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Medieval History Honors Medieval History Course Description
The goal of this course is to help students see that history, be it
medieval or modern, can help us understand the world we live in
now. Students will explore several key concepts. First students
will examine how the environment (culture, history, & physical
surroundings) one lives in affects their identity. For example, how
was the identity of the Japanese samurai affected by the
environment during the Tokugawa period. Then, students explore how
obligations to one’s culture affect can dictate how we react
to a new/different culture. In addition to looking at the how the
Spanish conquest of the Inca and Aztec was greatly impacted by
differing cultural obligations, we will take a look at modern
France and the culture clash they are experiencing with the Islamic
religion. Third, we explore how societies deal with great
challenges such as the fall of the Feudal political system of
Europe and post-holocaust Europe. Finally, students will be
encouraged to become participants in the history unfolding around
them. Students will identify currently significant events, learn
the events history, and attempt to become part of that events
history by trying to shape the event. This is truly the most
exciting part of the year!
What
does the “Honors” mean?
An honors class is a place with higher expectations than
non-honors classes. Students will be expected to work harder,
faster, and produce at a higher quality level. In order to
earn high grades (A’s and B’s), students must work
harder than in non-honors classes. For many, this will be their
toughest class!
Instructional Materials
I encourage that
all students have the following materials for my
class:
-1 binder, 1” or larger, for just this class
-PLENTY of loose leaf paper
-Several pencils/pens to write
with
I am aware that
purchasing an extra binder may require going back out to the store,
but I really have found that we produce a lot of work in my class.
It is just easier for most students to keep organized.
Throughout the
year, we will be using a variety to instructional materials. We
start off with the district issued textbook, History Alive:
Medieval World and Beyond, but quickly move to higher level
resources from the Facing History and Ourselves education
organization (www.fhao.org). By mid year, students
will get gathering most of their own learning materials via
classroom computers.
Regular Medieval History Course Description
The Medieval History course is divided into 3 parts: cartography,
medieval history, and modern history through a medieval
lens. During the cartography portion, students will review key
map making skills while working on a “mental map” and
US political and physical maps.
The medieval part will let us explore the sustainability of some
medieval civilizations. Specifically, we will identify
“life lessons” from the experiences of the Mayan,
Kingdom of Ghana, and European feudalism. During this portion
of the class, students will be taught to formulate, support, and
express their own ideas in an academic format.
The final part of the class has students develop and support a
thesis predicting what the future holds for the United States of
America based the lessons of our medieval studies and current
actions of the US. Late in the year (May or June) there will be an
after-school event where students will show off their thesis and
findings.
Instructional
Materials
We will be using many resources through out the year, but our
predominant resource will History Alive: Medieval World and
Beyond. Each student will have a textbook that will be kept in
class, but can be checked out when needed.
Like the school, I recommend that every student have a 3-ringed
binder with dividers. I pre-punch almost everything so it can
be organized into binders. In addition, students will need
plenty of 3 whole punched paper for this class.
Regular and Honors Medieval History Assignments and
Homework
Most of the work will be completed in class. Homework is given
out infrequently, but necessary to complete when it is
assigned.
Missing,
Late, and Absent Work
I gladly accept missing, late, and work from an
absence. Missing and late graded assignments may face a
penalty, but it depends on the situation and the frequency of late
work. Absent work is expected to be completed and turned in as
soon as possible without penalty. If absent work is turned in
untimely, it may also be penalized.
Grading
In this class, there are both graded and non-graded
assignments. Non-graded assignments are labeled
“practice” in the grade book and are the daily work
where I encourage students to take risks and make mistakes without
worrying about penalties. Practice assignments constitute the
majority of our work and will be entered into the gradebook as a 4,
3, 2, or 1 (4 –exceeds expectations, 3-meets expectations,
2-approaching expectations, 1-well below expectations). Graded
assignments, simply called “Assignments” in the
gradebook, are less frequent, but the sole basis for the course
grade. These are designed to have students demonstrate their level
of mastery of the skills and knowledge of the practice
assignments. These are entered in the gradebook as a
percentage.
Grade
Scale
I use the traditional grading scale seen below. Please keep in
mind that this is an honors class and expectations are higher than
in non-honors classes. With higher expectations, meeting
expectations grades (aka ‘C’s) may be more common than
you are use to. This is not a bad thing, it just means more
energy needs to be committed to this class to earn higher
grades.
100 – 90% =
A (Well Above Expectations)
89 – 80% =
B (Above Expectations)
79 - 70% =
C (Meets Expectations)
69 – 60% =
D (Approaching Expectations)
59 – 50% =
F (Well Below Expectations)
mi = missing
assignment
NOTE: I do not
issue grades lower than 50%, unless cheating was involved. A
grade of 50% most often means the assignment is
missing.
Class
Expectations and
Discipline
When in my class, students are expected and taught to act with
respect to every member of our classroom. When students
respect each other, very few problems occur.
When the need
arises, student discipline tends to proceed as
follows:
First Offense =
Warning and Correction
Second Offense =
Warning, Correction, and Personal Conference
Third Offense =
Detention and/or Call Home
Fourth Offense =
Detention and/or Call Home and/or Referral to Office.
Note: Each
situation is unique, sometimes requiring me to adjust the
process.
Study
Club
I offer study club in room 14 everyday after school except
Thursdays and when family issues arise.
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