quarter. Extra credit may only be turned in on a test day. If a student is absent it is due the day he takes the test. It must be three pages hand written on paper. Students are to outline the current chapter taking their own notes as they read their textbook. Using notes provided through power point in class is not acceptable. 5. While definitions are helpful and example problems can be useful, the chapter outline should be mostly composed of a summary of each section in the chapter. 6. One percentage point on the students’ report card is offered for solid chapter outlines. 7. Only 2 may be turned in each quarter – it is the students’ responsibility to turn these in the day of the test.

CP1 Chemistry Syllabus 2013-2014 Chapter Days Covered Estimated Test Date 2 – Measurements and Calculations 7 3 – Matter 6 4 – Chemical Foundations, Elements, Atoms & Ions 5 – Nomenclature 5 6 – Chemical Reactions: An Inro. 6 7 – Reactions in Aqueous Solutions 8 – Chemical Composition (the Mole) 6 9 – Chemical Quantities (Stoichiometry) 5 10 – Energy 6 11 – Modern Atomic Theory 7 12 – Chemical Bonding 6 13 – Gases 8 14 – Liquids and Solids 4 15 – Solutions 5 16 – Acids and Bases 5 17 - Equilibrium 3 Syllabus is subject to change during the school year. This is an estimated syllabus; day of the test will be posted on NetMoeller. Quarter End Dates 1st Quarter – 2nd Quarter – rd 3 Quarter – 4th Quarter –

AP ENVIRONMENTAL SCIENCE Teacher Mr. Dan Shannon dshannon@moeller.org Help Sessions Room 204 (Biology Classroom) Individual – 715–735 AM, M-Block, and 245-315PM Quote “The expectations for each student couldn’t be higher.” Textbook Living in the environment, 16 ed. By G. Tyler Miller, Jr.; Brooks/Cole; Cengage Learning; 2009 Supplemental Readings: “Tales of a Shaman’s Apprentice: An ethnobotanist searches for new medicines in the tropical rain forest”; by Mark Plotkin; Penguin Books; 1994 “When Smoke Ran like Water: Tales of environmental deception and the battle against pollution.”; by Devra Davis; Basic Books ( a division of Perseus Books); 2002 About AP Environmental Science This course is a college level course designed for Sophomore and Junior Year students who are interested in an accelerated science course. AP ES is taught in an activity and inquiry based style. A Student who takes AP ES will be able to analyze complex problems, propose a means to test them, think independently, present ideas in a logical manner, and defend his ideas using factual data and reasoning. Classes may meet in various locations depending on the activity planned. The expectations are that students who choose this course are willing and able to prepare independently, read voraciously, involve themselves in group and individual projects, and learn the process of science from an environmental point of view. We spend approximately 25% of class time planning and running laboratory or field experiments. We take field trips and bring in guest speakers to further our understanding of complex topics. Pre-requisite Courses Honors Biology with an 85% average /College Prep Biology completion with a 90% average and permission of instructor. Required Supplies Tablet PC, pen

General Overview of AP Environmental Science Major/Sub-Topics First Semester Prerequisite Unit Four principles of sustainability Data Collection and Graphing atomic structure and bonding (ionic, polar and non-polar covalent, hydrogen bonding) hydrophilic and hydrophobic interactions solutions and pH Nutrient Cycling – water and SPONCH. Living World: Ecology Unit History of the Earth – football field timeline Natural selection; Macro- and Microevolution; Intra- and Interspecific Competition Habitat selection Biodiversity Succession Laws of Thermodynamics; Primary Productivity – Gross and Net Populations, Communities Biomes Endangered Plants and Animals Population Dynamics Unit Population biology and dynamics measuring population size population data analysis calculation of change population size over time Human Population – environmental, societal, behavioral effects on the growth of a human population in various countries Water Issues Unit Distribution and availability of water Aquatic Ecosytems and Biodiverstiy Physical Dynamics of a Lake Groundwater Personal water useage quantification; Salinization Lab Tragedy of the Commons Pollution and Water Purification Bottled water Water Protection Laws and Community Awareness.

Duration 18 Weeks 2 weeks

6 weeks

4 weeks

6 weeks

Second Semester Toxicity, Pesticides, and Agriculture Unit Toxicity, dosage, Human Physiology (endocrine,excretory, immune, nervous systems) LD50 testing Waste products and Hazardous wastes Pests, Farming, and Genetically Modified Organisms Atmospheric Issues Unit Atmospheric structure and Chemistry Weather and Climate Biomes and Geographic Relationships Air Pollution Climate Change Resources and Energy Unit Earth Structure â&#x20AC;&#x201C; Crustal Features The Rock Cycle, Soil structure and composition Minerals and Mining Techniques Non- Renewable and Renewable Energy Sources Electricity Types â&#x20AC;&#x201C; Transmission and Storage Biodiversity, Politics, and Economics Sustainable land useage Modern Cities Land Preserves and Designations, National Park Systems, Government Subsidies and Capitalist Markets Environmental Law and Litigation Environmental Worldviews

18 Weeks 5 Weeks

5 weeks

3 weeks

SC333 Organic Chemistry HON (1 year, 1 credit) Organic Chemistry HON provides a highly theoretical course that covers one third to one half of a typical college organic chemistry course. Topics covered include alkanes, alkenes, alkynes, cyclic hydrocarbons, benzene, and arenes. Special emphasis is placed on reaction mechanisms. Students will participate in lab experiments during the year. The course is designed for those students who are planning to major in medicine, any pure science, pre-dental, or any track that will require organic chemistry in college. Prerequisite: At least an 85% in Chemistry CP1 or 75% in Chemistry AP.

Mr. Conlonâ&#x20AC;&#x2122;s Contact Information Email: kconlon@moeller.org Room: 308

School Phone: 791-1680

Voice Mail: 1903

Mr. Conlonâ&#x20AC;&#x2122;s Class Rules 1.

Be in the classroom when the bell rings.

Respect other students, your teacher and God.

Do not bring food, drinks, or gum to class.

Work in class must be directly related to chemistry & you must always be connected to the school network.

Read, know, and follow all of the rules on the lab safety sheet.

Rule Breaking 1st offense:

Warning & possible writing assignment.

2nd & 3rd offense:

Writing assignment. Potential call to parents & meeting with the administration.

After 3 offenses:

Report of Misconduct, and call to parents.

Lab Rules:

Any violation of how to safely use equipment - or any misconduct in the lab - may cause a student to be removed from the lab with a Report of Misconduct and a zero.

School Rules:

School detentions will be issued for school rule violations including but not limited to dress code, electronic devices and food in class.

The Writing Assignment:

Explain what you were doing wrong, why it was wrong, how you are going to improve your behavior in the future. Either 500 or 1000 words.

Materials for Class Purchase the following and bring all materials to class daily: Laptop, Laptop Pen - this is very important since we will use it often in class Paper,

Pen/Pencil,

Homework,

Periodic Table (will be provided)

Any Calculator â&#x20AC;&#x201C; there is not much math in organic chemistry

Communication Students can come in before or after school or email me with questions. Parents can email me with any questions they have and I will respond as soon as possible.

Test Protocol When a test or quiz is administered then test protocol is in effect and includes the following rules:

1. 2. 3. 4. 5.

Absolutely no talking. A calculator may be used. No sharing. Cell phones must be turned off and not seen. Keep your eyes on your own paper. Once your test is turned in your answers are final.

Violations of test protocol If a student violates test protocol then he may receive a zero on the assignment, a writing assignment, and the matter may be turned over to the Dean of Academics.

Without prayer I could not work for even half an hour. I get my strength from God through prayer. -Blessed Teresa of Calcutta (Mother Teresa)

Grading Procedures Tests & Quizzes Semester Exam Lab Reports Homework Extra Credit

– 50% Tests (1st & 3rd Quarter) – 70% - 20% If there is no Exam - 10% - 20% - 1% added to report card (you can do up to 2 extra credits)

1. Tests a. Individual questions in preparation for a test will not be answered once tests are passed out! b. Test corrections are allowed on each test. c. Full chemical reactions have to be shown to receive credit for the correction. d. You may receive the following points back depending on your grade: 90’s – 1 points 80’s – 2 points 70’s – 3 points 60’s – 4 points 50’s – 5 points 40’s – 6 points 30’s – 7 points Lower than 30 – 8 points

2. Semester Exam a. The exam covers all of the chapters from that semester. b. No exemptions and no test corrections on the exams. 3. Lab Reports a. No Lab notebook is required! b. Lab reports will be due either in the drop box, or on loose leaf paper. c. Answer the questions to the lab report in complete sentences – providing as much detail as possible. 4. Homework a. All homework is to be hand written, and turned in on paper. DUE BEFORE THE BELL RINGS! b. Working on about 20-30 minutes of homework each night is recommended. c. Show complete reactions (not just the products) for all chemical reactions. 5. Quizzes a. There are pop quizzes throughout the school year. b. If there is a quiz on DyKnow the quiz that will be graded is the first quiz you submit! c. If there is a partner quiz – you may only work with your partner. Two groups seen working together will receive a zero on partner quizzes. 6. Group Work a. If you work on an assignment in class in groups then each student must turn the assignment in – unless specified differently. These assignments may be entered in the homework category.

Need Extra Help 1. Studying is recommended for at least 20-30 minutes every night. 2. Students are expected to approach their teacher if extra help is needed. Help is always available if the student takes the initiative to seek it. Please come prepared with specific questions, problems, or concepts you would like to review. Before school or after school are times to receive help. Mr. Conlon’s classroom is room 308. Tutors are also available. 3. You are encouraged to form study groups. Studying in groups, for many students, is more effective than studying alone.

Extra Credit 1. 2. 3. 4.

Organic Chemistry Syllabus 2012-2013 Chapter 1 – Structure and Properties 2 – Methane – energy of activation. transition state 3 – Alkanes – free-radical substitution 4 – Stereochemistry I. – stereoisomers 8 – Alkenes I. – structure and preparation 9 & 11 – Alkenes II – reactions of the carboncarbon double bond. Conjugation & resonance 4 & 10 – Stereochemistry II – steroselective and sterospecific reactions 11 & 12 –Dienes. alkynes 13 – Cyclic aliphatic compounds 14 – Aromaticity – benzene 15 – Electrophilic aromatic substitution 16 – Aromatic – aliphatic compounds – arenes and their derivatives

Days Covered 5

Estimated Test Date

Syllabus is subject to change during the school year. This is an estimated syllabus; day of the test will be posted on NetMoeller.

Quarter End Dates 1st Quarter –

2nd Quarter –

3rd Quarter –

4th Quarter –

Physical Science CP2 Syllabus Teacher: E-Mail: Phone:

Mrs. Terri Schaffer tschaffer@moeller.org (513) 791-1680 x1907

Office Hours: Mornings 7:00-7:40 (room 304) Afternoons 2:40-3:00 (room 304) M-block (room 304) Course Description: Physical Science provides an introduction to the physical sciences including chemistry, physics, earth science and space science. The curriculum for this class is derived from the Ohio Science Education Standards. The class will also help to prepare the students for the Ohio Graduation Test. Students will be required to take and pass the OGT in the spring. Course Prerequisite: Biology CP2 This science class is designed to:  Provide basic coverage of all the important aspects of the physical sciences.  Provide the students with the opportunity to develop problem solving and critical thinking skills.  Provide the student with the opportunity to develop communication and organizational skills.  Integrate the use of technology with science.  Use an active learning approach in order to help students become more effective learners. Materials Needed:  Pencil (must be used for labs)/Pen  Folder or notebook as desired  Laptop and digitizer pen (please make sure it is charged)  Scientific Calculator

Grading: Grading will be based on a point system. Homework, quizzes, tests, labs, projects and exams will be assigned a point value. At the end of the quarter, the following formula will be used to calculate the grade: (Total points earned/Total points available) x 100 = average % Assignments: Time required for homework assignments should average about ½-1 hour per assignment. Assignments due on a particular day must be complete and ready to be turned in at the beginning of class. Late assignments will be accepted minus 50% per class day. When the bell rings, the assignments are due. If an assignment is to be turned in electronically, it must be submitted to Dropbox at the beginning of class. It is expected that all students will do their own work. Copying another’s work in whole or in part will be considered cheating and will dealt with according to school policy. Assignments must clearly show all the work done, as well as the answer, and the two must match in order to receive full credit for an assignment. Simply writing down the answer, or if the work shown does not equate to the answer given, will result in partial credit being awarded. Assignments missed during an excused absence must be submitted on the first class day following a student’s return. Assignments missed as a result of an unexcused absence cannot be made up. Students with an excused absence are required to find out what they have missed. All missed work must be made up by making

arrangements with the teacher. IT IS THE STUDENT’S JOB TO ARRANGE FOR MAKE-UP WORK. Students will be given the same amount of time to make up work as the number of days absent. Any work missing after that time will be given a grade of zero. Students absent the day before a test who are not absent on the test day must take the test. Tests are announced enough in advance to be prepared. Students are to make arrangements to make up any test missed during excused absences on the first day following the student’s return. Tests not made up at the agreed time, without extenuating circumstances, cannot be made up. Tests missed during a non-excused absence cannot be made up. Class Rules:  All students should be in their seats when the bell rings, ready for class to begin. If the student does not follow this rule, it will result in a tardy.  Students must be logged in to DyKnow for the entire duration of the class period.  When working in a group, students should stay focused. If not, a student may be asked to sit down and receive a grade of zero on the activity/lab.  No food or drinks of any kind (except water) are allowed in the lab for safety and sanitary reasons.  No cell phones, iPods, or any other fun electrical devices are allowed in class. Cell phones must be turned off and put away from view. Failure to follow this rule WILL result in a school detention.  Students must bring necessary materials to class every day (textbook, binder, writing materials and any other materials required for class).  MOST IMPORTANTLY, treat the teacher, other students and all lab materials with respect. Consequences:  Violation of classroom rules will result in a teacher detention to be served after school with the teacher the next class day.  Violation of school rules will result in a school detention.  Repeated offenses may result in a report of misconduct given to the student. Lab Safety: Each student is responsible for his safety, as well as the safety of his fellow classmates. Any student who jeopardizes that safety for any reason will be removed from the lab and given a zero. Improper use of equipment, sitting on lab tables or desktops, wandering to other lab tables and not following instructions are all serious offenses. All lab equipment is potentially dangerous. When in doubt-STOP and ASK

Physics CP1 Syllabus Teacher: E-Mail: Phone:

Mrs. Terri Schaffer tschaffer@moeller.org (513) 791-1680 x1907

Mr. Bob Wynn bwynn@moeller.org (513) 791-1680 x1972

Office Hours:

Course Description: Physics CP1 is designed to provide a broad general understanding of physics and to enhance the student’s development of scientific problem solving. It will examine the physical principles involved in mechanics, including motion in one and two dimensions, dynamics of motion, work, energy, impulse, momentum, and simple harmonic motion. The course also examines fluid mechanics and thermodynamics. Time permitting, additional areas covered may include torque, light, sound, electronics, circuit analysis, lens and/or mirrors. Course Prerequisites: Chemistry CP1 and Algebra 2 (demonstrated competence in solving equations, isolating variables and using trig functions is essential) Materials Needed: • Textbook (bring to every class) • Notebook or paper and three-ring binder/folder (as desired for note taking/problem solving) • Necessary writing implements (pens/pencils) • Laptop (charged) • Scientific calculator (may not use programmable type for tests) • Additional materials as needed for quarterly projects (you will be notified each quarter for these) Grading: Grading will be based on a total point system. Homework, quizzes, tests, labs, projects and exams are assigned a point value. At the end of the quarter, the following formula is used to calculate the grade: (Total points earned/Total points available) x 100 = average % Assignments: Assignments due on a particular day must be complete and ready to be turned in at the beginning of class. Late assignments will be accepted minus 50% per class day. When the bell rings, the assignments are due. If an assignment is to be turned in electronically, it must be submitted to Dropbox at the beginning of class. It is expected that all students will do their own work. Copying another’s work in whole or in part will be considered cheating and will dealt with according to school policy. Assignments must clearly show all the work done, as well as the answer, and the two must match in order to receive full credit for an assignment. Simply writing down the answer, or if the work shown does not equate to the answer given, will result in partial credit being awarded. Assignments missed during an excused absence must be submitted on the first class day following a student’s return. Assignments missed as a result of an unexcused absence cannot be made up. Students with an excused absence are required to find out what they have missed. All missed work must be made up by making arrangements with the teacher. IT IS THE STUDENT’S JOB TO ARRANGE FOR MAKE-UP WORK. Students will be given the same amount of time to make up work as the number of days absent. Any work missing after that time will be given a grade of zero.

Students absent the day before a test who are not absent on the test day must take the test. Tests are announced enough in advance to be prepared. Students are to make arrangements to make up any test missed during excused absences on the first day following the student’s return. Tests not made up at the agreed time, without extenuating circumstances, cannot be made up. Tests missed during a non-excused absence cannot be made up. Class Rules:  All students should be in their seats when the bell rings, ready for class to begin. If the student does not follow this rule, it will result in a tardy.  Students must be logged in to DyKnow for the entire duration of the class period.  When working in a group, students should stay focused. If not, a student may be asked to sit down and receive a grade of zero on the activity/lab.  No food or drinks of any kind (except water) are allowed in the lab for safety and sanitary reasons.  No cell phones, iPods, or any other fun electrical devices are allowed in class. Cell phones must be turned off and put away from view. Failure to follow this rule WILL result in a school detention.  Students must bring necessary materials to class every day (textbook, binder, writing materials and any other materials required for class).  MOST IMPORTANTLY, treat the teacher, other students and all lab materials with respect. Consequences:  Violation of classroom rules will result in a teacher detention to be served after school with the teacher the next class day.  Violation of school rules will result in a school detention.  Repeated offenses may result in a report of misconduct given to the student. Lab Safety: Each student is responsible for his safety, as well as the safety of his fellow classmates. Any student who jeopardizes that safety for any reason will be removed from the lab and given a zero. Improper use of equipment, sitting on lab tables or desktops, wandering to other lab tables and not following instructions are all serious offenses. All lab equipment is potentially dangerous. When in doubt-STOP and ASK

Cincinnati History Syllabus

Course Overview: Cincinnati History will cover the cultural, social, economic, physical and political history of the city from pre-historic times to current day. We will incorporate current events, videos, field trips and a multitude of other instructional methods to cover the history of Cincinnati. Students will be required to complete a research project at the end of the semester. Books: Cincinnati: From River City to Highway Metropolis by David Stradling and other related resources Rules: 1. Respect one another 2. Do the Right Thing Consequences: 1. Warning: Verbal 2. Detention 3. Conference with parents 4. Other measures: Blue Slip 5. Anything Major will result in an automatic Blue Slip Assessment:

Tests= 25% (4 per quarter) Homework= 25% (8+ per quarter) Quizzes= 10% (2-3 per quarter) Classwork= 25% (8 per quarter) Participation= 15% (All combined) **Final exam at the end of the Semester/Research Presentation at the end of the Semester

Homework:

All turned in via the Drop Box Late policy: Not in Drop box or late in the Drop Box but emailed before class is out= 8/10 Emailed after class ends/next day: 5/10 Not turned in= 0/10

Class Format: 90 Minute Class

Warm-up Lesson Break Activity Round up/Exit work/Homework Procedures:

1.Enter the classroom quietly and find what is on the board 2. Anything that needs to be given to the teacher should be laid on your desk 3. When exiting class, please be quiet and place paper in the proper place 4. We will not hand out books; they will be on my X drive. 5. DyKnow: Log on everyday when you first enter the room

Materials:

Computer Paper and Pencil/Pen Binder Notebooks

COURSE GUIDE FOR The American Civil War I. This is a 1 semester ½ credit elective CPI course offering. This course will take a comprehensive look at the Civil War from the causes and politics of the war to the strategies, leaders, weapons, tactics and battles. Several outside readings will be assigned and a research project is required.

