Global Studies 9: Past vs. Present-Syllabus
Teacher: Mr. Wetter
[email protected]
Feedyourbrains.com
Co-Teacher: Mr. Tompuri
[email protected]
Course:
Using weekly/biweekly global current events as the starting point, students will investigate the breaking news of the modern world and trace the events back in time to discover the historical civilizations, past events, and broader themes that have built our present reality.
Whether examining a modern territorial dispute to understand ancient empires, or analyzing a current technological breakthrough to explore the history of global trade, students will learn that the past is never truly in the past while developing and refining the skills necessary to succeed in the classroom and outside of it as critical thinkers. This course satisfies the Social Studies requirement for 9th grade. Successful completion of this class is required for high school graduation.
Core Objectives & Skills: This course is heavily focused on developing critical thinking and media literacy. Students will not just memorize dates; they will actively practice the skills required to be informed, analytical citizens.
Contextualization: Learning to look beyond a single headline to understand the geographic, cultural, and historical layers that cause world events.
Perspective-Taking: Analyzing conflicts from multiple viewpoints and understanding the underlying motivations (fears and desires) of different global actors.
Media Literacy & Source Analysis: Regularly participating in "Source Showdowns" to critically evaluate different news outlets, read laterally, identify loaded language, and separate objective fact from subjective opinion.
Thematic Synthesis: Connecting isolated current events to universal human themes, such as human migration, world religions, the nature of power, and resource scarcity.
Grading Scale:
Proficiency/passing in the subject is considered 70% and above. Overall grades will be calculated by using the following formula: 40% for formative assignments (ex. homework) and 60% for summative assignments (ex. tests). No grade lower than 55% will be posted on the report card for the 1st, 2nd and 3rd quarters. However, the actual grades for the 4th quarter as well as for the final exams will be posted and averaged into the final course grade.
Retakes:
Each unit is eligible for a single test retake and a successful retake is the responsibility of the student. Additional retakes may be allowed with teacher permission. In order to complete a retake a student must fully complete a relearning document. Once that is completed, students can bring the document to the teacher and will be quizzed on the information. If the student demonstrates accurate knowledge of the material they will be allowed to schedule a retake. If the student does not demonstrate proper knowledge they will be asked to come back a different day to demonstrate that knowledge. The two week retake cycle will start the day after the initial test and students will need to wait one week after the test before taking a retest. During this first week (days 1-7 after the initial test) students should complete the retake assignment and utilize this time to study for the retake. Students will have the second week to retake the test (days 8-14 after the initial test). After the two week cycle the test will no longer be eligible for a retake.
Materials:
Students will maintain a notebook with a folder for all of their classroom notes and handouts. The maintenance of this notebook is important for the preparation of the EOC exam.
Students must also come prepared every day with a writing instrument. All electronic slides are also provided on Google Classroom.
Technology:
The use of technological devices (cell phones) is not permitted in the classroom unless specified by the teacher. We will be using Google Classroom and this will require the use of the school laptop. Parents will receive an invitation to receive reports on assignments given through Google Classroom and can check on class activity through feedyourbrains.com. Technology based accommodations are acceptable when school or teacher approved.
Classwork & Homework:
All classwork and homework assignments should be turned in on time. Assignments that are turned in late will have a 10% deduction in the grade for each day the assignment is late. After five (5) days past the due date the assignment will no longer be accepted and will receive a zero (0) in the gradebook.
Per the student handbook: ALL homework assignments will be turned in as required by the teacher. Students who fail to complete assigned work will report to the individual teacher(s) after school on a day determined by the teacher to complete the assignment(s). Attendance at these homework make-up meetings supersede any after school extracurricular activities (including club meetings, sports practices) except detention. Students will be responsible for their transportation home. Failure to report to a teacher as mandated may result in student discipline. Failure to report will be considered a "cut" from detention. A student who fails to report after school as mandated may be liable for suspension from extra- curricular activities, as determined by the Dean of Students.
EXTRA HELP
If you experience unusual difficulty in the assignments, either in general or consistently in a specific area, this is a signal to seek extra help. For best results, attend extra help sessions as needed, rather than only the day before a test or major assignment. Bring in homework to help locate troublesome areas. I am available before school, after school, or during study halls by appointment. It is your responsibility to attend tutoring if you are having difficulty as I cannot force you to attend.
Academic Honesty:
In keeping with the moral and educational philosophy of Bishop Timon-St. Jude, students' honesty and integrity in all academic work is expected. Any form of plagiarism, copying directly from the internet or of another's work, or any conduct involving a lack of honesty will not be tolerated. Using Artificial Intelligence / ChatGPT, etc. to generate work or a product without citing the source or representing it as your own work is plagiarism. Cheating or other improper conduct during exams or in any testing environment will be considered a serious violation with the student subject to disciplinary probation and possible course failure. A student caught cheating on a test or copying another's work will receive a grade of "0" on that assignment.
