Unitplan

Introduction:
Thistendaymodernworldhistoryunitplanisdesignedforhighschoolstudents
offirestonehighschool.Thisschooldistrictgetsfederalsupportfundingbutstilllacksin
someareastechnologically.Gettingstudentstousecomputersinclassinsteadofoutside
schoolisimperative.Studentshavetroubleoutinthecommunityandtherecordfor
attendanceisntthegreatest,asateacherhereitisimportanttoleaveflexibilityinclass
sostudentscanhavethechancetocatchup.

Rationale:
Myunitplanwillcoverfourofthecorestandards(indicators)thataretobemet
bystudentsparticipatinginamodernworldhistoryclass.Historicaleventsprovide
opportunitiestoexaminealternativecoursesofaction.Theuseofprimaryandsecondary
sourcesofinformationincludesanexaminationofthecredibilityofeachsource.
Historiansdevelopthesesanduseevidencetosupportorrefutepositions.Historians
analyzecause,effect,sequenceandcorrelationinhistoricalevents,includingmultiple
causationandlongandshorttermcausalrelations.
Studentscomingintohighschoolthattakethiscoursewillhavepreviously
learned:
Primaryandsecondarysourcesareusedtoexamineeventsfrommultiple
perspectivesandtopresentanddefendaposition.
StudentswhocontinueontootherhistoryclassessuchasAmericanhistorywill
usethesamestandardsaslistedaboveformodernworldhistory.Theseindicatorsalso
applytoAmericangovernment,whichstatesastandardof:
Issuescanbeanalyzedthroughthecriticaluseofinformationfrompublicrecords,
surveys,researchdataandpolicypositionsofadvocacygroups.

Whencomingoutofmiddleschoolstudentsareequippedwiththeabilitytofindsources
andcreateareferencelist.Thisisexpandedatthehighschoollevelwherestudentsneed
tobeabletofullyexpresstheiropinionafteranalyzingasituationinhistory.Students
willbeabletonotonlydefendtheirpositionbutalsorefutethatofothers.Byanalyzinga
situationandunderstandingitthestudentsbecomebetterequippedtomeetrequirements
inotherclasseslikeAmericangovernment,wherestudentswillneedtodelvedeepintoa
certainspecifictopicandexplainitindetail.

Instructionalobjectives

1. Outofalistoften,studentswillbeabletoidentifyweatherasourceisprimaryor
secondary80%ofthetime.
2. Whenlookingatalistof5eventsstudentswillbeabletocreateamodelthat
branchesdifferentpossibilitiesfromasingulareventsinhistory.Studentswillbe
abletoconnecttheseeventsthroughlogisticalthinkingandexplaintheir
possibilities4outofthefivetimes.
 3. GivenapromptfromaneventinhistorysuchasThefallofConstantinople
assistedinthebeginningoftheRenaissanceofEurope.Willbeabletobuild
theirownthesisandopiniononthematterwhilebeingabletobackuptheir
thoughts100%ofthetime
4. Given5writingsbyahistorians,studentswillbeabletoidentifythethesisofthe
historianandexplainthestancetheyaretaking80%ofthetime
5. Givenanarticle,studentswillbeabletotellifthearticleisaprimaryor
secondarysourceanddescribewhyitwouldbeagoodsourcetousein50words
ormore80%ofthetime.
6. Whileinthelibrarystudentswillfindahistoricaltextoftheirown,theywillbe
abletoidentifythesourcesusedasprimaryorsecondary,thenstudentswill
identifyifthesourceisbiasedorneutral80%ofthetime.
7. Using6differenthistoricalnewspaperarticlesaboutthesametopic,studentswill
examinethebackgroundofthenewspaperandfigureoutbiasbehindthearticle.
Ofthesixarticlesstudentsshouldcorrectlyanalyze4.
8. Usingtheirownpickedtopicandarea,studentswilldevisetheirownthesisof
whyahistoricaleventhappened,andsupporttheirargumentusingpersuasive
languageinfrontoftheclassorinapaper.Thestudentscansupporttheir
argument100%ofthetime.
9. Randomlyhandedsheetsofpaperthatmatcheachother,studentswillbeableto
matchatopicwithasourcethatwouldsupportit.Studentswillbeabletomatch
thesesheetsofpaper100%ofthetime.
10. Havingalistof15eventsinhistorystudentswillbeabletoputtheminorder
basedonsimpledefinitionsoftheevent.Thestudentswillgetthecorrectorder
90%ofthetime.
11. Studentssittingattheirdeskwillbeabletobreakupalistof10small
events/achievementsandputtheminto2majoreventswith80%accuracy.

