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SHORTRIDGE HIGH SCHOOLAn IB World School3401 North Meridian

Indianapolis, IN 46208317.226.2810

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Shane O’DayPrincipal

Course SyllabusTitle of Course: AP World History (WHAP)Grade Level: 9Indiana Code Number: 1576Instructor: Elijah SandersE:mail: [email protected]: 339Webpage: ManageBac

Overview: AP World History will cover the political, economic, religious, social, intellectual, and geographic topics surrounding our global society. This course will take the scholar through the beginning of civilization to how our world became a more interdependent society. Scholars will develop the skills to prepare them for the AP World History Exam as well as the DP history exam their senior year. This will include essay writing and developing understanding and analysis of historical topics. The class will also make connections between current and historical events and how currents of history change over time.

Course Objectives: 1. To encourage the systematic and critical study of human history;2. To promote the understanding of history as a discipline including how historians analyze various sources to

construct the past;3. To encourage an understanding of the present by reflecting critically on the past;4. To understand how historical developments have impacted people at the national, regional and international

levels;5. To develop an awareness of the scholar’s own historical identity by studying the history of different

cultures;6. To demonstrate knowledge and understanding by recalling historical knowledge and placing it in context,

examining the process of cause and effect and continuity and change, analyzing historical sources and using detail to construct written essays;

7. To demonstrate application and interpretation by applying knowledge as evidence, presenting summaries of evidence, and comparing and contrasting historical sources;

8. To demonstrate synthesis and evaluation through the analysis of different historical interpretations, evaluating sources as evidence, integrating background and historical sources in writing, developing critical commentary with regards to evidence and presenting an analysis of a summary of evidence;

9. To utilize historical skills to structure an essay using evidence as well as balanced and historically focused arguments; and

10. To utilize historical skills to demonstrate evidence of research skills, organization and referencing.11. Scholars are basically generating argumentative essay outlines.

Texts: Davis, The Human Story: Our History, from the Stone Age to Today, ©2004Brady and Roden, The DBQ Project: In World History, ©2012Green, Crash Course in World History, ©2013https://www.youtube.com/playlist?list=PLBDA2E52FB1EF80C9http://apcentral.collegeboard.com/apc/members/exam/exam_information/2090.htmlCannon, IB 20th Century World History Course Book, @2012

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http://apcentral.collegeboard.com/apc/members/exam/exam_information/2090.html

Chasteen, Born in Blood and Fire A Concise History of Latin America, @2011Judge, The Cold War: A Global History with Documents, 2e, @2012Berliner, et. al., IB History of the Americas Course Book,@2012Rogers, History: 20th Century World Cold War – Baccalaureate for IB Program, @2008

Course Topics: Period 1: Technological and Environmental Transformations, to c. 600 B.C.E. (2 weeks) Key Concepts: • Big Geography and the Peopling of the Earth • Neolithic Revolution and Early Agricultural Societies• Development and Interactions of Early Agricultural, Pastoral, and Urban Societies-Related Concepts-

Change - Paleolithic, Neolithic, hunting and gathering, Bronze Age, civilization, domestication, cuneiform-Concept Statement – Will understand how various factors led to civilization-Global Context- Scholars will apply factors of change to modern societies.-Inquiry-

How are societies dynamic and not static? Why and how have the roles of women changed since the Neolithic Revolution? Which roles have

continued through modern society? What are push pull factors that facilitate migration? How are prehistoric and modern migration

push pull factors the same and how are they different? How do archeologists investigate the past differently from historians?