Absent Work:
Students will receive the standard 1 day to make up missed work for every 1 day absent. All absent work can be obtained from the classroom folders (if it is a paper copy) or on Google Classroom. It is the responsibility of the student to obtain all absent work directly following their absence. If absent on a day of an exam, the student will need to make arrangements to make up the exam that was missed. Students will be expected to turn in assignments on the due date. Assignments that are turned in late will have a 10% deduction in the grade for each day the assignment is late. After five (5) days past the due date the assignment will no longer be accepted and will receive a zero (0) in the gradebook.
Tardiness:
Tardiness is unacceptable and may result in disciplinary action.
Discipline:
All Bishop Timon- St. Jude High School policies and procedures will be adhered to in this class, please review the school’s discipline policy for details.
CLASS RULES:
1) Turn off electronic devices unless instructed.
2) Follow directions
3) Be on time
4) Use proper language & manners
5) Keep the room clean
6) No food/gum
CONSEQUENCES:
Consequences may be immediately elevated depending on severity of infraction
1) Warning
2) Student/teacher conference and student email to parent
3) Parent/teacher contact and/or conference
4) Teacher detention
5) Office referral
Grades:
The following is the grade distribution. Listed are types of assignments that will count under each weighted category.
Summative Assignments 60%
Unit Exams
Midterm Exams
DBQ Essays
Projects
Formative Assignments 40%
Quizzes
In-class assignments
Homework
Reinforcement/Relearning activities
Diagnostic Assignments 0%
Surveys
Quick Concept Checks
Viewing of PG-13 Movie Release
Often appropriate PG-13 movies or sections of PG-13 movies can be utilized effectively to enrich classroom instruction and accomplish identified objectives. If you give permission for your child to view such materials, you do not have to do anything. (NOTE: NO “R” rated movies will ever be shown per school policy). If you do NOT wish to grant permission for your child to view any PG-13 movies identified by the teacher as effective in teaching the curriculum, please contact me via email at [email protected] or send in a note with your child.
Units
Unit 1: Migration and Climate Adaptation
Essential Question: How does a changing physical environment force societies to adapt, innovate, or relocate?
Ancient History Focus: Prehistoric Humans
Unit 2: Infrastructure
Essential Question: How do societies balance the public need for vital resources with individual rights and labor?
Ancient History Focus: River Valley Civilizations
Unit 3: Voting, Elections, and Civic Duty
Essential Question: What are the responsibilities of a citizen, and who gets to decide who holds power?
Ancient History Focus: Ancient Greece
Unit 4: Borders and National Security
Essential Question: How do nations protect their borders and interests without overextending their resources?
Ancient History Focus: Ancient China
Unit 5: Agriculture and Environment
Essential Question: How do human innovations alter the natural environment, and what are the long-term consequences?
Ancient History Focus: Indigenous Groups in the Americas
Unit 6: Human Rights
Essential Question: How do grassroots networks and marginalized groups successfully challenge established systems of power?
Ancient History Focus: The Roman Empire
Unit 7: Legal Systems
Essential Question: How do codified laws and the control of strategic geography create either stability or conflict?
Ancient History Focus: Byzantine Empire (Justinian’s Code)
Unit 8: Global Supply Chains and Trade
Essential Question: How does global interconnectedness make societies both wealthier and more vulnerable?
Ancient History Focus: The Mongols (Silk Road and the Black Death)
Unit 9: Social Classes and Isolationism
Essential Question: How do rigid social hierarchies and political isolationism maintain order, and at what cost to equality?
Ancient History Focus: Ancient Japan
Unit 10: Resources and Wealth
Essential Question: How does the control of scarce, highly desired resources dictate global power and domestic wealth?
Ancient History Focus: Ancient Africa
Unit 11: Science and Innovation
Essential Question: How do shared belief systems and technological breakthroughs spark cultural "Golden Ages"?
Ancient History Focus: The Abbasid Golden Age
Unit 12: Social Welfare and Weak Governments
Essential Question: Who is responsible for the safety and welfare of the people when central government authority weakens?
Ancient History Focus: Medieval Europe (Feudalism and the Church)
Unit 13: Technological Disruption and the Arts
Essential Question: How do paradigm shifts in science and culture challenge traditional ways of seeing the world?
Ancient History Focus: The Renaissance
Unit 14: Information Revolutions
Essential Question: How does the rapid spread of new information empower individuals while threatening established institutions?
