WH Course Descrpition

8/11/2019 WH Course Descrpition

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LANDER VALLEY HIGH SCHOOL 2014"2015

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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 detailedStudy Guide

!Treat youa!equa!y

!Do everythingin my power to befair and help you succeed

World HistoryWelcome to World HistoryCourse Description

Welcome! I look forward to getting to know each of you as thesemester progresses. My goal is to make this course as interesting andrelevant as possible. As a teacher, I believe in creating a classroomwhere the subject matter has a purpose. I also believe that teaching is acooperative relationship. It is the duty of the teacher to know thematerial and make it interesting and it is the responsibility of thestudent to be prepared and willing to learn. Together, with each partydoing its part, the miracle of learning can occur, to the benefit of all.

OVERVIEW

World History is designedto increase your awarenessand appreciation for thehistories, cultures, languagesand people around us. Historyserves to look back and in sodoing, improve the future. Inthis class we will take a long

look at the ancient world. As uniqueas our modern day and age is, we stillsometimes fall into the samemistakes as our predecessors.Students will learn several skills suchas, note taking, studying, and criticalthinking, that will empower them intheir future academic endeavors.


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WORLD HISTORY

In this course, we will observe the ancient histories of seven world regions divided into 4 units. I havediscovered that approaching this course in a regional, rather than chronological order, keeps the courserefreshing and interesting. Below you will find 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 ofthe Minoans, the Mycenaeans, Classical Greece, and Alexander the Great. Students will come tounderstand the foundations of democracy. They will also learn about military tactic, strategy, art, scienceand philosophy. Finally, through Alexander, the students will understand how Greek culture and idealsspread across the world and how much of it still lives with us today.

Estimated Test Date: September 12th

Unit 2: Ancient Rome

Duration: 20 Days

This unit will focus on the Rise of Ancient Rome. Student will learn the di#erence between Greekdemocracy 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 theRoman world that lead to its decline and eventual fall.

Estimated Test Date: October 10thUnit 3: The Middle Ages

Duration: 20 Days

This unit covers the Dark Ages through the Renaissance. We will discuss the rise of the Franksand conquest of Christianity. Students will learn about Feudalism, the Crusades, the Catholic Church, theGreat 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 7th

Unit 4: Asia

Duration: 20 Days

This unit studies the fascinating nations of Asia. It will be broken down into distinct areas, such asChina, 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 12th

COMPREHENSIVE FINAL: December 19th


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WORLD HISTORY

COURSE EXPECTATIONS

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 musicwith 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 upassignments that they missed, talk to me about how to raise their grade, and are responsiblethemselves 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 ofeach 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 yourweekend, I will do my best to prevent testing on Mondays.

Late Work:

Any unit assignment that is turned in late will be accepted for 60%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 uponreturn 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. Youwill have two days to complete makeup work due to illness or any other excused absence without areduction in grade. Unexcused absences will not receive the opportunity to make up missed assignments.


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WORLD HISTORY

COURSE EXPECTATIONS

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 alltest re"takes. Students re"taking a test can only receive at best a C or 75%. All re"takes will occur before orafter school. The semester final 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 orpersonally criticize anyone! Help make everyone feel comfortable in our classroom. Be prepared to defendyour position/opinion with facts.

Bathroom Policy/Passes:

On the first day of school or a new quarter/semester, students will be issued 4 Tiger Passes. Passes can beused in many ways. The most commonly used method is to go to the bathroom. Students wishing to leaveand go to the rest room need only to fill out their pass and turn it in the box on the wall before leaving.Students are limited to 4 passes per unit! 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&To avoid a late penalty 'single day only(

5&To buy a food pass

6&Two can be used to get your cell phone back at the end of class

7& Unused passes can be turned for assignment exemption. Ask Mr. Hardy for details.

Extra Credit:There are two ways to earn extra credit. The first method is to take good notes during class and showthem to Mr. Hardy following the completion of a unit. The second method is to complete Mr. Hardyschallenge. I believe that in order to receive extra credit, extra work must be involved.


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WORLD HISTORY

COURSE EXPECTATIONS

Unit Challenges:

Each unit I will o#er the class an academic challenge. It could be one to take better notes, to raise quiz ortest scores or one that is behavior based. On occasion, I will allow student to set their own personal goal.During the unit, students will have to prove that they are achieving their goal through documentation. Ifthey prove they worked hard on their goal and showed improvement they will be rewarded with 5%extracredit for the unit.

