Western Civilization

Western Civilization

Darien High School

Damian Rinaldi

t. 203-655-3981 x2265

e. drinaldi@darienps.org

DHS Statement of Core Values and Beliefs

We, the members of the Darien High School community, believe that learning best occurs in an environment that is safe, supportive, respectful and intellectually challenging for all students, one that promotes personal excellence through active, collaborative and creative thinking; individual growth; and development of the skills and integrity necessary to become productive members of society.

Learning Expectations

Here at Darien High School, we expect that students will

1. demonstrate creativity and adaptability in thinking patterns and work habits to meet the demands of a changing world;

2. communicate effectively in multiple contexts and for various purposes;

3. apply accurate observation, aesthetic awareness and real-world research strategies to authentic, inquiry-based tasks;

4. work independently and collaboratively to gain knowledge, to understand and solve problems, and to accomplish goals;

5. demonstrate an awareness of multiple perspectives, and a knowledge of and sensitivity to past and present cultural and individual differences;

6. value and demonstrate personal responsibility and ethical decision-making;

7. develop the skills necessary to lead a healthy and balanced life, as characterized by physical wellness, self-awareness, emotional maturity and personal independence; and

8. demonstrate an understanding of civic rights and duties by positively and responsibly contributing to the school and larger communities.

Purpose of the Course:

Consistent with the value, beliefs and expectations listed above, the purpose of Darien High School's courses in Western Civilization is to give students an appreciation of the political, culture, and intellectual contributions of the Western World. This course will concentrate on major themes and developments in Western History from roughly 2000 BCE to 1945 CE. Students will read, report on, analyze, and otherwise demonstrate their understanding of materials that are historically significant to the period of study. They will also write formal and informal research papers that demonstrate an ability to investigate, interpret, and analyze primary and secondary sources.

Key Themes:

Unity and Diversity, Causality, Conflict, Continuity, Change, Interdependence, Rise of Science and Technology, the Arts, History of Ideas.

Overview:

Knowledge of the political, cultural and historical heritage of the US is the foundation of every American citizen's understanding of his or her relationship to the world. The concepts of liberty, freedom, equality, the "good citizen" and the "good life" are essential to the American experience. The political, cultural and intellectual contributions of Western Civilization have significantly influenced these American developments and will be the foundation of our work this year. During at least one marking period, students will spend several weeks writing a formal research paper on one person, event or subject of interest.

First Semester Focus:

The first semester begins with Ancient Greece and ends with the Reformation.

It centers on the contributions of classical Greece and Rome, the rise of Christianity, the breakdown of the classical civilizations, the rise of urban society and commerce during the later Middle Ages.

The semester concludes with a look at the Renaissance with a focus on the rise of individualism and how that influenced the Age of Exploration, the Reformation - and the Scientific Revolution.

Second Semester Focus:

The second semester will continue with a study of the rise and fall of absolute monarchs, the English Civil War and French Revolution.

It will continue and will analyze the impact of emerging nationalism and imperialism in Europe.

Finally, it will conclude with an exploration of the causes of WWI, a comparison and contrast of WWI and WWII, the rise of Adolf Hitler and the Holocaust.

Course Expectations:

Students should come to class on-time, be prepared, and actively participate. Assignments should be completed on-time. Student work should be original, and maintain high standards of spelling, punctuation and grammar. Academic Integrity and attendance policies will be consistent with those found in DHS's student handbook.

On arriving in class, each student should have:

1. A 3-ring binder with dividers or pockets to help you stay organized

2. Paper for note-taking and other assignments

3. Something to write with

4. Textbook and/or hand-outs, depending on schedule.

Grading:

During each quarter, grades will be based on a number of elements, divided roughly as listed below:

Participation 10-20%

Homework/Classwork 30-50%

Tests/Projects 40-50%

Grades will be calculated using a total points system – a point earned in any of the activities listed above will be valued as much as a point from any other category. The number of points in any given activity may vary from one quarter to another. There are no “extra credit” opportunities. You earn better than average grades by doing better than average work.

During each semester, grading will be based on the following formula:

Quarter 1 40%

Quarter 2 40%

Final Exam 20%

This formula is set by the district.

Policies:

1. We will respect each other by paying attention, being polite and prompt, and by being prepared.

2. Work must be original; I will not tolerate plagiarism.

3. Assignments are due at the beginning of class on their due date. No credit for late homework. Late assignments (other than homework) lose one full letter grade per day late. "Additional time" accommodations for long-term projects granted as a result of PPT/504 or PPT/IEP meetings will be at the FRONT END of projects.

4. Make-up work (due to illness or other excused absence) must be made up within one week of your return to class. Make-ups will not be given during class time. You are responsible for checking on what you are missing.

5. Absences before announced test/quiz dates will not excuse you from those tests or quizzes.

6. Assignments or tests due to unexcused absences may not be made up.

7. No cell phones, iPods, or other electronic gadgets in class, unless authorized. There's plenty of research that points to much better learning, retention, and performance among students who hand-write their notes. And there's plenty of other research that shows how distracting devices can be.

Extra Help:

I am available for "extra" help during my free/planning periods. If I’m not in the classroom, I might be in the Social Studies Office which is A208/A206 or a study hall or doing some other duty. I'll update you on my schedule at the beginning of each semester.

After school or before school help is available by appointment when other duties I have do not conflict. Your behavior and effort in class and on assignments, as well as your response to suggestions for improvement are important qualifiers for requesting extra support.

N.B. -- If you're having problems or if you have questions about how to approach an assignment, ask early. I won't be able to help you succeed unless we have time to work together.

Course Schedule:

The course schedule and assignments will be maintained on Google Classroom. You should set up your Google classroom app (on your phone, especially) so that you receive notifications when I post assignments.