Ancient History Focus: The Protestant Reformation
Teacher: Mr. Wetter
[email protected]
Feedyourbrains.com
Co-Teacher: Mr. Tompuri
[email protected]
Course:
Using weekly/biweekly global current events as the starting point, students will investigate the breaking news of the modern world and trace the events back in time to discover the historical civilizations, past events, and broader themes that have built our present reality.
Whether examining a modern territorial dispute to understand ancient empires, or analyzing a current technological breakthrough to explore the history of global trade, students will learn that the past is never truly in the past while developing and refining the skills necessary to succeed in the classroom and outside of it as critical thinkers. This course satisfies the Social Studies requirement for 9th grade. Successful completion of this class is required for high school graduation.
Core Objectives & Skills: This course is heavily focused on developing critical thinking and media literacy. Students will not just memorize dates; they will actively practice the skills required to be informed, analytical citizens.
Contextualization: Learning to look beyond a single headline to understand the geographic, cultural, and historical layers that cause world events.
Perspective-Taking: Analyzing conflicts from multiple viewpoints and understanding the underlying motivations (fears and desires) of different global actors.
Media Literacy & Source Analysis: Regularly participating in "Source Showdowns" to critically evaluate different news outlets, read laterally, identify loaded language, and separate objective fact from subjective opinion.
Thematic Synthesis: Connecting isolated current events to universal human themes, such as human migration, world religions, the nature of power, and resource scarcity.
Grading Scale:
Proficiency/passing in the subject is considered 70% and above. Overall grades will be calculated by using the following formula: 40% for formative assignments (ex. homework) and 60% for summative assignments (ex. tests). No grade lower than 55% will be posted on the report card for the 1st, 2nd and 3rd quarters. However, the actual grades for the 4th quarter as well as for the final exams will be posted and averaged into the final course grade.
Retakes:
Each unit is eligible for a single test retake and a successful retake is the responsibility of the student. Additional retakes may be allowed with teacher permission. In order to complete a retake a student must fully complete a relearning document. Once that is completed, students can bring the document to the teacher and will be quizzed on the information. If the student demonstrates accurate knowledge of the material they will be allowed to schedule a retake. If the student does not demonstrate proper knowledge they will be asked to come back a different day to demonstrate that knowledge. The two week retake cycle will start the day after the initial test and students will need to wait one week after the test before taking a retest. During this first week (days 1-7 after the initial test) students should complete the retake assignment and utilize this time to study for the retake. Students will have the second week to retake the test (days 8-14 after the initial test). After the two week cycle the test will no longer be eligible for a retake.
Materials:
Students will maintain a notebook with a folder for all of their classroom notes and handouts. The maintenance of this notebook is important for the preparation of the EOC exam.
Students must also come prepared every day with a writing instrument. All electronic slides are also provided on Google Classroom.
Technology:
The use of technological devices (cell phones) is not permitted in the classroom unless specified by the teacher. We will be using Google Classroom and this will require the use of the school laptop. Parents will receive an invitation to receive reports on assignments given through Google Classroom and can check on class activity through feedyourbrains.com. Technology based accommodations are acceptable when school or teacher approved.
Classwork & Homework:
All classwork and homework assignments should be turned in on time. Assignments that are turned in late will have a 10% deduction in the grade for each day the assignment is late. After five (5) days past the due date the assignment will no longer be accepted and will receive a zero (0) in the gradebook.
Per the student handbook: ALL homework assignments will be turned in as required by the teacher. Students who fail to complete assigned work will report to the individual teacher(s) after school on a day determined by the teacher to complete the assignment(s). Attendance at these homework make-up meetings supersede any after school extracurricular activities (including club meetings, sports practices) except detention. Students will be responsible for their transportation home. Failure to report to a teacher as mandated may result in student discipline. Failure to report will be considered a "cut" from detention. A student who fails to report after school as mandated may be liable for suspension from extra- curricular activities, as determined by the Dean of Students.
EXTRA HELP
If you experience unusual difficulty in the assignments, either in general or consistently in a specific area, this is a signal to seek extra help. For best results, attend extra help sessions as needed, rather than only the day before a test or major assignment. Bring in homework to help locate troublesome areas. I am available before school, after school, or during study halls by appointment. It is your responsibility to attend tutoring if you are having difficulty as I cannot force you to attend.
Academic Honesty:
In keeping with the moral and educational philosophy of Bishop Timon-St. Jude, students' honesty and integrity in all academic work is expected. Any form of plagiarism, copying directly from the internet or of another's work, or any conduct involving a lack of honesty will not be tolerated. Using Artificial Intelligence / ChatGPT, etc. to generate work or a product without citing the source or representing it as your own work is plagiarism. Cheating or other improper conduct during exams or in any testing environment will be considered a serious violation with the student subject to disciplinary probation and possible course failure. A student caught cheating on a test or copying another's work will receive a grade of "0" on that assignment.
