AP World History Course Design
Please note that College Board is revamping its AP World History, and as of 2011-2012 school year, there may be significant changes in the design seen below.
ap-world-history-course-description.pdf | |
File Size: | 767 kb |
File Type: |
AP World History Course Design Basics
There are numerous concepts occuring during the course of AP World History, all related to the content knowledge and skills acquired in preparation for the AP World History exam in May. For a better understanding of the content required, it is suggested to look closely at the College Board's website directly discussing the requirement for the APWH exam at www.collegeboard.com/student/testing/ap/sub_worldhist.html?worldhist and/or peruse the PDF file at the top of this document.
Please note: All rubrics for essay writing are included in the document above.
SET UP
The Course aims at serving the needs created by the exam in May, which will be set up as follows.
Section I: Multiple Choice (50% of the overall score)
Section II: Essays (50% of the overall score/ the 3 required essays will individually count for 1/3 of 50% of the overall score)
CONTENT
Students should know the difference of each of these regions as these terms will often be used in the essay questions. If students answer the question using the wrong period or wrong region, it is counted as if they did not answer the question at all (i.e. it is "ungradable).
Content covers five distinct periods chronologically:
1.8000 BCE - 600 CE.....approximately 19-20 % of the test
2. 600 CE -1450 CE..... approximately 22% of the test
3. 1450 CE - 1750 CE.....approximately 19-20 % of the test
4. 1750 CE - 1914 CE.....approximately 19-20 % of the test
5. 1914 CE to present.... approximately 19-20 % of the test
Please note: Most of the questions in Section II will be Cross Chronological, i.e. will cover comparisons across the ages as well as changes and continuities.
Content covers distinct regions (giving more emphasis to some over others)
North Africa, West Africa, East Africa, Central Africa, Southern Africa, Middle East, East Asia, Southeast Asia, South Asia, Latin America (including Meso-America and Carribean), The West (i.e. Europe - including Russia, North America, and Oceania (i.e. Australia and New Zealand).
Please note: The test will cover no more than 10% of the history of the West. Most likely Europe will be covered as Russia and most likely America will be covered in terms of Imperialization and Cold War policies. Students familiar with Eurocentric and/or Ameri-centric history should be well advised that only 10% of the test will be on this material.
My Philosophy on the Course
Students should practice what is expected of them by the College Board, as well as have these items modeled in my teaching. My approach therefore is multifaceted, while following the traditions of a college classroom.
Through Lecture (always at the start of the month), Special Readings and assignments-including project work (in the middle of the month), testing (always at the end of the month), skillswork (throughout the month) as well as self study at home (throughout the month), the course does the following:
1. Attempts an equal coverage of material based on the Chronological Periods listed above.
2. Attempts an equal coverage of material based on the Regions listed above.
3. Attempts introducing study concepts such as PERSIA, SOCACA Thesis Statements, WHC, POV (including BVMSW and "Russian Peasant Woman", Writing Strategies (Bucket System, Cloth and Thread, Iceberg Model, Trainwrecking and Aftermath Cleanup), Note-taking (Two Column Notes, Bulleted forms, Outlining, Highlighting Strategies, Side Notes, "Conversations" with the Author), Question and Answer Techniques and Discussions (5 Ws, Questions and Sub-Questions, Broad and Narrow Questions, Socratic Seminar, Hot seat, Pair and Share, Jigsawing, and Integrative Lecturing), Test Taking Skills (exposure to real test conditions, essay writing strategies, study of rubrics, Shared Test Taking)
4. Attempt at introducing specific readings/topics to focus attention on particular aspects of history (monthly lecture series, monthly special readings)
5. Attempt to teach in the vein of the test (i.e. cross-chronologically while understanding the WHC of an event).
6. Attempt to encourage self study through previously announced test schedule based on only one source (i.e. students know what they need to do / read / understand to find success on the test)
7. Attempt to offer support for students study habits and success through direct instruction, appropriate assignments, supplemental material readily available for viewing/ using, encouraging positive self study habits (e.g. student created study guides). All material is sifted through so that students are exposed to valid sources rather than the plethora of material (good and bad) on the web.
8. Attempt to teach through Continuity (i.e. scaffolding and spiralling of material) in repeating concepts that appear a great deal in history in both broad forms as well as illustrative forms, being sure that these concepts are consistent through the year. Likewise, attempt to provide coverage of different regions of the world throughout the course of the year.
