Academic dishonesty and cheating will not be tolerated.
(In order to further clarify any question you may have, the following excerpt from CalPoly.edu is provided.)
Definition of Cheating
Cheating is defined as obtaining or attempting to obtain, or aiding another to obtain credit for work, or any improvement in evaluation of performance, by any dishonest or deceptive means. Cheating includes, but is not limited to: lying; copying from another’s test or examination; discussion at any time of answers or questions on an examination or test, unless such discussion is specifically authorized by the instructor; taking or receiving copies of an exam without the permission of the instructor; using or displaying notes, “cheat sheets,” or other information devices inappropriate to the prescribed test conditions; allowing someone other than the officially enrolled student to represent same.
Definition of Plagiarism
Plagiarism is defined as the act of using the ideas or work of another person or persons as if they were one’s own without giving proper credit to the source. Such an act is not plagiarism if it is ascertained that the ideas were arrived through independent reasoning or logic or where the thought or idea is common knowledge. Acknowledgement of an original author or source must be made through appropriate references; i.e., quotation marks, footnotes, or commentary. Examples of plagiarism include, but are not limited to the following: the submission of a work, either in part or in whole completed by another; failure to give credit for ideas, statements, facts or conclusions which rightfully belong to another; failure to use quotation marks (or other means of setting apart, such as the use of indentation or a different font size) when quoting directly from another, whether it be a paragraph, a sentence, or even a part thereof; close and lengthy paraphrasing of another’s writing without credit or originality; use of another’s project or programs or part thereof without giving credit.
AP European History
2016 – 17
This course is designed to prepare students to take the advanced placement examination in European history, 1450-2015. With some review of the earlier periods of Ancient and Medieval history, the course focuses on the connections between the-past and present in terms of ideas, institutions, ideologies, and social structure, on the various ways in which Europe dominated the world, on continuity versus change, and on Christian conscience.
Goals and Objectives:
Since questions on previous AP examinations required interrelating categories or tracing developments in a category through several time periods, this course is geared to those goals as stated in the AP History Examination Booklet. In addition to providing a basic narrative of events and movements, the goals of the Advanced Placement Program in European History are to develop (a) an understanding of some of the principal themes in modem European history, (b) an ability to analyze historical evidence from both primary and secondary sources, and (c) an ability to analyze and express historical understanding in writing.
Assessment and Effort Procedures:
All assessments including debates: 100%; Project Eagle counts 5 assements in the second trimester; AP Exam is in May, 2017.
Policies and Grading:
These are the four different categories used to describe a students level of performance: Excellent: Student is always prepared for class, always participates in classroom discussions, and makes frequent attempt to help others in their learning as well; Satisfactory: Student is often prepared for class, consistently participates in discussion, and occasionally helps others in their learning; Fair: Student’s class preparation is “just enough to get by,” participation in discussion occurs only when prompted, and rarely attempts to help others in their learning; Poor: Student is rarely ever prepared for class, does not participate in classroom discussions past a “yes” or “no” answer, and does not display any concern for a community teaming environment.
Rubrics used for grading are varied. See AP Central for the AP European History Course and Exam Description and Course Overview scoring guidelines for the multiple choice test, the DBQ, and the FRQ’s. My own rubrics for the oral reports and for the term paper (for any grade 10 students who take the AP European course, there is a term paper requirement that has already been met by grade 11 and grade 12 students. Additionally, the brief oral reports on the documents’ readers edited by Sherman, Perry et al follow the guidelines below but those reports are five minutes or less.
- McKay, Crowston, Wiesner-Hanks, and Perry, A History of Western Society, 11th ed. Boston: Houghton Mifflin, 2013.
- Perry, Sources of Western Tradition, Volume II, 8th ed. Boston: Houghton Mifflin Company, 2011.
- Sherman, Western Civilization Sources, Images, and Interpretations – Volume I, 8th ed. Boston: McGraw Hill, 2010.
- Sherman, Western Civilization Sources, Images, and Interpretations – Volume II, 8th ed. Boston: McGraw Hill, 2010.
- Wiesner-Hanks, Evans, Wheeler, and Ruff, Discovering the Western Past: A Look at the Evidence – Volume II, 7th ed. Boston: Houghton Mifflin Company, 2014
Other Required Course Materials:
Electronic sources cited on Marion Truslow’s web site at www.rabungap.org, go to upper school, academic departments, Click on history, Marion Truslow and Celticclio.net
Homework assignments are to be completed on schedule and kept in notebook at all times; Notebook will be comprised of all material originating in this class, this notebook will be cumulative for the year.
Classroom Expectations and Rules: please refer to the Upper School Student Handbook,
Extra Help Policy: as often as needed, by appointment or during scheduled tutorials.
Academic Awards: Best Advanced Placement European History student—highest average in the course.