Download 1 20th Century World History Course Syllabus Teacher: Brian

20th Century World History Course Syllabus
Teacher: Brian Leibfried
Teacher Contact Information: [email protected] 242-7300 ext. 3312
Teacher’s Educational Background:
 High School: Western Dubuque
 College information: University of Dubuque
 Graduate information: Morningside College
 Masters of Education
 Years teaching: 18 years
Teacher Office Hours:
 Teacher Office Hours are before school (7:25-7:40) afterschool (2:35-3:10).
 Appointments outside of the listed times are at the discretion of the teacher.
It is the policy of Hoover High School to return parent communication within 24 hours during the work week,
communicate with parents when grades fall into the D or F range, and post major assignments in Infinite Campus
when assigned. To facilitate this, it is the expectation of Hoover High School that families will maintain current
contact information (phone, address, e-mail). To update contact information, please call 242-7302. Parents can
learn how to access the Infinite Campus Parent Portal in the parent handbook distributed at Registration and
available on the Hoover website.
Course Description: Our unique 20th Century World History course is a change not only in what we teach,
but in how we teach world history. This course is a focused study of the world in the 20th Century for all ninthgraders. 20th Century World History focuses on key issues, events and people of the 20th Century and helps
students build the connections into the past to understand why things came to be that way. In no way will this
course simply be a chronological march through time, but instead an in-depth look at historical themes from a
global perspective. This course will include instructional units on identity and awareness, imperialism, world
wars, the post-colonial world, conflict and genocide.
The 20th Century History course provides students with an opportunity to develop skills such as, but not limited
to, interpreting primary sources, developing academic vocabulary related to topics and eras studied, making
connections between history and geography, establishing an historical context for topics, people and events
studied by organizing information gathered from secondary sources, connecting historical topics, people and
events to the present day, and extending their learning through additional resources provided by instructor.
The course concludes with a synthesis project in which students have guided choice to investigate a historical
topic from the 20th Century.
Major Course Objectives:
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Semester 1
Unit 1: Imperialism Objectives:
1. Define one’s identity as a member of the global community (i.e. gender, ethnicity, culture, language, history,
ethnocentrism)
2. Distinguish between and provide an example of primary and secondary sources
3. Analyze a historical document.
4. Identify and analyze circumstances and ideas that contribute to the cultural, economic, and political motives
for imperialism.
5. Evaluate the methods of control used by imperialists and the impact of that control.
6. Evaluate the impact industrialization had on the growth of imperialism.
7. Distinguish between different forms of imperialism in China, Congo, and India
8. Appraise the intentions and outcomes of the imperial powers at the Berlin Conference/Scramble for Africa.
Unit 2: World War and Inter-war Years
1. Identify the causes of World War I.
2. Define and give an example of the “isms.”
3. Analyze the effects of the “isms” on global conflicts.
4. Explain the impact of technology on warfare.
5. Analyze political, economic, and social/cultural changes that occurred from World War I to World War II (i.e.
Russian Revolution).
6. Predict how the outcomes of World War I lead to World War II (i.e. Treaty of Versailles, League of Nations).
7. Evaluate how the world has changed following World War I.
Unit 3: World War II
1. Identify the causes of World War II.
2. Identify the major characters involved in World War II and explain their significance.
3. Explain the impact of technology on warfare (atomic bomb).
4. Compare and contrast the Pacific and European theaters.
5. Describe the United Nations and explain its purpose.
6. Evaluate how the world has changed following World War II.
Semester 2
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Unit 4: Cold War
1. Explain the origins of the Cold War and the advent of nuclear politics
2. Analyze the impact of Soviet domination of Eastern Europe
3. Explain the causes and consequences of major Cold War crises
4. Analyze the connections between superpower, rivalries and the development of technology (military,
nuclear, space, etc.)
5. Assess the significance of the Cold War as a major 20th century event.
6. Evaluate the spread of communism and analyze the global response.
Unit 5: 20th Century Crises
1. Identify and analyze specific factors which can cause crises and instability.
2. Compare and contrast the eight stages of genocide in the Holocaust and Rwanda.
3. Analyze the root causes and outcomes of a specific example of conflict (Arab-Israeli, India-Pakistan).
4. Critique the responses of the world community to specific examples of genocide or conflict.
Unit 6: Globalization and Synthesis Project
1. Define globalization and explain its significance.
2. Create an essential question to guide your research.
3. Utilize research skills to find reliable sources.
4. Develop a historical narrative (i.e. essay) based on the analysis of valid and useful primary and secondary
sources.
5. Create a thesis statement based on an opinion developed through research.
6. Create an outline for the essay/performance product on a specific topic supporting the thesis (outline format
determined by teacher).
7. Create a bibliography.
Behavior and Attendance:
 All students are expected to follow the established building and district behavior, attendance and tardy
policy outlined in the student handbook.
 Regular attendance and being on time to class is key to success in this classroom.
Classroom Procedures:
1. We are a community of learners and as such I expect respect for others, class materials, and school
property.
2. Each semester we will be using a notebook to organize and collect notes, readings, graphic organizers,
etc. Please either bring your notebook to class or leave your notebook in the classroom.
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Improving Subject Proficiency:
Make-Up Work
Students will be given 2 days for each day missed to make up work. Make up time may not exceed 6
school days following the student’s return. The time allowed for make-up work may be extended at the
teacher’s discretion. Full credit will be given for schoolwork made up because of absences.
