Class Syllabus

Key Elements, Responsibilities, and Results:

As your teacher it is MY RESPONSIBILITY to:

a. Show RESPECT for myself, others, the environment, property, time, and rules.

b. Behave in a way that encourages positive RESULTS.

c. Provide a physically and emotionally SAFE learning environment.

d. Design and present appropriate ACADEMIC TASKS.

As a student it is YOUR RESPONSIBILITY to:

a. Be intellectually honest (cheating, copying, etc).

b. Do quality work and submit it on time.

c. Speak up if you have concerns.

d. Honor diversity and space.

e. Honor your time, my time, and our time.

f. Take care of things (yours, mine, things of your neighbor and of our school).

g. Be familiar with TUSD rules and the rules of Sahuaro High School.

h. Absolutely refrain from using cell phones and other electronic devices in this class.

i. Be on time and attend class. There are consequences consistent with TUSD policy for absences/tardies. The instructor WILL require students to attent Conference Periods to make up class time after 3 absences (excused/unexcused) or tardies.

j: SLANT (Sit up, Listen, Ask Questions, Nod when you understand, Track me with your eyes).

It is YOUR RESPONSIBILITY to behave in a way that encourages positive RESULTS by:

a. Listening attentively to what your classmates and the instructor are saying.

b. Participating in class work--all of it.

c. Managing your time.

d. Working with others when group assignments are given.

e. Bringing your materials everyday to class.

f. Doing the assigned reading.

Rules for class:

** Please observe the rule that homework/assignments will have specific due dates. The expectation is that you meet these due dates. Please type all work when "written" assignments are given. If you have an excused absence, I will accept the late work when you return. There are individual circumstances (on your end) that might arise and if so please feel comfortable and approaching me about these circumstances.

1. Respect, learn, and grow. The two rules that I was given by my parents in high school was to stay on the honor roll at all times and to never lie to them. If you can follow these two rules (study hard and be honest) you will be fine.

2. “Mind the Gap.”

3. Always have your ’Harkin Experience” notebook ready for class.

4. Your grade will be comprised of quizzes, exams, The Gap, projects, writing assignments

. **** You will be graded consistent with the scale used by TUSD (100-90=A, 89-80=B, 79-70=C, 69-60=D, 59-0=F).

5. Cheating--including plagiarism of any kind--will not be tolerated.

6. Please do not use phones during class. They are a distraction to what we are trying to accomplish. For me, it is a betrayal of trust.

7. Expect to make us of the Conference Period--by appointment.

8. Be aggressive with your reading and your work. Please do not fall behind--once you do so it is very difficult to catch up.

I am here to help you. Please take advantage of having a teacher who is energetic, creative, caring, and challenging. I am very excited to see you learn and grow as people and students. Use me as a resource! I can be contacted (if needed) at jeremyh33@yahoo.com. I look forward to an excellent year together.

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Syllabus for Government/Economics Senior

“The mind that has become illuminated can never again go dark.” --Patrick Henry

FIRST SEMESTER: “Students in grade twelve pursue a deeper understanding of the institutions of American government. They compare systems of government in the world today and analyze the history and changing interpretations of the Constitution, the Bill of Rights, and the current state of the legislative, executive, and judiciary branches of government. An emphasis is placed on analyzing the relationship among federal, state, and local governments, with particular attention paid to important historical documents such as the Federalist Papers. These standards represent the culmination of civic literacy as students prepare to vote, participate in community activities, and assume the responsibilities of citizenship.”

This course provides a college-level experience and preparation for life as a scholar and citizen. A high importance is placed on mastering a significant body of factual information, engaging in Socratic-styled class discussions, interpreting primary documents and writing critical essays.

The Topics covered are (1) the US Constitution (2) Political beliefs and behaviors (3) Political Parties, Interests Groups, and Mass Media (4) Institutions of National Government (5) Public Policy (6) Civil Rights.

