Course Description for 10th grade Honors World History and Literature

Course Description for 10th grade Honors World History and Literature COURSE TITLE: Honors World History and Literature GRADE LEVEL: 10 CODE: LAE471 Honors World Literature/History SSW471 Honors World History/Literature COURSE LENGTH: 36 Weeks PREPARATION: Language Arts 9 or Honors English 9 Major Concepts/Content: This is an integrated course for students interested in taking 10th grade Honors Social Studies and English. The course uses the chronological study of world history from 1500 to the present and covers the themes of culture, science and technology, economics, and government. The content integrates readings and writings that focus on exploring, interpreting, and analyzing literature and other readings that extend and support the world history discussions and research. The course is a demanding study of world history and literature, requiring students to understand, analyze, and interpret the connections between major historical events and the writings of the time. Critical thinking, philosophical discussion, concept attainment, vocabulary development, language usage, and research will be stressed. The development of discussion and presentation skills will focus on analysis, interpretation, and evaluation. Major Instructional Activities: Instructional activities will be provided using the content of World History. Students will read and critically respond to a wide spectrum of challenging literary selections that mirror the cultures, themes and times of the period from 1500 to the present. Students will conduct in-depth research on topics relative to major historical events, people, and regions. Many of the learning activities will culminate in shared products for Social Studies and English. Major Evaluative Techniques: Students will participate in various types of assessments: vocabulary tests, essay tests, research projects and presentations, group activities, oral and written reports, numerous formal writings, and a culminating project that is an original production based on student research. Students will receive a grade in both English 10 and World History. Essential Objectives: Upon completion of the Honors World History and Literature course, students should be able to: Analyze the historical development of major world problems. Analyze a wide spectrum of world literature. Interpret the impact of major historical events on the literature of various periods. Evaluate the impact of major personalities on world history. Write formal compositions that analyze, interpret, and evaluate literature, essays, speeches, commentaries, and news reports. Compare and contrast the development of culture, science and technology, economics, and government throughout the world. Make and critique formal and informal oral presentations. 1

Honors World History and Literature 10 Guidelines for Grading 1. The Honors World History and Literature 10 is one course. Therefore, for each marking period, students receive one grade reported two times to accommodate the transcript listings of World History and English Literature. 2. Assessment strategies and report card grades are determined by classroom teachers (World History and Literature) working collaboratively. 3. Assessments represent learning at the end of units or periods of time after students have had a chance to practice and take risks with learning and strategies. 4. Students know which assessments count in determining their report card grade. 5. Assessments cover three areas: World History standards, ELA standards, and the combined course objectives related to the interdisciplinary connections in history and literature articulated through discussions, writings, and performances. 6. A variety of methods are used to fairly assess student achievement in working towards the standards and the course objectives. 7. Assessments are scored as appropriate to the requirements of the activity/task/performance. Student self-assessment and teacher feedback on performance are important components. 8. Grades are based on student achievement of learning goals. Such goals are articulated in World History, ELA, and interdisciplinary connections. 9. The student's more recent, most consistent level of performance in meeting/exceeding standards guides the teachers' judgment in determining a student s grade. Summative performances count heavily. 10. Summary information on student achievement, including samples of student work are available as evidence of achievement. Adapted from: O Connor, Ken. (2002). How to Grade for Learning. Glenview, IL: Pearso 2

