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Global Studies
2013-14
Lisa Iacovetta, J-25
Daily 7:45 – 8:15 / by app’t.
Instruction Assistance: Wednesdays 3:00-3:30
(541) 790-5165 // [email protected]
Website: see link from CHS Homepage
This syllabus is subject to change over the course of
the school year. If you would like to see the comprehensive 6 page syllabus, complete with
Common Core standards, please check my website (link from CHS homepage) or have
your student pick up a paper copy from my classroom.
Course Content
This 24-week class curriculum is guided by the Oregon State World History Content
Standards as well as Common Core State Literacy Standards. In an effort to engage
students more deeply and with greater understanding, the content is closely aligned with
the themes addressed in Global Literature classes.
Unit 1: Origins/ Hero’s Journey –
EQ: What are the origins of modern cultures?
Unit 2: Border Crossings: Columbian Exchange –
EQ: How did Colonialism affect both the colonizers and the colonized?
Unit 3: Revolution EQ: What are the political, social and economic revolutions which countered Imperialism?
Unit 4: Border Crossings: New Imperialism
EQ: How was New Imperialism a product of forces created
during the Ages of Exploration and Revolution?
Unit 5: War & Peace – (a.ka. Systems of Power and Authority)
EQ: What causes war; what prevents peace?
Unit 6: Research Paper
Unit 7: Post-Moderna –
EQ: What is Globalization, who is affected, and how?
Additionally, students will be given every opportunity to improve the following:
*responsible and efficient use of technology
*college and career-level reading and writing skills
*research and critical analysis skills
*self-awareness and personal responsibility
*content area mastery
The content and approaches used in this course reflect a desire to prepare students
to succeed in any and all future Social Studies courses. To this end, the content is
rigorous and will require brilliantly open minds and the courage to use them. Global
Studies is traditionally a survey of world cultures. In this class, the examination of
world cultures will occur within the context of over-arching themes of history and
geography.
My Philosophy
I believe we all have a right to a meaningful education - one that can inspire, enlighten and
prepare us for the lives we choose to live. Thus, I plan my classes with relationship
building at the center, alongside the content. I firmly believe content can be mastered and
academic skills enhanced in the context of an effective and safe learning community.
We’re all in this together… I have high expectations of our community and hope to foster
the same in you. Use your voice, your opinions, your ideas and your energy in class to
help each of us to learn and grow…and to have some fun along the way doesn’t hurt,
either! It is my sincere belief that we are each teachers and learners: sharing our
experiences, our knowledge, our opinions and ideas so that our learning community is
strengthened and supported by all members. Recognizing and honoring all members of
this community is the best way for us all to move forward.
We will critically examine the effects of human nature, history, geography including
mythology, technology and media upon our perceptions of growing up in the modern world.
We will reflect upon and compare other cultures’ beliefs regarding life, death and what it
means to be human in a Global Society in order to holistically self-examine our own
experience and world view in this exciting moment in time!
Grading:
0 – 59% = not passing
60-69% = D
70-79% = C
80-89% = B
90-99% = A
100% = A+
Points are earned in the following
categories:
·
Assignments
33%
·
Projects
33%
· ·Quizzes/Tests
33%
Policies, Etc.
Tardies /Absences
Ideally, in your quest for enlightenment, you’ll be here everyday. However, if you are
absent, you need to get make up the day you return (usually in the hanging files at back
of class and/or in the daily journal prompt binder). Special circumstances? Talk to me.
·
Lateness ‘happens,’ once, maybe twice, but anything more tells me there’s a problem.
10 minutes late becomes an absence. ‘nuff said. Be here. Please. Just be here.
Late Work
It’s best to turn in work when it’s due…helps you and me take care of business well.
Late work is only accepted in a timely fashion, losing points steadily until I receive it.
Late work cannot be accepted during the last two weeks of a grading period.
Cheating/Plagiarism
Don’t Do It! Use your own brilliance. Please do your own work. Copying someone
else’s work, whether in class or online, or allowing your work to be copied, will result in zero
points. Work instead with integrity.
*******
Mutual Expectations of Members of our Learning Community
(…that’s students and teacher!!!)
Let’s:
·
Get to work when the bell rings. An opening assignment will be posted each day,
and EVERYONE should be working on this assignment by the time the bell rings. If you are
tardy, you’ll miss the points available from this assignment.
·
Be prepared. This means you have your binder, notes, writing utensil, and current
work (text, reading, packet, etc.) ready to go. Turn in homework when asked for. (Or else
it’s late. Bummer! )
·
Participate! The easiest way to achieve an advanced grade in my class is to
actively participate.
·
Show respect to everyone in the room! In order to create a safe environment, it is
necessary to treat everyone with respect. Just like in kindergarten – getting along is job #1.
Respect includes words, actions, tone of voice, and gestures. Words are powerful. Words
of hate and discrimination have no place in our Learning Community.
·
Keep unhealthy food and beverages outside of the classroom. Students will be
allowed to have water in a sealed bottle. Healthy snacks such as fruits, veggies, and nuts
will be allowed. Caffeine drinks and the like aren’t.
·
Responsibly Manage our Cell phones & Electronica: These must be turned off
and put away during ‘tech-off’ times. We will be allowed to use these devices during
certain ‘tech-on’ activities. Tech can be a good thing, if used wisely!
·
Try hard to leave drama outside. Our time together is precious. Spread the love,
not the hate.
·
Communicate as best we can. I’ll be available formally during posted office hours.
