Introduction to Kinesiology

Course Description 

This course is for students interested in the human body and areas of both physical and mental health. If you are interested in studying health sciences (medicine, nutrition, psychology, biology), you will study the systems of the human body and how the musculoskeletal system influences overall health. The topics that will be covered include history, principles, and physical practice with which you will evaluate and experiment with movement. High-intensity participation is expected to successfully complete this course.

Programa del curso

Expectativas del curso

 Siga estas expectativas básicas de participación:

Llegue a tiempo y esté preparado

Participe cuando se le solicite y complete su trabajo de clase semanal

Esté alerta (no duerma), sea un aprendiz activo y no use ningún dispositivo electrónico prohibido.

Sea respetuoso y cortés

Habrá tolerancia cero para comentarios irrespetuosos, hirientes, racistas o para burlarse del comentario de otro estudiante sobre un tema. En esta clase discutiremos temas delicados en ocasiones, por lo que el respeto es imprescindible. Es posible que a veces no esté necesariamente de acuerdo, pero ninguna situación es una excusa para invalidar o dañar a alguien. Si alguno de estos comportamientos ocurriera, se le enviará inmediatamente a la oficina de HS con el Sr. Zink y obtendrá cero puntos de participación durante el día.

Ser capaz de trabajar de forma independiente sin interrumpir al resto de la clase.

College Preparatory: United States History

Instructor: Mr. Douglas Robbins Contact Information: doug.robbins@asfg.edu.mx

Room: HS 206

Individual Meetings/Office Hours regarding extra help, questions, or concerns: Thursday 3:00-4:00, I can also be available by appointment.  Email an appointment request. 

Required Materials Besides Your Laptop and Textbook

-One Large 100+ page Spiral Notebook, for this course only. (Five-Star is the biggest) 

     You will hand in the above notebook, from time to time. 

A three ring-binder for class handouts

and a large glue stick or large box of tissues

Course Description

In CP United States history, students will learn to read, write, and think like historians. This survey course will introduce students to the major time periods that characterize the last 600 years of American history. We will begin with Pre-Columbian societies and end at more recent challenges. The course will emphasize major events and figures within each time period rather than very specific details and smaller figures.

Course Structure

Throughout the week, students will learn the content of American history through a variety of activities, readings and media.  Students will be held accountable for the content through a variety of assessments (discussions, multiple choice questions, short answer paragraph responses, and essays). Homework may include short outside readings of articles, texts, and essays related to the topics at hand.

Course Goals

• Students will be able to describe major events and figures in a given historical time period.

• Students will be able to analyze historical texts (primary and secondary sources)

• Students will participate in discussions by: asking questions, researching, formulating positions, presenting findings, and adjusting one’s views after considering other perspectives.

• Students will be able to answer prompts in the form of short answer questions and essays that have clear arguments that are supported with evidence.

Course Content Details

Semester 1 Questions: How did differences in settlement patterns in colonial America lead to the Civil War?
How did these foundations, the Civil War, and Reconstruction lay the foundation for racial and economic disparities that continue until today?  

Major Curricular Units: Colonization, American Revolution, Indentured Servitude and African Slavery, Indian Removal, Westward Expansion, Mexican-American War, the Civil War, and Reconstruction.

Semester 2 Question: To what extent has the U.S. improved upon past injustices?

Major Curricular Units: Industrialization and Imperialism/Spanish American War, Great Depression and New Deal, World Wars as a causes of various Civil Rights Movements, and Cold War origins and hostilities.

Grading & Assessments 

ASFG Mission Statement:

Educating students in a bilingual, bicultural and secular environment to be purposeful learners, critical and creative thinkers, effective communicators and community contributors, based on a foundation of honor, freedom and commitment.

Community Contributor - 25%  (Homework, classwork, participation, behavior, speaking English) 

The student contributes to a positive learning environment through conscientious preparedness and reflection. He or she demonstrates personal integrity through behavior that is respectful, responsible, open-minded, honest, and kind.  Student participates collaboratively with team members, using positive interpersonal skills.  Student develops leadership skills while modeling being an engaged, inquisitive, and proactive learner.

Purposeful Learner- 25%  (Quizzes, projects, tests; formerly known as Knowledge and Understanding)

The student uses a wide range of terminology, demonstrates knowledge and understanding of course content and concepts through thorough descriptions, explanations and examples.

