Syllabus

AP World History Course Syllabus

Waukegan High School

Course Number:                                                          Program Area:  Social Sciences

Course Title:  History of World Civ. 2                      Grade Level:  10^th       

                                                                                    One Year Course

                                                                                    Credit:  0.5 per semester

I.  Course Overview:

History of world civilizations 2 is a sophisticated quest for meaning about the past, beyond the effort to collect information. This course is designed to provide students with an honors level, introduction to the study of World History with an emphasis on the West.  Students in World Civ. 2 will explore major chronological periods through the following course themes: 

           

            Theme 1) Interaction between humans and the Environment:  Demography and disease,      Migration, Patterns of settlement, Technology

            Theme 2) Development and Interaction of Cultures:  Religions, Belief systems,        philosophies, and ideologies, Science and technology, The arts and architecture

            Theme 3) State-Building, Expansion, and Conflict:  Political structures and forms of           governance, Empires, Nations and nationalism, Revolts and revolutions, Regional, trans-regional, and global structures and organizations.  

            Theme 4) Creation, Expansion, and Interaction of Economic Systems:  Agricultural and      pastoral production, Trade and commerce, Labor systems, Industrialization, Capitalism    and Socialism

            Theme 5) Development and Transformation of Social Structures:  Gender roles and            relations, Family and kinship, Racial and ethnic constructions, Social and economic     classes.

            This course is designed to emphasize students’ ability to craft historical arguments from historical evidence, reason chronological, compare and contextualize, and interpret and synthesize historical information in a classroom setting.  Students will be introduced to a variety of assessments among which will include document based essay questions, continuity and change-over-time essay and a comparative essay. 

II.  Course Objectives

A.    Student will demonstrate knowledge of the development of the distinctive features of Western Civilization.

B.    Students will relate the development of Western Civilization to that of other regions of the world. 

C.    Students will demonstrate a proficient level in the craft of reading and writing in the social studies through investigation of primary and secondary sources. 

Instructional Teaching Strategies

Small Group Activities

Problem-Based Activities

Document Analysis and Document Based Questions

Direct Instruction and Modeling

Discussion

Interactive Notebook

Differentiated Instruction

Historical Interpretations

Historical Questioning

Research Based Projects

Course Assessment Methods                                                          Grade Distribution

DBQs                                                                                      Formative Assessments- 30%

Activity Products                                                                   Summative Assessments- 70%

Practice/Homework

Written Responses                                                                             Grading Scale

Oral Responses                                                                       A=  90-100

Essays                                                                                     B=  80-89

Quizzes/Tests                                                                         C=  70-79

                                                                                                D=  60-69

                                                                                                F=  0-60

III.  Literacy Objectives  (Common Core)

Key Ideas and Details

·       CCSS.ELA-Literacy.RH.9-10.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

·       CCSS.ELA-Literacy.RH.9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

·       CCSS.ELA-Literacy.RH.9-10.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

Craft and Structure

·       CCSS.ELA-Literacy.RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

·       CCSS.ELA-Literacy.RH.9-10.5 Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.

·       CCSS.ELA-Literacy.RH.9-10.6 Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.

Integration of Knowledge and Ideas

·       CCSS.ELA-Literacy.RH.9-10.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.

·       CCSS.ELA-Literacy.RH.9-10.8 Assess the extent to which the reasoning and evidence in a text support the author’s claims.

·       CCSS.ELA-Literacy.RH.9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources.

Range of Reading and Level of Text Complexity

·       CCSS.ELA-Literacy.RH.9-10.10 By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently.

IV. Grading Policy

A.    There are 2 types of assignments that will be used to determine your progress and level of mastery in my class:

a.      Formative Assessments:  These are the assignments that will help you progress toward mastery of the objectives and given feedback.  Examples include homework, in class assignments, notes, journals, handouts and discussions.  They will normally be given a grade of 0-4 (4- A, 3-B, 2-C, 1-D, 0-F)  and feedback from me on how they can be improved.  The point of this is to prevent a zero from killing your grade and to ensure you understand that I am most concerned with you developing your skills and NOT just earning a letter grade. 

b.     Summative Assessments:  These are the tests, quizzes and projects that are worth the majority of the points in the class, factor into the grade and measure your learning.  Summative assessments may always be retaken until the end of the subsequent unit and any F’s will warrant mandatory retakes. 

V.  Classroom Rules and Expectations: Do’s and Don’ts

            A.  Individuals matter in our classroom.  You are expected to be respectful and courteous to EVERY member of your class.  You are asked to listen to and respect whomever is addressing the class at any given time.  Everyone’s opinion will be an important factor in our discussions and will contribute to all of us gaining greater insight and understanding of the subject matter.  If you wish to contribute, please raise your hand.  We will always allow people to add their thoughts to discussion as long as time permits.  This is a very important rule to me and that is why it is listed first.

            B.  You are expected to bring necessary materials to class every day.  These materials include:

                        a. Binder-  includes tabs for notes, handouts, primary sources & tests/quizzes         

                        b. Pens-  multiple colors for note taking

                        c. Agenda-  for recording assignments

            C.  Class starts when the bell rings and you are expected to be in your seat.  Furthermore, you are to remain working and engaged until the bell signals the end of the period unless activities dictate otherwise. 

            D.  Regular attendance is expected.  However, if you miss a class and your absence is EXCUSED:

                        a. Check with me to receive handouts, notes or other materials you may have missed. 

                        b. Make up quizzes/tests during one of my off periods or after school

                        c. It is your RESPONSIBILITY to make arrangements for make-ups and missed materials/assignments. 

            E.  Washroom and health emergencies happen.  Let me know when a pass is required.  Just remember…abuse the privilege, lose the privilege. 

            F.  I’ve been fortunate enough to live through a transition between 2 eras of students…notepassers and texters.  BOTH are distractions but only the latter is most prevalent.  You will be allowed at times to use your phone but never to text message your friends.  ANY violations will follow the consequences of WHS’s PED policy. 

            G.  Finally, remember-Ignorance is a lack of knowledge.  One need not be ashamed of ignorance because it may be remedied if one is willing to learn.  Understanding our ignorance, in fact, is the first essential step toward learning and empathy.  To learn is to evolve.  We make ourselves better by welcoming and addressing our ignorance.  Stupidity, however, is pride in being ignorant.  Stupidity is being passive in the pursuit of knowledge.  This is dangerous because it is foolish and may be terminal.  Let us take this journey of discovery together.  Let us help each other continue to evolve and grow.  Let us support each other in the learning process. 

Need Help!

*First, come see me, Mr. Mers' office hours:

1st Period:  8:15-9:00

5th Period: 11:45-12:30 House 7 Soph team (by appt. ONLY!)

6th Period: 12:35-1:25 (you may have to watch me eat as this is my lunch hour)

After school hours:  

Mondays-  until 4pm

Tuesdays-  until 4pm

Any other day by appt.

5 Classroom Rules to obtain educational BLISS!

B-  Be respectful

L-  Listen to understand

I-  Include yourself

S-  Set Aside judgment

S-  Stay focused

In order to follow the last rule, come prepared, be prompt and use...

SLANT:

Sit up straight

Lean forward

Activate your thinking

Note key information

Track the speake