Honors English I/Humanities



World History & Geography

2019-20

Instructor Information

Mr. Kotselas

Phone: 480-279-7462

E-mail: George.Kotselas@

Office Hours: Weds 2:15-2:45pm (scheduling an appointment is best)

Textbook:

World History: Patterns of Interaction, Littell, M., Holt Publishing.

Mr. Kotselas

    I am extremely excited to continue my career at Higley High School's Knighthood!  This is my tenth year as a teacher, and this is my sixth year at Higley.  I have obtained a BA in Education with an emphasis in history, and I have earned my MEd in Education Leadership, go DEVILS! Prior to my education career, I served in the U.S. Army for four years.  I was stationed in Germany and had the unique opportunity not only to experience military culture but also see almost all of Europe along with parts of the Middle East.  I love foreign cultures and World History, and I cannot wait to grow with you in our experiences as Knights!    

Philosophy

I embrace teaching as an opportunity to inspire and empower. As a teacher, it is my goal to enhance student learning as a transformative experience. Ideally, I want students to feel personally changed by their participation in a course I am teaching. Promoting an understanding that social and political forces shape the construction and utilization of knowledge is central to my philosophy of teaching because it helps students sharpen critical thinking skills in order to enable them to transgress epistemological limitations. One way I work to encourage students to challenge existing boundaries is by teaching them to make the familiar strange and question how they have come to know what they believe to be true about their world. This helps students see boundaries, whether personal or social, as constructed and affords them an opportunity to challenge and move beyond them. It is this movement “against and beyond boundaries” that both empowers and transforms learners.

Employ your time in improving yourself by other men's writings, so that you shall gain easily what others have labored hard for.

-Socrates

Not to know what happened before you were born is to be a child forever.

-Cicero

Course Description

This course is a one-year, interdisciplinary endeavor taught at the 10th grade level. We will meet for one period per day and will study the “history of humankind”– collectively, an overview of the historical accounts expressed through literature, philosophy, music, paintings, war, conflict, politics, economics, class systems, sculpture, architecture, film, theatre, photography, and modern mass media. Essentially, these are all subjects with products that represent the world from the human perspective. You will become historians and philosophers as you study and write about what you learn and how well you learn. You will also be expected to think historically as you analyze the various great works in World History. Completion of this course fulfills the required World History credit for graduation.

Mr. Kotselas’s Expectations

• Follow all school policies within the Student Handbook.

• Act in a respectful manner towards peers, staff members, guests, and any property.

• Being on time to class means in the classroom in your assigned seat. Sitting in another seat will get you to be marked incorrectly causing attendance issues.

• Come to class prepared:

o Pens and pencils

o Notebook specifically for this class (interactive notebook).

o 3x5 notecards 200 for the entire year. Have a way to hold them together (rubber bands/plastic bag).

o 4 different colored highlighters (any 4 kinds of colors will work)

o Keep all of your graded work

• Take responsibility for getting assignments by asking your peers first. If they cannot help you, then talk to the teacher. You must self-advocate and approach the teacher.

• Participate in all class related activities outside of class or in class. Lack of participation can affect your grade.

• Speak in turn by raising your hand, respect!

• Bathrooms-no bathroom breaks in the first or last ten minutes of class. All bathroom passes require teacher permission and signing out & in upon return, unless the student has a medical release or IEP/504 requirements (teacher requests a copy of documentation).

• No Insubordination. If you don’t know what it means, look it up!

• No Food, Candy, or Drinks. You are only allowed to drink BOTTLED water. The teacher reserves the right to throw away any kind of food or drink that is not bottled water. Save your money by not buying or finishing your Starbucks before school!

• No bags or backpacks on your desk because you will be prone to texting.

• No Cell Phones, headphones, iPods, CD Players, Pagers, or Radios. The teacher will ask you to place these distractions into the electronic wall holder if it continues to be a problem. If you are continuously distracted with your electronics, then you may be asked to place your electronics in a designated holder before each class period begins. It will be at the discretion of the teacher when this expectation will end. Please just put your electronics away!

• No plugging in charge cords or any other electronic devices into the classroom walls. If the teacher sees any of it for even a split second, then you will be asked to place it in the electronic wall holder.

