Index

Introduction

Class Picture

Virtual Tour

Parents

Web Team

Standards

Syllabus

Assignments

Awards

Room Map

Grades 

American Studies

Why History

Why Literature

Behavior Contract

 Writing Lab

Plagiarism

Utopists

Dime Novels

 AMERICA’S REVOLUTION:

THE TRANSFORMATION OF THE WEST

 

Or

 

Club Frontier:

 

Adventure,

 Romance,

 

and

Live Bait


 

Contract Deadlines       Assignment

January 23

Signed contract due—student and parent signature

February 2

Last day for extra credit poetry by 3:15

February 6

Last day for poetry recitation at the beginning of the hour

February 6

Last day for Mr. Coppa or Miss Perrin to check typed drafts of Essay #1

February 10

Last day for Essay #1 history writing project due at the beginning of the hour

February 10

Pre-registration for Juniors

February 12

Completed schedule with parent signature due today for registration

February 16 & 17

No school—Winter break

February 23

Parent-teacher conferences 5:30-8:30 pm

February 27

Last day for Mr. Coppa or Miss Perrin to check typed drafts of Essay #2

March 2

Last day for Essay #2 history writing project due at the beginning of the hour

March 9

History final

March 10

Literature final

March 11

Vocabulary final—open notes with 3x5 cards

March 16-18

Adjusted schedule for CSAP testing

March 19

No school for students  Spring Break Begins!


AMERICAN POETRY AS A REFLECTION OF AMERICAN HISTORY

OR

“Let me call you sweetheart”   I keep forgetting your name

DATE DESIGNED

 

QUARTER USED

 

ASSESSMENT ANALYSIS

Target     and     Method

6-4-99 (template)

All quarters

Skills

Performance

 (WHAT?)

STANDARDS AND BENCHMARKS

LANGUAGE ARTS                                                                SOCIAL STUDIES

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

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.

 

            (WHY?)                                                                       (HOW?)         

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

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

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.

 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

“Because I Could Not Stop For Death” by Emily Dickinson

 

Because I could not stop for Death,
He kindly stopped for me;
The carriage held but just ourselves
And Immortality.

 

We slowly drove, he knew no haste,
And I had put away
My labor, and my leisure too,
For his civility.

 

We passed the school where children strove
At recess in the Ring;
We passed the fields of gazing grain,
We passed the setting sun.

 

Or rather, He  passed us

The Dews drew quivering and chill

For only Gossamer, my Gown

My Tippet only Tulle

 

We paused before a house that seemed
A swelling of the ground;
The roof was scarcely visible,
The cornice but a mound.

 

Since then 't is centuries; but yet
Feels shorter than the day
I first surmised the horses' heads
Were toward eternity.

 

100 points

 

“i carry your heart with me(i carry it in my heart)”  by   e. e. cummings

 

i carry your heart with me(i carry it in

my heart)i am never without it(anywhere

i go you go, my dear; and whatever is done

by only me is your doing, my darling)

                                    i fear

no fate(for you are my fate, my sweet)i want

no world(for beautiful you are my world, my true)

and it's you are whatever a moon has always meant

and whatever a sun will always sing is you

 

here is the deepest secret nobody knows

(here is the root of the root and the bud of the bud

and the sky of the sky of a tree called life; which grows

higher than the soul can hope or mind can hide)

and this is the wonder that's keeping the stars apart

 

i carry your heart(i carry it in my heart)

 

150 points

CASEY AT THE BAT    by  Ernest Lawrence Thayer

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.

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.

 

 

 


150 points

THE BALLAD OF WILLIAM SYCAMORE    by Stephan Vincent Benet’             

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!

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.

 

 

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

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

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.

                                             (WHY?)                                       (HOW?)         

Knowledge and Skills

Westward Expansion, Realism, naturalism, Manifest Destiny

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.

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. 

 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:

  1. 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.

 

  1. 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?

  1. 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

 

  1. 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

History Writing project questions:  

 

  1. Were the lasting effects of Buffalo Bill’s Wild West Show’s lasting effects positive or negative in American history?

  1. In what ways does the western frontier make America exceptional?

 

  1. Explain why the cowboy of the old west is an American icon.

 

  1. 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

 

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

 

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 

 

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

 

TOTAL EVALUATION OF THIS ESSAY                                                                  TOTAL SCORE


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)

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

 

 

ACT TEST IS APRIL 28TH!