Magnet World History Syllabus Mr. Armistead Mr. Jenkins Mr. Leyden Ms. Schoo Ms. Waller I.

Course Description This course will focus on introducing students to the varied histories of societies and regions throughout the world. It will utilize the critical and analytical thinking skills necessary for future academic success. In so doing there will be an emphasis on writing, reading and analysis of primary source documents. With this in mind, content coverage will follow a combination of thematic, regional and chronological approaches to study, with each designed for student recognition, understanding, and appreciation of the diversity and interdependence in our world. Through this course we hope to develop internationally minded people who exemplify the following habits of mind as students become Inquirers, Knowledgeable, Thinkers, Communicators, Principled, Open-minded, Caring, Risk-takers, Balanced and Reflective with their study of World History. The units that are studied in World History support the three fundamental concepts of the International Baccalaureate Middle Years Program: Holistic learning students discover ways in which World History is related to all other subjects. They also learn to develop strategies to examine, analyze and interpret information and ideas that will be used throughout their lifetime. Intercultural awareness through their study of World History, students discover, understand and appreciate the historical development leading to varied traditions and cultures of peoples throughout the world. Communication students will be encouraged to be active learners who can communicate their knowledge to others, while also listening to and valuing the opinions and thoughts of others. Each teacher examines their unit designs, classroom practices, assessment policies & practices, and management & leadership activities to assure that their attention is focused on the processes and outcomes of their students learning. II. Unit Descriptions The study of World History consists of 8 units. These include: Unit 1- The Rise of Civilizations through the Classical Period (5 weeks) Unit Focus: This unit centers on the rise of civilizations in Asia, Africa, and Europe. The origins and spread of world religions, social organization, and commercial interactions of ancient world civilizations will be analyzed. The complex interactions that developed between the Middle East, Asia and Europe will be examined. In addition the cultural legacy of the Greco-Roman world, including systems of government and the impact of Roman law, will be examined. Interaction: Community and Service Assessment Criteria: Knowing, Investigating, Thinking Critically, Communicating Unit 2- New Empires Emerge (3 and 1/2 weeks) Unit Focus: This unit focuses on the transition of world cultures as the classical empires were replaced by the nomadic empires emerging from the steppes of Asia and the deserts of Arabia. The origins of Islam and its expansion will be traced. Area of Interaction: Human Ingenuity Assessment Criteria: Knowing, Investigating, Thinking Critically, Communicating Unit 3- Transition to the Modern World (4 Weeks) Unit Focus: This unit marks the beginning of the early modern world. The changes in European society and politics as Europe evolved from feudal societies into powerful nation-states will be analyzed. In addition, the emerging role of the individual and the rise of reason through the Renaissance and Reformation will examined. Area of Interaction: Environments Assessment Criteria: Knowing, Investigating, Thinking Critically, Communicating P2 P2 Room 601 P3 Room 601 Armisteadd@fultonschools.org JenkinsB1@fultonschools.org leyden@fultonschools.org Schoo@fultonschools.org Waller1@fultonschools.org 404.847.1980 ext. 331 404.847.1980 ext. 301 404.847.1980 ext. 236 404.847.1980 ext. 230 404.847.1980 ext .339

Unit 4- World Collide (4 weeks) Unit Focus: The focus of this unit is on the non-western world. It also examines the impact of European exploration, conquest and colonization. The development of societies in Africa and the Americas will be examined. The changes brought about in Sub-Saharan Africa and the Americas by the arrival of Europeans will be analyzed. Area of Interaction: Human Ingenuity Assessment Criteria: Knowing, Investigating, Thinking Critically, Communicating

