Download grade 9 modern world history course outline

 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:
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Analyzing Causes
Recognizing Effects
Comparing and Contrasting
Clarifying
Drawing Conclusions
Analyzing Motives
Forming and Supporting Opinions
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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!!!