Course Title: World
History
Room: B
1.1
COURSE DESCRIPTION:
The world history course is designed to build on the content in the
seventh and ninth grade geographical and cultural studies by studying the
historical development of these cultures. The course continues the
chronological study of ancient world civilizations begun in grade six. After an
overview of the Early Ages, the course emphasizes the period from the Middle
Ages to the contemporary world. Using the multidisciplinary approach, world
history is a balanced program, not just a history of Western Europe. Attention
is given to Europe, Asia, Africa, North and South America. The host nation's
history and culture are used for comparison.
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.
SK1a. Interpret climate, topographic, and demographic maps
SK1b. Analyze information from charts, graphs, diagrams, graphic organizers
SK1c. Interpret data and create and design graphic displays (charts, graphs, diagrams, graphic organizers) using technology
SK1d. Infer information from captions, cartoons, photographs, newspapers, and advertisements
SK1e. Evaluate the appropriateness of resource materials (biographies, journals, letters)
SK1f. Use and cite a variety of primary and secondary sources to formulate and defend positions on issues both orally and in writing
SK1g. Research and analyze information using text based databases and communication networks
SK1h. Create PowerPoint presentations using text, color, and importing graphics, sound, special effects and/or animation
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:
SS1a. Identify new social and political philosophies across history that have expanded the concept of democratic government.
SS1b. Discuss citizenship in tolerant societies.
SS1c. Trace the development of individual freedoms in history.
SS1d. Demonstrate how periods of history set the standards for citizenship in a democratic society
SS1e. Assume the responsibilities of a global citizen.
SS2 Culture:
Social studies programs should include experiences that provide for
the study of culture and cultural diversity, so that the learner can:
SS2a. Explain and give examples of how international trade has served as a conduit for cultural exchange.
SS2b. Compare the accomplishments of the European Renaissance with similar movements in other cultures.
SS2c. Determine and give examples of how the strife between science and religion has been defined differently in various cultures.
SS2d. Relate the effects that industrial development has had on world cultures.
SS2e.
Analyze how language, literature, the arts, and
artifacts demonstrate beliefs and values and contribute to the transmission of
culture.
SS3 Time, continuity, and change: Social studies programs should include experiences that provide for the study of the way human beings view themselves in and over time, so that the learner can:
SS3a.
Explain the historical development of forms of
governments.
SS3b.
Describe how the perception of time affects culture
and society.
SS3c.
Trace the evolution and evaluate the historical
significance of oppressed groups and minorities.
SS4 Space and place: Social studies programs should include experiences that provide for the study of space and place, so that the learner can:
SS4a. Compare urban and rural physical structures and use of space in a given historical period.
SS4b.
Evaluate the effect of geography on the creation of a
nation state.
SS5 Individual development and identity: Social studies programs should include experiences that provide for the study of individual development and identity, so that the learner can:
SS5a.
Articulate how personal beliefs are reflected in
attitudes toward government.
SS5b.
Examine personal beliefs about discrimination.
SS6 Individuals, groups, and institutions: Social studies programs should provide for the study of the interaction among individuals, groups, and institutions, so that the learner can:
SS6a. Describe changes in belief systems over time (e.g., development, reform, reaction).
SS6b. Examine the role of social institutions on the rise of nation states (e.g., middle class, church, university).
SS6c. Examine the change in status of social classes.
SS7 Production, distribution and consumption: Social studies programs should include experiences that provide for the study of how people organize for the production, distribution, and consumption of goods and services, so that the learner can:
SS7a. Identify governmental programs implemented to reverse economic decline.
SS7b. Describe economic instruments (e.g., bank notes, letters of credit, stocks, bonds) and institutions to promote trade.
SS7c. Explain the causes and effects of a world financial crisis.
SS7d. Summarize the advantages and disadvantages of various economic philosophies.
SS8 Power, authority, and governance: Social studies programs should include experiences that provide for the study of how people create and change structures of power, authority, and governance, so that the learner can:
SS8a. Trace the impact of revolutions on governments.
SS8b. Discuss the impact of the Industrial Revolution on governments.
SS8c. Appraise the effects of social and economic philosophies on governments during a given historical period.
SS8d. Identify methods governments use to control citizens (e.g., authoritarian, totalitarian, divine right, written laws, taboos).
SS8e. Outline the evolution of power and influence of world organizations (e.g., NATO, UN, OPEC, ANZUS, Warsaw Pact)
SS9 Science, technology, and society: Social studies programs should include experiences that provide for the study of the relationships among science, technology, and society, so that the learner can:
SS9a. Analyze how core values, beliefs, and attitudes of society shape scientific and technological change.
SS9b. Show the relationship between stable government and technological and scientific advances.
SS9c. Explain the effects of scientific and technological discoveries for a specific historical period.
SS9d. Compare the changes occurring in standards of living for various social classes.
SS10 Global connections: Social studies programs should include experiences that provide for the study of global connections and interdependence, so that the learner can:
SS10a. Explain how oppression and displacement affect the community of nations.
Assess
the impact of the global market on cultures.
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 Unit 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.
TEXTBOOK:
SUPPLIES (REQUIRED/RECOMMENDED):
Students are required to bring paper, pencil or pen,
and textbook to class everyday. A
3-ring binder is preferable, and loose-leaf paper should be used for written
work that is turned in. Outside work
can be either written or word-processed.
|
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.