-Assessment-Essay writing based on Inquiry questions; DBQs – (for each DBQ: students must construct a three column, 3 row outline; an argumentative thesis; and a five paragraph essay)

Using the following primary and secondary sources, students will answer the following:DBQ _ 1. How did the Nile shape ancient Egypt? 2. Was Hammurabi's Code just?-Primary and Secondary Sources-Stone Stele of Hammurabi’s CodeExcerpts from the Epilogue of Hammurabi’s CodeHammurabi’s Code _ Laws 21, 23, 48,53, 58, 129, 148, 168, 195, 196, 199, 209, 213, 215, 218Wall painting from the tomb of SenneferMap of Egypt c. 1500 BCEChart from K. Hinds, Life in Ancient Egypt, 2007 (Nile Flood Cycle)Illustration by O. Frey, Living In Ancient Egypt, 2009Painting from the tomb of a tradesman named Sennedjam, c. 1300 BCESong “Hymn to Nile” c. 2100 BCEMap “Filling the Earth”Map “Two Early Civilizations”King Narmer’s Victory Tablet

Choose one source from above and analyze it using OPVL

Period 2: Organization and Reorganization of Human Societies, c. 600 B.C.E. to c. 600 C.E. (7 weeks) Key Concepts: • Development and Codification of Religious and Cultural Traditions • Development of States and Empires• Emergence of Transregional Networks of Communication and Exchange

-Relate Concepts-Time,place and space - dynasty bureaucracy, Daoism, Confucianism, Aryan, Sanskirt, Hinduism, Buddhism, Cyrus the Great, Zoroastrianism, Hellenistic, Julius Caesar, Diocletian, Aristotle, Stoics, Axum, Ethiopia, Sahara, Olmec, Islam, Christianity, Byzantine-Concept Statement-Will understand and analyze the political, religious, geographic, and economic reasons that help define modern cultures-Global Context-Scholars will evaluate how political, religious and economic factors affect modern societies.-Inquiry-

Why do societies organize? Writing a Comparison Essay- Methods of political control in the Classical period, student choice of

two Han China, Mauryan/Gupta India, Imperial Rome, Persian Empire. Writing a Change and Continuity over Time Essay Political and Cultural Changes in the Late Classical

Period, students choose China, India, or Rome Students will evaluate the causes and consequences of the decline of the Han, Roman, and Gupta

empires Students will map the changes and continuities in long-distance trade networks in the Eastern Hemisphere:

Eurasian Silk Roads, Trans-Saharan caravan routes, Indian Ocean sea lanes, and Mediterranean sea lanes-Assessments-

Essay writing based on Inquiry questions; DBQs – (for each DBQ: students must construct a three column, 3 row outline; an argumentative thesis; and a five paragraph essay)

Using the following primary and secondary sources, students will answer the following:DBQs - 1. Great Wall of China (worker's journal) 2.Ashoka: ruthless or enlightened? 3. Citizenship in Athens and Rome 4. Why did Rome Fall 5. What was the Maya most important accomplishment 6. Education in Sparta 7. How Great was Alexander the Great? 8. The Silk Road (journal) analyze primary and secondary sources, essay writing (What are the societal characteristics when traveling the Silk Road?)

-Primary and Secondary Sources-The Gospel of Luke, ch. 10, versus 25-37H. Koester quotes from documentary from Jesus to ChristE. Pagels quote from documentary from Jesus to ChristBorg and Crossan, Map from The Oxford Illustrated history of ChristianityPliny the Younger, a Roman judgeMap_The Great Wall of Qin and Han ChinaExcerpts of letter by Chao Chu, 169 BCEChart of tribute payment by Han to MongolsChart_ Silk Road Trade between Han and Indian, Asia, RomePoem_Han CalvaryMap_Asoka’s EmpireThapar, excerpt from Asoka and the Decline of the MauryasWood, quote from documentary The Story of IndiaExcerpts from the edicts of Asoka, c. 250 BCE

