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GRADE 9 MODERN WORLD HISTORY Adam Gasiejewski – [email protected] Welcome to Modern World History! Ninth grade social studies at the American School of Warsaw is a course of modern world history that focuses on the rise of democratic ideas and the development of Western influences in politics, economics and ideas, across the continents, from the antiquity through the 15th until the 18th century. To include multiple perspectives within a historical framework, the course utilizes a thematic approach, which includes a study of the fields of government, economics, philosophy, literature, the arts, science, and law that are representative of specific areas. Selected primary and secondary sources, as well as web-based activities are supported by document-based questions and visuals to promote critical thinking, in addition to our primary text: Modern World History: Patterns of Interaction, McDougal Little, 2009. Course Outline 1. European Renaissance and Reformation 1300 – 1600 Did you know that the clock was invented during the Renaissance? Imagine the impact of the invention of time, as we know it had on society at the time and how it shaped our society today! What new ideas and values led to the Renaissance and the Reformation? This unit will present to the students the changes that occurred previous the era known as the Renaissance, and how those events accelerated the change from the dark medieval time to the re-birth of ancient Greek and Roman ideals and philosophy. Next the students will progress to discussing different elements of the Renaissance: the people, events, art, and philosophies that mark the period. Many innovations, famous artwork, and philosophical ideas and writing emerged from this era! Finally, the students will focus on the influence the Renaissance had on world history following the era, and on the world today. More amazing defining innovations and ideas of the Renaissance will be explored in a creative project that reveals your final understanding of the Renaissance and how change occurs throughout history. In this unit students will also learn how European society was revitalized, as classical art and ideas were embraced and improved upon and the Catholic Church was openly challenged. 2. The Muslim World Expands 1300 – 1700 Can religion build empires? In this unit students will analyze the causes of the rise and decline of Muslim empires between 1300 and 1700. Three great Muslim empires were based in today's Turkey, Iran, and India. Their success demonstrates how cultural exchange promotes growth and prosperity. However, problems in transferring power from one generation to the next contributed to the decline of each empire. Next students will also focus on how the Islamic religion has set beliefs and practices following strict moral code, how it unified peoples in the Middle East to form their own specific culture: government and political systems, art and architecture, as well as on how the Muslim civilization expanded its influence outward to become the "crossroads between Europe and the Middle/Far East". 3. An Age of Explorations and Isolation 1400 – 1800 What fueled the age of exploration and why did China and Japan withdraw into isolation? This unit will examine the era of European and Chinese exploration and the events that led the Chinese and Japanese to isolate themselves from Europeans. Students will also focus on how European exploration became an important step toward the global interaction existing in the world today. Also China's cultural independence from the West continues today, even as it forges new economic ties with the outside world, as well as, Japan continues to limit and control dealings with foreigners, especially in the area of trade. 4. The Atlantic World 1492 – 1800 What was the impact of European exploration and colonization of the Americas? In this unit students will learn about the exploration and colonization of the Americas, which strongly affected both the Eastern and the Western hemispheres. Students will also focus on: how the voyages of Columbus prompted the Spanish to establish colonies in the Americas; how several European nations fought for control of North America, and how England emerged victorious; how to meet their growing labor needs, Europeans enslaved millions of Africans in the Americas; and finally, how the colonization of the Americas introduced new items into Eastern and Western hemispheres. 