High

School 101
Syllabus

Course Description
High School 101 is a freshman only required semester-long course, offered in the Family
and Consumer Sciences Department. This class is an innovative, project-based course
designed to engage students transitioning from junior high-to-high school. The ten
micro units involved with this course are designed to provide students with 21st century
skills that they will need to succeed in the classroom as well as the workplace. High
school 101 will address challenges at the beginning of high school that will create a
smooth transition. This course requires students to not only learn these vital skills, but
also to use the skills in practical, project-based lessons.

Pre-requisite Courses
No Pre-requisites

Instructional Philosophy
Students will be given a variety of challenging real-world projects and assignments that
is typical with learning how to transition from junior high to high school. Students are
expected to turn in their highest quality of work and will be expected to re-do
projects/assignments until that is achieved. Classroom activities will include many
hands-on activities and projects, research projects, reading using the MAX teaching
strategies 21st Century Skills, problem based learning and problem solving. There will be
many different assessment methods including; written exams, tests, quizzes, oral and
written projects, research projects and reading assignments.

Course Goals

Students will enhance their listening and question skills.

Learn and practice the art of conversation.
Discover and discuss their fundamental individual learning styles
Be able to identify strategies for learning that specifically target their identified
learning styles.
Assessment of foundational ICT literacy skills.
Evaluating different websites to gain informational Internet knowledge.
Students will understand the art of compromise.
Students will recognize the difference between decisions and choices
Address the differences between short-term and long-term consequences.
Identify activities and time allocations that directly influence their study habits.

Recognize time management as skills that will help them organize and maximize
their daily activities, as opposed to creating more work.
Identify and improve the students recognition of intolerance.
Improve their ability to make, manage, multiply, and protect their hard-earned
money that will impact their plans for their future and their quality of life.

Major Assignments

Keirsey Temperament Sorter (70 Points) 10%

Students will take a 70-question personality test that helps them discover their
personality type. High School 101 students will be given a user name and password to
take the test in the computer lab during class time. Students will receive a print-off of
their temperament profile. This report will contain a basic profile of their unique
temperament type, and will provide an understanding of their personality, preferences,
and learning styles. They will then use this information in order to work closely with
other students who have different temperament profiles in order to create a better
understanding of how to get along with all types of people through high school and
beyond.

What To Do? (50 Points) 5%
This assignment will simulate real-life situations that present opportunities for students
to use people skills. This assignment will also address ramifications of having, or not
having, good people skills.

Domino Effect (50 Points) 5%
Students will be presented in class with the definition of domino effect. Based on that
definition they will have to create a domino effect of a specific action taken and play out
what could happen given the choices they make. They will then have to share their
domino effect in a group setting to get feedback on what could have gone differently to
have a better outcome for them.

Investigative Reporting Log Sheet (50 Points) 5%
The log sheet is something that students will keep track of their time on. The log sheet
includes many questions that they will need to take a look at regarding how they spend
their time, how many hours they spend and how many days a week. This is to show
students how much time they are spending on all their activities including school in a
given day/week.
Normalizer Test (50 Points) 5%
This is an evaluation of each students opinions about what is normal to him or her in
society. The students are doing this to evaluate their tolerance and their view on
society.

Major Projects and Assessments

Projects
Project #1: Unusual Job Interview (100 Points) 15%
Students are to conduct an interview with a person who has an unusual job. Sample
questions will be given to the students for the interview, plus the student for the
interview must make up additional questions. This is to get the students talking to
someone they may not be familiar with. This will also help them start a contact list
for future references when all the unusual job interviews are presented in class.

Project #2: Pick A Flick (100 Points) 15%
In a few short paragraphs (100 -150 words), students should describe their favorite
movie they have ever seen. The name of the movie MUST be mentioned in their
written description. The description should clearly explain what they liked most
about the movie and their favorite scene in the movie. After they do their
description they are to make a presentation in one of three ways. The three ways
are based on the three learning styles they were presented in class.
1. Poster/Painting/Computer drawing No words may be
used. One of these visual strategies must be used to describe the
favorite movie.
2. Radio Broadcast Tape record/Pod cast/Song/Speech
Nothing visual may be used. The student must describe the
movie through spoken words without mentioning the name of
the movie.
3. Activity Students who choose this medium should
create a game or activity that will describe the movie to their
fellow classmates without mentioning the name of the movie.

Project #3: Montana Mission (200 Points) 25%
This is a twelve-day technology literacy project. Students will be using technology
literacy tools such as: Word processing, Spreadsheets, Mind Mapping, Email, Blogs
and different web pages. They will be creating a fictional trip to Montana using all
the different tools mentioned above. When they are in Montana they will be doing a
job interview, which requires the students to create cover letters and resumes.
They will also need to book hotel and travel accommodations as well. They have a
budget that they need to follow. They will need to keep track of this budget as they
navigate through their project. All of the information they gather will then need to
be input into a PowerPoint presentation that will be presented to me.

Project #4: Daily Spending Log (100 Points) 15%
Students will need to keep a daily spending log for a period of two weeks. These will
be discussed throughout our Financial Literacy unit to get an idea of what they are
spending their money on or what is being spent on them.

Grading Plan

A
B
C
D

93 100%
85 92%
77 84%
70 76%

To earn and A, the student must: Consistently demonstrates an advanced level of
quality of work. The work should be thorough, extensive and complete. The student
should show mastery in evaluating, synthesizing and applying the principals taught as
we proceed through the course.

To earn a B, the student must: Consistently demonstrates proficient level of quality of
work. All components of work are complete.

To earn a C, the student must: Demonstrate a basic level of quality of work. Shows
recognition and comprehension of the skills taught in Resource Management. All
components of work are complete.

Teacher will give student feedback on a weekly basis. Every Friday the student will get a
print out of their grade. This will keep students and parents up-to-date on their
progress through the semester. Progress book is also available to every student and
parent to keep informed.

Re-Do Policy

If a student has earned a D or lower on an assignment or project they must re-do the
assignment. The student has one week to turn in the assignment to get credit after it is
passed back.

Late or Missing Work Policy

If a student does not turn in an assignment on time they will only get half credit for the
assignment. If it is a major assignment or project they will receive an I on their interim
or report card until the assignment is turned in. If you have a questions concerning
missing work, please make arrangements to see the teacher anytime except for the last
week of the grading period.

Extra-Help

If a student has a D or lower and/or more than two missing assignments they will be
assigned to Study Table on Tuesday and/or Thursday after school to get their grade
up/get their work done.