A. Schulzki/ P. Blakesley/S. Boyd – PHS (adapted J. Appelhans – PHS) 1 15 August 2018

IBMYP WORLD HISTORY AND UNITED STATES GOVERNMENT - COURSE STORY

Each day, students stand and recite the Pledge of Allegiance to the flag of the United States and to “the republic for which it stands.” What then is a republic? How and why did the United States develop into a republic? Further, what is the role of the citizen that has pledged his or her allegiance? These questions are among the ties that bind together your studies in World History and Government this year. Why do people study history and government? That question in many ways is both very simple and yet very complex. Among the reasons that we study history is that history is essential to individuals – the remembrances of family and friends, a story about a vacation, how the time you broke your arm riding a bike led to a discovery, the smells and sounds of the first time you went to a circus, the first day of school; these all help to define us as individuals and help to tell our story. Societies too have a story, and often times that story is one that has changed over time to lead us to the present. History does NOT teach us to avoid the mistakes of the past – if that were the case we would live in a utopian world. History may help us look to the future, but in reality, history helps us to understand the present. The term history comes from the ancient Greek word historia meaning inquiry, knowledge acquired by investigation. So it is with your IBMYP World History (and IBMYP Government) class. We seek to learn about the past and the present by asking thoughtful questions, and by suggesting educated answers to those questions. The study of World History and Government are NOT about memorizing a series of dates, people and places (though knowledge of those dates certainly will go a long way to produce educated answers). Good historians and political scientists read a variety of sources (primary and secondary), ask questions of the sources including the purpose and value of the source, write persuasively to suggest answers, and are thinking creatively and critically about both the past and the present. The fundamental question that will guide our inquiry in the course is:

How has democratic government developed and changed over time?

That question will be addressed in a number of ways through the courses, by asking further questions including: Why do we study history and what can history teach us? How did military and political power enhance each other? How do important ideas and beliefs change over time, and how do they affect history and the 21st Century? What circumstances make revolution possible? Why are revolutions difficult to sustain? How do our suspicions drive our beliefs and actions? Are people really “capable of establishing good government from reflection and choice, or whether they are forever destined to depend for their political institutions on accident and force?” (Alexander Hamilton, Federalist No. 1) How does republican government function? What is the nature of political compromise? What qualities define a good executive? What is justice? What is the difference between legislation and adjudication? How does the Congress really work?

Major units of study along the way are:

Reading, Writing and Thinking Historically and Politically

Understanding the Constitution: The Development of the American Republic

Executive, Judicial and Legislative Branches of Government

Community and Service

A Mock Congress

The historian Peter Stearns writing for the American Historical Association, suggested that the study of history (and government) provides four attributes that help guide the human condition. The study of both provides moral understanding, provides identity, is essential for good citizenship, and is useful in the world of work in the 21st Century.1 The trip through history and government will be one of discovery, of inquiry, of searching for answers, argumentation, and challenging you to explore difficult and at times controversial topics. As Richard Wunderli of the University of Colorado said,” We should root around anywhere and everywhere for useful information that will help us understand what it means to be human.”2

1 Peter N. Stearns, “Why Study History” American Historical Association http://www.historians.org/pubs/free/WhyStudyHistory.htm. 2 Richard Wunderli, Peasant Fires (Bloomington Indiana University Press, 1992) 4.

A. Schulzki/ P. Blakesley/S. Boyd – PHS (adapted J. Appelhans – PHS) 2 15 August 2018

IBMYP GOVERNMENT AND WORLD HISTORY 2018-19

Instructor: Mr. Anton Schulzki

Office Room 118/119

Office Hours Periods 3 & 6

Phone 328-5054

Email anton.schulzki@d11.org Twitter @MrSchulzki

Web site https://www.d11.org/Page/5586

TEXT: United States Government DESCRIPTION: The focus of the course will be on the development of government in the United States; including the history of the American Revolution and Early Republic. The course demands much of a student’s reading, writing, and thinking skills. Many of the primary sources (written by the people of the time) from the period are dense, and much of the secondary literature (written by historians) is profound. Regardless of previous exposure, students are generally unaccustomed to the mental rigor of studying history, and often find this course to be one of their most demanding. Paying attention in class, doing the homework, and thinking—really thinking seriously about history, government and politics—are necessary to success at this level. The IBMYP philosophy of student-centered learning through the Areas of Interaction is often implicit, and is central to the progression of the course. The ATL skills of thinking, communication, social, self-management and research are essential to the IB continuum of international education. Regardless of whether this is a student’s first year in the Middle Years Program or her/his fourth, all students will become familiar with IB terminology and philosophy.

The nature of individuals and society

MYP individuals and societies encourages learners to respect and understand the world around them and equips them with the necessary skills to inquire into historical, contemporary, geographical, political, social, economic, religious, technological and cultural factors that have an impact on individuals, societies and environments. It encourages learners, both students and teachers, to consider local and global contexts.

The study of individuals and societies helps students to develop their identities as individuals and as responsible members of local and global communities. These explorations of our common humanity are intrinsically interesting, and disciplines in this subject group are filled with potential for creating in students a lifelong fascination with “the human story” as it continues to evolve in an era of rapid change and increasing interconnectedness. Studies in individuals and societies are essential for developing empathy and international-mindedness, including the idea that “other people, with their differences, can also be right” (IB mission statement).

