1. Welcome San Pedro Pirates!!
SLC: PiFi
ROOM # 221
PHONE #:
(310)
SCHOOL WEBSITE: SANPEDROHS.ORG
INTERVENTION: AFTER SCHOOL TUTORING WHEN AVAILABLE.
ADMIN: JOHN ESTOESTA
SLC LEAD TEACHER: MRS BRYE-WATSON

2. WORLD HISTORY A/B GRADE 10
TEXTBOOK: WORLD HISTORY: THE MODERN ERA
SYLLABUS: PLEASE REFER TO HANDOUT
MATERIALS REQUIRED: PENS OR
PENCILS, COMPUTER ACCESS OUTSIDE OF CLASSROOM, & SPIRAL NOTEBOOK.

3. INTRO TO SOCIOLOGY
TEXTBOOK: HOLT- SOCIOLOGY: THE STUDY OF HUMAN RELATIONSHIPS
SYLLABUS: PLEASE REFER TO HANDOUT
MATERIALS REQUIRED: PENS OR PENCILS, COMPUTER ACCESS OUTSIDE OF THE CLASSROOM, & SPIRAL NOTEBOOK.

4. AMERICAN GOVERNMENT TEXTBOOK: MAGRUDERS AMERICAN GOVERNMENT
SYLLABUS: REFER TO HANDOUT
MATERIALS REQUIRED: PENS OR PENCILS, COMPUTER ACCESS OUTSIDE OF THE CLASSROOM, & SPIRAL NOTEBOOK.

5. ECONOMICS TEXT: ECONOMICS- GLEN CO SYLLABUS: REFER TO HANDOUT
MATERIALS REQUIRED: PENS OR PENCILS, COMPUTER ACCESS OUTSIDE OF THE CLASSROOM, & SPIRAL NOTEBOOK.

6. GRADING CRITERIA GRADE SCALE: A: 90-100% B: 80-89% C: 70-79% D: 60-69%
F: %
JUPITERGRADES.COM

7. Synthesis of information and presentation of findings
Criteria
Far Below Basic/ Below Basic (1)
Basic (2)
Proficient (3)
Advanced (4)
Score
Selection of multiple views of “Healthy Living”
and consideration of
audience
Little success in analyzing information about Healthy Living from 5 different perspectives. Provides background information but might summarize information with little success in considering audience interest.
Inadequately analyzes information about Healthy Living from 5 different perspectives. Provides background information but might summarize or focus on information inadequate to audience interest.
Adequately analyzes information about Healthy Living from 5 different perspectives. Provides background information adequate to audience interest.
Effectively analyzes information about Healthy Living from 5 different perspectives. Provides background information appropriate to audience interest.
Synthesis of information
and presentation of findings
Little success in considering relevant perspectives. Lacking explanation to connect each component to the overall concept of “Healthy Living” and its overarching questions. Sources are summarized or categorized with no clear focus on the synthesized position on “Healthy Living”.
Inadequately considers relevant perspectives to explain “Healthy Living” and its two overarching questions. Rather than consistent evaluation, sources are summarized or categorized without maintaining focus on the synthesized position on “Healthy Living”.
Considers multiple relevant perspectives to explain “Healthy Living” and its two overarching questions in order to evaluate sources in presenting and developing an appropriate synthesized position on “Healthy Living”.
Considers all relevant perspectives to explain “Healthy Living” and its two overarching questions. Persuasively evaluate sources in presenting and developing an appropriate and convincingly synthesized position on “Healthy Living”.
Use of media and rhetorical strategies for presentation
Media was selected with little success in aligning presentation and choice of rhetorical strategies to support and create a presentation of main proposition. Possibly, inappropriate strategy for presentation. Little success in use of media in class and use of time.
Media was selected inadequately to align with combination of rhetorical strategies to support and create a presentation of main proposition. Preparation was inadequate for a smoothly run use of media in class and use of time.
Media was selected adequately to align with combination of rhetorical strategies to support and create a well run presentation of main proposition. Preparation for use of media in class was done prior to class with little technical problems, used time adequately.
Media was selected thoughtfully to match combination of rhetorical strategies to support and create a persuasive and seamless presentation of main proposition. Preparation for use of media in class was done prior to class with little to no technical problems using time effectively.

8. CLASSROOM EXPECTATIONS
CLASS RULES
THE FIVE FEDERAL RULES OF SAN PEDRO HIGH SCHOOL
ABSOLUTELY NO FOOD IN CLASS (EXCEPT WATER)
ALL HATS MUST BE REMOVED IN CLASSROOM
NO SUNGLASS IN CLASSROOM
MUST ASK PERMISSION TO USE RESTROOM WITH CLASS PASS
ATTENDANCE & PARTICIPATION
ALL STUDENTS MUST BE IN CLASS ONTIME
ACCESS ABSENCES WILL LEAD TO A FAILURE IN CLASS
NON-EXCUSED CLASSES WILL BE CONSIDERED DITCHING AND STUDENT WILL RECEIVE AN F FOR THE DAY

15. CLASS PROJECTS WORLD HISTORY: SOCIOLOGY: GOVERNMENT: ECONOMICS
1 POSTER
1 TERM PAPER
SOCIOLOGY:
GOVERNMENT:
SERVICE LEARNING PROJECT (REQUIRED FOR ALL SENIORS IN ORDER TO GRADUATE FROM HIGH SCHOOL, GENERALLY COMPLETED IN GOVERNMENT CLASSES. FAILURE TO COMPLETE THIS PROJECT WILL RESULT IN FAILURE OF THE CLASS AS WELL AS NON-GRADUATION IN JUNE!!)
POSTER –Presidents
POSTER- Political Party
ECONOMICS
BUDGET PROJECT
POSTER ON CORPORATIONS

16. UNIFORM CLASSROOM PROCEDURES
DOUBLE BUBBLE
EXIT TICKET
QUICK WRITE
COOPERATIVE GROUPS

17. CLOSING MESSAGE
I LOOK FORWARD TO A SUCCESSFUL YEAR FOR ALL OF MY STUDENTS, AND I HOPE THAT WE CAN LEARN TOGETHER WITH RESPECT, TEAMWORK, AND ENTHUSIASM.
ANY QUESTIONS PLEASE FEEL FREE TO CONTACT ME AT:
PHONE #: (310)