9. Encourage students to read the book for the story behind history, the WHC of history and the basis for self study.
10. Encourage students to understand and enjoy the history through the variety of techniques and teaching strategies employed in class, and not solely concentrate on the tests as the sole source of information and assessment.
11. Promote the use of technology through
www.demott.weebly.com
as well as the three discussion wikispaces at
www.spodekdiscussiongroup.wikispaces.com
www.historyofafrica.wikispaces.com
www.russianhistorydiscussions.wikispaces.com
and multiple projects including:
Study guides built on www.prezi.com and www.quizlets.com
as well as projects
Microsoft moviemaker and Photostory 3
and selected webquests in the Special Readings
NOTE ON ASSESSMENT
Students can consider that there are two categories of assessment in APWH, namely the course grade and the exam grade. The former is recorded on the high school transcript only (and is slightly weighted in comparison to non-AP courses/ see THS guidance for specifics). The latter is the grade recorded by College Board, in which there is a 5 scale system.
Each university accepts different scores in replacing university course requirements. Generally speaking, a score of 1 or 2 receives no university credit (the student is awarded only the THS class grade); a score of a 3 is accepted by some, but not all universities (the student is awarded the THS class grade and may/may not receive university credit for the class); a score of a 4 or 5 is generally accepted by universities (the student is award the THS class grade and more than likely will receive university credit for the class). Students are advised to look to individual universities on their acceptance policies.
For the THS grade, there are multiple assessments, all aiming to promote success on the APWH exam. What this means is much of the class grading revolves around the Set Up of the exam (i.e. Section I - Multiple Choice; Section II - Essays). Much of the assessments therefore will be in the vein of multiple choice tests and/or essay assignments.
-The Multiple Choice tests are solely based upon the reading of the Howard Spodek textbook and occur on a monthly basis. Much of this reading is to be done at home. Students should not be overly concerned with poor test scores as there are other grades in the gradebook and the multiple choice tests are not necessarily a reflection of the knowledge of the content, but is also a reflection on analytical skills of test taking (i.e. there is a lot of material to get through, the reading is difficult, and often the test items are difficult to the point that there are multiple "right" answers but only one "best" answer.
-Test Improvement Activities: There will be opportunities to add points to the gradebook regarding the Multiple Choice Tests, including a "Test Correction" Term in December, occassional mid-month quizzes on the readings, and monthly Direct Instruction on the Spodek text (reading skills, direct interaction with the content). Due to the nature of what is being taught, however, students are advised that the bulk of Spodek study will be at home and they are to develop study habits that support the studying for the tests (i.e. reading the text, completing the study guides, using the pre-selected online resources regarding the content, participating in class activities).
-Study Guides are created by students and are a necessary part of "helping each other out" as well as worth a monthly grade. Each of these are based on the Spodek reading and vary slightly in task and/or format from one month to the next.
-The Essays are graded based upon the rubric as shown in the PDF at the start of this page.
-Readings and Special Assignments are highlighted in the month to month breakdown of activities found at www.demott.weebly.com/readings-and-special-assignments.html tab, all of which will be recorded in the gradebook. All of these activities (mostly covered as supplemental material during classtime) aim at providing skills necessary to doing well on the essays, including but not limited to:
-Cross Chronological/Cross Regional Discussions, Lectures, and Oral Defenses (for Compare/Contrast essays and Continuity/Change essays)
-Independent Reading and Regional/Chronological Specific Discussion Groups (all on Wikispaces) (for targeting certain content areas)
-Interactive webquests and study guides (for POV used in DBQ essays and background).
-Creation of Questions and Answers (for background), as well as Sub-questions (for Depth of answer)
-Creation of Charts and other Graphic Organizers
-Creation of Position Papers
-Timed Essays
-Primary Source Analysis (for DBQ essays)
-Videoconferencing (for Depth and targeting certain content areas)
-Use of technology (i.e. Moviemaker and Photostory 3) to find trends in history (for CCOT and C/C essays)
Quizzes: Based on the Wood study book (handed out in January) there will be a series of revision quizzes to check for understanding and retention of material.
Grading Charts: For your conveniece a grading chart tab has been added so that you may see the monthly breakdown of assignments. Due to time constraints, the items listed in the grading charts may be reduced, but will not be added unto without further notice and/or contact. The philosophy behind the grading chart is pure transparency of the grading practices as well as to provide direction to the students. Please pay careful attention to the section entitled "Notes on Evaluation NOT entered into the Grade Book".
