history/socal studies department overview 8 th grade parents meeting thursday, february 5, 2009...
TRANSCRIPT
History/Socal Studies Department Overview
8th grade parents meeting
Thursday, February 5, 2009
Stephen Bartlett, Supervisor
(908) 647-4800 x4816
Philosophy History/Social Studies educators are entrusted
with the responsibility of providing America’s youth with the knowledge, skills and perspectives to be responsible, civic-minded citizens.
Through the study of history, political science, economics and geography, we promote conflict resolution; creative and ethical decision-making; communication through writing and speech; the imperative to play an active positive role in
society .
Four Goals of Social Studies Education
Content knowledge Who, what, when, where, how.
why? Politics, society, geography,
economy Communication skills
Expository and technical writing Oral/verbal presenting
Four Goals of Social Studies Education
Critical Thinking Interpreting sources and understanding
rhetorical positions Practice/rehearsal of making personal
decisions through simulation or research Social Action
Determining role of self in society Learning how to carry out personal mission
9th grade: World Cultures All students take this course. It is offered on every ability level. The curriculum is the same for every
ability level. Levels help teacher to differentiate
objectives and methodologies. It is supported by the New Jersey
standards.
Criteria for Level Placement
Last year’s numerical grade Motivation to study history Reading level Independence of learning Research proficiency Verbal/auditory skills Writing ability
2004 NJ Core Content Standards
6.1: All students will utilize historical thinking, problem solving, and research skills to maximize their understanding of civics, history, geography, and economics.
2004 NJ Core Content Standards
6.3: All students will demonstrate knowledge of world history in order to understand life and events in the past and how they relate to the present and the future.
2004 NJ Core Content Standards
6.5: All students will acquire an understanding of key economic principles.
6.6: All students will apply knowledge of spatial relationships and other geographic skills to understand human behavior in relation to the physical and cultural environment.
Why study World Cultures?
To understand the diverse cultures of the world.
To develop basic History/Social Studies concepts to prepare students for future courses.
To make good decisions about relating to other cultural practices in the workplace and in the community.
World Cultures Curriculum
FIRST MARKING PERIOD INTRODUCTION: What is culture?
Difference between traditional, market and planned economies? How do social structure and ethnocentrism influence daily life? To what extent are world governments pluralistic or totalitarian?
World Cultures CurriculumFIRST MARKING PERIOD (continued)
ASIA: Geography, ethnic groups and religions. Is the 21st century the Asian century?
Focus on the Indian subcontinent, China, Japan and Southeast Asia
World Cultures Curriculum
SECOND MARKING PERIOD Complete ASIA unit THE MIDDLE EAST: geography, ethnic
groups, religions. Struggle between traditional vs. modern views of society
World Cultures Curriculum
THIRD MARKING PERIOD Complete MIDDLE EAST unit AFRICA: Geography, ethnic groups,
imperialism and concepts of spirituality. Will African governments and societies embrace modernity in order to overcome economic and social dilemmas?
Focus on sub-Saharan Africa
World Cultures Curriculum
FOURTH MARKING PERIOD LATIN AMERICA: European
colonization, natural resources and experiences with democracy
World Cultures Model United Nations Project
All levels Objective: students will be able to use learning
about culture, geography, resources and politics to devise solutions to modern problems in a meaningful, authentic context.
Year-long project Enduring understanding: solutions to world
problems requires complex, creative thinking and the consideration of multiple points of view.
World Cultures Model United Nations Project Students are assigned countries in October. Mini-simulations (one day) take place in the
classroom to practice the application of learned ideas to a real regional problem.
Brief position papers are assigned in the spring.
A country scrapbook is completed in April. The simulation takes place in early June. Assessment is differentiated throughout the
project. Training is given in class by individual classroom teachers.
Sample M.U.N. topics
Darfur refugees Nuclear weapons in Iran and North Korea Global warming Free trade agreements/”fair” trade State-sponsored terrorism Kashmir Drug trafficking Poverty: food and medical aid
Sample M.U.N. crisis To: Secretary General Ban Ki-moon From: United Nations Headquarters RE: Chinese crackdown on Memorial Service Chinese government troops fired on unarmed civilians in two separate
commemorative demonstrations of the anniversary of the Tiananmen Square massacre. One march took place in the same location as the original site of violence in Beijing, while the other took place in Hong Kong.
Chinese dissident Hu Zhang is reported to have died in custody of the Chinese police who announced his suicide yesterday. A Chinese government official revealed that he had been despondent since his arrest on Monday. The Hong Kong based information Center for Human rights and the Movement for Democracy in China accused the government of executing Zhang as a warning to other pro-democracy demonstrators.
The Chinese state news agency released a statement warning to other nations to stay out of their affairs, citing national sovereignty and internal security.
United Nations
What Is the United Nations (UN)? The UN is an organization of 192 nations The countries work together to:
Maintain peace and stability Protect human rights Fight disease, poverty, drug trafficking and terrorism Protect the environment Maintain communications and transportation
United Nations, 2007, “UN in Brief,” UN Web Services Section, Dept. of Public Information, http://www.un.org/Overview/uninbrief/index.html
General Assembly One representative from
each of the 192 nations meet regularly (annual sessions from September to November) to discuss the most pressing global issues
They make decisions that provide moral guidance for the nations of the world (A global conscience of sorts)
Security Council
Made up of 15 member nations 5 permanent= China, France, Russian Federation, United
Kingdom and the United States 10 other rotating nations elected by the General Assembly
for 2 year terms. Maintain peace and security Meet anytime peace is threatened Decisions are carried out by all UN members Decisions must have 9 of 15 yes votes Permanent members have veto power (can override
votes)
The Security Council’s Path to Peace
1. Secure a cease-fire (if fighting exists)
2. Explore peaceful methods of conflict resolution such as but not limited to:a) Mediationb) Economic Sanctionsc) Arms embargo
3. Unified military actions by member nations
4. Determine cause of conflict and establish solution for long-term peace
Other Components
Economic and Social Council—Collaborates with non-governmental organizations to establish economic and social security
International Court of Justice– 15 Justices decide independently as arbitrators. Nations must agree to participate but if they do they must comply with decision.
