•  
     
     
    Sir Francis Drake High School
    R.O.C.K.
    Student Handbook

    2018-2019

    Mary Kitchens mkitchens@tamdistrict.org
    Paul Grifo pgrifo@tamdistrict.org
    Michael Wing mwing@tamdistrict.org
    Jasper Thelin jthelin@tamdistrict.org

    www.tamdistrict.org/drake/rock

    2

    ROCK Student Handbook
    Table Of Contents

    Welcome To ROCK 3
    You And Your Materials 4
    Late Work Policy 5
    Community Service Requirement 6
    Community Service Presentations 7
    Community Service Presentation Grading 7
    Public Speaking Checklist 8
    Community Service Timesheet 9
    Guide To Conducting Interviews 10
    Group Skills Rubric 12
    Six Hats Of Group Dynamics 13
    Point Dividing 15
    Guide To Research 16
    Avoiding Plagiarism 17
    Citing Sources 18
    Business Letter Template 19
    Craftspersonship Rubric 20

    3

    Welcome to ROCK
    The Revolution Of Core Knowledge program represents a challenging and engaging
    approach to high school education. ROCK focuses on knowledge, skills and personal
    responsibility. We want to produce students who can engage the world and make changes. To
    achieve that goal we restructured the way we deliver your education. We crafted a series of
    challenging, real world projects designed to develop and sharpen your skills. And thirdly, we
    designed our program to make you responsible for your own success.
    ROCK students are team taught by four teachers for two years. This allows us to keep
    better track of your progress and difficulties. We tailor our teaching efforts to meet your specific
    needs. ROCK teachers meet for four hours each week to discuss student progress. We can
    design our daily schedule of ROCK classes so we can better meet our instructional goals.
    At the center of the ROCK program are a series of projects that students work on in
    teams. Projects are designed to teach you the skills that will serve you after your high school
    days are over. You will learn how to gather and sort information, to think critically, to speak
    publicly, to organize people and events, to write effectively, to communicate visually and
    dramatically. You will learn to take risks, manage your time well, to test new ideas, to overcome
    your fears. You will never have worked harder in your school life - and you will have fun doing
    it.
    The third important aspect of ROCK is your development as an active participant in your
    own education. You will have new responsibilities that previously your teachers handled for
    you. You will have to negotiate your work schedule, choose how to divide up tasks in a project,
    decide when to meet with other students. You will even make decisions about the grades you
    receive. Your ROCK teachers will be there to give you successful strategies and structures for
    all these decisions and responsibilities.
    The world needs your voice; ROCK will help you find it.

    4

    You and Your Materials
    In order to encourage organization, your ROCK teachers require you to keep a 3-ring binder
    with 5 sections. The sections are for English, Integrated Science, Social Studies, Drama, and
    Projects. The sections should include the following:
    1. All assignment sheets, directions and project descriptors should be filed in the
    appropriate section.
    2. Any and all work for that subject area should follow. This includes class
    work, homework, notes, tests, handouts or other materials. These should be
    kept in chronological order with your most recent work in the back.
    3. A planner; Drake will supply you with one. They are essential. No one
    succeeds without one.

    Your binder should be brought to class each day. You should always arrive with
    pencil, pen, and paper. You will need a calculator that has scientific notation.
    A Reminder about Technology
    As more and more of our work is done on computers it is important that you keep in mind the
    transferability of operating systems and programs. This is especially true of group project work
    that is shared on various platforms. Do not wait until a due date to find out that you can’t
    retrieve a file due to incompatibility between programs and operating systems. If your home
    printer isn’t functional, get to school five minutes early and use a printer in the library or an open
    room.
    Save All Your Work
    Designate a file or a drawer at home where you can keep all of your returned work; you may also
    use your file in 125. If a teacher has the incorrect score in their gradebook, you need to produce
    the piece of work to get the score corrected. We are grateful for your help with this accounting.
    Cell Phones
    Cell phones will be collected and safely stored at the beginning of each class period. We do this
    so you may better concentrate on your education. If you need your phone during class ask your
    teacher. If your parent needs to contact you, they can phone the front office.

    5

    ROCK Policy on

    LATE WORK

    If an assignment does not come in on its due date, you will receive a
    zero in the grade book for that assignment. It is still worth turning in
    late work. 60/100 points, say, is still much better than a goose egg,
    which could land you in a hole so deep you can’t see the light of day.

