Irmo High School - Mr. Sutton's Social Studies Website
Irmo High School
International School for the Arts
World History, College Prep
2016 - 2017
Mr. Adrian Sutton Room: 152
Email: asutton@ Website:
Phone: 803 – 476 – 3137 Twitter: @Mrsutton1911
I. Course Description
CP World History is designed to provide sophomores with a survey of World History. Skills that will be stressed are note-taking, effective reading, analyzing primary and secondary documents, and writing. Instructional methods include individual hands-on activities, group and individual projects, simulations, historical reenactments, role-playing, computer assisted assignments, oral histories, and class discussion. Students will also employ technology to demonstrate their knowledge of material.
II. Instructional Goals
Students will understand the:
• major factors that facilitated exchanges among groups of people and how exchanges influenced those people in the 14th and 15th centuries.
• benefits and costs of the growth of kingdoms into empires from the 14th through eh 16th centuries.
• impact of religious movements throughout the world in the 14th through the 16th centuries.
• conflicts of the 17th and 18th centuries in Europe, America, Africa and Asia.
• influence of ideas and technology on the development of nation-states and empires in the 16th through the 19th centuries.
• creation of nation-states in Europe and the struggle of non-European nations to gain and/or maintain sovereignty.
• causes and consequences of global warfare in the first half of the 20th century
• causes and consequences of decolonization in the second half of the 20th century and the beginning of the 21st century.
Students will continue to develop Social Studies Literacy Skills with emphasis on:
• Examine the relationship of the present to the past and use knowledge of the past to make informed decision in the present and to extrapolate into the future.
• Trace and describe continuity and change across cultures.
• Represent and interpret Earth’s physical and human systems by using maps, mental maps, and geographic models to make inferences and draw conclusions.
• Compare the ways that different economic systems answer the fundamental questions of what good and services should be produced, how they should be produced and who will consume them.
• Analyze, interpret, and synthesize social studies information including texts, maps, charts, tables, photographs, paintings, cartoons and documents to make inferences and draw conclusions.
• Evaluate the validity of multiple points of view or biases by using evidence and sound reasoning.
• Explain how groups work to challenge traditional institution and effect change to promote the needs and interests of society.
Course Standards
III. Textbook, Supplemental Materials, and Supplemental Reading(s)
Beck, Roger B., Linda Black, Larry S, Krieger, Phillip C. Naylor, Dahia Ibo Shabaka. World History: Patterns of Interaction. Evanston, Illinois: McDougal Little of Houghton Mifflin Company, 2005.
Other sources will be provided in class or will be assigned through the Media Center or online.
IV. Other Requirements
* 3-ring binder *highlighters *dividers (7) *notebook paper
*pens/pencils *colored pencils/markers *textbook
Students will divide their notebook as follows…
Tab 1: Units 1-2 Tab 4: Units 7-8 Tab 7: Units 13-14
Tab 2: Units 3-4 Tab 5: Units 9-10 Tab 8: Misc. (optional)
Tab 3: Units 5-6 Tab 6: Units 11-12
V. Instructional Organization
First Nine Weeks:
Islam Aug.-Oct.
Crusades
European Nation Building
Ottoman Turks
Renaissance/Reformation (1300-1600)
Exploration
African Kingdoms
Muslim Empires
Asia and Exploration
Second Nine Weeks:
Absolutism, and Enlightenment Oct.- Jan.
French Revolution, Napoleonic Era (1789 – 1784)
Nationalism
Europe in the Nineteenth Century
Third Nine Weeks:
Industrial Revolution Jan. - March
Imperialism
World War I
Totalitarianism
Fourth Nine Weeks:
The Great Depression March - June
World War II
The Cold War
The Middle East Crisis
Nationalism in India, Africa, and Southeast Asia
Effects of the collapse of communism
World-wide trade and technological growth
Movements for equality
VI. Course Grading Policies, Assessments, & Procedures
Letter Grade Numerical Average
A 90 – 100
B 80 - 89
C 70 - 79
D 60 - 69
F Below 60
This class has been designed to incorporate a number of pedagogical strategies, including lectures, class discussions and debates, instructional videos, computer lab and real-life activities, and field studies. The standard evaluations for each unit include but are not limited to homework assignments, reading quizzes, computer lab activities, and multiple forms of group work. A brief description of non-normative student evaluations and activities is provided in the section below.
