Download R.E. Lee HS 2015 – 2016 World History I: Course Syllabus “History

R.E. Lee HS
2015 – 2016
World History I: Course Syllabus
“History is a guide to navigation in perilous times. History is who we are and why we are the way we are.” –David C.
McCullough
Instructors:
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Bill Terry (rm. 109) [email protected]
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Jimmy Lincoln (rm. 107) [email protected]
Course Description:
This course is designed to introduce students to content from a wide variety of historical eras while at the same
time helping them to develop skills which will allow them to use their understanding of the past as a tool in their own
lives and communities. Students will be exposed to a diverse array of concepts, ideas, peoples, cultures, events and
locations with the goal of helping them better understand the world they live in. Moreover, it is the goal of this class to
foster learning which not only addresses factual content but which also asks students to interpret, evaluate and analyze
how the past intersects with the present and future. In order for our students to create communities which nurture and
respect all groups and individuals through a fair and just distribution of power and resources it is imperative that students
are asked to not only recall the past but to also utilize the past in the name of their collective futures.
Virginia Standards of Learning:
The following standards will guide all classroom instruction:
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The student will improve skills in historical research and geographical analysis
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The student will demonstrate knowledge of early development of humankind from the Paleolithic Era to the
agricultural revolution
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The student will demonstrate knowledge of ancient river valley civilizations, including those of Mesopotamia,
Egypt, the Indus River Valley, and China and the civilizations of the Hebrews, Phoenicians, and Nubians
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The student will demonstrate knowledge of the civilizations of Persia, India, and China in terms of chronology,
geography, social structures, government, economy, religion, and contributions to later civilizations
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The student will demonstrate knowledge of ancient Greece in terms of its impact on Western civilization
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The student will demonstrate knowledge of ancient Rome from about 700 B.C. (B.C.E.) to 500 A.D. (C.E.) in terms of
its impact on Western civilization
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The student will demonstrate knowledge of the Byzantine Empire and Russia from about 300 to 1000 A.D. (C.E.)
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The student will demonstrate knowledge of Islamic civilization from about 600 to 1000 A.D. (C.E.)
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The student will demonstrate knowledge of Western Europe during the Middle Ages from about 500 to 1000 A.D.
(C.E.) in terms of its impact on Western civilization
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The student will demonstrate knowledge of civilizations and empires of the Eastern Hemisphere and their
interactions through regional trade patterns
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The student will demonstrate knowledge of major civilizations of the Western Hemisphere, including the Mayan,
Aztec, and Incan
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The student will demonstrate knowledge of social, economic, and political changes and cultural achievements in
the late medieval period
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The student will demonstrate knowledge of developments leading to the Renaissance in Europe in terms of its
impact on Western civilization
Units of Study: The duration of each unit will be determined by the individual instructor, but most units span 1-3 weeks.
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Pre-History
River Civilizations/Early Civilizations
Greece
Kingdoms and Empires of Asia (Persia, China, Japan, S.E. Asia and India)
Rome
Kingdoms and Empires of Africa (Axum, Ghana, Songhai, and Mali)
Meso-America (Maya, Aztec and Inca)
Byzantine Empire and Russia
Rise of Islam
Middle Ages (Europe)
Foundation s of the Renaissance (Europe)
Assessments:
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Specific unit assessments will be determined by individual course instructor, however, assessments will be based
on critical thinking skills and historical content. Students will frequently be given the option to choose from a
variety of assessments in order to best demonstrate mastery of the material. Rubrics for each assessment will be
provided to the students when the assessment is introduced.
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Mid-term and final exams will be identical regardless of instructor and they will be based on student-created
portfolios and critical thinking questions. Portfolios will give students an opportunity to assess what they have
learned while at the same time reflecting on how their learning has evolved over the course of the semester. The
specific requirements for and the exact nature of the student portfolios will be discussed in detail at the beginning
of the semester and at the end of each 9-week grading period.
Course Resources:
The following texts will be used to supplement teacher instruction.
Ancient World History: Patterns of Interaction, McDougal Littell. Evanston, Illinois, 2003.
The NYSTROM Atlas of World History, NYSTROM. Chicago, Illinois, 2004.
Note: Various primary and secondary documents, (pictures, paintings, letters, diaries, legal codes, etc.) will also be
utilized at the instructor’s discretion.
Grading Policy:
Assessments, (e.g. projects, tests, quizzes, etc.) – 50%
Homework/Classwork – 30%
Journal – 10%
Participation – 10%
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Total – 100%
Note: The individual expectations for student assignments will be discussed by the course instructor at the
beginning of the semester.
Homework and Class work:
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Students will have 2 days to complete readings and homework assignments after they have been assigned.
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Class work assignments are due in class unless otherwise noted by instructor. Class work is designed for
students to practice skills and apply content knowledge, thus, class work will be assessed on the basis of
effort and accuracy.
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Homework assignments are designed to enrich classroom lessons and to serve as practice for mastery of
those lessons. As such, effort and accuracy will be considered when the instructor determines the credit
a student should receive on a given homework assignment.
Conduct Grades:
Conduct grades are based on the following criteria.
A
Respectful, cooperative, responsible
B
Occasional lapses in good behavior
C
Inappropriate behavior occurs; direct defiance is rare
D Defiant behavior is common and disruptive to the educational process
F
Repeated defiance resulting in frequent administrative disciplinary action