MACON COUNTY HIGH SCHOOL
INSTRUCTOR: Heather Watkins Burley
TEXTBOOK: World History Patterns of Interaction
TEACHER CONTACT INFORMATION: 478-472-8579 ()
SCHOOL CONTACT INFORMATION:478-472-8579 (Fax: 478-6206)
MISSION STATEMENT
Macon County High School will provide a quality life experience and an educational gateway for all students transitioning toward a successful future.
Rationale for the course:Why are you here? What’s the point of making this class a requirement for graduation? Is learning history going to get you a high-paying job? Is it going to make a difference in what type of car you drive or house you live in? Well, in all honesty, perhaps not. However, history is more important than most people realize.
Everything we do in our lives becomes history. What you had for breakfast this morning, where you went last summer, that text message you got in class when you should have been paying attention to the teacher—all of that is history. Those things may not be earth-shattering events (unless that text message included winning lottery numbers!) but they are important parts of your history. These and other events affect your life in some way—some big, some small—and will affect your future as well.
Now, imagine events taking place that really do have earth-shattering consequences. Those would be the types of things that not only affect the world, but in some way your life as well. That’s the reason we learn history. What happened in the past is still happening now. It’s like throwing a rock into a lake. The rock may be gone, but the surface is still rippling. “But not everything in history affects my life today,” you reply. True, but a lot of it does. Sometimes we don’t even know it unless we look below the surface.
For example, ever used a pencil? You can thank a soldier in Napoleon’s army for that. Pencils, a couple hundred years ago, were the high tech marvel that was used on the battlefield because taking time to dip a quill and in an ink well while on horseback wasn’t such a good idea. Napoleon needed pencils for his army and that was a problem because France and England were at war in the early 1800s and most of the graphite used in pencils came from England at that time and they weren’t keen on sharing with the French. So, Napoleon held a contest to see if someone could come up with a substitute. A soldier did by mixing a bit of this and that and baking it into a stick of wood. He won the prize and now we can bubble in our test sheets all the live-long day.
Okay, that wasn’t exactly “earth-shattering” history, but it was an example nonetheless of how everything—big or small—has a history. And historyis what we learn in this class. (By the way, Napoleon also helped get us to the moon and World War II fighter pilots got us the ballpoint pen. But that’s another story…)
Course Description:The course is based on the purpose to expose students to content that is aligned with the Georgia Performance Standards (GPS) for appropriate for World History in order for those students to not only pass this course, but this year’s exams such as the GHSGT. This course will also prepare them to take on the responsibility of a useful and functional American citizen.The course is divided into ten (10) units that cover the time period spanning early man to today’s global threats.
Important Note:
Students who pass the U.S. History End of Course Test will not have to take the Georgia High School Graduation Test in Social Studies.
Course Delivery Method:
This course is standards-based. Standards-based instruction reflects the application of building a strong vocabulary base, critical thinking processes, student-centered activities, performance-based assessments, deeper questioning, intensive discussion, and limited teacher-led instruction. The instruction will be presented and supported by using differentiated instruction, co-taught applications, interactions, collaborative and cooperative learning opportunities as well as real-world discussion.
CLASS PROCEDURES & EXPECTATIONS
ALL STUDENTS ARE EXPECTED TO GIVE 100% EVERY DAY!!
Students are expected to read in advance of class and come prepared to discuss the assigned materials. Unit tests, announced and unannounced quizzes will be administered during the academic semester to ensure thatstudents are keeping on top of the information-rich assigned materials. Each student will be required to participate during class discussions.
CLASS RULES
- Be in your seat when the bell rings. There will be an Activating Activity on the board every day. Students will be expected to immediately start on the activity.
- Please respect yourself, classmates and the instructor(s)
- Please sit in your assigned seat daily.
- Please bring all materials needed for class everyday. This includes textbooks, notebooks, pens ect.)
- No talking during instruction.
- Please no personal grooming during class time.
