Annapolis High School International Baccalaureate Diploma Programme

2018-2019 Syllabus

Alice Draytonadrayton@aacps.org

Portable 3Planning: 2A/3B

The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through

intercultural understanding and respect.

Nature of IB History:

The study of History is far more than the memorization of names and dates from the past. Students of History should learn that study of the discipline depends on the posing of questions without providing definite answers. In order to understand the past, students must engage with it through exposure to primary resources and the work of historians, while constantly analyzing and evaluating resources critically. At the same time, the study of History requires and depends on an individual’s understanding of and empathy for, people living in other periods and contexts.

IB Diploma Programme History provides both structure and flexibility, fostering an understanding of historical events in a global context. It requires students to make comparisons between similar and dissimilar solutions to human situations, whether they are political, economic, or social. It invites comparisons between, but not judgments of, different cultures, political systems and traditions. The international perspective in the IB Diploma Programme History course provides an excellent foundation for the promotion of international understanding and intercultural awareness necessary to prepare students for global citizenship. Above all, it fosters respect and understanding of people and events in a variety of cultures throughout the world.

Aims of IB Diploma Subject:The primary aims of the 2 year IB Diploma Programme History course are as follows:

1. To promote an understanding of History as a discipline, including the nature and diversity of its sources, methods and interpretations.

2. Encourage an understanding of the present through critical reflection of the past.3. Encourage an understanding of the impact of historical developments at national,

regional and international levels4. Develop an awareness of one’s own historical identity through the study of historical

experiences of different cultures.

IB Subject Course Outline: The IB Diploma Programme History is a two year course of study, which consists of a core curriculum that includes a prescribed subject and topic of units, and a regional study. For the purpose of Annapolis High School History course, our core curriculum will focus on History of Africa and the Middle East and Issues of 20th Century World History. The breakdown of the first year of this two-year IB History course will be as follows:

History of Africa and the Middle East (IB History 1)I. Ottoman Empire from the early 19th to the early 20th centuryThis section focuses on developments in the Ottoman Empire both internally and externally. The condition of the declining empire meant that there was great interest in the region. It also meant that there was demand for change within Turkish and Ottoman lands. This section also focuses on the extent to which the Ottoman Empire changed over the course of the 19th and early 20th centuries.

II. War and Change in the Middle East 1914-1945This section focuses on the impact of the First World War in the Middle East and North Africa, including consideration of the post-war territorial and political settlements in the region. The question of the Palestine Mandate – including British administration and policies, and the origins and development of the Arab-Jewish dispute up to 1945 is a particular area of focus.

III. African Politics from Decolonization to 2005This section focuses on social, cultural, and political developments in Africa in the 20th century. It explores the impact of colonialism on African society following independence from European control. This unit will explore two case studies (Nigeria and Rwanda) in detail to illustrate historical themes experienced in the revolutionary period following decolonization.

IB Course Materials:Text: Tukey A Modern History by Eric ZurcherHistory of Europe and the Middle East by Oxford University Press Supplemental readings made available when needed

Supplies: RED 3 ring binderPencil pouch in binder 5 pack thin tipped multi colored sharpie markersSharpened pencilPen2 pack highlighters (thin)Lined paperDividers

What the Student will do to be successful:1. Come to class with required supplies and ready to be an active participant in the learning

process. 2. Complete all assignments as required. 3. Review and synthesize classroom notes, activities, and assignments frequently to help

prepare for upcoming assessments and to internalize learning.

4. Be on time! Being tardy makes stops the whole class and is very disruptive.What Parents Can Do to Support the Student:

1. Ensure that the student has supplies and that they complete homework and study for tests.

2. Encourage the student to seek additional help when it is needed. 3. Check ParentConnect regularly to monitor student grades.4. Contact teacher with any questions about assignments, grade, or other issues in a timely

manner.

Grading/Assessment:Grades earned will reflect each student’s mastery of international standards pertaining to IB History. A minimum of 9 separate assignments exclusive of homework and quarterly assessments in the following categories will be used to report student grades. A minimum of 4 assignments/assessments are required in each grading category with the exception of the quarterly assessment.

Grading Categories

Category Percentage of Overall GradeContent Knowledge/Class Projects/Homework - Reading assignments, Reading quizzes, SQ&ID

20%

Writing/Analysis Skills -- Paper 3 Writing prompts, Reading responses, OPCVL, Reflections

20%

Assessments/Projects 50%Quarterly 10%

Content Knowledge/Class Projects/HomeworkThis category will show evidence of students keeping up with reading assignments, homework assignments and is formulating an understanding of content of class. This category also includes any number of activities done in class, emphasizing the process of problem-solving and thinking critically about that days subject focus.

Writing/Analysis Skills This category will show evidence that students are developing writing skills and advancing in their ability to organize and present their thoughts. It requires development of not only skills but a sharpening of the ability to critically analyze information.

AssessmentsThis category will include more formal assessments designed to gauge how well students understand the course content covered. All assessments come from former Paper 3 Questions and aim to prepare students for the IB Exam.