Mr. Coia s Class Rules and Procedures Online Access: I will use the Internet to keep students and parents informed of the activities and progress of our class. I will update grades via GradeSpeed each Friday. In addition, I will post homework and attachments on www.mrcoia.com. Each unit guide and handout will be posted. You are required to spend at least 15 minutes on the weekend looking at your grade, handouts, assignments, forum, etc. Late Work: Your work is due regardless of power outages, lack of printer ink, stolen computer, etc. Be responsible and plan ahead. I will accept late work for a maximum of 50% assigned value within two weeks past due. You will receive a coupon for two free late turn-ins per semester. If you decide to use it, tear off one and staple it to the top of the late assignment. Put it in the inbox in the classroom by the next day (not the next class period). Note-taking: Each class period requires you to have your notebook opened to your LA Classwork section, dated at the top before the bell rings. You are expected to take notes on our class discussions, lectures, in-class reading, etc. Please do not expect me to tell you when to take notes. Take notes each class. Attendance: You are expected to attend class every day and follow attendance guidelines as stated in the student handbook. Poor attendance, whether excused or unexcused, will negatively affect your grade. Excused absences: Since all of the assignments are given in class and online, you will have the information to complete assignments even when you are absent. You must get the appropriate materials by asking a student, checking the web site, or talking to me outside of class time. The start of class is not the appropriate time to get your missing information. I will post homework and handouts online. Field trips and planned absences: You are expected to get any work that you will miss before you leave and have it in at the same time as other students. Again, the Internet will help you stay up-to-date with your work. For extended trips, please set up a meeting with me before you leave so that you can have it on your return. Family trips and extended vacations: As per DoDEA policy, these are considered unexcused absences, and the work will not be accepted for credit. Unexcused absences: Sorry, you cannot make-up the assignment or exam. Your consequence for skipping is a zero for the due assignment. Note: Students are responsible to take quizzes and exams regardless of an absence prior to the test day. Talk to students or me when you are out. Again, all information will be online. Make-ups may be arranged only in the case of extenuating circumstances. Extra Credit: There may be an additional assignment or two offered for you to earn extra credit. These extra points may help make up for a missing assignment. Work 3 hard on the credit throughout the year, rather than stressing about the extra credit. Tardy Policy: You must be in your chair with all materials open on your desk and pencils sharpened when the bell rings. Tardies = lunch detention Cheating & Plagiarism: You will receive a zero for the test or assignment, as well as a referral to the office. This zero cannot be made up. If you are unsure if you plagiarized something, use this simple rule: Did someone else write this, and do I not have quotation marks around it? This includes copying from the Internet or from another student. Bathroom breaks/ leaving the room: Please use the rest room, get a drink, etc. during passing time. Food and Drink: Bottled water is the only food or drink allowed in class. Eat and drink before school and at lunch. Electronics: No phones, ipods, games, etc. are permitted at any time. This is in compliance with the Student Handbook. The item will be turned into the office for parents to pick up. Discussions: Class discussions and sharing are the cornerstone of this class. Be prepared to speak. Sitting quietly is not acceptable! These rules are outlined so that you may do your part in creating an atmosphere of learning in our classroom. Need Assistance?: I want you to succeed in class and will help you as much as I can. Seminar works best, along with before and after school, and lunch. Let me know when you need some extra time. I ll be happy to meet with you to discuss assignments. Classroom Management: My hope is that you will be selfmanagers in the classroom to nurture a positive atmosphere. If needed, here are the steps to discipline that will be followed: 1. Verbal reminder in class 2. Verbal reminder in hall and/or lunch detention 3. Contact parents 4. Referral to office Grade Policy: We will follow the DoDEA grading scale in this course. For the grade, here are the percentages: 40% Writing/Tests/Projects 40% Quizzes/Classwork 20% Homework Required Supplies Two tabbed/divided sections in your school binder. Title these: LA Handouts and LA Classwork. A few paper pockets will help keep your work neat and organized One marble composition book bound without a spiral. These are usually black marble, and cost around $1 at the BX/PX Plenty of loose-leaf paper, highlighter, pencils, pens, eraser, etc. No Sharpies in class. USB flash drive to create a digital portfolio A planner is supplied by the school. You will start each period by writing down the homework.

10 Honors World History and Literature Mr. Hogen and Mr. Coia Here is your first homework assignment: Take this information home and review it with your parents. You and your parents will sign this page, and the course description and activities will go in your notebook. Return this signed page to Mr. Coia. Spend 15 minutes looking around the teacher websites at the Sharepoint site. Look at the homework page, handouts, etc. You will be expected to check in at least once per week, or more if you are absent. Let us know if there is a problem accessing this page. Purchase and prepare your required supplies for school. Bring them to class. Have your parents read class rules for both classes. Put the copy of the rules in the front part of your class binder Students: I have read these rules and understand what Mr. Coia and Mr. Hogen expect of me. I have put a copy of the rules in the front of the section of the class binder so that I can refer to them if I have a question. Printed Name Signature Date Student Email: Parents: Please review these rules with your child. Also, please take a look at the online services so that you can stay informed of assignments and progress in class. This is an honors course that has one grade. Assignments for both classes go into one grade book. That same grade counts for both History and Language Arts. Printed Name Signature Date Parent s email: Please contact either of us if you have questions. We are looking forward to partner with you to have an excellent year in 10 th grade Honors World History and World Literature Regards, Ron Coia Honors World Literature Ron.coia@pac.dodea.edu Michael Hogen Honors World History Michael.Hogen@pac.dodea.edu 4