Absent Work:
Students will receive the standard 1 day to make up missed work for every 1 day absent. All absent work can be obtained from the classroom folders (if it is a paper copy) or on Google Classroom. It is the responsibility of the student to obtain all absent work directly following their absence. If absent on a day of an exam, the student will need to make arrangements to make up the exam that was missed. Students will be expected to turn in assignments on the due date. Assignments that are turned in late will have a 10% deduction in the grade for each day the assignment is late. After five (5) days past the due date the assignment will no longer be accepted and will receive a zero (0) in the gradebook.
Tardiness:
Tardiness is unacceptable and may result in disciplinary action.
Discipline:
All Bishop Timon- St. Jude High School policies and procedures will be adhered to in this class, please review the school’s discipline policy for details.
CLASS RULES:
1) Turn off electronic devices unless instructed.
2) Follow directions
3) Be on time
4) Use proper language & manners
5) Keep the room clean
6) No food/gum
CONSEQUENCES:
Consequences may be immediately elevated depending on severity of infraction
1) Warning
2) Student/teacher conference and student email to parent
3) Parent/teacher contact and/or conference
4) Teacher detention
5) Office referral
Grades:
The following is the grade distribution. Listed are types of assignments that will count under each weighted category.
Summative Assignments 60%
Unit Exams
Midterm Exams
DBQ Essays
Projects
Formative Assignments 40%
Quizzes
In-class assignments
Homework
Reinforcement/Relearning activities
Diagnostic Assignments 0%
Surveys
Quick Concept Checks
Viewing of PG-13 Movie Release
Often appropriate PG-13 movies or sections of PG-13 movies can be utilized effectively to enrich classroom instruction and accomplish identified objectives. If you give permission for your child to view such materials, you do not have to do anything. (NOTE: NO “R” rated movies will ever be shown per school policy). If you do NOT wish to grant permission for your child to view any PG-13 movies identified by the teacher as effective in teaching the curriculum, please contact me via email at [email protected] or send in a note with your child.
Units
Unit 1: Migration and Climate Adaptation
Essential Question: How does a changing physical environment force societies to adapt, innovate, or relocate?
Ancient History Focus: Prehistoric Humans
Unit 2: Infrastructure
Essential Question: How do societies balance the public need for vital resources with individual rights and labor?
Ancient History Focus: River Valley Civilizations
Unit 3: Voting, Elections, and Civic Duty
Essential Question: What are the responsibilities of a citizen, and who gets to decide who holds power?
Ancient History Focus: Ancient Greece
Unit 4: Borders and National Security
Essential Question: How do nations protect their borders and interests without overextending their resources?
Ancient History Focus: Ancient China
Unit 5: Agriculture and Environment
Essential Question: How do human innovations alter the natural environment, and what are the long-term consequences?
Ancient History Focus: Indigenous Groups in the Americas
Unit 6: Human Rights
Essential Question: How do grassroots networks and marginalized groups successfully challenge established systems of power?
Ancient History Focus: The Roman Empire
Unit 7: Legal Systems
Essential Question: How do codified laws and the control of strategic geography create either stability or conflict?
Ancient History Focus: Byzantine Empire (Justinian’s Code)
Unit 8: Global Supply Chains and Trade
Essential Question: How does global interconnectedness make societies both wealthier and more vulnerable?
Ancient History Focus: The Mongols (Silk Road and the Black Death)
Unit 9: Social Classes and Isolationism
Essential Question: How do rigid social hierarchies and political isolationism maintain order, and at what cost to equality?
Ancient History Focus: Ancient Japan
Unit 10: Resources and Wealth
Essential Question: How does the control of scarce, highly desired resources dictate global power and domestic wealth?
Ancient History Focus: Ancient Africa
Unit 11: Science and Innovation
Essential Question: How do shared belief systems and technological breakthroughs spark cultural "Golden Ages"?
Ancient History Focus: The Abbasid Golden Age
Unit 12: Social Welfare and Weak Governments
Essential Question: Who is responsible for the safety and welfare of the people when central government authority weakens?
Ancient History Focus: Medieval Europe (Feudalism and the Church)
Unit 13: Technological Disruption and the Arts
Essential Question: How do paradigm shifts in science and culture challenge traditional ways of seeing the world?
Ancient History Focus: The Renaissance
Unit 14: Information Revolutions
Essential Question: How does the rapid spread of new information empower individuals while threatening established institutions?
Ancient History Focus: The Protestant Reformation