Minimum GradeA minimum grade of 50% will be given for all assignments or assessments for which the student made a good faith effort, as determined by the teacher. If a student does no work on an assignment or assessment, the teacher shall assign a grade of zero. No grades of between 0% and 49% will be recorded in the gradebook.

Cell Phone Expectations:Put your cell phones away!

IB History relies on active and consistent participation in class discussion, collaboration with peers, and interaction with the teacher and classroom materials. Cell phones distract and detract from all of these activities. As a social studies teacher, it is my job to teach you content and social skills. Unless instructed to use, the phones will not add to your learning experience. Furthermore, it is rude and distracting (social skills) to be on the phone while I am trying to teach. If use of the phone is emergent, please step outside. Under no circumstances should you ever post a picture of anyone in this classroom on social media without their permission. Students are not to have earbuds in during class.

Sometimes, students take pictures of notes if the teacher goes too fast. Please make me aware if this is the case.

Attendance/Tardiness:

It is expected that you will attend all class meetings. It is the Annapolis High School expectation that all students will be on time. The policies for the tardy table will be followed. It is disruptive to all students for someone to enter late. Please do not be tardy to class.

If you are absent, it is your responsibility to contact Mrs. Drayton at adrayton@aacps.org prior to an expected absence and as soon as possible in the event of unexpected absences. Having a fellow student tell Mrs. Drayton you will be absent is not sufficient. You are responsible for making arrangements to complete any missed work.

Parent Notification:Parents will be notified at least three weeks prior to the end of a marking period if a student is currently earning a failing grade. At any time, parents may check parentconnect.aacps.org to see their student’s grade. Please contact the guidance office if you do not already have a login.

Late Work:Turn all work in when due. If you have a reason that the work must be late please meet with me prior to the due date of the assignment in question.

Students are expected to complete assignments, in full, to the best of his/her ability and students should take advantage of tutoring and teaching opportunities so that the student can submit his/her best work. Late assignments are penalized 10% for each day it is late up until five school days (not A/B days). After five school days, the assignment becomes a zero and may not be submitted for a grade.

When a student is absent, it is the student’s responsibility to get the make-up work. The student will be allotted the same number of days equal to the number of days absent to make-up work.

Opportunity for Mastery/Redo’s:Consistent with Anne Arundel County Board of Education policy on grading, students who have not yet met mastery standards shall have one additional opportunity to improve their scores on 3 assignments of their choosing with the exception of homework, some multi-component research papers/projects, quarterly assessments, and assignments due during the last week of the marking period. Teacher facilitated re-teaching is recommended before a student uses his or her opportunities for mastery (re-do) but is not required. Students must complete and submit re-do assignments within 10 school days of receiving returned original graded work and the highest score earned will be recorded. For re-dos, the teacher may elect to create an alternative assessment that measures student mastery of the same content standards. After an opportunity to re-do for mastery has been submitted, the higher grade will be the grade of record.

Recording of Grades and Communication with Parents:Per AACPS regulation, all grades, with the exception of lengthy assignments such as projects and extended writing assignments, will be entered into Parent Connect within one week of assignment submission. Parents can check Parent Connect regularly to monitor student grades.

Academic Integrity:Annapolis High School emphasizes personal, social, and technical academic integrity by ensuring that student work, either individual or collaborative, is valued and others’ work is appropriately acknowledged. Academic dishonesty is a violation of the Code of Student Conduct. Students will receive discipline consequences and will receive a zero for any incidents of academic dishonesty.

Behavioral Expectations:Annapolis High School students, staff, and visitors will make a pledge and commitment to their school and its mission. In doing so, students show respect for themselves, learning, others, and property.

Self

● Be prepared● Use appropriate school language● Have respect for yourself● Try your best!● Have a “Can Do” Attitude!

Others

● Listen when others are talking● Participate in class activities● Use language appropriate for school● Avoid conflict in class● Offer and accept constructive criticism

Learning

● Come to class daily and on time● Bring all required materials

Property

● Keep an organized notebook complete with quality notes

● Participate in class● Study for tests and quizzes by

doing practice problems● Ask for help when needed● Follow instructions and stay on task● Complete all assignments on time

● Keep your space clean● Stay in your seat and keep the desk clear

Grading Rubric for AssessmentsIB History is an IB Diploma Program class that utilizes IB markbands (rubrics) and markschemes for grading all assessments. An IB rubric will be attached to each assessment in this class and students will scored based on their final product. Below is the IB Paper 3 rubric that will be used for all Quarterly Assessments.

Name:

Class Period:

Please sign below to indicate that you have read and understood the course syllabus for IB History

Student signature: __________________________________________________________________________

Student email: ______________________________________________________________________________

Parent/Guardian signature: ___________________________________________________________________

Parent/Guardian phone: _________________________________________________________

Parent/Guardian email:______________________________________________________________________

Do you prefer text or email? _________________

Questions?

Helpful information?