Ms. Zoe Chong
zchong@daltonschool.kr
Embedded Files
Course Description
Course Description
World History is a course which will consist of four themed units. The first two units will be explored during the first semester, and the second two units will be explored in the second semester. We will focus on honing skills in analyzing primary and secondary sources, critical historical thinking, continuities and changes over time, as well as general themes which will be referred to as SPICE (Social, Political, Interaction between humans and the environment, Cultural, and Economic). We will pay particular attion to how students construct arguments through claim, evidence and reasoning. The standards we use are based in the AERO Project (2019).
Units of Study & Assessment Information
Units of Study & Assessment Information
Individual classes may need more or less time depending on a variety of factors such as holidays, school events, and class cancellations.
Unit 0: Skills Bootcamp
Unit 0: Skills Bootcamp
~ 4 weeks
Unit 1: Territorial Disputes
Unit 1: Territorial Disputes
~ 4 weeks
In this unit, students will engage in an in-depth investigation of the territorial dispute between South Korea and Japan over the Dokdo/Takeshima islets. This dispute, which has persisted for over a century, serves as a critical case study for understanding complex issues of international law, sovereignty, and diplomacy. Students will explore the historical background, cultural significance, and geopolitical implications of the dispute, while also examining the legal arguments presented by both nations.
Essential Questions:
What historical events and evidence are cited by both South Korea and Japan to support their respective claims to Dokdo/Takeshima?
How do historical events and interpretations shape competing claims to territorial sovereignty?
Unit 2: Cultural Diffusion
Unit 2: Cultural Diffusion
~ 6 weeks
The Grade 9 Cultural Diffusion Years unit explores the Indian Ocean trade route and the spread of Islam. Students investigate how the Indian Ocean facilitated cultural exchange between diverse civilizations, fostering the transmission of goods, ideas, and religions. They examine the role of Islam as a unifying force in the region, tracing its expansion through trade networks and conquest. Through analyzing primary sources and geographical features, students gain insight into the interconnectedness of societies along the Indian Ocean and transfer that knowledge of cultural diffusion to today's world.
Essential Questions:
How has culture changed and stayed the same across time periods?
How did Indian Ocean trade routes and networks of communication influence the diffusion of cultures?
How does our own cultural perspective shape our intake of outside cultural influences?
Why do people move?
Unit 3: Revolutions
Unit 3: Revolutions
~ 7 weeks
The Grade 9 French Revolution unit delves into the politics and economy of this event through primary and secondary sources via Document-Based Questions (DBQs). We analyze and evaluate enlightenment thinkers. Students dissect primary sources like revolutionary pamphlets like the Declarations of Rights of Man/Women, speeches, and declarations, alongside secondary analyses, to grasp the intricacies of revolutionary politics and economic upheaval. They explore how grievances over taxation, feudalism, and inequality fueled revolutionary fervor. By critically analyzing diverse perspectives, students develop a nuanced understanding of how political ideologies and economic factors intertwined to ignite and shape the French Revolution.
Essential Questions:
How and why do groups or individuals seek change through revolution?
To what extent are revolutions beneficial to the societies which experience them?
How far do you agree that revolutions are beneficial to societies?
What type of government is the best type of government for a society
Unit 4:
Unit 4:
Interwar Years
Interwar Years
~ 8 weeks
The Grade 9 Interwar Years unit delves into the tumultuous period between World War I and World War II, examining key aspects such as the Weimar Republic, Progressivism, and the New Deal. The Weimar Republic in Germany emerges as a pivotal point, marked by economic instability, political turbulence, and cultural innovation. Students explore the challenges faced by the Weimar government, including hyperinflation and the rise of extremist movements like the Nazis.
Progressivism in the United States and Europe highlights efforts to address social and economic inequalities through reforms such as labor laws, women's suffrage, and initiatives for better working conditions. Students analyze the impact of Progressivism on American society and politics, considering both its successes and limitations.
The New Deal under President Franklin D. Roosevelt introduces students to government interventions aimed at combating the Great Depression. Through programs like Social Security, public works projects, and financial regulation, students examine how the New Deal reshaped American society and the role of government in addressing economic crises. This unit encourages critical thinking about the interplay of politics, economics, and society during a pivotal era in global history.
Essential Questions:
What roles do individuals play in historical change?
How do different cultural perspectives lead groups to interpret the same event differently and with what consequences?
How can government actions affect the economy?
Unit 5:
Unit 5:
Civics Action Project
Civics Action Project
~ 8 weeks
The Grade 9 Citizens Action Project unit centers on engaging with stakeholders and the local community. Students identify stakeholders—individuals, organizations, and institutions impacted by or involved in a community issue. Through research and collaboration, they analyze the needs and perspectives of these stakeholders, fostering empathy and understanding. Guided by this insight, students design and implement action plans to address community challenges, ranging from environmental sustainability to social justice. By actively involving stakeholders and harnessing local resources, students learn the value of citizen participation and grassroots initiatives in effecting positive change within their own communities.
Essential Questions:
How can you have a positive impact on your national or local community?
Week by Week Breakdown by Section
Week by Week Breakdown by Section
Broad Learning Categories
Broad Learning Categories
Dimension 1 Essential Questions - 5%
Dimension 2 AERO Standards - 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%
Parents can find more information of the standards assessed in each Broad Learning Category on PowerSchool.
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 exam.
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.
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.
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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