O#ce Hours:

I am available each day approximately an hour before and an hour after school. Please schedule or makeme aware of a planned visit at least one day in advance. O$ce hours are subject to change due to coachingresponsibilities.

Grading:Your grade will be based on your academic performance. The school grading scale is:

100)90%= A 'Advanced(

89)80%= B 'Proficient(

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 thisfashion, particularly essays/compositions. If you do not understand why you received a certain grade, it isyour 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 andabstract situations and can analyze, synthesize, and communicate information and ideas.Proficient: Students at the proficient level use concepts and skills to acquire and communicateinformation and ideas. To gain proficiency, students must earn an 80$or higher in theclass!Basic: Students at the basic level ine#ectively use knowledge and skills to acquire andcommunicate information and ideas.Below Basic: Students at the below basic level in social studies require extensive support orprovide little or no evidence in meeting the standard.


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COURSE EXPECTATIONS AND STATE STANDARDS

Wyoming Performance Standards:

Citizenship, Government, and Democracy: Social studies programs should include experiences that provide for the study of howpeople create and change structures of power, authority, and governance. Learners in the early grades explore their natural anddeveloping sense of fairness and order as they experience relationships with others. They develop an increasingly comprehensive

awareness of rights and responsibilities in specific contexts. During the middle school years, these rights and responsibilities areapplied in more complex contexts with emphasis on new applications. High school students develop their abilities in the use ofabstract principles. They study the various systems that have been developed over the centuries to allocate and employ power andauthority in the governing process. At every level, learners should have opportunities to apply their knowledge and skills andparticipate in the workings of the various levels of power, authority, and governance. Students at every level should have theopportunity to study important historical figures and events.Culture and Cultural Diversity: Social studies programs should include experiences that provide for the study of culture andcultural diversity. During the early years of school, the exploration of the concepts of likenesses and di!erences in school subjects suchas language arts, mathematics, science, music, and art makes the study of culture appropriate. Socially, the young learner is beginningto interact with other students, some of whom are like the student and some di!erent; naturally, he or she wants to know more aboutothers. In the middle grades, students begin to explore and ask questions about the nature of culture and specific aspects of culture,such as language and beliefs, and the influence of those aspects on human behavior. As students progress through high school, they canunderstand and use complex cultural concepts such as adaptation, assimilation, acculturation, di!usion, and dissonance drawn fromanthropology, sociology, and other disciplines to explain how culture and cultural systems function. Students at every level should havethe opportunity to study important historical figures and events.

Production, Distribution, and Consumption: Social studies programs should include experiences that provide for the study ofhow people organize for the production, distribution, and consumption of goods and services. Young learners begin by di!erentiatingbetween wants and needs. They explore economic decisions as they compare their own economic experiences with those of others andconsider the wider consequences of those decisions on groups, communities, the nation, and beyond. In the middle grades, learnersexpand their knowledge of economic concepts and principles. They use economic reasoning processes in addressing issues related tothe four fundamental economic perspectives. They develop a deeper understanding of key economic concepts and processes throughsystematic study of a range of economic and sociopolitical systems, with particular emphasis on the examination of domestic and globaleconomic policy options related to matters such as health care, resource use, unemployment, and trade. High school students shouldbe 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 figures and events.Time, Continuity, and Change: Social studies programs should include experiences that provide for the study of ways humanbeings view themselves in and over time. Learners in early grades gain experience with sequencing to establish a sense of order andtime. They enjoy hearing stories of the recent past as well as of long ago. In addition, they begin to recognize that individuals mayhold di!erent views about the past and to understand the linkages between human decisions and consequences. Thus, the foundationis 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 areinfluenced by individual experiences, societal values, and cultural traditions. High school students engage in more sophisticatedanalysis and reconstruction of the past, examining its relationship to the present and extrapolating into the future. They integrateindividual stories about people, events, and situations to form a more holistic conception, in which continuity and change are linked intime and across cultures. Students also learn to draw on their knowledge of history to make informed choices and decisions in thepresent. Students at every level should have the opportunity to study important historical figures 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 ofthe physical environment. During the middle school years, students relate their personal experiences to happenings in otherenvironmental contexts. Appropriate experiences will encourage increasingly abstract thought as students use data and apply skills inanalyzing human behavior in relation to its physical and cultural environment. Students in high school are able to apply geographicunderstanding across a broad range of fields, including the fine arts, sciences, and humanities. Geographic concepts become central tolearners 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 domesticand international significance. Students at every level should have the opportunity to study important historical figures and events.

WH Course Descrpition

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