LANDER VALLEY HIGH SCHOOL!

2013"2014

Welcome to World History

Course Description

World History
Keys for Success
! Come to class prepared !Be respectful of others !Dont fa! behind !Take accountability !Study! Study! Study!

As your Teacher I will

!Make lessons interesting !Provide a detailed Study Guide

Welcome! I look forward to getting to know each of you as the

semester progresses. My goal is to make this course as interesting and relevant as possible. As a teacher, I believe in creating a classroom where the subject matter has a purpose. I also believe that teaching is a cooperative relationship. It is the duty of the teacher to know the material and make it interesting and it is the responsibility of the student to be prepared and willing to learn. Together, with each party doing its part, the miracle of learning can occur, to the benet of all.

OVERVIEW

!Treat you a! equa!y !Do everything in my power to be fair and help you succeed

World History is designed

to increase your awareness and appreciation for the histories, cultures, languages and people around us. History serves to look back and in so doing, improve the future. In this class we will take a long !

look at the ancient world. As unique as our modern day and age is, we still sometimes fall into the same mistakes as our predecessors. Along the way, students will also gain important note taking, critical thinking, and study skills that will empower them in their future academic endeavors. PAGE 1

LANDER VALLEY HIGH SCHOOL!

WORLD HISTORY

2013"2014

In this course, we will observe the ancient histories of seven world regions divided into 4 units. I have
discovered that approaching this course in a regional, rather than chronological order, keeps the course refreshing and interesting. Below you will nd an outline of each region and the amount of time dedicated to each. COURSE ORGANIZATION Unit 1: Ancient Greece Duration: 20 Days ! ! This unit covers the dawn of mankind and the emergence of ancient Greece. Time will be spent of the Minoans, the Mycenaeans, Classical Greece, and Alexander the Great. Students will come to understand the foundations of democracy. They will also learn about military tactic, strategy, art, science and philosophy. Finally, through Alexander, the students will understand how Greek culture and ideals spread across the world and how much of it still lives with us today. Estimated Test Date: September 18th Unit 2: Ancient Rome Duration: 20 Days ! ! This unit will focus on the Rise of Ancient Rome. Student will learn the di#erence between Greek democracy and the Roman Republic. Like Greece, students will continue to learn about military strategy, art science, philosophy and the rise of Christianity. They will also learn about the shortcomings of the Roman world that lead to its decline and eventual fall. Estimated Test Date: October 17th Unit 3: The Middle Ages Duration: 20 Days ! ! This unit covers the Dark Ages through the Renaissance. We will discuss the rise of the Franks and conquest of Christianity. Students will learn about Feudalism, the Crusades, the Catholic Church, the Great Schism and the Protestant Reformation. In addition, time will be spent on the progress in art, science and technology during the Renaissance. Estimated Test Date: November 19th Unit 4: Asia Duration: 20 Days ! ! This unit studies the fascinating nations of Asia. It will be broken down into distinct areas, such as China, Japan, and South East Asia. Time will be devoted to geography, religious and political beliefs, history and culture through the Age of Discovery. Estimated Test Date: December 13th COMPREHENSIVE FINAL: December 20th

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LANDER VALLEY HIGH SCHOOL!

WORLD HISTORY COURSE EXPECTATIONS ! !

2013"2014

! ! ! ! ! ! ! ! ! ! ! ! ! ! ! !

Keep up with the assigned readings I will provide Come to class prepared to participate and learn. This includes having the following materials: #2 pencil and paper 3 or 4 inch three"ring notebook unit study guide current assignment Be in your seat ready to work when the tardy bell rings. Cell phones are not to be used in class. iPods are not to be used during class unless permission is given and can only be used for music with one headphone in so you can hear me should I have something to say. No game devices. You are expected to contribute to class discussions, activities, and projects. Sleeping in class will not be permitted nor tolerated at any time! No food or drink in the classroom. Bottled water is ok! Assignments that are not legible will not be graded until they are re"written in a legible fashion. Assignments without name or an illegible name will receive a full letter grade deduction. Do not work on other courses during this course. Do not talk when the teacher is talking! You will be respectful to others, this includes the use of profanity! Students are expected to be self su$cient, this means they are to take responsibility to pick up assignments that they missed, talk to me about how to raise their grade, and are responsible themselves to retake any quizzes or tests they have missed.

