Course Title: Honors World History 9
Room: B 1.1
The standards for ninth grade
students provide opportunities to expand
knowledge of world cultures and
world regions. The standards include major
emphasis on the themes of Culture,
Space and Place, Individuals, Groups and
Institutions, and Power, Authority
and Governance. Students learn to recognize
characteristics of a community or
culture and explain reasons for cultural
diversity. The ability to compare
and contrast regional geographic features
throughout the world is an important
student outcome. Activities include using
texts, maps, charts, other
resources, research, and technological skills to aid in
historical analysis.
Course Goals/Objectives/Standards: Upon completion of the Honors World History course
students will have a better understanding of the ancient world to the
Renaissance period.
The following Honors World History standards for grades 9
will be applied:
SK
– Skills The Social
Studies program promotes essential skills to increase the students
ability to acquire information and
manipulate data, develop and present policies
and debates, construct new
knowledge, and participate in groups. Each skill is
dependent upon and enriched by all
other skills so that the learner can:
SK1a:
interpret world
maps.
SK1b:
interpret data and
create and design graphic displays (charts, graphs,
diagrams, graphic organizers) using
technology.
SK1c:
infer information
from captions, cartoons, political posters, photographs,
etc.
SK1d:
test the validity
of information using primary sources (biographies,
journals, interviews, letters).
SK1e:
correlate and cross
reference social studies materials (index, appendix,
glossary).
SK1f:
observe, analyze
interpret and draw conclusions using the Internet and
databases.
SK1g:
create multimedia
presentations using text, color, and importing
graphics, sound, special effects and
animation.
Strand/Theme:
SS1
Citizenship Social
studies programs should include experiences that provide for the study of
the ideals, principles, and
practices of citizenship in a democratic republic, so
that the learner can:
Standards: SS1a:
model the qualities
of being a global citizen.
SS1b:
exhibit tolerance
for people from other cultures.
SS1c:
participate in
service programs.
Strand/Theme:
SS2
Culture Social
studies programs should include experiences that provide for the study of
culture and cultural diversity, so
that the learner can:
Standards: SS2a:
compare and
contrast cultures.
SS2b:
analyze and
describe how language, literature, the arts, and artifacts
demonstrate beliefs and values and
contribute to the transmission of
culture.
SS2c:
analyze changes in
traditional cultures.
SS2d:
explain reasons for
cultural diversity and the need for tolerance.
S o c i a l S t u d i e s S t a n d a
r d s : G r a d e 9 – W o r l d R e g i o n s / C u l t u r e s
2
Strand/Theme:
SS3
Time, Social
studies programs should include experiences that
Continuity,
and provide for the
study of the way human beings view themselves
Change
in and over time,
so that the learner can:
Standards: SS3a:
identify the
influence of developed nations on developing nations.
SS3b:
analyze the roles
of art, music, literature, and folklore in historical
development.
SS3c:
describe the
historical development of culture in a specific region.
SS3d:
analyze attitudes,
values, and behaviors of people in different historical
contexts.
Strand/Theme:
SS4
Space Social
studies programs should include experiences that
and
Place provide for
the study of space and place, so that the learner can:
Standards: SS4a:
apply geographical
tools (e.g., maps, charts, tables, graphs) to analyze
and solve problems.
SS4b:
explain how
topography, climate, vegetation, population, distribution, and
resources impact a region or
country.
SS4c:
differentiate ways
that humans shape and adapt the environment to meet
their needs.
Strand/Theme:
SS5
Individual Social
studies programs should include experiences that provide for the study of
Development
and individual
development and identity, so that the learner can:
Identity
Standards: SS5a:
explore how gender,
race, culture, nationality, family, economic, and
religious status influence an
individual’s self concept.
SS5b:
explain how
knowledge and experiences broaden an individual’s
perception.
SS5c:
describe how individuals
can contribute to the well-being of others.
Strand/Theme:
SS6
Individuals, Social
studies programs should provide for the study of the interaction among
Groups
and individuals,
groups, and institutions, so that the learner can:
Institutions
Standards: SS6a:
identify groups
based on language, religion, family, and nationality.
SS6b:
discuss ways in
which technological, political, economic, or
environmental changes affect a
social system.
