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THE
TRANSFORMATION OF THE WEST
Or
Club
Frontier:
Adventure,
 Romance,
and
Live
Bait
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Signed
contract due—student and parent signature
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February
2
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Last
day for extra credit poetry by 3:15
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February
6
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Last
day for poetry recitation at the beginning of the hour
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February
6
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Last
day for Mr. Coppa or Miss Perrin to check typed drafts of Essay #1
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February
10
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Last
day for Essay #1 history writing project due at the beginning of
the hour
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February
10
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Pre-registration
for Juniors
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February
12
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Completed
schedule with parent signature due today for registration
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February
16 & 17
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No
school—Winter break
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February
23
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Parent-teacher
conferences 5:30-8:30 pm
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February
27
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Last
day for Mr. Coppa or Miss Perrin to check typed drafts of Essay #2
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March
2
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Last
day for Essay #2 history writing project due at the beginning of
the hour
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March
9
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History
final
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March
10
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Literature
final
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March
11
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Vocabulary
final—open notes with 3x5 cards
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March
16-18
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Adjusted
schedule for CSAP testing
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March
19
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No
school for students Spring
Break Begins!
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AMERICAN
POETRY AS A REFLECTION OF AMERICAN HISTORY
OR
“Let
me call you sweetheart”
I keep forgetting your name
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DATE
DESIGNED
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QUARTER
USED
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ASSESSMENT ANALYSIS
Target
and
Method
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6-4-99
(template)
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All
quarters
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Skills
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Performance
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(WHAT?)
STANDARDS AND
BENCHMARKS
LANGUAGE
ARTS
SOCIAL STUDIES
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2.1
Write and speak for a variety of purposes
4.4
Identify the purpose, perspective and historical and
cultural influences of a speaker,
author, or director
3.2
Read literature that reflects the uniqueness and
integrity of the American
experience
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2.1
Students know how to formulate questions and
hypotheses regarding what happened
in the
past and to obtain and
analyze historical data
to answer questions and test
hypotheses.
2.2
Students know how to interpret and evaluate
primary and secondary sources
of historical
information.
3.1
Students know how various societies were
affected by contacts and exchanges
among
diverse peoples.
3.2
Students understand the history of social
organization
in various societies.
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(WHY?)
(HOW?)
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Knowledge and Skills
The
poetry is from the time period from each quarter’s theme, and is
by an American poet. Students
learn strategies to memorize effectively and how to recite.
Some interpretation is needed for memorization and
recitation
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Relevance
Everyone
needs a little American literature in his pocket.
The poetry selected in most often used in literature, and
as allusions in other forms of communication.
Students will be able to recognize American poets and their
impact on the country
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Application (work a/o college)
There
are many post high school opportunities to use allusions.
Most speakers and writers use a strong well-known quote as
an interest catcher or conclusion.
Marketing uses allusions as one of their strongest
strategies. The
Greeks wrote “Let the buyer beware (caveat emptor)”
It still applies today.
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ASSESSMENT(s)
Students
will recite one of the poems in the syllabus.
The recitation will be given to the instructor.
Students may choose to recite a poem for 100 pts, or one for 50
points extra credit. Students
may have several opportunities to recite up to the deadline date. Students who choose to recite for extra credit must meet the
deadline which is before the 100 point poetry is due. Students are evaluated on the memorization of the poem, and
preparation of delivery. While
this is not an interpretation of the poem, students should be able to
pronounce all of the words correctly and use the rhythm of the poem, if
applicable.
RUBRIC/SCORING
TOOL(s) NEEDED
Poetry recitation will be evaluated based on completion,
memorization, and meeting the deadline. In
order for students to be eligible for credit, all three of these
criterion must be met.
100 POINTS
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“Because
I Could Not Stop For Death” by Emily Dickinson
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Because
I could not stop for Death,
He kindly stopped for me;
The carriage held but just ourselves
And Immortality.
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We
slowly drove, he knew no haste,
And I had put away
My labor, and my leisure too,
For his civility.
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We
passed the school where children strove
At recess in the Ring;
We passed the fields of gazing grain,
We passed the setting sun.
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Or
rather, He passed us
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The
Dews drew quivering and chill
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For
only Gossamer, my Gown
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My
Tippet only Tulle
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We
paused before a house that seemed
A swelling of the ground;
The roof was scarcely visible,
The cornice but a mound.
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Since
then 't is centuries; but yet
Feels shorter than the day
I first surmised the horses' heads
Were toward eternity.
