World History Course Syllabus
Here is a brief overview of my syllabus and classroom norms which have been established through a collaborative effort within the classroom. To view my entire syllabus click here.
Brief Overview
World History Course Description
In this social studies course students will get the opportunity to examine and study interactions of world history from the period of 600 BCE to the present. The long term goal is for students to demonstrate an understanding of the connection between the history of human culture and the complexities of today’s world events and occurrences.
Students refine their analytical abilities and critical thinking skills in order to understand historical and geographical context, make comparisons across cultures, use documents and other primary sources, and recognize and discuss different
interpretations and historical frameworks. The course imposes a heavy reading and writing load throughout the year. Continuity and change will be addressed in the themes of each unit.
Topics to be covered will emphasize non-western history by focusing on the interactions of peoples in different places and times. Students will be expected to understand specific content as well as comparisons over time and place.
The Six World History Themes:
1. The relationship of change and continuity from 8,000 bce to the present.
2. Impact of interaction among and within major societies.
3. Impact of technology, economics, and demography on people and the environment.
4. Systems of social structure and gender structure.
5. Cultural, religious, and intellectual developments.
6. Changes in functions and structures of states and in attitudes toward state and political identities, including the emergence of the nation-state.
Habits of Mind:
In addition to learning the content of world history, students will also work to develop the following skills:
1. Constructing and evaluating arguments: using evidence to make plausible arguments.
2. Using documents and other primary data: developing the skills necessary to analyze point of view, context, and bias, and to understand and interpret information.
3. Assessing issues of change and continuity over time, including the capacity to deal with change as a process and with questions of causation.
4. Understanding diversity of interpretations through analysis of context, point of view and frame of reference.
5. Seeing global patterns and processes over time and space while also connecting local developments to global ones and moving through levels of generalizations from the global to the particular.
6. Comparing within and among societies, including comparing societies’ reactions to global processes.
7. Being aware of human commonalities and differences while assessing claims of universal standards, and understanding culturally diverse ideas and values in historical context.
Resources:
Text: Spielvogel, J. Jackson. “World History”. McGraw-Hill Companies, Inc, 2003 Columbus, Ohio
Websites:
Students will be assessed in a variety of ways through formative and summative assessments such as: Benchmarks, teacher made tests/quizzes, essays, and projects/presentations, webquests.
Class Materials
You will need a folder preferably a binder with page separators (for handouts).
1- Notebook (Students, make sure you have a notebook specifically for this class)
2- Pens and Pencils (Students, make sure your pencils are sharpened and ready once I
walk into the classroom.)
3-Looseleaf
4-Book (Bring your book everyday unless instructed to do otherwise!)
Rules and Procedures:
1. NO GUM CHEWING or eating/drinking anything in class!!!!!!
2. Shirts must be tucked in.
3. No sagging pants. Pants will be pulled up at all times.
4. Students will respect one another. There is zero tolerance to bullying or horsing around OF ANY SORT. Students will be reprimanded for ANY level of horsing around.
5. You must get to class on time. If you are late, you must have a pass. If you do not have a pass then you will be marked tardy. After so many tardy marks your parents will then receive a phone call.
6. Passes: Students are not allowed to leave the class room during the first fifteen minutes and last fifteen minutes of class. This is a school-wide policy. When you do leave the classroom students must have a pass and it must be signed by the teacher of that class room with the date and time written next to the name. Once you return to the classroom the teacher must sign it again.
7. When you leave, leave in an orderly fashion (chairs pushed in, trash thrown away, all belongings taken with you).
Consequences for tardiness:
1. Verbal Warning
2. Student Conference
3. Conference/Parent Phone Call
4. Lose your ability to use notes on currently scheduled test
Behavior Rewards and Consequences
Rewards Consequences
1. The most important reward is LEARNING. 1. Warning
2. Verbal Praise 2. Teacher / Student Conference
3. Self-Confidence 3. Call to Parent or Guardian
4. The “Jackpot Reward” 4. Referral to the office***
***Immediate Referrals for profanity, fighting, insubordination, etc.
Grades I do NOT give grades. You must earn your grade in this class.
Grading Scale:
90-100% A The student’s work is exemplary and is completed in a timely and independent manner. The work shows
a high level of understanding or performance.
80%-89% B The student’s work is above average and has been completed in a timely and independent manner. The
work shows a clear level of understanding or performance.
70%-79% C The student’s work is satisfactory and may or may not be completed in a timely/independent manner.
60%-69% D The student’s work barely meets requirements and work is not completed in a timely or independent
manner.
0%-59% F The student’s work does not meet the minimum standards of Or unacceptable understanding or
performance or work is not the student’s personal best
Weight in the Grading Scale:
This is how your assignments will be weighed:
Homework: (Worksheets; Work Packets; Outlines; Notes; Class Discussion) etc…………………………………………………………………………………...….....................................10%
Participation: (Do Now, Exit Slips, Book Assignments, Journal Articles,
IndependentWork)………………………………………………………..……………..............................15%
Assessments: (Quizzes, Tests, Final Exams, Benchmarks, EOC Exams, Final Exams)……………………………………………………………………………...…................................................35%
Classwork: (Projects, Presentations, Document Analysis, Research Papers, Essays)………………………………………………………………………………...................................................40%
In this social studies course students will get the opportunity to examine and study interactions of world history from the period of 600 BCE to the present. The long term goal is for students to demonstrate an understanding of the connection between the history of human culture and the complexities of today’s world events and occurrences.