    Negotiating your due dates:
    If you have a compelling reason, you may negotiate a particular due date with your teacher; this
    negotiating must take place at least twenty-four hours before the assignment is due. There will
    be no negotiating on the day that an assignment is due. Negotiating due dates must be done
    in a face to face meeting with you teacher.

    For absences:
    If you are absent when an assignment is due, talk to your teachers on the day you return to
    establish a due date. Immediately after an absence, visit all the teachers you missed to find out
    if you have any new assignments. Do not wait until your next class; delay may mean that your
    assignments are late. You can often keep up with classes by checking the Googleclassroom site.

    6

    The Community Service Requirement

    Goal
    The Community Service Requirement has two goals: to build an authentic connection between
    your education and the adult community, and secondly, to assist a local organization in achieving
    a tangible outcome.
    Your Incentive
    All students who complete a minimum of 70 hours of community service in their freshman and
    sophomore years (35 hours each year) will receive five units of Community Service credit on
    their Drake High School transcript. Presently, no other Drake students are receiving transcript
    credit for community service.
    Requirements
    All students in ROCK must complete a minimum of 35 hours of community service by the last
    school day in May. In determining whether something counts as community service it must
    satisfy the following:
    1. You may not receive payment or material reward.
    2. The service cannot be provided to a family member.
    3. The service must be made to an identifiable non-profit organization.
    If you are unsure, ask any ROCK teacher for clarification. If you’ve done 35 or more hours
    during the summer, you will need to do at least 10 hours during the school year. This is so that
    we can be in compliance with the requirements for getting the 5 units of credit, and so you have
    something new to discuss in your June presentation.
    To record your community service hours you must fill out the Community Service Timesheet.
    Turn in your hours to the DISC Coordinator Mimi Bennett in the Main Office.
    Consequences
    Students who do not complete the Community Service Requirement and verify their completion
    with the DISC coordinator by the last school day of May will receive no higher than an 18/30 on
    their Community Service presentation in each of their four ROCK classes taken during the spring
    semester. Also, as sophomores they will not qualify for the five units of community service on
    their school transcripts.

    7

    Community Service Presentations
    Each student will be required to present orally, twice a year, about his or her community service
    experiences. You must have at least 15 community service hours logged with the DISC
    coordinator by the end of the school day January 11 th for the first presentations, and your annual
    35 hours logged by June 3rd for the Spring. Failure to log your hours results in an automatic
    60% score on your presentation.
    How to Log your Community Service Hours:
    In order to get your hours officially recorded you must turn in the ROCK Community Service
    form to the DISC coordinator in the office. You can attach any verifying signatures or letters to
    that. Forms can be downloaded from the Drake website or picked up in the office.
    Community Service Presentations:
    Fall Semester presentations will be during the week in January that follows winter break.
    Spring Semester presentations will be the week of June 3-6.
    Each performance will be assessed using the ROCK Public Speaking Rubric and will be worth
    30 points.
    Grading the Community Service Presentations
    Each thirty-point presentation will be graded on content and speaking skills:
    Content (20 points) 3:00 to 5:00 minutes
    • your motives for choosing your community service
    • which organizations and people you volunteered with
    • the tasks you performed
    • the skills you observed others using and the skills you used yourself.
    • an anecdote
    • your reflection on how your hours impacted you or aided the community
    • the interesting, lively and original content of your presentation
    For the June presentation, you will need to add a reflection about the community service
    you have done, what you would recommend to others, and what you’d like to do in the
    future. (Think of the bulleted list above as 1/3 of your presentation; the reflection and
    recommendations and future plans is 2/3)
    Speaking Skills (10 points)
    • no scripts! This is a dynamic presentation, not an essay reading exercise
    • voice: volume, emphasis, no improper inflection
    • body posture: stand straight, head up
    • eyes: sustained eye contact with all of audience
    • notes: prepared ahead of time, few in number.
    • visual aids: not required; should enhance the presentation
    • three to five minute