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100
points
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“i
carry your heart with me(i carry it in my heart)” by e. e.
cummings
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i
carry your heart with me(i carry it in
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my
heart)i am never without it(anywhere
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i
go you go, my dear; and whatever is done
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by
only me is your doing, my darling)
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i fear
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no
fate(for you are my fate, my sweet)i want
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no
world(for beautiful you are my world, my true)
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and
it's you are whatever a moon has always meant
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and
whatever a sun will always sing is you
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here
is the deepest secret nobody knows
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(here
is the root of the root and the bud of the bud
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and
the sky of the sky of a tree called life; which grows
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higher
than the soul can hope or mind can hide)
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and
this is the wonder that's keeping the stars apart
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i
carry your heart(i carry it in my heart)
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150
points
CASEY AT
THE BAT by Ernest
Lawrence Thayer
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It looked extremely rocky for the Mudville nine
that day;
The score stood two to four, with but one inning
lift to play.
So, when Cooney died at second, and Burrows did the
same,
A pallor wreathed the features of the patrons of
the game.
A straggling few got up to go, leaving there the
rest,
With that hope which springs eternal within the
human breast.
For they thought: “If only Casey could get a
whack at that,”
They’d put even money now. With Casey at the bat.
But, Flynn preceded Casey, and likewise so did
Blake,
And the former was a pudd’n,
and the latter was a fake.
So on that stricken multitude a deathlike silence
sat;
For there seemed but little chance of Casey’s
getting to the bat.
But Flynn let drive a “single,” to the
wonderment of all.
And the much-despised Blakey “tore the cover off
the ball.”
And when the dust had lifted, and they saw what had
occurred,
There was Blakey safe at second, and Flynn a huggin’
third.
Then from the gladdened multitude went up a joyous
yell—
It rumbled in the mountaintops, it rattled in the
dell;
It struck upon the hillside and rebounded on the
flat;
For Casey, mighty Casey, was advancing to the bat.
There was ease in Casey’s manner as he stepped
into his place,
There was pride in Casey’s bearing and a smile on
Casey’s face;
And when responding to the cheers he lightly doffed
his hat,
No stranger in the crowd could doubt ‘twas Casey
at the bat.
Ten thousand eyes were on him as he rubbed his
hands with dirt,
Five thousand tongues applauded when he wiped them
on his shirt;
Then when the writhing pitcher ground the ball into
his hip,
Defiance glanced in Casey’s eye, a sneer curled
Casey’s lip.
And now the leather-covered sphere came
hurtling through the air,
And Casey stood a-watching it in haughty grandeur
there.
Close by the sturdy batsman the ball unheeded sped;
“That ain’t my style,” said Casey.
“Strike one,” the umpire said.
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From the benches, black with people, there went up
a muffled roar,
Like the beating of the storm waves on the stern
and distant shore.
“Kill him! Kill the umpire!” shouted someone on
the stand;
And it’s likely they’d have killed him had not
Casey raised his hand.
With a smile of Christian charity great Casey’s
visage shone;
He stilled the rising tumult, he made the game go
on;
He signaled to the pitcher, and once more the
spheroid flew;
But Casey still ignored it, and the umpire said,
“Strike two!”
“Fraud!” cried the maddened thousands, and the
echo answered “Fraud!”
But one scornful look from Casey and the audience
was awed;
They say his face grow stern and cold, they saw his
muscles strain,
And they know that Casey wouldn’t let the ball go
by again.
The sneer is gone from Casey’s lips, his teeth
are clenched in hate,
He pounds with cruel vengeance his bat upon the
plate;
And now the pitcher holds the ball, and now he lets
it go,
And now the air is shattered by the force of
Casey’s blow.
Oh, somewhere in the favored land the sun is
shining bright,
The band is playing somewhere, and somewhere hearts
are light;
And somewhere men are laughing, and somewhere
children shout,
But there is no joy in Mudville—Mighty Casey has
struck out.
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150
points
THE BALLAD OF
WILLIAM SYCAMORE by
Stephan Vincent Benet’
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My
father was a mountaineer,
His
fist was a mighty hammer.
He
was quick on his feet like a running deer,
And
he spoke with a Yankee stammer.
My
mother she was merry and brave,
And
so she came to her labor,
With
a tall green fir for her doctor grave,
And
a stream for her comforting neighbor.