Quote about Asoka from NehruChart about who could be a citizen in Athens and Rome“The Polity of Athenians” 424 BCESpeech from Emperor Claudius about citizenshipSiculus, History, Book XIIllustration of the Athenian AssemblyFresco of Roman SenateChart of Roman Emperors, 235-285 CEExcerpt from Vegetius, 450 CEMap of Foreign Invasions of the Roman EmpireExcerpt from Marcellinus, c.380 CEExcerpt from Priscus, 449 CEExcerpt from Gibbon, The History of the Decline and Fall of the Roman EmpireMap_Mayan Trade NetworkFoster, excerpt from Handbook to Life in the Ancient Maya World, 2002Whitlock, Mayan number systemExcerpt from Beck, The Ancient MayaExcerpt from Hooker, The Ancient SpartansXenophon, Constitution of SpartaPlutarch, LycurgusMap_Alexander’s EmpireArrian, excerpt from The Campaigns of Alexander, 130 CEGreen, excerpt from Alexander of MacedonWorthington, excerpt from Alexander the Great: Man and GodChart_chart of Alexander’s LegacyMap_Silk Roads in Han-Roman TimesPhoto and Description of Dunhuang CaveExcerpt form Encyclopedia describing the Taklimakan DesertXuanzang, excerpt from Great Tang Records, 646 CE


Period 3: Regional and Transregional Interactions, c. 600 C.E. to c. 1450 (9 weeks)Key Concepts:• Expansion and Intensification of Communication and Exchange Networks• Continuity and Innovation of State Forms and Their Interactions• Increased Economic Productive Capacity and Its Consequences-Related concepts-Systems - Bedouin, Mecca, Muhammed, five pillars, Umayyad, Abbasid, Mongols, India, Southeast Asia, stateless societies, Christian Kingdoms, Kingdoms of the Grasslands, Mali, Swahili, Justinian, Greek Fire, Icon, Orthodoxy, Middle Ages, Martel, serf, Holy Roman, Magna Carta, Hundred Years War, Gothic, Indians, Quetzalcoatl, Aztec, Inca, Tang, Song, Li Bo, Fujiwara, shoguns, feudalism, Han, Trinh, Khan, War Machine, Russia, Prester John, Kubilai Khan, Zheng He, Ottoman Empire, Renaissance, Iberian, Vasco da Gama-Concept Statement-Will understand how civilization, conversion and accommodation establish new power systems.-Global Context-Scholars will apply understanding to evaluate how internal developments lead to global contacts.-Inquiry-

Explain changes and continuity in patterns of interaction along the Silk Roads 200BCE to 1450 CE. How are 'bridges' constructed between worlds?

Writing a Comparison Essay - Comparing the level of technological achievement including production of goods 500-1000 (Student choice: Middle East, South Asia, East Asia, Eastern Europe)

Students will evaluate the causes and consequences of the spread of Islamic empires Students will compare the Polynesian and Viking migrations - Writing a Comparison Essay Effects of Mongol conquest and rule, students choose two: Russia, China, Middle East


Periodization Assignment - When using the periodization of the Stone, Bronze and Iron Ages compare and contrast the Middle East and Europe with Mesoamerican and South American using the dates c.1500 BCE to c.1500 CE.

Using the following primary and secondary sources, students will answer the following:DBQs - 1. Why did Christianity take hold in the ancient world? 2. Why did Islam spread so quickly? 3. What is the primary reason to study the Byzantines? 4. Aztecs: agriculture or human sacrifice? 5. Samuri and Knights: more similar than different? 6. Should we celebrate the voyages of Zheng He? 7. Mansa Musa (journal) analyze primary and secondary sources, essay writing-Primary and Secondary Resources- Map_Middle East trade routes, c. 570 CESelected verses from Qur’anMap_showing spread of IslamExcerpt_Armstrong, Islam: A Short HistoryAl-Mawardi, The Ordinances of the Government, c. 975 CEThe Origins of the Islamic State, c.850 CENorwich, excerpt from A Short History of Byzantium, 1998Sherrard, The Great Ages of Man: Byzantium, 1966 (defense works)World Fact Book, 2011 Chart_Eastern Orthodox Christianity Around the WorldThe Institutes of Justinian’s Code, 531 CELocke, The Second Treatise of Civil Government, 1690Jefferson, The Declaration of Independence, 1776Mango, “The Rival of Learning”Map _Territorial Acquisitions by Aztec RulersStearns, illustrations of Aztec agricultureMural _ Diego, 1929Duran, The History of the Indies of New Spain, 1581Codex Mendoza, 1542De Sahagun, Florentine Codex, 1555Charts _ social order in feudal Japan and EuropeBlomberg, The Heart of the WarriorAdapted from PBS documentary “Japan: Memoirs of a Secret Empire,” 2004Adapted from PBS documentary Warrior Challenge,” 2003Images _ samurai and knightSoko, The Way of the Samurai, c. 1600sMalory, Le Monte d’Arthur, c. 1470Map_The Voyages of Zheng He: 1405 – 1433Illustration _ When China Ruled the Seas, LevathesChart _ Zheng He’s Fleet by the Numbers