II. INSTRUCTOR: Mr. David B. Faller Contact info: dfaller@moeller.org (513) 791-1680 ext 1981 III. TEXTBOOKS: Watkins, Sam. Company Aytch; or a Sideshow of the Big Show. Plume; Penguin Putnam Inc. New York. (1886) 1999. Also several readings and articles will be assigned including Gone for a Soldier and Yankee Private’s Civil War. IV. GRADING: Quarter Grades will be based on the following; 1st quarter 2nd quarter Tests/Quizzes 55 % Tests/Quizzes 55% Homework 25 % Homework 25% Class Class Participation 5 % Participation 5% Reports 15 % Reports 15% 1) Test and Quiz scores: Tests will be a mix of essay and objective. They will require the student to analyze and explain the significance of events and topics. Quizzes will be more subjective in format. Both forms of testing will cover class work, homework, text assignments, lectures, audio-visuals, and supplemental readings. 2) Homework: A number of written home works will be assigned including reflections and readings. 3) Research Reports: There will be several Internet research reports, which will require you to research key people and events. Power Point presentations will be assigned. In addition you will be asked to write a research paper. 4) Class Participation: Class discussions are a critical part of the class curriculum; your participation in these is both necessary and expected. Your willingness to cooperate in group/team activities is also required. The level of participation will reflect both attitude and behavior. 5) DO YOUR OWN WORK! If you copy anything from another person, or you copy from the internet and do not cite it, this is cheating. Plagiarism will be punished! A score of “0” and an academic violation will be the first level of punishment.

History of WWII on line course Syllabus Instructor: Mr. David Faller Contact info: dfaller@moeller.org (513) 791-1680 ext. 1981 I. Course Description: This course is a Â˝ credit year long on-line offering. It will look at WWII from a world perspective. The course will focus on the war itself from German, British, French, Russian and American participants and histories. Selective readings will be provided to the students, either hard copies or web sites, and then discussed via on line discussions. Occasional meetings will be scheduled as needed. The student is required to complete all readings and participate in discussions. A quarterly research paper is required. The course is open to any Junior or Senior student who has completed US History. II. Weekly readings and discussions: Each week you will be asked to pick up from my X Drive teacher folder a reading packet. You will be asked to read this and then respond to my questions which will be posted on the discussion forum. I will assign a due date for completion. You must try and stay current with your postings. Prolonged and repeated late posts or missing posts could result in your being asked to withdraw from the course. Late postings will not be allowed so keep up with the work load! III. Student created discussion thread: At least once per quarter you are required to begin a discussion topic. It needs to be related to our current time period and theater; i.e. do not ask about dropping A bombs on Japan while we are covering the early war in Russia. Also you are required to respond to at least 2 student created discussions per quarter. IV. While posting you must use complete sentences, appropriate language, and your last name, with first initial as your post name. Also when discussing/debating issues with each other proper decorum must be maintained. No abusive or insulting remarks will be tolerated. We disagree with each otherâ&#x20AC;&#x2122;s ideas but not with the person himself. V. Term Paper assignment: 1) You are to pick a military commander, an officer, you want to research. You are limited to the time period we covered in the recent readings. 2) You are to pick a battle which this military commander was a part of. 3) Pick a weapon system which played a significant role in this battle. Once you have made your selections you are basically writing a 3 part paper, a biography of the person, a battle report and a weapon report. Of course you will want to blend this together into a brilliant coherent paper. What are the requirements? A 9+ page paper with a full introduction and conclusion. All Moeller term paper protocols are in place, i.e., title page, bibliography, margins, fonts, citations, etc. A picture of the commander, detailed and understandable battle maps and of course pictures and graphics of the weapon system are expected. These do not contribute to the page length.

Example of an acceptable topic: Douglass Bader (a British legless fighter ace), The Battle of Britain, The Spitfire fighter plane. Here are the topics by quarter: 1st quarter: 1939-1941 Western European front, land, air or sea. 2nd Quarter: 1941-1945 Russian Front. 3rd Quarter: 1941-1945 Pacific Theater. 4th Quarter: 1942-1945 Western Europe (ETO) VI. Summer Reading. You will be reading John Keeganâ&#x20AC;&#x2122;s book The History of WWII. This is about 500 pages. There will be a quiz over the book in the fall. VII. Communication. This course uses email as the primary method of communication. Net Moeller will have all assignments and the X drive will have all of the readings, but email is how you submit assignments, ask questions and get info and updates. YOU MUST CHECK YOUR EMAIL REGULARLY!

Modern Presidency (CPI Elective) Syllabus “My son, if you wish, you can be taught, if you apply yourself, you will be shrewd. If you are willing to listen, you will learn, if you give heed, you will be wise.” (Sirach) Course description: This is a 1 semester, ½ credit elective, CPI course offering. This course will take a comprehensive look at the transition and growth of the executive branch through the 20th century with an emphasis on critical elections, administrations, changes in campaign styles and tactics, media influence, and the role of the party system. Students will be expected to do internet readings, projects, presentations, and discussions. Special emphasis will be placed on the recent elections. Units of study: I. Background to U.S. Presidency and executive branch. II. Early Presidency: Washington – Jackson III. 19th Century Presidency: Article I > Article II IV. Origin of the Modern Presidency: 1900 and TR V. FDR VI. WWII and the Cold War VII. 1960 and the TV presidency VIII. Democratization of elections IX. Evolution of Primaries and conventions X. Historic elections XI. Election of 2008 I firmly believe that the most important class you are taking at Moeller is your religion class. The development of our personal faith life should be the number one area of emphasis in our lives. One hundred years from now it won’t matter how well you understood American Government or American society. The second most important class you are taking this year at Moeller is your Modern Presidency class. The development of your understanding of this great nation’s government and society, how it developed, and where it is going will be the number one emphasis in this class. For the next 50+ years it will matter how well you understand American Government so that you can be a responsible, contributing member of this great land. Anticipated assignments: 2 tests per quarter 3-4 projects per quarter (Modern election power-point, parent interviews, presidential evaluations) 4-6 quizzes per quarter on readings and/or videos 1 semester final (cumulative)

Laptop Policy: Your laptop should be with you in class every day. Material online or in my teacher folder will be a regular part of the class. Often there will be activities where the laptop is not needed. It should not be out then. When the laptop is being used it should be used for activities related to this class only. Grading policy: A. 70% of your quarter grade will come from tests, quizzes, and exams. The number of each will vary per class. Unit tests will be comprised of 50-75 multiple choice/T/F questions and at least one Free Response Essay. B. 30% of your quarter grade will come from homework and class participation. The research paper will be considered part of the homework grade. Many of the homework grades will be quizzes on the reading assignments. Make Up Work: (As per the Moeller handbook) Short Term Absences (1 or 2 days) For all types of short term absences (expected, unexpected, field trips, etc), upon return to school, Moeller students are responsible for contacting their teacher to arrange make-up assignments and assessments for work that was assigned during their absence. When a student returns from an absence due to illness, family need, or other reported reason, he must acquire any missed assignment upon his return and submit it at the next class. This gives the student 1 extra day to make up work that was assigned during his absence. For work that was assigned prior to a student’s absence, and was posted on NetMoeller prior to the absence, the student is expected to have the work ready upon his return. In cases where the illness or cause of the absence was severe, and the student was unable to complete the work for the day of his return, students are expected to email their teachers to inform them that they will be unable to have the work completed upon their return. If this is unable to happen, then students and teachers will use common sense in these situations and arrange for the work to be completed by the next class. Absences of 3 to 9 days Additional day can be given for make-up work, at the teacher’s discretion, for any consecutive absences between 3 to 9 school days. It is at the teacher’s discretion, but students should expect pre-scheduled tests and/or quizzes to be administered the class following the student’s return. If a student feels he needs more time to prepare, then he must communicate this to the teacher earlier than the day the test/quiz is to be administered. Consistent Absence on Days with Assessments: Based on teacher input and absence data, students who are reported to be consistently absent on the days of scheduled tests, quizzes, and other assessments will be evaluated to determine the cause of such patterns. Academic action will be based the results of such inquiries. Teacher will work with the administration to determine an appropriate course of action. It is at the teacher’s discretion as to whether a student can make up a missed assessment opportunities after 3 absences on assessment days, unless the absences are excused or there is a clinically diagnosed condition of anxiety.

Extended Absences (applies to absences over 10 days) Any situations in which there is an extended absence of 10 days or more should be coordinated through the student’s guidance counselor. KAIROS POLICY - ABSENCES KAIROS and other retreats should treated as holistic enhancements to the academic load and done in pursuit of ‘educating for formation in faith’. Students have at least as many schools days spent on retreat to make up work for their classes, provided that is goes no further than the Friday of the week following Kairos. For assignments and assessments, even those scheduled well in advance of departure for Kairos, students are not expected to take quizzes and tests the day of their return to class. As a general rule, the teacher and student need to negotiate an appropriate schedule of due dates during the week following Kairos. It is the responsibility of the student to initiate such an arrangement with his teacher.

Introduction to Sociology Mr. Jason Schlotman jschlotman@moeller.org “Do, or do not – there is no try”

Introduction to Sociology is a one semester course designed to introduce the student to the study of human behavior in the group context. The course seeks to discover regularities and order in social behavior, and to express these patterns as theoretical generalizations applying to a wide range of such behavior. This course includes a substantial term paper or equivalent project.

Communication Primary communication is done via NetMoeller. All missed assignments, upcoming assignments, and current grade will be posted there in a timely manner. The instructor is best reached by e-mail, and can usually get back to you quickly during school hours. Students are encouraged to meet with the instructor during the M-block, after school, or during Office Hours (to be determined) if they are struggling or have questions or need clarifications. It is the student’s responsibility to initiate this contact.

Units of Study       

The origins of sociology Cultural variation and Cultural Relativism Personality Development Sociobiology Collective Behavior Education and Religion Meme Theory

Grading Policy: o ~60% of your grade will come from test, quizzes, and exams. The frequency of such written evaluation will vary per class. However, students are expected to keep up with the readings in the associated book or other reading supplements as assigned in class. o ~40% of your grade will come from homework and class participation, and will vary in frequency and time commitment. o Any assignment missed due to an excused absence must be turned in on the first day back to school. Any work not made up on time will receive a zero for that assignment. Exception will be made for extended illness if arrangements are made will the instructor. o Grades are not “weighted”, and are determined by straight points o Otherwise, late work will be accepted for 48 hours after the due date for a maximum of 50% credit, at the instructor’s discretion. Otherwise, no late work will be accepted for credit! o The instructor reserves the right to demand that a student serve some time in detention if that student fails to turn in assignments or violates classroom policy in any way. Chronic violations will result in a blue slip. Units of Study 1. Comparative Government/ U.S. government in relation to global politics 2. Principles and origins of U.S. Government 3. Political Participation 4. Demographics and Voting Blocks 5. The Legislative Branch 6. The Executive Branch 7. The Judicial Branch

8. State and Local Governments Classroom Policy o The instructor reserves the right to demand that a student serve some time in detention if that student fails to turn in assignments or violates classroom policy in any way. Chronic violations will result in a â&#x20AC;&#x153;blue slip.â&#x20AC;? o Students are expected to be familiar with and abide by all classroom policies outlined in the Moeller Student Handbook. For example: o Remember, NO FOOD, DRINKS, OR GUM are allowed in the classroom. Exceptions are made for water only during warmer months. o Hoodies are not permitted during school hours o No cell phone usage during class time o Treat others with respect in word and deed Academic Violations Issues of academic integrity violation are taken very seriously. The first offense will result in a zero for the assignment/assessment involved, a phone call home, and being placed on Step One, Step Two, or Step Three by the Dean of Academics.

I have read the course syllabus, and understand that these are the policies and expectations for the Sociology course. ______________________________________________ Signature

__________. Date

______________________________________________ Parent or Guardian Signature

__________. Date

Terrorism in the 21st Century  Objective: The objective of this course is to give the student a general survey of the difficulties facing civilization as it encounters terrorism. Students will gain a perspective on the development of the history of terrorist activities in our modern world. The class will focus on the socio-economic, religious, and military conditions that currently allow terrorist organizations to exist in particular areas of the world. The goals of the course will be achieved primarily through historical investigation. As a Catholic school a unique perspective of the material will be presented as it pertains to the teachings of the Church.  Grading Policy: The grades in this class will be based purely on a points system. The points earned will be divided by the points available in order to determine a final percentage grade for particular assignments and the quarter. The grading scale for the course will be the same as used by the school.  Homework: Homework will be given on a regular basis and is significant to the final grade. A variety of assignments and readings will be required. It is important for the student to complete assignments and readings on a timely basis in order to be prepared for class. Students may hand in assignments late for partial credit. In the case of an absence it is important to remember all material presented in class is the responsibility of the student. Students will receive one additional day to complete assignments per class day missed.  Class Participation: Participation in class will be significant to the final grade. Because of the class structure, it will important for students to actively participate in discussions and group activities.  Preparation: It is important for students to be properly prepared for class on a daily basis. Required materials will include but may not be limited to the following – Laptop Computer, Pen or Pencil, Notebook, and Homework. Failure to be prepared for class will be reflected negatively in the student’s final grade.

 Tests: Tests will be a combination of fill-in-the-blank, multiple choice, true/false, and short answer questions. The tests will come from homework assignments and notes that are given in class. Students should generally expect two or three tests per quarter. Any student absent for a test should take the test upon return to school. An additional day of preparation will be given per class day missed.  Quizzes: Quizzes will be given on a regular basis as a follow-up to homework and material presented in class. Quizzes are generally announced. It is expected that students will review material as appropriate for periodic quizzes.  Academic Honesty: It is expected that students will adhere to all academic guidelines presented in the student handbook. These rules will be strictly enforced. Failure to comply will result in a zero for the assignment as well as a potential probation as deemed fit by the Dean of Academics:  Computer Use: The use of the laptop computer will be a significant aspect of the class. It is important that the student have his laptop in good working or each day. Any issues should be reported immediately to the help center. Students will be expected to follow all guidelines that pertain to the user policy of the Archdiocese of Cincinnati and Moeller High School.  Discipline: All rules presented in the Moeller Student Handbook will enforced. It is important to remember that it is a privilege to go to Moeller High School, not a right. You are expected to behave as Men of Moeller at all times.  The teacher reserves the right to make any changes in the syllabus for the betterment of the class!

AP/U.S. Government and Politics Syllabus “My son, if you wish, you can be taught, if you apply yourself, you will be shrewd. If you are willing to listen, you will learn, if you give heed, you will be wise.” (Sirach) Course description: U.S. Government and Politics is a yearlong study of the American Governmental systems with emphasis on the Constitution, its roots and relationships, governmental structure at all levels of government and the political process. This course is also a study of the more important political issues, which face our nation today. Discussion and analysis of these issues will constitute an integral segment of the course. The course will cover the AP curriculum and it is assumed that the students are planning on taking the AP U.S. Government and Politics exam in the second semester. I firmly believe that the most important class you are taking at Moeller is your religion class. The development of our personal faith life should be the number one area of emphasis in our lives. One hundred years from now it won’t matter how well you understood American Government or American society. The second most important class you are taking this year at Moeller is your Government class. The development of your understanding of this great nation’s government and society, how it developed, and where it is going will be the number one emphasis in this class. For the next 50+ years it will matter how well you understand American Government so that you can be a responsible, contributing member of this great land. Text/Materials: Most of the day to day readings will be website locations and/or class handouts We will also use the AP edition of American Government by O’Connor, Sabato, and Yanus. Laptop Policy: Your laptop should be with you in class every day. Material online or in my teacher folder will be a regular part of the class. Often there will be activities where the laptop is not needed. It should not be out then. When the laptop is being used it should be used for activities related to this class only. Grading policy: A. 70% of your quarter grade will come from tests, quizzes, and exams. The number of each will vary per class. Unit tests will be comprised of 50-75 multiple choice/T/F questions and at least one Free Response Essay.

B. 30% of your quarter grade will come from homework and class participation. The research paper will be considered part of the homework grade. Many of the homework grades will be quizzes on the reading assignments. Units of Study: I. Background and Introduction to the Constitution (4 weeks) A. Explore the roots and relationships of the U.S. constitution to that of a variety of influences including English, and other Enlightenment works, Renaissance, Roman, and Greek influences as well. B. Discuss the colonial influence on shaping the U.S. Government. C. Explain the principles behind the American constitution such as “checks and balances”, “separation of powers”, “popular sovereignty”, and others. D. Explain the difference between Politics and Government. E. Discuss and explain the different articles of the constitution. F. Explain the system of federalism. II. Civil Rights and Civil Liberties: (4 weeks) A. Discuss the Bill of Rights, and the remaining 17 amendments. B. Trace the evolution of the civil rights and liberties through our country’s history. C. Identify and explore the landmark court cases that have affected the interpretation of the Constitution. III. Legislative Branch (4 weeks) A. Study Article I of the Constitution and how it established the congress. B. Explain the evolution of the congress as the rules of procedure were developed and the 2-party system influenced the development of Congress. C. Understand the process of how a bill becomes a law. IV. Executive Branch (4 weeks) A. Study Article II of the Constitution and how it established the presidency. B. Explain the evolution of the presidency from 1788 through current times. C. Emphasize the growth of the executive branch and the expansion of power and influence gained by the executive branch. V. Judicial Branch (3 weeks) A. Study Article III of the Constitution and how it established the federal judiciary system. B. Explain the evolution of the judicial branch throughout our country’s history. VI. American Politics (4 weeks) A. Explain the role of the party system in the nomination, campaign, and election process.

B. Explain the role and influence the party system has on the operations of government at the federal, state, and local level. C. Understand the role that PAC’s, the media, individual citizens, and other special interest groups play in the governmental process. VII. Watergate and Post-Watergate: (3 weeks) A. Students will learn how Watergate reflects the balance of powers within our government. B. Lessons of Watergate will be discussed using events occurring after 1974. VIII. State and Local Government (2 weeks) A. Have an understanding regarding the workings of state and local government. B. Understand how the system of federalism affects state and local government. IX. E-congress, Research Paper, Free Response Essay writing, current events classes/quizzes, and multiple book tests. These activities will occur throughout the school year between Units I-VIII. The total class time will approximate 3 weeks. X. AP Exam Review (1 week) Course Outline: (Actual course work may vary) Unit I: Origins and Introduction to the U.S. Constitution. (Constitutional Underpinnings) Students should understand the roots of the American political system and the struggles our founders went through to establish our Constitution. Chapter readings will be assigned to the appropriate units of study. Assignment 1:Read Gordon Wood’s “Intellectual Origins of the American Constitution.” (Handout) Assignment 2: Read the Declaration of Independence and the Articles of Confederation The Declaration of Independence: http://www.archives.gov/national-archivesexperience/charters/declaration.html Articles of Confederation: http://www.loc.gov/rr/program/bib/ourdocs/articles.html http://www.socialstudieshelp.com/Lesson_10_Notes.htm http://www.usconstitution.net/consttop_arti.html Complete the discussion sheet summarizing the key points of both. Assignment 3: Read the Constitution, Articles I-VII. Know the order and main points of each Article. Memorize and be able to recite the Preamble. http://www.yale.edu/lawweb/avalon/usconst.htm

Assignment 4: The Federalist and Anti-Federalists. Read #â&#x20AC;&#x2122;s 10 and 51 and review the websites that discuss the papers. (Websites found in teacher folder.) Unit I Test Unit II: Civil Liberties and Civil Rights Assignment 1: Read the Bill of Rights and all other amendments http://www.billofrightsinstitute.org/billofrights.php Assignment 2: Read the English Bill of Rights: http://www.yale.edu/lawweb/avalon/england.htm Compare and contrast the two documents as per the discussion sheet provided. Assignment 3: Research and report on landmark cases that have affected the evolution of American civil liberties and civil rights. http://www.billofrightsinstitute.org (Instructional resources to Free Materials to Landmark cases section among others) http://findlaw.com/ http://oyez.org/justices/justices.cgi?justice_id=100&page=resource http://www.govspot.com/judicial/ http://www.aclu.org/ http://supct.law.cornell.edu/supct/ http://www.landmarkcases.org/ Unit II Test Unit III: The Legislative Branch Assignment 1: Read Article I and Amendments 17, 20, 23, and 27 http://www.yale.edu/lawweb/avalon/art1.htm Assignment 2: The following are sites that help explain the national process of the law-making process. Use these to understand the process. Identify the key vocabulary words as well as the stages a bill must go through. Prepare a flow chart that shows the various stages a bill must go through. Make sure it is also properly labeled. Also be prepared to be called to the board to explain the next stage in the process. http://congress.com/ http://bensguide.gpo.gov/9-12/lawmaking/index.html http://www.house.gov/house/Tying_it_all.html http://www.usconstitution.net/consttop_law.html Assignment 3: U.S. Census, Representation, and Reapportionment. Using

the following websites students should understand the importance of the U.S. Census and its role in reapportioning the House of Representatives. http://www.census.gov/population/www/censusdata/apportionment.ht ml http://www.nationalatlas.gov/articles/boundaries/a_conApport.html http://www.answers.com/topic/reapportionment-cases Assignment 4: Read Tip O’Neill’s “Congress: The First 200 Years.” Unit III Test (During the 2nd semester students will participate in the E-Congress (http://www.youthleadership.net/index.jsp). Students will be expected to go through all phases of the program which will culminate in researching a topic, writing and submitting a bill relating to that topic, serving on committees to review bills and finally voting on bills in the E-Congress. Unit IV: The Executive Branch Assignment 1: Read Article II and Amendments 12, 20, 22, 23, 24, 25. http://www.yale.edu/lawweb/avalon/art2.htm Assignment 2: Using the following websites students should summarize the major changes in the American presidency and growth in the executive branch. http://hnn.us/articles/443.html http://www.learner.org/channel/courses/democracyinamerica/support/dia_7_ readings.pdf (Includes Federalist #69) http://www.millercenter.virginia.edu/academic/americanpresident/policy/ind ex http://www.usa.gov/Agencies/Federal/Executive.shtml http://www.gpoaccess.gov/executive.html http://www.govspot.com/executive/ Assignment 3: Read Ronald Reagan’s “The Presidency: Roles and Responsibilities” Assignment 4: Read the inaugural address of the president that has been assigned to you. What are the major issues and/or goals of his administration? (if your president served more than 1 term you must read any and all addresses.) Try to be specific. Use quotes to refer to the major issues. (1 page summary, 10 pts) http://www.bartleby.com/124/index.html Using the C-span, POTUS, PBS websites, evaluate how well you think your president carried out his plan. What can you find in these websites that pertains to the inaugural address(es) of your president?