And
some are wrapped in linen fine,
And
some like a godling’s scion.
But
I was cradled on twigs of pine,
In
the skin of a mountain lion.
And
some remember a white starched lap
And
ewer with silver handles.
But
I remember a coonskin cap,
And
the smell of bayberry candles.
The
cabin walls with the bark still rough,
And
my mother who laughed at trifles,
And
the tall, lank visitors, brown as snuff,
With
their long, straight squirrel-rifles.
I
can still hear them dance, like a foggy
song,
Through
the deepest one of my slumbers,
The
fiddle squeaking the boots along,
And
my father calling the numbers.
The
quick feet shaking the puncheon-floor,
And
the fiddle squeaking and squealing,
‘Till
the dry herbs rattled above the door,
And
the dust went up to the ceiling.
There
are some children lucky from dawn
‘till dusk,
But
never a child so lucky!
For
I cut my teeth on Money-Musk
In
the Bloody Ground of Kentucky!
When
I grew tall as the Indian corn,
My
father had little to lend me.
But
he gave me his great old powder horn
And
his woodsman’s skills to befriend me.
With
a leather shirt to cover my back
And
a redskin’s nose to unravel
Each
forest sign, I carried my pack
As
far as a scout could travel.
‘Till
I lost my boyhood and found my wife,
A
girl like a Salem clipper!
A
woman as straight as a hunting knife
With
eyes as bright as the Dipper!
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We
cleared our camp where the buffalo feed.
Unheard
of streams were our flagons.
And
I sowed my sons like the apple-seed
On
the trail of the Western wagons.
They
were right, tight boys, never sulky or
slow,
A
fruitful, a goodly muster!
The
eldest died at the Alamo,
The
youngest fell with Custer.
The
letter that told it burned my hand.
Yet
we smiled and said, “So be it!”
But
I could not live when they fenced the
land,
For
it broke my heart to see it.
So
I saddled a wild unbroken colt
And
rode him into the day there.
And
he threw me down like a thunder bolt
And
rolled on me as I lay there.
The
hunter’s whistle hummed in my ear
As
the city men tried to move me.
And
I died in my boots like a pioneer,
With
the whole wide sky above me.
And
your life is easy where
mine was
rough,
My
little clerks of the city.
But
an easy life is fragile stuff,
And
I find you easy to pity.
I
lie in the heart of the fat, black soil
Like
the seed of the prairie thistle;
It
has washed my bones with honey and oil
And
picked them clean as a whistle.
And
my youth returns, like the rains of
Spring,
And
my sons, like the wild geese flying.
And
I lie and hear the meadow-lark sing
And
have much content in my dying.
Go
play with your towns you
have built of
blocks,
The
towns where you would have bound
me!
I
sleep in the earth like a tired fox,
And
my buffalo have found me.
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|
HISTORY
WRITING PROJECT
or
The
Write Stuff
|
|
DATE DESIGNED
|
QUARTER USED
|
ASSESSMENT ANALYSIS
Target
and
Method
|
|
12-14-03
|
3rd 2003
|
Reasoning and Skill
|
Constructed Response
|
|
(WHAT?)
STANDARDS AND BENCHMARKS
LANGUAGE ARTS
SOCIAL STUDIES
|
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3.1 Know and use
correct grammar in speaking and writing
3.2
Apply correct usage in speaking and writing
5.4 Paraphrase,
summarize, organize and synthesize information
5.5
Give
credit for other’s ideas, images,
or information
5.6
Use information to produce a quality product
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2.1
Students know how to formulate questions and hypotheses regarding
what happened in the past and to obtain and analyze historical
data to answer questions and test hypotheses.
5.1
Students understand how democratic ideas and institutions in the
United States have developed, changed, and/or been maintained.
5.3
Students know how political power has been acquired, maintained,
used, and/or lost throughout history.
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(WHY?)
(HOW?)
|
Knowledge and Skills
Westward
Expansion, Realism, naturalism, Manifest Destiny
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Relevance
This activity gives students the
opportunity to explore topics further.
Students self-select their topics based on interest.
One of the goals of this assignment is for students not
only to answer the question correctly, but to provide valid,
cogent explanation and proof.
These are skills used in all classes at CCHS.
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Application (work a/o college)
The
world of work demands quality, attention to detail, and meeting
specified standards. All
of these criteria are part of this assignment.
Students are expected to revise their work for higher
quality and are given credit for that revision.
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ASSESSMENT(s
This
project allows students to self-select questions from the syllabus.