Chart_ Tribute by Foreign Courts to China, c. 1407-1417The Changle Inscription, 1431Chart _ Mansa Musa’s Hajj by the NumbersMap _ North Africa and Sahara Trade Routes, c. 1400Battuta, Rihla, 1356Qur’anic Verses about the 5 PillarsAl-Umari, Masalik al-Absar, 1337-1338The Catalan Atlas, 1375Map “Age of Discovery”


Period 4: Global Interactions, 1450 – 1750 (5 weeks) Key Concepts:• Globalizing Networks of Communication and Exchange• New Forms of Social Organization and Modes of Production• State Consolidation and Imperial Expansion

-Related concepts-Global Interactions - Ottoman, Ming, slave trade, Moscow, Columbus, Safavid, Spanish Colonies, Protestant Reformation, Magellan, Mughal, Pizarro, Hideyoshi, India, North America, Scientific Revolution, isolation, Qing, South Africa, Dutch, Peter the Great, Latin American colonies, Seven years war, East Indian Company, Democratic Revolutions

-Concept Statement-Will understand and analyze how global economies, biological exchanges, and large political units create a smaller world.-Global Context-Scholar will describe and analyze how the modern world is connected.-Inquiry-

How cultural and individual tactics and motives create political and economic interdependence. Comparison Essay - Processes of empire building, students compare Spanish Empire to either the Ottoman

or Russian empires. Students will evaluate the causes and consequences of European maritime expansion including the

development of armed trade using guns and cannons student project - each student will apply techniques used by art historians to examine visual displays of

power in one of the land or sea based empires that developed in this time period


Using the following primary and secondary sources, students will answer the following:DBQs - 1.How did the printing press effect Reformation and Exploration? 2. How did the Renaissance change man's view of man? 3. Was Magellan worth defending? 4. What was the main idea of the Enlightenment?

-Primary and Secondary Resources- Maps_location of European printing presses 1471 and 1500Excerpts from Martin Luther’s 95 Theses, 1517

Map_religions in Europe, 1560Columbus, Concerning the Islands Recently Discovered in the Indian Ocean, 1493Martellus’s World Map, 1489Waldseemuller’s World Map, 1507Images_Madonna Enthroned Between Two Angels and Mona LisaExcerpt from play Everyman, 1485Excerpt from Act II, Scene II of Hamlet, 1601Images_Geocentric Universe of Ptolemy and Heliocentric universe of Copernicus Images_Zodiac Man, 1512 and On the Makeup of the Human Body by Vesalius, 1543Map_voyage of MagellanJournal “The Genoese Pilot,” 1520Bergreen, Over the Edge of the World, 2003Journal of Pigafetta, 1520Locke, Second Treatise on Civil Government, 1690Voltaire, Letters Concerning the English Nation, 1726Smith, The Wealth of Nations, 1776Wollstonecraft, A Vindication of the Rights of Women, 1792


Period 5: Industrialization and Global Integration, c. 1750 to 1900 (6 weeks)Key Concepts:• Industrialization and Global Capitalism• Imperialism and Nation-State Formation• Nationalism, Revolution and Reform• Global Migration