    8

    Public Speaking Checklist

    VOICE
     Sufficient volume and emphasis
     Voice is declarative, not inflected
    BODY POSTURE
     Stand straight
     Head up
    EYES
     Occasional use of notes
     Eye contact with all of audience
    LANGUAGE
     Complete sentences
     Little or no “filler” language
    (“uh, well, you know, like
    yeah...”)
     Correct pronunciation of names
    and locations
    NOTES
     Neat 3x5 cards
     Words and phrases, not sentences
    and paragraphs
     Minimal number of cards
    CONTENT
     Includes all important and
    relevant details
     You display a thorough
    understanding of the topic
     Use of opinions, analyses,
    evaluations, etc., enhance your
    presentation
    VISUAL AIDS
     The aids enhance and improve
    the audience’s understanding
     The visual aids do not distract

    9

    Sir Francis Drake High School

    Revolution Of Core Knowledge Program
    Community Service Timesheet

    (Name) ________________________________________, a student in the R.O.C.K.
    Program, completed hours of community service volunteering with
    (non-profit organization)__________________________________________________

    Date(s) of service ____________________________________________________

    Duties included

    10
    Name of supervising agency representative ____________________________________
    Signature of supervising agency representative x_____________________________
    Phone number of supervising agency representative ______________________________

    The ROCK Guide to Conducting Interviews
    I. Before you start:
    A. Determine the objective of your interview. What are you trying
    to find out? How will you use the information?
    B. Research your topic before the interview. You can’t ask good
    questions if you don’t know your subject.
    C. Prepare your questions before the interview. Write out general
    and specific questions. The questions should be related to your objective.
    D. Review and practice the proper use of any video cameras, tape
    recorders or other tools you plan on using.
    E. Make an appointment for the interview.
    1. telephone skills: know what you are going to say; be polite.
    a. identify yourself as a Drake student doing research.
    b. explain why you would like to interview this person.
    c. arrange an interview time that’s convenient for the interviewee.

    II. Conducting the Interview:
    A. Arrive on time and be prepared.
    1. bring all the necessary tools: pens, paper, tape recorder,
    video camera, batteries, etc. Do sound and lighting checks before the interview begins.

    Community Service No-No’s:
     Cannot be with for-profit business
     Cannot be during school hours
     Cannot be paid work.
     This form cannot be signed by
    parent/guardian of student.

    11
    2. know your assigned tasks before you arrive: taping, questioning,

    recording, writing.
    B. Introduce the Interviewee.
    1. record the interviewee’s name, area of expertise and the
    purpose of the interview. (Example: “This is Mr. Joe Blow, a retired officer in the U.S.
    Navy and we’re interviewing him as part of our research into World War II.”)
    C. Ask, listen, record and write.
    1. ask your prepared questions.
    2. listen closely for new questions to ask. Be prepared to

    pursue an unexpected topic. Don’t ignore good leads.

    3. record the interview.
    4. write notes, both as a backup and to catch other details.

    III. Concluding the Interview:
    A. Don’t conclude until you have achieved your objective. Review
    your notes. If necessary make another appointment.
    B. Thank your interviewee. Ask him/her if they would like to see the results of
    your research when it is completed. Be sure to follow through if they say yes.
    IV. After the Interview:
    A. Review the information you gathered immediately.
    B. Determine if you achieved your objective:
    1. if you need more information, contact your interviewee again.
    C. Make use of the information you gathered.
    D. Label your tape and return any equipment.
    E. Write a brief thank-you letter to the interviewee.
    Interviewing Checklist:

     Understand your objective.
     Research your topic.
     Prepare questions.
     Know how to use your interview
    tools.
     Make the appointment.

     Assign tasks.
     Use the tools properly.
     Introduce the interviewee.
     Ask, listen, record and write.
     Thank the interviewee.
     Review your interview.

    12

     Return your tools.

