World History Syllabus and Student Packet Table of Contents Page 2



Download 6.17 Mb.
Page1/13
Date30.04.2018
Size6.17 Mb.
  1   2   3   4   5   6   7   8   9   ...   13
2016-2017 World History

Syllabus and Student Packet

Table of Contents




Page 2 Philosophy, Goals, Course description, History department mission statement
Page 3 Classroom rules and general grading policies
Page 4 Are you getting the grades you want?
Page 5 Semesters 1 and 2 grade summary and grade scale
Pages 6-12 Unit notes & content items
Pages 13-21 Unit 8 Readings
Pages 22-27 Vocabulary and definitions
Pages 28-37 Atlas & blank maps
Page 38 Sample note format
Pages 39-40 How to write an essay
Page 41 Sample Vocabulary and Quiz Card
Pages 42-43 How to do everything: Reference sheets

WORLD HISTORY : PHILOSOPHY AND GOALS
The primary goal of this class will be to provide a transition from middle school work, and expectations, to the high school and beyond. Preparation for successful completion of Advanced Placement courses, standardized state tests, Common Core, and readiness for any post-graduate assessment with time limits or other restrictions will also be priorities.

Our philosophy is that special emphasis needs to be placed on the development of individual responsibility and the skills of learning how to learn. For that reason, this class will be about learning to think, work, and communicate. We will emphasize historical themes and will be teaching memorization and critical reading skills. Because of this there is no need to be concerned about the course not providing a rigorous introduction to history content.

Many students will find this course to be the most challenging they have yet encountered. Homework needs to be done on a nightly basis. Weekend work will be the rule. If either parent or student is feeling unsure of the progress being made, or is having problems, we need to talk. Don’t wait!

Have a good year and please keep the lines of communication open. If you have a question, please call me—I will get back to you within 24 hours.

Sincerely,

Your World History Teacher

El Camino High School (760) 757-8550
WORLD HISTORY COURSE DESCRIPTION
A special emphasis will be placed on the development of college-level study skills. Organization (Time Management, or TM), reading, paraphrasing and note-taking skills will be the main priority of the first six-weeks. During the remainder of the first semester we will work on test preparation and test-taking skills. Timed testing will be required to prepare students for standardized testing formats.

Students will study the major turning points that shaped the modern world, from the late 18th century through the present, including the cause, course, and results of the two world wars. They trace the rise of democratic ideas and develop an understanding of the historical roots of current world issues, especially as they pertain to international relations. They extrapolate from the American experience that democratic ideals are often achieved at a high price, remain vulnerable, and are not practiced everywhere in the world. Students develop an understanding of current world issues, relating them to historical, geographic, political, economic, and cultural contexts. Students consider multiple accounts of events in order to understand international relations from a variety of perspectives.

The second semester will see a continuation of the content through modern times and an extremely heavy emphasis on writing skills. ECHS has developed a set of Expected Schoolwide Learning Results, or ESLR’s, and we hope very much that this course helps to facilitate these results. You will find reference to many of them in the policies to follow.

SOCIAL SCIENCE GOALS

EVERY STUDENT THAT SPENDS TIME WITH US WILL, AS A RESULT OF OUR TEACHING, SEE GROWTH IN THE FOLLOWING AREAS:




  1. SELF-DISCIPLINE (RESPONSIBILITY)




  1. SELF-ANALYSIS (INTEGRITY)




  1. WRITING/READING (PLANNING/COMMUNICATION)




  1. PROBLEM SOLVING (INDEPENDENT LEARNING)




  1. KNOWLEDGE OF HISTORICAL THEMES (CITIZENSHIP)




  1. PERFORMANCE ON STANDARDIZED TESTS (AP, SAT I, SAT II)



TEST TAKING/GRADING POLICY
It is our job to insure that the integrity of tests and homework remains consistent. When taking tests, certain rules will be announced to the class. If you violate any of these rules, your test will be immediately discarded with no chance of make-up. If you are caught cheating on any test or homework assignment, you will receive an “F” and a “U” for the grading period. If you miss a test you must make it up the day you return.


