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Mr. Johnson's Web Page |
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Global Studies I (CP) Syllabus
COURSE DESCRIPTION This course is designed to give the student a thorough understanding of the effects that ancient cultures have on our lives today. Beginning with the dawn of man, students will learn about such cultures as the Egyptian, Mesopotamian, Indian, Chinese, Japanese, African, Native-American, Greek and Roman. Students will discover how their accomplishments have created the foundation for the world in which we live. Besides the "normal" histories of these civilizations, other topics to be covered include the search for Atlantis, ancient engineering (pyramids, temples, monuments, etc.), ancient inventions, and a comparative study of ancient and modern mythologies. The course will continue with a study of Europe, Asia, and the In addition to the historical focus of the course, this course also includes the study of maps, atlases, and globes, landforms, resources, climates, political systems, economic systems, world religions, urbanization and population patterns. It provides a basic understanding of the significance of geography historically, economically, and culturally. The study of world geography is facilitated by using the five themes of geography: location, place, region, human environment interaction, and movement. Students will examine and define world regions holistically by applying problem solving methods, inquiry strategies and guided discovery in teacher directed, cooperative, and individual learning situations. High standards and expectations will require each student to take seriously this introductory social studies course. Due to the obvious nature of the subject under study, students will be required to commit to memory basic physical and political features. With these basics permanently grasped, the student will be able to apply their knowledge in practical geographical applications. Classroom lectures, discussions, visual presentations, and outside readings will serve to augment and buttress the textbook. However, it is expected that the student should have the ability to read for content as opposed to mere exposure. INSTRUCTIONAL PHILOSOPHY A general goal for all classes is for all students to gain confidence in their own abilities; develop problem solving skills; make historical and geographical connections, and learn to correctly communicate (both in writing and verbally) within a social science context. The following skills and competencies will be reinforced on a weekly and daily basis: 1. Students should come to class everyday expecting meaningful, bell-to-bell instruction. It is especially important that students are active learners and as such each student is expected to participate in class discussions, and other activities. 2. Students need to be prepared to work both independently, and in groups. 3. Instructional strategies will vary based on the teacher’s assessment of their students’ strengths; but will provide the students the opportunity to learning course content verbally, visually, and with hands on activities. 4. Instructional activities will vary based on the teacher’s assessment of their students’ strengths, and as the content changes throughout the year. Students should expect to participate in a variety of instructional activities. These will include, but are not limited to; lecture/discussion, various debate formats, cooperative learning, technology based instruction, use of primary source documents, current events, and student driven activities such as projects. At the completion of the course, students should have: 1. experienced success in social studies; 2. interpreted the data contained in and use tables, charts and graphs; 3. gained an understanding and appreciation of the importance of social studies as it relates to the modern world scene, their everyday lives, their education, and their future careers; 4. improved their basic skills; 5. communicated and made connections through writing about social issues; 6. used appropriate source materials (primary and secondary) to solve problems; 7. developed a working knowledge of social science terminology, concepts, and facts; 8. developed (social science) communication skills; and 9. worked successfully in groups of various sizes and compositions. GLOBAL STUDIES STANDARDS Standard GS-1: The student will demonstrate an understanding of life in the classical civilizations and the contributions that these civilizations have made to the modern world. Indicators GS-1-1 Explain the influence of Athenian government and philosophy on other civilizations including the importance of Plato’s Republic and the concepts of participatory government, citizenship, freedom, and justice. GS-1.2 Summarize the essential characteristics of Roman civilization and explain their impact today, including the influence of other civilizations on Rome’s development, the changes to Rome’s political system over time, the economic structure of Roman trade and labor, and factors contributing to the decline of the empire. (H, G, P, E) GS-1.3 Explain the rise and growth of Christianity during the classical era, including patterns of expansion across continents, the effects of diffusion on religious beliefs and traditions, and the influence of Christianity on culture and politics. (H, G) GS-1.4 Explain the impact of religion in classical Indian civilization, including Hinduism and the effects of its beliefs and practices on daily life, changes that occurred as a result of Buddhist teachings, and the influence of religion on culture and politics. (H, P) Standard GS-2: The student will demonstrate an understanding of the social, political, geographic, and economic changes that took place in Africa, Asia, Europe, and the Indicators GS-2.1 Explain the influence of the GS-2.2 Summarize the origins and expansion of Islam, including its basic beliefs, the emergence and the spread of an Islamic empire, the reasons for the split between Sunni and Shiite groups, and the changing role of women in the modern world. (H, G, P) GS-2.3 Summarize the economic, geographic, and social influences of trans-Saharan trade on GS-2.4 Compare the origins and characteristics of the Mayan, Aztecan, and Incan civilizations, including their economic foundations, their political organization, their technological achievements, and their cultural legacies of art and architecture. (H, G, P, E) GS-2.5 Summarize the functions of feudalism and manorialism in medieval GS-2.6 Analyze the social, political, and economic upheaval and recovery that occurred in Europe during the Middle Ages, including the plague and the subsequent population decline, the predominance of religion and the impact of the Crusades, and the increasing interregional trade. (H, G, P, E) ASSESSMENT AND GRADING Overall grades are broken into two categories: major and minor. Major Grades (Unit Tests, Projects, Formal Essays, etc.) approximately five (5) per nine weeks. (60%) Minor Grades (Notebook Checks, Quizzes, Worksheets, Homework, Classroom Activities, etc.) approximately twenty-five (25) per nine weeks. (40%) Please see the Grading and Classroom Routines page of my web-site for sepcific details and breakdowns of grade weights by class academic levels. A 93-100
B 85-92 C 77-84 D 70-76 F 50-69 TEXTBOOK: Beck, Roger B. et al World History: Patterns of Interaction (McDougal-Littell, 2005)
1. A notebook specifically devoted to Global Studies. 2. Outside readings as required and directed. 3. Handouts and outlines provided by the teacher.
Prehistory and Early Man Two Weeks
Unit II: Ancient Near East Two Weeks
Unit III: Ancient Two Weeks
Unit IV: Ancient Three Weeks
Unit V: Ancient Three Weeks
Unit VI: Ancient Four Weeks
Mid-Term Exam Review Prehistory – Ancient One Week
Unit VII: Eurasian Interactions Three Weeks Unit VIII: Islam and Muslim Empires Three Weeks Unit IX: Middle Ages Three Weeks Unit X: Formation of National Monarchies and the Crusades Three Weeks Unit VI: Early Empires in the Three Weeks
Unit XII: Sub-Saharan African Societies and Empires Two Weeks
Final Exam Review Prehistory and Early Man– Sub-Saharan African Societies and Empires (Cumulative) One Week MAJOR ASSESSMENTS AND PROJECTS 1. Students should be expected to write often in any social studies class. Students will be expected to write at least one five-paragraph essay every quarter. 2. Students should expect some form of formal evaluation at the end of every unit. These will include traditional tests, but also could include other authentic assessments the teacher feels are appropriate. 3. Assessments such as quizzes and small tests may also be used mid-unit as the teacher attempts to assess student progress throughout a unit of study. 4. Students should expect to complete at least one major project every quarter. |
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