Springfield High School World History Syllabus

Transcription

1 Springfield High School World History Syllabus Course Description This course will focus on raising your reading and writing skills to a college- ready level and enhance your understanding of historical events from 1600 to present day global events. It explores the impact of the democratic and industrial revolutions, the forces that led to world domination by European powers, the wars that changed empires, the ideas that led to independence movements and the effects of global interdependence. The concepts of historical thinking introduced in earlier grades continue to build with students locating and analyzing primary and secondary sources from multiple perspectives to draw conclusions. World History is a one- year course that is taken during the freshman year. Students will continue their social studies curriculum as a sophomore by taking U.S. History. No pre- requisite courses are required. Pre- requisite Courses Instructional Philosophy Students will be engaged in a variety of challenging hands- on activities, class discussions, open- ended problem solving, project- based learning and reading/writing assignments to help students understand how history impacts their lives. The instructor will incorporate technology into the course through the use of computer- assisted research, word processing, wikis, blogs and student- created multi- media presentations. Students will be held to high expectations regarding their quality of work in order to prepare them to become responsible, active citizens in the 21 st century. They will be given opportunities to redo tests until they meet state standards. Students will occasionally work in teams, but will be expected to complete individual assignments in relation to the team s work. Course Goals The course will follow the Ohio Department of Education s rigorous content standards through each of the following units: Entire Year: 1) Students apply skills by utilizing a variety of resources to construct theses and support or refute contentions made by others. Alternative explanations of historical events are analyzed and questions of historical inevitability are explored.

2 First Semester Content: 2) The Age of Enlightenment ( ) developed from the Scientific Revolution of the 16 th and 17 th centuries. A new focus on reasoning was used to understand social, political and economic institutions. 3) The Industrialization/Age of Revolution ( ) was a period of two world- encompassing and interrelated developments: the democratic revolution and the industrial revolution. Both had political, economic and social consequences on a global scale. 4) The industrialized nations embarked upon a competition for overseas empires that had profound implications for the entire world. This New Imperialism ( ) focused on the underdeveloped world and led to the domination and exploitation of Asia, Africa and Latin America. 5) The first half of the 20 th century was one of rapid technological advances. It was a period when the tensions between industrialized nations resulted in World War I and set the stage for World War II. Second Semester Content: 6) While World War II transformed the balance of world power, it was the most destructive and costly war in terms of human casualties and material resources expended. 7) Conflicting political and economic ideologies after World War II resulted in The Cold War ( ). The Cold War overlapped with the era of decolonization and national liberation. 8) The global balance of power shifted with the end of the Cold War. Wars, territorial disputes, ethnic and cultural conflicts, acts of terrorism, advances in technology, expansion of human rights, and changes in the global economy present new challenges. Major Assignments Maintain a portfolio with all daily/weekly notes and classroom assignments Apply the 5 W. HS to new vocabulary and concepts Write letters/diary entries from a historical viewpoint during the Industrial Revolution and World War I eras Analyze and evaluate primary and secondary sources throughout course Analyze and evaluate current events through various media sources Analysis and evaluate graphs, tables and charts weekly

3 Apply building- adopted literacy strategies weekly Develop a historical time line of the Cold War Create cause and effect flow charts throughout course Compare and contrast various historical eras using Venn Diagrams Develop and analyze thesis statements throughout the course Defend the philosophies and policies of multiple governments and economic systems Group role playing from various historical perspectives and eras Major Projects and Assessments Students will utilize communication and technology skills to create multi media presentations on a variety of topics Semester research- based project using various outlets of media and 21st century literacy skills Daily formative assessments (quizzes, notes, class work) with individual feedback provided by instructor End of semester/unit summative assessments Performance- based assignments completed in or out of the classroom including textbook and technology research, projects, oral presentations, weekly writing assignments Course Evaluation by Grading Period Performance Area Description Weight Assessments Unit tests and/or common assessments 40% administered in the classroom. Assignments Any assignment completed in or out of 50% the classroom including textbook and technology research, worksheets, projects, presentations, formal research papers, quizzes, notes, etc. Participation Attendance, contributions to class discussion, and bringing all supplies to class. 10%

4 Course Evaluation by Semester First Grading Period Grade 40% Second Grading Period Grade 40% Semester Exam Grade 20% Grading Plan Board Adopted Grading Scale % 85-92% 77-84% 70-76% A B C D To earn an A, the student must: Consistently demonstrate an advanced level of quality. Show mastery in identifying, explaining, evaluating, and synthesizing the course goals. Components of work are completed. To earn a B, the student must: Consistently demonstrate an above average level of quality. Approaches mastery often in identifying, explaining, evaluating, and synthesizing the course goals. Most components of work are completed. To earn a C, the student demonstrates an average level of quality. Occasionally demonstrates mastery in identifying, explaining, evaluating, and synthesizing the course goals. Some components of work are incomplete or are of average quality. Mastery will be determined through the use of rubrics on the major projects and assessments. These rubrics will be made available to the student at the beginning of each assignment so they will be aware of what is expected to achieve the standards

5 listed above. Re- Do Policy A student may redo any test once. The student will have one week from the date of return to schedule the redo. Students can improve upon the original grade, but the redo grade will not exceed 80%. The student must conference with the teacher before being allowed to redo test. Late or Missing Work Policy It is expected that your work will be turned in by the assigned date. Assigned work received after the prescribed date will not be eligible for full credit. If you are absent you will be required to make up any missed assignments including tests. One day of absence affords one day of make- up work opportunity. Late assignments turned in within one week of the due date will be assessed a 20% penalty. Work later than one week will be accepted up until the last day of the grading period for half- credit. Extra- Help The teacher provides extra help to students who fall below a C in a variety of ways. The teacher will supervise student work each day, make recommendations for improvement, and be available to assist students. The teacher will conference with any student that is in danger of failing. Students are encouraged to approach the teacher at anytime with questions, to check on grades, or to ask for help. Students are also encouraged to use the Study Table program. Finally, the teacher maintains all students grades on Progress Book. Please monitor Progress Book.