Be specific. Relate the info to the address. (2 pages, footnoted, 20 pts) http://www.potus.com/ http://gi.grolier.com/presidents/preshome.html http://www.americanpresident.org/home6.htm http://www.americanpresidents.org/survey/historians/ http://odur.let.rug.nl/~usa/P/index.htm http://www.opinionjournal.com/hail/rankings.html http://www.pbs.org/wgbh/amex/presidents/ http://www.siena.edu/sri/ Overall, how has your president been remembered? Why? Do you think the ratings or rankings will change over time? How do you think this president has affected the presidency? How do you think this president has affected the country. Use the websites from above along with at least one other website and bring in a hard copy of a book that discusses your president. (3-4 pages, footnoted and sources listed, 40 pts.) Unit IV Test Unit V: The Judicial Branch Assignment 1: Read Article III and the Amendment 11. http://www.yale.edu/lawweb/avalon/art3.htm Assignment 2: Use the following websites to study the history of the Supreme Court and the process a case goes through to reach the Supreme Court. http://www.supremecourtus.gov/ Home page of US Supreme Ct. http://www.supremecourthistory.org/02_history/02.html FDR’s courtpacking. (Watch the video on the website.) http://edition.cnn.com/2005/POLITICS/09/29/roberts.nomination/inde x.html Roberts confirmation. http://www.supremecourtus.gov/about/members.pdf List of all CJ’s and Justices Assignment 3: Use the following websites to study the Brown decision and its aftermath. http://www.nationalcenter.org/brown.html http://brownvboard.org/index.htm http://www.pbs.org/jefferson/enlight/brown.htm http://www.landmarkcases.org/brown/home.html Assignment 4: Read Federalist #78 http://www.yale.edu/lawweb/avalon/federal/fed78.htm How does the Brown case support Hamilton’s claim that the “judiciary is least dangerous because it has neither force nor will but merely judgment”?

Unit V Test Unit VI: Political Parties, Campaigns, and Elections. Assignment 1: Use the following website to identify the major political parties in the United States, the history of the parties and the issues that the characterize the party philosophy. http://www.politics1.com/parties.htm http://www.lib.umich.edu/govdocs/psusp.html http://www.votesmart.org/resource_political_resources.php?category=Political%20Pa rties http://americanhistory.about.com/od/politicalparties/The_History_of_ Political_Parties.htm http://www.edgate.com/elections/inactive/the_parties/ http://www.senate.gov/reference/reference_index_subjects/Political_P arties_vrd.htm http://hnn.us/articles/12832.html Assignment 2: Students will be assigned a specific issue and will research and report on how that issue was dealt with in recent national elections and how the issue is being dealt with in upcoming elections. Assignment 3: Read and report on Campaign Finance Legislation Assignment 4: Read and report on the history/evolution of elections from 1788-2006. Use the following websites to complete Assignments 2-4. http://www.pbs.org/newshour/vote2004/primaries/sr_primary_overview.html http://www.fec.gov/ http://livingroomcandidate.movingimage.us/index.php http://www.campaignline.com/ http://www.c-span.org/classroom/govt/campaigns.asp http://www.uselectionatlas.org/ http://www.socialstudieshelp.com/APGOV_Campaigns_Elections.htm http://www.campaignmoney.com/ http://www.columbia.edu/cu/lweb/indiv/usgd/campaign.html#Parties Unit VI Test Unit VII: Watergate: Assignment 1: Create a Watergate timeline.

Assignment 2: Complete the worksheet identifying the major personalities and events of the Watergate era. Assignment 3: Prepare outlines for essay/discussion questions regarding Watergate and its legacy. Use the following websites to complete Assignments 1-3. http://www.americancivilrightsreview.com/govlieswatergate.html http://www.chron.com/content/interactive/special/watergate/index.html http://www.washingtonpost.com/wpsrv/national/longterm/watergate/splash2a.htm http://www.msnbc.com/onair/msnbc/timeandagain/archive/watergate/timelin e.asp http://www.chron.com/content/interactive/special/watergate/quiz/index.html http://www.pbs.org/newshour/bb/white_house/jan-june97/watergate_617.html http://ap.grolier.com/browse?type=pep#scandals http://www.watergate.info/ Australian site http://mediamatters.org/items/200506030001 Colson and Liddy on Feltâ&#x20AC;&#x2122;s revelation. Unit VII Test Unit VIII: State and Local Government: Assignment 1: Compare and contrast the U.S. Constitution with the constitution of your assigned state. Write a 2-3 page paper describing the similarities and differences. Use the websites listed below or other sources. The U.S. Constitution: http://www.yale.edu/lawweb/avalon/usconst.htm The State Constitutions: http://www.govspot.com/ (look under your individual state.) Assignment 2: Local Government Project: Part I. Write a paper describing your local government. It should include a brief history of the community government. Most of the paper should cover a description of the current form of government: city, township, village, etc. Describe all levels or areas of local government. How many elected officials? When are elections? What services are provided? Police? Fire Department? Water? Schools? Budget â&#x20AC;&#x201C; Where does their money come from? What is the tax base for income? How is the money spent? On a day-to-day basis, how does the local government affect you and/or your Neighborhood? This part of the paper should be a four paged, typed paper with sources listed and properly cited. Part II.

Attend one meeting of some area of local government. (Council, Board of Education, Zoning commission, etc.) Bring back an agenda and write up a summary of what was discussed at the meeting. The summary should be one typed page. Unit IX: Research Paper: Topic: A bill still active in the Congress but not passed yet. (A bill either introduced in 2012/13 or still active in 2012/13) Requirement: 10 page paper with documentation and bibliography. (10 pages of text.) Paper should include: A. Name of the bill and brief summary of what the bill is about. (Include at least a cover page of the bill itself.) B. Status of the bill: When was it introduced? What happened to it? Where is it now? What is coming up for the bill? C. Impact: How will this bill affect the country if it is passed or not passed? D. Political Interest: How do the parties feel about this bill? The President? What other special interest groups have a vested interest in this bill and the issues that deal with this bill? Will it be an issue in an upcoming election? E. MLA format required. (Moeller Library links have the information.) F. Sources: 10-12 http://thomas.loc.gov/ This site can get you into the Congressional Record and other sites related to the Congress. Unit X: AP Exam review Make Up Work: (As per the Moeller handbook) Short Term Absences (1 or 2 days) For all types of short term absences (expected, unexpected, field trips, etc), upon return to school, Moeller students are responsible for contacting their teacher to arrange make-up assignments and assessments for work that was assigned during their absence. When a student returns from an absence due to illness, family need, or other reported reason, he must acquire any missed assignment upon his return and submit it at the next class. This gives the student 1 extra day to make up work that was assigned during his absence. For work that was assigned prior to a studentâ&#x20AC;&#x2122;s absence, and was posted on NetMoeller prior to the absence, the student is expected to have the work ready upon his return. In cases where the illness or cause of the absence was severe, and the student was unable to complete the work for the day of his return, students are expected to email their teachers to inform them that they will be unable to have the work completed upon their return. If this is unable to happen, then students and teachers will use common sense in these situations and arrange for the work to be completed by the next class.

Absences of 3 to 9 days

Additional day can be given for make-up work, at the teacher’s discretion, for any consecutive absences between 3 to 9 school days. It is at the teacher’s discretion, but students should expect pre-scheduled tests and/or quizzes to be administered the class following the student’s return. If a student feels he needs more time to prepare, then he must communicate this to the teacher earlier than the day the test/quiz is to be administered.

Consistent Absence on Days with Assessments: Based on teacher input and absence data, students who are reported to be consistently absent on the days of scheduled tests, quizzes, and other assessments will be evaluated to determine the cause of such patterns. Academic action will be based the results of such inquiries. Teacher will work with the administration to determine an appropriate course of action. It is at the teacher’s discretion as to whether a student can make up a missed assessment opportunities after 3 absences on assessment days, unless the absences are excused or there is a clinically diagnosed condition of anxiety. Extended Absences (applies to absences over 10 days) Any situations in which there is an extended absence of 10 days or more should be coordinated through the student’s guidance counselor. KAIROS POLICY - ABSENCES KAIROS and other retreats should treated as holistic enhancements to the academic load and done in pursuit of ‘educating for formation in faith’. Students have at least as many schools days spent on retreat to make up work for their classes, provided that is goes no further than the Friday of the week following Kairos. For assignments and assessments, even those scheduled well in advance of departure for Kairos, students are not expected to take quizzes and tests the day of their return to class. As a general rule, the teacher and student need to negotiate an appropriate schedule of due dates during the week following Kairos. It is the responsibility of the student to initiate such an arrangement with his teacher.

CP I U.S. Government and Politics Syllabus “My son, if you wish, you can be taught, if you apply yourself, you will be shrewd. If you are willing to listen, you will learn, if you give heed, you will be wise.” (Sirach) Course description: U.S. Government and Politics is a semester long study of the American Governmental systems with emphasis on the Constitution, its roots and relationships, governmental structure at all levels of government and the political process. This course is also a study of the more important political issues, which face our nation today. Discussion and analysis of these issues will constitute an integral segment of the course. I firmly believe that the most important class you are taking at Moeller is your religion class. The development of our personal faith life should be the number one area of emphasis in our lives. One hundred years from now it won’t matter how well you understood American Government or American society. The second most important class you are taking this year at Moeller is your Government class. The development of your understanding of this great nation’s government and society, how it developed, and where it is going will be the number one emphasis in this class. For the next 50+ years it will matter how well you understand American Government so that you can be a responsible, contributing member of this great land. Text/Materials: Most of the day to day readings will be website locations and/or class handouts Laptop Policy: Your laptop should be with you in class every day. Material online or in my teacher folder will be a regular part of the class. Often there will be activities where the laptop is not needed. It should not be out then. When the laptop is being used it should be used for activities related to this class only. Grading policy: A. 70% of your quarter grade will come from tests, quizzes, and exams. The number of each will vary per class. Unit tests will be comprised of 50-75 multiple choice/T/F questions and at least one Essay. B. 30% of your quarter grade will come from homework and class participation. The research paper will be considered part of the homework grade. Many of the homework grades will be quizzes on the reading assignments.

C. Make-up work: Any assignment missed because of an excused absence must be turned in the first day back to school. Any work not made-up on schedule will result in a zero for that assignment. Make-up quizzes and tests will not be taken in class. The student is responsible to find the teacher during homeroom, lunch, study hall, or after school to take any make-up quizzes. Exceptions will be made for extended illnesses if arrangements are made with the teacher. D. Late assignments will not be accepted for credit. Term papers will have due dates that cannot be changed: the paper will be due on that date whether the student is in school or not. E. Academic detentions: The teacher reserves the right to demand that any student that fails to turn in an assignment or in any way violates classroom policy will serve some time in detention for the teacher. F. Guide your actions by the following words: Respect Cooperation Consistency Promptness Discipline Honesty Integrity Preparedness Organization Efficiency G. It is assumed that the student will pay attention, take notes and put forth his best effort in this class. Other class work will not be going on during this class. H. Cell phones: “Don’t ask, don’t tell.” If I never see it or hear it then it is not an issue. If any cell phone activity is observed the phone will be confiscated and returned at the end of the day and a detention will be given. I. No ‘S’ words!!!!!!!! Units of Study: I. Background and Introduction to the Constitution II. Civil Rights and Civil Liberties: III. Legislative Branch IV. Executive Branch V. Judicial Branch VI. American Politics VII. Watergate and Post-Watergate: VIII. State and Local Government

Anticipated assignments: 2 Tests per quarter 4-6 Quizzes per quarter 6-8 Homework projects, readings 1 Semester final (cumulative) Make Up Work: (As per the Moeller Handbook) Short Term Absences (1 or 2 days) For all types of short term absences (expected, unexpected, field trips, etc), upon return to school, Moeller students are responsible for contacting their teacher to arrange make-up assignments and assessments for work that was assigned during their absence. When a student returns from an absence due to illness, family need, or other reported reason, he must acquire any missed assignment upon his return and submit it at the next class. This gives the student 1 extra day to make up work that was assigned during his absence. For work that was assigned prior to a student’s absence, and was posted on NetMoeller prior to the absence, the student is expected to have the work ready upon his return. In cases where the illness or cause of the absence was severe, and the student was unable to complete the work for the day of his return, students are expected to email their teachers to inform them that they will be unable to have the work completed upon their return. If this is unable to happen, then students and teachers will use common sense in these situations and arrange for the work to be completed by the next class.

KAIROS POLICY - ABSENCES KAIROS and other retreats should treated as holistic enhancements to the academic load and done in pursuit of â&#x20AC;&#x2DC;educating for formation in faithâ&#x20AC;&#x2122;. Students have at least as many schools days spent on retreat to make up work for their classes, provided that is goes no further than the Friday of the week following Kairos. For assignments and assessments, even those scheduled well in advance of departure for Kairos, students are not expected to take quizzes and tests the day of their return to class. As a general rule, the teacher and student need to negotiate an appropriate schedule of due dates during the week following Kairos. It is the responsibility of the student to initiate such an arrangement with his teacher.

CP II U.S. Government and Politics Syllabus “My son, if you wish, you can be taught, if you apply yourself, you will be shrewd. If you are willing to listen, you will learn, if you give heed, you will be wise.” (Sirach) Course description: U.S. Government and Politics is a semester long study of the American Governmental systems with emphasis on the Constitution, its roots and relationships, governmental structure at all levels of government and the political process. This course is also a study of the more important political issues, which face our nation today. Discussion and analysis of these issues will constitute an integral segment of the course. I firmly believe that the most important class you are taking at Moeller is your religion class. The development of our personal faith life should be the number one area of emphasis in our lives. One hundred years from now it won’t matter how well you understood American Government or American society. The second most important class you are taking this year at Moeller is your Government class. The development of your understanding of this great nation’s government and society, how it developed, and where it is going will be the number one emphasis in this class. For the next 50+ years it will matter how well you understand American Government so that you can be a responsible, contributing member of this great land. Text/Materials: Most of the day to day readings will be website locations and/or class handouts Laptop Policy: Your laptop should be with you in class every day. Material online or in my teacher folder will be a regular part of the class. Often there will be activities where the laptop is not needed. It should not be out then. When the laptop is being used it should be used for activities related to this class only. Grading policy: A. 70% of your quarter grade will come from tests, quizzes, and exams. The number of each will vary per class. Unit tests will be comprised of 50-75 multiple choice/T/F questions and at least one Essay. B. 30% of your quarter grade will come from homework and class participation. The research paper will be considered part of the homework grade. Many of the homework grades will be quizzes on the reading assignments.

COURSE GUIDE FOR Advanced Placement (AP) AMERICAN HISTORY I. This is a two-semester course in the Sophomore American Studies Program. The course acquaints the student with the ideas and events that have influenced American domestic history and foreign policy from the Colonial era through current events in U.S. foreign policy. Twentieth Century history will receive the most attention in class. II. INSTRUCTOR: Mr. David B. Faller. Contact info: dfaller@moeller.org (513) 791-1680 ext 1981 III. TEXTBOOKS: The American Pageant 13th edition by Kennedy, Cohen and Bailey. Houghton Mifflin Co, New York, 2006. The Americans by Jordan, Greenblast, and Bowes. McDougal, Littel and Co. New York, NY 1993. Online edition. IV. Outside Readings: Several books, novels and exerts will be assigned including but not limited to the following: Common Sense Company â&#x20AC;&#x153;Aytchâ&#x20AC;? The Jungle His Time in Hell Souls of Black Folk Guns Up Founding Brothers His Excellency Americans at War Crazy Horse and Custer V. GRADING: Quarter Grades will be based on the following; 1) Test and Quiz scores: Tests will be mostly essay in nature. They will require the student to analyze and explain the significance of events and topics. Quizzes will be more subjective in format. Both forms of testing will cover class work, homework, text assignments, lectures, audio-visuals, and supplemental readings. (70% of 1st and 3rd quarters, 60% of 2nd and 4th quarters.) 2) Home work: A number of written home works will be assigned including weekly questions, including essays, article analysis, film/video critiques, internet research, interviews and outside readings. (25% of 1st and 3rd quarters, 15% of 2nd and 4th quarter.) 3) Class Participation: Class discussions are a critical part of the class curriculum; your participation in these is both necessary and expected. Your willingness to cooperate in group/team activities is also required. The level of participation will reflect both attitude and behavior. (5% of quarter grade). 4) Term Paper: Two 15-page thesis papers are required. For the first paper students must choose a pre20th century topic during 2nd quarter. A 2nd paper will be due in the 4th quarter. This will be a 20th or 21st century topic. These

papers must be true thesis papers, not reports. The Moeller MLA format Term Paper Guide must be followed on this assignment. (20% of 2nd and 4th quarter grades). VI. AP Status This course has been approved by the College Board and meets all of the standards required as an â&#x20AC;&#x153;APâ&#x20AC;? course. Students will be encouraged, but not required, to take the national AP exam for US History offered in early May. There is a separate fee for this exam. The structure of this course reflects the material and format for the AP exam. However, due to the breadth of the material, success on the exam will require the student to do significant preparation outside of class.

COURSE GUIDE FOR AMERICAN HISTORY CPI I. Course Description and Goals: This is a two-semester course in the Sophomore American Studies Program. The student will understand and appreciate ideas, events, concepts, issues and people who have influenced American History from the Post Civil War Period through contemporary events. Political, economic, social and cultural issues, as well as foreign policy and military events will be examined. The Twentieth Century will receive the most attention in class. II. INSTRUCTOR: Mr. David B. Faller. Contact info: dfaller@moeller.org (513) 791-1680 ext 1981 III. TEXTBOOKS: The American Vision by Appleby et al. McGraw-Hill. 2005. IV. EXPECTATIONS: The following is what I expect from you in the areas of behavior and academic performance. 1. I expect you to be in class on time; this means in your seat, ready to work, when the bell rings with the appropriate materials needed for class. 2. I expect you to do your homework neatly and on time. I will not accept unexcused late work. YOU are responsible for all missed assignments due to excused absences and you must take action to get whatever you missed. 3. I expect you to study and be prepared for all tests and quizzes. 4. I expect you to treat all others, your classmates, visitors, yourself, and also myself with respect and dignity. This means no physical or verbal abuse will be tolerated. Any actions, which pose a threat to yourself or others, will be dealt with harshly. “Treat people better than they deserve.” 5. I expect you to treat the property of others with respect and care. This includes all school facilities; desks, books, hallways, etc. This means no writing on desks, throwing of anything, or leaving trash behind when you leave. Also no food, candy or drinks of any kind in class. 6. The lap top is a tool, not a toy. There is to be no unauthorized use of the lap top. This means no game playing, E-mail checking, instant messenger, web surfing etc. 7. Do Your Own Work. Anything you download must be cited. Never use someone else’s work as your own. This is plagiarism. It is wrong, and illegal. You get a 0 on the work and an academic violation. 8. I expect you to try to learn. This means that you keep yourself actively involved in class; pay attention and raise your hand. Ask questions and seek answers. Sleeping and misbehavior will not be tolerated.

