Syllabus

Please note: Along with the Social Studies units mentioned below, the students will be engaged in an ongoing exploration and discussion of current events in their own communities, the United States, and Worldwide.  In addition, we will be looking at how people have used the performing arts to understand and shape the historical circumstances of their own lives.

September 

Unit: Introduction, Colonialism, Power

• Goals and Expectation, Principles for studying history
• Respect and Classroom Environment
• Who are you?
• Community Building
• Looking at power and colonization
• race
• social class/economics
• land
• Tools of colonialism and resistance

Mid-September – Mid-October 

Unit: The Rise of Islam

• The Geography of the Arabian Peninsula
• The Prophet Muhammad
• The teachings of Islam
• Contributions of Muslims to world civilizations
• From the Crusades to the rise of the New Muslim Empires

Mid-Oct – Mid-November

Research Project: The Israel-Palestine Conflict

• Timeline of the conflict
• Study of Maps
• Voices of children: PBS movie – Promises
• Project: writing and revising research paper

December – Mid-January

Unit: Ireland

• Ancient history
• Stereotypes
• Migration
• Religion in the conflict
• recent events

Mid-January – Mid-February

Unit: PAIDEIA

End February - March

Unit: South Africa and Apartheid

• History of apartheid
• Definitions
• Timeline
• Poetry assignment
• Lives of people
• 10 years after
• Amandla!
• Project: scrapbook

March

Unit: Native Americans

• 1st Thanksgiving
• Mixin it up on the Mohawk trail
• Creation story
• Tecumseh
• Trail of tears
• Indian removal
• Paha Sapa
• Stereotypes
• NDN humor

April 

Unit: Puerto Rico

• History and slavery
• Yo Soy Boricua!
• Music and culture
• What is to become of PR?
• Project: Newspaper assignment

May 

Unit: Figure’s in People’s History

Mid-May – June 

Unit: Globalization and resistance

• Economic effects of Globalization
• Human side of Globalization
• Free Trade vs. Fair Trade
• Project: What can be done locally and nationally?

In this course, we will be exploring issues of social justice and power through looking at historical trends of colonization of lands and how these processes affected the people involved.  We will be examining a series of global conflicts including the Middle east, Ireland, South Africa, the United States, and Puerto Rico, as well as examining the political, economic and interpersonal effects of war and colonization, as well as the ways that people have brought hope and meaning to their lives in times of struggle.

Throughout the year, we will be guided by several essential questions that will weave together common themes within each historical narrative we look at.  These essential questions include:

• What are different people’s relationships to the land they live on/occupy?
• How are ideas of faith and religion used in the colonial process?
• How are ethnic/racial differences and stereotypes used to influence people and justify violence?
• What is the role of the media in the colonial process?
• How do people find hope in difficult times?

During the course of the year, we will be addressing these questions through reading historical texts, contemporary articles and analysis, and first-hand testimonies; viewing historical documentaries and reenactments; analyzing arts and literature; and interviewing community members and guests.  The lessons themselves will utilize cooperative learning styles, multiple intelligence teaching strategies, group problem-solving, writing and reading for understanding, and experiential exercises to cover key social studies concepts.  In addition to these various learning methods, we will also be building reading and writing skills through journaling, writing research papers, and other projects on relevant historical topics. 

Expectations

Expectations of you:

• Be in class on time and ready to work.
• Come to class with all appropriate materials:
• Social Studies binder
• Homework
• Pen or pencil
• Daily Planner (book to write assignments and events in)
• Positive attitude, and a willingness to have fun, take risks and learn!
• Respect ALL ideas expressed by students in the class.
• Participate on a daily basis by asking questions and sharing ideas.
• Turn in assignments on time.
• If you are absent or are late with an assignment, it is your responsibility to talk to the teacher and make up the work missed.
• Have fun, learn, and strive to make a difference.

Your expectations of me:

• Respect ALL of your ideas and try to answer your questions.
• Be available everyday for help with homework, projects and studying.
• Provide study sheets with relevant information and important questions for each unit we explore.
• Provide appropriate notice and time for projects and formal assessments.
• Get your work back to you in a timely fashion.
• Listen and be flexible when it is needed.
• Be sensitive to your individual needs and learning styles.
• Have fun!

Grades

PVPA’s on-traditional grading system mandates that students demonstrate completion of all work at a minimum level of competency (what other schools would grade as a “B”).  Students, who are interested, are encouraged to work at higher levels of competence (“A” of Honors).  Thus, students develop tools to learn and become responsible and motivated learners.

Class Participation:

• All students must participate in class activities on a daily basis.
• Attendance is very important and you cannot participate if you are not in class.
• On time and prepared for class with the necessary materials.
• Participate by asking questions, providing constructive comments, seeking after-school help, and emailing questions when needed.

At Home and School Learning

• At Home learning is an extension of what is learned in the classroom.
• Assessed based on quality of writing, effort, completeness, and neatness.
• At Home learning must have a proper title, your name and date.
• 20 Absences (for the quarter/semester), five unexcused absences, and/or the inability to demonstrate a minimum level of competency will result in a loss of credit for the course.

Essays, Quizzes and other Assessments

• Quizzes will be given periodically to review concepts you have read.
• Essays will be assessed based on organization, content, spelling and grammar.
• If absent, quizzes should be made up within three days of school.

Projects and Formal Assessments

• All directions and expectations will be given prior to any completion dates.
• Assessments will include key terms, definitions and concepts from the topics studies.
• If absent, assignment should be made up within five school days.
• Projects will be conducted on an individual and group basis at the end of learning units.