With the exception of the post-AP exam months, each month is centered around 9 grades, each worth 50 points, save the Multiple Choice test worth 100.
Please note: As a rule of thumb, there is an equal mix of skills activities and content centered activities, with many of the activities having features of both.
A typical month would look like this:
Please note: All rubrics for essay writing are included in the document above.
SET UP
The Course aims at serving the needs created by the exam in May, which will be set up as follows.
Section I: Multiple Choice (50% of the overall score)
Section II: Essays (50% of the overall score/ the 3 required essays will individually count for 1/3 of 50% of the overall score)
CONTENT
Students should know the difference of each of these regions as these terms will often be used in the essay questions. If students answer the question using the wrong period or wrong region, it is counted as if they did not answer the question at all (i.e. it is "ungradable).
Content covers five distinct periods chronologically:
1.8000 BCE - 600 CE.....approximately 19-20 % of the test
2. 600 CE -1450 CE..... approximately 22% of the test
3. 1450 CE - 1750 CE.....approximately 19-20 % of the test
4. 1750 CE - 1914 CE.....approximately 19-20 % of the test
5. 1914 CE to present.... approximately 19-20 % of the test
Please note: Most of the questions in Section II will be Cross Chronological, i.e. will cover comparisons across the ages as well as changes and continuities.
Content covers distinct regions (giving more emphasis to some over others)
North Africa, West Africa, East Africa, Central Africa, Southern Africa, Middle East, East Asia, Southeast Asia, South Asia, Latin America (including Meso-America and Carribean), The West (i.e. Europe - including Russia, North America, and Oceania (i.e. Australia and New Zealand).
Please note: The test will cover no more than 10% of the history of the West. Most likely Europe will be covered as Russia and most likely America will be covered in terms of Imperialization and Cold War policies. Students familiar with Eurocentric and/or Ameri-centric history should be well advised that only 10% of the test will be on this material.
My Philosophy on the Course
Students should practice what is expected of them by the College Board, as well as have these items modeled in my teaching. My approach therefore is multifaceted, while following the traditions of a college classroom.
Through Lecture (always at the start of the month), Special Readings and assignments-including project work (in the middle of the month), testing (always at the end of the month), skillswork (throughout the month) as well as self study at home (throughout the month), the course does the following:
1. Attempts an equal coverage of material based on the Chronological Periods listed above.
2. Attempts an equal coverage of material based on the Regions listed above.
3. Attempts introducing study concepts such as PERSIA, SOCACA Thesis Statements, WHC, POV (including BVMSW and "Russian Peasant Woman", Writing Strategies (Bucket System, Cloth and Thread, Iceberg Model, Trainwrecking and Aftermath Cleanup), Note-taking (Two Column Notes, Bulleted forms, Outlining, Highlighting Strategies, Side Notes, "Conversations" with the Author), Question and Answer Techniques and Discussions (5 Ws, Questions and Sub-Questions, Broad and Narrow Questions, Socratic Seminar, Hot seat, Pair and Share, Jigsawing, and Integrative Lecturing), Test Taking Skills (exposure to real test conditions, essay writing strategies, study of rubrics, Shared Test Taking)
4. Attempt at introducing specific readings/topics to focus attention on particular aspects of history (monthly lecture series, monthly special readings)
5. Attempt to teach in the vein of the test (i.e. cross-chronologically while understanding the WHC of an event).
6. Attempt to encourage self study through previously announced test schedule based on only one source (i.e. students know what they need to do / read / understand to find success on the test)
7. Attempt to offer support for students study habits and success through direct instruction, appropriate assignments, supplemental material readily available for viewing/ using, encouraging positive self study habits (e.g. student created study guides). All material is sifted through so that students are exposed to valid sources rather than the plethora of material (good and bad) on the web.
8. Attempt to teach through Continuity (i.e. scaffolding and spiralling of material) in repeating concepts that appear a great deal in history in both broad forms as well as illustrative forms, being sure that these concepts are consistent through the year. Likewise, attempt to provide coverage of different regions of the world throughout the course of the year.
9. Encourage students to read the book for the story behind history, the WHC of history and the basis for self study.
10. Encourage students to understand and enjoy the history through the variety of techniques and teaching strategies employed in class, and not solely concentrate on the tests as the sole source of information and assessment.