The following is what you may expect from me: 1. I will always come to class prepared to teach you. 2. I will return your graded assignments in a REASONABLE amount of time. 3. I will never test you over material that was not covered in class in some form. 4. I will always treat you with the respect and courtesy that you deserve. 5. As long as you make the effort, I will never stop trying to help you learn. V. GRADING: Quarter Grades will be based on the following; 1st quarter 2nd quarter 3rd quarter 4th quarter Tests/Quizzes 60 % Tests/Quizzes 60 % Tests/Quizzes 60 % Tests/Quizzes 55 % Homework 25 % Homework 25 % Homework 25 % Homework 20 % Class Class Class Class Participation 5 % Participation 5 % Participation 5 % Participation 5 % Reports 10 % Reports 10 % Reports 10 % Term Paper 20 % 1) Test and Quiz scores: Tests will be a mix of essay and objective. They will require the student to analyze and explain the significance of events and topics. Quizzes will be more subjective in format. Both forms of testing will cover class work, homework, text assignments, lectures, audio-visuals, and supplemental readings. 2) Homework: A number of written home works will be assigned including chapter outlines and work sheets, article analysis, current events summaries, and film/video critiques. Homework assignments will be collected on the last day of the week. They will be assigned on the 1st or 2nd day of the week. 3) Research Reports: There will be several Internet research reports, which will require you to research key people and events from the various time periods, covered in class. Power Point presentations will be assigned. In addition you will be required to conduct interviews with various people who witnessed or participated in certain 20th century events. 4) Class Participation: Class discussions are a critical part of the class curriculum; your participation in these is both necessary and expected. Your willingness to cooperate in group/team activities is also required. The level of participation will reflect both attitude and behavior. 5) Term Paper: A 10-page thesis paper is required. Students must choose a topic from U.S. History. This paper must be a true thesis paper, not a report. The MLA research paper format must be followed on this assignment.

AP World History Course Description: The purpose of the AP World History course is to develop a greater understanding of the evolution of the global processes and contacts in different types of human societies. This understanding is advanced through a combination of selective factual knowledge and appropriate analytical skills. The course highlights the natures of changes in global frameworks and theirs causes and consequences, as well as comparisons among major societies. It emphasizes relevant factual knowledge, leading interpretive issues, and skills in analyzing types of historical evidence. Periodization, explicitly discussed, forms an organizing principle to address change and continuity throughout the course. Specific themes provide further organization to the course, along with consistent attention to contacts among societies that form the core of world history as a field of study. Our identity as a Catholic school will also serve to challenge students to examine history as it uniquely relates to the faith. The course will allow students to immerse themselves in the processes that, over time, have resulted in increasing interactions. AP World History offers an approach that lets students “do history” by guiding them through the steps a historian would take in examining historical events and evidence worldwide. The course offers a balanced global coverage of Africa, the Americas, Asia, Europe, and Oceania. Each “Unit” of material covered will include the frequent practice of analytical writing and interpretive based essays. Document Based Questions (DBQ) and thematic essays like the Comparative essay as well as the Continuity and Change Over Time (CCOT) will be significant to each chapter. Skills appropriate to the successful completion of these questions will be reinforced daily on a daily basis. The ability to read, interpret, and express ideas through the written word, about the material included in these questions, is paramount to the student’s success in the course.

Summary Course Outline: 1. Foundations â&#x20AC;&#x201C; focusing on the setting of the historical and geographic context and world historical patterns that form the basis for future developments. 2. Major Developments â&#x20AC;&#x201C; students must be able to draw connections across cultures. The developments and comparisons will relate to the five overreaching themes presented in the course. Periodization, interpretive issues, alternative historical frameworks, and historical debates will be included. 3. Major Comparisons or Analyses â&#x20AC;&#x201C; The listed material will be comprised in order to allow students to reach across historical themes and developments in order to effectively compare different civilizations presented in the course. Course Themes: The AP World History course will require students to engage with the dynamics of continuity and change across the historical periods that are included in the course. Students will be taught to analyze the processes and causes involved in this continuity and change. The following includes five overreaching themes that will be presented in the course, with each theme receiving relatively equal coverage. 1. Interaction between humans and the environment - Demography and disease - Migration - Patterns of Settlement - Technology 2. Development and interaction of cultures - Religions - Belief systems, philosophies, and ideologies 3. State-building, expansion, and conflict - Political structures and forms of governance - Empires - Nations and nationalism - Revolts and revolutions - Regional, trans-regional, and global structures and organizations

4. Creation, expansion, and interaction of economic systems - Agricultural and pastoral production - Trade and commerce - Labor systems - Industrialization - Capitalism and socialism 5. Development and transformation of social structures - Gender roles and relations - Family and kinship - Racial and ethnic constructions - Social and economic classes AP World History Themes: We will use the AP World History themes throughout the course to identify the broad patterns and processes that explain change and continuity over time. Their titles have been manipulated to form the acronym SPICE. 1. S - Social structures development and transformation: gender roles and relations, family and kinship, racial and ethnic constructions, social and economic classes. � Example of an activity using this: Examine the changes in status and experience of women as Mesopotamian society developed into a civilization. 2. P - Politics - State building, expansion, and conflict: political structures and forms of governance, empires, nations and nationalism, revolts and revolutions, regional, transregional, global structures and organizations. � Example of an activity using this: Describe the rise and importance of the Mauryan Empire. 3. I - Interaction between humans and the environment: demography and disease, migration, patterns of settlement, and technology. � Example of an activity using this: Examine how the following played a role under the Sui and Tang: market roads, long-distant roads, the Grand Canal, caravan and sea routes. 4. C - Cultures development and interaction: religion, belief systems, philosophies, ideologies, science/technology, arts and architecture. � Example of an activity using this: Examine the role that religion played in driving the forces of exploration from Europe. 5. E - Economic systems - creation, expansion, and interaction of: agriculture and pastoral production, trade and commerce, labor systems, industrialization, capitalism and socialism. � Example of an activity using this: Examine the major elements of the Columbian Exchange and how it affected both Amerindians and Europeans.

Grading Policy: The students will receive grades based purely on a points system. The points will for each assignment and each quarter will vary accordingly. Each assignment will have its own point total. Of the total points available, 100 points will be earned as a result of class participation. The grading scale that is universal to the school will apply. Homework, quizzes, tests, and other assignments will be significant to the final grade. Quizzes and Tests: Quizzes and Tests will provide an important avenue for the students to express their competence relative to the course material. Quizzes will typically appear on a bi-weekly basis and there will be two or three tests per quarter. The tests will be primarily essay in nature. Objective questions will be present, but the ability to express thoughts through the written word will be emphasized. Any test or quiz that is missed should be taken the following day the student returns to class. The student will receive an additional day for preparation per each class day missed. It is strongly recommended that all students in the class take the AP Exam in the spring of their junior year. Homework: Homework will be given on a regular basis and will be significant to determining quarterly grades. Homework will consist of a variety of assignments relative to material being covered in class. It should be noted that reading and writing will be emphasized. There will be a variety of short papers, projects, and outside readings that will help comprise the homework grade. Homework assignments may be handed in late but for no more than one half of the original point value of the assignment. All make-up work is the responsibility of the student and should be completed upon return to school. In the case of an extended absence please make arrangements to ensure appropriate materials are available to the student. Students are responsible for all material presented in class during an absence. Computers: The use of laptop computers will take place in class on a daily basis. It is the studentâ&#x20AC;&#x2122;s responsibility to ensure the computer is working properly prior to class. All school policies as well as the guidelines established by the Archdiocese of Cincinnati regarding technology will be strictly enforced. The Golden Rule: You are all â&#x20AC;&#x153;Men of Moellerâ&#x20AC;? and are expected to behave as such. - Academic honesty is a serious issue in this class. - Rules established in the Moeller handbook will be enforced

Research Paper: The research paper will be the single most significant project of the course. Make note, students who do not complete the research paper will not pass the course (there is no late credit given for the paper, as it must be turned in on the assigned due date). Students will be asked to create a thesis statement and then use their paper to support the thesis. This paper is not a book report! Students will be asked to take a stand on a particular issue and then use factual information to support their point of view. As a part of this project, students will make a presentation in class regarding their topic. This will be a project that will culminate in the 4th quarter. - Requirements: 1. 12 to 15 pages of typed text, double spaced (12 point font) 2. Works cited (MLA format)â&#x20AC;Ś 10 sources (3 non-internet sources) 3. Page numbers, spacing, margins, and other details are on my web-site 4. Footnotes/Citations must be present in order to receive credit Course Bibliography: Diamond, Jared. Guns, Germs, and Steel. W.W. Norton & Company, New York and London. 1999. Kishlansky, Mark A. Sources of the West, Readings in Western Civilization. Longman, New York. 1998. Marks, Robert B. The Origins of the Modern World. Rowman & Littlefield. 2007. McNeill, William. The Rise of the West. The University of Chicago Press, Chicago. 1990. Nelson, Lynn H. and Peebles, Patrick. Classics of Eastern Thought. Harcourt, Brace, Javanovich Publishers, San Diego. 1991. Reilly, Kevin. Worlds of History, A Comparative Reader. Bedford/St. Martins, Boston and New York. 2009. Reilly, Kevin. Readings in World Civilizations. St. Martins Press, New York. 1992. Riley, Philip R. The Global Experience. Prentice Hall. 2005.

Rhoads, Murphy. A History of Asia. Harper Collins Publishers, New York. 1992. Stearns, Peter N. World History in Documents. Pearson Education Company, New York. 2007. Stearns, Peter N., Michael Adas, Stuart B. Schwartz, and Marc Jason Gilbert. World Civilizations - The Global Experience, 5th Edition (AP Edition). Pearson Education Company, New York. 2007. Other Suggested Readings: These suggested readings will all be used directly or referenced throughout the course. - The Epic of Gilgamesh: Author Unknown - The Inferno: Dante Alighieri - The Prince: Niccolo Machiavelli - Tale of Genji: Murasaki Shikibu - Travels of Marco Polo: Rushticello da Pisa - Travels of Ibn Battuta: Ibn Battuta - Salt: Mark Kurlansky - Things Fall Apart: Chinua Achebe - The Republic: Plato - The Commanding Heights: Daniel Yergin and Joseph Stanislaw - The Second World War: John Keegan - The Wealth of Nations: Adam Smith - Democracy in America: Alexis de Tocqueville - The Walking Drum: Louis Lâ&#x20AC;&#x2122;Amour Electronic Media: The following sites are a sampling of sites that will be used for educational research during the AP course. These sites will be used in addition to a variety of additional sites as well as on-line databases. -

www.womeninworldhistory.com www.worldhistoryforusall.com www.history.com www.harmonhistory.com/apwh.html www.fordham.edu/halsall/ www.facinghistory.org www.factsonfile.com www.thehistorynet.com

www.roman-empire.net www.learner.org/courses/worldhistory www.besthistorysites.net http://www.kn.pacbell.com/wired/fil/pages/listworldhibi.html http://www.advancedplacementhistory.com/apworld.html

Teaching Progression: Students will cover the following material, complete the given assignments, and acquire the necessary skills as a result of the teaching progression. 1. Periods1 & 2/Chapters 1 to 5: Technological and Environmental Transformations and Organization/Reorganization of Human Societies (to 600 B.C.E.) * Key Concepts – Period 1 (Chapters 1-3) 600 B.C.E. to C.E. Key Concept 1.1 Big geography and the peopling of the earth from 6000 BCE to 600 CE Key Concept 1.2 The Neolithic Revolution and early agricultural societies. Key Concept 1.3 The development and interactions of early agricultural, pastoral and urban societies. * Key Concepts – Period 2 (Chapters 4-5) 600 B.C.E. to 600 C.E. Key Concept 2.1 The development and codification of religious and cultural traditions. Key Concept 2.2 The development of states and empires. Key Concept 2.3 Emergence of trans regional networks of communication and exchange.

- Locating world history (Pre-Historic Man to Early Civilizations) 8000 to 3500 B.C.E. - Explain the development of agriculture and technology (River Valley Civilizations) - Analyze “Big Geography” and the Peopling of the Earth from 8000 to 600 B.C.E. - Identify concepts of the river valley civilizations (Mesopotamia, Egypt, India & China) - Analyze the Classical civilizations (Greeks and Romans) - Describe the major belief systems (Philosophy, Polytheism, and Monotheism) - Evaluate the Late Classical period (Decline in the Age of Empires) (6 weeks for Periods 1 & 2 material)

* Primary sources used in this unit: a. Guns, Germs, and Steel... Students will create charts describing the impact of periodization on the development of technology and civilization (Aug. 18th, 2011) b. Epic of Gilgamesh... Students must use the writings to interpret the impact of Sumerian law on the social, political, and economic developments of the period (Aug. 25th, 2011) c. The Republic... Students will compare the teachings of Plato to modern critics of democracy in America (Sept. 18th, 2011) * Assignments: a. Students must evaluate the significance of all maps, charts, terms, and pictures presented in the chapter b. Complete journal entries for each chapter... Entries will include evaluations of each of the five course themes c. Answer appropriate DBQ & CCOT questions - Students will answer DBQ & CCOT as part of their Unit assessment - The DBQ will contain the examination of primary documents including: maps, text, charts, and artwork from the period d. 4 Quizzes and 2 Tests e. Power point project: Significance of Early & Classical Civilization f. Chart of early philosophies and religious beliefs... Includes timeline, development belief systems, and impact of interaction (trade) 3500 to 600 B.C.E. g. History Channel Video (In search of history) – Neanderthal man - Written responses to accompany video * Additional Key Unit Assignments:  Students will write thesis-based essays supported with relevant evidence comparing two different classical societies (CR12) (CR6)  Groups of students will represent the philosophies of Legalism, Taoism, and Confucianism in a “Chinese Philosophers’ Debate” (CR4—Theme 2)  Students will choose the name of a famous figure such as Siddartha, Aristotle, or Lao Tze, research them and represent them in a discussion. (CR4) Each student “sage” will have to use their knowledge of their historic personage to respond to questions like “How would you run our school today?” (CR14)  Students will compare and analyze factors that contributed to the fall of classical empires, such as corruption, border pressures, and disease (CR14)  Recent documentaries on digs related to China’s First Emperor and the Indus Valley cities of Harappa and Mohenjo-Daro will stimulate student consideration of the importance of archaeology in reevaluating history (CR15)

2. Period 3/Chapters 6 to 15: Regional and Trans-Regional Interactions (600 to 1450 C.E.) * Key Concepts – Period 3 Key Concept 3.1. Expansion and Intensification of Communication and Exchange Networks. Key Concept 3.2. Continuity and Innovation of State Forms and Their Interactions. Key Concept 3.3. Increased Economic Productive Capacity and Its Consequences. - Describe the Islamic world (Rise of Islam and its impact as it spreads) 632 to 732 C.E. - Explain the development of civilization in Eastern Europe (Byzantine Empire) - Assess the important developments in Europe (Middle Ages) 476 to 1450 C.E. - Describe China’s “Golden Age” (Tang & Song Dynasties influence) 618 to 1279 C.E. - Explain Chinese expansion and influence in Asia (Japan, Korea, & Vietnam) - Evaluate the impact of the Mongolian Empire (Genghis Khan) - Analyze patterns of interaction the Amerindian world (Central and South America) (7 weeks for Period 3 material) * Primary sources used for this unit: a. Travels of Marco Polo... Students will analyze charts and maps of the journey of Marco Polo to Asia (Dec. 1st, 2011) b. Travels of Ibn Battuta... Students will compare and contrast the writings of Ibn Battuta to Marco Polo (Nov. 15th, 2011) c. Tale of Genji... Students will create a power point presentation to evaluate writings and art from the period in Japanese history (Dec. 8th, 2011) d. The Walking Drum... Students will art to critically analyze the impact of Islam on women (Nov. 7th, 2011) * Assignments: a. Students will assess key terms, maps, charts, and pictures for the unit b. Complete journal entries for each chapter... Entries will include evaluations of each of the five course themes c. Answer appropriate DBQ & CCOT questions - Students will answer DBQ & CCOT as part of their Unit assessment - The DBQ will contain the examination of primary documents including: maps, text, charts, and artwork from the period d. Assessments of required readings (books and other material) - Written responses and oral evaluation e. 4 Quizzes and 2 Tests

f. Power point project: Golden Age of Islam & China vs. Dark Ages in Europe g. Visit the Islamic Center of Cincinnati (written reflection) h. Time/Life Video on Chinese history - After the video students will assess the impact of Confucianism on the Political developments during the Golden Age of Chinese history i. Amerindian information packet on impact of outside sources on their culture j. World Map project that includes assessment of the impact of periodization, migration, immigration, and population growth *Additional Key Unit Assignments:  Students learn and practice the CCOT essay format, constructing theses and crafting essays on one or more regions during this era. Changes and continuities within Afro-Eurasia will be a particular focus; students will be asked to evaluate reasons for changes and continuities within the global context of events like the rise of Islam and Indian Ocean trade (CR10)  Students will continue practicing comparison essays, with topics such as two empires, two golden ages, two migrations (Vikings & Polynesians), and two trade networks (CR12)  After reading four different primary documents on the Battle of Tours and watching a relevant clip from the History Channel, students will practice analyzing point of view and purpose and intended audience in historic documents (CR8)  Students will be asked to re-evaluate the term “Dark Ages” in light of the relative condition of societies in Europe, Asia, Africa and the Americas during this period (CR11)  Analyzing images: presented with images of a Confucian examination room and a Malian mosque, students will analyze and discuss what the images imply (CR1b)  After close-reading Southernization by Linda Shaffer, students will discuss the impact of the Indian Ocean trade during this period, as well as why it has been little known in the West before now. Specifics will be drawn from the trans-Sahara caravan trade and its links to Islam and the hemispheric economy, as well as the impact of trade on the Swahili city-states, Ming China, India, and the Abbasid caliphate. (CR4—Theme 4) (CR13)  After reviewing accounts of the Mongols from a range of primary and secondary sources, including recent on-site research cited by Weatherford and viewing clips from several documentaries, students will debate whether or not they were barbarians (CR 15)  Recent archaeological and anthropological research from Mann’s 1491 will be used to ask students to reevaluate aspects of pre-Columbian societies in the Americas, such as their size, sophistication, and trade networks (CR15)

3. Period 4/Chapters 16 to 22: Global Interactions (1450 to 1750 C.E.) *Key Concepts – Period 4 Key Concept 4.1. Globalizing Networks of Communication and Exchange. Key Concept 4.2. New Forms of Social Organization and Modes of Production. Key Concept 4.3. State Consolidation and Imperial Expansion. - Assess the impact of the European Renaissance & Exploration (technology &trade) - Explain the role of new empire builders (Spain & Russia) - The rise of the nation-state in Western Europe (England & France) 1700’s C.E. - Analyze the impact of the slave trade (The Middle Passage & Triangular Trade) - Describe Islamic influence (Africa & Asia) i.e. Ghana, Mali, Benin, and Thailand - Evaluate the impact of changes in Europe (Enlightenment & Scientific Revolution) (6 weeks for Period 4 material) * Primary sources used in this unit: a. The Inferno... Students will create a presentation analyzing the impact of art on the cultural values of Western Europe (Dec. 12th, 2011) b. The Prince... Students will interoperate Machiavelli’s philosophy and its impact on political organization, society, and the Catholic Church during the 16 th century (Dec. 16th, 2011) c. Salt... Students will use maps and charts to critically analyze the impact of salt the development of modern civilization especially in Africa, Oceania, Australia, and Asia (Jan. 13th, 2012) * Assignments: a. Students will assess key terms, charts, maps, and pictures related to the unit b. Complete journal entries for each chapter... Entries will include evaluations of each of the five course themes c. Answer appropriate DBQ & CCOT questions - Students will answer DBQ & CCOT as part of their Unit assessment - The DBQ will contain the examination of primary documents including: maps, text, charts, and artwork from the period d. Assessments of required readings (books and other material) - Written responses and oral evaluation e. 4 Quizzes and 2 Tests f. Power point project: New Ways of Thinking Influence the World g. Visit the Underground Freedom Center (written reflection)