-Related concepts-Change - population, Watt, Australia, French Revolution, Vienna settlement, 1848, England in Indian, Mexican-American War, Marx, Opium, Perry, Crimean, Meiji, imperialism, Spanish-American War, Sino Japanese War, slavery abolished, Boxer Rebellion, Panama Canal, Russo-Japanese War, Young Turk, Revolution in China, WW I begins-Concept Statement-Will understand and analyze how industrialization changed civilization’s political, economic, religious, social, intellectual and geographic forces.-Global Context-Scholar will understand how industrialization leads to modern culture.-Inquiry-

How does technology change culture? Writing a Comparison Essay - Comparing the roles of Women from 1750 to 1900—East Asia, Western

Europe, South Asia, Middle East Students will write a change and continuity over time essay evaluating changes in

production of goods from 1000 to 1900 in the Eastern Hemisphere Students will analyze five political cartoons about European imperial expansion in Asia and Africa to

identify how nationalism and the Industrial Revolution served as motivating factors in empire building in this time period

Students will analyze tables showing increased urbanization in various parts of the world to consider connections between urbanization and industrialization.


Using the following primary and secondary sources, students will answer the following:DBQs - The Reign of Terror: Was It Justified? How Should We Remember Toussaint Louvertoure? Latin American Independence: Why Did the Creoles Lead the Fight? Female Workers in Japanese Silk Factories: Did the Costs Outweigh the Benefits? What Was the Driving Force Behind European Imperialism in Africa?-Primary and Secondary Resources- Timeline_Reign of TerrorMap_1792 map of West Europe, European armies attacking FranceMap_France c. 1793 showing resistance to revolutionary governmentLetter from the Vendee, 1793Otfinoski, Triumph and Terror: The French Revolution, 1993Engraving_Faucher-Gudin, 19th century, Death of King Louis XVIRobespierre, Report on the Principles of Public Morality, 1794Timeline_Abolition of Slavery in Saint DomingueLouverture, “Letter to the French Directory, November 1797”Louverture, The Saint Domingue Constitution of 1801Louverture, “Proclamation, 25 November 1801”Bell, Toussaint Louverture: A Biography, 2007Brown, “A Description of Toussaint Louverture,” 1802Bolivar, An Address of Bolivar at the Congress of Angostura, 1819Wiarda and Kline, Latin American Politics and Development, 2011Viscardo, An Open Letter to America, 1791Knight, Mexico: The Colonial Era, 2002Mural_by O’Gorman, Grito de Dolores, 1961Bethell, The Independence of Latin America, 1987Photo_workers in a silk factory in Nagano, c. 1900Shokokyoku and Jijo, Condition of the Factory Workers, 1967Chart_Average Daily Wages for Selected Occupations in Japan, 1892Statement and data from a Government Report on Mill Workers in Japan, 1909Tsurumi, Factory Girls: Women in the Thread Mills of Meiji Japan, 1990Chart_Hane, Peasants, Rebels, and Outcasts: The Underside of Modern Japan, 1982Song by a Silk Worker c. 1900Map_Partition of Africa, 1884-85Ruskin, lecture at Oxford University, February 8, 1870Fabri, Does Germany Need Colonies?, 1879Chart_technology developments of 1800s showing use and significanceChart_African colonies with their exportsChart_Lloyd, The British Empire imports and exports 1854 and 1900Kipling, “The White Man’s Burden,” 1899Khumalo, chief of the Matabele, c. 1890


Period 6: Accelerating Global Change and Realignments c. 1900 to present (7 weeks)Key Concepts:• Science and the Environment• Global Conflicts and Their Consequences

• New Conceptualizations of Global Economy and Culture

-Related concepts-change - Mexican Revolution, Qing, WW I, Russian Revolution, Balfour Declaration, Versailles, Chinese Communism, Stalin, Great Depression, Manchuria, Nazis, New Deal, rearmament, facsism, WW II, Holocaust, U.N., Iron Curtain, Korea, NATO, Korea War, Ghana, Civil Rights, Cuban Missle, Arab-Israeli war, OPEC, Mao, Iranian Revolution, Soviet Union, Oslo Accords, Iraq War-Concept Statement-Will understand and analyze decolonization, technological innovations and demographic explosion established our modern world.-Global Context-Scholars will understand and analyze how their modern society was created.-Inquiry-