Secretariat- Administrative body (7500 people) Trusteeship Council (inconsequential)
UN System
13 Independent organizations that work for world peace and stability. Examples:
United Nations Children’s Fund (UNICEF) World Health Organization (WHO)
A set of procedures and rules help keep the UN general assembly meeting orderly
Representatives of countries must seek the presiding official’s permission to speak
A standard speaking format is followed
Conference Elements
Formal Debate Speaker list determines order in which you speak Limited Time (can be changed by motion) Amendments and resolutions to issues are
proposed and voted (majority to pass) Moderated Caucus
Motion to break from formal debate. Place cards are raised in order to speak Helps facilitate discussion
Opening Speech 1. First, you should thank the presiding official by saying "Thank you Mr./ Madame/
Honorable Chair/ President…" 2. Then begin by providing a brief history on the issue as it relates to your country. 3. Speak about how the issue is currently affecting your country. 4. Provide your country's position on the issue. Include an explanation for your country’s
stance, such as economic or security concerns or political or religious ideology. 5. You may choose to give an explanation of how your country's position relates to the
positions of other member states such as the major powers or countries in your regional bloc.
6. You should discuss some of the past actions taken by the UN, member states and NGOs to address the issue.
7. Present ideas for a resolution, stressing your country’s objectives for the resolution. 8. Talk about the role that NGOs or regional organizations have to play in addressing
the issue. 9. Indicate to the committee members whether your country is willing to negotiate
United Nations Association of the United States of America, 2007, Public Speaking, http://www.unausa.org/site/pp.asp?c=fvKRI8MPJpF&b=457149
Speech During a Debate
1. Again, you should thank the presiding official by saying "Thank you Mr./ Madame/ Honorable Chair/ President…"
2. Encourage collaboration among member states by proposing ways that your country would be willing to work with other member states.
3. By referencing what other delegates have said, you can show support for your allies or indicate which proposals your country does not favor.
4. Present ideas for draft resolutions. 5. Explain why your country does or does not support
other draft resolutions.
United Nations Association of the United States of America, 2007, Public Speaking, http://www.unausa.org/site/pp.asp?c=fvKRI8MPJpF&b=457149
Draft Resolutions
Written proposals to address issues
One long sentence, separated by comas, that contains:
Heading (Draft #, Issue and Names of Authors) Preamble and operative section -- establish the issue
and proposed resolution (problem and solution)
Tips for Success
1. Be informed about your country
2. Be informed about your country
3. Be informed about your country
4. Know the procedures
5. Participate but do not dominate
6. Dress professionally
7. Collaborate
Skill sets: writing
Students learn the writing process and work towards improving their expository writing.
Five-paragraph essays are assigned and students are coached for improvement.
A common writing rubric is now being used to evaluate work.
A research project is assigned in the spring to help students learn how to critically examine primary sources
Skill sets: organization
Students are taught metacognitive and organizational strategies to help with the transition from middle school to high school
Teachers require the use of an organized notebook and check it for accuracy and completion.
Skill sets: formal assessment Students become detail-oriented through
note taking, critical reading, and review assignments.
An emphasis on depth, rather than breadth, accentuates the difference between middle school and high school.
Review sheets and extra help sessions support this process and clearly communicate expectations to the students.
Skill sets: critical thinking and cooperation Students are placed in “first-person” scenarios to
learn about conflicts, controversial issues and decision-making in a historical context.
Group projects are assigned and teachers reinforce cooperative skills through modeling, careful observation and coaching.
The student is at the heart of the learning…students’ opinions and views are solicited and welcomed as part of the learning process.
Skill sets: social action
WHRHS teachers actively reinforce learning through their extracurricular organizations:
Peer Leadership Model United Nations Diversity Club Asian Culture Club Junior Statesmen of America Free the Children Model Congress Mock Trial
After 9th grade
A diverse core-curriculum continues towards achievement of our goals.
An extensive elective program gives students the further opportunity to pursue interests at a variety of levels.
10th grade
80% of WHRHS sophomores take Modern European History as an elective.
The course builds on ancient, medieval and modern history learned in World Cultures.
Students continue to focus on primary source analysis and expository writing skills.
Students may also elect to take Civics and Citizenship, an exciting, hands-on course about the law, government and public policy (open to ALL LEVELS)
11th and 12th grades
11th graders study United States history through 1898
12th graders study 20th century United States history
The courses are offered at all ability levels.
Electives—all grades
Twentieth Century in Historic Film
Electives—10th through 12th grades
Civics and Citizenship Facing History and Ourselves Holocaust and Genocide Studies International Relations: The
World In The 21st Century Sociology
Electives—11th and 12th grades
Constitutional Law (Honors) United States Government and Politics
(AP) Human Geography (AP) Asian History and Culture Economics Human Relations
Advanced Placement
Modern European History (10th grade) United States History (12th grade) United States Government and Politics (11th or
12th grade) Human Geography (11th or 12th grade) Students may elect to take other examinations
and prepare through independent study with faculty (by approval of supervisor)
Department:www.whrhs.org/academics/history
Teacher websites:www.whrhs.org/phone.cfm
Online curriculum Teacher websites and profiles Summer programs, institutes and
opportunities Research links, websites and databases
for student use
