Humanities II

Ptolemy’s World Map (1482)—a map combining the classical view of Ptolemaic astronomy with geographic information from the early voyages of the Age of Discovery http://www.bl.uk/learning/images/mappinghist/large2296.html

Humanities II

Ms. Emami 864-3311 ext. 127

memami@rangeleyschool.org


High School Classroom Policies:

  • RLRS: Classroom behavior is expected to adhere to the student code of conduct.

  • Cell phones: School time is an opportunity to be free of your Cell phones. Cell phones are allowed in the cafeteria during break and lunch only. Cell phones are NOT allowed to be visible anywhere else in the building. The use of cell phones in a classroom for specific purposes is at each teacher’s discretion.

  • Hats: Hats are allowed in classrooms at each teacher’s discretion. Students may be asked to remove their hats at any time.


COURSE OVERVIEW:

Students explore the impacts of power consolidation and power loss in an increasingly interconnected and technologically advanced world over 275 years from 1750 C.E. to the present. The course includes extensive investigation and analysis of primary and secondary sources and covers the content at an accelerated pace. Through the investigation and analysis of primary and secondary sources, students have the opportunity to think critically, and to read, write, and speak like historians, while simultaneously honing the literacy and critical thinking skills necessary for post-secondary coursework and knowledge needed to be responsible 21st-century citizens. To teach students about concepts that recur throughout human history, a list of enduring issues is used which are also the basis for the enduring questions in the curriculum. Students address the questions throughout the course through unit introductions, enduring question check-ins, unit closers, end-of-unit assessments, and performance tasks.


Eras

1450 to 1750: Political, social, economic, and global interactions led to revolutions.

1750 to 1900: Industrialization and global integration.

1900 to present: Accelerating global change and realignments.


Unit Structure:

Introduce Unit Essential and Enduring Questions

Vocabulary Introduction (Formative Assessments)

Geographic and Historical Context (Formative Assessments)

Content Background Lessons (Formative Assessments)

Close Read (Formative Assessments)

Enduring Issues Check-ins (Formative Assessments)

Unit Synthesis (Summative GRASP Task)

Complete End of Unit Assessment (Summative Assessment)


Course Outline:


UNIT 1: The World in 1750 CE (September)

Essential Question:

How do empires consolidate their power? How do these empires respond to increased diversity and interconnectedness?

Unit Description:

The world in 1750 was marked by powerful Eurasian states and empires, coastal African kingdoms, and growing European maritime empires. The interactions of these states, empires, and kingdoms disrupted regional trade networks and influenced the development of new global trade networks.


UNIT 2: Enlightenment, Revolution, and Nationalism (October - 1st Week of November)

Essential Question:

How did new ideas spark change and conflict in the late 18th and throughout the 19th centuries?

Unit Description:

The Enlightenment called into question traditional beliefs and inspired widespread political, economic, and social change. This intellectual movement was used to challenge political authorities in Europe and colonial rule in the Americas. These ideals inspired political and social movements.


UNIT 3: Causes and Effects of the Industrial Revolution (November)

Essential Question:

Did the benefits of the Industrial Revolution outweigh the costs?

Unit Description:

Innovations in agriculture, production, and transportation led to the Industrial Revolution, which originated in Western Europe and spread over time to Japan and other regions. This led to major population shifts and transformed economic and social systems.


UNIT 4: Imperialism (December)

Essential Question:

Why did nations choose to colonize others and how did this choice impact the world?

Unit Description:

Western European interactions with Africa and Asia shifted from limited regional contacts along the coast to greater influence and connections throughout these regions. Competing industrialized states sought to control and transport raw materials and create new markets across the world.


UNIT 5: Unresolved Global Conflict (1914-1945)(January-February)

Essential Question:

How did cooperation and competition between nations impact the international community and the lives of individuals in the countries involved in the world wars?

Unit Description:

World War I and World War II led to geopolitical changes, human and environmental devastation, and attempts to bring stability and peace.


UNIT 6: Unresolved Global Conflict (1945-1991) (March-April)

Essential Question:

How did cooperation and competition during the world wars shape the postwar world?

Unit Description:

The second half of the 20th century was shaped by the Cold War, a legacy of World War II. The United States and the Soviet Union emerged as global superpowers engaged in ideological, political, economic, and military competition.


UNIT 7: Globalization and the Changing Environment (May)

Essential Question:

Do the benefits of globalization outweigh the costs?

Unit Description:

Technological changes have resulted in a more interconnected world, affecting economic and political relations, and in some cases leading to conflict, and in others to efforts to cooperate. Globalization and population pressures have led to strains on the environment.



Scoring:


Formative assessments and HOW will be scored for 25% of your grade.

Summative assessments will be scored for 75% of your grade.


Formative assessments:


Formative work: Pieces of work will be scored following the guidelines below.

  • Turned in on the due date, may receive full credit based on completion

  • Turned in late, but prior to unit summative assessment, the possible max score drops to 75

  • Assignments not turned in before unit summative will receive a zero


Unit Quizzes: There will be multiple lesson quizzes during each unit. A missed quiz must be made up in a timely manner. Students are responsible for making a plan with their teacher. Any quizzes not made up will be scored as a zero.


Summative Assessments:


Tests/ End of Unit Assessments:


  • Summative assessments are expected to be finished within one class period unless otherwise specified. Students are expected to come prepared on a test day.

  • It is the responsibility of the student to make up an end-of-unit assessment. The student must follow up with the teacher and make a recovery plan outside of class time. Students have 2 school days per excused day to make up work for full credit.

    • Summative Assessments turned in after the assigned due date, without communication with the teacher, will have a penalty of 5% per school day taken from the overall score.

  • Cases of extended absences will be dealt with on an individual basis with consultation with the administration.

  • The final Exam will be worth two Summative scores.