Introducingtheunitandgettingstudentsengaged
Whenthestudentswalkintoclasstostartthisunit,theclasswillbesetuplikea
tour.Studentscanfreelywalkaroundtocheckoutdifferentdisplays.Thedisplayswillbe
differenttypesofsources,oldnewspapers,oldbooks,thingsthatcanbeidentifiedas
primaryandsecondary.Questionsorcommentsonthedifferentitemsareencouraged
thenthestudentswillreturntotheirseats.

Preassessment
Thefirstdayofclassisgoingtobegoingoverthepreviousknowledgeofthe
students.Thestudentswillhavealreadycoveredknowledgeofprimaryandsecondary
sourcessothatiswhereitbegins.Thepreassessmentofthisknowledgewillbedoneina
coupleofways,firstoffwillbeasimpleKWLchartandlettingstudentstellme
themselveswhattheywanttolearnandhavelearned.Thesecondassessmentwillbea
sheetofpaperwithfiveprimaryandfivesecondarysourcesonit.GivingthemIwilllet
thestudentsanswerwhichiswhichthenoncetheyhaveitallonpapertheywillputtheir
headsdownandraisetheirhandsfortheanswertheythoughtwascorrectasIreadoffthe
sources.Afterthisthestudentswillkeeptheirpapersandgroupupintogroupsofthree
andtakeafewminutestodiscusswhytheyansweredwhattheydid.Myformalpre
assessmentwillbethepapersthestudentsarefillingout.

Studentinvolvementinplanningtheunit:
Whenplanningtheunitthestudentswillbeaskedtohelpindecidingwhattypeof
project/assessmenttheywouldrathertakepartin.Aftertheyhavedecidedthenwemove
ontoplanninghowtogradetheirwork.Leadingthestudentbyexample,placerubricsfor
moreminorprojectsandworkinplainsightsostudentscanlookatitwhenevertheyneed
it.Byhavingachancetocheckoutotherrubricstheycanfigureoutwhattheylikeand
dontlikeabouthowtheyaregraded.
Day2
StateStandards

1. Historicaleventsprovideopportunitiestoexaminealternativecoursesofaction.
4. Historiansanalyzecause,effect,sequenceandcorrelationinhistoricalevents,
includingmultiplecausationandlongandshorttermcausalrelations.

Instructionalobjectives:
11.Studentssittingattheirdeskwillbeabletobreakupalistof10small
events/achievementsandputtheminto2majoreventswith80%accuracy.

Instructionalactivities
1. Apowerpointpresentationwilldescribemultipleeventsthatleaduptoa
majorevent.I.EarchdukeFerdinandassassinatedleadstoWWI.Thisformof
activityreachestothecognitivedomain.
2. Studentswillthenbeputintogroupsofthreeorfourandgivenafictitious
eventinhistoryandmustcomeupwith5ofthereownexamplethatcould
leadtothisevent.Thisactivityaccessestheaffectivedomainaswellasthe
cognitive.
3. Thefinalactivityisashortreviewofhowdetailscanlinktogethertocreatean
eventintime.Studentsaregroupedbyrowsandallgroupsareshownthe
samethreecategories.Forexamplethecategoriescouldbe,Technology,
science,andwar/medicineetc.groupsmustpickarepresentativetogivetheir
answerthatusesthescienceandtechnologycategories(whichhave
achievementsdisplayedunderthem)tocreateaspecificeventlistedunderthe
war/medicineetccategory.Thisactivityisbasedintheaffectiveandcognitive
domains.
Materialsneeded

ComputerwithPowerPointcapabilities,projector,screen
Notecardswithfictitiouseventsonthem
Dryerasemarkerforcategoriesandachievements
Bibliography

OhioDepartmentofEducationwebsite

http://education.ohio.gov/Topics/AcademicContentStandards/SocialStudies

Formativeassessment:
Theformativeassessmentforthedayisjustashortexitslip.Thestudentsshould
writeonanotecardortearoffapieceofpaperwheretheycananswerthefollowing.Do
historicalcauseandeffectrelationshipssurpriseyou?Whydoyouthinkwestudythe
pastinthisway?Inwhatwayscanhistorychangeifasingulareventordiscoverynever
happened?Thelastquestionofthecardwillleadtothenextdayslesson.