11. Promote the use of technology through
www.demott.weebly.com
as well as the three discussion wikispaces at
www.spodekdiscussiongroup.wikispaces.com
www.historyofafrica.wikispaces.com
www.russianhistorydiscussions.wikispaces.com
and multiple projects including:
Study guides built on www.prezi.com and www.quizlets.com
as well as projects
Microsoft moviemaker and Photostory 3
and selected webquests in the Special Readings
NOTE ON ASSESSMENT
Students can consider that there are two categories of assessment in APWH, namely the course grade and the exam grade. The former is recorded on the high school transcript only (and is slightly weighted in comparison to non-AP courses/ see THS guidance for specifics). The latter is the grade recorded by College Board, in which there is a 5 scale system.
Each university accepts different scores in replacing university course requirements. Generally speaking, a score of 1 or 2 receives no university credit (the student is awarded only the THS class grade); a score of a 3 is accepted by some, but not all universities (the student is awarded the THS class grade and may/may not receive university credit for the class); a score of a 4 or 5 is generally accepted by universities (the student is award the THS class grade and more than likely will receive university credit for the class). Students are advised to look to individual universities on their acceptance policies.
For the THS grade, there are multiple assessments, all aiming to promote success on the APWH exam. What this means is much of the class grading revolves around the Set Up of the exam (i.e. Section I - Multiple Choice; Section II - Essays). Much of the assessments therefore will be in the vein of multiple choice tests and/or essay assignments.
-The Multiple Choice tests are solely based upon the reading of the Howard Spodek textbook and occur on a monthly basis. Much of this reading is to be done at home. Students should not be overly concerned with poor test scores as there are other grades in the gradebook and the multiple choice tests are not necessarily a reflection of the knowledge of the content, but is also a reflection on analytical skills of test taking (i.e. there is a lot of material to get through, the reading is difficult, and often the test items are difficult to the point that there are multiple "right" answers but only one "best" answer.
-Test Improvement Activities: There will be opportunities to add points to the gradebook regarding the Multiple Choice Tests, including a "Test Correction" Term in December, occassional mid-month quizzes on the readings, and monthly Direct Instruction on the Spodek text (reading skills, direct interaction with the content). Due to the nature of what is being taught, however, students are advised that the bulk of Spodek study will be at home and they are to develop study habits that support the studying for the tests (i.e. reading the text, completing the study guides, using the pre-selected online resources regarding the content, participating in class activities).
-Study Guides are created by students and are a necessary part of "helping each other out" as well as worth a monthly grade. Each of these are based on the Spodek reading and vary slightly in task and/or format from one month to the next.
-The Essays are graded based upon the rubric as shown in the PDF at the start of this page.
-Readings and Special Assignments are highlighted in the month to month breakdown of activities found at www.demott.weebly.com/readings-and-special-assignments.html tab, all of which will be recorded in the gradebook. All of these activities (mostly covered as supplemental material during classtime) aim at providing skills necessary to doing well on the essays, including but not limited to:
-Cross Chronological/Cross Regional Discussions, Lectures, and Oral Defenses (for Compare/Contrast essays and Continuity/Change essays)
-Independent Reading and Regional/Chronological Specific Discussion Groups (all on Wikispaces) (for targeting certain content areas)
-Interactive webquests and study guides (for POV used in DBQ essays and background).
-Creation of Questions and Answers (for background), as well as Sub-questions (for Depth of answer)
-Creation of Charts and other Graphic Organizers
-Creation of Position Papers
-Timed Essays
-Primary Source Analysis (for DBQ essays)
-Videoconferencing (for Depth and targeting certain content areas)
-Use of technology (i.e. Moviemaker and Photostory 3) to find trends in history (for CCOT and C/C essays)
Quizzes: Based on the Wood study book (handed out in January) there will be a series of revision quizzes to check for understanding and retention of material.
Grading Charts: For your conveniece a grading chart tab has been added so that you may see the monthly breakdown of assignments. Due to time constraints, the items listed in the grading charts may be reduced, but will not be added unto without further notice and/or contact. The philosophy behind the grading chart is pure transparency of the grading practices as well as to provide direction to the students. Please pay careful attention to the section entitled "Notes on Evaluation NOT entered into the Grade Book".
With the exception of the post-AP exam months, each month is centered around 9 grades, each worth 50 points, save the Multiple Choice test worth 100.
Please note: As a rule of thumb, there is an equal mix of skills activities and content centered activities, with many of the activities having features of both.