In addition, I’d like to have an open-door policy where we can communicate about class
issues or whatever it is that is affecting your/our ability to grow and learn in our class.
Listen with your head and your heart.
·
Honor each other’s work! I will return your assignments as soon as possible, with
comments, and update grades as often as I can. I will honor student
needs/interests/achievements with regard to class curriculum. In return, I ask that we work
together to make class interesting, fun, and productive.
“Be who you are, nothing more, nothing less, and let the beauty that you
love be the very best…” ~ Michael Franti
Standards for Global Studies
Oregon Dep’t of Education Standards
·
Historical Knowledge
o
HS.1. Evaluate continuity and change over the course of world history.
o
HS.2. Analyze the complexity and investigate causes and effects of significant events in world history.
o
HS.3. Explain the historical development and impact of major world religions and philosophies.
o
HS.9. Identify historical and current events, issues, and problems when national interests and global
interest have
been in conflict, and analyze the values and arguments on both sides of the conflict.
·
Historical Thinking
o
HS.10. Evaluate an historical source for point of view and historical context.
o
HS.12. Construct and defend a written historical argument using relevant primary and secondary
sources as
evidence.
·
Geography
o
HS.14. Create and use maps, technology, imagery and other geographical representations to
extrapolate and
interpret geographic data.
o
HS.19. Evaluate how differing points of view, self-interest, and global distribution of natural resources
play a role in
conflict over territory.
·
Economics
o
HS.48. Explain economic challenges to growth in developing countries.
·
Social Science Analysis
o
HS.57. Define, research, and explain an event, issue, problem, or phenomenon and its significance to
society.
o
HS.58. Gather, analyze, use, and document information from various sources, distinguishing facts,
opinions, inferences, biases, stereotypes, and persuasive appeals.
o
HS.59. Demonstrate the skills and dispositions needed to be a critical consumer of information.
o
HS.60. Analyze an event, issue, problem, or phenomenon from varied or opposing perspectives or
points of view.
Common Core Standards
·
Reading
o
9-10.RH.1 Cite specific textual evidence to support analysis of primary and secondary sources,
attending to such features as the date and origin of the information.
o
9-10.RH.2 Determine the central ideas or information of a primary or secondary source; provide an
accurate summary of how key events or ideas develop over the course of the text.
o
9-10.RH.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary
describing political, social, or economic aspects of history/social studies.
·
Writing
o
9-10.WHST.1
Write arguments focused on discipline-specific content.
§ Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an
organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.
§ Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the
strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner
that anticipates the audience’s knowledge level and concerns.
o
9-10.WHST.2
Write informative/explanatory texts, including the narration of historical events,
scientific procedures/ experiments, or technical processes.
§ Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details,
quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
o
9-10.WHST.4
Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.
Global Studies
2013-14
Lisa Iacovetta, J-25
Daily 7:45 – 8:15 / by app’t.
Instruction Assistance: Wednesdays 3:00-3:30
(541) 790-5165 // [email protected]
Website: see link from CHS Homepage
FAMILY!!! Parents/Guardians:
NOTE: Please read the syllabus with your child and fill out both sides of this form. This is
your student’s first assignment for class and is due ____________________.
It is an honor to work and learn with your child. I will do my best to respect all students in
my class and offer meaningful educational experiences. In an effort to nurture our learning
community, so that it expands beyond the confines of our classroom, I sincerely hope you
will read over the course expectations with your child.
Good Communication is vital…sometimes life outside the classroom is more important
than one particular day inside the classroom. I honor that our lives are much larger than
one course. The only way I can support and/or advocate for a student is if I am aware of
what else is happening in his or her world. Please don’t hesitate to call or email with any
questions or concerns, or suggestions (or a good, clean joke J,) anytime!
I’m looking forward to a wonderful and productive year!
Lisa Iacovetta
[email protected]
541-790-5165
________________________________
Printed Student Name
______________________________
Student Signature
________________________________
Printed name of Parent or Guardian
_____________________________
Signature of Parent or Guardian
_____________________________________
Parent/Guardian email address
______________________________
Parent/Guardian Phone#
Preferred method of communication (check one):
________Phone
_______Email
Best time to call: _________
Comments (including any information which might help me better understand the
needs of your child such as custody arrangements, etc.)
________________________________________________________________________
________________________________________________________________________
Churchill High School Film Policy
Many powerful films illuminate the themes of this course.
They depict history, geography and global issues in ways
that can enrich class activities. They can be used as a fun
and exciting way for students to learn. Therefore, I plan on
showing mostly clips, 5-20 minutes in length, to visually reinforce class materials.
This year it is possible that we may see part or all of a film that has a “PG”, “PG-13”, or “R”
rating. The school district requires parental permission slips on any film with a rating other
than “G”, as stated in the Administrative Handbook.
I will follow these guidelines, as well as provide alternate study for any student who may
feel uncomfortable with any such film. I will only use videos within the contextual structure
of the material we are studying. For “R” ratings, I show only small portions of films in order
to leave out the parts that might not be appropriate in a school setting.
Lisa Iacovetta
[email protected]
541-790-5165
Please check one of the following:
_____ Yes, permission is granted to see “PG”, “PG-13”, or portions of “R” films, when
used in context with classroom study.
_____ Yes, permission is granted to see “PG” and “PG-13” , but not “R” films.
_____ No, permission is not granted to see any “PG”, “PG-13”, or “R” films.
Comments:
_______________________________________________________________________
_______________________________________________________________________