Day3

Statestandards

1. Historicaleventsprovideopportunitiestoexaminealternativecoursesofaction.
4. Historiansanalyzecause,effect,sequenceandcorrelationinhistoricalevents,
includingmultiplecausationandlongandshorttermcausalrelations.

Learning objective:
Whenlookingatlistof5eventsstudentswillbeabletocreateamodelthatbranches
differentpossibilitiesfromasingulareventsinhistory.Studentswillbeableto
connecttheseeventsthroughlogisticalthinkingandexplaintheirpossibilities4outof
thefivetimes.

Instructionalactivities:
1. UsingthecategoriesofWar/medicineetc.fromyesterdaythestudentswillbe
askedtochooseamongstthemwhichcategorytheywouldliketofocuson.
Standupbytheboardandhavethestudentstellmewhatthingswentintothis
event/category,tomakethishappen.Thisactivityliesintheaffectiveand
cognitivedomains.
2. Ithenaskthestudentstocomeupandcrossofftwoorthreeitemsonthe
board.Oncetheyaredoneandarebackintheirseatsweexaminetogetherthe
implicationsofwhathasbeencrossedoffoftheboard.Isthereanotherway
thatthiseventcouldhavehappened,couldsomeoneelsehavedonesomething
toaccomplishthis?Howwouldthishaveaneffectonhistory?Thisactivity
laysinthecognitiveandaffectivedomains.
3. Usingtheideasofactivitytwo,thestudentsgooutintothehallwayandbreak
upintotwolargegroups.Theyunrolltwogiantsheetsofpaperandtakeone
eventthatwascrossedoffandonethatwasntandbegintocreatetwo
diagramsonefictionalandonerealistic.Thediagramswilldepictthetwo
 coursesthathistorycouldhavetaken.Thisprojectwillhitallthreedomainsof
learning.

Materials needed:
Dry erase marker
Categories from past lesson
Markers and two sheets of art paper.

Bibliography:

OhioDepartmentofEducationwebsite

http://education.ohio.gov/Topics/AcademicContentStandards/SocialStudies

Formative assessment website

http://www.levy.k12.fl.us/instruction/instructional_tools/60formativeass
essment.pdf

Formative assessment:
My assessment took place in the third activity of the day. While
the students are working on the diagrams together I am able to see
who is able to participate fully in the group work as well as who may be
more hesitant to give their input.

4th day

State standards:
2. Theuseofprimaryandsecondarysourcesofinformationincludesanexamination
ofthecredibilityofeachsource.

Learningobjective:
1. Givenanarticle,studentswillbeabletotellifthearticleisaprimaryor
secondarysourceanddescribewhyitwouldbeagoodsourcetousein50words
ormore80%ofthetime.

Instructional activities:
1. Using the same format as the first day of the unit, students
will examine and look at books and sources placed around the
room. Students will then return to their seats and write down
what types of sources the different items were. This activity
relates to the psychomotor and cognitive domain.
 2. The second activity will be a PowerPoint presentation that
incorporates what a primary and secondary source actually is.
The PowerPoint will also cover how different article can be
affected by bias. This activity relates to the cognitive domain.
3. The third activity will take place on the Internet. Computer will
be passed out amongst the class or just display the website
off of the teachers computer for the class. What the class is
going to do is look at different current day website and news
stations and analyze if these stations would have a bias to
them. The type of learning that is covered is affective and
cognitive.

Materials needed
PowerPoint capable computer, screen, and projector
Books from library or private collection, for use as source
examples.

Bibliography:

OhioDepartmentofEducationwebsite

http://education.ohio.gov/Topics/AcademicContentStandards/SocialStudies

Formative assessment website

http://www.levy.k12.fl.us/instruction/instructional_tools/60formativeass
essment.pdf

Formative assessment:
For a formative assessment the class would write down a 3-2-1
questionaire. 3 differences between primary and secondary sources
2 effects of bias on news
1 thing you didnt understand about the lesson.

