Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Portland Public Schools Syllabus Template Instructor School Year NCES/ Course Number: Course content must align with ODE curriculum definition Subject: Social Studies Credits: School: _______________H.S. Course Title: Modern World History 0.5 1.0 Grade Level(s): 9th 2.0 Prerequisites: None Course description: Conceptual understandings, major issues and turning points will be emphasized during this study of world history from the industrial revolution to present day. Modern World History students will actively engage in a study of modern world history that will explore how individuals, events have shaped our lives and issues of the recent past. This course will build on the foundations established during grades 6-8 Social Studies instruction by continuing the development of historical and geographic knowledge and skills needed to understand the modern world. Priority standards: SSA 1.0 Ask questions that access prior knowledge, identify reasons to learn, and clarify key terms. SSA 2.0 Acquire and organize information by investigating multiple sources and recognizing patterns and trends. SSA 3.0 Analyze by evaluating opposing claims, interpreting ideas, synthesizing information, and formulating a thesis. SSA 4.0 Apply learning through communication and problem solving skills in order to contribute to the betterment of personal, community and global circumstances. HS.1.1 Reconstruct, interpret, and represent the chronology of significant events, developments, and narratives from history. HS.2.1 Compare and contrast institutions and ideas in history, noting cause and effect relationships. HS.3.1 Recognize and interpret continuity and/or change with respect to particular historical developments in the 20th century. HS.4.1 Evaluate how contemporary perspectives affect historical interpretation. HS.5.1-Recognize assess and interpret relationships among events, issues, and developments in different spheres of human activity (i.e. economic, social, political, cultural). 4/28/2017 DRAFT GEO.1.1 Illustrate and use geographic information with the implementation of a variety of scales, patterns of distribution, and arrangements. GEO.2.1 Interpret and evaluate information using complex geographic representations. GEO.5.1 - Hypothesize why places and regions are important to human identity and serve as symbols to unify or fragment society. GEO.7.1 Analyze and evaluate the impact of economic, cultural or environmental factors that result in changes to population of cities, countries, or regions GEO.8.1 - Determine how human modification of the physical environment in a place affects both that place and other places Schedule of topics/units covered: Western Europe in the Modern World Rise and Fall of the Soviet Union The Middle East Modern Africa Latin America in the Modern World China and Japan in the Modern World Academic Vocabulary: Social Development Martin Luther John Lock Rousseau Hobbes Protestant Reformation Enlightenment Machiavelli Nationalism Colonialism Imperialism Treaty of Versailles Industrial Revolution Chinese Revolution of 1911 Mexican Revolution of 1911 –1917 Russian Revolution of 1917 V.I. Lennon Chinese Communist Revolution of 1949 Mao Tse Tung WWI Isolationism Treaty of Versailles Nazism 4/28/2017 DRAFT The Holocaust Physical Environment Political Development Economic Development Japanese Expansion Indigenous populations District adopted materials: McDougal Little Modern World History: Patterns of Interaction TCI History Alive! Modern World History Literary Book of Economics Supplemental resources: Video and other visual resources from “Discovery Learning: United Streaming Many Web Based Resources Differentiation/ accessibility strategies and support (TAG, ELL, SpEd, other): Tiered Lessons Flexible Grouping Curriculum Compacting Visual Discovery Social Studies Skill Builders Experiential Exercises Writing for Understanding Response Groups Problem Solving Groupwork Socratic Seminars Primary Resource Analysis Final proficiencies: See the priority standards for this course, they are phrased in terms of what students should be proficient in after successfully completing this course. Students will demonstrate proficiency in writing a persuasive essay and delivering an associated persuasive speech.. Pathways Requirements: Career Information System (CIS) self-assessment, career research, post secondary research, financial aid Education Plan review Senior portfolio Other career-related documentation 4/28/2017 DRAFT Career-related learning experiences (CRLEs) Field trips Guest speakers Informational Interview Mock Interview Apprenticeship Internship Project-based Learning Service Learning Mentorship for students School-based business Essential skills to be taught or assessed: Read and comprehend Write clearly and accurately Listen actively and speak clearly Apply mathematics Think critically Personal management and teamwork Use technology Civic and Community Engagement Global Literacy Assessment/evaluation/grading policy: A student’s interactive notebook which includes both class and homework is worth 60% of their grade. Formal written/performed works which will include; a persuasive essay and speech, a DBQ essay, and a Historical Imagination Narrative will be worth 20% of their grade. Quizes and Test are worth 20% of their grade. 90% and above = A 80% to 89.9% = B 70% to 79.9% = C 60% to 69.9% = B Behavioral expectations: All students will respect the learning environment to enable everyone to learn and discover. The use of personal electronic devices is prohibited unless instructor gives permission as part of academic process. 4/28/2017 DRAFT Safety issues and requirements: Signature of instructor completing this form: Administrator Approval: By approving this syllabus the administrator verifies that a. the course code written on this form is accurate and that this code has been correctly placed into eSIS by the school’s data clerk. b. the teacher listed on the syllabus meets the endorsement requirements as set forth by ODE and NCLB. c. the course meets the requirements of the District required core curriculum including standards. d. the teacher is using District adopted materials or has been approved to use other resources. 4/28/2017 DRAFT