Social Justice Syllabus

In addition to reading, varied writing assignments and projects are also designed to help students prepare for college, future professions, or community activism. Each writing assignment is based on the Common Core State Standards for English Language Arts, which emphasize the development of writing styles within each rhetorical mode and across the curriculum. All students will be challenged and offered the tools necessary to be successful critical thinkers who are asked to consider, evaluate, critique, synthesize, and create within the sphere of English Language Arts tasks.

Dougherty Valley High School Expected School Wide Learning Results (Seller’s) At Dougherty Valley High School, we believe students will: Be able to communicate effectively. Think critically and support ideas through problem solving. Stand for integrity, honesty, and ethical treatment of all people. Be partners in the learning process and take responsibility for themselves and their learning. Course Description & Objectives This course provides students an opportunity to explore issues of social justice. Using various levels of text complexity, students will achieve the allowing objectives throughout the year: Define injustice.

Identify the difference between natural law and positive law. Track the history and development of “justice”. Identify causes and issues of injustice in the world. Demonstrate personal understanding of issues of injustice through various reading, writing and speaking activities Display knowledge of issues of injustice, and what can be done to respond to and prevent them. Apply lessons on injustice to bring awareness to action. Develop individual ideas for responses to injustice and influence other dents toward advocacy for the poor and oppressed.

Students will complete these objectives through comparison, synthesis writing, and classroom discussion. A focus will also be given to a substantial research paper during the second semester. Units of Focus The year will start with prolonged discussions on the history and meaning of social justice. Curriculum will then move into topical content about contemporary issues including but not limited to: racism, classicism, global economics, sexism, gender identity, and ecology. Materials: Students are suggested to obtain a binder and a composition book.

The binder needs to have three rings and be capable of storing several articles and essays for a sustained period of time. Students also need to have access to technology for online discussions. If Inns/Media Students will be viewing various films in class and at home (Outside Viewing Projects). These films have been hand selected by the English Department based on their artistic and academic merit. The films will aid students in examining society, art and literature in a critical manner. Parental permission slips will be sent home for any film with an R rating.

Students will be required o get parental permission slips signed for R-rated films, regardless of age (+18). Alternate assignments will be given to students who are unable to view a given film. No credit will be lost. Attendance, Participation, and Behavior Students are expected to actively create a community of learners that includes sharing personal responses to texts, reading individual work aloud, participating in discussions, and working collaboratively. Cuts, tardiest and even extended/frequent excused absences will prevent students from fully participating in and receiving full participation points.

Classroom cut and tardy policies follow the school’s policies. Make-up Work per the DVD’S Handbook, missed class work and tests resulting from an excused absence must be completed within a reasonable period of time commensurate with the length of the absence. Late work Policy To receive full credit, assignments must be on-time. Applicable late work may be accepted within the same unit of study and with approval of the instructor. Late work will not receive more than 50% of the original possible score. Also, late work that is time sensitive may not be eligible for the late work policy.

Benchmark or large project assignments not received on the due date Will receive a maximum of 75% per DVD’S policy. Academic Honesty: Academic dishonesty in any form is the most serious error you can commit in this class. I maintain a “no tolerance” policy regarding any behaviors connected with academic dishonesty, and I will actively pursue appropriate consequences, per the DVD’S handbook, for these behaviors. As stated in the DVD’S Handbook, honest behavior is an expectation at DVD’S. The purpose of this policy is to create and maintain an ethical academic atmosphere in which strong behavioral consequences will be enforced.

The DVD’S policy on academic dishonesty will be strictly enforced in this class. The DVD’S ELLA Department actively uses turning. Com for all major essay assignments. All students will be required to submit essays and other writing assignments/homework to this on-line resource. Academic dishonesty includes: Sharing homework responses including annotations. Cheating on tests or quizzes either in the classroom, Library, Computer Lab or at home (should the experience be a take-home test). Using Internet and hardcopy sources to decipher literature or to replace actual reading.

These sources include (among others) Cliffs notes, Monkey notes, Monarch notes, Spark notes, etc. Using others’ papers or essays as your own regardless of source. Self-plagiarism. Which is using your own work in its entirety or portions of a previously written text when creating new work. (Regardless of class/course or date created originally. ) Popularizing in any form (l will show you how to avoid this). Sharing test or quiz information with students in other classes (whether for this class or any other). First Degree – Copying someone’s homework, giving your homework to money who copies it.

Cheating on a homework quiz, unauthorized collaboration, etc. 1 SST offense – Teacher notification to parent, zero on assignment. 2nd offense – Teacher notification to admit and parent, zero on assignment, detention assigned. 3rd offense or more – Teacher notification to admit and parent, zero on assignment and referral to assistant principal, Monday school ‘suspension assigned. Second Degree – Cheating on any quiz, test, benchmark, essay, or plagiarism. 1st offense – Teacher notification to admit and parent, zero on assignment, detention assigned, referral to admit. D offense -Teacher notification to admit and parent, zero on assignment, Monday school/suspension assigned. 3rd offense – student may be dropped from class Third Degree – Stealing a test or test key, and or providing answers to students. 1st offense – Teacher notification to administration and parent, zero on assignment. Student may be suspended. 2nd offense (in same course) teacher notification to admit and parent, zero on assignment, student may be suspended and/or dropped from class. Any of the above infractions may be referred to a law enforcement agency. Student Evaluation

Writing: 25% Writing assignments include a daily writing journal, bi-weekly blob assignments, college essay, unit synthesis essays, and a second semester research paper. Performance Tasks: Performance tasks include assignments where students are required to perform their knowledge in a project or “real world” scenario. Assessments: Assessments include class and home worksheets, quizzes, tests, and benchmarks. Some projects may also qualify as assessments. Discussion/Participation: 10% Students are expect to maintain a level Of collegiality and share their ideas in a public forum.