Parent/Guardian Signature____________________________________________________________________________

Test-taking Rules:

  1. Be totally silent from the moment the first test is passed out until the last test is collected.

  2. Do not look in the direction of anyone else’s paper.

  3. All desks are to remain clear of all materials until the last test is collected.

  4. Follow all instructions as directed.

  5. Failure to follow any of these rules will result in your exam being discarded with no make-up.



HOMEWORK POLICY

Notes and other homework assignments will be checked on a daily basis. There is no late credit. Have it done on time and have it done right the first time. Good work habits are an important ingredient in life-long success. We hope that developing a habit of producing accurate and timely homework will help you to internalize these characteristics. Procrastination is a very stressful and unproductive habit!! (If you are late to class, you get no homework credit. See below for definition of late!)


ATTENDANCE POLICY

Be on time! The definition of “on time” in my class is: you must be in your seat with your work and notes out. You must be working on the class assignment and not talking to anyone. All of this must occur before the tardy bell rings. If it doesn’t—you are tardy!

CLASSROOM RULES

In addition to those rules already specified, there are a few others you need to think about:



  1. Defacing school property will result in as harsh a penalty as I am, by law, allowed to carry out.

  2. Every student is to act like a responsible, considerate, human being at all times. Respect and toleration are expected at all times. Failure to display these “democratic traits” will result in an appropriate punishment.

  3. Many specific rules, instructions, and procedures will be presented as required. You are expected to follow them all without being reminded. Failure to do so will result in appropriate penalty and/or a reduction in your grade (see below)

  4. If you miss a day of school, all work is due the day you return. You will also be responsible for tests on the day you return.

  5. It is up to the student to find out what work needs to be made up because of missed days.

  6. No hats or sunglasses on in the classroom.

  7. You should keep a notebook with all your papers in it. You will be responsible for resolving any conflicts concerning the number of points you have.

  8. Any excuses, prearranged absence requests, or progress reports must be placed on my desk prior to the bell ringing.

  9. You must have your student handout, syllabus, planner and other materials with you every day.


DISCIPLINE YOURSELF SO OTHERS WON’T HAVE TO.
GRADING POLICY

The following grading policy has been designed by taking into account the Expected Schoolwide Learning Results, the Oceanside Unified School District’s Board of Education grading guidelines, the California State Standards for History and Social Science, and our teaching experiences.

We hope this policy reflects both our desire to maintain extremely high academic standards and the understanding that much of what is learned in school cannot be measured through an inspection of content acquisition.

Please keep in mind that a student with 90% or more on tests may still be a “B” student because other areas are weak. By the same token, a student with 45% on tests may pass because they show exceptional growth in other important areas.


The following characteristics are taken from our school’s Expected Schoolwide Learning Results or ESLRs. These are the ESLRs that World History will most emphasize and those that are incorporated into the grading and other policies.


STUDENTS WILL:

  • Identify, assess, and analyze problems within various contexts

  • Demonstrate higher order thinking skills.

  • Draw conclusions from a broad base of information

  • Receive, interpret, and use information from others, regardless of the mode of communication (verbally, visually, and in writing).

  • Convey information to others verbally, visually, and in writing.

  • Acknowledge ethnic, economic, social, religious, and cultural diversity.

  • Exhibit a strong work ethic and accept personal responsibility

  • Have acquired a broad base of knowledge

  • Manage time effectively

  • Demonstrate awareness of career options

ARE YOU GETTING THE GRADES YOU WANT?

Are you happy with your grades? Do you think you have worked hard and still are not getting the grades you deserve? Take this personal survey. Maybe it will help you understand yourself better—and maybe it will improve your grades. Answer a TRUTHFUL yes or no to each question.




