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World History Course Syllabus Mr. Solinski & Mr. Gillis Room 212 E-Mail: Web Page/Homework Info

The course syllabus outlines an one semester world history class covering major topics from the fall of Rome to changing global patterns. Key areas of study include world religions, the Middle Ages, exploration, Muslim empires, East Asia, revolution and enlightenment, nationalism and world wars. Students will use Glencoe's World History textbook and be evaluated on citizenship criteria like attendance, preparation, participation and respect. The goal is for all students to experience academic success with teacher support.

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39 views

World History Course Syllabus Mr. Solinski & Mr. Gillis Room 212 E-Mail: Web Page/Homework Info

The course syllabus outlines an one semester world history class covering major topics from the fall of Rome to changing global patterns. Key areas of study include world religions, the Middle Ages, exploration, Muslim empires, East Asia, revolution and enlightenment, nationalism and world wars. Students will use Glencoe's World History textbook and be evaluated on citizenship criteria like attendance, preparation, participation and respect. The goal is for all students to experience academic success with teacher support.

Uploaded by

agillis9258
Copyright
© Attribution Non-Commercial (BY-NC)
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Download as DOC, PDF, TXT or read online on Scribd
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WORLD HISTORY

COURSE SYLLABUS
Mr. Solinski & Mr. Gillis Room 212
E-mail: [email protected] or [email protected]
Web Page/Homework Info: http://www.mapsnet.org/pages/ssolinski/

Course Description
World History is a one semester class that studies selected aspects of world history
beginning at the end of the Roman Empire. Over the course of this semester we will be
looking at several broad areas central to the development of the world: World Religions,
Emerging Europe and the Byzantine Empire, Europe in the Middle Ages, Age of Exploration,
Muslim Empires, East Asian World, Revolution and Enlightenment, French Revolution and
Napoleon, Industrialization and Nationalism, World War I and Revolution, Nationalism Around
the World, Africa and the Middle East and Changing Global Patterns. Our main resource book
will be Glencoe’s World History.

General Course Outline/Syllabus:


I - World Religions (Ch. 6)
II – The Middle Ages (Ch. 10)
III – Exploration, the Muslim Empires and the East Asian World (Ch. 13)
IV – Enlightenment and American Revolution (Ch. 17)
End of First Marking Period
V – French Revolution and Age of Napoleon (Ch. 18)
VI – Industrialization and Nationalism (Ch. 19)
VII – World War 1 and Revolution (Ch. 23)
VIII – Nationalism, Africa and the Middle East, and Changing Global Patterns
End of Second Marking Period (Ch. 25)

Why we study this:

Although a large country, the United States represents just a fraction of the world’s population
and territory. To understand our role in the world today, it is essential to explore the development
of all of the major population groups. A better understanding of various religions, cultural and
historical differences among the major nations, will help ensure that our future leaders will be
able to make knowledgeable decisions in our increasingly interactive world.
Working Agreements: In order to achieve the academic goals in World History, students were
assigned the task of creating working agreements for this course. Working agreements ensure a safe,
productive and effective learning environment. The following is a summary of those working
agreements:

1. Mr. Solinski will work hard to create effective, interesting and engaging lessons that reflect
a variety of learning styles. Students will stay on task and focused and complete associated
activities accurately and within assigned time-frames.
2. Homework will be a supplemental activity design to reinforce concepts conveyed in the
classroom. Students will be expected to return accurate and completed work on the assigned
day. It will be graded and returned to students in a timely fashion.
3. Students have a desire to do projects and group activities to demonstrate understanding and
retention. They will work cooperatively in a respectful, helpful manner with each student
contributing equally.
4. Grades will be an accurate reflection of demonstrated knowledge and understanding.
Students will take responsibility to monitor their grades regularly and seek additional help as
needed to ensure academic success.
5. Mr. Solinski will strive to treat all students equally and with respect at all times. This also
includes students being respectful toward him and others in the classroom. Respect in the
classroom includes:
Listening when another is speaking,
Consideration of differing opinions and polite dialogue
Eye contact
Use of appropriate language
6. Students wish to be treated as adults. It is expected students will behave as such. This
includes:
Regular and consistent attendance
Arriving on time and being prepared with necessary materials and completed
homework
Limiting hall pass disruptions to emergency-only basis

Our goal in this class is for every student to experience academic success. I will try
to make all time and resources necessary available for you. Please feel free to come in
before school, after school, or during our prep period (5th hr.). If you need help, ask
us!

I have reviewed this information with all students in class. I would like them and you to
know what’s expected of them in World History. With effort and support, I firmly believe
that every student can have a successful year. I look forward to the opportunity to work
with your student and communicate with you throughout the semester. If you have any
questions or comments, please feel free to contact me anytime. Thanks for your support and
cooperation.

Parent/Guardian Signature _________________________ Date ____________


Student Signature _______________________________ Date ____________
CITIZENSHIP
Preparing students to be responsible citizens in the classroom, school building and
community is an integral part of their education and is a Core Democratic Value. Therefore,
it will be monitored and evaluated in this course.

Citizenship Evaluation Criteria:

1. EXCELLENT (all of these must exist)


O Tardies
Always prepared (textbook, pencil…)
Active participation
No complaining
No unexcused absences
Always respectful

2. GOOD (any one of these)


Tardies 1 or 2
Unprepared for class: 1 time
Inattentive (visiting, talking out of turn, writing notes, sleeping…)
Unexcused absence: 1
Disrespectful (ever)

3. AVERAGE (any one of these)


Tardies: 3 or 4
Unprepared: 2 or 3
Head down: 1 or 2
Unexcused absences: 2 or 3
Disrespectful (occasionally)

4. BELOW AVERAGE (any one of these)


Tardies: 5
Unprepared: 4
Head Down: 3 or 4
Unexcused absences: 4
Disrespectful (often)

5. POOR (any one of these/ expect a call home)


Tardies: 5+
Unprepared: 4+
Head down: 4+
Unexcused absences: 5+
Disrespectful (always)

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