• Dismissal. The teacher dismisses the class, not the bell. DO NOT line up at the door or put any work away until you are given notice.

Disrespectful Behavioral Consequences:

1. Conference with student (possible parent communication),

2. Parent communication,

3. Assign ASD/Mr. K. Detention

4. Office Referral (Saturday School).

Tardy Policy:

If you are tardy to class, your entrance is disruptive to the learning process, and you miss information necessary for your success.

1st Tardy-Student Conference

2nd Tardy-Student Conference and Parent Communication along with warning that 3rd Tardy is ASD automatically.

3rd Tardy-ASD

4th Tardy Plus-Office Referral

Grading Weights:

Interactive Notebook/Vocab Notecards

20%

Assessments

60%

Semester Finals

20%

Grade Rounding:

Grades that are .5+ will be rounded to the next percentage point (89.56 = 90%). There is no other rounding to grades. I will not round an 89% to a 90%. I do not GIVE grades, you EARN grades.

Student Vue/Parent Vue:

Updated grades will be posted weekly in Synergy. Grades can be accessed anytime by parents or students. Parents should contact the district office if they do not have a user ID and password.

Required Materials and Assignments

Interactive Notebook- Daily Journals (bell work with dates), notes, reflective questions that are in complete sentences, pictures, graphs/charts, or anything else that is expected to go in your notebook. We will be following the Cornell Notes strategy, so please make sure to follow the organization that we discuss as a class. I will check these for completion at RANDOM TIMES.

Vocabulary Cards- 3x5 note cards that are cut in half ARE REQUIRED. We will use these like flashcards to practice conceptual knowledge. This is a great way to prepare for any AP exam/quiz. The vocab word needs to be hand written on one side of the card with the definition on the backside. No typing, printing, or quizlet copies as you will receive a zero.

Quizzes – Expect to have bi-weekly quizzes. This is to show you where you are at in your understanding and reading of the content while practicing for the AP exam. Quizzes can include any combination of multiple-choice questions, short answer questions, or even a 5-paragraph essay. You will be warned what kind of quiz it is a week before it is given. You are not allowed to use any notes on any quizzes, exams or finals. There will be no curving on any quizzes, exams, or finals.

Quiz Repair-students can choose to repair the bi-weekly quizzes, only. You can only repair a quiz if your interactive notebook and note cards are completely updated. You must also turn in the quiz repair within the week we review the right answers.

Independent Learner – You are ultimately responsible for your own learning. You are expected to take Cornell notes, fully participate in classroom activities, and complete all assignment. Failure to do so will affect your grade.

MLA Headings on assignments-Practicing this will help prepare you for college. Get used to format, your way is not necessarily the professional way. Every professional has to conform to some degree. Example of MLA heading:

Donald Trump

Period 1

22 July, 2019

WH Ch. 1 Quiz

*You can lose up to 10% of your assignment grade if the heading is incorrect or you name is missing completely. Have pride in your work.

Late Work – -50% automatically if you do not have the assignment in the classroom when it is due. Doesn’t matter if it is on campus, it is late. If it is not turned in by the next day’s class period, then it is a zero with no chance of credit. If you have an excused absence, then you have as many days as you were gone to make the work up. You are NOT guaranteed credit for UNEXCUSED ABSENCES. You must know when assignments are due, do not rely on the teacher.

Midterm Exam – Midterms will be given at the end of the 1st and 3rd quarters. A complete and organized interactive notebook will be your study guide along with your notecards. Any study guides that are given will only have generalized concepts to point your studying in the correct direction. You need to actually read your textbook to be successful in this class.

Final Exams – Final exams will be given at the end of each semester. These exams will be cumulative, covering all content material from both semesters of the school year. Again, a complete and organized interactive notebook while having read the actual textbook will be the key to doing well in this course.

Tutoring – I will be tutoring on Mondays after school between 2:15-3:00pm. Be respectful and schedule tutoring with me in advance.

Homework –You are expected to read about 5 (give or take) pages of the textbook per school night. Actually reading the textbook will give you the greatest chance of success in this class and on the AP test. If you skim, then you might as well poke holes in your grade as well. If you do not read, then you will struggle in this class. You will also be expected to complete your vocabulary notecards outside of school.