ASSIGNMENTS
- All graded work needs to be completed in blue or black ink. This includes homework, class work, test and quizzes unless on scan-tron. If assignments are completed in any other color, five points will be deducted.
- All assignments turned in on loose leaf must be labeled on the upper left top line.
- All assignments must have the student’s assignment number in the upper right hand corner.
- After every chapter there will be a notebook check that will count as a quiz grade. Each student will need dividers to separate notes, homework and vocabulary lists.
- All completed homework assignments need to be placed in the designated class basket at the front of the classroom. If it is not in the basket before the bell rings it will be considered late and 5 points will be deducted. Unexcused tardiness to class will also result in a 5-point deduction form assignment.
SPECIAL ASSIGNMENTS:All students will be completing performance task as mandated by the new Georgia curriculum. Each task will be assessed using a rubric. More information will be provided as we begin each task.
GRADING SYSTEM & SCALE
Each student will be able to earn several daily grades (participation) per nine weeks grading period. These grades will be earned completing all work, homework, and substitute work. There will be several announced and unannounced quizzes. There will be unit test after each Unit. Students will have 5 days to make up assignments for excused absences. If assignments are not made up zeros will be given for those grades. Zeros will be given for assignments missed due to unexcused absences. Exams will be subjective, multiple choice, true/false, matching, and possible essay.
AREA / PERCENTAGE OF GRADETest/Projects / 55%
Daily/Quizzes/Homework / 45%
TOTAL PERCENTAGE / 100%
A= 90-100 C=70-79
B= 80-89 F=Below 69
Semester Averages
To calculate the average for the semester, add the grades for both nine weeks to the final exam grade and divide by 3. The End of Course will be 15% of the final grade.
Nine Week Average / 33%Nine Week Average / 33%
Final Exam / 33%
EXITING
- Students will be dismissed by the instructor (s), not the bell. Students will only be dismissed when all paper is off the floor and desks are neat and orderly.
SUPPLIES
- All students are required to have 3 ring binders, loose-leaf paper and dividers (please no spirals).
- All students are required to have writing utensils (blue or black pens) and highlighters.
- All students are required to have color pencils or markers for class projects.
RESTROOM PASSES
Every student will receive three restroom passes per nine week grading period (color code). When you have to use the restroom or get water you will be allowed to use your pass to go. YOU MAY NOT USE YOUR PASSES TO GO TO YOUR LOCKER OR THE OFFICE. If all three passes are turned in at the end of the nine weeks you will be allowed to replace your lowest participation grades. If they are lost or stolen, I will not reissue new passes. Once you have used all of your passes, you may no longer go unless it is extreme emergency (medical). If you do not have a doctor’s note I WILL DETERMINE IF IT IS AN EMERGENCY OR NOT.
Maintaining the student’s work sample file: The teacher will keep all graded assessments.This will make it easier for review by the student, parent or administration to assess potential concerns in the learning process. The student’s work samples will be used to confirm any possible appeals that may arise during the course of study.
Parent contact: The teacher may contact the parent in the following manners beyond parent connect, progress reports cards, report cards, or open house activities:Student weekly tracking sheets; I-Grade Pro status report; Recovery Sheets; Academic conferences via phone or face-to-face; IEP or SST; E-mail.
Student’s self-efficacy: Macon County High believes that it is important to nurture students’ self-efficacy by positive verbal persuasion, mastery experiences, vicarious support, and reducing stressful issues to improve their self-regulatory skills for learning by developing academic and physiological attributes to support improved academic outcome. MaconCountyHigh School will also use formative assessments and data analysis to support improving students’ motivation and self-regulatory skills.
Academic Contracts:, THERE WILL BE NONE!
Grading procedures:How things are graded in here is simple—there are tests, and there are non-tests. All tests count as 55% of your grade and everything else is 45%. Final grades are easy to calculate: there is a 3rd nine weeks grade worth 33%, a 4th nine weeks grade worth 33%, and a final exam worth 33.
