World
History/Cultures
1 Social Studies credit
Course description: World Cultures will examine diverse civilizations over the
past 5,000 years. The student will have
the opportunity to view various cultures and their impact upon the world since
the earliest times. We will examine the
Egyptians, the Greeks, the Romans, the Middle Ages, the Renaissance and the
Industrial Age. Each culture will be
analyzed in terms of its positive and negative aspects so that students will
more fully understand the importance of responsible government and
citizenship. Careful attention will be
given to important biographical figures and their role in shaping history.
A major component of this course
will involve daily reading and writing assignments. Research question development, map making,
independent research, position papers and term papers are typical homework
assignments. Class participation is
mandatory.
Performance standards: Students will master the following
performance standards in this course:
Textbook: World History (Beers)
Activities and student
projects:
Homework:
Daily participation and preparation are required.
Grading:
Eighty percent exams, quizzes, homework, class work, term project; 20
percent class participation, attitude, and effort.
*Early
*American Nation
1 English credit
1
Course description: An examination of
Performance Standards: Students will be able to
master the following performance standards in this course:
Takes a clear and
persuasive position. The position is richly supported and developed with accurate and
relevant information from all source materials available. The position is
unified and focused and contains one or more controlling ideas. Organization
and control are sustained throughout the response. The response shows awareness
of audience, ideas are clearly and effectively developed, and writing is fluent
with effective transitions.
Description of activities: Additionally, students
will be expected to compose position papers from selected readings, interpret
data from charts and graphs, utilize maps, take part in group activities, be
timely with homework assignments and participate in class discussions. Use of
computer sources (software) and relevant films will be utilized throughout the
marking period to enhance interest in the many topics covered and provide
additional material for a richer understanding of historical occurrences,
ideas, people and concepts.
*Early America and American Nation,
team taught classes with the English Department, will follow the format
detailed above and will satisfy the requirements for United States History I.
Course Description: The focus of this course covers the
historical development of American ideas and institutions from the
Reconstruction period to the present. Students will meet the following
performance standards in order to pass the course and advance to the Civics
component of their U.S. History requirement.
A major component of this course will involve daily reading
and writing assignments. Independent research and position papers will be
assigned at key points during the course. Class participation is mandatory.
Performance standards:
·
Students will be able to write 2-3 persuasive essays
achieving the following standard:
Essay establishes a clear and understandable position; the
position is well supported and developed with accurate and relevant information
from source materials made available. The position is unified and focused and
contains a controlling idea. Organization and control are sustained throughout
the majority of the essay. The response to the essay question demonstrates some
awareness of audience; ideas are reasonably well developed and the majority of
the writing is fluent with identifiable transitions.
Homework Requirements:
Daily participation
and homework are required.
In the Spirit of Crazy Horse (
.5 Social Studies credit
Course Description: An examination of the
relationship of the European settler, the colonial powers and the
Description of Activities and
Student Projects: Students will be
expected to compose position papers from selected readings, interpret data from
charts and graphs, utilize maps, take part in group activities, be timely with
homework assignments and participate in class discussions. Use of computer
sources (software) and relevant films will be utilized throughout the marking
period to enhance interest in the many topics covered and provide additional
material for a richer understanding of historical occurrences, ideas, people and
concepts. Bury My Heart at Wounded Knee
will be read as an example of a source written from the Native Americans
perspective.
Homework Requirements: Regular reading and writing
assignments as well as long-term projects and essays.
.5 Social Studies
credit
Course Description: Civics is a yearlong course
designed to provide students with the background and knowledge necessary to
become informed and active citizens. The class will investigate themes such as
the philosophical, structural and procedural foundations of American
government. Topics of study include: The foundations of citizenship, the
structures and procedures of federal state and local government, the American
legal system, and the American economic system.
