World History 9

Mrs.Massalha, TTE

(928) 214-8776Ext. 205

Meet Mrs. Catherine Massalha, Time Traveler Extraordinaire (TTE)

I graduated from ASU in 1993 with a BA in Anthropology and from University of Phoenix in 2004 with a MA in Education. I have been teaching for 16 years. I taught in Israel for one year which was quite an experience. During that year, I had the wonderful opportunity to travel to Egypt during spring break and see sights in Cairo and Alexandria. In 2009, I official became a time traveler even though I had been time traveling for some time before that. I am super excited about sharing my knowledge of history and experiences with all of you this year at NPA.

Course Overview

Textbook: World History by Pearson(Chapters 1-12)

Unit/Schedule:

Unit 1: The Origins of Civilizations

Early Africa, River Valley Civilizations, India, China, and Early Empires

Unit 2: New Directions in Government and Society and the Spread of Ideas

The Americas, Greeks, Romans, Medieval Europe, and the Rise of World Religions

Unit 3: New Empires and the Spread of Islam and Christianity

Muslim World, Africa, and Asian Empires

Unit 4: New Changes and Global Connections

The Renaissance, Reformation, Scientific, the Enlightenment, and Life in Europe (1300-1700)

* All units, readings and topics are subject to change during the school year *

Videos:

As part of my instructional strategies and design, I will be showing clips from both documentary and theatrical films of a PG rating, from time to time.

Materials:

2 inch 3-ring binder (for World History), filler paper, dividers – at least 5, slip covers/paper protectors, highlighters (multicolored-5), ballpoint pens (blue or black), pencils and eraser, colored pencils, flash drive, and a tissue box for the classroom.

Expectations:

All students are expected to be on time and to come prepared to class with all necessary materials. Tardiness will not be tolerated. Homework and reading should be completed before class and ready to discuss or submit. Every student is expected to respect one another and actively participate in class discussions and class activities. After school review sessions will be available once a week.

Classroom Rules:

All school wide rules will be enforced. Every student is expected to work without disturbing others. Students are to accept each other for individual differences and to treat one another with respect. I have zero tolerance for academic dishonesty and bullying.

Clear drinks will be allowed in class. Phones and music devices are not allowed out during lectures or instruction.

If my expected code of conduct is broken the following actions will be taken in order:

  1. A warning will be given.
  2. Student will be asked to complete a reflection sheet/behavior contract.
  3. Student will receive lunch detention and parent and dean will be notified.
  4. Student will receive lunch detention and a conference will be made with the parents and the dean.
  5. Student will receive a referral to the dean of students.

Homework:

All homework will be collected at the beginning of class. Late homework may be accepted for half credit and will not be accepted after two weeks from original due date. Ifyou are absent, it is your responsibility to catch up on the assignments you missed! You will have the number of days missed to complete the assignment for full credit. Homework will be posted on my webpage calendar. Please put your name on your work or it will NOT be accepted.

We will follow the NPA grading scale.

Exams/Quizzes/Writing:

I will periodically give exams, quizzes and other writing assignments before, during, and after our units of study. This work load in this class will be rigorous and demand well planned and organized writing. The work will be graded on a point system. If you are absent for a quiz or exam, it is YOUR responsibility to schedule a make up and come talk to me. Beware;there maybe unscheduled quizzes!

Current Events:

I want to remain flexible, but we will discuss current world events at least once a month. In order to be an active citizen of the world, an understanding of current events across the world is essential. We will discuss, debate, and connect current world issues with those from the past. Current events will be highly integrated into our classroom. More details to come of exactly what is expected.

Research Projects:

Over the course of the year we will complete a variety of projects. These projects may be in the form of a research papers, brochures, posters, or team PPTs. I will have more details to follow, but expect several small research projects this year.

Notebook:

Students will be required to keep a well organized notebook. All class notes and out-of-class notes will be colored coded using the SPICE acronym. Periodically, the notebook will be reviewed and graded on a 20-point scale. The notebooks will be collected and graded for completeness, order, form, and an organization to be discussed in class.

Extra Credit opportunities:

Each semester the students will have access to two or three extra credit options. These options will involve research and historical thinking skill. The points will be applied in the grade book category in which the student is in most need.

