North County Trade Tech High School

World History

Teacher: Mr. Lopez

I would like to take this opportunity to welcome you and your child to my World History class. As you know, parental involvement is the key to success in school. You can aid in your child’s progress by staying on top of his/her homework. You will be able to do this by checking his or her binder at least once each week, signing his/her progress reports from my class, noting any missing assignments and having your child complete those in a timely manner. I do maintain grades and homework online. The school will be providing you with Edupoint Parent Portal information.

Please feel free to contact me at Trade Tech by email () or by phone (760-598-0782) anytime you feel it is necessary. If I am not immediately available, please leave a message and I will return your call as soon as I am able.

Student Expectations:

I believe all students have the right to learn, and all teachers have the right to teach. A classroom should be a positive place to be and learn. I do maintain high expectations for my students and myself. All school rules will be maintained.

Be on time. A student is marked tardy if s/he is not in his/her seat and quietly working when the tardy bell begins to ring.
Be prepared. Your student should always bring:
Completed homework,
Notebook with clean loose leaf paper
Regular pencils, black or blue pens, and colored pencils or pens (for class projects)
Other items your child may want to have that will not distract you or anyone else.
Be at work. Always read or work on other homework if done early. A student should give his/her attention to class work and should not ask the teacher for permission to take care of personal business during class. Remember that the teacher, not the bell, shall dismiss the class. Students will have homework so be prepared. (SEE HOMEWORK POLICY)
Be Quiet. All students must gain permission to talk or leave their seat by raising a hand and being recognized by the teacher.
Be considerate. Your child is expected to follow all school rules and respect himself/herself and others.

Consequences for not following school rules/classroom expectations may include: a warning (verbal or written), a detention, a phone call home, time out to another classroom, or removal from class by an administrator in more severe or habitual cases. In some extreme cases, suspension from class pending a parent conference will be assessed.

Assignment Weighing:

Assignments (40%): Class work takes the majority of your overall grade (40%) so it is very important to come to school. If you are absent you must come and get your missing assignments. It is not Mr. Lopez’s responsibility to track you down and give it to you.

Tests (20%): Will be made up before or after school. Tests make up 20% of your class grade. THEY ARE IMPORTANT! A comprehensive final will be given at the end of each semester. Cheating will result in a 0% given on the test with no chance to improve that grade.

Course Grading Criteria:

94 – 100 = A 80–83 = B- 67-69= D+

90 – 93 = A-77-79 = C+ 64-66= D

87 - 89 = B+74-76 = C 60-63= D-

84 – 86= B 70-73 = C-59 and below F

Quizzes (5%): Quizzes can only be made up before/ after school or during lunch

Group Work/Projects (15%): Each student is responsible to work cooperatively with students in groups. If you are absent you are responsible to get any work you missed and complete any work you are responsible for. If you are going to be gone on a presentation day you must contact your group.

Homework Policy (10%): I expect assigned homework will be completed on time and neatly. Homework will be assigned and checked the following day in class. Failure to complete all the assignment, (appropriate effort must be shown) will result in a lower grade:

1 Day: 10%
2 Days: 20%
3 Days: 30%

After 3 days I will not accept the work unless the student and I have discussed arrangements.

School-wide Project (10%): All students are responsible for all parts of the school wide project even if they do not take the class. It is their responsibility to get the assignment from each teacher they do not have a class with.

Rubric:

Essays: All students will be using a rubric designed by the English department. To better integrate learning a standardized rubrics for all essays regardless of course is used by most teachers.

All other rubrics will be given for different projects in class or for homework.

Absent Policy: .If you are absent you must come and get your missing assignments, projects, tests, quizzes or anything that was covered. It is not Mr. Lopez’s responsibility to track you down and give it to you.

Required Textbooks:World History The Modern Era: Prentice Hall, 2014. Website:

Username: worldhistorytth Password: 1126melrose

Course Description: Students will also study the major turning points that shaped the modern world, from the late eighteenth century through the present, including the cause and course of the two world wars. Students will trace the rise of democratic ideas and develop an understanding of the historical roots of current world issues, especially as they pertain to international relations. The students will also extrapolate from the American experience that democratic ideals are often achieved at a high price, remain vulnerable, and are not practiced everywhere in the world. Students will develop an understanding of current world issues and relate them to their historical, geographic, political, economic, and cultural contexts. And lastly, students will consider multiple accounts of events in order to understand international relations from a variety of perspectives.

During the course students will:

Relate the moral and ethical principles in ancient Greek and Roman philosophy, in Judaism, and in Christianity to the development of Western political thought.
Compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty.
Analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States.
Analyze patterns of global change in the era of New Imperialism in at least two of the following regions or countries: Africa, Southeast Asia, China, India, Latin America, and the Philippines.
Analyze the causes and course of the First World War.
Analyze the effects of the First World War.
Analyze the rise of totalitarian governments after World War I.
Analyze the causes and consequences of World War II.
Analyze the international developments in the post-World World War II world.
Analyze instances of nation-building in the contemporary world in at least two of the following regions or countries: the Middle East, Africa, Mexico and other parts of Latin America, and China.
Analyze the integration of countries into the world economy and the information, technological, and communications revolutions (e.g., television, satellites, computers).