    GROUP SKILLS RUBRIC

    Group
    Communication

    Time and Task Management Positive
    Interdependence

    Mutual
    Respect

    Resolving
    Conflict

    ADVANCED
    4
    •At all meetings your input &
    discussions are frequent, focused
    and useful
    •You clearly share ideas and
    actively listen
    •You are clear on group goals and
    tasks
    •You always share knowledge and
    information within your group

    •You do all tasks in advance,
    allowing time for revision and
    rehearsal
    •You have extensive evidence of
    advance planning
    •You always on task
    •You distribute work clearly and
    effectively
    •You always use project time
    effectively

    •You are trusted to carry out
    tasks
    •Your individual strengths are
    used creatively and effectively
    •You delegate work fairly
    •You always share
    responsibility for tasks and
    completion of final product

    •You always respect different
    values, opinions and ideas
    •You are very open to
    constructive criticism
    •You never use put-downs;
    helping input is the standard
    •Your interactions with group
    members are encouraging and
    positive

    •You always work towards
    compromise &/or agreement
    •You never allow conflict to
    stifle communication
    •You exhibit a high level of
    cooperation with all group
    members
    •Forgiveness is normal; you
    don’t hold a grudge

    CAPABLE
    3
    •At meetings your input is useful;
    you contribute regularly
    •You share and listen to ideas
    •You are generally clear on group
    goals and tasks
    •You share knowledge and
    information within the group

    •You meet all deadlines
    •Your advance planning is evident
    •On-task behavior is the norm
    •Distribution of work is clear and
    effective
    • Most project time is used
    effectively

    •You carry out your tasks
    •Your individual strengths and
    weaknesses are addressed
    honestly
    •You delegate work fairly if not
    always in a balanced way
    •Responsibility for some tasks is
    not shared; it is shared for final
    product

    •You respect different values,
    opinions and ideas
    •You are open to constructive
    criticism
    •You avoid put-downs and
    insults; helping input is normal
    •Your interactions are generally
    positive and encouraging

    •You try to work towards
    compromise & agreement
    •You communicate through
    areas of conflict; you work to
    find agreement
    •You are cooperative
    •You usually forgive people
    for honest mistakes

    MINIMAL
    2
    •You are absent, late or don’t
    contribute enough to meetings
    •You rarely share ideas and/or
    listen to each other
    •You are sometimes unsure of
    goals and tasks
    •You rarely share knowledge and
    information with all group
    members

    •You meet most deadlines
    •Your advanced planning is
    sometimes evident
    •You are occasionally off-task
    •You do not distribute the work
    clearly & effectively
    •You often don’t use project time
    effectively

    •You are usually trusted to carry
    out tasks
    •Some of your skills and talents
    are not used
    •Your delegation of work is
    occasionally unfair
    •You sometimes deny
    responsibility for tasks and/&
    the final product

    •You respect only some
    opinions and ideas
    •You are sometimes defensive
    about constructive criticism
    •You occasionally use put-
    downs or insults
    •You are not always positive
    and encouraging

    •You don’t always care about
    compromising
    •You allow some conflicts to
    hold up the work
    •Sometimes you are
    uncooperative
    •Group members rarely
    forgiving

    DYS-
    FUNCTIONAL
    1
    •You miss meetings and/or are
    unfocused & unhelpful
    •You do not speak up or listen to
    group members
    •You are unsure of group goals
    and tasks
    •You don’t share knowledge or
    information

    •Your work is late or missing
    •Your work is done at the last
    minute
    •You are often off task and
    unfocused
    •Work is not distributed
    •You don’t use your project time

    •You are not trusted to complete
    tasks
    •Individual skills and talents are
    left untapped
    •You don’t delegate tasks or are
    unfair when you do
    •You shirk responsibility for
    group work

    •Opinions and ideas of others
    are not respected
    •You don’t accept any criticism
    •You use put-downs frequently
    •Your input is often destructive
    and/or insulting

    •You don’t compromise or
    care about solutions
    •You don’t communicate when
    there’s a conflict
    •You work in isolation; you
    don’t cooperate
    •Your immature attitudes and
    grudges prevail

