Washington History is a one semester course and it is a requirement to graduate from high school. During the semester the student will learn about the following: state geography, the cultural and ethnic diversity of our state, the Native Americans, the first European explorers, the fur traders, the missionaries to Indians, the pioneer settlers, Indian treaties and Indian wars, how Washington became a state, the rise of labor and Industry, World War I, the Great Depression, World War II, the growth of modern Washington, state and local government, and major problems our state faces in the future.

Major Projects and Assignments

1. The Washington Map - The student will learn the 58 most important geographical features of the state. The map will be reviewed every day for the first 6 weeks of the semester. The map test will require the student to label the map from memory and the test will be graded on the percentage of correct answers. The Map will account for about 10% of the semester grade.

2. Virtual Tour of Washington - In this unit the student will learn about three cities in Washington State while improving their research skills on the internet. In each city they will look for one place to stay; two places to eat; and three things to do; and keep an expense account of all of his or her costs, including mileage. The student will label the cities on a map of Washington. The project will be evaluated on the accuracy of the web sites; how well the information is documented; how well the directions and examples were followed; and the overall appearance of the project. This project is worth about 5% or the semester grade.

3. Totem Pole Project - After learning about the two Native American cultures groups of Washington, each student will create their own "totem pole" using their own family history. The entire project is put together on paper supplied by the teacher. The project has two parts. On the front side the student uses symbols to represent four generations of their family. On the reverse side the student will write a brief history of each of the four people represented on the front. Examples of student projects are on my web site. The project is worth about 10% of the semester grade. Each side of the project is worth 50 points each.

4. Classroom Based Assessment (CBA) - This year's topic will be the following: The causes of conflict between the Native Americans and the settlers in the Pacific Northwest. The student will learn about a specific conflict within the guidelines listed above. Each student will write a five paragraph CBA. My web site has excellent help for all steps of the CBA; including topic selection, research, rough draft and final copy. The student will be evaluated on the quality of their research notes, rough draft, title page and final copy. The CBA will be worth about 5% of the semester grade.

5. Pioneer Diary Project - During the Pioneer Unit, students will learn about pioneer life by joining an imaginary wagon train and heading west. The students will face many of the hardships and dangers just as the real pioneers did. Upon completion of the unit, each student will write a one to two page imaginary diary based upon the events each wagon train experienced along the trail. In addition to the diary, the project will include a title page, and several illustrations. This project will be worth about 5% of the semester grade.

General Information

VOICE MAIL 683-5435 E-MAIL ptrepus@bethelsd.org If you have any concerns regarding your student, please leave a message. I will get back to you after school or the next day. If you will not be at home, please leave a number or e-mail where you can be reached during the school day.

PARENT CONTACT INFORMATION: It is very important that phone numbers and e-mail addresses where you can be reached during the school day are kept current with the school office.

HOMEWORK POLICY: I give class time to start daily work, and I give bonus points for using class time well. What does not get finished becomes homework. On most assignments students have several days to finish. Students should expect homework several times a week.

LATE WORK:. If the assignment is one day late, the score will be reduced by 10%. Beyond that, I will accept the assignment at HALF CREDIT for up to a week after it is due. An assignment more than a week late will receive no credit. Exceptions will be made for excused absences and extended illnesses. For each day a MAJOR PROJECT is late, the score will be reduced by 10% until the project is worth 50%. A project over a week late will receive no credit.

AFTER SCHOOL HELP: I am available to help students after school each week until 4:00 on__________________
Students must have permission from the parents to attend.

GRADING: Grades are based upon the point system and each quarter accounts for 50% of the semester grade. As a general rule 35% of the grade is based upon tests. Major projects, the C.B.A, and the Washington Map, account for about 35% of the grade. Daily work and notes account for the rest of the grade.

The grade scale I use is as follows: A 93-100%, A- 90-92.99%, B+ 87-89.99%, B 83-86.99%, B- 80-82.99%, C+ 77-79.99%, C 73-76.99%, C- 70-72.99%, D+ 67-69.99%, D 60-66.99%, F 50%. Missing work counts as a 0.

PROGRESS REPORTS: Progress reports are given out twice a quarter. All grades, assignments and missing work will be posted online through FAMILY ACCESS. Sign up directions are available in the school office.

DISCIPLINE: For minor issues with student discipline, the student will write a verse or two of the "Classroom Expectations" poem. If a student is late to class, unexcused, they will write the first verse of the poem three times. I expect all students to be early to class. For major discipline issues, I follow the school discipline plan and parents will be notified.