• Not happy with your grade?  Your parents not happy with your grade?  You’ve come to the right place.

    My course is designed to help you earn a grade that reflects your skills and growth, even if you might not have been successful on the first try.  For more information on grades in AMW and why they are organized the way they are, check out the syllabus.  The major ideas are here, if you haven’t got the time to read that.

    Why is my grade so low?

    Most low class grades are because you have missing assignments, or ones you still need to finish.

    The first place to look for what to do about your grade is your missing assignments list in Skyward.  Remember I mark as “missing” anything that you still need to finish.  This list will include:

    • Assignments that you haven’t done

    • Notes assignments that are “Incomplete” (30% in the gradebook)

    • Key Questions with scores of “1” or “2”  (25% or 50% in the gradebook)

    Remember, these scores on incompletes or questions needing to be revised are just placeholders–you’ll get a full grade once you’ve finished it.

    What should I do about these?

    Assignments you haven’t turned in

    Assignments that you’ve never turned in can be turned in through the end of each unit.  (Each unit has a new set of assignment numbers: Unit 1’s assignments are numbered #101, #102, etc, while Unit 2’s assignments will be numbered #201, #202, etc.

    Reading notes assignments can gain a maximum of 70% late credit.

    Key Questions are not penalized for timing, as long as they are completed before the end of the unit.

    Incomplete Notes Assignments

    These are Incomplete because they either have empty boxes or have the wrong information in the boxes.  I will have left comments on anything that needs fixing.  Revise and resubmit incomplete notes assignments before the end of each unit.

    Key Questions

    If you’ve done a Key Question, and it’s still marked “Missing,” it’s because it is scored at a ‘1’ or ‘2’ on the 1-4 scale.  Key Questions need to be at a ‘3’ or higher in order to be complete.

    Revising Key Questions

    Your goal in key questions is to:

    • Provide a clear answer to the question

    • Provide specific evidence

    • Explain how the evidence supports an answer to all parts of the question

    Remember to read questions carefully–there may be more than one ‘task’ you have to do in order to fully answer it.

    A score of ‘1’ means that the question has not been answered.  The response is either incorrect, or doesn’t address what the question is asking.

    A score of ‘2’ is most likely to be one or more of the following

    • Lacking in detail

    • Does not address all of the question

    • Does not provide any explanation linking the evidence to your answer

    I will always provide comments on 1’s or 2’s, usually in the forms of additional thinking questions.  Address these and incorporate the answer into your paragraph, and you should have a more complete response.

    If you have any doubt about your responses or my comments, come see me.

    In general, resubmitted or late assignments are processed on Mondays.  Please take note of this, especially if you are concerned about your athletic eligibility, or your parents’ academic expectations with regards to your weekend activities.

    Extra credit

    Students often ask if there are any extra credit assignments in AMW.  There are none.  Revising missing and incomplete assignments, as detailed above, is your path to getting your grade up.

    Going the extra mile

    Key questions scoring ‘4’ are a partial exception to this.  These above-grade-level responses go in the gradebook at 104%.

    Key Question responses score ‘4’ for displaying:

    • Clear, well organized writing

    • Ample detail

    • Extensive explanation

    3’s that are close to ‘4’ will have my suggestions for revision when I return them to you.  3’s that are solidly at grade level generally will not, but you’re welcome to keep working on them.

    There’s no clear formula for getting to a ‘4’ like there is for moving up from a ‘1’ or a ‘2,’ but here are a few places to start:

    • While simply writing more isn’t always better, adding in more specific detail or historical fact is usually a good idea, so long as it isn’t just a listing of events.

    • ‘4’ responses read clearly.  This is harder to describe concrete steps for, but look at your response:  

      • Does it read smoothly?  

      • Does it feel like a story rather than a list?  

      • If you read it out loud, does it sound interesting, not just a repetition of similarly structured sentences?

      • Most importantly, is there clear discussion of how the evidence answers the question?  Does it rely on logical statements like “because, “if…then” or “as a result of…”

        • This is the key skill we’re working on.  I’m particularly fond of seeing your analysis of how a person or group’s goals drove the actions they took.  For example, a sentence from a ‘3’ answer might read “Atatürk also unified Turks by creating new schools to teach the Turkish language to everybody” whereas in a ‘4’ response, that sentence might be “Because Atatürk believed that a single national identity was necessary for Turkey to survive, he promoted the Turkish language through education reforms”

    Understanding that events and decisions in history are the result of people trying to achieve their own goals is a key part of our course

    Like revisions on incomplete assignments, any resubmissions of 3’s looking to be 4’s needs to happen before the end of each unit.