I. Course Summary:
World History and Geography: Medieval and Early Modern Times
Students in grade seven study the social, cultural, and technological changes that occurred in Europe, Africa, and Asia in the years A.D. 500-1789. After reviewing the ancient world and the ways in which archaeologists and historians uncover the past, students study the history and geography of great civilizations that were developing concurrently throughout the world during medieval and early modern times. They examine the growing economic interaction among civilizations as well as the exchange of ideas, beliefs, technologies, and commodities. They learn about the resulting growth of Enlightenment philosophy and the new examination of the concepts of reason and authority, the natural rights of human beings and the divine right of kings, experimentalism in science, and the dogma of belief. Finally, students assess the political forces let loose by the Enlightenment, particularly the rise of democratic ideas, and they learn about the continuing influence of these ideas in the world today.
At Albert Einstein Academies we are bound, in part, to California State Standards for Social Science, which we aim to align with MYP objectives and aims, we support the fundamental concepts of the IB MYP, our studies will be:
Holistic- We will support students in their understanding that all knowledge is inter-related. Einstein students will be encouraged to connect their learning to other disciplines while creating links between the core subject, themselves and the world.
Intercultural- We will examine a variety of viewpoints and consider alternative perspectives that frame issues in order to foster global awareness and an understanding of our interconnectedness.
Focused on Communication- Communication is fundamental to the learning at AEA, both verbal and nonverbal. We will expand our competencies in critical reading, speaking, and writing. Through both reflection and expression students understanding will be supported.
The aim of the IB program is to develop internationally minded people who help create a more peaceful world. The study of United States History is a natural laboratory for developing in students the identity and habits of mind that support IB. Throughout this course students will work toward developing the qualities of the IB Learner Profile through the course curriculum. IB Learners strive to be:
Inquirers Knowledgeable Thinkers Communicators
Principled Open-minded Caring Risk-takers Balanced Reflective
II. Areas of Interaction and Units of Study:
The program will be based on the International Baccalaureate Middle Years Program (MYP). IB focuses on teaching the “whole child” and lessons are based on the student profile and more importantly the five Areas of Interaction, over the course of the year teaching and learning will be organized through the contexts of the areas of interaction which allows for acquisition of attitudes, values and skills:
IB Areas of Interaction
Community and service: This component requires students to take an active part in the communities in which they live, thereby encouraging responsible citizenship.
Human Ingenuity: Students explore in multiple ways the processes and products of human creativity, thus learning to appreciate and develop in themselves the human capacity to influence, transform, enjoy and improve the quality of life.
Environments: This area aims to develop students’ awareness of their interdependence with the environment so that they understand and accept their responsibilities.
Health and social education: This area deals with physical, social and emotional health and intelligence-key aspects of development leading to complete and healthy lives
Community and Service, Health and Social Education, Environment, Human Ingenuity and Approaches to Learning. All historical units will be based on one or more of these Areas of Interaction (AOI). Projects both inside and outside the class will be a major focus of our learning. These projects will range from models to creating a virtual museum. The focus placed on projects makes parental involvement critical and strongly encouraged.
Instructional Topics within Units
· Disintegration of the Roman Empire
· Geographic, political, economic, religious, and social structures of Islamic Civilizations during the Middle Ages.
· Geographic, political, economic, religious, and social structures of sub-Saharan Africa the , Ghana, and Mali Empires in Medieval Africa.
· Medieval Europe: geography, church, crusades, feudalism, etc.
· Geographic, political, economic, religious, and social structures of China during the middle ages.
· Meso-America and Andean civilizations
· Geographic, political, economic, religious, and social structures of Japan during the Middle Ages.
· The Renaissance
· Scientific Revolution and Europe from the 16th-18th Centuries
III. Texts and resources
Textbook: History Alive: The Medieval World and Beyond. Publisher: Teacher’s Curriculum Institute
Varying teaching methods will be used in each unit to reach students with diverse learning styles. These teaching methods include case studies, debates, role plays, historical simulation, the creation of power points, presentations, projects, art history analysis, music appreciation, class work in “stations” (multiple activities in one period), group and partner work, cooperative learning, critical discussion, reflection journals, note taking on a chapter by chapter basis and lectures/guided discussions.
All of these activities are designed to help develop and nurture engaged learners who understand that contemporary issues have their roots in the past. Furthermore students will understand that acquired knowledge is drawn from an understanding of the experiences of the past.
V. Methods of assessment:
Assessment at AEACS is an integral part of teaching and learning. Both formative and summative assessments will be used throughout the course. The use of assessment in a formative sense, to judge regularly the effectiveness of both teaching and learning processes, is essential in allowing teachers and students to identify strengths and weaknesses. Summative assessments will also be used. Summative assessments include examinations, writing and quizzes which measure the students understanding of the material in the unit. The purpose and means of assessment will be explained to the students.
Organization and Presentation
VI. Grading and Reporting :
Late work will receive full credit if turned in during that unit of study. Work turned in after the end of a unit will receive partial credit. Get make up work after class/school or on your own time. If you are caught cheating on an assignment, you get a zero. This includes both allowing someone to copy from you or you copying from someone else.
Grades will be posted online allowing students and parents to continually monitor them.
Students’ progress will be continually assessed using the following methods: tests, reports, maps presentations, essays, PowerPoint, classroom activities, culminating projects etc. so that all students will have a chance to excel.
Percentage IB Traditional Letter Grade
87-100 7pts A
80-86 6pts B
73-79 5pts B-
64-72 4pts C
50-63 3pts C-
39-49 2pts D
21-38 1pt D-
0-20 0pts F
VII. Contact Information
Parental involvement is strongly encouraged as your emerging historian undertakes the difficult task of studying the past, present, and future of the United States. Please feel free to contact me to discuss any questions, comments, or concerns regarding your child.
Faculty Name: Matt Allen
Classroom Location: B-34
Faculty Telephone: (619)795 1190 ext.3034
Faculty Email: firstname.lastname@example.org
Faculty Website: www.aeacs.org