This course surveys world history from ancient times to the seventeenth century. Through extensive analysis of a variety of primary and secondary sources, students will develop critical thinking and problem solving skills. This is a rigorous course with frequent and challenging reading and writing assignments. 1 credit course is offered.
Units of Study: Historical Tools, Fertile Crescent & Egypt, China & India, Classical World of Greece & Rome, Medieval World, and Renaissance & ReformationVT Grade Level Expectations
Civics, Government, & Society
H & SS9 – 12:15 Students show understanding of various forms of government by evaluating how and why rules and laws are created, interpreted, and changed.
History
H & SS9 – 12:9 Students show understanding of how humans interpret history by evaluating the credibility of differing accounts of the same event(s) , and recognizing any existing bias in their own writing about historical events.
Civics, Government, & Society
H & SS9 – 12:14 Analyzing how identity stems from beliefs in & allegiance to shared political values and principles, and how these are similar and different to other peoples.
Physical & Cultural Geography
H & SS9 – 12:13 Analyzing how location and spatial patterns influenced the spread of cultural traits (comparing clothing, food, religion/values, government, and art across four ancient cultures in relation in location); analyzing the means by which various cultural groups try to retain their cultural identity.
Civics, Government, & Society
H & SS9 – 12:16 Students examine how different societies address issues of human interdependence by explaining conditions, actions, and motivations that contribute to conflict within and among individuals, communities, and nations.
History
H & SS9 – 12:10 Students show understanding of the past, present, and future time by explaining transitions between eras that occurred over time as well as those that occurred as a result of a pivotal event, and evaluating the effects of these transitions.
Essential Questions
As students examine materials and gain an understanding about a topic, they are asked to ponder the following questions:
What kinds of evidence do historians use to the study the past?
How does religion influence the rise of civilizations?
What laws are truly just?
How do non-western principles differ from western principles?
Are philosophy and conduct related?
Why are Buddhism & Confucianism teachings, so appealing to others?
How does government and culture develop?
What are the essential characteristics of an ideal person?
How do thinkers, artists, and writers explore the nature of the universe and people’s place in it?
What is Western culture?
Why do empires and nations rise and fall?
Which is more important; freedom or security?
What are the political and cultural implications of expansionism?
What is a “crusade”?
To what extent does globalism affect daily life?
What qualities make up a Renaissance man/person?
How does art capture or reflect beauty?
How does religious teachings affect people and society?
What knowledge is essential to all people? To what knowledge should access be restricted?
MATERIALS & METHODOLOGY
This course does NOT solely rely upon a textbook. Instead materials are teacher generated and are drawn from a multitude of resources, such as professional journals, magazines, newspapers, and websites that provide primary and secondary sources. It is strongly encouraged that students obtain a large, 3” binder and history folder, so materials can be placed in an orderly manner. At times, students will be required to bring in additional materials for activities. It is also strongly recommended that students be present in class in order to gain a better understanding of the content.
Mock trials, debates, vicarious experiences, writing responses, oral, and visual presentations are just an array of things we will be doing in the classroom that promote ACTIVE and FUN learning! Class discussions, journal entries, homework, quizzes, tests, and projects are instruments that will be utilized by the teacher and students in order to evaluate, examine, and assess learning.
GRADING & ATTENDANCE
Regular and prompt attendance is a major component to a student’s education. Daily class participation and work habits are reinforced in the classroom, which are important tools for developing a well rounded individual. Therefore, if students are absent or late on a regular basis, this can definitely have an impact on their academic grade, eligibility for sports and extracurricular activities, and enrollment in school.
The Final Grade is based upon the average of these 4 categories:
In Class Activities & Attendance 40%
Homework 20%
Tests & Quizzes 20%
Projects 40%
If assignments are handed in late, deduction of one letter grade will be assigned.
If assignments are not handed in after 2 days, a ZERO will be given for that particular assignment.
However, if students are absent from class due to a fieldtrip, games, medical appointment, administrative disciplinary action, and/or other situations that are considered EXCUSED ABSENCES from the Administration, make up work can be completed. The student is ultimately responsible for making arrangements with his/her teacher.
Extra Credit
Extra credit can NOT replace regular student work that is MISSING. Extra credit can be awarded if the student has met satisfactory standing (C Average) and arrangements have been made with the teacher in a timely manner.
STUDENT RESPONSIBILITY
The student is responsible for maintaining and keeping things organized, participating in class discussions or activities, working efficiently, effectively, and respectively, submitting quality work and demonstrating a commitment in life. Students are expected to make educated decisions, act responsibly, and be patient of one another. Students are strongly encouraged to seek help or support from administrators, teachers, staff, guidance counselors, and their parents during their TA or after school.
Academic Integrity matters at Spaulding. It represents a student’s commitment to honesty and respect with teachers and among peers. It also demonstrates a student’s responsibility for his/her own learning. Integrity is an integral part of the school’s mission or “rigor, relevance, and relationships.”
A failing grade will be recorded for any work containing any information improperly submitted as one's own, or, completed by means of academic dishonesty, or deception. Administrative discretion may lead to principal’s detention or suspension.
Students must also be reminded that electronic devices (IPODs, cell phones, video games, digital cameras, etc.) must be turned off prior to entering class and are considered a disturbance. Students who fail to abide by this policy are subject to administrative action
On a lighter note, please enjoy your semester, make it memorable, and good luck throughout the school year!
****************************************************************
Once you have read the course outline , please sign below in the designated areas, acknowledging that you have reviewed the syllabus and fill out the necessary information, so we can have an updated record on how to contact you if necessary.
_________________________________________ ______________________
signature of student date
_________________________________________ ______________________
signature of parent/guardian date
Mailing Address: ___________________________ Phone #: ______________
_________________________________________
Student Email’s Address: _________________________________________________
Parent Email’s Address: __________________________________________________
lafran.whisyllabus2011