    13

    The Six Hats
    Or, How to be a Successful Group Member
    In order for a group to operate intelligently and effectively the group members must be aware of
    the roles they are playing as they try to problem solve. There must be a variety of thinking skills
    employed by the group in order for any particular task to be accomplished. Student groups
    suffer from three fundamental difficulties:
    1. Emotions - Our emotions often cloud our thinking and cause us to waste precious time.
    However, emotions are also an important element of the way we think and if used constructively
    they can play an important, helpful role.
    2. Helplessness - We sometimes feel that we lack the skills to solve a problem or complete a
    task. Helplessness can be overcome if a group develops a framework for thinking and action.
    3. Confusion - It is easy to be overwhelmed by a complex task that requires many steps and
    many decisions. Efficient groups overcome confusion with intelligent and timely decision
    making.
    To help you and your group recognize these difficulties and overcome them we introduce the Six
    Hats. Each hat represents a role you may play as a member of a group. All the hats are good and
    important. Problems may arise if any hat is left out or overused.
    The RED hat deals with emotions, intuition and hunches. This person can be
    persuasive, enthusiastic, and experimental.
    The YELLOW hat encourages students to look at the good points of an
    argument or idea. This group member is the optimist, the one that believes in the
    task and energizes the others.
    The BLACK hat encourages caution, judgment and the realistic assessment
    of an idea or situation. This person sees dangers ahead and argues against an idea
    or action that will lead to trouble.
    The GREEN hat brings creativity and new ways of problem solving. This
    member comes up with fresh ideas or tweaks an old one to make it unique.
    The WHITE hat is about information and facts. This person sees deadlines
    and due dates and follows the descriptor.
    The BLUE hat sees the big picture, the organization of your thinking. This
    member helps the group to strategize, to come up with a plan, to see that it makes it
    from start to finish.

    14

    15

    Point Dividing
    Students hold each other accountable for their work on many group project pieces, and are given the
    chance to make decisions about the sharing of points on those pieces. A WARNING: Point dividing can
    sometimes be contentious. Good groups don’t want to have bad feelings as they continue on to other
    parts of the project. Therefore, it is very important to remember that you should be kind, considerate and
    respectful as you go through the process. Don’t let your group fall apart over a few points.
    Point Dividing Preparation
    For each assignment in a ROCK project you will be determining how to divide up the points of each
    group member. The assignments below can make this process of point dividing less stressful and time
    consuming.
    1. Make a Work List
    Describe in detail what you did to contribute to the piece of work being graded. Be as honest as you can.
    Include any honest contributions you made. Include any shortcomings that you were responsible for.
    Describe in detail what your group members did. Be thoughtful and honest. Explain who deserves
    credit for any task involved in the project. Include any shortcomings that a group member was
    responsible for.
    2. The Bar Graph or Pie Chart
    Sometimes a visual representation of how much work each group member did can be helpful. Make sure
    you have the evidence to defend your visual representation.
    Group Point Dividing
    1. Each group member reads their work list comments aloud and shows their graphs to
    the group. Hold discussion until all group members have shared their work. Use the six hats and
    the intelligent behaviors to describe how people contributed to the group. Keep your discussions
    focused on the work, not on personalities. If disagreements arise, cite your evidence.
    2. Give more points to those that did more. Your goal should be to give everyone in the
    group the best-deserved grade possible. Even if a person did very little work, you should try to
    give that person the most points you can, a 59% instead of a 0% , for example.
    3. A Reminder: Doing the most work on a project doesn't necessarily mean you are
    entitled to an "A." Examine the quality of your work, not just the quantity. A group’s project
    work that is substantially below “A” quality usually implies that no one in the group deserves an
    “A’s” worth of points.
    4. When your group has agreed on how the points will be divided you must turn in the
    point dividing sheet. Double check your math to make sure your point division adds up
    correctly. Then each person signs the paper and it is given to your project advisor.
    Impasse: What to do if you can't agree
    If your group cannot reach an agreement on the division of points, talk to your project advisor.
    Remember that your project advisor has been monitoring your group work all project long and
    certainly has some input on the division of points. It is not unusual for the ROCK teachers to
    intervene. If you need our help, or aren't satisfied with the point dividing, or feel that you are
    being forced into an agreement, speak to your project advisor.

    16

    Guide to Research
    I. Gathering your Sources. Your first task is to locate useful sources of information. Typical
    sources include books, magazines, photographs, video, newspapers, the Internet, and interviews.
    Whenever researching a new or unfamiliar topic begin with the easiest sources you can find.
    Talking to someone who is knowledgeable about your research topic is an excellent way to get
    started and can really save time. Looking at pictures or video may help you to quickly grasp an
    idea. When looking for written sources, begin with the easiest, simplest and briefest summary
    you can find. Don't ignore children's books! Encyclopedias are full of short, easy to understand
    summaries. Find sources that will give you the big picture first, before your dig into the details.
    (In other words, when gathering sources it is better to be wearing a blue hat than a white hat.)
    Once a research assignment is given begin searching for and gathering sources immediately.
    II. Recording the Information. Once you have gathered your resources you have to find out if
    they are useful; that is, do they contain the information that you need? For all sources of
    information used in a ROCK project you must do the following:
    Identify the source. On a sheet of paper, enter on the title line the complete citation (see
    Citing Your Sources on page 18).
    Take notes. All information sources cited on a resource list must have notes. Notes
    must be hand written. ROCK requires two column notes (also known as Cornell notes).
    Research requires reading. The more reading you do the better you will understand your topic.
    Tips for Note Taking

