Download Milwaukie High School - New Urban High School

New Urban High School
Course: World History (Part I)
Course Status and Year: 2016: Fall Term
Teacher Contact Information
Name: Rian Winter Room # 23
Voice Mail/Phone: (503) 353-5925 ex. 33321
Hours/Days of Availability: M-F 8-4
Email Address: [email protected]
Course Description
This course is designed to engage students learning about the history of our modern world.
The course starts with European imperialism and will finish with the end of World War II (1945).
Course Learning Goals/ Standards (proficiencies)
HS.1. Evaluate continuity and change over the course of world and United States history.
HS.2. Analyze the complexity and investigate causes and effects of significant events in world, U.S., and
Oregon history.
HS.4. Investigate the historical development and impact of major scientific and technological innovations;
political thought, theory and actions; and art and literature on culture and thought.
HS.5. Examine and evaluate the origins of fundamental political debates and how conflict, compromise, and
cooperation have shaped national unity and diversity in world, U.S., and Oregon history.
HS.6. Analyze ideas critical to the understanding of history, including, but not limited to: populism,
progressivism, isolationism, imperialism, communism, environmentalism, liberalism, fundamentalism,
racism, ageism, classism, conservatism, cultural diversity, feminism, and sustainability.
HS.7. Analyze the history, culture, tribal sovereignty, and historical and current issues of the American
Indian tribes and bands in Oregon and the United States.
HS.9. Identify historical and current events, issues, and problems when national interests and global interest
have been in conflict, and analyze the values and arguments on both sides of the conflict.
HS.10. Evaluate an historical source for point of view and historical context.
HS.11. Gather and analyze historical information, including contradictory data, from a variety of primary and
secondary sources, including sources located on the Internet, to support or reject hypotheses.
HS.12. Construct and defend a written historical argument using relevant primary and secondary sources as
evidence.
HS.13. Differentiate between facts and historical interpretations, recognizing that a historian’s narrative
reflects his or her judgment about the significance of particular facts.
HS.17. Explain how migration, immigration and communication (cultural exchange, convergence and
divergence) lead to cultural changes and make predictions and draw conclusions about the global impact of
cultural diffusion.
HS.57. Define, research, and explain an event, issue, problem, or phenomenon and its significance to
society.
HS.58. Gather, analyze, use, and document information from various sources, distinguishing facts, opinions,
inferences, biases, stereotypes, and persuasive appeals.
HS.59. Demonstrate the skills and dispositions needed to be a critical consumer of information.
HS.60. Analyze an event, issue, problem, or phenomenon from varied or opposing perspectives or points of
view.
HS.61. Analyze an event, issue, problem, or phenomenon, identifying characteristics, influences, causes,
and both short- and long-term effects.
HS.62. Propose, compare, and judge multiple responses, alternatives, or solutions to issues or problems;
then reach an informed, defensible, supported conclusion.
HS.63. Engage in informed and respectful deliberation and discussion of issues, events, and idea
RH.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later
ones or simply preceded them.
RH.5 Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
RH.8 Assess the extent to which the reasoning and evidence in a text support the author’s claims.
RH.9 Compare and contrast treatments of the same topic in several primary and secondary sources.
WHST.2 Write informative/explanatory texts, including the narration of historical events, scientific
procedures/ experiments, or technical processes.
Required Texts, Supplemental Materials and Other Supplies
- No textbook provided. All materials will be presented in class.
- Please bring pencil or pen and paper to class.
Assessments
- We offer many types of assessments from formative to summative. We will use the summative
assessments as evidence toward proficiency.
- Each week students have the opportunity to prove their knowledge in formative assessments, but will be
“graded” on their last summative assessments.
- These summative assignments offer multiple measures to accomplish the course’s Learning Goals/
Standards/ Proficiencies. Students will have many opportunities to prove what they have learned.
- Class participation is an important part of our learning community. The participation of a student will not be
graded but is highly encouraged.
Proficiency Grading Policies
Proficiency or lack of proficiency of learning goals will be demonstrated through course assessments,
projects, demonstrations.
Proficiencies are tied to Power Standards for a course. Not all standards share the same importance.
Priority standards drive the course and support standards fill in the gaps between power standards.
Description
we use in class
Mastery
Letter
grade on
the report
card
A
Advanced
Proficient
Proficient
B
Not Yet
Proficient
I
No/ Limited
attempt
F
C
What it means
Point value
(GPA Scale)
The student has such a thorough understanding
that they are extending their knowledge to the
creation or evaluation of other concepts.
The student is able to analyze the concept and
apply their understanding to new tasks.
The student can remember and demonstrate
understanding of the necessary proficiencies
taught within a trimester.
The student has made progress toward
understanding, but does not have a
comprehensive understanding OR the student
has demonstrated understanding of many but
not all necessary proficiencies.
The student has not has not demonstrated
proficiency in many of the necessary
proficiencies.
4.0
3.0
2.0
0
0
Class Policies and Expectations
Attendance: The school has a goal of 90% attendance or higher.
Promptness: Students need to be in class ready to start when the bell rings.
Behavior Expectations: Students need to be safe, responsible and respectful
Food/Drink in classroom: Is allowed if it remains clean during and after class.
Electronics Policy: Is intended to provide students an opportunity to use electronics in a responsible manor
when it is approved by the teacher.
Academic Support
- I am available during the school day from 8-4
- We have a program called Cafe where students can extend their school day.
Units and Assignments Timeline
Students will be provided a calender for the term with key dates and assignment filled in. The following list
are the topics we will learn about during the first two trimesters. Trimester I will end with the end of WWI and
Trimester II will end with the end of WWII.
Each week will be a formative assessment. During the fifth week we will have our first summative
assessment with a mid term exam. During the eleventh week we will have our last summative assessment
with out final exam. Students will also be required to complete two essays.
Topics of Study
1. Students will learn about European Imperialism in Africa and the Americas.
2. Students will learn about WWI (1914-1918) how propaganda united the USA against Germany.
3. Students will understand the Treaty of Versailles (1919) and how it created resentment in Germany.
4. Students will learn about the life of Adolf Hitler (1889-1945) Dictator and Leader of the Nazi’s.
5. Students will compare and contrast the propaganda of WWI to the propaganda of WWII.
6. Students will learn about the build up to WWII (1931-1939) and the reasons for wars in Europe and Asia.
7. Students will understand the two wars by comparing and contrasting the war tactics of WWI and WWII.
8. Students will examine and debate the use of incendiary (fire) bombs on civilian targets of Japan in WWII.
9. Students will learn about the Atomic Bomb (1939-1945) the process of creating it to dropping it on Japan.
10. Students will discuss the moral and ethical questions brought up by the killing of civilians during WWII.
Units and Assignments Timeline:
Week 1: Intro to World History
Week 2: Treaty of Versailles
Week 3: Russian Revolution
Week 4: The Rise of Stalin
Week 5: The Rise of Hitler
Week 6: The Causes of WWII
Week 7: Mid-Term Exam/ Mid-Term Essay
Week 8: WWII in Detail
Week 9: The Holocaust
Week 10: The Atom Bomb
Week 11: Final Exams
Week 12: Final Essays