Historical Thinking Skills Name Short Description

Content knowledge is a great deal of information— names, chronology, facts, events, etc.

1 Crafting Historical Arguments from Historical Evidence Historical Argumentation

Make an argument that is: based on evidence, acknowledges both pro- & con- evidence, has a clear thesis, evaluate other peoples’ arguments appropriate use of relevant historical evidence, use evidence to support arguments, understand the context & limitations of evidence

2 Chronological Reasoning Historical Causation

Relationship between causes & effects, short-term vs. long-term, difference among, causation vs. coincidence vs. correlation patterns of continuity & change over time, recognize, analyze & evaluate patterns of change/continuity, relate patterns to larger historical processes/themes. Construct models of historical periodization, realize that the choice of specific dates is subjective, periodization changes a historical narrative. Historians’ themselves are subjective & fallible.

3 Comparison and Contextualization Comparison

Compare multiple historical developments, within one society, between different societies, in different time periods or places, compare multiple perspectives on one topic. Contextualization, connect developments to specific time and place, connect developments to broader processes.

4. Historical Interpretation and Synthesis Interpretation

Evaluate others’ interpretations of history. Consider evidence, reasoning, contexts, points of view, & frames of reference. Synthesis apply all of the historical thinking skills, draw on ideas from different fields or disciplines creatively fusing disparate, and perhaps contradictory evidence, apply insights to other historical contexts or circumstances, including the present.

Historical Themes

Interaction Between Humans and Environment

Development and Interaction of Cultures

State-Building, Expansion, and Conflict

Creation, Expansion, and Interaction of Economic Systems

Development and Transformation of Social Structures

Curriculum Schedule

1. Development of Civilizations

2. Classical Greece & Ancient Rome

3. World-Wide Cultural Exchanges

4. Middle Ages

5. Renaissance & Reformation

6. Age of Exploration

7. Enlightenment & Age of Revolutions

8. Industrialization and Imperialism

9. The Great War (World War I)

10. World War II

11. Cold War

12. Decolonization & Post War World

13. Modern Times & Current Events

1st Quarter

Geography

Prehistory/Human Migrations

Americas

2nd Quarter

Sub-Saharan Africa

3rd Quarter

Finish Middle East

Europe

4th Quarter

Finish Europe

20th Century/Globalizion

Middle East/N. Africa

South/East Asia

Higley High School

4068 E. Pecos Rd, Gilbert, AZ 85297

Phone: (480)279-7300

Fax: (480)279-7500

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Principal

Alan Fields

Asst. Principals:

James Walker

Aaron Dille

Nicole Johnson

Counselors:

Shilo Birnie

Meredith Robins

Kelsey Romero

Kim Gallagher

Attendance Specialist:

Amber Whiting

Registrar:

Marjorie Scott

Student and Parent Expectations Agreement:

“Going on the Account”

Student- I have read the entire syllabus for the World History course with Mr. Kotselas. I understand it is my responsibility to follow the expectations described in the Student Handbook and this World History syllabus in order to acquire a passing grade.

Student’s Name (print): _______________________________________

Student’s Signature:__________________________________________

Date of Signature:____________________________________________

Parent/guardian: Thank you for taking the time to read through the syllabus. I have tried to make this course as transparent as possible so that you may assist your student in being successful in such a challenging class. It will not be easy since I will incorporate college-level reading outside of their standard textbook. I will stay vigilant to maintain these standards detailed in this syllabus and push your student to their full potential academically and behaviorally, then push even more. There will be plenty of mental growing pains for them as my consistency to these standards will be absolute. They, in turn, will have a profound sense of accomplishment at what they will become capable of by the end of the year.

If you have any questions about the syllabus, any materials, or assignments your student brings home throughout the year, please know I am here and happy to assist you and your student to the best of my abilities. I am asking that you sign this agreement and provide an email address and phone number so that we can communicate as efficiently as possible. My contact information is on the first page of the syllabus, and your student needs to keep the syllabus with all of their work and notes for this class.

Thank you,

- Mr. Kotselas

Parent/Guardian

Parent/Guardian’s Name (print): ______________________________________________

Parent/Guardian’s Signature & Date: __________________________________________

Contact number & Email: ___________________________________________________

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