Students write a three paragraph essay proving the answer to that
question using the history text and one other source. Evaluation will be format and mechanics first.
Students will revise their essays, and turn them in for a second
evaluation based on content. Students are encouraged to turn in drafts for mechanics and
content. Students’ essays
that do not reflect revision will be eligible for minimal, it any,
content credit.
TOOLS
NEEDED FOR EVALUATION See
Essay Evaluation.
AMERICAN STUDIES WRITING PROJECT
In this project you will have the opportunity to
demonstrate quality writing through researching the answer to a history
or literature questions. This
project will allow you an opportunity to state conclusions and positions
on historical issues. Our
intent is for you to produce precise and polished positions on
historical ideas. Your
writing should demonstrate a mastery of the content and express a
well-supported opinion.
The format that will be used will include the
following:
1.
The writing format for each assignment will be the History
Portfolio format that is your writing curriculum guide.
Each writing assignment will only be only 1
page in length. The
assignment must be typed.
2.
This assignment must
reflect each student’s personal knowledge, organization and
discussion. This is not a
group project. Any essay
that is plagiarized due to copying from other students, or other sources
will forfeit opportunity for credit.
3.
Your question will be graded twice. Ms. Perrin will grade your for organization, language usage,
and mechanics Mr.
Coppa will evaluate your essay for its content.
See Rubric.
4.
Your final product must be error free and presented in a
professional manner.
5.
Each essay will be worth 200
points.
6.
Your essay must include a documentation in each paragraph from
sources in the bibliography.
You will use your textbook
(readings from Mr. Coppa) and at least 1
other valid acceptable source
Textbook Bibliographic Entry
Danzer,
Gerald A. and others ed. The
Americans. Evanston:
McDougal Littell, 1998.
QUESTIONS
FOR WRITING PROJECT
ESSAY
ASSIGNMENTS
Choose one essay question per deadline.
Make sure that you carefully read the evaluation for expectations
in format, validation and presentation.
ESSAY ONE
History Writing project questions:
- Evaluate
how 19th century American literature romanticized the
west using realism and naturalism?
Cookie
Cutter:
_________,
_________, and ________all illustrate
literature’s role in romancing the west.
*Use
examples from the readings—characters, conflicts, themes or specific
authors. Focus on one
literary area and then support and analyze from at least three different
readings (Cather, Wister,
Grey, Harte,)
-
Consider the definitions of realism and naturalism
-
Pay attention to the ideas behind survival of the fittest
-
Use specific examples from Bret Harte, Willa Cather, Zane Grey,
and Owen Wister
-
Remember what represents
romanticism—man’s relationship with God and nature, the necessity of
balance, and the emphasis of human (inner) nature.
- Was
the federal government justified in its goal of assimilating Native
Americans into American society? Why or why not?
Cookie Cutter:
The federal government was/was not (pick one) justified in the
Americanization of the Native American due to ________, _________, and
_________.
-
Consider the Indian Boarding Schools
-
Is it likely that a person's cultural background can be totally
erased?
-
Why do you think the educators stressed vocational or
work-related training over academic or book learning?
-
Was there a built-in prejudice against Indian students evident in
this curriculum?
- How
was Manifest Destiny justified?
Cookie Cutter:
_________ (who was the group of people justifying this?)
justified Manifest Destiny through ______, _______, and _________.
-
Refer to your readings
-
Evaluate the reasons/criteria for this enterprise
-
Evaluate the consequences
of Manifest Destiny in the 19th century
- Which
had more of a negative impact on the Native Americans, the
railroad or gold fever?
Cookie Cutter:
The Railroad/Gold
Fever (pick one) led to the demise of the Native Americans
through _______, _______, and __________.
-
Think
about the consequences of both—and the direct bearing on Native
Americans
-
Evaluate
how the Native Americans were a threat to both the railroad and gold
fever’s goals of
o
Economy
o
Manifest
destiny
o
National
power
ESSAY 2
- Were
the lasting effects of Buffalo Bill’s Wild West Show’s
lasting effects positive or negative in American history?
- In
what ways does the western frontier make America exceptional?
- Explain
why the cowboy of the old west is an American icon.
- Where
is our next frontier? Use
what you know from your study of the west, and explain how history
is repeating itself as we attempt to conquer this frontier.
Writing
Project Format
This
format is very similar to an essay.
