Download Bishop Lynch High School Honors World History Class Expectations

Bishop Lynch High School
Honors World History
Class Expectations & Course Syllabus
Instructor & Contact Information:
Bob Iden
214-324-3607, Ext. 302
[email protected]
Course Description & Objectives:
The purpose of the Honors World History course is to develop greater understanding of the
evolution of global processes and contacts in different types of human societies. This
understanding is advanced through a combination of selective factual knowledge and
appropriate analytical skills. The course highlights the nature of changes in global frameworks
and their causes and consequences, as well as comparisons among major societies. It
emphasizes relevant factual knowledge, leading interpretive issues, and skills in analyzing types
of historical evidence. Periodization, explicitly discussed, forms an organizing principle to
address change and continuity throughout the course. Specific themes provide further
organization to the course, along with consistent attention to contacts among societies that
form the core of world history as a field of study. One of the primary objectives of the course is
to prepare students to perform successfully (score 3, 4, or 5) on the AP World History
examination in May, 2010.
The course is organized chronologically around five Themes and nine Habits of Mind as follows:
Chronological Framework: (Five Historical Periods; Each Covered in Approximately Seven
Weeks of Study)
Foundations - circa 8000 B.C to 600 A.D.
600 A.D. – 1450
1450 – 1750
First Semester Exams
1450 – 1750 (Continued)
1750 – 1914
1914 – Present
August 17 – October 2
October 5 – November 20
November 30 – December 11
December 14 – December 18
January 4 – February 5
February 8 – April 1
April 6 – May 21
Themes:
Honors World History requires students to engage with the dynamics of continuity and change
across five historical periods, and to analyze the processes and causes involved in these
continuities and changes. Accordingly, students should focus on the following five overarching
themes:
1. Interaction Between Humans and the Environment
 Demography and disease



Migration
Patterns of settlement
Technology
2. Development and Interaction of Cultures
 Religions
 Belief systems, philosophies, and ideologies
 Science and technology
 The arts and architecture
3. State-Building, Expansion, and Conflict
 Political structures
 Empires
 Nations and nationalism
 Revolts and revolutions
 Regional, transregional, and global structures and organizations
4. Creation, Expansion, and Interaction of Economic Systems
 Agricultural and pastoral production
 Trade and commerce
 Labor systems
 Industrialization
 Capitalism and Socialism
5. Development and Transformation of Social Structures
 Gender roles and relations
 Family and kinship
 Racial and ethnic constructions
 Social and economic classes
Habits of Mind / Critical Thinking Skills:
1. Constructing and evaluating arguments: using evidence to make plausible arguments
2. Using documents and other primary data: developing the skills necessary to analyze
point of view and context, and to understand and interpret information
3. Assessing continuity and change over time and over different world regions
4. Understanding diversity of interpretations through analysis of context, point of view,
and frame of reference
5. Seeing global patterns and processes over time and space while connecting local
developments to global ones
6. Comparing within and among societies, including comparing societies’ reactions to
global processes
7. Considering human commonalities and differences
8. Exploring claims of universal standards in relation to culturally diverse ideas
9. Exploring the persistent relevance of world history to contemporary developments
Course Materials: (Bring to Every Class Meeting)
Textbook: Traditions & Encounters, 4th Edition, Volume 1, by Bentley & Zielger
Three-Ring Notebook with Dividers: Lecture Notes, Study Guides, Quizzes/Unit Tests,
Maps, Charts, Essays, Daily Work/Homework
Pen, Pencil, Paper or Spiral in Notebook
Assessments & Grading Percentages:
Chapter Quizzes/Unit Tests
60%
This assessment component is comprised of chapter quizzes with 10-15 multiple choice
questions over material covered up to the day of the quiz; Unit Tests are 60-70 multiple
choice questions over any material covered up to that point (multiple textbook chapters
and any supplemental material), and are cumulative in nature i.e. questions from
previous tests will be incorporated
Essays
20%
This assessment component is comprised of In-Class and Take-Home essays. Question
prompts for In-Class essays will be communicated at the time the essay is assigned, and
you cannot use any class notes or other reference material to complete your essay.
Take-Home essay prompts will be communicated at least one class meeting before
the due date, and although you may prepare before beginning the Take-Home essay,
you cannot use any class notes or other reference material to complete your essay.
Daily Work/Homework
20%
This assessment component is comprised of any classroom or homework learning
activity that may be graded such as a Socratic Seminar, a web-based information search,
constructing a chart or graphic organizer, completing a map identification activity, etc.
Test Schedule & Due Dates:
Chapter quizzes, unit tests, essays, and semester exams are usually scheduled and
communicated in advance to students and parents. Although it is generally my practice
to give students advance notice regarding whether or not daily work/homework will
be graded, they should also realize that any assignment is subject to grading, and
thus, they should complete the assignment accordingly.
Since students have ample time between class meetings to complete assignments, no
late work will be accepted unless there are dire family or personal extenuating
circumstances that are acceptable to the teacher.
If you are absent for a test, you will need to take the test as soon as you return, and in
no case, later than the next class meeting.
Community of Learner Expectations
It is imperative that we strive to create a positive, safe, and ordering learning
environment at all times. Toward that end, it is vitally important for all students to be
treated with the dignity and respect they deserve. Thus, all members of our learning
community are expected to:
1.
2.
3.
4.
Comply with policies and procedures delineated in the Student Handbook
Adhere to the Bishop Lynch Honor Code
Be punctual, prepared, and participate in learning activities
Model respectful verbal and non-verbal communications
Remember, your character is your destiny. An education that ignores the important
lessons of character development is truly incomplete. Make a commitment to conduct
yourself in a moral and ethical manner in all aspects of your academic, personal, and
spiritual growth.
Tutorials:
I am available to assist you in HH 509 on B days before school (7:45-8:15), during
Activity Period on Wednesdays, and at other times by appointment.
Please Detach and Return by Wednesday, August 19, 2009
Student/Parent Acknowledgement
This is to verify that we have received the Class Expectations and Course Syllabus for Honors
World History along with the Bishop Lynch Student Handbook. We agree to abide by the
policies and procedures contained in these documents to help create an optimal learning
environment everyone in the Bishop Lynch learning community.
Parent/Guardian Signature
Student Signature