Homework: Homework will mostly consist of personal study. You will receive a unit unit study at the beginning of each unit of study, go over it daily! Some assignments will be assigned throughout the year to do at home. Most work however can be completed during the allotted school hour. Additional homework will NOT be assigned during weekends or holidays! Also, to help preserve your weekend, I will do my best to prevent testing on Mondays. Late Work: ! Any unit assignment that is turned in late will be accepted for 50% of its original value. After a unit is completed, late work for that unit will no longer be accepted. Tests must be taken within two days upon return to school or the test will be recorded as a zero. Make"Up Work: It is your responsibility to collect and complete any work that is missed due to an excused absence. You will have two days to complete makeup work due to illness or any other excused absence without a reduction in grade. Unexcused absences will not receive the opportunity to make up missed assignments.

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LANDER VALLEY HIGH SCHOOL!

WORLD HISTORY COURSE EXPECTATIONS

2013"2014

Re"takes: Assignments that receive a score lower than a C may be re"taken. These assignments have to be re" submitted one day after it has been handed back. Re"takes will only receive at best a C letter grade. Tests/Exams* may also be re"taken if the score is lower than a C or 75%. One week will be allotted for all test re"takes. Students re"taking a test can only receive at best a C or 75%. All re"takes will occur before or after school. The semester nal is ineligible for retakes. Quizzes must be taken within two days of your return from an excused absence. Pop quizzes cannot be re" taken but can be made up if missed. Your quiz score will be permanent. *Subject to change based upon department policy Debates/Discussions: Please wait for a natural pause before speaking during a classroom discussion. Do not interrupt or personally criticize anyone! Help make everyone feel comfortable in our classroom. Be prepared to defend your position/opinion with facts. Bathroom Policy/Passes: On the rst day of school or a new quarter/semester, students will be issued 4 Tiger Passes. Passes can be used in many ways. The most commonly used method is to go to the bathroom. Students wishing to leave and go to the rest room need only to ll out their pass and turn it in the basket before leaving. Students are limited to 4 passes per quarter! They must have them in their possession to use them. I am not responsible for lost passes! Pass uses are listed below: 1& To go to the bathroom 2& To get supplies or a missing assignment 3& To borrow a pencil, pen or paper 4& Late penalties waived 'must be within a week( 5& Two can be used on certain assignments to receive a perfect score 6& Two can be used to get your cell phone back at the end of class 7& Unused passes can be turned in for extra credit at the end of the quarter and semester Extra Credit: Periodically, throughout the year, extra credit will be o#ered to everyone in the class. No individual extra credit assignments will be o#ered at anytime! Extra credit work will be applied towards your homework/ class work average. More information on this will be forthcoming. Intellectual Honesty/Plagiarism: Cheating and/or plagiarism will result in a zero on the assignment in question. Please consult the student handbook for more details regarding plagiarism.

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LANDER VALLEY HIGH SCHOOL!

WORLD HISTORY COURSE EXPECTATIONS

2013"2014

O#ce Hours: I am available each day approximately an hour before and an hour after school. Please schedule or make me aware of a planned visit at least one day in advance. O$ce hours are subject to change due to coaching responsibilities. Gum ball Machine: My classroom has a gum ball machine for student use. I ask that students pay a quarter to receive gum. My intent is not to make money, but to receive enough money back to purchase more gum. Students are free to use the machine at the beginning and end of class time or at a time that is appropriate. If the machine is abused in any way, including gum being stuck on desks and oor, the privilege will be revoked. Grading: Your grade will be based on your academic performance. The school grading scale is: 100 ) 90% = A 'Advanced( 89 ) 80% = B 'Procient( 79 ) 70% = C 'Basic( 69 ) 60% = D 'Below Basic( 59 ) Below = F Exams/Quizzes and Final = 70# of your overa! grade Classwork/Projects/Assignments = 30# of your overa! grade Much of what is assigned is graded objectively. However, it is not possible to grade all assignments in this fashion, particularly essays/compositions. If you do not understand why you received a certain grade, it is your right and responsibility to discuss your concern with me in private! Advanced: Students at the advanced level use their knowledge of social studies in complex and abstract situations and can analyze, synthesize, and communicate information and ideas. Procient: Students at the procient level use concepts and skills to acquire and communicate information and ideas. To gain prociency, students must earn an 80$ or higher in the class! Basic: Students at the basic level ine#ectively use knowledge and skills to acquire and communicate information and ideas. Below Basic: Students at the below basic level in social studies require extensive support or provide little or no evidence in meeting the standard.