Unit 5- Revolution (4 weeks) Unit Focus: This unit focuses on the rise of liberal thought in response to the absolute monarchies in Europe and Asia. The absolutism of France, Russia, and Japan, and the rise of Constitutional Monarchy in Great Britain will be examined. The causes and results of the liberal revolutions in the United States, France, Haiti, and Latin America will be analyzed. Area of Interaction: Human Ingenuity Assessment Criteria: Knowing, Investigating, Thinking Critically, Communicating Unit 6- Industrial Revolution, Imperialism, Nationalism (4 weeks) Unit Focus: This unit focuses on the growing competition between world empires. The unit examines how industrialism led to the renewal of imperialism. The unit also discusses how nations engaged in militarism and alliance building in order to protect their national interests. Area of Interaction: Community and Service Assessment Criteria: Knowing, Investigating, Thinking Critically, Communicating Unit 7- The World at War (4 weeks) Unit Focus: The causes of World War I and its impact on Europe will be analyzed, including the rise of Communism in Russia. The impact of a destabilized Europe that leads to World War II will be analyzed. The unit will also examine the global, political, economic, and social impact of a world war. Area of Interaction: Community and Service Assessment Criteria: Knowing, Investigating, Thinking Critically, Communicating Unit 8- Globalization : Interconnected and interdependent (2 weeks) Unit Focus: This unit focuses on global interdependence and interconnectedness. The unit will also examine the political, economic, and social changes that began with World War II and continued through the Cold War. The role of ethnic and ideological conflicts including the rise of terrorism will be analyzed. How nations have attempted to cooperate within international organizations to prevent global war will also be examined. Area of Interaction: Human Ingenuity Assessment Criteria: Knowing, Investigating, Thinking Critically, Communicating . III. Texts and Resources Beck, Roger B., Black, Linda, Krieger, Larry S., Naylor, Phillip C., Shabaka, Dahia Ibo.World History: Patterns of Interaction Evanston, IL: McDougal Littell, 2006. ($65.00) In addition to the textbook, supplementary material from a variety of sources will be provided during each unit of study. IV. Methodology A number of methodologies are used in World History classes. Students will work individually or as a member of a group. Students will receive direct instruction and/or will have to research and report on their learning either in discussion, presentations or in writing. They will read critically, participate in projects, analyze both primary and secondary historical sources, write and reflect on their work

depending on the unit. Students will also be encourages to show independent investigation and exploration to personalize their own learning. V. Methods of assessment A wide variety of assessments are used to gauge the success of Riverwood students. These assessments can be formative or summative. At Riverwood, assessment is viewed as a continuous process that allows students, parents and teachers to have the best and most accurate information about student achievement. In this class, teachers utilize formative forms of assessment to determine student understanding. These assessments occur often during each unit. At the end of each unit a summative assessment is utilized to gauge student understanding. The summative assessment can be a test, an essay, or a project assessed against the MYP criteria which allows the student, parents, and teacher to better understand student progress throughout the program. VI. Grading policy including the use of MYP criteria Riverwood adheres to the Fulton County grading policy. Traditional grade reports are sent home every 6 weeks. As an International Baccalaureate Middle Years Program school, RICS will use the programs assessment cr iteria to report student progress. The students will be assessed at least once per semester against each of the three criteria. Reports of these scores will be sent at the end of each semester. MYP Learner Profiles Riverwood students strive to be: Inquirers: They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives. Knowledgeable: They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines. Thinkers: They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions. Communicators: They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others. Principled: They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them. Open Minded: They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience. Caring: They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment. Risk Takers: They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs. Balanced: They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others. Reflective: They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.

Grading The Fulton County Grading Scale is: A = 100 90 B = 89 80 C = 79 70 F = 69 Below

All assignments will have a numerical point value. Adding the points earned and dividing by the total number of points possible will calculate numerical averages for that assignment. MYP marks should not be treated this way but should be kept as raw numbers for each criterion. Grades for the course will be calculated using a weighted system as specified below. Students MUST keep an accurate log of their own individual grades so that they will have a good idea of their averages at any given point in the semester. In order to remain a magnet student in good standing, you must maintain an 80 average in this course. World History Grades Major Assessments (40%) : These will consist of two major projects per semester as well as a test over each unit covered in the course. Minor Assessments (40%) : These will consist of quizzes, classwork, homework, and participation grades. Final Exam (20%) : The final exam will be cumulative and will assess students knowledge about the units of study covered throughout the semester. Recovery In the event that a student is failing the course, opportunities designed to allow students to recover from a low or failing cumulative grade will be allowed when all work required to date has been completed and the student has demonstrated a legitimate effort to meet all course requirements including attendance. Academic assistance, or recovery, is a second opportunity to demonstrate competence in the originally evaluated objectives. In order to receive this opportunity, the STUDENT must initiate the request, and it is at the discretion of the teacher as to which type of assistance is necessary and proper. Again, making up assignments that were never completed is NOT an example of recovery; neither is retaking a test. Students will have an appropriate time period to complete the work which corresponds to the recovery assignment, however, this period will not exceed five (5) total days. ALL REQUESTS FOR ASSITANCE MUST BE INITIATED BY THE END OF THE 14 TH WEEK OF THE SEMESTER AND ASSIGNMENTS MUST BE COMPLETED TEN DAYS PRIOR TO THE END OF THE SEMESTER.