5. Enlightenment and Revolution 1550 – 1789 What led Enlightenment scientists and thinkers to question old ideas? This unit will focus on how Enlightenment scientists and thinkers challenged old ideas in science, the arts, government, and religion. In the mid 15th century, scientists began to question accepted beliefs and make new theories based on experimentation. That revolution in intellectual activity changed Europeans' view of government and society. Enlightenment ideas such as liberty, democracy, and individual rights eventually made their way to the America's and other nations, which helped to shape our modern world. During this time, philosophers applied reason to all aspects of society in hopes to improve society. While studying the content the following skills will be practiced: • • • • • • • Analyzing Causes Recognizing Effects Comparing and Contrasting Clarifying Drawing Conclusions Analyzing Motives Forming and Supporting Opinions • • • • • • • Following Chronological Order Analyzing Primary/Secondary Sources Making Inferences Synthesizing Summarizing Identifying Problems and Solutions Hypothesizing Grading Academic Achievement Every assessment: essay, individual or group project, presentation, discussion participation, research project, test and quiz will have points. Formative assessments: daily work, class participation, quizzes, small projects, presentations and homework will be weighted at 20% of total achievement grade. Summative assessments: essays, research projects and unit tests will be weighted at 80% of total achievement grade. Both assessment type grades are cumulative throughout the semester and will constitute 80% of your grade. A grading rubric will be provided for every type of student’s assessment. Student’s academic achievement will be assessed against the following criteria: Criteria / Traits Exceeds Standard / Exemplary Meets Standard / Proficient Developing Standard Does Not Meet Standard / Struggling 1. Knowledge and Understanding 7 pts 6 - 5 pts 4 - 3 pts 2 - 1 pts – student – student demonstrates Knowledge of content (e.g., demonstrates considerable facts, terms, definitions) thorough knowledge knowledge of of content content Understanding of content – student – student (e.g., concepts, ideas, demonstrates demonstrates theories, procedures, thorough considerable processes, methodologies, understanding of understanding of and/or technologies) content content 2. Critical Thinking 7 pts 6 - 5 pts Use of planning skills (e.g., focusing research, – student uses – student uses gathering information, planning skills with a planning skills with organizing an inquiry, high degree of considerable asking questions, setting effectiveness effectiveness goals) Use of processing skills – student uses – student uses (e.g., analyzing, generating, processing skills with processing skills integrating, synthesizing, a high degree of with considerable evaluating, detecting point effectiveness effectiveness of view and bias) Use of critical/creative – student uses – student uses thinking processes (e.g., critical/creative critical/creative inquiry process, problemthinking processes thinking processes solving process, decisionwith a high degree of with considerable making process, research effectiveness effectiveness process) 3. Communication Expression and organization of ideas and information (e.g., clear expression, logical organization) in oral, written, and visual forms Communication for different audiences (e.g., peers, adults) and purposes (e.g., to inform, to persuade) in oral, written, and visual forms 7 pts – student expresses and organizes ideas and information with a high degree of effectiveness – student communicates for different audiences and purposes with a high degree of effectiveness – student uses Use of conventions (e.g., conventions, conventions of form, map vocabulary, and conventions), vocabulary, terminology of the and terminology of the discipline with a high discipline in oral, written, degree of and visual forms effectiveness 6 - 5 pts – student demonstrates some knowledge of content – student – student demonstrates demonstrates some limited understanding of understanding of content content 4 - 3 pts 2 - 1 pts – student uses – student uses planning skills with planning skills with limited some effectiveness effectiveness – student uses processing skills with some effectiveness – student uses critical/ creative thinking processes with some effectiveness 4 - 3 pts – student expresses – student expresses and organizes ideas and organizes ideas and information with and information considerable with some effectiveness effectiveness – student communicates for different audiences and purposes with considerable effectiveness – student uses conventions, vocabulary, and terminology of the discipline with considerable effectiveness – student demonstrates limited knowledge of content – student uses processing skills with limited effectiveness – student uses critical/creative thinking processes with limited effectiveness 2 - 1 pts – student expresses and organizes ideas and information with limited effectiveness – student communicates for different audiences and purposes with limited effectiveness – student uses – student uses conventions, conventions, vocabulary, and vocabulary, and terminology of the terminology of the discipline with discipline with limited some effectiveness effectiveness – student communicates for different audiences and purposes with some effectiveness Approaches to Learning The course will use the HS Approaches to Learning Rubric specifically focusing on the following criteria: A: Work and Deadlines – student meets all deadlines and