* Additional Key Unit Assignments:  Students will continue honing their document-based question skills, including analyzing POV and tone, with the released FRQ on global silver and the Manila galleons (CR8)  Comparison essay practice will feature the released FRQ comparing the Spanish, Ottoman, and Russian empires. (CR6)  Students will discuss the validity of Jared Diamond’s theories from Guns, Germs & Steel, such as the importance of the alignment of the continents or of the native crops and livestock of an area in its development, after viewing part of his National Geographic special and reviewing key parts of the book (CR15)  Students will explore some of the factors that made Western Europe dynamic during this period, including maritime exploration, the Reformation, the development of competing nation-states with effective governments, and the Scientific Revolution (CR5e)  After reading Lynda Shaffer’s article below and viewing part of the China episode of Michael Wood’s Legacy series, students will be asked to explain why China fell behind the West technologically during this period (CR14)

4. Period 5/Chapters 23 to 27: Industrialization and Global Integration (1750 to 1900 C.E.) *Key Concepts – Period 5 Key Concept 5.1. Industrialization and Global Capitalism. Key Concept 5.2. Imperialism and Nation State Formation. Key Concept 5.3. Nationalism, Revolution and Reform. Key Concept 5.4. Global Migration. - Assess the Industrial Revolution and its impact (Technology and Globalization) - Explain the impact of European imperialism (A new world order) - Describe the causes and results of political revolutions (Europe, Asia, Americas) - Assess the impact of European exploration and imperialism in Oceania and Australia (5 weeks for Period 5 material)

* Primary sources used in this unit: a. The Communist Manifesto... Students will create a timeline comparing the development of communism in Europe, Asia, Africa, and the Americas (Feb. 4th, 2012) b. The Wealth of Nations... Students will analyze charts and graphs depicting the economic impact of trade on the global economy (March 1st, 2012) c. Democracy in America... Students will use readings from American literature to assess the impact of democracy on various segments of society (March 12th, 2012) * Assignments: a. Students will evaluate key terms, charts, maps and pictures relative to the unit b. Complete journal entries for each chapter... Entries will include evaluations of each of the five course themes c. Answer appropriate DBQ & CCOT questions - Students will answer DBQ & CCOT as part of their Unit assessment - The DBQ will contain the examination of primary documents including: maps, text, charts, and artwork from the period d. Assessments of required readings (books and other material) - Written responses and oral evaluation e. 3 Quizzes and 1 Test f. Power point project: Revolutions that changed the world g. Research paper due and classroom presentations h. Packet detailing capitalism, socialism, and communism i. Appropriate video for each section of material... History Channel (Industrial Rev.) - Written responses to accompany video

*Additional Key Unit Assignments:  Students will practice analyzing political cartoons about the French Revolution and Napoleon, early industry, & imperialism (CR1b--images)  Students will learn how to use evidence from tables, charts, graphs and maps related to events such as the Opium Wars, cotton manufacturing, and the global movement of laborers (CR1b—quantitative data)  Students will compare the causes and results of the American, French, Haitian, and Latin American revolutions, as well as making general observations about the revolutionary process versus more gradual reforms in areas like slavery and women’s rights (CR4—Theme 3) (CR9).  Students will also be asked to analyze the importance of contextual factors such as the Enlightenment and patterns of colonization of the New World in their comparisons. (CR13)

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Students will compare the responses of Russia, the Ottoman Empire, China and Japan to the growth of Western imperialism (CR13) Students will continue building their skills responding to document-based questions by practicing with the released exam DBQs on indentured servitude, cotton manufacturing, and the Scramble for Africa (CR5a) Students will practice responding to CCOT questions related to changes and continuities in the role of women, labor, migrations (including to Oceania, such as the British to Australia) and global economic and political power during this era (CR5d).

5. Period 6/Chapters 28 to 36: Accelerating Global Change and Realignments (1900 C.E. to Present) Key Concepts – Period 6 Key Concept 6.1. Science and the Environment. Key Concept 6.2. Global Conflicts and Their Consequences. Key Concept 6.3. New Conceptualizations of Global Economy, Society and Culture. - Assess the impact of the World Wars, Holocaust, and Cold War (World War I & II)... Africa, Asia, Europe, North and South America, and Oceania/Australia 1939-45 C.E. - Describe the role of international organizations (League of Nations & United Nations) - Analyze the impact of economics in the world (Great Depression) 1929 C.E. - Recognize key political innovations (Independence & Civil Rights movements) - Evaluate the impact of the globalization of science, technology, and popular culture (7 weeks for Period 6 material) * Primary sources used in this unit: a. Things Fall Apart... Students will create a presentation analyzing the impact of trade, war, religion, and geography on the 20th century native African culture (April 1st, 2012) b. The Second World War... Students will analyze charts, graphs, and pictures associated with key battles in Europe, Asia, and Africa (April 27th, 2012) c. The Commanding Heights... Students will analyze charts and graphs in order to create a presentation identifying challenges presented in the third world by globalization (May 3rd, 2012)

* Assignments: a. Students will evaluate key terms, maps, charts, and pictures relative to the unit b. Complete journal entries for each chapter... Entries will include evaluations of each of the five course themes c. Answer appropriate DBQ & CCOT questions - Students will answer DBQ & CCOT as part of their Unit assessment - The DBQ will contain the examination of primary documents including: maps, text, charts, and artwork from the period d. Assessments of required readings (books and other material) - Written responses and oral evaluation e. 4 Quizzes and 2 Tests f. Power point project: Cold War and Cultural Revolutions g. World War I group project... Causes of World War I (The Clock) h. World War II point of view project... Germany, Japan, and US i. Study of African independence movements after World War II – Students will examine maps of the time period connecting the political impact of the war j. World War I Video (The Century) and Hitler’s Rise to Power (The Century) - Written responses to accompany video *Additional Key Unit Assignments:  Students will consider multiple causes and effects of World War One and be asked to explain and evaluate their importance (CR9)  After reading articles by two different scholars on whether or not Germany deserved the blame for the First World War, students will be asked to draw their own conclusions (CR7) th  Throughout the unit, students will study a range of 20 century occurrences of genocide: Armenia, Ukraine, the Holocaust, Cambodia, the Balkans and Rwanda. They will be asked to list similarities and differences, and consider the merits of approaches to prevent genocide. (CR14)  Students will continue practicing their skills at interpreting historic and current political cartoons, as well as both verbal and image-based propaganda, such as recruiting posters (CR8)  Students will analyze the importance of contextual factors such as disillusionment and economic depression in the rise of totalitarianism during the 1930s (CR13)  Students will consider the methods used by Hitler to gain power in Germany, including his propaganda techniques, paramilitary and political efforts, and resentment at the Versailles Treaty  Students will write an essay responding to the prompt “Explore whether you believe the Axis Powers could have won the war and the impact this would have



had on the world. Describe an Axis strategy you believe would have led to victory, and explain why you believe the Axis Powers lost the war.” (CR14) Comparison: students will respond to the released FRQ comparing the outcomes of the Mexican, Chinese & Russian revolutions, and compare the 20th century experiences of two countries of their choice from two teacher-prepared lists. In addition, students will complete a document-based assignment asking them to compare the goals and methods of Mao Zedong and Mohandas Gandhi in reforming and strengthening their nations. (CR4) Efforts towards equality for women in both the Communist world and the West will be contrasted with women’s roles in traditional societies such as South Asia and Africa. Students will be asked to evaluate the causes and effects of the varying roles of women in modern societies. (CR4—Theme 5)

World History Syllabus College Prep I  Course Description: This course examines the ideas around which culture and civilization has developed in the global community. Students will study the political, social, intellectual, religious and economic developments and geographic conditions throughout the world. The goals of the course are achieved through historical investigation. Students will gain an understanding and appreciation of culture in the Western Hemisphere, Africa, Asia, the Middle East and Europe. As a Catholic school in the Marianist tradition the students will also gain the unique perspective of the impact of the faith relative to history.  Grading Scale: A 90-100 B 89-80 C 79-75 D 74-70 F 69-below  Grading Policy: The students will receive grades based purely on a points system. The points available will vary according to the number of graded assignments in a quarter. Each assignment will have its own point total. At the end of the quarter, the total number of points earned divides the total number of points available. Of the points available, 100 will come from class participation and homework assignments that are checked in class. The class participation grade is a combination of in class assignments and the ability to contribute to the good of the class. Grades are earned, not given in this class.  Tests: There will be a combination of multiple choice, fill-in-the-blank, true/false, and some essay questions. Two comprehensive semester exams will also be required. The semester exams will be multiple choice (scan tron).  Homework: It will be given on a regular basis. It will be collected and given a grade when appropriate. Homework is significant to the final grade. Assignments will vary greatly in this area.  Preparation: It is expected that students will be prepared for class each day. Students will need to have their textbook, notebook, writing utensils, and laptop computer each day for class. The teacher will assign any other required materials. Failure to be prepared will affect the classroom participation grade.

 Make-up Work: All make-up work is the responsibility of the student. Homework, tests, and quizzes should be completed/taken the day the student returns to class (the student will receive one additional day to complete work for each class that was missed). It is important to note, make-up tests will not be the same test the rest of the class has taken. The make-up test will generally be of an all essay variety. The student is fully responsible for all material presented in class during his absence. If there is an extended absence, I will be happy to make any necessary arrangements to help (notify Jeanie DeTemple in the Guidance Department). The absent student should try to obtain notes or information regarding missing assignments from fellow students first. I will be happy to assist if necessary, but this should take place before or after class. My phone number at school is 791-1680 (Ext. 1142).  Term Paper: Each student will be required to complete a term paper in the format required by the Moeller Social Studies Department. It will be nearly impossible to pass the course for the year without completion of the assignment. This will be a process, requiring much of the school year to complete. All term paper assignments must be completed on the required date or the student will receive a zero for the assignment.  Academic Honesty: Students will be expected to maintain academic honesty throughout the school year with all assignments. This is a serious issue and will be dealt with as such when and if the issue arises. If the student violates school policy in this matter, he will receive a zero for the assignment and other possible punishments to follow.  Extra Credit: This will be made available to the students at the teacher’s discretion. It is generally made available two weeks prior to the end of each quarter.  The Golden Rule: Treat others the way that you want to be treated. You are all “Men of Moeller” and I expect that you will behave as such. It is a privilege to go to school here, not a right!  Computers: The use of computers will take place in the classroom on a regular basis. It is expected that students with have their computers prepared for use and in class on a daily basis. Computers will be used as tool for gathering and producing information in the class; they will not be the total focus of the class. I will address any additional questions about their use both in front of the class and on an individual basis if necessary. It is expected that the students will follow all regulations necessitated by the Moeller notebook user form.  The teacher reserves the right to make any changes necessary in the syllabus for the betterment of the class.

World Issues Course Syllabus

Course Overview: World Issues will cover the cultural, social, economic, and physical aspects of each region of the world. Current events and comprehensive overviews of each region will accompany our study. There will be a research project at the end of the semester. Books: The World in Transition from the Southern Center for International Studies and other related materials Rules: 1. Respect one another 2. Do the Right Thing Consequences: 1. Warning: Verbal 2. Detention 3. Conference with parents 4. Other measures: Blue Slip 5. Anything Major will result in an automatic Blue Slip Assessment:

Homework:

All turned in via the Drop Box Late policy: Not in Drop box or late in the Drop Box but emailed before class is out= 8/10 Emailed after class ends/next day: 5/10 Not turned in= 0/10

Class Format: 90 Minute Class Warm-up Lesson Break Activity Round up/Exit work/Homework Procedures:

Materials:

Computer Paper and Pencil/Pen Binder Notebooks

STUDY SKILLS 1 (ROOM 36)

Mr. Hill

PHONE 535-3739 (cell) E-MAIL dhill@moeller.org

Mrs. Huff



PHONE 791-1680 X 1223 E-MAIL jhuff@moeller.org HOURS 7:30-11:30

The Study Skills course is designed to provide special education support services within a resource room environment for students with documented disabilities. Emphasis on goal setting, organization, time management, application of learning strategies and test preparation skills will be addressed. Preparation for the OGT in the area of Reading and Math will also be covered.

Student Expectations  Be on time and be on task  Students should have a folder, highlighter, headphones, flash cards, box of tissues, and writing utensils.  Use Outlook Calendar and record assignments daily.  Check and delete unnecessary email daily.  Check NetMoeller daily for course assignments and grades.  Schedule regular sessions with math intervention specialist  Schedule tests to be taken in room 35/36 on the test calendar or by e-mail at least TWO days in advance.  Request reading to be scanned for Kurzweil at least TWO days in advance.  Maintain a personal folder containing a record of writing samples, goals, handouts and any work completed for Study skills. Grading  OGT Preparation and Long-term Goals (participation, completion)=20%  Organization (updated planner, materials)=20%  Classroom Preparation (assignment completion, productivity inside and outside of class and progress towards individual goals)=30%  Academic Skills (Skill development assignments not related to other class grades)=30% Assignments not turned in on time will receive one letter grade less for each day late.

Classroom Rules The policies outlined in the handbook will be followed and enforced.  When students are given time for homework, they are required to work towards improving course grades or improving academic skills with a preapproved activity. o Failure to be on task during this time will result in the loss of participation points or DT

Parent Signature_________________________________________ Student Signature________________________________________

STUDY SKILLS 2 (ROOM 36) Mr. Hill 

PHONE E-MAIL

535-3739 (cell) dhill@moeller.org

The Study Skills 2 course is designed to provide special education support services to students who are in their second year at Moeller. Emphasis on goal setting, organization, time management, application of learning strategies and test preparation skills as well as self-advocacy skills will be addressed. Preparation for the OGT in the area of Reading, Social Studies, Science, and Math will also be covered.

Student Expectations  Be on time and on task  Check and delete unnecessary email daily and sign into dyknow  Check NetMoeller daily for course assignments and update Outlook Calendar  Schedule regular sessions with math intervention specialist or math tutor  Schedule tests to be taken in room 35/36 on the test calendar or by e-mail at least TWO days in advance.  Request reading to be scanned for Kurzweil at least TWO days in advance.  Maintain a personal folder containing a record of writing samples, goals, handouts and any work completed for Study skills. Students also need a highlighter, head phones, flash cards, box of tissues, and a writing utensil. Grading OGT Preparation and Graduation Prep. (OGT, service hours, college prep)=20%  Organization (updated planner, book bag, materials)=20%  Classroom Preparation (assignment completion, productivity inside and outside of class and progress towards individual goals)=30%  Academic Skills (Skill development assignments not related to other class grades)=30% During 3rd quarter OGT prep will be 40% and Classroom prep will be 10% Late assignments can be reduced by one letter grade for each day late. Classroom Rules The policies outlined in the handbook will be followed and enforced.  When students are given time for homework, they are required to work towards improving course grades or improving academic skills with a preapproved activity. o Failure to be on task during this time will result in the loss of participation points or DT Parent Signature_________________________________________ Student Signature________________________________________

STUDY SKILLS IV – CP2 Mrs. Karen Matuszek Room 035 791-1680 #1222 Kmatuszek@moeller.org I am available to meet with students before school by appointment, during M Block, and after school by appointment. You have brains in your head. You have feet in your shoes. You can steer yourself in any direction you choose. – Dr. Seuss

The Study Skills course is designed to provide special education support services within a resource room environment for students with documented disabilities. This course will help students develop the skills necessary for academic success. Emphasis is on goal setting, organization, time management, application of learning strategies, classroom test preparation skills, specific strategies necessary for passing the Ohio Graduation Test (OGT) if necessary, and for preparing for college admission testing (SAT or ACT). This course will also assist students with their individual college transition process and help them become aware of their individual learning strengths and weaknesses. Student Expectations  Be on time.  Check and delete unnecessary email daily.  Check NetMoeller daily for course assignments and grades.  Use a plan book/planning device and record assignments and test/project dates daily.  Schedule regular sessions with math intervention specialist.  Schedule tests to be taken in room 35/36 on the test calendar or by email at least two days in advance.  Send me copies of rough and final drafts of assigned essays.  Maintain a personal binder containing a record of work completed during Study Skills, writing samples, strategy handouts, and individual progress towards goals.  Meet weekly with me to review your grades.  Participate in the annual review of your Services Plan. THIS CLASS IS NOT A STUDY HALL TO COMPLETE HOMEWORK THAT WAS NOT DONE THE NIGHT BEFORE!! Required Readings Learning Outside the Lines Jonathan Mooney & David Cole Life Strategies for Teens – Jay McGraw Comrades – Stephen Ambrose Book of choice that addresses ADHD, learning disabilities, or self-advocacy Grading  10% Materials (laptop, plan books, calculator, yellow highlighter, required notebooks/binders/folders)

    

20% College transition (ACT preparation, application, teacher recommendation letters, college visits, etc.) 30% Classroom Preparation (assignment completion, productivity, progress toward goals) 30% Test Preparation (vocabulary review, assigned readings, organized notes, study guide completion) 10% Effort and productivity during Study Skills class Late assignments will be accepted only until one class period past the due date and for 50% credit.

Student Signature ___________________ Parent Signature _____________________

French 1 cp1 Instructor: Mrs. Elena Keyser

ekeyser@moeller.org VM: (513) 791-1680 ext. 1994

Office hours: M blocks, and after school by appointment in room 247 Mentor group: Zaragoza 6 room 247

General overview of the course: French 1 CP1 introduces the basic skills of listening, speaking, reading, and writing, along with a basic introduction to French culture. It includes the study of grammar and will help students in strengthening their English skills as well. Prerequisite: None.

Required supplies and fees: There are no additional fees, per se, involved in this course. If there would be a field trip or other activity that would involve payment, it would be made optional. Textbooks and other materials are supplied by the school. The class will follow the Discovering French series which is the “bleu” level for French I. A workbook that accompanies the text is also supplied.

Expectations for classroom environment: o

o o o

o o

Academic rigor-students should expect homework after each class period minimum of 30 minutes. Practice is essential for language acquisition. The students will be required to give presentations, and undergo frequent evaluation in different forms. Open channel of communication between teacher, student and parents—email is by far the quickest form of communication Specific course expectations—see pg. 2 below Tablet PC expectations: computers are used frequently, student must be able to have DyKnow, internet and other computer programs used in the class in good working order and ready to use in class and at home. Classroom behavior / Respect expectations—see page 3 below Academic Violations- the teacher will follow the policies described in the student handbook regarding academic violations. Students are expected to familiarize themselves with the policy.

Grading policies—see pg. 3 Make-up Work Policy—the instructor will follow the makeup policies described in the student handbook. Students should familiarize themselves with the make-up policies.