5th day

State Standards:
2.Theuseofprimaryandsecondarysourcesofinformationincludesan
examinationofthecredibilityofeachsource.
3.Historiansdevelopthesesanduseevidencetosupportorrefutepositions.
Learningobjective:
Using6differenthistoricalnewspaperarticlesaboutthesametopic,studentswill
examinethebackgroundofthenewspaperandfigureoutbiasbehindthearticle.Ofthe
sixarticlesstudentsshouldcorrectlyanalyze4.

Learningactivities:
Takingaftertheactivitiesthatthestudentshadencounteredthedaybefore,this
daywillstartmuchthesameasstudentsrevisittheideaofbiasinmoderndayarticles.
Duringclasstimestudentswillbegintogiveexamplesofhowareportisbiasedandwhat
exactlybiasedmeans.Wewillwritetheseexamplesontheboard,toallowdiscussionifit
isnecessary.Thiscoverstheareasofcognitiveandaffectivedomain.
Nextwillbemakingtheconnectionofmoderndayarticlesandstorieswith
historicalones.Theclasswillcomparethetwoarticlesthatarebeforethemeacharticle
fromverydifferentviewpoints.Theclasswillthendebatewhytheauthorsofthese
articlesmayhavetakentheviewpointstheyhave.Thisactivitycangiveinsightforthe
studentsastohowtheymightviewtheeventasiftheyarereporters.Thisisanactivity
thatfallsinlinewiththecognitivedomain
Thenextpartofthelessonisthestudentstryingtotakeuptheirownarguments.
Afterviewingthearticlesandexaminingtheauthorsthestudentswillbecometheauthors
themselves.Whatthestudentsaretodohereistopickaneventandreportabouthow
terribleorwonderfulitwas.Thestudentswillwriteoutashortreport/storywherethey
applytheirownbiasintentionally.Studentswilltradeofftheirshortstoriesonapaper,or
iftheychoosetotheycanturnitintoadebate.Astheydebateatopicotherstudentswill
observethemliketheydidtheauthors.Theaspectsofthislessonaffectthecognitive,
psychomotor,andaffectivedomains.
Materialsneeded:
PowerPointcapablecomputer,screen,andprojector
Dryerasemarker
Articlesofdifferentviewpointaboutsameevent

Bibliography:

OhioDepartmentofEducationwebsite

http://education.ohio.gov/Topics/Academic-Content-Standards/Social-
Studies

Formativeassessment:
Theformativeassessmentinplacehereistheabilityofstudentstorealizethebias
inotherpeopleswritingsorspeech.Anothersimpleassessmentthatwouldbedoneatthe
endisthethumbsuprule.Hestudentswouldputtheirhandsdownandwhenaskedabout
thesubjectandtheirconfidenceintheirownabilitytheywouldeithergiveathumbsup,
down,ormiddle.

6thday

StateStandards
Historiansdevelopthesesanduseevidencetosupportorrefutepositions.

Learningobjective:

1. Given5writingsbyahistorians,studentswillbeabletoidentifythethesis
ofthehistorianandexplainthestancetheyaretaking80%ofthetime
Learningactivities:
1. Forthe6thdaythestudentswillstartbylookingatthemeaningofathesisand
howitpertainstoadocumentofpersuasion.APowerPointwillbeused
displayingdifferentthesesthatcomefromhistoricaldocumentsand
identifyinghowthethesisisusedtoidentifythepointbeingmadeinthe
document.Thisformoflearningiscognitive.
2. Studentswillthenlookattheirownbooksandcoursematerialthatrequires
readingandsearchforthethesisthattheseauthorstheyareusedtoare
portraying.Thelearningdomainhereisalsointhecognitivedomain.
3. Finallythestudentswillcometogetherinsmallgroupstotryanddiscusswhat
thedifferentthesesare.Thecommunicationbetweenthestudentsinthegroup
canbringtolightdifferentpossiblethesethatcanbedevelopedinadocument
andwhatthemostimportantthememaybe.Thisformoflearningrestswithin
boththeaffectiveandcognitivedomains.

Materials:
PowerPointcapablecomputer,screen,projector
Textbooksandrequiredreadingsforclass

Bibliography:

OhioDepartmentofEducationwebsite

http://education.ohio.gov/Topics/Academic-Content-Standards/Social-
Studies

Formative assessment:
The formative assessment for today is a self- assessment for
students, do they think they are prepared to type a document and
prepare a thesis; the students have to be self critical and not just pass
it off. By utilizing self-assessment the students will find out what they
do actually know and what they are shaky on.