SECOND SEMESTER: AP Economics will focus on Basic Economic Concepts within Microeconomics and Macroeconomics. This includes a study of economic concepts and principles, as well as the fundamental concepts and factors concerning individual decision makers within an economy. The main areas of concentration include: basic economic concepts; the nature and functions of product markets; factor markets; and, efficiency, equity, and the role of government. Students are expected not only to know the material but also to apply critical thinking skills to the units covered.

Syllabus for DUAL CREDIT Junior American History

“The mind that has become illuminated can never again go dark.” --Patrick Henry

Course Objective:

This course will trace American History from Puritan settlements begin in 1620 to today. Major topics of study will include: colonial settlement, formation of the Constitution, War of 1812, Gadsden Purchase, Revolutionary War, Westward Expansion, Civil War, Reconstruction, the growth of business/industry, immigration to the US, Spanish-American War, WWI, WWII, Cold War events, Civil Rights, Vietnam, and will conclude with the current events in US History. The course will enhance students’ abilities in written/oral expression, problem-solving, and working cooperatively with peers. There WILL be regular homework assignments. Students will be involved in individual and group activities throughout the course. Oral presentations will also be required.

Our "end" goal is to understand the rigor and relevance of a college level course. The Pima Community College experience is a terrific one to begin your post-secondary academic journey. This is a college course that will "follow you." Please be sure to keep up with the class and to use me as a resource for any issues! Please establish an open and positive relationship with your Pima College Professor!

Students will be able to:

1. Comprehend the United States as a nation of immigrants beginning with the Puritans.

2. Understand the economic, political, and philosophical reasons for the American Revolution and the issues encountered in establishing a new government.

3. Understand the underlying causes of the Civil War and its impact on the economic and social structures of the U.S.

4. Analyze the changes of the late 19th century from immigration to the Industrial Revolution and Westward movement (especially Arizona) to the imperialism of the early 20th century.

5. Reflect on the causes and results of WWI and WWII (including the political and social movements of the 1920’s and the Great Depression of the 1930’s).

7. Understand the development of the Cold War and research specific areas of confrontation.

8. Analyze the key events of the 1960’s from Civil Rights to Vietnam.

9. Discuss political, social, and economic changes of the late 20th century and 21st century.

Literature/Primary Documents will be frequently used. Some of the following texts will be read and discussed.

William Bradford (Plymouth Plantations), Jonathan Edwards (Sinners in the Hands of an Angry God), Thomas Jefferson (The Declaration of Independence), Patrick Henry (Speech in the Virginia Convention), Ralph Waldo Emerson (Self Reliance), Henry David Thoreau (Civil Disobedience and Walden), Edgar Allan Poe (The Raven and various short stories), Frederick Douglass (The Narrative of a Slave), Abraham Lincoln (The Gettysburg Address and The Second Inaugural Address), Emma Lazarus (The New Colossus), Langston Hughes (and the artists of the Harlem Renaissance) and others.

Major Projects/Assignments:

1. Every student will be required to present a formal speech in the persuasive style of Patrick Henry. The student will be expected to use the rules of rhetoric. A rubric will be presented well in advance and the student will be given an assigned date to deliver their speech. The speech must be presented/given within the guidelines of formal rhetoric and the rules must be precisely followed as instructed.

2. The student will create an Old Time Radio (OTR) show after being introduced to the ways in which OTR was created. The student can expect to be familiar with the following names from OTR: Vincent Price, Lucille Ball, Abbott and Costello, and Orson Welles. The student will join a group and the group will create an OTR radio show to be performed live in class. The rubric for the OTR project will be given in advance of the assignment.

3. The student will be introduced to the History of American Music from 1900-modern times. Really--from Irving Berlin to Biggie.

Syllabus for WRITING 101/DUAL CREDIT w/Pima Community College:

Course Description: “One thing that is always with the writer – no matter how long he has written or how good he is – is the continuing process of learning how to write.” -Flannery O’Connor “

There is no greater agony than bearing an untold story inside you.” – Maya Angelou In this course we will discuss writing as a process.