Writing Assignments:

Unit 2:

Refection Logs: 2-3 times a week students will take the last 5 minutes to quick write on what was learned for the day. Quick writes fall under the assignments category so it is 40% of the overall grade.
Critical Thinking/Primary Document: Students will read excerpts from “The Histories of Herodotus” translation by Harry Carter. Then they will write 1-2 paragraphs addressing the following questions:

Were you surprised on what you learned about pyramids 2,000 years ago when Herodotus visited them? Explain your answer.
Looking back on the chapters you have read so far and choose 3-5 major event explain each and answer, Which of these events do you think Herodotus would have know about? And why do you think is would have known about the events?

Unit 5:

Refection Logs: 2-3 times a week students will take the last 5 minutes to quick write on what was learned for the day. Quick writes fall under the assignments category so it is 40% of the overall grade.
Essay: Identify two Enlightenment Thinkers comparing and contrasting the political theories of John Locke and Thomas Hobbes
Critical Thinking: One page response:

Describe and explain Napoleon’s coup d’ atat to gain power in France

Unit 6:

Refection Logs: 2-3 times a week students will take the last 5 minutes to quick write on what was learned for the day. Quick writes fall under the assignments category so it is 40% of the overall grade.
Essay: (Argumentative) Highlight the major changes that took place during the Industrial Revolution and the needs that emerged as critical to address at the turn of the century using relevant and accurate details and evidence.
Critical Thinking: one page response for each

After reading an excerpt from “The Wealth of Nations” by Adam Smith answer the question: According to Adam Smith how are free markets more productive and beneficial to societies?

Unit: 7

Refection Logs: 2-3 times a week students will take the last 5 minutes to quick write on what was learned for the day. Quick writes fall under the assignments category so it is 40% of the overall grade.
Essay: Students will write a 5 paragraph essay explaining three of the new enhanced weapons of World War I. What had the greatest impact on the war and why?
Essay: Students will write a 5 paragraph essay comparing and contrasting the rise of Hitler in Germany and Mussolini in Italy. How was each of them able to gain power over the entire country and find support with those who may not agree with the ideology?
Critical Thinking: one page response for each

Choose 5 out of the 14 points President Woodrow Wilson came up with. Tell why you agree or disagree with the point. Explain you answer in detail.
Should a US citizen take the position of isolationism or involvement during WWII?
Describe the idea of Realpolitik
Describe the significance of the tearing down of the Berlin Wall

Unit: 8

Refection Logs: 2-3 times a week students will take the last 5 minutes to quick write on what was learned for the day. Quick writes fall under the assignments category so it is 40% of the overall grade.
Essay: Students will read or watch excerpts from President George W. Bush’s “Address to the Nation” and write a 5 paragraph explaining his reasons for invading Iraq.
Critical Thinking: one page response for each

After researching the war in Iraq write a page on why you agree or disagree with the war.
Write a personal narrative regarding the attacks on September 11th.

Instructional Methods and/or Strategies:

Socratic Seminars
Personal Learning Plans
Lecture/PPT’s
Notes
Graphic Organizers
Timelines
Journals
Reading Groups
Art
Video instruction
Computer activities
Story Maps
Think/Pair/Share

Trade Tech High Academic Honesty Information

Academic honesty includes the ethical responsibility to appropriately reference and cite the work of others. In addition to the ethical considerations, the work of others is intellectual property and, as such, is protected copyright law.

Plagiarism is a special type of violation of academic honesty. It is the using others' ideas and words without clearly acknowledging the source of that information."

World History Curriculum

Month / Standard / Topic / Chapters
Aug/Sept / 10.1 / Students relate the moral and ethical principles in ancient Greek and Roman philosophy, in Judaism, and in Christianity to the development of Western political thought. / Part 2
Sections: 2 & 3
September / 10.2 / Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty. / Chapters 4, 5, & 6
October / 10.3 / Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States. / Chapters 7, 8, & 9
November / 10.4 / Students analyze patterns of global change in the era of New Imperialism in at least two of the following regions or countries: Africa, Southeast Asia, China, India, Latin America, and the Philippines. / Chapters 12 & 13
December / 10.5 & 10.6 / Students analyze the causes and course of the First World War.
Students analyze the effects of the First World War. / Chapter 10, 11 & 12
January / 10.7 / Students analyze the rise of totalitarian governments after World War I. / Chapter 15 & 16
February / 10.8 / Students analyze the causes and consequences of World War II. / Chapter 17
March / 10.9 / Students analyze the international developments in the post-World World War II world. / Chapter 18
April / 10.10 / Students analyze instances of nation-building in the contemporary world in at least two of the following regions or countries: the Middle East, Africa, Mexico and other parts of Latin America, and China. / Chapters 19-22
May / 10.11 / Students analyze the integration of countries into the world economy and the information, technological, and communications revolutions (e.g., television, satellites, and computers). / Roll Over Chapters/Project

Return to Mr. Lopez

Please review this document with your child on the handout or website, sign and separate this page.

______

Student Name (Print)Period

I have read and discussed Mr. Lopez’s classroom policies with my child.

Parent/ Guardian Signature:______

Student’s Signature:______Date:______

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