Throughout the year, special emphasis will be placed on critical reading within the content area and development of writing skills appropriate for a College Prep level class. In part, this will be accomplished through providing students with access to a number of pertinent journal articles, primary sources, and textbook selections. Also, students will be asked to complete a several writing assignments, including DBQ’s (document-based questions).
Assessment in World History will be based on the student's ability to complete rigorous and complex thinking. Students are expected to analyze sources independently and to evaluate and justify their responses, and to create solutions for geographic issues.
Homework: Homework will be assigned and there will be both long-term and short-term assignments throughout the year. Homework is due at the beginning of each block, unless otherwise specified by the teacher. It is essential that students read all assigned readings and complete all other work in a timely manner in order to prepare them for assessments throughout the year.
Late Work Policy: ALL major assignments will NOT be accepted late. Assignments are due at the beginning of class by the
tardy bell. If the assignment is not turned into the designated area by tardy bell it is considered late. Late assignments will only
be accepted up to 2 class meetings after the due date. It is important to understand that while late regular assignments will be
accepted, the highest percentage grade the student can possibly earn (assuming the assignment is completed correctly) is an 85/B
after being one day late and a 75/C after being two days late. Assignments submitted past the 48-hour period (next class meeting)
will receive a maximum grade of a 65/D. Please ensure that you work toward the goal of meeting the deadlines in your classes
and that you communicate any concerns that you are having with regards to your assignments.
Grade weights
Classwork 45% Test/Projects 30% Quizzes 15% Home-Learning 10%
VII. Absences and Make-Up Policies
Students will be permitted to make-up work missed due to an absence. If the student misses 1 day, the make-up work must be completed within 2 school days. If the student misses 2 or more consecutive days, the make-up work must be completed with 5 school days. If circumstances dictate that the material which had been missed requires more time to be made up, the teacher will have the discretion to extend the deadline.
Students who miss a test, quiz, or other class work due to an absence will need to make up the work after school or at a time agreed upon with the teacher within five days of returning to school. If at all possible, a test or other major assignment missed due to a prearranged absence should be completed before the absence occurs.
Students are strongly encouraged to record all assignments, dates, and grades. Absent students are expected to contact the teacher or a classmate to collect the assignments they miss. Ultimately, it is the student’s responsibility to ensure that all work, especially assignments missed due to an absence, is completed in a timely manner.
VIII. Academic Assistance /Suggestions for Success
Academic Assistance is available on Wednesdays and Thursdays from 3:40-4:40pm. Additionally, students may use the time provided during the school day, Advisory, on Mondays and Thursdays from 11:28 - 11:57 to receive academic assistance.
In this course, the depth of topics, the pace at which the topics are covered, the breadth of application of concepts, and the expected retention of topics are substantial. It is expected, therefore, that Honors students assume a great deal of the responsibility for their learning, actively seeking assistance as they need it. It is strongly suggested that students regularly spend time daily outside of class studying. This will provide not only an opportunity to do homework assignments, but also time to reflect on the importance of the topic or skills learned, the application of the concept and the relationship of the topic with other topics they have learned.
As an Irmo High School parent, you have the privilege of monitoring your student’s progress through Parent Portal (). Through Parent Portal, students & parents will be able to access up-to-date grades via the Internet. Thus, students & parents will have the ability to know their grades at any time. Parent Portal also allows parents to track their student’s attendance & behavior issues. Log in information can be attained through the main office of the main building.
IX. Classroom Management Plan / Classroom Expectations
While it is impossible to list all of the various classroom procedures that the teacher and his students will experience throughout the course of the year, it is important to examine some of the more prominent ones. Procedures are not the same as classroom rules, and they should not be considered as such. Rather, these are ways of behaving that will better facilitate the teaching and learning process. Here are some of the more important classroom procedures students will encounter:
• Beginning of class – The class will begin promptly when the tardy bell rings. At this point students should be in their seats, working on the daily bell work. Any homework should also be turned in by the tardy bell. Students should read the agenda on the whiteboard so that they are aware of the day’s activities. Students should also write down their homework (located on whiteboard).