Students refine their analytical abilities and critical thinking skills in order to understand historical and geographical context, make comparisons across cultures, use documents and other primary sources, and recognize and discuss different
interpretations and historical frameworks. The course imposes a heavy reading and writing load throughout the year. Continuity and change will be addressed in the themes of each unit.
Topics to be covered will emphasize non-western history by focusing on the interactions of peoples in different places and times. Students will be expected to understand specific content as well as comparisons over time and place.
The Six World History Themes:
1. The relationship of change and continuity from 8,000 bce to the present.
2. Impact of interaction among and within major societies.
3. Impact of technology, economics, and demography on people and the environment.
4. Systems of social structure and gender structure.
5. Cultural, religious, and intellectual developments.
6. Changes in functions and structures of states and in attitudes toward state and political identities, including the emergence of the nation-state.
Habits of Mind:
In addition to learning the content of world history, students will also work to develop the following skills:
1. Constructing and evaluating arguments: using evidence to make plausible arguments.
2. Using documents and other primary data: developing the skills necessary to analyze point of view, context, and bias, and to understand and interpret information.
3. Assessing issues of change and continuity over time, including the capacity to deal with change as a process and with questions of causation.
4. Understanding diversity of interpretations through analysis of context, point of view and frame of reference.
5. Seeing global patterns and processes over time and space while also connecting local developments to global ones and moving through levels of generalizations from the global to the particular.
6. Comparing within and among societies, including comparing societies’ reactions to global processes.
7. Being aware of human commonalities and differences while assessing claims of universal standards, and understanding culturally diverse ideas and values in historical context.
Resources:
Text: Spielvogel, J. Jackson. “World History”. McGraw-Hill Companies, Inc, 2003 Columbus, Ohio
Websites:
Students will be assessed in a variety of ways through formative and summative assessments such as: Benchmarks, teacher made tests/quizzes, essays, and projects/presentations, webquests.
Class Materials
You will need a folder preferably a binder with page separators (for handouts).
1- Notebook (Students, make sure you have a notebook specifically for this class)
2- Pens and Pencils (Students, make sure your pencils are sharpened and ready once I
walk into the classroom.)
3-Looseleaf
4-Book (Bring your book everyday unless instructed to do otherwise!)
Rules and Procedures:
1. NO GUM CHEWING or eating/drinking anything in class!!!!!!
2. Shirts must be tucked in.
3. No sagging pants. Pants will be pulled up at all times.
4. Students will respect one another. There is zero tolerance to bullying or horsing around OF ANY SORT. Students will be reprimanded for ANY level of horsing around.
5. You must get to class on time. If you are late, you must have a pass. If you do not have a pass then you will be marked tardy. After so many tardy marks your parents will then receive a phone call.
6. Passes: Students are not allowed to leave the class room during the first fifteen minutes and last fifteen minutes of class. This is a school-wide policy. When you do leave the classroom students must have a pass and it must be signed by the teacher of that class room with the date and time written next to the name. Once you return to the classroom the teacher must sign it again.
7. When you leave, leave in an orderly fashion (chairs pushed in, trash thrown away, all belongings taken with you).
Consequences for tardiness:
1. Verbal Warning
2. Student Conference
3. Conference/Parent Phone Call
4. Lose your ability to use notes on currently scheduled test
Behavior Rewards and Consequences
Rewards Consequences
1. The most important reward is LEARNING. 1. Warning
2. Verbal Praise 2. Teacher / Student Conference
3. Self-Confidence 3. Call to Parent or Guardian
4. The “Jackpot Reward” 4. Referral to the office***
***Immediate Referrals for profanity, fighting, insubordination, etc.
Grades I do NOT give grades. You must earn your grade in this class.
Grading Scale:
90-100% A The student’s work is exemplary and is completed in a timely and independent manner. The work shows
a high level of understanding or performance.
80%-89% B The student’s work is above average and has been completed in a timely and independent manner. The
work shows a clear level of understanding or performance.
70%-79% C The student’s work is satisfactory and may or may not be completed in a timely/independent manner.
60%-69% D The student’s work barely meets requirements and work is not completed in a timely or independent
manner.
0%-59% F The student’s work does not meet the minimum standards of Or unacceptable understanding or
performance or work is not the student’s personal best
Weight in the Grading Scale:
This is how your assignments will be weighed:
Homework: (Worksheets; Work Packets; Outlines; Notes; Class Discussion) etc…………………………………………………………………………………...….....................................10%
Participation: (Do Now, Exit Slips, Book Assignments, Journal Articles,
IndependentWork)………………………………………………………..……………..............................15%
Assessments: (Quizzes, Tests, Final Exams, Benchmarks, EOC Exams, Final Exams)……………………………………………………………………………...…................................................35%
Classwork: (Projects, Presentations, Document Analysis, Research Papers, Essays)………………………………………………………………………………...................................................40%
Click the on link below to view my course syllabus in its entirety:
world_history_course_syllabus.doc | |
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