CLASSROOM RULES PROFESORA KEYSER

1. Students may not leave the classroom unless there is an emergency. (You are expected to go to your lockers and to the restroom between changes of class or during teacher designated times.) 2. When the bell rings, be seated and quiet. Be sure you sharpen pencils, throw things away, etc… before the bell rings. Once class begins you will not be allowed to get up unless instructed to do so.) 3. Students are to be on time for class. Only signed teacher permits for special reasons will be accepted. 4. Take care of our classroom. No defacing of school property—computers, desks, textbooks, or other students’ property. 5. If for any reason I must leave the room or am not here when the bell rings, you are expected to be in your assigned seat and remain quiet. If class is interrupted by a messenger or a visiting teacher, you are to remain seated and quiet. 6. At your desk you should have your Spanish textbook, computer, and a pen or pencil. No other materials at your desk. Deposit book bags in designated areas, or under your desks, OUT OF THE AISLES. 7. Dress code—Please refer to the student handbook. I will enforce the dress code. 8. Lost workbook or textbook—report to me immediately. I will issue you another text. If at the end of the year it is still not found, you will be charged a pro-rated amount by the business office. If you lose your workbook, you must purchase a replacement. 9. Laptops are to be used only during the designated times when we are working with computers in class. NO GAME PLAYING, SURFING THE NET, USING EMAIL WRITING/SENDING OR OTHER INAPPROPRIATE ACTIVITIES WILL BE PERMITTED. STUDENT WILL ONLY BE PERMITTED TO BE “ON LINE” AT DESIGNATED TIMES. CONSEQUENCES: IF ANY OF THE ABOVE RULES ARE BROKEN---1ST OFFENSE—WRITING ASSIGNMENT—250 WORDS 2ND OFFENSE-- WRITING ASSIGNMENT 500 WORDS 3RD OFFENSE--- WRITING ASSIGNMENT 750 WORDS, detention slip and phone call to parents stating that if behavior does not improve, a report of misconduct will be issued. 4TH OFFENSE—REPORT OF MISCONDUCT (BLUE SLIP)

COURSE REQUIREMENTS— ELENA D. KEYSER 1. Students are to turn in assignments on time. No late assignments will be accepted. In the event of illness or absence, it is the student’s responsibility to ask the teacher what assignments he missed and he will have a reasonable amount of time in which to complete them. Each missing assignment will be recorded as a “0”. CHECK NET MOELLER. 2. Students need to bring a pen, COMPUTER, textbook and workbook to class daily. Laptops should be available for use at any given time. Please be sure you have charged batteries before arriving at school. 3. Only materials needed for class are permitted on the tables. Any student doing work for another class will be considered in violation. 4. Homework will be posted on Net Moeller and announced in class. In the event that the assignment does not appear, you are still responsible for the assignment or test that the teacher announced in class. 5. Expect at least 30 minutes of homework for each class period. 6. There will be frequent quizzes. Grades will also consist of all the items mentioned below under evaluation. All levels will have a semester exam. At the end of the year, the students will take a comprehensive final exam. In addition, there will be reports, papers or projects and oral presentations and tests. 7. Students are expected to participate in class by volunteering answers, demonstrating knowledge of the subject matter, asking appropriate questions, bringing in news or travel items of interest , etc. EVALUATION: POINT SYSTEM. Your quarter grade will be calculated by your total number of quality points divided by the total possible number of points for the quarter. KEEP TRACK OF YOUR OWN GRADE. IN CASE OF DISCREPENCY, PLEASE SEE ME. POINTS

ITEM

20-50

quiz

compositions

5-10

lab exercise

class participation

2-10

group work task

80-100 tests

2-10 20 150-200

class work assignment group dialogues semester and final exams

POINTS

ITEM

20-40 oral presentation 40 project 2-10 homework

Adaptation and change are the only constants

Syllabus: GERMAN Level II, 2011-2012

Instructor: Mr. Brett Seybold

German is interesting and challenging, and I try to make learning it relevant and fun. Whether you chose German based on family heritage, career goals, travel interests, or just because it fit your schedule, I am sure that by our working together and giving your best effort you can succeed in German. Du kannst es! = You can do it! Students need to spend time each day studying new material, complete all required assignments and use German whenever possible. To make best use of class time, I will use German extensively and English minimally, and expect students to do the same. Ă&#x153;bung macht den Meister! = Practice makes the master! Contact Information for Parents: It is best to email me at BSeybold@Moeller.org. Please feel free to contact me anytime. Parents are encouraged to monitor their son(s) progress via the Moeller website, and feel free to let me know of any concerns. When graded, items appear in the grade book as a numeric score, or you will see an â&#x20AC;&#x153;0â&#x20AC;? to indicate a missing assignment, which calculates as a zero. Late work can at best receive a 50%. Course Description: Using a variety of tools and teaching methods to reach students with an array of learning styles, we will learn German by using all four skills (listening, speaking, reading, and writing). Selected material from later chapters of the Komm mit! Level I textbook and workbook will be completed. Material from supplementary sources will also be included, and made available in electronic or print form as needed. Students will use the textbook and occasional online resources. Student Learning Outcomes: Students will acquire the ability to read, write, speak and understand standard German, and will explore cultural aspects of life in German-speaking countries. Those who complete the course successfully will be able to communicate verbally and in writing at an intermediate-high level. Assessment of Student Learning Outcomes: Achievement of these outcomes will be ongoing, and will be assessed through tests, quizzes, homework assignments, oral evaluation, and classroom performance, as appropriate. Grading: Class Participation 25%. (Absences which are excused: Kairos and other Moeller retreats, college visits, etc.) Homework 25%, assessed using a scale of 1 through 10 (10 excellent, 9 very good, 8 good, 7 insufficient, 0 incomplete/missing) Remember, LATER WORK can receive nothing higher than 50%! Quizzes 25%, assessed using a percent score. Expect roughly one quiz each week! Generally worth 10 to 30 pts. Tests 25%, determined using a percent score. Tests measure listening comprehension, vocabulary knowledge, grammatical exercises, cultural understanding, oral and written competence. Generally worth 100 pts. Experience has shown that consistent effort is crucial for success in language learning. Note that homework is a major factor in grading. A student who tests well but misses assignments will struggle to achieve a high score. Likewise a student with lower test scores, but who shows progress and excels in other areas, will still have a chance to succeed. Students should spend about 30 minutes daily on German, including completing homework assignments, AND frequently reviewing vocabulary and grammar structures. It is better to spend 20 minutes reviewing German three times a week than to spend an hour once a week. Language learning is a progression, and cramming is not effective.

Frequent quizzes are meant to keep students from falling behind; expect about one each week. Usually two tests will be administered each quarter. Check Moeller’s website each class day for assignments, due dates, point worth, and your grades. Attendance: Attendance at all classes is integral to the course and thus mandatory. It is very important to have a good foundation upon which you build higher-level skills. Students who miss class for any reason are responsible for all work assigned and any material covered. It is the student’s responsibility to inform himself of missed material, which can be done by checking with another classmate or NetMoeller. Missed quizzes or tests must be taken outside of class, and must be scheduled with me in advance. Send me an email stating that you missed quiz #..., and need to arrange a make-up, and suggest two times during which this could work (ie: before school, during mentor group, B2 if you are free then, etc.) I am unable to be here for every Mentor group. Please do not hesitate to ask for help! It is important that a student seeks help as soon as he feels he is struggling. The sooner you seek assistance, the better. If you do not understand an assignment, you need to ask for clarification; simply saying you did not do it because you did not understand it will not excuse you from an item’s due date. Please email me if you have questions! I am available Wednesday afternoons until 4 pm for anyone who would like tutoring from me directly. We also have peer tutors available; ask your counselor about it. Make-up policy: Under some circumstances tests or quizzes may be made up if a student makes arrangements with me in advance of an absence. Documentation may be required. All make-ups are at the discretion of the instructor and a grade penalty may apply. Honor code: Work in this course is subject to the Academic Integrity Policy, a commitment to the highest degree of ethical integrity in academic conduct, and a commitment that, individually and collectively, the students will not lie, cheat or plagiarize. All written work turned in must be your own, done without the use of translation software and without assistance from others. Use of such software is obvious, and will result in a failing grade for the assignment. You can form those sentences yourself, and learn so much more this way! Academic dishonesty will be brought to the attention of parents, and any serious and all repeat violations will be addressed with the Academic Dean and shall lead to disciplinary action, such as the issuance of a “blue slip”. Preparation of assignments: Please keep any course handouts organized and bring them to each class. You will need lined paper and a pen for quizzes and in-class assignments. NetClassroom is used to keep track of assignments and to record grades. It is the student’s responsibility to turn in all assignments on time to the Dropbox, unless otherwise instructed on NetMoeller. Class announcements, review sheets and assignments will be posted online on our class webpage. In-class behavior: You are expected as a Man of Moeller to behave respectfully towards other students and myself, which means listening while others are speaking, staying on task during class, contributing during partner and group work, and actively participating and taking notes. Eating, drinking (exception: plain water), chewing gum, and wearing hats in class is prohibited. All Student Codes regarding dress and conduct apply. The use of cell phones, MP3 players and all other electronic devices during class is prohibited; such items must be silenced and out of reach. Moeller computers should be brought to each class, ready to use DyKnow and our class webpage.

3. Meeting with Dean and myself. 3. Detention. To be served within two days. If the student does not serve the detention, it shall be doubled, brought to the attention of his parents/guardians, and the Dean of Students. 4. Report of Misconduct ("blue slip") is issued, requiring the involvement of parents and deans, and which permanently affects the studentâ&#x20AC;&#x2122;s record. Depending on the seriousness of the offense (ie: fighting) steps 1, 2, and even 3 may be skipped! More opportunities for practice: On occasion German films will be shown; schedule TBA. Admission is open to all in the Moeller community. Movies are shown in German with German subtitles. We plan to participate in the University of Cincinnatiâ&#x20AC;&#x2122;s German Day, traditionally held in march or April, and hope to include other enriching events in the area celebrating German-speaking cultures. Nota bene: All of the above is subject to change by the instructor, should the needs of the class so dictate. Any changes will be announced in class and revisions posted online.

In order to succeed you need to: come on time, be prepared, pay attention, do all assignments and participate - mach mit!

x__________________________________________

x_______________________________________

Signature of student

Signature of parent / guardian

Revised January 23, 2013

Syllabus: GERMAN Level II, 2011-2012

Instructor: Mr. Brett Seybold

German is interesting and challenging, and I try to make learning it relevant and fun. Whether you chose German based on family heritage, career goals, travel interests, or just because it fit your schedule, I am sure that by our working together and giving your best effort you can succeed in German. Du kannst es! = You can do it! Students need to spend time each day studying new material, complete all required assignments and use German whenever possible. To make best use of class time, I will use German extensively and English minimally, and expect students to do the same. Ă&#x153;bung macht den Meister! = Practice makes the master! Contact Information for Parents: It is best to email me at BSeybold@Moeller.org. Please feel free to contact me anytime. Parents are encouraged to monitor their son(s) progress via the Moeller website, and feel free to let me know of any concerns. When graded, items appear in the grade book as a numeric score, or you will see an â&#x20AC;&#x153;0â&#x20AC;? to indicate a missing assignment, which calculates as a zero. Late work can at best receive a 50%. Course Description: Using a variety of tools and teaching methods to reach students with an array of learning styles, we will learn German by using all four skills (listening, speaking, reading, and writing). Selected material from later chapters of the Komm mit! Level I and or II textbook and workbook will be completed. Material from supplementary sources will also be included, and made available in electronic or print form as needed. Students will use the textbook and occasional online resources. Student Learning Outcomes: Students will acquire the ability to read, write, speak and understand standard German, and will explore cultural aspects of life in German-speaking countries. Those who complete the course successfully will be able to communicate verbally and in writing at an intermediate-high level. Assessment of Student Learning Outcomes: Achievement of these outcomes will be ongoing, and will be assessed through tests, quizzes, homework assignments, oral evaluation, and classroom performance, as appropriate. Grading: Class Participation 25%. (Absences which are excused: Kairos and other Moeller retreats, college visits, etc.) Homework 25%, assessed using a scale of 1 through 10 (10 excellent, 9 very good, 8 good, 7 insufficient, 0 incomplete/missing) Remember, LATER WORK can receive nothing higher than 50%! Quizzes 25%, assessed using a percent score. Expect roughly one quiz each week! Generally worth 10 to 30 pts. Tests 25%, determined using a percent score. Tests measure listening comprehension, vocabulary knowledge, grammatical exercises, cultural understanding, oral and written competence. Generally worth 100 pts. Experience has shown that consistent effort is crucial for success in language learning. Note that homework is a major factor in grading. A student who tests well but misses assignments will struggle to achieve a high score. Likewise a student with lower test scores, but who shows progress and excels in other areas, will still have a chance to succeed. Students should spend about 30 minutes daily on German, including completing homework assignments, AND frequently reviewing vocabulary and grammar structures. It is better to spend 20 minutes

reviewing German three times a week than to spend an hour once a week. Language learning is a progression, and cramming is not effective. Frequent quizzes are meant to keep students from falling behind; expect about one each week. Usually two tests will be administered each quarter. Check Moeller’s website each class day for assignments, due dates, point worth, and your grades. Attendance: Attendance at all classes is integral to the course and thus mandatory. It is very important to have a good foundation upon which you build higher-level skills. Students who miss class for any reason are responsible for all work assigned and any material covered. It is the student’s responsibility to inform himself of missed material, which can be done by checking with another classmate or NetMoeller. Missed quizzes or tests must be taken outside of class, and must be scheduled with me in advance. Send me an email stating that you missed quiz #..., and need to arrange a make-up, and suggest two times during which this could work (ie: before school, during mentor group, B2 if you are free then, etc.) I am unable to be here for every Mentor group. Please do not hesitate to ask for help! It is important that a student seeks help as soon as he feels he is struggling. The sooner you seek assistance, the better. If you do not understand an assignment, you need to ask for clarification; simply saying you did not do it because you did not understand it will not excuse you from an item’s due date. Please email me if you have questions! I am available Wednesday afternoons until 4 pm for anyone who would like tutoring from me directly. We also have peer tutors available; ask your counselor about it. Make-up policy: Under some circumstances tests or quizzes may be made up if a student makes arrangements with me in advance of an absence. Documentation may be required. All make-ups are at the discretion of the instructor and a grade penalty may apply. Honor code: Work in this course is subject to the Academic Integrity Policy, a commitment to the highest degree of ethical integrity in academic conduct, and a commitment that, individually and collectively, the students will not lie, cheat or plagiarize. All written work turned in must be your own, done without the use of translation software and without assistance from others. Use of such software is obvious, and will result in a failing grade for the assignment. You can form those sentences yourself, and learn so much more this way! Academic dishonesty will be brought to the attention of parents, and any serious and all repeat violations will be addressed with the Academic Dean and shall lead to disciplinary action, such as the issuance of a “blue slip”. Preparation of assignments: Please keep any course handouts organized and bring them to each class. You will need lined paper and a pen for quizzes and in-class assignments. NetClassroom is used to keep track of assignments and to record grades. It is the student’s responsibility to turn in all assignments on time to the Dropbox, unless otherwise instructed on NetMoeller. Class announcements, review sheets and assignments will be posted online on our class webpage. In-class behavior: You are expected as a Man of Moeller to behave respectfully towards other students and myself, which means listening while others are speaking, staying on task during class, contributing during partner and group work, and actively participating and taking notes. Eating, drinking (exception: plain water), chewing gum, and wearing hats in class is prohibited. All Student Codes regarding dress and conduct apply. The use of cell phones, MP3 players and all other electronic devices during class is prohibited; such items must be

silenced and out of reach. Moeller computers should be brought to each class, ready to use DyKnow and our class webpage.

Disciplinary steps in the event of a violation of the classroom rules: 1. Verbal Warning. You will be advised by me, in public or in private that you have been warned. This is your chance to change the behavior and avoid further corrective action. 2. Discussion after class. 3. Meeting with Dean and myself. 3. Detention. To be served within two days. If the student does not serve the detention, it shall be doubled, brought to the attention of his parents/guardians, and the Dean of Students. 4. Report of Misconduct ("blue slip") is issued, requiring the involvement of parents and deans, and which permanently affects the studentâ&#x20AC;&#x2122;s record. Depending on the seriousness of the offense (ie: fighting) steps 1, 2, and even 3 may be skipped! More opportunities for practice: On occasion German films will be shown; schedule TBA. Admission is open to all in the Moeller community. Movies are shown in German with German subtitles. We plan to participate in the University of Cincinnatiâ&#x20AC;&#x2122;s German Day, traditionally held in march or April, and hope to include other enriching events in the area celebrating German-speaking cultures. Nota bene: All of the above is subject to change by the instructor, should the needs of the class so dictate. Any changes will be announced in class and revisions posted online.

In order to succeed you need to: come on time, be prepared, pay attention, do all assignments and participate - mach mit!

x__________________________________________ Signature of student

Revised January 23, 2013

x_______________________________________ Signature of parent / guardian

Syllabus: GERMAN Level III & IV, 2011-2012

Instructor: Mr. Brett Seybold

German is interesting and challenging, and I try to make learning it relevant and fun. Whether you chose German based on family heritage, career goals, travel interests, or just because it fit your schedule, I am sure that by our working together and giving your best effort you can succeed in German. Du kannst es! = You can do it! Students need to spend time each day studying new material, complete all required assignments and use German whenever possible. To make best use of class time, I will use German extensively and English minimally, and expect students to do the same. Ă&#x153;bung macht den Meister! = Practice makes the master! Contact Information for Parents: It is best to email me at BSeybold@Moeller.org. Please feel free to contact me anytime. Parents are encouraged to monitor their son(s) progress via the Moeller website, and feel free to let me know of any concerns. When graded, items appear in the grade book as a numeric score, or you will see an â&#x20AC;&#x153;0â&#x20AC;? to indicate a missing assignment, which calculates as a zero. Late work can at best receive a 50%. Course Description: Using a variety of tools and teaching methods to reach students with an array of learning styles, we will learn German by using all four skills (listening, speaking, reading, and writing). Selected material from later chapters of the Komm mit! Level II textbook and workbook will be completed. Material from supplementary sources will also be included, and made available in electronic or print form as needed. Students will use the textbook and occasional online resources. Student Learning Outcomes: Students will acquire the ability to read, write, speak and understand standard German, and will explore cultural aspects of life in German-speaking countries. Those who complete the course successfully will be able to communicate verbally and in writing at an intermediate-high level. Assessment of Student Learning Outcomes: Achievement of these outcomes will be ongoing, and will be assessed through tests, quizzes, homework assignments, oral evaluation, and classroom performance, as appropriate. Grading: Class Participation 25%. (Absences which are excused: Kairos and other Moeller retreats, college visits, etc.) Homework 25%, assessed using a scale of 1 through 10 (10 excellent, 9 very good, 8 good, 7 insufficient, 0 incomplete/missing) Remember, LATER WORK can receive nothing higher than 50%! Quizzes 25%, assessed using a percent score. Expect roughly one quiz each week! Generally worth 10 to 30 pts. Tests 25%, determined using a percent score. Tests measure listening comprehension, vocabulary knowledge, grammatical exercises, cultural understanding, oral and written competence. Generally worth 100 pts. Experience has shown that consistent effort is crucial for success in language learning. Note that homework is a major factor in grading. A student who tests well but misses assignments will struggle to achieve a high score. Likewise a student with lower test scores, but who shows progress and excels in other areas, will still have a chance to succeed. Students should spend about 30 minutes daily on German, including completing homework assignments, AND frequently reviewing vocabulary and grammar structures. It is better to spend 20 minutes reviewing German three times a week than to spend an hour once a week. Language learning is a progression, and cramming is not effective.

In order to succeed you need to: come on time, be prepared, pay attention, do all assignments and participate - mach mit!

x__________________________________________

x_______________________________________

Signature of student

Signature of parent / guardian

Revised January 23, 2013

Syllabus: GERMAN Level IV, 2011-2012

Instructor: Mr. Brett Seybold

German is interesting and challenging, and I try to make learning it relevant and fun. Whether you chose German based on family heritage, career goals, travel interests, or just because it fit your schedule, I am sure that by our working together and giving your best effort you can succeed in German. Du kannst es! = You can do it! Students need to spend time each day studying new material, complete all required assignments and use German whenever possible. To make best use of class time, I will use German extensively and English minimally, and expect students to do the same. Ă&#x153;bung macht den Meister! = Practice makes the master! Contact Information for Parents: It is best to email me at BSeybold@Moeller.org. Please feel free to contact me anytime. Parents are encouraged to monitor their son(s) progress via the Moeller website, and feel free to let me know of any concerns. When graded, items appear in the grade book as a numeric score, or you will see an â&#x20AC;&#x153;0â&#x20AC;? to indicate a missing assignment, which calculates as a zero. Late work can at best receive a 50%. Course Description: Using a variety of tools and teaching methods to reach students with an array of learning styles, we will learn German by using all four skills (listening, speaking, reading, and writing). Selected material from later chapters of the Komm mit! Level II textbook and workbook will be completed. Material from supplementary sources will also be included, and made available in electronic or print form as needed. Students will use the textbook and occasional online resources. Student Learning Outcomes: Students will acquire the ability to read, write, speak and understand standard German, and will explore cultural aspects of life in German-speaking countries. Those who complete the course successfully will be able to communicate verbally and in writing at an intermediate-high level. Assessment of Student Learning Outcomes: Achievement of these outcomes will be ongoing, and will be assessed through tests, quizzes, homework assignments, oral evaluation, and classroom performance, as appropriate. Grading: Class Participation 25%. (Absences which are excused: Kairos and other Moeller retreats, college visits, etc.) Homework 25%, assessed using a scale of 1 through 10 (10 excellent, 9 very good, 8 good, 7 insufficient, 0 incomplete/missing) Remember, LATER WORK can receive nothing higher than 50%! Quizzes 25%, assessed using a percent score. Expect roughly one quiz each week! Generally worth 10 to 30 pts. Tests 25%, determined using a percent score. Tests measure listening comprehension, vocabulary knowledge, grammatical exercises, cultural understanding, oral and written competence. Generally worth 100 pts. Experience has shown that consistent effort is crucial for success in language learning. Note that homework is a major factor in grading. A student who tests well but misses assignments will struggle to achieve a high score. Likewise a student with lower test scores, but who shows progress and excels in other areas, will still have a chance to succeed. Students should spend about 30 minutes daily on German, including completing homework assignments, AND frequently reviewing vocabulary and grammar structures. It is better to spend 20 minutes reviewing German three times a week than to spend an hour once a week. Language learning is a progression, and cramming is not effective.

