Before sending the students on a relaxing break, we will be having an assessment in class on Tuesday, October 3.
The assessment will cover the various causes of the American Revolution, specifically:
- The theories of the Enlightenment
- The relatively high rates of literacy in the American colonies and the development of a road system that connected the major colonial cities such as Boston, New York, and Philadelphia.
- The French and Indian War both in terms of unifying the colonists against an enemy and creating massive debt for Great Britain that was going to have to be paid through collection of taxes.
- The conflict between the colonies’ idea that they were entitled to certain amounts of self-governance and the British Parliament’s idea that the colonies should be “paying their fair share” of the debt from the French and Indian War.
- The tensions created by a heavy British military presence in cities like Boston.
- The Proclamation of 1763 as another example of uninvited parliamentary interference with the free movement of the American colonists.
An astute student will be able to weave these threads together to give a comprehensive discussion of the various causes of the American Revolution.
Here you will find excerpts from a primary source (correspondence between British army officers). Rather than tell you what you are going to read, I’ll leave it to you to . . .
- What are the two specific plans laid out for reducing the Indian population?
- Why is one of the two plans rejected?
Bartolome de las Casas was an early advocate for humane treatment of the native population of the Americas by the invading Spanish. Attached you will find his Brief History . . . which gives an account of the behavior of the Spanish conquistadors who seized land from the native population.
Bartoleme de Las Casas – Brief Account of the Devastation
Grading Policy – Mr. Stewart
Department of Social Studies, Upper School – Discovery School
Each students grade will be determined based on the following formula:
This includes tests, quizzes, and in-class presentations that are intended to demonstrate mastery of the curriculum.
Homework will be graded according to the rubric posted on the teacher’s blog. Unexcused late homework will be subject to a points deduction.
This part of the grade encompasses all in-class written work, participation in class discussion, and making meaningful contributions in pair- and group-work. The grade will also include periodic assessments of the student’s notebook (see teacher’s blog for notebook standards).
Contributions to class discussion will be evaluated both in terms of consistency (students are expected to make meaningful contributions to class every day) and in terms of quality (see rubric on the teacher’s blog).
Persistent and/or egregious deviation from in-class expectations for appropriate student behavior will lead to a deduction from this part of the student’s grade.
Term Projects/Extended Work (30%)
Students are expected to complete longer-term projects that will require substantial research and revision. Students will be notified when a piece of work falls under this category and task-specific rubrics will be distributed with the assignment.
Please Note – Students are expected to turn in original work that includes proper citations when necessary. Work that is copied or plagiarized will receive a score of zero and no makeup opportunity will be given.
RubricsNotebook StandardsHomework Classwork Rubric
Attached please find links to our classroom rubrics/standards for grading notebooks, contributions to class discussion, and “short-burst” writing assignments such as in-class writing or homework assignments.
Rubrics for more significant pieces of work such as term papers will accompany those assignments as they are given.
My name is Ian Stewart, and I am the newest member of the faculty at Discovery School. I will be teaching social studies for grades 9 through 12.
For the past thirteen years I have been teaching economics, government, and history (both global and US) at a public high school in New York City. While I enjoyed my time at Bronx Health Sciences High School very much, I was ready to explore new challenges and to embark on an adventure.
Prior to my time teaching in the public schools, I worked in the private sector for a test-preparation company by the name of The Princeton Review. While my primary responsibilities focused on test preparation for graduating college students (LSAT, MCAT, GRE, GMAT), I have extensive experience in helping students prepare for the SAT.
My sister is a Discovery School parent, and I have visited Honduras on two occasions in the past. I am delighted to be joining the Discovery School family and look forward to getting to know you all better as we move through this coming school year together.
Ian M. Stewart
Social Studies – Discovery School
This week you will continue the Forrest Gump project by finishing the film and completing 20 of the options on the Google Doc I previously shared with you last week. If you get finished with this project before I return to school next week, you should complete the Chapter 19 Review in the US history textbooks.
We are continuing our war unit this week, reviewing WWII on Monday and beginning the Cold War on Tuesday. Make sure to take notes on all videos, lectures, readings, etc…You will be completed a layered project on this topic and all requirements and guidelines will be in the presentation.
On Tuesday we will review the course so far with a “List and Categorize” activity in partners. Wednesday-Friday we will be studying World War II, before and after and nationally and globally.
On Monday and Tuesday we will be in the Info Center to finalize the projects for Women’s History Month. On Wednesday, you should come prepared for a dress rehearsal. The “Living History Museum” will be held in the Info Center and the Conference Room on Thursday, April 6, at 12:30.