Most asked questions about this subject:
- What will it take to earn an “A” for this class?
- How much homework will I have each week?
- Will I earn a grade for doing my homework?
- Can I earn extra credit for this class?
- How can I get help when I do not understand the standard being studied?
- How will you inform me when I am failing the course?
- How are assignments to be labeled?
- Is there an End of Course Test connected to this course?
- What should I do if my home phone number or address changes?
- If I have a question, when can I speak with you?
Maintaining the student’s work sample file: The teacher will keep all graded assessments. This will make it easier for review by the student, parent or administration to assess potential concerns in the learning process. The student’s work samples will be used to confirm any possible appeals that may arise during the course of study.
DISCIPLINE
The following procedures will be followed for minor classroom offenses:
1st –Correction of behavior
2nd – Warning/Nonfiction to Parent/Teacher detention
3rd – Write up
Each student must sign to confirm receipt of the syllabus and understand the items outlined.
Parents are welcome to contact me during the day at Macon County High School. My planning period is 5th Period. Parents may also email me
Pacing Guide:
1st Semester / 2nd SemesterUnit 1 / Unit 2 / Unit 3 / Unit 4 / Unit 5 / Unit 6 / Unit 7 / Unit 8 / Unit 9 / Unit 10
The Ancient World / Greece and Rome / The Middle Ages / New Worlds / Changes / Industrializa-tion and Imperialism / WWI / Between the Wars / WWII / The Cold War and Beyond
2½ weeks / 2½ weeks / 3 weeks / 2½ weeks / 2½ weeks / 1½ weeks / 2 weeks / 2 weeks / 2½ weeks / 2½ weeks
SSWH1:
a, b, c, d, e / SSWH3:
a, b, c, d, e / SSWH4:
a, b, c, d, e
SSWH5:
a, b, c, e, f
SSWH7:
a, c, e / SSWH8:
a
SSWH9:
b, d, e, f, g
SSWH10:
a, b, c / SSWH12:
b
SSWH13:
a, b
SSWH14:
a, b, c / SSWH15:
a, b, d / SSWH16:
A, b, c, d / SSWH17:
c, e / SSWH17:
f
SSWH18:
a, b, c / SSWH18:
d
SSWH19:
a, b, d
SSWH20:
b, c, d
SSWH21:
a, b, c
Unit One: The Ancient World
GPS Standards:
SSWH1 The student will analyze the origins, structures, and interactions of complex societies in the ancient Eastern Mediterranean from 3500 BCE to 500 BCE.
a. Describe the development of Mesopotamian societies; include the religious, cultural, economic, and political facets of society, with attention to Hammurabi’s law code.
b. Describe the relationship of religion and political authority in Ancient Egypt.
c. Explain the development of monotheism; include the concepts developed by the ancient Hebrews, and Zoroastrianism.
d. Describe early trading networks in the Eastern Mediterranean; include the impact Phoenicians had on the Mediterranean World.
e. Explain the development and importance of writing; include cuneiform, hieroglyphics, and the Phoenician alphabet.
Elaborated Unit Focus:
In this unit students will explore the development of the earliest civilizations with an emphasis on the creation of laws and societal norms. The religious aspects of early cultures will be explored along with development of writing and how these contributed to the growth of homo sapiens from a collection of hunter-gathers to complex societies.
Enduring Understanding (i.e. “Big Ideas”):
-Many aspects of today’s religions have their roots in ancient belief systems.
-The societies that survived the longest were those with efficient governmental and educational structures with a strong military to protect it.
Essential Questions:
-“Why do some dates have CE and other AD—and what is the difference?”
-“Is Hammurabi’s Code a fair way to punish criminals?”
-“What was the importance of the Nile to the development of Egyptian society?”