  1. Do you listen to everything the teacher says in class?

  2. Do you keep a planner and write down all of your assignments in detail?

  3. Do you listen carefully to the teacher to hear assignments that are not written on the board?

  4. Do you listen carefully to the teacher for points that are emphasized, knowing that emphasized points will probably be so important that they will be on the test?

  5. Do you review the class notes for each class every day?

  6. Do you do exercises in the textbooks—even when they are not assigned by the teacher—so that you will understand/learn the material to the best of your ability?

  7. Do you study for each subject every night—even when you don’t have a written assignment—by memorizing facts/reading and rereading text materials?

  8. Do you make flash cards and use them to memorize vocabulary and key facts?

  9. Do you go to tutoring sessions with your teachers after school when you don’t understand what is being taught?

  10. Do you ask questions when you don’t understand?

  11. Do you keep all worksheets and tests that are returned to you by the teacher, so that you can use them to study for tests?

  12. Do you have a regular time to study every night?

  13. Do you have a quiet, organized place to study at home?

  14. Do you make studying a top priority in your life, saying “no” when people ask you to surf or go to the mall if you have homework to do?

  15. Do you take full responsibility for completing assignments and turning them in on time or do you make excuses, such as, “I was absent when my teacher gave that assignment”; or, “I had to go out of town with my family” etc.?

  16. Do you read textbook assignments, using the proven method of reading to find the answers?(Note: if there are no questions given, do you turn the subheadings of each textbook into a question, write the question down, and read to find the answer. Of course, you write down the answer, too. And, yes, you do this even if the teacher doesn’t tell you to do it?)

  17. Do you pay attention to class videos and take notes?

  18. Do you try to think of how you will use the information/skills you are learning in your daily life?

  19. Do you try to think of several things you learned in class each day?

  20. Do you take pride in your work, making each assignment an example of your best work? (instead of saying, “Oh well, that’s good enough.”)

  21. Do you proofread your work for spelling errors, left out words, and grammar mistakes?

  22. Do you have relatives or teachers proofread your work?

  23. Do you use the dictionary when you are not sure of a word’s correct spelling or meaning?

  24. Do you use the spell-check/grammar check features on Word or other applications?

  25. Do you have good attendance?

  26. Are you usually on time for class?

  27. Do teachers say you have good behavior in class?

  28. Do you try to sit near the front of the classroom?

  29. Do you let your friends know that you don’t like to talk during class?

All of the above points—and more—have been given to you before as better ways to study. If you have a lot of “no’s”, you can make positive changes to your study habits. Instead of shrugging your shoulders, saying, “that’s not the way I do it,” make some resolutions to really try to improve your study habits. You can do it! It is up to you. If you REALLY want better grades, you have to make the effort; no one can do it for you. Many people are ready to help you, but in the end you are the one who has the responsibility to take charge of your progress at school. Nothing will improve until you accept this responsibility and do something that will bring about the positive changes you desire.