SS6c:
explain how groups
and institutions influence and perpetuate people’s
values, beliefs, attitudes, events,
and culture.
SS6d:
compare differences
in gender roles for various cultures.
SS6e:
identify resources
for participation in community/related projects.
S o c i a l S t u d i e s S t a n d a
r d s : G r a d e 9 – W o r l d R e g i o n s / C u l t u r e s
3
Strand/Theme:
SS7
Production, Social
studies programs should include experiences that
Distribution,
and provide for the
study of how people organize for the
Consumption
production,
distribution, and consumption of goods and services, so that the
learner can:
Standards: SS7a:
compare how
countries’ resources are allocated and utilized.
SS7b:
analyze how the
unequal distribution of wealth creates conflict.
SS7c:
describe the
significance of international economic organizations.
Strand/Theme:
SS8
Power, Social
studies programs should include experiences that provide for
Authority,
and the study of
how people create and change structures of power,
Governance
authority, and
governance, so that the learner can:
Standards: SS8a:
compare and
contrast basic political and economic systems.
SS8b:
explain the
development and role of international political organizations
and multinational organizations.
SS8c:
discuss how
universal human rights are viewed by different political
systems.
Strand/Theme:
SS9
Science, Social
studies programs should include experiences that provide for the study of
Technology,
the relationships
among science, technology, and society, so that the learner
and
Society can:
Standards: SS9a:
explain how science
and technology have transformed the physical world
and have influenced economic and
political institutions.
SS9b:
evaluate the
effects of technology on cultural values and the physical
environment.
SS9c:
explain societal
changes in values, beliefs, and attitudes that have
resulted from new scientific
knowledge.
SS9d:
identify laws and
policies which affect science and technology.
Strand/Theme:
SS10
Global Social
studies programs should include experiences that provide for the study of
Connections
global connections
and interdependence, so that the learner can:
Standards: SS10a:
identify behaviors
which foster global cooperation and create conflict.
SS10b:
explain how
technology and economics affect global cooperation.
SS10c:
analyze how
language, art, music, literature, belief systems, and other
cultural elements can either connect
people or cause misunderstandings.
SS10d:
describe the
historical development of a global consciousness and
concept of a world citizen.
SS10e:
develop an
awareness of current events.
Continuous School Progress: AFNORTH
International Middle/High School’s CSP (Continuous School Progress) goal is
“All students will improve their written communication skills across the
curriculum.” The 6+1 trait is the model
selected to improve school-wide writing in all subject areas. The 6+1 Trait writing framework is a
powerful way to learn and use a common language to refer to characteristics of
writing as well as establish a common vision of what “strong” writing looks
like. Teachers and students will use
the 6+1 trait model to identify areas of strength and weakness as they continue
to strive towards continued writing improvement. Success of all students requires that the 6+1 Trait become a consistent
and integral component of each course taught at AFNORTH International
Middle/High School.
Students will be writing in response to the text and developing vocabulary nearly every class. Research projects with class presentations will be assigned at least three quarters. Major writings and projects will be graded with emphasis on the 6+1 traits of ideas and content, organization, voice, and word choice.
COURSE
GRADING/ASSESSMENT: Quarter
grades are determined by:
1.
Cumulative Chapter Tests - 50%
2. Daily Assignments/Class Participation -20%
3.
Quizzes and other assigned projects- 30%
The AFNORTH grading scale, as published in the
Parent/Student Handbook, is used to determine applicable letter grades.
|
CLASSROOM EXPECTATIONS |
CONSEQUENCES FOR NONCOMPLIANCE |
|
Arrive to class on time. |
May result in lunch, after –school detentions or other
discipline corrections. |
|
Be respectful of classmates and teacher. |
Disruptive or disrespectful behavior may result
in: in lunch, after –school
detentions or other discipline corrections and/or the student being removed
from the class and/or call to the student’s parents, parent conferences,
discipline referral to administration as appropriate to the level of offense |
HOMEWORK
POLICY: Homework and long-term assignments are collected at the
beginning of class unless otherwise requested.
Late work is not accepted without penalty of one letter grade per school
day (not class meeting).
MAKE-UP
POLICY: Students are
held to the make-up policies as outlined in the Parent/Student Handbook.