completes all of the assigned homework. B: Ownership of Learning – student reflects and applies teacher feedback in subsequent work and behavior; follows up lessons and assignments by asking questions outside of class as needed. C: Self-Management – student comes to class ready to learn and participate. D: Engagement and Interaction – student is respectful of classmates and engaged in discussions and class activities. Outside Reading Students will be expected to read at least one non-fiction per quarter: Q1:Gombrich, E. H. A Little History of the World. New Haven: Yale UP, 2005. Print. Q2:Warburton, Nigel. A Little History of Philosophy. New Haven: Yale UP, 2011. Print. Q3:Bynum, W. F. A Little History of Science. New Haven: Yale UP, 2012. Print. Q4: Sutherland, John. A Little History of Literature. New Haven: Yale UP, 2013. Print. Q&A What sorts of formative assessments will be used in this course? Formative assessments: daily work, class participation, quizzes, projects, presentations and homework. How will feedback on formative assessments be communicated? Grading rubrics, teacher comments, formal and informal conversations with the students, progress reports as well as feedback on formative assessments will be recorded in the grade book. What sorts of summative assessments will be used in this course? Extended responses and essays, unit tests, presentations and projects. How will feedback on summative assessments be communicated? Grading rubrics, teacher comments, formal and informal conversations with the students, progress reports as well as feedback on formative assessments will be recorded in the grade book. Further information about assessments & grading for this course: Professional judgment will be used in assessing the importance of each summative assessment. What About Homework? Students are expected to complete the assignment for the class period. If unsure, check the Moodle page, email the instructor or check with one of their classmates. Students should be prepared to do written homework on a daily basis. Unless otherwise outlined, you are expected to write in complete sentences, in paragraphs and in Standard English. Papers should be neat and illustrate student’s BEST EFFORT. Papers are to be handed in at the beginning of the class when they are due. Students will not be excused from class to print their homework. Getting Work In On Time Late work will influence the ATL grade. One class period late will result in a 5. Two class periods late will result in a 3. More that two class periods late will result in a 1. Academic Integrity ASW has a clear policy stated in the student handbook on what defines cheating and plagiarism. Any form of cheating, including COPYING HOMEWORK, will result in: See student’s handbook pages 37 - 39 Tardies and Absences Students not in their seats at the beginning of class will be counted as absent. If a student comes late to class it is their responsibility to let the teacher know to change his absent status to a tardy at the end of the class. Class participation is an important part of the learning process, so you are expected to be here. We do a lot of group work and projects, which require your presence. In case of illness or emergencies, it is up to YOU to find out what you have missed and reschedule any tests or quizzes. If you know you are going to be absent for team or class trips, arrangements need to be made AHEAD of time for makeup work. All major assignments are posted on Moodle, with dates due. Most handouts are also on Moodle. Given these options, there is NO EXCUSE for not knowing what you have missed - and making arrangements to get your work in. Respect We have a lot of discussions and oral presentations throughout the year that may reflect a variety of opinions. Please respect the opinions and efforts of your classmates. So that no one is excluded, our classroom is an "English Only" zone. Laptop Use Laptops are to be used in class for the sole purpose of History work. Anyone using their laptops for other purposes will receive a warning the first time; a detention the second time; administrative action and parent notification the third time. So that we can have meaningful class discussions and dialog, you will NOT be permitted to take notes on the laptops during class time. What you need for Class 1. Some form of a daily planner for assignments; folder or expanding files for handouts; a variety of hi-liters and post-it notes; pens/pencils. 2. Access to a printer - many homework assignments, all formal essays and research papers must be "typed" and ready to be handed in upon coming to class. Assignments will not be accepted by email unless approved in advance by me or in case of illness/absence. 3. A good, old-fashioned NOTEBOOK for taking class notes, preferably one that is large enough for you to staple in articles, handouts, etc. Notebooks will be collected periodically & assessed for thoroughness & organization. 4: An open-mind, critical thinking, appreciation of diversity, courage, sense of humor and a positive attitude are highly appreciated!!!