World History Grading Summary: 1st Semester
6 week Grade: Unit 1

SLOs (Schoolwide Learner Outcomes) = 10%

Homework and Quiz = 50%

Unit 1 M/C Test = 25%

Unit 1 Vocab Inference

Primary Source, & Maps Test = 15%



12 Week Grade: Unit 2

6 Week Grade = 20%

SLOs = 10%

Homework and Quiz = 15%

Unit 2: Ind. Rev. Essay = 20%

Unit 2 M/C Test = 20%

Unit 2 Vocab Inference,

Primary Source & Maps Test = 15%


Semester Grade: Units 3, 4, & Final

12 Week Grade = 20%

Homework, Quiz, SLOs = 10%

Unit 3 M/C Test = 15%

Unit 3 Vocab Inference,

Primary Source & Maps Test = 10%

Unit 3: Imperialism Essay = 10%

Unit 4: WWI Causes Essay = 10%

Final Exam = 25%

World History Grade Scale

A= 85%-100%

B= 84%-70%

C= 69%-55%

D= 54%-35%

F= 34%- lower




World History Grading Summary: 2nd Semester
6 Week Grade - Unit 5

SLOs = 10%

Homework and Quiz = 30%

Unit 5 M/C Test = 20%

Unit 5 Vocab Inference

Primary Source, & Maps Test = 15%

Unit 5: Causes Essay = 25%

12 Week Grade – Unit 6

6 Week Grade = 20%

Homework and Quiz = 15%

SLOs = 10%

Unit 6: Conduct Essay = 20%

Unit 6 M/C Test = 20%

Unit 6 Vocab Inference

Primary Source, & Maps Test = 15%




Semester Grade - Units 7 & 8, Career Unit

12 Week Grade = 20%

Homework, Quiz, SLOs = 10%

Unit 7: Results Essay = 15%

Unit 7 M/C Test = 10%

Unit 7 Vocab Inference

Primary Soruce, & Maps Test = 5%

Unit 8 Test = 10%

Final Exam = 25%

Career Unit = 5%






Unit 1: The Rise of Democratic Ideas

#

Title

Page

Essential Question

Main Ideas

1.1

The Spiritual Dimensions of Israel

126

How did the Hebrews contribute to democracy?


Monotheism, God’s characteristics, Jewish beliefs, Covenant, Prophets and their message (paragraphs ¶ 5-8), Judaism uniqueness

1.2

Socrates

139

How did Socrates contribute to democracy?

Socrates’ goal, Socratic Method, Reason, Free thought (paragraphs ¶ 3-4)

1.3

Plato

139

For The Republic by Plato, describe the 3 groups within society

Complete the Primary Source Worksheet Handout & answer the essential question

1.4

Aristotle

140

For Politics by Aristotle, describe the 3 types of gov. within society.

Complete the Primary Source Worksheet Handout & answer the essential question

1.5

Athens

137-138

How did Athens contribute to democracy?

Athens, Economic problems, Citizens

1.6

Roman State

145

Explain how Rome was divided both socially and politically

Complete the Primary Source Worksheet Handout & answer the essential question

1.7

Roman Law

146

How did Roman Law contribute to democracy?

12 Tables, {skip paragraph ¶ 2}, Roman justice

1.8

John Locke

181

How did Locke contribute to democracy?

Locke and Natural Rights, Contract between government and people (paragraphs ¶ 2-3), Inspiration for other revolutions

1.9

Voltaire

185

How did Voltaire contribute to democracy?

Voltaire, Imprisonment, Censorship, Religious toleration

1.10

Montesquieu

185

How did Montesquieu contribute to democracy?

Montesquieu, 3 types of government, Separation of powers and checks and balances, {skip paragraph ¶ 4}, Influence on US

1.11

Rousseau

185-186

Explain 2 ideas of Rousseau (be specific).


Complete the Primary Source Worksheet Handout & answer the essential question

1.12

The Constitution

196

How did the Constitution use the Enlightenment?

Federal System, President, House & Senate, Supreme Court

1.13

Background to the Revolution

212

What was the difference between the American & French Revolutions?

Difference between American and French Revolutions (paragraphs ¶ 1-3), Turning point in World History

1.14

The Three Estates

212-213

What made the 3rd Estate want to rebel?


{Skip paragraph ¶ 1}, First Estate, Second Estate, {skip paragraph ¶ 4}, Third Estate

1.15

Financial Crisis

213

What were the immediate causes of the Revolution?


Immediate causes, {skip paragraphs ¶ 2-3}, Estates-General

1.16

Estates-General

214

How did the 3rd Estate try to gain equality?


Representatives (paragraphs ¶ 1-2), Reaction by 3rd Estate (paragraphs ¶ 3-4), Reaction by the King (paragraphs ¶ 5-7)

1.17

Destruction of Old Regime

215

From where did the ideas for the Declaration of the Rights of Man originate?

Complete the Primary Source Worksheet Handout & answer the essential question



Share with your friends:
  1   2   3   4   5   6   7   8   9   ...   13


The database is protected by copyright ©sckool.org 2019
send message

    Main page