World History – Part 1 Ninth Grade



World History 9

Mrs. Massalha, TTE

CMassalha@

(928) 214-8776 Ext. 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. If you 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 may be 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 |Has a clearly defined, |Thesis adequately answers the|Thesis is present but weak,|No thesis. |

|Paragraph |well-crafted thesis that |prompt or question |too broad, or confusing. |Paper is predominantly |

| |directly answers the prompt |Argument presented well and |Argument is presented |narrative rather than |

| |or question. |thesis serves to support most|weakly and thesis does not |argument. |

| |Complex argument clearly |of the paper. |help organize most of the |No historical question |

| |presented and thesis serves |Most aspects of the paper |paper. |answered. |

| |to organize the entire |support the thesis. |Some aspects of the paper | |

| |paper. | |support the thesis | |

| |All aspects of the paper | | | |

| |support the thesis. | | | |

|Evidence |Collects and presents |Adequately collects and |Collects and presents |Collects and presents minimal |

| |specific, relevant, and |presents specific, relevant |evidence that is not always|evidence that is not always |

| |accurate evidence supportive|and accurate evidence. |specific, relevant or |relevant or accurate. |

| |of the thesis |When possible, uses primary |accurate. |Little evidence presented. |

| |When possible, uses primary |documents. |Little use of major outside| |

| |documents. |Evidence is interpreted |documents. | |

| |Evidence is interpreted |mostly accurately. | | |

| |accurately. | | | |

|Organization/W|Organized so that all the |Organized so that most parts |Organized so that some |Rarely or never makes |

|riting |parts support the whole. |support the whole. |parts support the whole. |connections of the parts to |

|Conventions |Makes elegant and effective |Makes effective transitions. |Makes some transitions. |the whole |

| |transitions. |Clear introduction and |Introduction and conclusion|Rarely or never makes |

| |Clear, compelling |well-constructed conclusion. |exist, but fail to set up |transitions. |

| |introduction; the conclusion|Writing is clear and focused;|argument. |Lacking discernible |

| |effectively synthesizes |style is straightforward. |Writing somewhat hampers |introduction or conclusion. |

| |strands of the main |Some grammar and punctuation |understanding of content. |Writing is unclear with no |

| |argument. |errors, but does not impair |Numerous grammar and |particular style, |

| |Confident writing style; |understanding of content. |punctuation errors that |individuality, or student |

| |student voice is evident; |All proper nouns capitalized.|interfere somewhat with |voice |

| |writes with lively, engaging| |understanding of content. |Grammar and punctuation errors|

| |language | |Most proper nouns are |interfere with understanding |

| |Grammar and punctuation are | |capitalized. |of content. |

| |nearly flawless. | | | |

| |All proper nouns capitalized| | |Proper nouns are mostly left |

| | | | |uncapitalized. |

|Knowledge |Demonstrates the acquisition|Demonstrates that author has |Demonstrates some new |Demonstrates minimal knowledge|

| |of in-depth knowledge about |gained strong knowledge |knowledge about the topic |about the topic and the |

| |the topic. |about the topic |and the significance of |significance of events |

| |Makes connections and |Demonstrates some |events |Larger connections not made |

| |demonstrates insights about |understanding of the broader |Makes at least one larger |Does not include any mention |

| |the historical context of |historical context. |connection |of historiographical debate |

| |the specific topic examined.|If applicable, includes some |Does not include a deep | |

| | |analysis of historiographical|discussion of | |

| |If applicable, includes |debate |historiographical debate | |

| |analysis of | | | |

| |historiographical debate. | | | |

|Historical |Historical terms, names, and|Historical terms, names, and |Historical terms, names, |Historical terms, names, and |

|Fluency |places are deployed with a |places are deployed |and places are occasionally|places are mostly deployed |

| |great deal of accuracy. |accurately. |deployed inaccurately. |inaccurately. |

| |Historical terms, names, and|Historical terms, names, and |Historical terms, names, |Historical terms, names, and |

| |places are spelled correctly|places are spelled and used |and places are occasionally|places are spelled incorrectly|

| |and used correctly. |mostly correctly. |spelled incorrectly and |and used incorrectly. |

| |Includes applicable |Includes applicable |used incorrectly. |Does include applicable |

| |historical thinking skills |historical thinking skills |Attempts to include |historical thinking skills |

| |such as: historical |such as: historical |applicable historical |such as: historical |

| |significance, use of |significance, use of |thinking skills such as: |significance, use of evidence,|

| |evidence, attention to |evidence, attention to |historical significance, |attention to continuity and |

| |continuity and change, |continuity and change, |use of evidence, attention |change, attention to cause and|

| |attention to cause and |attention to cause and |to continuity and change, |consequence, attention to |

| |consequence, attention to |consequence, attention to |attention to cause and |historical perspective, or |

| |historical perspective, or |historical perspective, or |consequence, attention to |attention to the moral |

| |attention to the moral |attention to the moral |historical perspective, or |dimensions of historical |

| |dimensions of historical |dimensions of historical |attention to the moral |interpretation. |

| |interpretation. |interpretation. |dimensions of historical | |

| | | |interpretation. | |

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