A typical month would look like this:
|
|
Explanation of Above
See www.demott.weebly.com/apwh.html for a full explanation
The first column indicates the present quarter the grade will be entered into.
The second column indicates a brief description of the assignment (more information on the exact nature of the assignment can be found at www.demott.weebly.com/readings-and-special-assignments.html)*
The third column is the total points possible. It is suggested that students keep a log of their own grade for their records.
The fourth column is an abbreviation of duedates (a full explanation is at www.demott.weebly.com/apwh/html. It is written in this way to accomodate the A day/ B day schedule that is used at THS. Students should ask the teacher for exact duedates or follow the general idea. In this sample above, the abbreviations are as follows: THOUT - Throughout the month, SOM - Start of Month, 3W - Third Week, EOM - End of Month, 2W - Second Week, IC/SD - In Class/Same Day
*Each month is designed to have 9 grades of which:
1. Essays, Discussions, or Quizzes
2. Essays, Discussions, or Quizzes
3. Special Assignments - Project work (w/ focus on Content) and or Skills Practice (e.g. Test Taking Skills)
4. Special Readings - Supplemental Readings. It is common knowledge among APWH teachers that no textbook is perfect for the course. Therefore, a healthy diet of other readings will expand the Point of View of one author and allow for students to:
a. interact with the content and
b. solidify information that is featured in more than one source as significant to know
5. Use of Technology - Using technology is essential in today's classroom, however, not at the expense of the content. Therefore the ability to use the technology will be less important than the grasping of the historical material being presented in that form. Often skills that are focal points of the essay writing will be practiced in this point.
6. Lecture Notes - Generally speaking, the lectures come at the first calendar dates of the new month and are direct instruction. They are often cross regional and/or cross chronological, both skills needed in the essay writing section of the exam. The lectures are presented to introduce students to college style lecture, encourage listening and notetaking, as well as modeling the skills needed for the exam. Students may record the sessions with the understanding that the recordings will be used for educational purposes only and will not be published in any form. As a courtesy, I ask students to request permission prior to recording.
7. Spodek In Class Reading Skills / Study Skills - one day of the month will be dedicated to the reading of the text and include an interactive format. Students are encouraged to use study sites available off of links from www.demott.weebly.com (under APWH - the Study Guides tab and subtabs and the Resources tab and subtabs). Students are encouraged to ask questions directly linked to the chapters being tested upon. One guide that can be used outside of the Spodek textbook is the set of subpoints found in "Talking Points" in the link: www.demott.weebly.com/lectures-and-talking-points.html.
8. Student Created Study Guides are solely the responsibility of the students to create. Outside of getting the points for class, it should be emphasized that each student is responsible for their assigned section and if one student doesn't do his/her part, the whole group suffers as the study guides are posted at the www.demott.weebly.com (APWH - Study Guides Tab and subtabs). They should submit these in a timely fashion so that everyone has a chance to use them to their fullest potential.
9. Test: The test is worth 100 points (where the others are worth 50 points). The test is multiple choice and solely based upon the Spodek text. Like history college tests and exams, it is difficult due to the fact that numerous questions have multiple "right" answers, but only one "best" answer. Students traditionally do not do well on them. There is some comfort in the fact, however, that the grade book will be filled with other buffer grades (1-8 above) as well as the statement a colleague of mine made regarding the AP Exams, notably that students who pass with a 3, 4, or 5 often only get 50% correct on the Multiple Choice section of the exam. I think it important to give students the authentic, albeit difficult, experience of exam taking in my class, with the support of going through material (via the test corrections period and discussion of certain answers), rather than water down the test and leave them unprepared for the exam in May, or leave them to struggle on future AP exams.
The first column indicates the present quarter the grade will be entered into.
The second column indicates a brief description of the assignment (more information on the exact nature of the assignment can be found at www.demott.weebly.com/readings-and-special-assignments.html)*
The third column is the total points possible. It is suggested that students keep a log of their own grade for their records.