How does science and philosophy change the culture and environment? Writing a Comparison Essay Comparing the political goals and social effects of

revolution in: China, Russia, Mexico: Students choose two Writing a Change and Continuity over Time Essay: Changes and Continuities in the formation of national

identities 1900-present. Students choose from among the following regions: Middle East, South Asia, or Latin America

Students debate the benefits and negative consequences of the rapid advances in science during the 20th and early 21st centuries

Students trace the development of one form of popular culture in the 20th century and present a graphic or visual display of their research to the class

-Assessment- Essay writing based on Inquiry questions; DBQs – (for each DBQ: students must construct a three column, 3 row outline; an argumentative thesis; and a five paragraph essay)

Periodization Assignment - Choose two periods of history and explain why periodization is arbitrary and how it has ‘branded’ certain periods of history. Some periods that you may consider are: Gilded Age, Victorian Era, Edwardian Era, Napoleonic Era, Jacksonian Era, Meiji Era, Romantic period, Before Common Era, Common Era, Victorian, Cold War, Renaissance, English Renaissance, Italian Renaissance, American Renaissance, Harlem Renaissance, the “long 19th century,” the “short twentieth century.”

Using the following primary and secondary sources, students will answer the following:

DBQs - What Was the Underlying Cause of World War I? How Did the Versailles Treaty Help Cause World War II? The Soviet Union: What Should Textbooks Emphasize? What Made Gandhi's Nonviolent Movement Work? China's One Child Policy: Was It a Good Idea?-Primary and Secondary Resources- Map_European Alliances, 1914Illustration_McCutcheon, “The Crime of the Ages. Who Did It?” 1914Chart_ The Growth in Armaments, 1890 – 1914 (for European countries)Speech_von Bulow to Reichstag, 1899Illusrtartion_German propaganda poster “The British Octopus”Chart_Nicolson, “Size of Colonial Empires in 1913”Map_German Territorial Losses, Versailles Treaty, 1919Treaty of Versailles, 1919. Articles 160, 231, 232, 233Chart_”Reparartions Established by Verailles Treaty” Keynes, 1920

Moyer, Victory Must Be Ours: Germany in the Great War 1914-1918, 1995Map_Soviet Union, c. 1940Chart_”Soviet Society and USA - Economy by The Numbers,” 1980Medvedev, Moscow News, 1988Pipes, Communism: A History, 2001.Illustration_Manning political cartoon, 1960Chart_”1979 Election Results for Leader of Soviet Communist Party”Chart_military spending USSR and USA, 1980Chart_Soviet Space Race FirstsChart_Summer Olympics Medal Count USSR and USAHomans, The New Republic, 2010Picture_Kirov Ballet CompanyGhandi, “Letter to Lord Irwin,” 1930Miller, “They That Turn the Cheek,” 1936Picture_protesters preparing to march in Dharasana, 1930Gandhi, reflections about Johannesburg, 1908Illustration, The London Graphic Illustrator, 1930Chart_ China’s Population_1950-2100Wang and Yong, “China’s One Child Policy at 30,” 2010Watts, “China’s one-child policymeans benefits for parents – if they follow the rules,” 2011Greenhalgh and Winckler, “Governing China’s Population,” 2005Fitzpatrick, “A Brief History of China’s One Child Policy,” 2009


Resources:Stearns, et al., World Civilizations: The Global Experience, AP* Edition, 6e ©2011 (electronic)Davis, The Human Story: Our History, from the Stone Age to Today, ©2004Brady and Roden, The DBQ Project: In World History, ©2012Green, Crash Course in World History, ©2013 https://www.youtube.com/playlist?list=PLBDA2E52FB1EF80C9http://apcentral.collegeboard.com/apc/members/exam/exam_information/2090.html

