WORLD HISTORY AND GEOGRAPHY
COURSE DESCRIPTION AND CLASSROOM EXPECTATIONS
World History A: Trimester 1
Introduction and Geography
Unit 1 Peopling of the World, Early Civilizations and Empires
Unit 2 Ancient Middle East: Judaism and the Rise of Islam
Unit 3 African Civilizations, Societies and Empires (1500 BC-1500 AD)
Unit 4 Africa – Slave Trade, Imperialism, Post WWII
Unit 5 Middle East: Contemporary Issues
World History B: Trimester 2
Unit 1 South Asia (2500 BC – 600 AD)
Unit 2 South Asia (1300 AD – Present)
Unit 3 Southeast Asia (600 AD – Present)
Unit 4 East Asia (3500 BC – 1350 AD)
Unit 5 China (1400 – Present)
World History C: Trimester 3
Unit 1 Ancient Greece and Rome
Unit 2 European Middle Ages (500 - 1500 A.D.) and the Formation of Western Europe.
Unit 3 Renaissance, Reformation, and Absolute Monarchs
Unit 4 The Americas (200 B.C. - 1519 A.D.)
Unit 5 European Revolution and the Clash of Political Philosophies
Introduction and Geography
Unit 1 Peopling of the World, Early Civilizations and Empires
Unit 2 Ancient Middle East: Judaism and the Rise of Islam
Unit 3 African Civilizations, Societies and Empires (1500 BC-1500 AD)
Unit 4 Africa – Slave Trade, Imperialism, Post WWII
Unit 5 Middle East: Contemporary Issues
World History B: Trimester 2
Unit 1 South Asia (2500 BC – 600 AD)
Unit 2 South Asia (1300 AD – Present)
Unit 3 Southeast Asia (600 AD – Present)
Unit 4 East Asia (3500 BC – 1350 AD)
Unit 5 China (1400 – Present)
World History C: Trimester 3
Unit 1 Ancient Greece and Rome
Unit 2 European Middle Ages (500 - 1500 A.D.) and the Formation of Western Europe.
Unit 3 Renaissance, Reformation, and Absolute Monarchs
Unit 4 The Americas (200 B.C. - 1519 A.D.)
Unit 5 European Revolution and the Clash of Political Philosophies
Overview
This World History class has multiple parts. The main focus of study is history, but there will also be specific study of geography, economics, sociology and other areas interwoven into the class. Trimester one will mainly deal with the beginning of human history and our study will be mainly in Africa and the Middle East. Trimester two will deal primarily with Asia both historically and present day. Trimester three will be European history and the history of the western hemisphere.
You will think in this class! History, economics and sociology topics are not all about memorizing people and things. You will be analyzing information and creating your own understanding based on the available evidence. We will spend time on different strategies of reading, writing, and thinking so you will be able to communicate effectively (in written, spoken, and visual forms).
Academic Goals
Materials needed every class:
Classroom Activities
Regular Class Schedule
Interactive Activities
Students will be engaged in many activities to get them more involved in history. For example, students may participate in role plays, collaborative group projects and presentations and various other activities that engage students in learning.
Interactive Notebook
An interactive notebook is a place for you to record subject notes, paste in specific maps and handouts, as well as an area to complete various learning extension activities. It is also a place to express your own ideas about information gained through this class. Because the notebook will be used daily and will be a large part of helping you to be successful, it will be stored in the classroom. More details will be provided later.
This World History class has multiple parts. The main focus of study is history, but there will also be specific study of geography, economics, sociology and other areas interwoven into the class. Trimester one will mainly deal with the beginning of human history and our study will be mainly in Africa and the Middle East. Trimester two will deal primarily with Asia both historically and present day. Trimester three will be European history and the history of the western hemisphere.
You will think in this class! History, economics and sociology topics are not all about memorizing people and things. You will be analyzing information and creating your own understanding based on the available evidence. We will spend time on different strategies of reading, writing, and thinking so you will be able to communicate effectively (in written, spoken, and visual forms).
Academic Goals
- Learn content from the designated unit or topic and make connections to topics discussed.
- Practice and improve skills such as finding the main ideas, drawing conclusions, interpreting visual data, analyzing facts and sources, synthesizing information, writing clearly, reading critically, and forming and defending an argument.
- Develop attitudes like understanding various points of view, acceptance of ambiguity, and desire to find out the background, potential consequences, and related issues of events.
- Think!
Materials needed every class:
- Notebook (kept in classroom)
- Folder
- Pen or Pencil
- Highlighter
- Homework and/or work for class
- Student Planner
Classroom Activities
Regular Class Schedule
- Upon arrival to class, retrieve your notebook and get other materials ready for class (pencil sharpened etc.). Also check the screen to see if there are directions or specific materials that you need for class that day.