Corresponding Chapters: World History (2006): Chapters 1-4 and 7-8
Unit Two: Greece and Rome
GPS Standards:
SSWH3 The student will examine the political, philosophical, and cultural interaction of Classical Mediterranean societies from 700 BCE to 400 CE.
a. Compare the origins and structure of the Greek polis, the RomanRepublic, and the Roman Empire.
b. Identify the ideas and impact of important individuals; include Socrates, Plato, and Aristotle and describe the diffusion of Greek culture by Aristotle’s pupil Alexander the Great and the impact of Julius and Augustus Caesar.
c. Analyze the contributions of Hellenistic and Roman culture; include law, gender, and science.
d. Describe polytheism in the Greek and Roman world and the origins and diffusion of Christianity in the Roman world.
Elaborated Unit Focus:
In this unit students will explore the development of the Greek Empire from its origins as city-states to a world power under Alexander the Great. The students will understand the concept of social and political philosophy and its origins in Greece as well as the how the Romans built upon it. Imperial Rome and its influence both then as well as today will also be stressed.
Enduring Understanding (i.e. “Big Ideas”):
-Western democracies have their foundations in Greco-Roman culture.
-Roman construction techniques (such as roads) made them the most powerful empire in the world.
-Decadence and disunity led to the end of the Roman Empire.
Essential Questions:
-“How did Roman roads help unify their empire?
-“What similarities are there between the fall of the Roman Empire and recent events involving the world’s superpowers?”
-What aspects of Greco-Roman culture still survive today?”
Corresponding Chapters: World History (2006): Chapters 5-6
Unit Three: The Middle Ages
GPS Standards:
SSWH4 The student will analyze the importance of the Byzantine and Mongol empires between 450 CE and 1500 CE.
a. Analyze the importance of Justinian, include the influence of the Empress Theodora, Justinian's Code, and Justinian's efforts to recapture the west.
b. Describe the relationship between the Roman and Byzantine Empires; include the impact Byzantium had on Moscow and the Russian Empire, the effect of Byzantine culture on Tsar Ivan III and Kiev, and the rise of Constantinople as a center for law, religion, and the arts.
c. Explain the Great Schism of 1054.
d. Analyze the spread of the Mongol Empire; include the role of Chinggis (Genghis) Khan in developing the empire, the impact of the Mongols on Russia, China and the West, the development of trade, and European observations through the writings of Marco Polo.
e. Explain the Ottoman Empire's role in the decline of Byzantium and the capture of Constantinople in 1453 CE.
SSWH5 The student will trace the origins and expansion of the Islamic World between 600 CE and 1300 CE.
a. Explain the origins of Islam and the growth of the Islamic Empire.
b. Identify the Muslim trade routes to India, China, Europe, and Africa and assess the economic impact of this trade.
c. Explain the reasons for the split between Sunni and Shia Muslims.
e. Describe the impact of the Crusades on both the Islamic World and Europe.
f. Analyze the relationship between Judaism, Christianity, and Islam.
SSWH7 The student will analyze European medieval society with regard to culture, politics, society, and economics.
a. Explain the manorial system and feudalism; include the status of peasants and feudal monarchies and the importance of Charlemagne.
b. Describe the political impact of Christianity; include Pope Gregory VII and King Henry IV of Germany (Holy Roman Emperor).
c. Explain the role of the church in medieval society.
d. Describe how increasing trade led to the growth of towns and cities.
Elaborated Unit Focus:
In this unit students will explore the continuation of the Roman culture as it became the Byzantine Empire and attempted to stave off Islam’s proliferation throughout the Middle East and Africa. Also explored will be the founding the nation of Russia and why they considered themselves to be the progeny of Greco-Roman culture. How the fall of the Western Roman Empire led to the Dark Ages will also be explored as well as why Europe lost many of the technological advances the Romans had developed. The students will understand the role of feudalism and the Catholic Church effected society in not only Europe but in the Middle East with the Crusades as well.
Enduring Understanding (i.e. “Big Ideas”):
-The Byzantine Empire successful in preserving many aspects of Greco-Roman culture