In order to succeed you need to: come on time, be prepared, pay attention, do all assignments and participate - mach mit!

x__________________________________________

x_______________________________________

Signature of student

Signature of parent / guardian

Revised January 23, 2013

Latin I Syllabus Teacher: Magister Compton Room: 206 (A), 326 (B), 327 (M-Block) E-mail: bcompton@moeller.org Course Description: In this course, students will learn the basics of the Latin language and how it is both similar and different to our English language. Students will discover the cases and declensions of Latin nouns, the conjugations and tenses of verbs, and agreement between subjects and verbs and nouns and adjectives. Students will also learn a wide range of Latin vocabulary and the English words derived from them. For this purpose, our primary resource will be the Ecce Romani Book I textbook (students are required to bring their textbook every day). Lessons will be reinforced by in-class drill, reading activities, speaking and listening exercises, and games. Along with grammar and vocabulary, students will be immersed in the culture of Latinâ&#x20AC;&#x2122;s original speakers, the Romans. Through in-class lectures, videos, and research projects, students will learn about the mythology, culture, and history of the Roman people. Our units in Latin I will focus on the following: Mythology- major gods, goddesses, and heroes. Culture- growing up Roman, slavery, gladiators, important locations in Rome and the Roman Empire, the Roman house History- major periods of Roman history, with particular focus on the Monarchy and early Republican era. Grading Your grade will be mostly based on the following things: tests; quizzes; and homework. Homework: There will typically be two at-home assignments, minimum, per chapter. These are to be turned in the next meeting day. Once per quarter, a student may be late turning in an assignment; they may turn it in at the next meeting day for 50% credit. Once a student has used this, they will not get credit for a missing assignment for the rest of the quarter. Homework assignments are worth 10 points each. Quizzes: For each chapter there will be two quizzes. The first will be on day 3 of the lesson and will be on the chapter vocabulary. The second will be on day 5 of the lesson and will be on the chapter grammar and culture. Quizzes are worth 100 points each; I take the average of the actual points on the quiz to reach that score. If you receive a score of 75 or lower on a quiz, you may make corrections on it for partial points; corrections are due the next class after quizzes are returned. Exams: Exams will occur at the end of the 1st and 2nd semesters. They will be comprehensive for the entire semester ONLY (so your 2nd semester exam is comprehensive of just the 2nd semester, not the whole year). They consist of questions on vocabulary and grammar, as well as charts and sentences to translate. Exams are worth 200 points. Projects: Before the end of the 1st semester, students will complete a mythology project. This assignment will be worth 300 total points and will be graded on a rubric scale of 1 to 9; this rubric value will then be turned into a grade out of 100 and multiplied by 3.

Supplies 

Laptop – as much as possible, students will be using their laptops for notetaking and activities. Vocabulary lists and note packets for each chapter will be stored and used in OneNote, as will homework. These need to be maintained all year (and really, for their whole Latin career). Students need this in class every day. Since both Latin I classes are first bell, laptops should be fully charged and ready to go. Textbook – our textbook is a resource for information and activities, so you need to bring it with you every day.



On occasion, we will do activities where students will need markers, crayons, or colored pencils. I will announce these activities a minimum of a day in advance so students have time to bring these in. They do not need to have these every day. Expectations    



Be on time: You need to be in the room before the bell rings. If you aren’t, you need to have a note with you (late bus pass, note from a previous teacher, nurse slip) or I will mark you tardy in attendance. Be on task: If we are taking notes, take notes. If we are doing class work, do class work. If we are having a discussion, join with us. And remember, this is Latin class – don’t be reading or doing work for another class. Be prepared: Have your supplies for class in hand when you walk in the door. I will not release you to get them during class. Be ready to learn: If you come in positive and enthusiastic, you’re going to have a great class. If you come in negative and turned off, you’re going to have a bad class. Either way, your attitude is infectious. If something’s going on that can affect you having a great class or a bad class, let me know and we’ll talk about it and what’s the best thing to do. This is OUR room: WE all have a responsibility to ourselves and to each other for having a great day or a bad day. WE need to help each other out to keep things going in the right direction. WE keep the room clean, WE respect when others are talking, and WE celebrate when things go right.

Latin II Syllabus Teacher: Magister Compton Room: 206 (A), 327 (B), 327 (M-Block) E-mail: bcompton@moeller.org Course Description In Latin II, students will continue their vocabulary and grammar instruction from Latin I. We will build upon nouns and adjectives by adding adjective degrees and new uses for noun cases. We will take knowledge of verbs and conjugation and apply this to learning about the passive voice of verbs. We will also begin looking at some more complicated sentence constructions such as indirect statement and relative clause and see how they are used in context. Emphasis will be on reading, with Ecce Romani Book II as our primary resource. We will also continue cultural studies begun in Latin I. In mythology, we will learn about the 12 Labors of Hercules and create a 13th labor. In history, we will continue studying the era of the Roman Republic, with emphasis on the Punic Wars between Rome and Carthage. Finally, we will look at more elements of everyday life, such as meals, going to school, and becoming an adult. Grading Your grade will be mostly based on the following things: tests; quizzes; and homework. Homework: There will typically be two at-home assignments, minimum, per chapter. These are to be turned in the next meeting day. Once per quarter, a student may be late turning in an assignment; they may turn it in at the next meeting day for 50% credit. Once a student has used this, they will not get credit for a missing assignment for the rest of the quarter. Homework assignments are worth 10 points each. Quizzes: For each chapter there will be two quizzes. The first will be on day 3 of the lesson and will be on the chapter vocabulary. The second will be on day 5 of the lesson and will be on the chapter grammar and culture. Quizzes are worth 100 points each; I take the average of the actual points on the quiz to reach that score. If you receive a score of 75 or lower on a quiz, you may make corrections on it for partial points; corrections are due the next class after quizzes are returned. Exams: Exams will occur at the end of the 1st and 2nd semesters. They will be comprehensive for the entire semester ONLY (so your 2nd semester exam is comprehensive of just the 2nd semester, not the whole year). They consist of questions on vocabulary and grammar, as well as charts and sentences to translate. Exams are worth 200 points. Projects: Before the end of the 1st semester, students will complete a project on the 13th Labor of Hercules. By the end of the 2nd semester, students will complete a Latin menu project. These assignments will be worth 300 total points and will be graded on a rubric scale of 1 to 9; this rubric value will then be turned into a grade out of 100 and multiplied by 3.

Supplies 

Laptop – as much as possible, students will be using their laptops for notetaking and activities. Vocabulary lists and note packets for each chapter will be stored and used in OneNote, as will homework. These need to be maintained all year (and really, for their whole Latin career). Students need this in class every day. Textbook – our textbook is a resource for information and activities, so you need to bring it with you every day.



Expectations    



Be on time: You need to be in the room before the bell rings. If you aren’t, you need to have a note with you (note from a previous teacher, nurse slip) or I will mark you tardy in attendance. Be on task: If we are taking notes, take notes. If we are doing class work, do class work. If we are having a discussion, join with us. And remember, this is Latin class – don’t be reading or doing work for another class. Be prepared: Have your supplies for class in hand when you walk in the door. I will not release you to get them during class. Be ready to learn: If you come in positive and enthusiastic, you’re going to have a great class. If you come in negative and turned off, you’re going to have a bad class. Either way, your attitude is infectious. If something’s going on that can affect you having a great class or a bad class, let me know and we’ll talk about it and what’s the best thing to do. This is OUR room: WE all have a responsibility to ourselves and to each other for having a great day or a bad day. WE need to help each other out to keep things going in the right direction. WE keep the room clean, WE respect when others are talking, and WE celebrate when things go right.

Latin III Syllabus Teacher: Magister Compton Room: 229 (A), 329 (B), 327 (M-Block) E-mail: bcompton@moeller.org Course Description: In Latin III, we will bring two years of study to fruition by reading selections from some of the great authors of Latin literature, with particular focus on the writings of Pliny the Elder and Pliny the Younger to go along with our interdisciplinary study of the environment. Alongside our readings, we will review grammar and vocabulary from Latin I and II, as well as add new concepts centering on the subjunctive mood of verbs and new uses of noun cases. Our primary resource for this will be Ecce Romani Book II-B textbook and its ancillary materials. To help give readings both a literary and historical context, culture lessons will accentuate the literary history of the genres of which our works are a part. We will also look at the historical period in which the piece is written, with special emphasis on the end of Rome’s Republic and the era of emperors. Grading Your grade will be mostly based on the following things: tests; quizzes; and homework. Homework: There will typically be two at-home assignments, minimum, per chapter. These are to be turned in the next meeting day. Once per quarter, a student may be late turning in an assignment; they may turn it in at the next meeting day for 50% credit. Once a student has used this, they will not get credit for a missing assignment for the rest of the quarter. Homework assignments are worth 10 points each. Quizzes: For each chapter there will be two quizzes. The first will be on day 3 of the lesson and will be on the chapter vocabulary. The second will be on day 5 of the lesson and will be on the chapter grammar and culture. Quizzes are worth 100 points each; I take the average of the actual points on the quiz to reach that score. If you receive a score of 75 or lower on a quiz, you may make corrections on it for partial points; corrections are due the next class after quizzes are returned. Exams: Exams will occur at the end of the 1st and 2nd semesters. They will be comprehensive for the entire semester ONLY (so your 2nd semester exam is comprehensive of just the 2nd semester, not the whole year). They consist of questions on vocabulary and grammar, as well as charts and sentences to translate. Exams are worth 200 points. Projects: Before the end of the 2nd semester, students will complete an emperors research project. This assignment will be worth 300 total points and will be graded on a rubric scale of 1 to 9; this rubric value will then be turned into a grade out of 100 and multiplied by 3. Supplies 



Textbook – our textbook is a resource for information and activities, so you need to bring it with you every day.

Expectations    



Be on time: You need to be in the room before the bell rings. If you aren’t, you need to have a note with you (note from a previous teacher, nurse slip) or I will mark you tardy in attendance. Be on task: If we are taking notes, take notes. If we are doing class work, do class work. If we are having a discussion, join with us. And remember, this is Latin class – don’t be reading or doing work for another class. Be prepared: Have your supplies for class in hand when you walk in the door. I will not release you to get them during class. Be ready to learn: If you come in positive and enthusiastic, you’re going to have a great class. If you come in negative and turned off, you’re going to have a bad class. Either way, your attitude is infectious. If something’s going on that can affect you having a great class or a bad class, let me know and we’ll talk about it and what’s the best thing to do. This is OUR room: We all have a responsibility to ourselves and to each other for having a great day or a bad day. We need to help each other out to keep things going in the right direction. WE keep the room clean, WE respect when others are talking, and WE celebrate when things go right.

Latin IV Syllabus Teacher: Magister Compton Room: 229, 327 (M-Block) Email Address: bcompton@moeller.org Course Description: Latin IV is the culmination of the Latin experience and is intended as an Advanced Placement (AP) course. As such, it follows the AP curriculum as laid out by the College Board: readings of selections from Vergil’s Aeneid and Julius Caesar’s Comentarii De Bello Gallico. Both works tell us a great deal about the times in which they were written, as well as the nature of the people for whom they were written. In both instances, there is a surface story which is compelling by itself; both, however, contain a deeper subtext that shows the author’s true intentions for the work. During the course of the year, students will learn how to scan a Latin poem and how that translates into vocalizing the text. Students will also learn about the life and times of each of these authors and how their historical environment affected their work. Throughout the course, vocabulary and grammar from the previous three years will be strongly reinforced, while students will also be learning new vocabulary, including words peculiar to each author or that have significant or peculiar meaning in that author’s body of writing. Grading Your grade will be mostly based on the following things: tests; quizzes; and homework. Homework: There will typically be two at-home assignments, minimum, per chapter. These are to be turned in the next meeting day. Once per quarter, a student may be late turning in an assignment; they may turn it in at the next meeting day for 50% credit. Once a student has used this, they will not get credit for a missing assignment for the rest of the quarter. Homework assignments are worth 10 points each. Quizzes: Quizzes will be given periodically based on readings that students do in class. These will involve translation, scansion (for poetry), discussion of literary and rhetorical devices, and other points relevant to the text. Quizzes are worth 100 points each, and the score is based on the average of the points earned vs. points possible. Example: A vocab quiz has 25 possible points. A student who earns all 25 points gets a 100 in the gradebook; a student who earns 20 points gets an 80 in the gradebook. Projects: Before the end of the 1st semester, students will complete a project researching a particular aspect of the reign of the emperor Augustus. This assignment will be worth 300 total points and will be graded on a rubric scale of 1 to 9; this rubric value will then be turned into a grade out of 100 and multiplied by 3.

Supplies 

Laptop – as much as possible, students will be using their laptops for notetaking and activities. The text we are reading will be stored and used in OneNote, as will homework. These need to be maintained all year. Students need this in class every day. Book/Text – when we are using a book, have it with you. Texts copied from the web will go in your OneNote notebook.



Expectations    



Be on time: You need to be in the room before the bell rings. If you aren’t, you need to have a note with you (late bus pass, note from a previous teacher, nurse slip) or I will mark you tardy in attendance. Be on task: If we are taking notes, take notes. If we are doing class work, do class work. If we are having a discussion, join with us. And remember, this is Latin class – don’t be reading or doing work for another class. Be prepared: Have your supplies for class in hand when you walk in the door. I will not release you to get them during class. Be ready to learn: If you come in positive and enthusiastic, you’re going to have a great class. If you come in negative and turned off, you’re going to have a bad class. Either way, your attitude is infectious. If something’s going on that can affect you having a great class or a bad class, let me know and we’ll talk about it and what’s the best thing to do. This is OUR room: We all have a responsibility to ourselves and to each other for having a great day or a bad day. We need to help each other out to keep things going in the right direction. WE keep the room clean, WE respect when others are talking, and WE celebrate when things go right.

Spanish 1 cp2 Instructor: Mrs. Elena Keyser

ekeyser@moeller.org VM: (513) 791-1680 ext. 1994

Office hours: M blocks, and after school by appointment in room 247 Mentor group: Zaragoza 6 room 247

General overview of the course: This course is designed to accommodate sophomores through seniors who are in college prep 2 and have learning difficulties or special needs or MAPs. The course touches on the basic points of grammar and vocabulary in the Spanish I course using all four skills--- listening, speaking, reading and writing. Students are also introduced to the culture of Spanish-speaking countries. Prerequisite: Registration by permission of the department chair and with the recommendation of the English and Special Needs departments.

Required supplies and fees: There are no additional fees, per se, involved in this course. If there would be a field trip or other activity that would involve payment, it would be made optional. Textbooks and other materials are supplied by the school. We currently use Buen Viaje 1 series by Glencoe and the accompanying websites.

Expectations for classroom environment: o

o o o

o o

Academic rigor-students should expect homework after each class period minimum of 30 minutes. Practice is essential for language acquisition. Short papers, reading of short stories and selections, presentations, and frequent evaluation in different forms. Open channel of communication between teacher, student and parents—email is by far the quickest form of communication Specific course expectations—see pg. 2 below Tablet PC expectations: computers are used frequently, student must be able to have DyKnow, internet and other computer programs used in the class in good working order and ready to use in class and at home. Classroom behavior / Respect expectations—see page 3 below Academic Violations- the teacher will follow the policies described in the student handbook regarding academic violations. Students are expected to familiarize themselves with the policy.

Grading policies—see pg. 3 Make-up Work Policy—the instructor will follow the makeup policies described in the student handbook. Students should familiarize themselves with the make-up policies.

CLASSROOM RULES PROFESORA KEYSER

ITEM

20-50

quiz

compositions

5-10

lab exercise

class participation

2-10

group work task

80-100 tests

2-10 20 150-200

class work assignment group dialogues semester and final exams

POINTS

ITEM

20-40 oral presentation 40 project 2-10 homework

Adaptation and change are the only constants

Course Name: Spanish level II (CPI) Teacher: Mr. Gustavo Benedetti, Mr. Alberto Delgado gbenedetti@moeller.org Voicemail: (513) 791-1680; ext. 1991 Extra help will be provided at room 232; however getting a tutor is highly advisable Please, check here the Spanish class web site: http://homepages.moeller.org/Gbenedetti/Las%20clases/Spanish%20II/Espa単ol%20II.htm Moeller High School, a Catholic school in the Marianist tradition developing leadership in young men My philosophy of teaching and learning a second language is very simple, a beginning second language student who can communicate orally and comprehend at his/her level what others say is a successful story; according to my experience and research in second language acquisition, teachers who can facilitate students' communication development opens the door for that student to continue mastering that language which should, after all, be the ultimate objective for both, the language program and the student. Oral communication development and listening comprehension should assure a positive attitude by a second language student toward the subject; eventually, this could keep the learner studying four instead of the two years that most students see themselves involved with when starting traditional language programs. Finally, I will conduct my classes in Spanish and students are encouraged to use it as the only communication tool during class. Gustavo Benedetti Academic Expectations You need in class: Your computer (Charged; a notebook, in case of computer problems) and your reading book. This school year you will be learning a second language (L2) and whether you have taken a Spanish class before or not, I am sure that this class will be completely different from what you have taken or expect to have. Why am I saying this to you? I don't mean to worry you because that is not what I have in mind. The point I am trying to address is that you will learn Spanish with a special method. Don't worry! It will be easy for you. At the beginning of the course and probably for two weeks, either I or your partner (s) will give you commands and you will perform them along with me; sometimes, you will perform these commands while I do nothing, and some other times I will give you commands and I'll do something different. Remember, do what you are commanded to do either by me or by a partner. If the period of pure commands sounds fun, the following step is even better. At this point students will begin developing stories and, in groups, they will need to act out these stories out (take a look on the following video clip from Spanish I students; they, like you, still didn't know Spanish at the time.) Reading is an important area in this class; you will have reading assignments almost daily from both your class books and from the internet. You need to keep your personal dictionary along with your notebook.

Finally, you sometimes need to write your story, and it will obviously be in Spanish. Again, don't worry! You will be able to do it because they will be your stories, which means you will have the chance to use your imagination. I haven't talked to you about textbooks or workbooks, and guess what? I won't. The Spanish class does not have them. You do have a reading book as I indicated above plus supplementary reading material assigned from Spanish online newspapers. Rules: these are not about class discipline but about class performance 1. I hate to tell you this but you are not allowed to speak English in class. Imagine yourself talking in Spanish while in an English class! I don't believe that choice would be smart. On the other hand, if you are in a desperate need to say something or find something out, you can so if you raise your hand and ask permission to talk in English. 2. Remember to do what you are told to do. 3. Be involved in group assignments. 4. Every student must participate and present stories. Homework Students will have homework for every class (with some few exceptions during the school year); please, be aware that reading and listening comprehension are a big factor in this class since students will have to provide answers in Spanish; I will advise you read stories at least three times Grading in the Spanish class Homework, 20 %: All students have this percentage at the start of every quarter and it is up to them to keep it by having their homework ready every time. Every missing assignment represents 2% of the 20 percent. Class Participation, 20 %: You are required to work hard and do your best in class either in an individual task or when working with partners. Communication, 20 %: Spanish is the communicating language in this class and students need to use it at every moment in order to ask and answer questions, and during the developing and acting of stories; students will follow and provide signs and or commands accordingly. Quizzes, 20 %: Quizzes are mostly about reading comprehension, vocabulary and grammar and this implies a great effort for reading stories in Spanish not once but at least two times and may be three in case of listening and oral difficulties. Tests, 20 %: Tests are based on the developing and presentation of stories in groups. A student who gains or gets near to this percentage needs to be an active member of his group and be a story teller very frequently.