In this format, you will begin with the thesis statement, and
follow with three well written paragraphs that include documentation in
each paragraph. This essay
must be typed, single-spaced and in final copy format.
THESIS
STATEMENT
This
will answer the question, or give your reaction, based on facts and the
readings. Use a strong,
cogent sentence for this thesis. You
may want to use the cookie cutter.
JUSTIFICATION
These
three paragraphs must be very solid with valid proof and explanation. Use careful research and organization. Remember to cite and document information.
Each paragraph must have at least one citation.
Your essay must include citations from the textbook and from
at least one other source. All
sources must be in the bibliography in correct format.
This information reflects what you know, and
more importantly, it reflects how you use information to prove a thesis.
The most important part of this essay is that you are clearly and
thoroughly explaining the answer to the question.
Keep focused on the thesis statement and its purpose.
BIBLIOGRAPHY
The
bibliography must include the history textbook, and at least one other
source that you have used in this essay.
Remember that any source cited in the essay must be in the
bibliography. Your
bibliography is on a separate sheet of paper.
ÄUse
this bibliography format for your history book (readings from Mr. Coppa).
Danzer,
Gerald A. and others ed. The
Americans. Evanston,
IL:
McDougal Littell, 1998.
HISTORY
WRITING PROJECT
THESIS
STATEMENT
America's
development into a world power was determined by the principles of
manifest destiny and imperialism, both based on a belief in the
superiority of America's political system and culture.
JUSTIFICATION
In 1890, the superintendent of the Census Bureau
informed Americans that, "Up to and including 1880, the country had
a frontier of settlement, but at present the unsettled area has been so
broken into.... that there can hardly be said to be a frontier
line"(Hart, 157). In
less than one hundred years this country had expanded from the Atlantic
to the Pacific Ocean and developed itself into a world power.
Now that Americans had gone as far as they could go, Americans
were contemplating their destinies. For half-a-century this country had
been guided by the principle of manifest destiny, the doctrine that
called for the continued territorial expansion of this country.
It was said to be
“this country's destiny, directed to them by the will of God” (Zorichak,
45). This divine concept saw the destruction of a race of people
in order for this country to grow to economic and political superiority
over other countries. Now
that the frontier was gone, the only direction for the nation to grow
was beyond its borders. To
the south, east, and west,
there were other political and economic possibilities to conquer, even
at the expense of lesser developed civilizations.
Both manifest destiny and imperialism had their
similarities and differences. They
were similar in the belief that America’s political and economic
systems, as well as its culture were superior to other countries.
Both concepts viewed America and Christianity as representative
of the civilizing force that would open the world to progress, and both
used Social Darwinism to serve as the rationale for the subjugation of
weaker races of people. “Each
principle reflected the feelings of optimism, patriotism, and pride that
each American felt as this country progressed” (Danzer 162).
Manifest destiny and imperialism both had the American desire for
glory and financial rewards that would maintain the United States'
status as a world power. The
difference between the two concepts was subtle.
The practice of manifest destiny was confined to the North
American continent, whereas imperialism required that the United States
seek the resources of underdeveloped cultures, wherever they might be.
In analyzing the concepts of manifest destiny and
imperialism it 's vital to consider where each individual might be if
this country would not have been driven by these beliefs. Today there are still benefits of being a nation that can
determine its own destiny through the will of its constituents.
The difficulty of accepting what this country did in developing
itself lies in the dominance and exploitation of other races of people.
This country still debates the shame and devastation of the near
genocide of the Native Americans. Even
Hollywood has begun to take the part of the victims of this country's
search for progress at any price. Films
like Dances with Wolves, and Little Big Man, are powerful reminders of
this country’s history of greed.
“Today's historians must come to accept or determine the
relative importance of economic motives and national greatness, versus
humanitarian concerns in explaining why this country developed in the
way it did” (Zorichak,
51). Apparently history does repeat itself. This country continues its imperialistic path in order to
maintain its position in the world order.
Bibliography
Danzer, Gerald A. and others ed.
The Americans. Evanston,
IL: McDougal Littell, 1998.
Hart, Bob. The
American Dream. New
York: MacMillion Inc., 1982.
Zorichak,
Suzanne. The
Responsibility of The Divine Mission and Manifest Destiny. Boulder,
CO: Boulder Press Co., 1986.