Effective Communicator - 25%  (Written and oral communication, essays, projects, discussions)

1. Communicate information and ideas using an appropriate style for the audience and purpose.

2. Structure information and ideas in a way that is appropriate to the specified format.

Critical & Creative Thinker - 25%  (Argumentative Writing, Projects, Research, Source Analysis, Reflection)

1. The student synthesizes information to make valid, well-supported arguments, and discusses concepts, issues, models, visual representation and theories. 

2. The student effectively analyses and evaluates a wide range of sources/data in terms of origin and purpose, recognizing values and limitations, thoroughly interprets a range of different perspectives and their implications. Document sources of information using MLA conventions.

*Week Without Walls grades will count for 10% of the respective quarter.

Semester grades are based on the following:

Semester 1: 1st Quarter (40%) + 2nd Quarter (40%) + Semester Exam (20%) = 100%  

Semester 2: 3rd Quarter (40%) + 4th Quarter (40%) + Semester Exam (20%) = 100%

The ASOMEX and trip participation grade cutoff is 65% and is checked at the end of: Q1 grade for fall trips, S1 grade for winter and early spring trips, and Q3 for Q4 trips. 

Note: students will be awarded credit for all courses offered in the high school by semester.  Each quarter will count for 40% of the semester grade, and the Semester Exam will count for 20%.  Grades will not be averaged for the year.  Any student failing a semester of a course will be required to attend summer school to earn credit for that semester. The ASFG social studies department offers no semester exam exemptions.

My Philosophy of Education...and life

It’s fairly simple and straight-forward; I believe together we can create a safe place where we are all comfortable to grow, explore and question.  We can do this best if we commit to being respectful, kind, curious, and patient.  I will commit to this and my expectation is that you all do your best to commit to these principles, as well. 

Important goals where I’d like your support:

Goal #1: Let’s limit digital and physical distractions to keep us focused on learning. Some ideas: (When we are together in the classroom, please place phones in the designated location, based on your roster number.) 

Goal #2: Let’s maintain a safe, respectful environment where everyone feels comfortable expressing oneself. Some ideas: Never put anyone down. Consider your tone and body language. Avoid judging people, consider arguments and ideas.

Goal #3: Give your best effort so we can all take pride in our ideas and our work. Some ideas: Don’t be afraid of mistakes or even failures. They are awesome teachers...if you let them be.  Get curious. It helps you remember things and makes the time go by more quickly. :)

Goal #4: Let’s commit to getting our needs met. Some ideas: Ask questions, ask clarifying questions, offer solutions, be patient, curious, and be tenacious. 

Common High School Rules

Some classes may have additional rules but still uphold the essence of what is written below.

Use of delivery services to ASFG campus (ex. Uber Eats, Rappi): The use of delivery services to the ASFG campus during school hours is not allowed.  Items needed for ASFG events should be coordinated by a student’s teacher or the  section office.

Latework:  Late homework will only be assessed one school day beyond the due date and with 50% off the assessed grade.  Beyond one school day, late work is not accepted.  A teacher has the right to not accept late work if it is not completed at a quality level.  Teachers are advised not to accept incomplete latework.  Work should be turned in by the beginning of the next class or by 2:45 if the student does not have the class that day.  Projects are not allowed to be late.  “Late” is defined by not having the assignment submitted at the indicated time or the beginning of the student's assigned class period.  Teachers should use the PowerSchool annotation indicating “late”.  At teacher discretion, teachers are allowed to offer alternative assignments for a grade to help students learn the material.  

Unjustified Absences: In class work will not be assessed and students will receive a 0%.  Work that is handed in late due to an unjustified absence is not considered “late work”, it receives a 0. If a student meets the deadline electronically or by turning the work in early, it can be graded as normal.

Justified Absences: All justified absences are determined by the high school office within 48 hours of the absence and recorded in Powerschool accordingly.  Students will have one school day for each day missed to make up any work.  For extended absences, the scheduling of tests and quizzes is the responsibility of the student and should be done immediately with teachers upon return so these important assessments are taken within this timeframe.  Group work or group presentations that are missed for a justified absence may be graded individually.  The student is responsible to establish communication regarding all make-up dates and times.   