- The work for this class consists of daily work, quizzes, participation in class activities, projects and presentations, and tests.
- Daily work is very important. To be successful on unit tests and other summative assessments, you need to have completed all work throughout each unit.
- Late work will be accepted. The intention is for you to understand what you are doing, not just get it in on time! However, if late work is turned in, it may be too late to receive teacher feedback which is to prepare you for summative assessments.
Interactive Activities
Students will be engaged in many activities to get them more involved in history. For example, students may participate in role plays, collaborative group projects and presentations and various other activities that engage students in learning.
Interactive Notebook
An interactive notebook is a place for you to record subject notes, paste in specific maps and handouts, as well as an area to complete various learning extension activities. It is also a place to express your own ideas about information gained through this class. Because the notebook will be used daily and will be a large part of helping you to be successful, it will be stored in the classroom. More details will be provided later.
Assessment Guidelines for Humanities
Formative Assessment - assessment for learning
This type of assessment or assignment is meant to build knowledge, concepts, or skills, and is meant to help you be successful on summative assessments. This feedback can take place at any point in the learning process. Scores you receive will be 20% of your grade.
Summative Assessment – assessment of learning
This type of assessment is the final product, or summary, of what you learned. This assessment takes place at the end of a lesson or unit. Examples include tests, projects, demonstrations, and essays. The scores you receive on summative assessments make up 80% of your grade.
Formative Assessment - assessment for learning
This type of assessment or assignment is meant to build knowledge, concepts, or skills, and is meant to help you be successful on summative assessments. This feedback can take place at any point in the learning process. Scores you receive will be 20% of your grade.
Summative Assessment – assessment of learning
This type of assessment is the final product, or summary, of what you learned. This assessment takes place at the end of a lesson or unit. Examples include tests, projects, demonstrations, and essays. The scores you receive on summative assessments make up 80% of your grade.
What is International Baccalaureate (IB)?
It is an educational philosophy recognized internationally to help students learn. There are three different levels: Primary, Middle Years, and Diploma. The 8th grade is part of the Middle Years Program (MYP).
The MYP uses Areas of Interaction and Unit Questions to help students develop the knowledge and skills that can lead to a high school diploma. In Humanities, we use them in each unit and they are displayed. Both the Area of Interaction and Guiding Question focus study for each lesson or unit and are used to analyze subject content.
Unit Question: What’s the big idea? Each unit has one and you will be expected to analyze it and comment on it. They are presented in the form of a question.
Areas of Interaction: The areas of interaction are the “lens” that we will use to look at various topics and units of study throughout our Humanities classes. There are five of these areas:
It is an educational philosophy recognized internationally to help students learn. There are three different levels: Primary, Middle Years, and Diploma. The 8th grade is part of the Middle Years Program (MYP).
The MYP uses Areas of Interaction and Unit Questions to help students develop the knowledge and skills that can lead to a high school diploma. In Humanities, we use them in each unit and they are displayed. Both the Area of Interaction and Guiding Question focus study for each lesson or unit and are used to analyze subject content.
Unit Question: What’s the big idea? Each unit has one and you will be expected to analyze it and comment on it. They are presented in the form of a question.
Areas of Interaction: The areas of interaction are the “lens” that we will use to look at various topics and units of study throughout our Humanities classes. There are five of these areas:
- Approaches to Learning: How do I learn? How do I know? How do I communicate my understanding?
- Community and Service: How do we live in relation to each other? How do I contribute to the community? How can I help others?
- Health and Social Education: How do I think and act? How an I changing? How can I look after myself and others?
- Human Ingenuity: Why and how do we create? What are the consequences?
- Environments: Where do we live? What resources do we have or need? What are my responsibilities?
Classroom Expectations
Follow Park Center’s policies AND remember to:
Be prompt, prepared, and polite!
Be respectful of people, things, and ideas:
Discipline Procedure in Class:
Tardies
Follow Park Center’s policies AND remember to:
Be prompt, prepared, and polite!
- Be in the classroom getting materials ready for class when the bell rings.
- Bring all necessary materials to class.
- Gum is allowed in class as long as no one can see or hear it. (All other food should be kept in lockers or at home).
Be respectful of people, things, and ideas:
- Keep to yourself negative attitudes, behavior, and language.
- Keep books, desks, room, and school looking neat.
- Entertain new ideas and be open to different perspectives.
Discipline Procedure in Class:
- 1st = Verbal warning.
- 2nd = Verbal warning and brief meeting after class.
- 3rd = Contact parent or guardian.
- 4th = Referral/Contact Administration
Tardies
- 1st = Excused with verbal reminder.
- 2nd = Meet after class with teacher.
- 3rd = Contact parent or guardian.
- 4th = Morning detention/referral to administration