EVALUATION FOR HISTORY
WRITING PROJECT
®Remember that Miss Perrin and Mr. Coppa will look at
typed drafts up to two class days before deadlines
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|
ORGANIZATION:
[Format] (graded by
Miss Perrin)50 points
5 This essay follows the correct format and is on one
page
·
valid thesis statement that addresses the assignment
·
three paragraphs with at least one citation per
paragraph from at least two
sources
·
each paragraph has at least seven sentences(quotes
only count as one sentences, regardless of length)
3 This essay is missing one of the format
requirements
·
one paragraph citation
·
one paragraph has less than seven sentences
1 This essay is missing at least one
of the following
·
valid thesis that addresses the assignment
·
two or more paragraphs without seven sentences
·
two paragraph citations
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VALIDATION/EXPLANATION:
[Supporting the thesis and assignment] (graded by Mr.
Coppa) 100 points
10 This essay is valid because it
answers the question completely and has a bibliography with two
sources,
one of them the text, and has citations
from both sources. It
also
·
uses at least one valid proof per paragraph that
clearly supports the thesis
·
contains strong explanation of all proof and ideas
and relates everything to the thesis statement
·
stays focused on the assignment and thesis
statement’s purpose
·
combines strong, clear writing skills with logical,
valid, and relevant ideas
·
includes citation of all statistics, quotes,
measures, etc. (see Writing Format)
·
uses correct format (author’s last name, pg#)
8-6 This essay has one of the following
errors, and possibly may not answer the question
·
lacks validity in one paragraph
·
needs strong
explanation, though some explanation is present—tells how/what
but not why
·
back to back quotes, or quotes without any
explanation or justification
·
repetition of ideas a/o information—lack of focus
and/or breadth
·
starts out strong, then loses focus
·
writing lacks either clarity or relevancy
·
format, but the citation is there
·
content—only one source is cited, or citations are
not in the bibliography
3-1 This essay has at least two of the following errors or this essay does not address the
question
·
two paragraphs without validity
·
no explanation, just a list of facts
·
no facts, just ideas
·
awkward structure and support of thesis
0
This essay is missing citation, and is not valid
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PRESENTATION:
(graded by Miss Perrin) 50
points
5 This essay meets the following
criteria
·
has strong mechanics and punctuation
·
only content that is cited is in quotation marks
·
uses correct agreement and usage
·
meets the Quality Writing standards in the Writing
Format
·
uses correct spelling
3
This essay is weak in the following areas—this
shows a lack of understanding in this/these areas or
lack
of proofreading
·
mechanics or punctuation
·
Quality Writing
sf—akw—7s—ts—ro—pro/ante—pronoun
reference—2nd / 1st
person pronouns
·
spelling
1 This has so many errors in
one or more of these areas that it is distracting to the essay’s
overall intent
·
mechanics or punctuation
·
agreement or usage
·
Quality Writing
·
spelling
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TOTAL
EVALUATION OF THIS ESSAY
TOTAL SCORE
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JANUARY
|
Monday
|
Tuesday
|
Wednesday
|
Thursday
|
Friday
|
|
19
No School for students
|
20
Third quarter begins
|
21
|
22
|
23
Signed contract due
|
|
26
|
27
|
28
|
29
|
30
|
FEBRUARY
|
Monday
|
Tuesday
|
Wednesday
|
Thursday
|
Friday
|
|
2
Last Day for Extra Credit Poetry by 3:15
|
3
|
4
|
5
|
6
Last Day for Poetry Recitation in class
(beginning of hour)
|
|
9 |
10
Essay #1
due at beginning of the hour
Pre-registration
|
11
|
12
Completed pre-registration schedules with
parent signature due
|
13
|
|
16
Winter Break
|
17
Winter Break
|
18
|
19
|
20
|
|
23
Parent-Teacher conferences 5:30-8:30
|
24
|
25
|
26
|
27
Springfest assembly
|
MARCH
|
Monday
|
Tuesday
|
Wednesday
|
Thursday
|
Friday
|
|
1
|
2
Essay #2
due at beginning of the hour |
3
|
4
|
5
|
|
8
|
9
History Final
|
10
Literature Final
|
11
Vocabulary Final
|
12
|
|
15
|
16
CSAP testing
Juniors and Seniors arrive in the
afternoon
|
17
CSAP testing
|
18
CSAP testing
End of Third Quarter
|
19
No School for students
|
|
22
Spring Break
|
23
|
24
|
25
|
26
|
|
29
Fourth Quarter begins
|
30
|
31
|
|
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ACT
TEST IS APRIL 28TH!
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