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| Student Evaluation | |
| Midterm – Week 9 | 5% |
| Final – Week 18 | 15% |
| Tests/Projects | 35% |
| Bookwork | 25% |
| Notebook | 20% |
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The purpose of this course is to enable students to understand the development of the world community within the context of history by examining connections to the past to prepare for the future as participating members of a global society. Students will use knowledge pertaining to history, geography, economics, political processes, religion, ethics, diverse cultures, and humanities to solve problems in academic, civic, social, and employment settings. |
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Birth of civilizations throughout the world: origins of civilized societies, including Mesopotamia, Africa, China, India, and Mesoamerica from the perspective of cultural geography | |||||
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Four classic civilizations: growth, dissemination, and decline of India, China, Greece, and Rome | |||||
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Emerging civilizations: the role of isolation and interaction in the development of the Byzantine Empire; African and Mesoamerican civilizations; India, China, and Europe |
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Transitions: Renaissance, Reformation, and Revolution (emergence of “new” social, political, economic, and religious institutions and ideas) | |||||
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Exploration: understand the importance of global expansion. | |||||
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Changes: In Europe that led to the colonization of the Americas | |||||
| Major Objectives: | ||||||
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Demonstrate understanding of the impact of significant people, ideas, and events on the development of values, traditions, and social, economic, and political institutions in Eastern and Western civilization |
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Demonstrate understanding of the significance of physical and cultural geography on the development of Eastern and Western civilizations and societies. | |||||
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Demonstrate understanding of the characteristics of different economic systems and institutions. | |||||
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Demonstrate understanding of current and historic events in relation to the experiences, contributions, and perspectives of diverse cultural and ethnic groups, including Africans. | |||||
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Demonstrate understanding of the processes used to create and interpret history. | |||||
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Demonstrate understanding of the interactions among science, technology, and society within the historical contexts of specified Eastern and Western civilizations. | |||||
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Apply research, study, critical-thinking, and decision-making skills and demonstrate the use of new and emerging technology in problem solving. | |||||
| CLASSWORK | |
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STUDENTS SHOULD NOT LEAVE THEIR TEXTBOOKS IN THEIR LOCKERS!! |
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Students do bookwork in class from the classroom set of textbooks. There is more than adequate class time given to complete the assignments. Students may use their textbooks at home to catch up on missing work. |
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One workbook will be issued to each student and will be kept in the classroom. Workbook pages will go into the Power Notebook |
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Students who do not do the work and do not turn it in when it is due will have points deducted from the assignment grade. |
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If you leave your notebook in your locker, bag, friend’s locker, friend’s car, or lost it and want to go to Lost and Found, you do it during lunch or break NOT during my class. |
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Include page number along with your name and date when doing bookwork. |
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TERMS and NAMES (will do for each chapter)– always write the full sentence with the word filled in, or you will not get credit for the assignment |
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MAIN IDEAS/WORKSHEETS – always answered in F-CAT format. The question is part of the answer. Answers are to be complete thoughts, actual sentences that indicate that you understand the information. |
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CRITICAL THINKING (ALL)– Follow instructions and complete entire exercise. |
| TESTS | |
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Tests are generally given weekly. At least three days prior to the test, students receive a review sheet with all the information necessary to score well on the test. The review sheets frequently are a version of the test, and three days should be more than enough time to memorize information for the tests. |
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This page was created by Luke Kane