Missing & Late Work
Late work will be accepted at a maximum of 70% of the original graded score. Late work may be
turned in within 2 weeks of the end of the instructional unit in which it was given; after this two week
period students may not make up any missing work.
Retakes
Formative and summative assessment retakes may be completed before/after school, during study hall,
or during lunch, within 2 weeks of the end of the instructional unit for full credit.
Extra Credit
Extra credit is not given within the Hoover High School Social Science Department due to that within
the standards-referenced grading system, students have the opportunity to complete and redo
formative assessments in order to reach mastery of the standards prior to the summative assessment.
Thus it is strongly encouraged that our students take advantage of the times available for additional
assistance and completion of the formative work leading to the summative assessments.
The building grading and feedback policy states that extra credit not count for more than 2% of a
student’s final grade and is given at the discretion and on the timeline established by the teacher in
accordance with this department policy. Please see the building policy for full details
Feedback Processes and Timelines:
 Learning objectives will be posted on the board or via PowerPoint each day.
 Formative assessments will be returned by the next class.
 Summative assessments will be returned within 1 week.
 Major projects will include a timeline for completion of steps.
o Each item on the timeline will be returned by the next class.
o The completed project will be returned within 1 week.
Required Study Skills and Work Habits for Success in Social Studies:
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Come to class every day with materials and ready to engage in learning
Keep a planner with important assignment due dates
Ask questions frequently
Take advantage of tutoring ( lunch and after school) and teacher “office hours” 7:25-7:40 & 2:35-3:10
Keep track of grades and work completion through Infinite Campus and/or the sheets posted weekly in
the room
Work well individually and in groups
Develop skills in reading for understanding and informative and evaluative writing
Participate in and complete formative assessments in order to receive timely feedback, make needed
adjustments, and to better prepare for mastery of summative assessments.
Academic Dishonesty:
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Plagiarism is the practice of taking someone else's work or ideas and passing them off as one's own. Students
submitting plagiarized work will be assigned to re-do the work or complete an additional and/or alternative
assignment for a reduction in grade. Instances of plagiarism become part of a student’s permanent disciplinary
record. Students who plagiarize multiple times are subject to disciplinary action under level III or IV of the
DMPS Code of conduct for students. Common examples of plagiarism include:
1. Copying and pasting information from the internet into a paper
2. Using someone else’s words without referencing the source or including quotations
3. Using someone else’s ideas without referencing the source
Grading:
The Hoover Social Science department wanted to change the nature of communication with parents
and students in regard the intent and meaning of grades. Grades are more than just a letter in the grade book.
Grades are to be a direct reflection of the student’s mastery of a standard being measured. Thus the goal of
standards referenced grading is to develop a communication system that is specific to an individual student’s
proficiency and needs and thus provide a clear guidance on areas in which the student is to improve in order to
meet the standards and course objectives.
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Standards-Referenced Grading Scale & Indicators:
Proficiency in Course
Standards
Letter
Grade
Summative
Rubric
Points
Formative
Rubric
Points
Advanced
A
8
4
Proficient
B
6
3
Progressing/Developing C
4
2
Far to Go
D
2
1
Not Proficient
F
0
0
Failing Due to
Attendance
F/A
0
0
Description
Student is proficient in all
standards and consistently
demonstrates the following levels
of intellectual work –
Remembering, Understanding,
Application, Analysis, Evaluation,
and Creation
Student is proficient in all
standards and consistently
demonstrates the following levels
of intellectual work –
Remembering, Understanding,
Application and Analysis
Student is proficient in all
standards and consistently
demonstrates the following levels
of intellectual work –
Remembering and
Understanding
Not proficient in all course
standards, making progress
towards proficiency in remaining
standards. Demonstrates the
following levels of intellectual
work – Remembering and
Understanding. Progress is
defined as making repeated
attempts with increasing levels of
performance in the standard.
NO CREDIT AWARDED - Not
proficient in all course standards
AND not making progress unable to fully evaluate levels of
intellectual work. Progress is
defined as making repeated
attempts with increasing levels of
performance in the standard.
OR
The student withdraws / drops a
class after the deadline (7 wks).
Student is receiving an F in the
course AND has more than 7
absences to that course.
Students do not automatically
receive an F when they reach 7
absences; however, this grade is
intended to communicate that
low performance was due to ongoing attendance issues.
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Scale
90-100%
80-89%
70-79%
60-69%
0-59%
0-59%
Hoover High School Social Science Criterions:
The following are the criterions being measured within the Social Science classes. This is in direct line and
being facilitated through the implementation of the Iowa Core Standards for Social Studies. Below each
identified criterion are the forms of summative assessments that the students will have the opportunity to utilize
to demonstrate proficiency of their level of understanding and application within each criterion.
Knowing and Understanding
Quiz
Map Work
Essay
Essential Questions
Vocabulary
Investigating
Portfolio
Research Project
Case Study
Essay
Essential Question
Bibliography MLA
Problem Based Learning
Experiments
Communicating
Types of Writing:
 Reflective
 Informative
 Synthesizing
 Persuasive
 Opinion
 Evaluative
 Compare/Contrast
Presentations:
 Oral
 Visual
 Written (see above for examples)
ELL Areas of Communication
 Listening
 Speaking
 Reading
 Writing
Thinking Critically
Compare and Contrast
Primary Source Analysis
FRQ – Free Response Questions
DBQ – Data Based Questions
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