Students who have an “On Campus Absence”, should still hand in their work and take quizzes or tests on the scheduled due date, by the end of the school day (ex. Office meetings).  Teachers are allowed to schedule other due dates for this based on the reason for the “On Campus Absence” (ex. Drama and band performances)

All absences for semester exams follow the policy outlined in the Parent Student Handbook and are managed by the high school office.

Tardies: After 10 minutes, a student is marked with an unjustified absence to a class.  Students should arrive with an office pass for first period classes.  Teachers should allow students to join the class, but work that was missed during the first minutes can not be recovered.  Work handed in after this time will be considered “late work”.   Once the student arrives, student work can begin even if it means less time for the assigned activity. 

Academic Dishonesty: The following issues will cause a student to receive a zero on any type of assignment, project, or assessment.  Unless otherwise specified by the classroom teacher, all work handed in by a student needs to demonstrate their individual performance and knowledge.

• Cheating

  • Copying work that will be graded from another student

  • Using material that is not authorized such as unauthorized reference sheets, online or paid homework services are not allowed since the difference is that in-person tutoring tends to be “procedure oriented” whereas paid online services tend to be “answer orientated”.

  • Sharing information in person or electronically without teacher permission

• Plagiarism

  • Using another person’s work without giving formal credit.  

  • Giving your work to others so that they can use it to help complete their own tasks.

• Collusion

  • Unauthorized collaboration with another person in preparing work and passing it off as one’s own.

• Students will not give or ask for questions or answers from an assessment with the intention of gaining or providing an advantage on that assessment.

Cellphones and other electronic devices - must be silenced and remain in backpacks, unless the teacher has given permission to use them.   When asked, a student should give any electronic device to the teacher to either remain at the teacher’s desk or submitted to the high school office.  This includes smart watches, which may not be worn during any assessment.  Students should always ask teachers if the use of any digital device for music, recording, photos, etc are allowed during class.

https://bokcenter.harvard.edu/technology-and-student-distraction

Spoken Spanish vs English in classes - From bell to bell, students should speak Spanish or English in classrooms in alignment with the primary language used by the teacher for that class.  Teachers have the discretion to include this habit in the grade of the class.

Exempting Exams: Each department in High School maintains a grade level appropriate common policy on exempting exams.  Department Heads will work with their team to manage a clear description of this policy.

Behavior Grades: Grade associated with study habits & behavior should be concentrated into a category called something similar to “Work Habits” and may only count a maximum of 10% of a final grade.  Any habit that you are trying to instill upon your students not associated with your content and skill area should be concentrated in this category.  Examples include: tardies, neatness, names on paper, raising hand, handing in parent signatures, completion of homework or other task (and not considering quality of a task), etc.

Homework returning from extended holidays: High school classes do not have homework over winter break, spring break, or extended weekends beyond 3 days (ex, 4 day weekend, Thanksgiving week).  Quizzes and tests are not to be scheduled for the return day after a holiday.  Exceptions to this include the reading of novels where time before/after the vacation was provided.  Advanced Placement teachers may choose to assign homework over Spring Break due to the nearness of the AP exams.

*My personal addendum to High School Late Work Policy

I’m not a huge fan of homework and we will complete most of our assignments during class. Realistically, though, some of your reading and writing will take place outside of class. Deadlines are an inevitable part of our society. Whether it is a reading, viewing or writing assignment, they are due at the beginning of class on the assigned day. If life happens and you cannot make a deadline, you must 

1. email me and your parents the day of class 

2. to explain what happened, 

3. how you will try to avoid that problem in the future 

4. and when the completed work will be submitted. 

If this becomes a pattern, we will need to work together with your caretakers to help you navigate it. 

The 11th grade team agreement on student passes:  

• In general, use the restroom between classes. 

• Each quarter, students will be allowed 3 bathroom passes. 

• Write your name on the board when you leave to use the restroom.

• Use the restroom nearest your classroom.

• Unused passes may be exchanged for extra credit at the end of each quarter. 🆒 The amount of extra credit will be determined by each teacher individually. 

Using Zoom when you can’t come to school:

If you need to Zoom in from home-

a) Before class, ask a classmate to be your Zoom buddy. They will join Zoom from class and help you if you run into issues or have something to share. 

b) Use the chat function to ask your buddy any questions or share something with class.  Don't distract them with outside discussions, though. :)

c) Your Zoom buddy will be your partner in any group or pair work we do that day.

d) Email me after class if you missed something or have any questions.