World History Syllabus

World History

Hampshire High School
World History Course Syllabus
Coach Fite

School phone number: 931-285-2300 x4125
Planning period: M-F 1:10 AM to 1:55 PM.

Room Number: 125
School e-mail address: jfite@mauryk12.org
Parents: Please title your e-mail by using your child’s full name as the Subject

Class Website: http://jfite3.wixsite.com/worldhistory

All class content will be available on the class website, as well as an updated calendar for the class and any announcements. The website in a valuable tool for students and parents and should be utilized frequently.

 

Class Remind: Text @fiteworhis to 81010 on your smartphone to join the class Remind

 

Course Description:

 

Students will study the rise of the nation state in Europe, the French Revolution, and the economic and political roots of the modern world. They will examine the origins and consequences of the Industrial Revolution, nineteenth century political reform in Western Europe, and imperialism in Africa, Asia, and South America. They will explain the causes and consequences of the great military and economic events of the past century, including the World Wars, the Great Depression, the Cold War, and the Russian and Chinese Revolutions. Finally, students will study the rise of nationalism and the continuing persistence of political, ethnic, and religious conflict in many parts of the world. Relevant Tennessee connections will be part of the curriculum, as well as appropriate primary source documents. Students will explore geographic influences on history, with attention given to political boundaries that developed with the evolution of nations from 1750 to the present and the subsequent human geographic issues that dominate the global community. Additionally, students will study aspects of technical geography such as GPS and GIS, and how these innovations continuously impact geopolitics in the contemporary world.


Course Standards:

  • Culture

    Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation of and respect for the variety of human cultures.

     

  • Economics

    Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally, production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

  • Course Content: • 1st Nine Weeks – Conflict & Absolution in Europe, Muslim Empires, The East Asian World, The Enlightenment & Revolutions, The French Revolution & Napoleon, Industrialization & Nationalism, Mass Society & Democracy, The Reach of Imperialism, Challenge & Transition in East Asia, World War I & the Russian Revolution • 2nd Nine Weeks – The West Between Wars, Nationalism Around the World, World War II & the Holocaust, The Cold War, Independence & Nationalism in the Developing World, Life During the Cold War, A New Era Begins, Contemporary Global Issues
  • General Classroom Guidelines, Procedures, and Expectations (in addition to those outlined in HHS Student handbook): 1. All students are required to have a separate three-ring binder for this class, with dividers. This will be used to keep all World History assignments, notes, etc. each grading period. The notebook will be checked periodically throughout the year for a daily grade and at the end of each Nine Weeks for a major grade. Notebook should be brought to class each day. 2. All supplies should be brought to class each day. This includes any textbooks, notebooks, writing utensils, and any assignments that are due for day. 3. Be on time to class (in your seat when the bell rings). 4. We will take a grade in class every day, so attendance is important. Excessive absences/tardies will impact your grade significantly, and will ultimately result in credit recovery and the potential loss of privileges and/or alternative assignments, including but not limited to loss of field trips or class extra-curricular opportunities, additional content writing assignments, additional learning opportunities.
  • Class Requirements:
  • Supplies Needed for World History
  • Hard-backed, three-ring snap binder. It does not have to be new, but World History is to be the only subject in it. This is to be brought to class EVERY DAY. Dividers: one set of 5 or 6. Again, they do not have to be new. You may use some you already have and just replace the inserts.
  • Ink pens: blue or black ink, no other colors. All work to be turned in for a grade must be completed in blue or black ink only. Pencil may be used as a last resort, but assignments completed in gel or glitter type ink will not be graded. The assignment will be returned to student to be redone and resubmitted in appropriate form.
  • Portfolio Requirements: All students will be required to keep a notebook for World History. No other subjects/work is to be in this notebook.See above for type. The notebook is invaluable, counts as a MAJOR grade at the end of each Nine Weeks. Portfolios will be graded at midterm and final. Notebooks will be tabbed with the following sections: Lecture/Class Notes, Worksheets, Quizzes/Exams, Writing Assignments, and Projects.
  • See Portfolio Rubric for expectations of portfolio.
  • Grading Policy:
  • Grades will be taken and calculated into a final course grade from the following assessments. The value/weight in relation to the final course grade in parenthesis.

     

    · Homework/Class work (5%)

    -Homework, class work and grades taken for completed assignments including maps, worksheets, classroom activities, and notebook checks.

     

    · Content Reading (5%)

    -Activities structured to enhance and display understanding of written information of significance in World History.

    · Content Writing (5%)

    -Activities structured to develop and improve writing skills with primary focus on historical relevance.

    · Portfolio (15%)

    -Portfolio containing all work completed in World History. Grading rubric attached.

    · Section Quizzes (15%)

    -Short quizzes used to assess learning in each section of each chapter, typically multiple-choice, matching, fill in the blank, short answer, true/false questions.

    · Chapter Quizzes (15%)

    -Quizzes developed using the content of each chapter, with focus on understanding content covered during progression through content. Chapter quizzes are similar in content to section quizzes.

    · Unit Tests (20%)

    -Tests developed using the content of multiple chapters (typically 3 to 4) that assesses learning over more content in specific themes in World History. Unit tests may include more discussion-type and short answer type questioning along with questions similar to those found on quizzes.

    · Comprehensive Exam (15%)

    -9-week exams and end of term exams. Developed using all content covered during term, including content assessed on all section and chapter quizzes.

     

    · Projects (5%)

    -Independent and group activities used to expand on topics in World History.

     

    Make-up Work/Missed Assignments:

    Make up work is the responsibility of the student. Upon returning from an excused absence (illness, school related activities, etc.), the student is responsible for getting missed assignments and scheduling any missed quizzes or tests. Make up work is due three days after the first day back and no later. There will be a file box with dated files near the door to the classroom where students will find assignments missed for each day. Missed tests and quizzes will be scheduled at the teacher’s convenience and agreed upon.

     

  • Rules:
  • School policies and rules are clearly defined in the Hampshire High School Student Handbook. Likewise, appropriate consequences are outlined and are followed. It is vital to the success of all students that the environment of the classroom is positive and conducive to learning. Any behavior, attitude, or activity that impedes the learning process will be dealt with accordingly. Rule violations and behaviors warranting discipline will adhere to the following recourse:
  • 1st Offense----Verbal Warning/Consult
  • 2nd Offense---Yellow Sheet and additional learning opportunity
  • 3rd Offense---Yellow Sheet, additional learning opportunity, and parent notification
  • 4th Offense---Yellow Sheet, additional learning opportunity, and administrative consult

     

    ***TEACHER RESERVES THE RIGHT TO DEFER TO MORE APPROPRIATE DISCIPLINARY ACTION AS SITUATION MAY WARRANT.

     

    Students should strive to be "uncommon" and "rare". "Success is uncommon, therefore not to be enjoyed by the common man. I'm looking for uncommon people." (Cal Stoll, Univ. of Minnesota)

     

     

     

     

     

     

     

     

    My student and I have read and reviewed this syllabus together. We understand the requirements of this course.

     

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    PARENT/GUARDIAN SIGNATURE:_____________________________________________

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  • Geography

    Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

     

  • Governance and Civics

    Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

     

  • History

    History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

     

  • Individuals, Groups, and Interactions

    Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.