     Always write legibly.
     Write in phrases and words; avoid complete sentences.
     Make headings for different topics.
     Put ideas into your own voice with your own words.
     Add a column of commentary where you react to what you’re
    reading (the second column).
     Attach all notes to the first draft of your paper

    III. Thesis: You do not begin to write your research paper until everyone in your group has
    completed sufficient research to be able to discuss your topic in detail. Then your group works
    together to generate a thesis.
    Your thesis:

     is the central idea of your research.
     includes both subject and opinion or claims.
     should be clearly stated at the end of the introduction of your paper.
     must be supported with evidence (researched facts) throughout the body of
    your paper.

    A thesis in not just a factual statement; it is a statement that includes both fact and
    opinion (or analysis) generated from your research. For example:
    "The president is from Texas" is not a thesis; it is merely a statement of fact.

    17
    "The president is from Texas and that fact has had a huge influence on his policies" is a
    thesis.
    Also, a strong thesis should be worth debating:
    “George Washington was important in the American Revolution” is very weak.
    “George Washington’s importance is overrated” can be a strong thesis!
    IV. Making an Outline: An outline is an essential tool for writing a well-organized research
    paper. It is the paper’s “skeleton.” Once you have a good outline the paper is really half-written
    since you know what things you are going to say and the order you will say them in. An outline
    consists of a precisely worded thesis and topic sentences for each sub-section or idea in support
    of the thesis. Each sub-section or supporting idea should be supported by evidence from the
    sources you have read.
    V. Writing the Paper. Now, put the “meat” on the outline “skeleton.” Write each section of
    the paper. Some groups are successful composing as a group. Often, one person sits at a
    computer while other members dictate out loud what the paper will say. Other groups prefer to
    assign individual sections to group members. Regardless of your choices, the final paper must
    have a single consistent “voice.” It should sound like one person speaking with a clear point of
    view.
    How to Avoid Plagiarism
    Plagiarism is the act of presenting someone else's ideas as your own. It usually occurs in two
    common forms. These forms are word-for-word plagiarism and the paraphrase. Word-for-word
    plagiarism occurs when an author fails to use quotation marks around phrases, sentences or even
    whole paragraphs taken directly from another source. Paraphrased plagiarism occurs when an
    author changes only a few words or the order of the words and then pretends to have written
    them him/herself.
    The best way to avoid plagiarism is to follow the note-taking guidelines above. If you compose
    your paper from your notes, and not directly from your sources, and if you cite your sources
    correctly (see below), there is almost no way you will be guilty of plagiarism. The penalty for
    plagiarized work is a zero on the assignment and the matter will be handled by the assistant
    principals.

    18

    Citing Your Sources
    You will need to cite your sources in the body of your paper and make either a resource list (if
    you are beginning or in the midst of your paper) or a works cited list (at the end of your writing
    process). Here at Drake we use the Modern Language Association (MLA) style of citations,
    although there are other styles. So if you are using an online bibliography generator, make sure
    you choose the MLA style. The Works Cited Page appears at the end of your paper and lists
    sources alphabetically by author’s last name, or by title if no author or editor is named. Indent
    the second and subsequent lines of each citation one-half inch from the left margin.
    Rule of thumb:
    Author. Title. Publishing information.
    Here’s a sample of a works cited page:

    Works Cited

    Dean, Cornelia. "Executive on a Mission: Saving the Planet." The New York Times, 22 May
    2007. Accessed 12 May 2016.
    Ebert, Roger. Review of An Inconvenient Truth, directed by Davis
    Guggenheim. rogerebert.com, 1 June 2006. Accessed 15 June 2016.
    Gowdy, John. "Avoiding Self-organized Extinction: Toward a Co-evolutionary Economics of
    Sustainability." International Journal of Sustainable Development and World
    Ecology, vol. 14, no. 1, 2007, pp. 27-36.
    An Inconvenient Truth. Directed by Davis Guggenheim, performances by Al Gore and Billy
    West, Paramount, 2006.
    Leroux, Marcel. Global Warming: Myth Or Reality?: The Erring Ways of Climatology.
    Springer, 2005.
    Regas, Diane. “Three Key Energy Policies That Can Help Us Turn the Corner on
    Climate.” Environmental Defense Fund, 1 June 2016. Accessed 19 July 2016.
    Revkin, Andrew C. “Clinton on Climate Change.” The New York Times, 17 May 2007.
    Accessed 29 July 2016.
    Shulte, Bret. "Putting a Price on Pollution." US News & World Report, vol. 142, no. 17, 14
    May 2007, p. 37.Ebsco, Access no: 24984616.
    Uzawa, Hirofumi. Economic Theory and Global Warming. Cambridge UP, 2003.

    19

    Business Letter Template

    (with format notes in italics)
    return address OR letterhead in header
    1327 Sir Francis Drake Boulevard 1st line, no abbreviation of street
    San Anselmo, CA 94960 city, comma, space, 2-letter-state, 2 spaces, zip
    June 3, 2015 date with month written out

    3 blank lines

    Mr. Bill Nye, The Science Guy name, comma, space, title
    Science World company or organization
    1111 Sun Street no abbreviations in address
    Solar City, ID 44756 city, comma, space, 2-letter-state, 2 spaces, zip

    one blank line

    Dear Mr. Nye: colon at end of salutation

    one blank line

    You have the coolest show on TV! I'd love to be a guest on your show someday. I'm real funny
    and I love science. Let me know if you think it might be a possibility.

    one blank line

    I also wanted to tell you that my mother would love to talk to you about how you became
    interested in science. She is a college counselor and is always trying to prepare her students for
    the future. She will telephone your office next week.
    one blank line

    Thanks again for such a great show.

    one blank line
    Sincerely, comma at end
    3 blank lines
    Guinevere Chantelay sender's name

    20

    Craftspersonship Rubric

    PROCESS PRODUCT
    TIME
    ON
    TASK

    PERSISTENC
    E

    RESPECT
    FOR
    MATERIALS
    AND SPACE

    MEETS
    PROJECT
    CRITERIA

    ATTENTION
    TO
    DETAIL

    PURPOSEFUL
    PRESENTATIO
    N

    EXCEPTIONA
    L

    Student is
    consistently
    engaged in
    exploration
    and
    production
    of work.

    Continuous
    enthusiasm for
    rehearsal,
    revision and
    restatement
    until desired
    expression
    emerges.
    Persistent lack
    of whining.

    Studio
    etiquette is
    followed
    exactly.
    Space is
    clean, neat,
    organized
    and safe.
    Stays until
    these things
    are done

    Clearly and
    meticulously
    follows specific
    project
    guidelines and
    requirements.

    Magnificent,
    obsessive-
    compulsive
    attention to
    detail.
    Demonstrates
    exceptional
    technical
    competence.
    Use of
    materials is
    appropriate to
    problem
    addressed.

    Polished
    completed work
    shows
    understanding of
    materials, unity
    of components
    and clarity of
    vision.

    GOOD

    Mostly
    engaged in
    the
    developme
    nt of work.

    Often
    practices
    refining and
    restating work.
    Some lack of
    whining.

    Studio
    etiquette is
    followed.
    Space is neat
    and safe.

    Most of the
    project
    requirements
    are followed.

    Attention to
    detail is
    evident.
    Demonstrates
    adequate
    technical
    competence.

    Work shows
    understanding of
    materials, use of
    components.

    POOR

    Not usually
    engaged in
    work

    Does not
    usually refine
    work;
    complains
    about practice
    and restating.

    Studio is not
    a place they
    want to be.
    In-laws will
    not visit.

    Does not meet
    requirements;
    complains.

    Sorely lacking
    attention to
    detail.
    Often
    technically
    incompetent.

    Suboptimal use
    of components;
    doesn’t get the
    “vision thing.”
    Says “But I like it