Specific performance standards:
·
Students will be able to write persuasive essays achieving
the following standard:
Essay establishes a clear
and understandable position; the position is well supported and developed with
accurate and relevant information from source materials made available. The
position is unified and focused and contains a controlling idea. Organization
and control are sustained throughout the majority of the essay. The response to
the essay question demonstrates some awareness of audience; ideas are
reasonably well developed and the majority of the writing is fluent with
identifiable transitions.
Homework Requirements: Daily participation and homework are
required.
.5 Social Studies credit
Course Description: This course is an analysis of
modern issues. Focus will be on eight major issues including immigration, capital
punishment, and censorship. The major academic goal of the course is for
students to develop a working and continuing interest on the issues that shape
the modern global society. Major emphasis will also be on developing and
exercising intelligent and reflective decision making skills, CAPT-oriented
writing skills, and communication/public speaking skills. Students will be
reading selected works from Opposing Viewpoints essay series, the Internet, Newsweek Magazine and other media
oriented texts.
Description of activities and
student projects:
Students must prepare for an execute weekly debates;
conduct survey/interview assignments; write short essay (Newsweek Reflective Summaries); prepare eight CAPT
Interdisciplinary opinion/persuasive papers; preparation for the HSC Debate
Team and interscholastic competition.
Homework requirements: Aside from writing weekly papers
and conducting surveys and interviews, students will be required to submit
weekly summaries of news magazine articles and develop debate strategies. Substantial reading load.
Holocaust
.5 Social Studies elective credit
Course Description: Holocaust is a course in which the historical and literary
material of the Nazi era will be explored.
Students will investigate basic moral issues and human behavior during
this horrific period in recent history. The Holocaust effects
the entire history of humanity. Its
study will help students better understand the effects of stereotyping,
prejudice and racism in society.
Students will become aware of the value of tolerance in a diverse
society such as ours and will explore the hazard of remaining apathetic to the
oppression of others. They will learn
about the destruction a modern nation with advanced technological expertise can
cause. They will also learn about the catastrophic results a nation reaps when
it abuses its power. The study of the Holocaust will also touch on
some key issues that students deal with in their own lives including
conformity, indifference, justice, equality, peer pressure and individual
identity.
Description of Activities and
Student Projects: The
course will include a series of talks by Holocaust survivors. A class trip to the
Homework Assignments: Daily participation and preparation
are required.
Mock Trial
Mock Trial is an elective dedicated to students interested in the occupation of law. The elective will be offered in the first and second semester. It is open to students at all grade levels. However, the course has very specific obligations in order to enter and receive credit. Only students and parents that agree in writing to meet all obligations stated herein will be allowed to join this elective. The course requires students to compete in regional and statewide competitions as lawyers, witnesses and bailiffs, throughout the state of Connecticut , in real court rooms, presided over by real judges and/or attorneys. These competitions do not take place during regular school hours. Competitions begin in March 2007 and end in May 2007. All first semester students will receive an “incomplete” as a final grade until competitions have been completed. The number of openings per semester is limited to 27 students. Students will be accepted on a first come first serve basis. All commitment letters must be signed and turned in to Tariq, by June 1, 2006. Students will be informed of their status in September 2006. If the commitments below are not met, students will not receive credit for the elective. The terms below are mandatory to receive credit :
Must attend all scheduled HSC Mock Trial competitions;
Must secure transportation to and from all scheduled HSC competitions;
Must secure appropriate dress for all scheduled HSC court room appearances.
America in the Modern World/History Day: How we saw it; How we were seen
During the first semester, this course will survey America 's rise to power from the post-Civil War period to the end of the First World War. Then, we will examine selected historical events in the more recent past from our own perspective as well as the perspective of other countries. For example: How does Cuba teach about the Cuban Missile Crisis? How does Mexico see the Mexican War with the U.S? during the 3 rd quarter, students will prepare entries for Connecticut History Day.
Students will use a general history text as well as primary source documents to examine the history of the United States ' rise from a relatively weak, isolationist country to involvement in the First World War and beyond. Students will be writing about their discoveries.