Statement of Teacher Philosophy: I am from a small town in Southern Indiana and grew up in a non-traditional family with multiple siblings. This upbringing has influenced my teaching philosophy through my belief in the value of hard work and community support. In order for me to be an effective teacher to each scholar, I also hold the belief that there is something beyond one’s self. In living this philosophy, I always strive to demonstrate personal and professional integrity in the interests of each scholar and the community we serve. I will give every student the respect they deserve as young scholars and members of the Shortridge community, but I also expect the same respect to be shown towards me. Scholars can demonstrate this by following the general rules below. That being said, I am still candid, curious, unconventional and outlandish. Each class period it is my goal to engage scholars in lessons, assignments and projects that are novel and absorbing to each scholar as they navigate through the DP History curriculum and criteria.

On a fundamental level, history is probably one of the most misunderstood topics in American culture. Each individual and group has its own interpretation and focus of a variety of events that are a part of our history in the form of a narrative. My goal as a teacher is to challenge you to truly think critically about our collective, and individual, past through inquiry and analysis to lead you to a deeper understanding of human nature and current events. I will constantly play “devil’s advocate” in class by representing the interpretation that is not being presented by scholars. Always remember, just because I am challenging you does not make you wrong! Trying to appease me by regurgitating what you think I believe will not earn you a high grade; in fact, you will just confuse yourself. If you

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finish this course knowing my opinion, then I did not do my job. Each scholar’s task throughout this course will be to challenge their own beliefs of our past and be able to support their interpretations with documents, facts and data. It is my hope that, through this process, each scholar will understand the historical process, the positive and negative events that have shaped history, all while maintaining civic pride in helping to shape the world’s future.

Description/ Organization: The following is a general statement about how the class will be structured. However, no two days are exactly alike so the order may vary and other activities may be substituted. This will simply give scholars an overview of what a typical day might look like:

1. Turn in homework in the appropriate area before the class begins; 2. In a journal, answer initial inquiry prompt/premise and discuss; 3. Discuss homework; 4. Watch a video clip or read a short introduction related to the World History topic; 5. Scholars will generate notes during teacher lecture, discussion, video, and/or during reading; 6. Skill development where scholars might analyze primary and secondary documents or work through an application of political terminology, philosophy or ideas. This may be done individually, with partners, or groups; 7. Socratic seminar or other discussion format related to analysis; 8. Scholars will write a summary about the daily topics studied demonstrating understanding and analysis; 9. Instructor will ask questions about class topics in a random fashion; 10. Instructor will assign homework (see ManageBac); and 11. When applicable scholars will be given time in-class to work on research projects.

Academic Honesty: Cheating and plagiarism are serious academic offenses. Plagiarism is the intentional or unintentional use of work that is not your own. Early in the school year, we will review the concept of plagiarism and learn ways to avoid it. A first offense will result in a zero (0) for the assignment and a parent phone call. A second offense will result in a zero (0) for the assignment and a parent meeting. The second offense may also result in failure of the course. A third offense may result in dismissal from Shortridge High School. Please see the scholar handbook for definitions of cheating and plagiarism and for the list of consequences. Attendance: Attendance and participation in class are directly linked to student success; attendance is mandatory and an excessive number of absences may result in no credit for a semester. Scholars are expected to contact the front desk (226-4108) and to email their teachers when an absence occurs to ensure that they keep up with class work; homework and/or any assignments are due the day of the scholar’s return to school regardless of the day or schedule. As a courtesy, scholars should notify the school and teacher(s) of any pre-planned or anticipated absences to ensure scholar learning is not interrupted. Please refer to the scholar handbook for clarification of policies and procedures.

Assignments: The following is a list of the types of assignments and assessments scholars will encounter throughout the year. This list is subject to change as the year progressives and learning needs are met:

Homework/In-Class Assignments: Homework is assigned daily and should be done individually. There will be at least one reading assignment each night. There will also be vocabulary lists, primary and secondary document analysis and other written assignments. In-Class assignments may be assigned individually, as partners, or as group assignments. Scholars should be prepared at all times to share the results of their work with the class.