Honors 10 World History and Literature Original Production: The Power of One Every memorable act in the history of the world is a triumph of enthusiasm. Nothing great was ever achieved without it because it gives any challenge or any occupation, no matter how frightening or difficult, a new meaning. Without enthusiasm you are doomed to a life of mediocrity but with it you can accomplish miracles. -Og Mandino Overview of the Game Plan With guidance from the instructors students will select, before the end of the first quarter, a literary or historical figure as the subject of their research. Both ELA and SS classes will address annotation and research techniques during the first and second quarters. Students will begin their research of the individual they choose during the second quarter and research presentations will be scheduled during the third and early fourth quarters. Advantages of this procedure are: o Students are able to complete their project at a time during the second semester that best fits their personal schedule. o Numerous presentations would not fall within a two-week period near the end of school. o Teachers could dedicate part of a class period on designated days for presentations throughout the second semester thus avoiding back to back presentations within a short time frame. o Students could volunteer to present following a personal time-management activity or according to the time period of the subject of their research. Required Products for Power of One Project The student must produce each of the following products to successfully complete the power of one project: A formal research paper that illustrates the student s research and knowledge of annotation and conventional forms using the MLA style. A presentation of the student s research and insights that can be in multimedia or publication form. Evidence of participation in follow-up and debriefing activities (as follows). Performance: The Power of One The Task: The task has both individual and group components. Students are to select a literary or historical figure whose influence or impact has been felt worldwide. Students must show how the individual s life and work influenced his/her own culture. They must also demonstrate how the individual s philosophy, ideas, and/or accomplishments dispersed throughout the world to influence global o Economics o Governments o Cultures o Technologies The Content: The Task falls under the umbrella of the ideology of the historical figure. The project should address: The cultural environment in which the individual developed his/her ideology The ideology of the individual How the individual influenced his/her own culture How the individual s ideas were dispersed throughout the globe The Components: The theme of the task is The Power of One. The original production of the student must include each of the following: 5 Social Studies/ELA Standards SK1b analyze information from charts, graphics SK1f use and cite sources to defend positions SK1g research and analyze information SS2c strife between science and religion in cultures SS3b perception of time affects culture and society SS5a beliefs reflected in attitudes toward government SS6a changes in beliefs systems over time SS7c causes and effects of a world financial crisis SS8c appraise effects of philosophies on governments SS9a beliefs, values, and attitudes shape change SS10 study of global connections and interdependence SS10a affects of oppression and displacement E1c comprehends informational materials E1c1 restates and summarizes information E1c2 relate new to prior knowledge E1c3 extends ideas E1c4 makes connections to related topics or information E2a produce report E2a1 establish context, create persona, develop reader interest E2a2 controlling idea that conveys perspective E2a3 create organizing structure E2a4 facts and details E2a5 excludes inappropriate and extraneous information E2a7 provides sense of closure E3c prepares and delivers individual presentation E3c1 shapes information to achieve purpose and appeal

A formal research paper that illustrates the student s research and knowledge of annotation and conventional forms. A presentation of the student s research and insights that can be in multimedia or publication form. Evidence of participation in follow-up and debriefing activities (as follows). On-going Responsibility: Journal As presentations are given throughout the semester, each student will keep a journal, recording key information about the individuals and their ideologies. Each student will note the role of his/her own individual s accomplishments, both positive and negative, in light of those of other individuals within the global society. Students will make connections between and among individuals and their ideologies noting both likenesses and differences. The Follow-up Activity: After all presentations have been given, the students will become delegates to the annual conference of World Shakers and Movers. Conference delegates have come together to investigate the concept of greatness. Examples of questions to be addressed include but are not limited to: What is greatness? Which individuals are considered to be great men or women? Is greatness defined by perspective? What makes a person great in a certain culture, in a time period? As the biographers/researchers, students will reflect upon the changes in their own perspectives from the beginning of their research to looking at their individual through the lens of other individuals presented. The reflections will include how other cultures view the subject of their research. They will also include thoughts about how the individual they researched is regarded in different time periods. These reflections will be shared at the World Shakers and Movers Conference. Conference sessions include but are not limited to: Role plays (student takes on the persona of the subject of his/her research) Panel discussion (small group) A reflective essay presented to fellow delegates (perhaps written under the same time constraints as the AP essay, individual product) Two students compare and contrast life and works of their research subjects Students choose how they will participate in the conference. to all E3c2 shapes content and organization for impact E3c4 main points relate to single thesis E3c5 verbal cues and eye contact E3e listens to and analyzes public speaking E3e3 summarizes essence of speaker s remarks Related Standards: SS2e transmission of culture through language, literature, arts SS6c change in status of social classes SS7d advantages/disadvantages of economic philosophies SS8d methods governments use to control citizens SS9c effects of science and technology on specific historical period E2a6 range of strategies E3c3 uses notes or memory aids E3e1 takes notes E3e2 types of arguments E4a rules of English language in written and oral work E4a1 grammar E4a2 paragraph structure E4a3 punctuation E4a4 sentence construction E4a5 spelling E4a6 usage Criteria for Success: The written products include a discussion of economics, government, culture, technology. summarize information and relate new to prior knowledge as well as extend ideas regarding influence and dispersion of ideology of subject of research. show evidence of analyzing research and cite sources. address changes wrought by subject of research. are organized and use perspective and details to hold student interest The presentations address concepts of ideology, influence, dispersion, and greatness in organized and focused manner articulate main points, maintain audience interest, and demonstrate poise and confidence on the part of the speaker. 6