College Composition, is a college-level writing course designed to prepare students to make the transition from high school to college by familiarizing them with the standards for academic writing they will encounter throughout their educational and professional careers. In particular, students will gain intense experience in writing academic prose that demonstrates knowledge, understanding, analysis, and application of ideas from a variety of progressively sophisticated and interrelated texts. Pedagogy and Rationale: This course is based on some simple but important principles: first, that students learn to write by composing and revising under the guidance of sympathetic readers and editors—i.e. classmates and the instructor. Second, that examining and discussing writing is the best way to improve the writer’s craft. Third, that sharing work with others, whether in peer-response sessions, writing workshops, or collaborative efforts, promotes learning about writing by widening the range of responses to students’ written work. Finally, and perhaps most importantly, that guidance from texts—whether from your own writing, handbooks, textbooks, nonfiction essays, novels, or other relevant media—facilitates learning to write by providing models for analysis and discussion, sparking ideas for writing, answering questions, or suggesting ways to engage more fully in the writing process.

Expectations: EN 101 will build upon a set of basic competencies: an understanding of and ability to apply the grammatical conventions of Standard Written English; the knowledge of how to construct simple sentences and paragraphs; an understanding of the basic structure of an essay; an ability to read at the high school level. EN 101 will teach students techniques of critical reading and thinking, style, and rhetoric that mark the accomplished academic writer. These skills are central to becoming a successful writer, and they will therefore be the centerpiece of this course.

Course Objectives: EN 101 will provide: 1. Practice in academic writing incorporating a variety of different text types, printed, visual, and web-based; 2. Knowledge, understanding, and analysis of texts and the ideas they contain; 3. Practice in critical reading, thinking, and writing; 4. A more complete understanding of accepted academic conventions, style, and documentation; 5. An overview of rhetorical principles and strategies used in both authored texts and the students’ own writing. 6. An overview of the importance of interdisciplinary study for all academic inquiry.

Course Goals: Students in EN 101 will develop skills and knowledge in the following areas: 1. Writing an academic essay that includes a structural and intellectual demonstration of a thesis, of paragraphs, and of a conclusion. 2. Writing an academic essay that analyzes written and non-written texts, compares and contrasts different ideas within texts, and/or applies the ideas of one text to the analysis of another text or non-textual object of analysis. 3. Engaging in the writing process through multiple drafting, revision, and editing. 4. Becoming increasingly cognizant of errors in students’ own writing and developing the ability to correct them independently. 5. Distinguishing between summary and analysis or interpretation. 6. Integrating a quotation, paraphrase, or summary with sufficient context, explanation and analysis 7. Identifying and responding appropriately to the rhetorical strategies of published and student texts.

All other conditions of class are consistent with the rules and guidelines of Pima Community College.

Syllabus for HONORS Sophomore World History

“The mind that has become illuminated can never again go dark.” --Patrick Henry

Course Objective:

This course will study World History including, but not limited to, Ancient Greece and Rome, the Anglo Saxons, the Dark Ages, the Renaissance and Reformation, the Russian Revolution, World War I and II and much more. We will explore all around the world and this covers a LONG span of time. We will strive to use this material to understand who we are as people.

Our "end" goal is be able to pass the Advanced Placement Exam at the end of the school year. Passing this exam will be a triumphant end to your year. It does NOT define you as a student or person. But passing the exam WILL award you college credit. Passing this exam "ain't easy" but with hard work and dedication to the material at hand, we'll give it a shot.

Students will be able to:

1. Develop their research skills – History Historical research is a process in which students examine topics or questions related to historical studies and/or current issues.

2. To understand major World Religions that are still practiced today and how they influence perspective, laws and government, knowledge, societies, culture and identity.

3. Explain Ancient Greece and Rome – The geographical, political, economic and cultural characteristics of early civilizations significantly influenced the development of later civilizations.

4. Renaissance and Reformation – The rise of individualism challenged traditional western authority and belief systems resulting in a variety of new institutions, philosophical and religious ideas, and cultural and social achievements.

5. Encounters and Exchanges – Innovations, discoveries, exploration, and colonization (as a prelude to 20th century wars) accelerated contact, conflict, and interconnection among societies worldwide, transforming and creating nations.