Quizzes: Quizzes will be given at different times through the semester and will be free response. There will also be pop quizzes given over nightly reading and vocabulary at my discretion.

Research Projects: In order for scholars to complete the investigation criteria, there will be research projects conducted individually, in pairs, or in small groups throughout the two years of the course. These may include written and presentation components.

Exams: An exam will be administered over each unit at a minimum. All exams will consist of primary source analysis, a free response questions or a DBQ that will closely resemble the format of the IB exams. Exams will be scored using IB criteria associated with the exams. Scholars will receive more information and instruction on the requirements as the course progresses

Subject Criteria:

• Knowledge and understanding: Scholars will construct explanations using knowledge to demonstrate their understanding; apply knowledge and understanding to solve problems set in familiar and unfamiliar situations; and apply terminology effectively to communicate understanding of topics in Economics.

• Investigating: Scholars will formulate an idea and construct a plan; demonstrate and justify a plan; and analyze and evaluate the effectiveness of the plan related to topics in Economics.

• Communicating: Scholars will apply and demonstrate skills and techniques effectively; and apply and demonstrate strategies and movement concepts effectively related to topics in Economics.

• Thinking Critically: Scholars will develop the ability and willingness to assess claims and make objective judgments on the basis of well-supported reasons. Scholars will be able to look for flaws in arguments and resist claims that have no supporting evidence. Scholars will also foster the ability to be creative and constructive to generate possible explanations for findings, think of implications, and apply new knowledge to a broad range of social and personal problems related to topics in Economics.

More specific rubrics will be given out as scholar’s progress.

Grading: Grading will follow International Baccalaureate practices. Tasks are graded on levels of achievement for criteria in the subject area. Each criterion is assessed repeatedly throughout the year. At the end of each marking period, a mark is assigned for each criterion based on the highest sustained level of achievement; the combination of these marks determines the overall level of achievement ranging from 1 to 7. Please refer to the scholar handbook for more information.

General Rules: As in all societies, expectations are necessary to establish boundaries for success. Scholars are expected to adhere to my expectations at all times. While I don’t anticipate any difficulty in this regard, should a scholar not follow an expectation, there will be a progression of discipline within my room, which may consist of verbal warning, parent contact, and eventually the assignment to before or after school study sessions in my room. I reserve the right to modify these policies should situations warrant.

My expectations are as follows:

A. RESPECT – Each of us should have respect for one another. Everyone in the classroom is expected to demonstrate respect (active listening and voice tones) at all times. B. TARDINESS: Tardiness is a sign of disrespect and is disruptive of our class time. Scholars are expected to be present in class and in their seats promptly each day. C. DISCUSS – Discussion is required in this course. Everyone is expected to fully and actively participate. D. READ – This is an advanced course. Like any college course, reading is often assigned in advance. This means that you will be reading the material BEFORE we cover it in class so you will be prepared to discuss the material rather than having to sit through a lecture every day. E. HOMEWORK – Homework is not optional. Failure to turn in an assignment when due will result in a scholar being required to stay after school to complete the assignment as well as a ten percent reduction in the value of the assignment. F. NOTES – You cannot possibly remember everything you need to know in this course without taking notes. You should take notes when you are reading, during class lectures, presentations, and discussions. These will help you when studying for your exams. If you are having trouble with note taking, please ask. I will be happy to help you with a note taking strategy. G. ELECTRONIC DEVICES – Electronic devices are not permitted unless authorized by the instructor. When devices are allowed, it will be the responsibility of the scholar to use their device in a responsible manner that is productive to their personal learning as well as the learning environment.

Additional information: Always remember that we are all here in the pursuit of lifelong learning and we must be willing to work hard. Anything worth having never comes easy, especially at the beginning. I am setting high expectations for you because you are all bright and capable. We must recognize that we are in this together and I am always here for you as a resource. Do not be afraid to ask questions during class or to come see me before and after school. In the beginning, you will be overwhelmed but you will be impressed by how much you will grow as a scholar and citizen of the world. Always remember: Nothing is impossible and never give up.