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LANDER VALLEY HIGH SCHOOL!

COURSE EXPECTATIONS AND STATE STANDARDS
Wyoming Performance Standards:

2013"2014

Citizenship, Government, and Democracy: Social studies programs should include experiences that provide for the study of how people create and change structures of power, authority, and governance. Learners in the early grades explore their natural and developing sense of fairness and order as they experience relationships with others. They develop an increasingly comprehensive awareness of rights and responsibilities in specic contexts. During the middle school years, these rights and responsibilities are applied in more complex contexts with emphasis on new applications. High school students develop their abilities in the use of abstract principles. They study the various systems that have been developed over the centuries to allocate and employ power and authority in the governing process. At every level, learners should have opportunities to apply their knowledge and skills and participate in the workings of the various levels of power, authority, and governance. Students at every level should have the opportunity to study important historical gures and events. Culture and Cultural Diversity: Social studies programs should include experiences that provide for the study of culture and cultural diversity. During the early years of school, the exploration of the concepts of likenesses and di#erences in school subjects such as language arts, mathematics, science, music, and art makes the study of culture appropriate. Socially, the young learner is beginning to interact with other students, some of whom are like the student and some di#erent; naturally, he or she wants to know more about others. In the middle grades, students begin to explore and ask questions about the nature of culture and specic aspects of culture, such as language and beliefs, and the inuence of those aspects on human behavior. As students progress through high school, they can understand and use complex cultural concepts such as adaptation, assimilation, acculturation, di#usion, and dissonance drawn from anthropology, sociology, and other disciplines to explain how culture and cultural systems function. Students at every level should have the opportunity to study important historical gures and events. 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. Young learners begin by di#erentiating between wants and needs. They explore economic decisions as they compare their own economic experiences with those of others and consider the wider consequences of those decisions on groups, communities, the nation, and beyond. In the middle grades, learners expand their knowledge of economic concepts and principles. They use economic reasoning processes in addressing issues related to the four fundamental economic perspectives. They develop a deeper understanding of key economic concepts and processes through systematic study of a range of economic and sociopolitical systems, with particular emphasis on the examination of domestic and global economic policy options related to matters such as health care, resource use, unemployment, and trade. High school students should be able to discuss capitalism, communism, national and global economics and understand the impact of society upon the economy. Students at every level should have the opportunity to study important historical gures and events. Time, Continuity, and Change: Social studies programs should include experiences that provide for the study of ways human beings view themselves in and over time. Learners in early grades gain experience with sequencing to establish a sense of order and time. They enjoy hearing stories of the recent past as well as of long ago. In addition, they begin to recognize that individuals may hold di#erent views about the past and to understand the linkages between human decisions and consequences. Thus, the foundation is laid for the development of historical knowledge, skills, and values. In the middle grades, students, through a more formal study of history, continue to expand their understanding of the past and of historical perspectives, recognizing that interpretations are inuenced by individual experiences, societal values, and cultural traditions. High school students engage in more sophisticated analysis and reconstruction of the past, examining its relationship to the present and extrapolating into the future. They integrate individual stories about people, events, and situations to form a more holistic conception, in which continuity and change are linked in time and across cultures. Students also learn to draw on their knowledge of history to make informed choices and decisions in the present. Students at every level should have the opportunity to study important historical gures and events. People, Places, and Environments: Social studies programs should include experiences that provide for the study of people, places, and environments. In the early grades, young learners draw upon immediate personal experiences as a basis for exploring geographic concepts and skills. They also express interest in things distant and unfamiliar and have concern for the use and abuse of the physical environment. During the middle school years, students relate their personal experiences to happenings in other environmental contexts. Appropriate experiences will encourage increasingly abstract thought as students use data and apply skills in analyzing human behavior in relation to its physical and cultural environment. Students in high school are able to apply geographic understanding across a broad range of elds, including the ne arts, sciences, and humanities. Geographic concepts become central to learners comprehension of global connections as they expand their knowledge of diverse cultures, both historical and contemporary. The importance of core geographic themes to public policy is recognized and should be explored as students address issues of domestic and international signicance. Students at every level should have the opportunity to study important historical gures and events.

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