The fourth column is an abbreviation of duedates (a full explanation is at www.demott.weebly.com/apwh/html. It is written in this way to accomodate the A day/ B day schedule that is used at THS. Students should ask the teacher for exact duedates or follow the general idea. In this sample above, the abbreviations are as follows: THOUT - Throughout the month, SOM - Start of Month, 3W - Third Week, EOM - End of Month, 2W - Second Week, IC/SD - In Class/Same Day
*Each month is designed to have 9 grades of which:
1. Essays, Discussions, or Quizzes
2. Essays, Discussions, or Quizzes
3. Special Assignments - Project work (w/ focus on Content) and or Skills Practice (e.g. Test Taking Skills)
4. Special Readings - Supplemental Readings. It is common knowledge among APWH teachers that no textbook is perfect for the course. Therefore, a healthy diet of other readings will expand the Point of View of one author and allow for students to:
a. interact with the content and
b. solidify information that is featured in more than one source as significant to know
5. Use of Technology - Using technology is essential in today's classroom, however, not at the expense of the content. Therefore the ability to use the technology will be less important than the grasping of the historical material being presented in that form. Often skills that are focal points of the essay writing will be practiced in this point.
6. Lecture Notes - Generally speaking, the lectures come at the first calendar dates of the new month and are direct instruction. They are often cross regional and/or cross chronological, both skills needed in the essay writing section of the exam. The lectures are presented to introduce students to college style lecture, encourage listening and notetaking, as well as modeling the skills needed for the exam. Students may record the sessions with the understanding that the recordings will be used for educational purposes only and will not be published in any form. As a courtesy, I ask students to request permission prior to recording.
7. Spodek In Class Reading Skills / Study Skills - one day of the month will be dedicated to the reading of the text and include an interactive format. Students are encouraged to use study sites available off of links from www.demott.weebly.com (under APWH - the Study Guides tab and subtabs and the Resources tab and subtabs). Students are encouraged to ask questions directly linked to the chapters being tested upon. One guide that can be used outside of the Spodek textbook is the set of subpoints found in "Talking Points" in the link: www.demott.weebly.com/lectures-and-talking-points.html.
8. Student Created Study Guides are solely the responsibility of the students to create. Outside of getting the points for class, it should be emphasized that each student is responsible for their assigned section and if one student doesn't do his/her part, the whole group suffers as the study guides are posted at the www.demott.weebly.com (APWH - Study Guides Tab and subtabs). They should submit these in a timely fashion so that everyone has a chance to use them to their fullest potential.
9. Test: The test is worth 100 points (where the others are worth 50 points). The test is multiple choice and solely based upon the Spodek text. Like history college tests and exams, it is difficult due to the fact that numerous questions have multiple "right" answers, but only one "best" answer. Students traditionally do not do well on them. There is some comfort in the fact, however, that the grade book will be filled with other buffer grades (1-8 above) as well as the statement a colleague of mine made regarding the AP Exams, notably that students who pass with a 3, 4, or 5 often only get 50% correct on the Multiple Choice section of the exam. I think it important to give students the authentic, albeit difficult, experience of exam taking in my class, with the support of going through material (via the test corrections period and discussion of certain answers), rather than water down the test and leave them unprepared for the exam in May, or leave them to struggle on future AP exams.
Contact
I am always open for conversation on how to improve the course or assist your student in studying. I can be reached at THS: 1-757-648-5700, for a conference in room 300 (please make an appointment earlier) through email at: [email protected] or by submitting a message below.
Global Connections Seminar Course Design
Please see Manual listed under www.demott.weebly.com/global-connections-seminar---lessons.html for a full description of the course.
Global Connections Seminar: Course Design Basics
CONCEPTS
5 P's of GCS
Essentially the section headings found at www.demott.weebly.com/global-connections-seminar---lessons are the conceptional framework for the class. This sections include:
Portfolio
Cohort System
Proposal
Project
Research
Writing
Presentation
Special Topics
Reflection
The short conceptual code, however, is "The 5 Ps" (namely: Portfolio, Proposal, Paper, Project, Presentation). Each item has a well developed description, worksheets, and expectations in the Manual.
NOTE ON ASSESSMENT
All assessment information can be found on manual section entitled Scoring and Grading at
www.demott.weebly.com/global-connections-seminar---lessons.html
CONTACT
5 P's of GCS
Essentially the section headings found at www.demott.weebly.com/global-connections-seminar---lessons are the conceptional framework for the class. This sections include:
Portfolio
Cohort System
Proposal
Project
Research
Writing
Presentation
Special Topics
Reflection
The short conceptual code, however, is "The 5 Ps" (namely: Portfolio, Proposal, Paper, Project, Presentation). Each item has a well developed description, worksheets, and expectations in the Manual.
NOTE ON ASSESSMENT
All assessment information can be found on manual section entitled Scoring and Grading at
www.demott.weebly.com/global-connections-seminar---lessons.html
CONTACT