The Honors World History and Literature 9 course has been developed to provide students with challenges to their thinking that extend beyond the Social Studies and ELA standards The interconnections across the two disciplines engage students in learning how the two disciplines !ay o""er di""erent perspectives on the body o" knowledge contained in each #ourse goals and the course syllabus de"ine the content$ context$ and skills o" the course and provide teachers with clear expectations "or the selection o" the!es and %uestions "or study &n the Honors course students are engaged !ore in studying the broader concepts related to both o" the disciplines than in ac%uiring speciali'ed knowledge uni%ue to each o" the! Although the standards "or each discipline are critical co!ponents o" the course as building blocks$ the interconnected work across the disciplines should receive the !ost attention in class activities Students should engage in i!proving critical reading$ thinking$ speaking$ writing$ and research as they exa!ine history and literature "ro! di""erent perspectives Thus$ in grading students "or their per"or!ance in the Honors class$ teachers should give signi"icant consideration to their growth in connecting the disciplines Guidelines "or grading students in Honors World History and Literature 9 have been established and serve as the starting point "or dialogue a!ong students and teachers and "or the articulation o" grades to parents(guardians and the school co!!unity End)o") year tasks have been developed as vehicles "or the students* expressions o" their cu!ulative learning These assess!ents are designed to carry signi"icant weight in the grading process Teachers should "a!iliari'e the!selves with the guidelines "or grading the honors course and the chart de"ining the co!ponents and weights "or the %uarterly and "inal grades &n addition$ teachers should encourage students to engage in sel")assess!ent$ peer reviews$ and re"lections on teacher "eedback as !echanis!s "or personal growth Honors World History and Literature 9 Guidelines "or Grading + The Honors World History and Literature 9 is one course There"ore$ "or each !arking period$ students receive one grade reported two ti!es to acco!!odate the transcript listings o" World History and English Literature , Assess!ent strategies and report card grades are deter!ined by classroo! teachers -World History and Literature. working collaboratively / Assess!ents represent learning at the end o" units or periods o" ti!e a"ter students have had a chance to practice and take risks with learning and strategies 0 Students know which assess!ents count in deter!ining their report card grade 1 Assess!ents cover three areas2 World History standards$ ELA standards$ and the co!bined course ob3ectives related to the interdisciplinary connections in history and literature articulated through discussions$ writings$ and per"or!ances 4 A variety o" !ethods are used to "airly assess student achieve!ent in working towards the standards and the course ob3ectives 5 Assess!ents are scored as appropriate to the re%uire!ents o" the activity(task(per"or!ance Student sel")assess!ent and teacher "eedback on per"or!ance are i!portant co!ponents 6 Grades are based on student achieve!ent o" learning goals Such goals are articulated in World History$ ELA$ and interdisciplinary connections 9 The student7s !ore recent$ !ost consistent level o" per"or!ance in !eeting(exceeding standards guides the teachers7 3udg!ent in deter!ining a student*s grade Su!!ative per"or!ances count heavily +8 Su!!ary in"or!ation on student achieve!ent$ including sa!ples o" student work are available as evidence o" achieve!ent Adapted "ro!2 9*#onnor$ :en -,88,. How to Grade "or Learning Glenview$ &L2 ;earson Grading Honors World History and Literature 9 Component/Weight Description Examples History Standards ,1< ;er"or!ance related to World History standards and extended World History learning expectations beyond standards The World History teacher has 8 requirements (projects, quizzes, classroom activities)) for the first quarter and evaluates each of them to derive a quarterly summary grade/eight for World History! English Standards ,1< ;er"or!ance related to ELA standards and extended ELA(Literature learning expectations beyond standards The "nglish teacher has required students to complete #$ specific assignments and has assessed students on "%& standards ith ' quizzes and a riting portfolio! The teacher completes a summary grade/eight for "%& standards! &nterconnections within History or English #lass -=ointly developed. ,8< ;er"or!ance related to 3oint activities and(or 3ointly de"ined learning expectations The to teachers have agreed to share responsi(ility for four activities related to the course o(jectives, interconnecting their disciplines! The student products are assessed and graded according to jointly agreed upon criteria! To of the activities are )ocratic )eminars on topics related to the themes! *ne seminar occurs in each of the classrooms at some time during the quarter! The other to activities are papers hich focus on an essential question, requiring students to incorporate ideas from history and from literature! Teachers jointly grade the papers, each identifying +ey points related to their respective disciplines and the joint course o(jectives! =oint Assess!ent o" >uarterly(?inal ;ro3ect /8< ;er"or!ance related to the !a3or course pro3ect
Teachers use the criteria esta(lished for the performance tas+ to evaluate and grade students each quarter! @eport #ard Grade ->uarter or ?inal. Student*s %uarterly and "inal grades are derived "ro! the weights indicated "or each co!ponent o" the course The sa!e grade is recorded "or World History and "or ELA