Jefferson High School Course Syllabus – Spring Semester World History, Culture, and Geography:  The Modern World B

 

Instructor: Time: Text: Email:

Mr. Escandón Period 3 Spielvogel, Jackson J. (1999). Modern World History.  International Thomas Publishing. teacher@lausd.k12.ca.us

Vision Statement:
Jefferson High School is a community-centered school. We believe that school should be a place where students learn to understand themselves as human beings and to use our minds as well. We expect everyone who is part of our school to demonstrate principles of moral awareness and democracy as well as values of trust, fairness, and mutual respect for themselves and their community. We also believe that we must develop skills that will enable us to enjoy physical and emotional wellness. The academic success of Jefferson students as measure by the attainment of California state content standards will occur with support, commitment, and cooperative interaction among parents, students, teachers, school staff, and the wider school community, including leaders from business, community organizations, and institutes of higher learning. Finally, our Jefferson school community must be a safe and pleasant place where everyone can live, learn, and work together.

Mission Statement:
Working in concert with our school vision, it is our mission to incorporate a standards-based educational system by the instructional staff so that all Jefferson High School students will graduate prepared to enter post-secondary education without remediation and/or the workplace with marketable skills.

Course Description:
The major purpose of this course is to examine major turning points in the shaping of the modern world, from the late eighteenth century to the present. The course begins with an introduction to current world issues and then continues with a focus on the expansions on the West spurred on by the Industrial Revolution, imperialism, and colonization, World War I, World War II, and nationalism among modern nation states. The course examines the role of women and other diverse groups, such as racial minorities, gays and lesbians, and people with disabilities.

Representative Objectives and Performance Skills:
The following specific types of learning experiences are to be provided during this course in order for students to achieve proficiency for the California Language Arts Content Standards measured on state assessments like the Stanford 9.

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Reading:
2.3  Generate relevant questions about readings on issues that can be researched
2.4 Synthesize the content from several sources or works by a single author dealing with a single issue; paraphrase the ideas and connect them to other sources and related topics to demonstrate comprehension
2.5 Extend ideas presented in primary or secondary sources through original analysis, evaluation, and elaboration
2.6 Demonstrate use of sophisticated learning tools by following technical directions (e.g., those found with graphic calculators and specialized software programs and in access guides to World Wide Web sites on the internet

Writing:
1.5 Synthesize information from multiple sources and identify complexities and discrepancies in the information and the different perspectives found in each medium (e.g., almanacs, microfiche, news sources, in-depth field studies, speeches, journals, and technical documents)
1.6 Integrate quotations and citations into a written text while maintaining the flow of ideas

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 California State Content Standards for History/Social Science:
(You can copy and paste your standards from the State web site. You may have to copy all the dept. standards and then delete the courses that you don't need.)

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.
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
10.3 Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States.
10.4 Students analyze patterns of global change in the era of New Imperialism in at least two of then following regions or countries: Africa, Southeast Asia, China, India, Latin America, and the Philippines.
10.5 Students analyze the causes and course of the First World War.
10.6 Students analyze the effects of the First World War.
10.7 Students analyze the rise of totalitarian governments after World War I.
10.8 Students analyze the causes and consequences of World War II
10.9 Students analyze the international developments in the post-World War II world.
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.
10.11 Students analyze the integration of countries into the world economy and the Information, technological, and communications revolutions.
 

DETERMINATION OF GRADES	CLASS POLICIES
90 – 100 = A 80 – 89 =   B 70 – 79 =   C 69% and Below is a FAIL There are no “D”s Essays-        20% Tests-           20% Homework-  40% Projects-       20%	1. Failure on an essay or project is considered a Re-Do. 2. Must be on time, prepared to work when the tardy bell rings. 3. One person talks at a time. 4. No chewing gum in class.

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 Syllabus for  – _______________________

Theme/Unit & Time Frame	Standard(s) (List the State content and/or performance standards)	Instructional Strategies and Resources (Methodology and materials)	Culminating Tasks and/or Assessment Tool(s) (Tests, quizes, projects, writing assignments, rubrics, etc.)

Things to remember: Syllabi are fluid documents that need to allow for flexibility and “teachable moments” that might redirect a given activity or unit

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