• Turning in assignments – When homework has been assigned, students will turn it in as they arrive to the class. Any papers not in the appropriate tray at the tardy bell will be considered late. Any classwork, including tests, will also be turned into the appropriate designated area.
DESIGNATED TURN IN AREA: Handed directly to the teacher unless stated otherwise.
• When the teacher needs your attention – In the event that students are working, either individually or in groups, or have become too loud, and the teacher needs to obtain students’ attention, he will stand at the front of the room, raise his hand & wait on all students to respond by raising their hands in response and getting quiet. Once all students are quiet and attention is placed to the teacher, the teacher will give appropriate instructions.
• To be recognized during class – Although most students have been told this since the beginning of their academic careers, in many cases it still has not taken hold. To be recognized during class, regardless of your intention to speak, ask for help, or be dismissed from class, raise your hand and wait to be called on (unless other instructions have been given by the teacher).
• Bathroom/water breaks – Barring a personal and/or medical emergency, the teacher asks that students not visit the restroom during the first 15 minutes of class or last 15 minutes of class. Afterwards, students who wish to use the restroom or water fountain must follow the hall-pass procedure established by the school.
o Hall Pass Procedure:
1. Student will quietly obtain a hall pass from the teacher and sign out on the clip board.
2. Student will have no longer than 5 minutes to use the restroom.
Student will have 30 seconds to get water.
3. Upon re-entering the classroom student will sign in on the clipboard by putting the time they returned to the classroom AND place the pass on the teacher’s desk.
• End of class – The tardy bell was designed for student use; the end-of-class bell was not. It does not represent the final word on when class is over. Students will remain in the class, on-task, until being dismissed by the teacher.
Classroom Expectations:
1. BE PROMPT. Be in your seat and ready to begin work with the appropriate materials when the period begins. Stay seated and on task until the class is dismissed by the teacher.
2. BE ATTENTIVE. Participate in class work, including activities and remain on task at all times.
3. BE PREPARED. Complete homework daily, and bring all required material to class each day.
4. BE RESPECTFUL. Be courteous and respectful in language and actions to teachers, classmates, and visitors. Treat all school property and equipment properly.
5. LISTEN TO INSTRUCTIONS. Follow instructions promptly.
6. KNOW AND OBEY SCHOOL RULES.
Electronic Device Expectations:
• We will follow the Device Usage Expectations poster in the classroom.
• Upon entering the classroom students will check the poster to see whether or not electronic devices are permitted during class.
• Students are reminded to use electronic devices for EDUCATIONAL PURPOSES ONLY during class. If students choose not to use them as deemed appropriate, then iPad privileges may be suspended or restrictions placed on the device (if district issued).
• Cell Phones are not allowed to be used in the classroom. ANY violation of this will result in the device being surrendered until the end of the day and a discipline referral.
I believe all students can and should behave appropriately in class. I will not tolerate any student preventing me from teaching and/or any student from learning. In order to guarantee your child and all the students in this class the best learning environment, I will be utilizing the Discipline Plan below.
CONSEQUENCES:
• Initial misbehavior will result in a verbal warning from the teacher.
• Failure to correct the misbehavior will result in one of the actions listed below (whichever is deemed appropriate by the teacher):
1. Written warning (minor referral) and student-teacher conference
2. Discipline referral to appropriate administrator (minor or major referral depending upon behavior) & parent notification/contact.
** Any instance of severe disruption of class or misbehavior will result in the student’s immediate disciplinary referral to the appropriate administrator.
IV. Honor Code
In order to foster an environment of mutual trust & respect, we believe, within the community of School District 5 of Lexington & Richland counties, each individual should accept the personal responsibility to exhibit & promote academic & social integrity. The Academic Honesty Policy is being implemented to ensure that students submit credible work that is evident of their content mastery. Students should be totally honest in their dealings with others. They should complete their own work and be evaluated based upon its originality. They should avoid academic dishonesty and misconduct in all its forms, including plagiarism, fabrication or falsification, cheating, and other academic misconduct.
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