Policies and Procedures 1. General rules of behavior, as outlined in the student handbook, will be observed. In particular, you must be on time to class; no food, drinks, gum (except bottled water) in the classroom; follow the dress code enough said. 2. Plagiarism, the unacknowledged borrowing of words or ideas, will not be tolerated, whether intentional or accidental. Be sure to cite all outside sources carefully. Instances of plagiarism and any other form of cheating will result in a grade of zero on the assignment, contacting of parents, and reporting of an honor code violation, with no opportunity to make up the assignment. Cellular telephone use is strictly prohibited. Please refer to the section on Academic Integrity later in the syllabus for additional information. 3. Students are to be prepared for class each day (textbooks, pens, pencils, notebook, and paper), and all written work is due on the assigned date. Late work will have a deduction of 10% per day for the first five days it is late and accepted up to ten (10) days after due date for a maximum grade of 50% of the total points possible (a zero may be earned if an assignment is not turned in within ten (10) days of the due date). Students who have missed class must request work within three (3) days of the absence. 4. All World History Instructors are available for help on Wednesday from 8:00-8:30, additional office hours are as follows: Mr. Armistead Wednesday mornings by appointment. Mr. Jenkins By appointment. Mr. LeydenMonday through Friday, 3:50-4:30. Other times by appointment. I occasionally have parent conferences, department meetings, and faculty meetings, so it is usually best to check with me before you come in to ensure that I will be in my room. Ms. Schoo Tuesday and Thursday from 7:30 am. Ms. Waller By appointment. 5. The primary responsibility for learning the material is yours. Every effort will be made to help you experience success in this class. Please see me if you have questions or concerns related to the subject matter and your grade. For matters dealing with your grade, you must see me before the beginning of the fourteenth week of the semester. 6. In order to remain a magnet student in good standing, you must maintain an 80 average in this course. 7. Assignments, selected readings, tests, etc. will appear on the board each week for you to copy in your agenda. It is your responsibility to keep up with the work.

ACADEMIC INTEGRITY STATEMENT The Riverwood Social Studies Mission Statement provides that teachers develop the whole person by nurturing in students a sense of responsibility. Students need to be cognizant of what is right and what is wrong. Honesty is one of our highest values. If we are to develop students as contributing citizens of society, we as teachers need to ensure the moral honesty of our students and instill academic integrity. We define a lack of academic integrity to be dishonest or deceitful behavior shown by students who gain or give an unfair academic advantage through, but not limited to, some of the following methods; plagiarism; copying another's work when it is not explicitly encouraged by the teacher; providing details of a specific test or quiz before, during, or after the event; the use of unauthorized aids on tests, such as cheat sheets or programmed calculators or downloading material on an mp3 device such as an ipod; or recycling/reusing a previous paper or project of one's own or another's without the explicit consent of the teacher. Please understand that any discussion of tests or quizzes outside of the classroom (between class periods, at lunch etc) will be treated as an attempt to provide others with an unfair advantage and will result in an Honor Code Violation. Additional details regarding Riverwoods Honor Code may be found in the student handbook.

PREVENTATIVE MEASURES Social Studies Teachers will use Turnitin.com as a tool to combat plagiarism. All Students will be required to upload major papers to this website, or any other papers deemed necessary by the teacher. At any time, teachers should be able to verify references by pulling them up on the Internet (for web references), or books (confirmed through Amazon.com). If the teacher is unable to confirm references, it shall be referred to the student to provide evidence of such references.

PERSONAL HONOR VERIFICATION Each student will hand write the following pledge on designated assignments prior to handing it in to the instructor, I have neither given nor received any unauthorized assistance on this assignment followed by the students signature.

Armistead, Jenkins, Leyden, Schoo, Waller: Please sign below indicating that you have read, understand, and agree to the course expectations, policies, and requirements.

________________________________________ Student name (printed)

________________________________________ Student signature

________________________ Date

________________________________________ Parent/Guardian Signature

________________________ Date

________________________________________ Parent/Guardian E-mail Address

________________________ Parent/Guardian Phone #