7th day
State standards
Historicaleventsprovideopportunitiestoexaminealternativecoursesofaction.
Theuseofprimaryandsecondarysourcesofinformationincludesanexamination
ofthecredibilityofeachsource.
Historiansdevelopthesesanduseevidencetosupportorrefutepositions.
Historiansanalyzecause,effect,sequenceandcorrelationinhistoricalevents,
includingmultiplecausationandlongandshorttermcausalrelations.

Learningobjective:
Usingtheirownpickedtopicandarea,studentswilldevisetheirownthesisof
whyahistoricaleventhappened,andsupporttheirargumentusingpersuasivelanguagein
frontoftheclassorinapaper.Thestudentscansupporttheirargument100%ofthetime.

Learningactivities:
Studentswillbrainstormtopicsasagroup;topicsmentionedwillbeplacedonthe
boardforeveryonetoview.Studentswillthenpickatopicforwhichtheybelievethey
wouldliketocreateanargumentabout.ThisispartofAffectivedomain.
Studentswillthenbreakbackupintoindividualwork,butwillbeallowedtotalk
tothosenearby.Thepurposeofbreakinguphereistogivethestudentstimetodevisea
thesisforthetopicthattheypicked.Thisisagainaffectivelearning.
Thefinalstepistotakethestudentsdowntothelibrarytohelpthemtryand
figureoutwhatkindofsourcestheywillneedtoproduceevidenceoftheirtopicof
discussion.

Materialsneeded:
Librarytimeforstudents

Formativeassessmenttheassessmentforthedayisthatstudentswillturninthefirsttwo
sentencesoftheirthesisforapproval.Whatthisassessmentdoesisseparatesthosewho
knowwhatathesisisfromthosewhodont.Thestudentshavetoprovetheirknowledge
ofwhattheyaretryingtotypebeforetheycanstarttheirpaper.
Authenticassessment:
Thelasttwodaysplannedfortheunitwillbededicatedtoorganizingpapersand
makingsurestudentsareontrack.Classtimewillconsistofpeertutoringaswellas
questionsformethatIcanexplainindividuallyorasawholegroup.Thepurposeofa
thesiswillbedemonstratedagainjustforgoodmeasureandstudentswillhaveall
resourcesavailableatschool.

Rubricforauthenticassessment:
PAPERPART
0points(poor) 3points(fair) 4points(good) 5points(great)
Paperhasnothesis Thesisispresented Onethesisbut Clearcertainthesis,
poorly/unclearly, poorly properlyportrayed
multiplepossible presented/displayed andexplained
thesis
Paperishasno Paperjumpsto Littlevaryingfrom Paperstucktoits
background multipleideasand originalpointof topicandhad
integritydoesnt doesntstayonone paper.Littlesupport supportfromback
sticktothesis track ofbackground groundinformation
research.
Paperhas Paperhassevenor Paperhasthreeor NoGrammatical
significant lessgrammatical fewergrammatical errorsfoundin
grammaticalerrors errors errors paper

BibliographyRubric
0Points(poor) 3Points(fair) 4Points(good) 5Points(Great)
Nosources Eithera Bothaprimary Bothprimary
usedinpaper primaryor andasecondary andsecondary
secondary sourceused sourcesused,
sourceused alsohadthree
ormoresources
Noexplaination Explaination Explaination Explaination
forsourcesused behindsource behindsource adequate,over
inpaper inadequate, lacking,under 50wordslong.
under20words 40words

Studentscanearnatotalof25pointsonthispaper,15forthepaperand10forawell
designedrubric.

Studentselfassessment
Studentswillbeabletochecktheirownknowledgeandcapabilityinthesubject
priortotypingthepaperthroughtheselfevaluationexitslip,321sheetandtheirwritten
thesesthatwereturnedintomeandcheckedover.

Unittest

Name_________________________

Thistestisa10multiplechoice/truefalsequestions,fourshortanswer,andoneextended
responsequestion.Thetestwillbeworthtwentypointsoverall.Besuretodoublecheck
youranswerandwriteyournameatthetop.

