Embedded Files
World History II
Course Description
Course Description
In this course students will continue to learn about how the world around them interconnects politically, economically, historically and geographically through an inter-disciplined approach. We will of course look at the past but we will seek to discover how the past informs the present. Students should expect to interact with a plethora of contemporary issues, not just those of the past.
In the first semester we will look at human rights, what they are, what they are not and why we need them. We will then dive deep into the social studies toolbox and look at how the art of interpretation is fundamental across a multitude of disciplines with a focus on the Cold War.
In the second semester, we will begin by examining the struggle between science and religion throughout history in terms of ethics, centered on the idea of how much say should religion have on scientific and technological advancements. We will then finish the academic year by seeking to find connections between commodities and conflict before casting our judgement of whether globalization is a "good" or "bad" thing.
Units of Study & Assessment Information
Units of Study & Assessment Information
Unit 3: Science, Religion, & Ethics
Unit 3: Science, Religion, & Ethics
January 2024 to March 2024
Unit 4: Commodities & Conflict
Unit 4: Commodities & Conflict
April 2024 to June 2024
Week by Week Breakdown by Section
Week by Week Breakdown by Section
Please find below the calendar which is attached to your Google Classroom. You will see due dates here and upcoming assessment dates.
Broad Learning Categories
Broad Learning Categories
Dimension 1 Questions & Inquiries - 5%
Dimension 2 AERO Standards - Knowledge of civics, economics, geography, and history 40%
(Time, Continuity, and Change) - Students will be assessed on their ability to demonstrate their knowledge, skills and understanding across a plethora of historical content.
(Connections and Conflict) - Students will be assessed on their ability to demonstrate their knowledge, skills and understanding across a plethora of geographical content.
(Geography) - Students will be assessed on their ability to demonstrate their knowledge, skills and understanding across a plethora of political content.
(Culture) - Students will be assessed on their ability to demonstrate their knowledge, skills and understanding across a plethora of cultural content.
(Society and Identity) - Students will be assessed on their ability to demonstrate their knowledge, skills and understanding across a plethora of society and identity content.
(Government) - Students will be assessed on their ability to demonstrate their knowledge, skills and understanding across a plethora of government content.
(Production, Distribution, and Consumption) -Students will be assessed on their ability to demonstrate their knowledge, skills and understanding across a plethora of economic content.
(Science, Technology, and Society) - Students will be assessed on their ability to demonstrate their knowledge, skills and understanding across a plethora of technology content.
Dimension 3 Evaluating Sources and Using Evidence - 25%
Dimension 4 Communicating Conclusions and Taking Informed Action - 30%
Course Expectations
Course Expectations
This course will be graded using Standards Based Grading (SBG).
Deadlines are there to help you keep on track and prepare for the summative assessments.
a) In exceptional circumstances and with discussion with the teacher, a short extension may be granted but these will be dealt with on a one-to-one basis.
Late work will be accepted but it must be completed in a timely manner - preferably no later than one week after the initial due date.
a) If more than two pieces of work are missing at any one time, then students will be automatically put forward for MTSS regardless of their grade.
Departmental Standards Based Grading
Reassessment Policy
Reassessments are not a given, they are earned. Reassessment opportunities are for those students who have completed the original task by the specified due date. If a student does not complete formative assessments (visible documentation of the students learning journey) in class then reassessment is not possible. In cases of prolonged absences, please refer to the CDS handbook.
Should a student not have given authentic effort on the initial assessment, throughout the learning process, or on formative assessments, a conversation with the student, parent, and/or administrator may be scheduled before the school can consider providing a reassessment.
Following a reassessment, the most recent score on a reassessment is what will be entered into PowerSchool. The old score will be included as a comment.
General Policy:
Reassessments may range from an individual student to the entire class.
When tasks/assignments are re-assessed, they may be reassessed partially, entirely, or in a different format.
When reassessment is offered, students will be required to take the following steps to earn a reassessment opportunity.
Step 1: Within 3 school days from the assessment being returned, a student must communicate with their teacher concerning their desire to reassess.
This communication may be in the form of a mini-conference or a Google Form (see departmental specifics below).
Step 2: Student(s) must create a plan in order to attempt an improvement in proficiency. This must be done collaboratively in a mini-conference or on a Google Form. This may include but is not limited to:
Re-teaching or re-learning activities
Correcting or reviewing prior assignments
Correcting or reviewing the original task or assessment
Step 3: A reassessment date will be determined by the teacher and will likely be no more than 1 week after the mini-conference or form completion. However, this date is at the discretion of the teacher/department.
The student must have completed the collectively developed plan in order to attempt the reassessment.
Reassessment will NOT be possible in the following conditions across ALL content areas.
End-of-course or end of semester exams
Final research papers
Culminating projects/performances at the end of the semester or year
Social Studies Standards Based Grading Proficiency Scale
Social Studies Standards Based Grading Proficiency Scale
The proficiency scale below illustrates what students are generally required to do in relation to any given standard in order to attain a certain level. The proficiency scale will be used in conjunction with a rubric and teacher feedback to ensure the students know why they attained the level they did and what steps they can take next in their learning. Extending is not the same as mastered forever, this level still requires growth.
Students can expect the following from the teacher concerning the following:
GOOGLE CLASSROOM - All assignments will be posted in Google Classroom. If you are having trouble locating it, contact the teacher.
RUBRICS AND POLICIES - Once posted here they will not change. However, if a chance is necessary the teacher will inform students well in advance and will clearly mark the changes.
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