6. Age of Revolution (specifically, Italy, Germany and Russia) – Intensified internal conflicts led to the radical overthrow of traditional governments and created new political and economic systems.

7. Age of Imperialism – Industrialized nations exerted political, economic, and social control over less developed areas of the world.

8. World at War – Global events, economic issues and political ideologies ignited tensions leading to worldwide military conflagrations and diplomatic confrontations in a context of development and change.

9. Contemporary World – The nations of the contemporary world are shaped by their cultural and political past. Current events, developments and issues continue to shape the global community.

Major Projects/Assignments:

1. Create newspaper, front page templates for specific eras/accomplishments in History.

2. Create and explain a board game that highlights particular points from a taught unit.

3. Write and read a children's story that explains the values of a particular civilization.

4. Students will choose characters studied from class and imagine them having a conversation. What would they discuss? What would they agree on? Disagree?

5. The student will be exposed to the music of the world--by continent.

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Syllabus for Sophomore World History

“The mind that has become illuminated can never again go dark.” --Patrick Henry

Course Objective:

Students will be able to:

1. Develop their research skills – History Historical research is a process in which students examine topics or questions related to historical studies and/or current issues.

2. To understand major World Religions that are still practiced today and how they influence perspective, laws and government, knowledge, societies, culture and identity.

3. Explain Ancient Greece and Rome – The geographical, political, economic and cultural characteristics of early civilizations significantly influenced the development of later civilizations.

7. Age of Imperialism – Industrialized nations exerted political, economic, and social control over less developed areas of the world.

9. Contemporary World – The nations of the contemporary world are shaped by their cultural and political past. Current events, developments and issues continue to shape the global community.

Major Projects/Assignments:

1. Create newspaper, front page templates for specific eras/accomplishments in History.

2. Create and explain a board game that highlights particular points from a taught unit.

3. Write and read a children's story that explains the values of a particular civilization.

4. Students will choose characters studied from class and imagine them having a conversation. What would they discuss? What would they agree on? Disagree?

5. The student will be exposed to the music of the world--by continent.

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Syllabus for HONORS JUNIOR Language/Composition:

Welcome to Honors English 11! Below are a few suggestions to help you make the most of this course. In this course, we will study many pieces of American Literature arranged in thematic units. While studying each piece, we will also consider the historical time period in which it was written and the literary style of the writer. The works listed below are some of the works we may read throughout the course, the order of which will be determined by the school calendar, the windows of standardized testing, and other factors. All works listed below are in our primary text, The Elements of Literature, unless marked with an asterisk. In addition to the readings, each unit also has one element of other media, including films, poems, cartoons, advertisements, music, and many other forms.

Unit 1: The American Journey (summer novels) o Huckleberry Finn - Twain* o The Secret Life of Bees - Kidd* o Of Plymouth Plantation – Bradford

Unit 2: American Persuasion and Propaganda o Speech to the Virginia Convention - Henry o Barack Obama’s Presidential Address* o John F. Kennedy’s Presidential Address* o Sinners in the Hands of an Angry God – Edwards o Letter from Birmingham Jail - Martin Luther King Jr.*

Unit 3: American Morality o The Scarlet Letter – Hawthorne* o The Crucible – Miller* o The Perils of Obedience – Milgram* o Enemies from Within – McCarthy*

Unit 4: America in Darkness o The Raven – Poe o Excerpt from Moby Dick – Melville o The Masque of the Red Death – Poe o The Fall of the House of Usher – Poe o The Devil and Tom Walker - Irving

Unit 5: The Great American Novel o Novel / play by chosen author from list* o Additional novel, play, or short story (at least one) written by said author* o Critical essays from library research chosen by student

Unit 6: The American Dream o The Great Gatsby – Fitzgerald* o Of Mice and Men – Steinbeck* o To a Mouse - Burns* o The Hollow Men - Elliot*

Unit 7: American Life Lessons o Tuesdays with Morrie – Albom* o Speech

All other rules consistent with TUSD rules and regulations.

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