An A student, 100-90 As for class participation and communication, an A student will speak Spanish in class, ask and answer questions in Spanish, always; he also will have outstanding reading comprehension on all the reading assignments and have consistently excellent quiz results. This student rarely uses English for communication purposes in the classroom. Likewise, an A student needs to have his homework ready every time and, finally, as for testing, an A student will be an active participant in his group during the development of stories and be a frequent story teller. Students with B, 89-80 As for class participation and communication, a B student will generally communicate in Spanish during class, ask and answer questions in Spanish as well; a student with a B grade will have consistently good results on quizzes and a good reading comprehension level. This student seldom uses English in class. A student with a B grade will have his homework virtually every time and participate actively in tests during the development and presentation of stories. Students with C, 79-75 As for class participation and communication, a C student will ask and answer questions in Spanish very often and in general have appropriate communication skills in Spanish although he sometimes will use English for communication; a student with a C grade will generally be able to read for comprehension although with some guessing and have fair quiz results. This student might miss several homework assignments. Students with D, 74-70 As for class participation and communication, a D student intends but does not always accomplish asking and answering questions as well as to communicate in Spanish. This student may not put sufficient effort into reading assignments and might miss several homework assignments. Quiz scores for this student will be below average and, finally, in the area of tests, a D student will attempt but not always accomplish an active role during the developing and the acting of stories. Students with F, 69-0 As for class participation and communication, this student relies on English most of the time and has a negative attitude toward the use of Spanish as the only acceptable way of communication in class. This student has the tendency to miss homework frequently, with the result that his quizzes are poorly done. As for tests, this student will be directed by the teacher to work on his own and not in a group where his attitude will be an obstruction for other students in practicing their Spanish. Some Rules for the Spanish class (discipline): 1. Respect the class rules. There are no exceptions for breaking a rule. 2. Respect yourself and others in the classroom. No insults will be tolerated!

3. This class follows Moellerâ&#x20AC;&#x2122;s Handbook in reference to attendance, tardiness, dress code, academic violation etc. 4. Students should be in their assigned seats at the beginning of the class (you need a note from a teacher or the office in case you are coming late.) Note: the bell sound at the end of class alerts the teacher to dismiss students and I will do this; do not leave until I tell you to. The aisles should remain clear for movement. Put your book bags in a location that will keep the aisles clear. 5. In case you need the bathroom, please come to the classroom first and II will give you permission to go. I have no problem granting permission to the bathroom but I encourage you to stay away from abusive behavior. 6. Students have the right to reach their potential in Spanish; please do not talk out in class. I will address your question after you raise your hand. Note: make sure your cell phone is off during the Spanish class! Failing to do this will result in a mandatory school detention. Consequences for violating the rules: A. I will talk to you to ensure that you have understood the expectations concerning the class discipline rules. B. I will call your parent and you will also have one hour after school detention with me (be aware that practicing sports at Moeller wonâ&#x20AC;&#x2122;t exempt you from detention); in addition, if you have detention with another teacher, I will need a note from him/her. (Thursday is detention day and you should be in my room 232 at 2:50 p.m.). C. Finally, I will write a misconduct report.

Spanish 3 honors

Mrs. Elena Keyser

ekeyser@moeller.org

Adaptation and change are the only constants.

VM: (513) 791-1680 ext. 1994

Office hours: M blocks, and afterschool by appointment in room 247 Mentor group: Zaragoza 6 room 247 General overview of the course and objectives: Students are expected to read, write, listen and speak in Spanish appropriate to a level 3 honors level. The course will also involve the study of grammar and the culture of Spanish-speaking countries. Required supplies and fees: There are no additional fees, per se, involved in this course. If there would be a field trip or other activity that would involve payment, it would be made optional. Expectations for classroom environment: o

o o o

o o

Academic rigor-students should expect homework after each class period minimum of 30 minutes. Practice is essential for language acquisition. Short papers, reading of short stories and selections, presentations, and frequent evaluation in different forms. Open channel of communication between teacher, student and parentsâ&#x20AC;&#x201D;email is by far the quickest form of communication Specific course expectationsâ&#x20AC;&#x201D;see pg. 3 below Tablet PC expectations: computers are used frequently, student must be able to have DyKnow, internet and other computer programs used in the class in good working order and ready to use in class and at home. Classroom behavior / Respect expectations: see pg. 2 below Academic Violations- the teacher will follow the policies described in the student handbook regarding academic violations. Students are expected to familiarize themselves with the policy.

Grading policies: straight points (for more info see pg. 3 below) Make-up Work Policy: the instructor will follow the makeup policies described in the student handbook. Students should familiarize themselves with the make-up policies.

CLASSROOM RULES PROFESORA KEYSER

ITEM

20-50

quiz

compositions

5-10

lab exercise

class participation

2-10

group work task

80-100 tests

2-10 20 150-200

class work assignment group dialogues semester and final exams

POINTS

ITEM

20-40 oral presentation 40 project 2-10 homework

Course Name: Spanish levels IV and V (honors) Teacher: Mr. Gustavo Benedetti gbenedetti@moeller.org Voicemail: (513) 791-1680; ext. 1991 Please check the Spanish class web site here: http://homepages.moeller.org/gbenedetti/Las%20clases/Espa%C3%B1ol%20IV/Espa%C3%B1ol%20IV,% 20front%20page.htm Extra help will be provided at room 232; however getting a tutor is highly advisable Moeller High School, a Catholic school in the Marianist tradition developing leadership in young men My philosophy of teaching and learning a second language is very simple, a beginning second language student who can communicate orally and comprehend at his/her level what others say is a successful story; according to my experience and research in second language acquisition, teachers who can facilitate students' communication development opens the door for that student to continue mastering that language which should, after all, be the ultimate objective for both, the language program and the student. Oral communication development and listening comprehension should assure a positive attitude by a second language student toward the subject; eventually, this could keep the learner studying four instead of the two years that most students see themselves involved with when starting traditional language programs. Finally, I will conduct my classes in Spanish and students are encouraged to use it as the only communication tool during class. Honors Spanish IV and V is the final course in the sequence of our Spanish language program. Speaking, reading, listening and writing are covered in every class at an accelerated pace; students will read, listen to and react by speaking and writing to issues affecting or benefiting people and the environment. In addition, students will be encouraged to expand their knowledge of world issues through research and present their views through Power Point presentations either by groups or by themselves. Emphasis is placed on studentsâ&#x20AC;&#x2122; ability to communicate their reactions thoroughly and correct usage of the language. Students are expected to use Spanish all the time. The classroom experience, as it is expected, should provide an appreciation and development of cultural themes of the Spanish speaking world and also motivate students to be aware of the global issues that will challenge them as they become global people. Finally, this course uses the textbook Mundo 21 and mostly the wide array of content found in Spanish Internet newspapers and other selected readings. Spanish IV y V Honor, Syllabus This is an honors-level course designed to facilitate your communication and enhance the verbal language skills you have already acquired in levels I-III. In this course you will be immersed in the world of cultures and civilizations of Spanish speaking people. The main content of this course includes current events in society and in the Spanish world, which we can access via Internet from both reading and listening; additional topics to be covered in this class are related to the history, literature and art of the multiethnic Spanish speaking people.

While you will become familiar with and review grammar, this is not the primary objective of the course. This course will be taught in Spanish, and all students are expected to use Spanish in class in order to ask and answer questions and communicate. Since this is an honors course, it is important that you be dedicated and willing to work hard whether on individual projects or with partners in groups. If you have a sincere wish to polish and master Spanish as your second language, then this class is for you. Remember that I am here to facilitate comprehension and help you enhance your communication skills in Spanish; if you need help, please feel free to make an appointment with me. ¿Qué necesitas para la clase? (what do you need in class) Necesitarás un diccionario el cual puedes usar en la casa o en la clase. Tienes que tener un cuaderno o diseñar una carpeta y cualquiera que esto sea será sólo para la clase de español. Tu computadora es esencial para la clase y siempre vas a trabajar en el programa DyKnow. Tienes que tener tus tarjetas del vocabulario contigo El libro detexto Mundo 21. Acerca de tu trabajo (about your work) Por favor lee la sección calificaciones para la clase Habrá un examen o una prueba (a veces más de uno) durante la semana; en caso de no estar en clase necesitarás presentar la actividad la clase próxima.

Algunos tópicos para desarrollar en presentaciones orales o en ensayos escritos: ¿Hay mucho énfasis en las calificaciones en nuestro sistema escolar? Escribe acerca de la influencia que tiene la publicidad en tu vida o en la vida de tu familia o amigos. Crees tú que la violencia en los programas de televisión influencian la violencia en la sociedad. ¿Crees que tienes capacidad de líder? ¿Cuáles son las habilidades que una persona necesita para ser un lider? ¿La obesidad en la sociedad es un problema? ¿Crees que hay problemas de obesidad en la población estudiantil de Moeller? Explica qué razones tiene un estudiante para abandonar sus estudios. ¿Cuál es el invento más importante para ti y por qué? Algunos libros para leer en clase o en casa: Versión de El Lazarillo de Tormes Viva el toro Versión de Aventuras del ingenioso hidalgo Don Quijote de La Mancha Cuentos (short stories) para leer en la clase o en casa:

Un día de éstos, por Gabriel García Márques El coronel no tiene quien le escriba, por Gabriel García Márquez Emma Zunz, por Jorge Luis Borges Chac Mool, por Carlos Fuentes Grading in the Spanish class Homework, 20 %: All students have this percentage at the start of every quarter and it is up to them to keep it by having their homework ready every time. Every missing assignment represents 2% of the 20 percent. Class Participation, 20 %: You are required to work hard and do your best in class either in an individual task or when working with partners. Communication, 20 %: Spanish is the communicating language in this class and students need to use it at every moment in order to ask and answer questions, and during the developing and acting of stories; students will follow and provide signs and or commands accordingly. Quizzes, 20 %: Quizzes are mostly about reading comprehension, vocabulary and grammar and this implies a great effort for reading stories in Spanish not once but at least two times and may be three in case of listening and oral difficulties. Tests, 20 %: Tests are based on the developing and presentation of stories in groups. A student who gains or gets near to this percentage needs to be an active member of his group and be a story teller very frequently. An A student, 100-90 As for class participation and communication, an A student will speak Spanish in class, ask and answer questions in Spanish, always; he also will have outstanding reading comprehension on all the reading assignments and have consistently excellent quiz results. This student rarely uses English for communication purposes in the classroom. Likewise, an A student needs to have his homework ready every time and, finally, as for testing, an A student will be an active participant in his group during the development of stories and be a frequent story teller. Students with B, 89-80 As for class participation and communication, a B student will generally communicate in Spanish during class, ask and answer questions in Spanish as well; a student with a B grade will have consistently good results on quizzes and a good reading comprehension level. This student seldom uses English in class. A student with a B grade will have his homework virtually every time and participate actively in tests during the development and presentation of stories. Students with C, 79-75As for class participation and communication, a C student will ask and answer questions in Spanish very often and in general have appropriate communication skills in Spanish

although he sometimes will use English for communication; a student with a C grade will generally be able to read for comprehension although with some guessing and have fair quiz results. This student might miss several homework assignments. Students with D, 74-70 As for class participation and communication, a D student intends but does not always accomplish asking and answering questions as well as to communicate in Spanish. This student may not put sufficient effort into reading assignments and might miss several homework assignments. Quiz scores for this student will be below average and, finally, in the area of tests, a D student will attempt but not always accomplish an active role during the developing and the acting of stories. Students with F, 69-0 As for class participation and communication, this student relies on English most of the time and has a negative attitude toward the use of Spanish as the only acceptable way of communication in class. This student has the tendency to miss homework frequently, with the result that his quizzes are poorly done. As for tests, this student will be directed by the teacher to work on his own and not in a group where his attitude will be an obstruction for other students in practicing their Spanish. Some Rules for the Spanish class (discipline): 1. Respect the class rules. There are no exceptions for breaking a rule. 2. Respect yourself and others in the classroom. No insults will be tolerated! 3. This class follows Moellerâ&#x20AC;&#x2122;s Handbook in reference to attendance, tardiness, dress code, academic violation etc. 4. Students should be in their assigned seats at the beginning of the class (you need a note from a teacher or the office in case you are coming late.) Note: the bell sound at the end of class alerts the teacher to dismiss students and I will do this; do not leave until I tell you to. The aisles should remain clear for movement. Put your book bags in a location that will keep the aisles clear. 5. In case you need the bathroom, please come to the classroom first and II will give you permission to go. I have no problem granting permission to the bathroom but I encourage you to stay away from abusive behavior. 6. Students have the right to reach their potential in Spanish; please do not talk out in class. I will address your question after you raise your hand. Note: make sure your cell phone is off during the Spanish class! Failing to do this will result in a mandatory school detention. Consequences for violating the rules:

A. I will talk to you to ensure that you have understood the expectations concerning the class discipline rules. B. I will call your parent and you will also have one hour after school detention with me (be aware that practicing sports at Moeller wonâ&#x20AC;&#x2122;t exempt you from detention); in addition, if you have detention with another teacher, I will need a note from him/her. (Thursday is detention day and you should be in my room 232 at 2:50 p.m.). C. Finally, I will write a misconduct report.

Course Name: Spanish level I (CPI) Teacher: Mr. Gustavo Benedetti, Mr. Alberto Delgado gbenedetti@moeller.org Voicemail: (513) 791-1680; ext. 1991 Extra help will be provided at room 232; however getting a tutor is highly advisable Please, chek the Spanish class web site here: http://homepages.moeller.org/gbenedetti/Las%20clases/Spanish%20I/la_clase_de_español_i.htm Moeller High School, a Catholic school in the Marianist tradition developing leadership in young men My philosophy of teaching and learning a second language is very simple, a beginning second language student who can communicate orally and comprehend at his/her level what others say is a successful story; according to my experience and research in second language acquisition, teachers who can facilitate students' communication development opens the door for that student to continue mastering that language which should, after all, be the ultimate objective for both, the language program and the student. Oral communication development and listening comprehension should assure a positive attitude by a second language student toward the subject; eventually, this could keep the learner studying four instead of the two years that most students see themselves involved with when starting traditional language programs. Finally, I will conduct my classes OBJECTIVE: This class prepares the student to acquire language skills in writing, reading, listening and speaking which will foster the development of oral proficiency in Spanish in accordance with this early stage. Students of Spanish I CPI use TPR-Storytelling techniques (TPR-S), a foreign language teaching approach that uses Cooperative Learning activities, and concentrates on thoroughly developing verbal acquisition. This class also provides insights into the attitude and ways the Spanish speaking people behave according to their environment and cultural patterns. Finally, as part of Moeller’s goal of the use of computers, this course uses resources found on the Internet such as Spanish language newspapers, museums… In addition, students will use the Internet in activities created by either by me the teacher or by others on the web. All of these resources provide a realistic encounter between the student and the Spanish language. This class uses a reading book which will be provided by the teacher at the start of classes; students are required to have their book, computer a notebook (in case of computer problems) and pen in every class. ACADEMIC (COMMUNICATION AND LEARNING) OBJECTIVES At the end of this course, a student of this class will be able to 1. Introduce yourself and others. 2. Ask where someone is from and saying where he is from. 3. Talk about what he and others want and need. 4. Describe the content of his and other’s room 5. Talk about class and sequencing events. 6. Tell about what time something happens.

7. Describe people and things. 8. Talk about things he likes and explain why. 9. Talk about what he likes to do. 10. Discuss what he and others do during free time. 11. Tell where people and things are. 12. Discuss how often he does things. 13. Talk about what he and friends like to do together. 14. Give todayâ&#x20AC;&#x2122;s date. 15. Describe people. 16. Describe his family 17. Discuss things his family does together. 18. Discuss problems and give advice. 19. Talk on the telephone. 20. Extend and accept an invitation. 21. Make plans. 22. Turn down an invitation and make an excuse. 23. Talk about meals and food. 24. Discuss gift suggestions. 25. Comment on clothes. 26. Express preferences. 27. Talk about what he is doing right now. 28. Ask and give opinions. Homework Students will have homework for every class (with some few exceptions during the school year); please, be aware that reading and listening comprehension are a big factor in this class since students will have to provide answers in Spanish; I will advise you read stories at least three times Grading in the Spanish class Homework, 20 %: All students have this percentage at the start of every quarter and it is up to them to keep it by having their homework ready every time. Every missing assignment represents 2% of the 20 percent. Class Participation, 20 %: You are required to work hard and do your best in class either in an individual task or when working with partners. Communication, 20 %: Spanish is the communicating language in this class and students need to use it at every moment in order to ask and answer questions, and during the developing and acting of stories; students will follow and provide signs and or commands accordingly.

Quizzes, 20 %: Quizzes are mostly about reading comprehension, vocabulary and grammar and this implies a great effort for reading stories in Spanish not once but at least two times and may be three in case of listening and oral difficulties. Tests, 20 %: Tests are based on the developing and presentation of stories in groups. A student who gains or gets near to this percentage needs to be an active member of his group and be a story teller very frequently. An A student, 100-90 As for class participation and communication, an A student will speak Spanish in class, ask and answer questions in Spanish, always; he also will have outstanding reading comprehension on all the reading assignments and have consistently excellent quiz results. This student rarely uses English for communication purposes in the classroom. Likewise, an A student needs to have his homework ready every time and, finally, as for testing, an A student will be an active participant in his group during the development of stories and be a frequent story teller. Students with B, 89-80 As for class participation and communication, a B student will generally communicate in Spanish during class, ask and answer questions in Spanish as well; a student with a B grade will have consistently good results on quizzes and a good reading comprehension level. This student seldom uses English in class. A student with a B grade will have his homework virtually every time and participate actively in tests during the development and presentation of stories. Students with C, 79-75 As for class participation and communication, a C student will ask and answer questions in Spanish very often and in general have appropriate communication skills in Spanish although he sometimes will use English for communication; a student with a C grade will generally be able to read for comprehension although with some guessing and have fair quiz results. This student might miss several homework assignments. Students with D, 74-70 As for class participation and communication, a D student intends but does not always accomplish asking and answering questions as well as to communicate in Spanish. This student may not put sufficient effort into reading assignments and might miss several homework assignments. Quiz scores for this student will be below average and, finally, in the area of tests, a D student will attempt but not always accomplish an active role during the developing and the acting of stories. Students with F, 69-0 As for class participation and communication, this student relies on English most of the time and has a negative attitude toward the use of Spanish as the only acceptable way of communication in class. This

student has the tendency to miss homework frequently, with the result that his quizzes are poorly done. As for tests, this student will be directed by the teacher to work on his own and not in a group where his attitude will be an obstruction for other students in practicing their Spanish. Some Rules for the Spanish class (discipline): 1. Respect the class rules. There are no exceptions for breaking a rule. 2. Respect yourself and others in the classroom. No insults will be tolerated! 3. This class follows Moellerâ&#x20AC;&#x2122;s Handbook in reference to attendance, tardiness, dress code, academic violation etc. 4. Students should be in their assigned seats at the beginning of the class (you need a note from a teacher or the office in case you are coming late.) Note: the bell sound at the end of class alerts the teacher to dismiss students and I will do this; do not leave until I tell you to. The aisles should remain clear for movement. Put your book bags in a location that will keep the aisles clear. 5. In case you need the bathroom, please come to the classroom first and II will give you permission to go. I have no problem granting permission to the bathroom but I encourage you to stay away from abusive behavior. 6. Students have the right to reach their potential in Spanish; please do not talk out in class. I will address your question after you raise your hand. Note: make sure your cell phone is off during the Spanish class! Failing to do this will result in a mandatory school detention. Consequences for violating the rules: A. I will talk to you to ensure that you have understood the expectations concerning the class discipline rules. B. I will call your parent and you will also have one hour after school detention with me (be aware that practicing sports at Moeller wonâ&#x20AC;&#x2122;t exempt you from detention); in addition, if you have detention with another teacher, I will need a note from him/her. (Thursday is detention day and you should be in my room 232 at 2:50 p.m.). C. Finally, I will write a misconduct report.