Forthissectionyouwillwritetheletteranswerinthespaceprovided.(1pointeach)
1.Whenlookingforaprimarysourcefrom1985forscienceachievementsyoushould
_____
a. Checkwithyourlocalnewspaper
b. Useyourbiologybookfromthisyear
c. Checkyourlocallibrary
2. Aprimarysourceutilizesfirstpersonaccounts_____T/F

3.Thedifferencebetweenaprimarysourceandsecondarysourceis____
A.Thedateitwaspublished
B.Whopublishedthesource?
C.Whoistalkingabouttheevent?
4.AnewspaperwriterusesthewordsofJohnSmithtoaccountfordetail.Thesamequote
isthenusedinabook.Whoistheprimarysource?____
A.JohnSmith
B.Thenewpaper
C.Thebook
5.WhichofthesethesescouldbethethemeofthebookAmericanfamiliesofthe
depression____
A.Thedepressionwasacripplingforfamiliesaroundtheworld
B.ThedepressioncausedmanyAmericanfamiliestobreakupandfallapart.
C.ThedepressionwasafocalpointinAmericanhistorywherethecountrybegan
tocometogether.
D.ThedepressioncausedAmericanmenandwomentotightenupwhenitcame
tomoney
6.WhichoftheseisaSecondarysource____
A.theFranklinRooseveltsSpeech
B.Aninterviewarticlefromanewspaper
C.MagazinearticleaboutthelifeoftheIndiannations
7.Whattopicwouldmatchthesource?TheSixteenthpresident____
A.Theemancipationproclamation
B.Thetrailoftears
C.Thecivilrightsmovement
8.Whenanalyzingadocumentwhatdoesitmeanifadocumenttakesonesideofthe
argument?___
A.Overzealous
B.Neutral
C.Illinformed
D.Biased
9.A______providesfirsthandevidence
A.Asecondarysource
B.APrimarysource
C.TertiarySource
10.Putthesefoureventsinorder____
 A.Thedepression,thecollapseofthestockmarket,Germanysreparationsfor
WWI,theRoaringtwenties
B.Theroaringtwenties,thedepression,GermanysreperationsafterWWI
C.Germanysreparations,Theroaringtwenties,Thecollapseofthestockmarket,
Thedepression

11.Duringyourdebatesinclassnametwovalidargumentsthatstudentshadagainstyour
topic,whyweretheyvalid?

12. Analyzeyourownpaper.Whatkindofbiascanyouseewithinyourownpaper?
Howcouldyoucounteryourownbias?

13. Whatkindofperspectivedoesaprimarysourcegiveyou?

14. Whatistheimportanceofathesis,whatdoesathesisdoforpeoplereadingyour
paper/document?

Extendedresponse(5points)

Lookatahistoricaleventthatwehavenotgoneoverinclass.Usethiseventto
createyourownwebofwhatmayhavehappenedinhistory.Explainwhathappens
differentinyourtimelineinsteadofthehistoricaltimeline.Ex.Penicillinsavedalotof
peoplefrombacteria,withoutthesepeoplethis,this,andthis,wouldnthavehappened.

__
20

AnswerKey POINTS

1.C 1
 2.T 1
3.C 1
4.A 1
5.B 1
6.C 1
7.A 1
8.D 1
9.B 1
10.C 1
11. 1
12. 1
13. 1
14. 1
15. 5
Rubricforextendedresponse

5 Studentdemonstratestheyunderstandtheabilityofhistoriceventstoaffectone
anotherinmultipleways.Thecauseeffectrelationshipisshownbetweenthree
differenteventsintime.
3 Studentshowstheyhaveamoderatecomprehensionofhowhistoriceventsaffect
oneanother.Thecauseeffectrelationshipisshownbetweenatleast1eventintime
0 Studentdoesnotshowcomprehensionofhowhistoricaleventshavecauseand
effectrelationships.Norelationshipsarematchedtothecontent.

TheAPSdistricthasmanydifferentapplications,whichmakestudentsgradesandissues
availabletoparents.Onesuchinstanceishowstudentsareabletocheckgrades,
homeworkandallprogressinschoolthroughtheironlineaccount.Reportcardscomeout
throughthemailbutarealsopostedonlineeverynineweeksandattheendofterms.
Behaviorissuesaremarkedinthereportcardsforparentsandguardianstounderstand
howtheirstudentsareactingwithintheschoolday.Phoneextensionsareavailable
throughtheofficeandthereisanansweringmachinetoreceivequestionsaboutschool
workordifficultiesstudentsarehavinginclass.