Student and Parent/Guardian:

I ask both parties to sign this syllabus as evidence that you have discussed my expectations and classroom policies. Thank you and please do not hesitate to contact me with any questions. I look forward to an exciting year!

Student signature:______

Parental signature:______

Historical Thinking Skills -Rubric

Excellent / Good / Fair / Poor
Thesis/Thesis Paragraph / Has a clearly defined, well-crafted thesis that directly answers the prompt or question.
Complex argument clearly presented and thesis serves to organize the entire paper.
All aspects of the paper support the thesis. / Thesis adequately answers the prompt or question
Argument presented well and thesis serves to support most of the paper.
Most aspects of the paper support the thesis. / Thesis is present but weak, too broad, or confusing.
Argument is presented weakly and thesis does not help organize most of the paper.
Some aspects of the paper support the thesis / No thesis.
Paper is predominantly narrative rather than argument.
No historical question answered.
Evidence / Collects and presents specific, relevant, and accurate evidence supportive of the thesis
When possible, uses primary documents.
Evidence is interpreted accurately. / Adequately collects and presents specific, relevant and accurate evidence.
When possible, uses primary documents.
Evidence is interpreted mostly accurately. / Collects and presents evidence that is not always specific, relevant or accurate.
Little use of major outside documents. / Collects and presents minimal evidence that is not always relevant or accurate.
Little evidence presented.
Organization/Writing Conventions / Organized so that all the parts support the whole.
Makes elegant and effective transitions.
Clear, compelling introduction; the conclusion effectively synthesizes strands of the main argument.
Confident writing style; student voice is evident; writes with lively, engaging language
Grammar and punctuation are nearly flawless.
All proper nouns capitalized / Organized so that most parts support the whole.
Makes effective transitions.
Clear introduction and well-constructed conclusion.
Writing is clear and focused; style is straightforward.
Some grammar and punctuation errors, but does not impair understanding of content.
All proper nouns capitalized. / Organized so that some parts support the whole.
Makes some transitions.
Introduction and conclusion exist, but fail to set up argument.
Writing somewhat hampers understanding of content.
Numerous grammar and punctuation errors that interfere somewhat with understanding of content.
Most proper nouns are capitalized. / Rarely or never makes connections of the parts to the whole
Rarely or never makes transitions.
Lacking discernible introduction or conclusion.
Writing is unclear with no particular style, individuality, or student voice
Grammar and punctuation errors interfere with understanding of content.
Proper nouns are mostly left uncapitalized.
Knowledge / Demonstrates the acquisition of in-depth knowledge about the topic.
Makes connections and demonstrates insights about the historical context of the specific topic examined.
If applicable, includes analysis of historiographical debate. / Demonstrates that author has gained strong knowledge about the topic
Demonstrates some understanding of the broader historical context.
If applicable, includes some analysis of historiographical debate / Demonstrates some new knowledge about the topic and the significance of events
Makes at least one larger connection
Does not include a deep discussion of historiographical debate / Demonstrates minimal knowledge about the topic and the significance of events
Larger connections not made
Does not include any mention of historiographical debate
Historical Fluency / Historical terms, names, and places are deployed witha great deal of accuracy.
Historical terms, names, and places are spelled correctly and used correctly.
Includes applicable historical thinking skills such as: historical significance, use of evidence, attention to continuity and change, attention to cause and consequence, attention to historical perspective, or attention to the moral dimensions of historical interpretation. / Historical terms, names, and places are deployed accurately.
Historical terms, names, and places are spelled and used mostly correctly.
Includes applicable historical thinking skills such as: historical significance, use of evidence, attention to continuity and change, attention to cause and consequence, attention to historical perspective, or attention to the moral dimensions of historical interpretation. / Historical terms, names, and places are occasionally deployed inaccurately.
Historical terms, names, and places are occasionally spelled incorrectly and used incorrectly.
Attempts to include applicable historical thinking skills such as: historical significance, use of evidence, attention to continuity and change, attention to cause and consequence, attention to historical perspective, or attention to the moral dimensions of historical interpretation. / Historical terms, names, and places are mostly deployed inaccurately.
Historical terms, names, and places are spelled incorrectly and used incorrectly.
Does include applicable historical thinking skills such as: historical significance, use of evidence, attention to continuity and change, attention to cause and consequence, attention to historical perspective, or attention to the moral dimensions of historical interpretation.