A. Schulzki/ P. Blakesley/S. Boyd – PHS (adapted J. Appelhans – PHS) 3 15 August 2018

AIMS AND OBJECTIVES

AIMS

The aims of all MYP subjects state what a teacher may expect to teach and what a student may expect to experience and learn. These aims suggest how the student may be changed by the learning experience. The aims of MYP individuals and societies are to encourage and enable students to:

•appreciate human and environmental commonalities and diversity •understand the interactions and interdependence of individuals, societies and the environment •understand how both environmental and human systems operate and evolve •identify and develop concern for the well-being of human communities and the natural environment •act as responsible citizens of local and global communities •develop inquiry skills that lead towards conceptual understandings of the relationships between individuals, societies and the environments in which they live.

OBJECTIVES The objectives of any MYP subject state the specific targets that are set for learning in that subject. They define what the student will be able to accomplish as a result of studying the subject. The objectives of MYP individuals and societies encompass the factual, conceptual, procedural and metacognitive dimensions of knowledge. A. Knowing and understanding Students develop factual and conceptual knowledge about individuals and societies. B. Investigating Students develop systematic research skills and processes associated with disciplines in the humanities and social sciences. Students develop successful strategies for investigating independently and in collaboration with others. C. Communicating Students develop skills to organize, document and communicate their learning using a variety of media and presentation formats. D. Thinking critically Students use critical thinking skills to develop and apply their understanding of individuals and societies and the process of investigation.

A. Schulzki/ P. Blakesley/S. Boyd – PHS (adapted J. Appelhans – PHS) 4 15 August 2018

REQUIREMENTS: Your final class grade will come from the following components: Class work This is a broad category, which will include homework, in-class work, group projects, and study guides.

Class work will be worth 10-100 points for each assignment. Essays These will come in two varieties – long form and short form essays. The long form essay will be

approximately 1000-1200 words in length. The short form essay will be approximately 500-850 words in length. You may expect to have up to two essays each quarter. The long form essay is worth 150 points and the short form essays are worth 100 points.

Research Students will engage in a research project during the 2nd semester. The project will require the student Project to research a current issue and to propose a workable government solution to the problem. Further details will follow. Quizzes Quizzes are used at random times to both provide me with feedback about student understanding as well

as help reinforce students’ need to complete homework and study regularly. Quizzes will be worth 10-40 points.

Tests You may expect to have a test for each unit. Tests may be constructed of multiple choice questions, short answer, relevant connections, essay questions or a combination of styles of questions. Tests will be worth 100 points.

Community Service Students will be required to complete one community and service project during the school year. Students

will demonstrate their learning at a Community and Service exposition.. Further detail will follow.

Final Exam Students are required to complete the semester final exam. Failure to take the semester final may result

in a failure for the semester. The final exam may worth 150-200 points. STUDENT EXPECTATIONS: Attendance Policy: Students are to be in class every day unless you have an excused absence. Students will be assigned to one hour of dentition after the third tardy. If a student is tardy, a fourth time they will be assigned two hours of dentition, a fifth time, three hours of dentition. Continued abuse of tardy policy will result in referral to the assistant principals.

Grading and Grades: I will grade major assignments using the IBMYP Humanities Assessment Criteria. Students will continuously track their progress in each area and plan activities to improve their weaknesses. I will grade minor assignments according to various criteria communicated to the students when I assign the respective assignments. Grades will be based primarily on the IBMYP Assessment Rubric. This will be used for ALL major assignments, essays, tests and other assessments. More information will be found in additional handouts and online. Marks from those assignments will be transferred to a traditional gradebook scale: 90%-100% = "A"; 80%-89% = "B"; 70%-79% = "C"; 60%-69% = "D"; below 60% = “F”

A. Schulzki/ P. Blakesley/S. Boyd – PHS (adapted J. Appelhans – PHS) 5 15 August 2018

Homework and Class work: Homework and class work are both important aspects of learning the content required in a history class. Students are expected to complete all assignments that are given by the instructor. All assignments will be collected at the beginning of class. Please note there is nothing known as a late assignment. If the student is legally excused then the district policy of one day of make-up time for every day legally excused will be followed. This policy is NOT the same for long-term projects such as research papers and presentations. Those assignments are due without regard to excused absences and will be clearly designated. Otherwise, it is the student’s responsibility to hand the work in on time and completed. Students may turn homework in electronically via email or other access. Students should use either the student handbook and planner OR their mobile phones to keep track of assignment due dates. Tests and Quizzes: Tests will be announced at least one week in advance, whenever possible. Quizzes will be both announced and unannounced. Students are expected to make-up all quizzes and tests that are missed. All missed quizzes and tests will be made up outside of class time. Students may take tests during free period, study hall, before/after school, or during lunch. It is the responsibility of the student to arrange a time for all make-ups.

Materials Needed: Students are expected to come to class everyday with textbook, notebook, and pens. Students are required to have a three-ring binder to keep notes/handouts/readings and other materials. A thumb-drive or other computer storage device is recommended. No extra materials will be provided! Mobile phones ARE allowed in the classroom for educational purposes only – they should be silenced at all times and may never be on the desk or available during tests/quizzes. Requirements for Written Assignments: All assignments will be completed in INK - and only blue or black ink will be accepted. This includes all tests and quizzes. Homework may be typed if you feel the need. Please be neat in your writing my eyes are bad enough, if I cannot read it - I will not grade it! A History/Government class is a writing class. If you word-process a paper, use a “Spell Checker”! There is nothing worse than a historian who cannot write, they are boring and usually poor since they did not sell enough books. A proper heading should be on your paper in the right hand corner, including your full name or student number and your period number. Please refer to the “Trinity” for all essay assignments – 1) Student number, 2) Period number, 3) Question number. Failure to include these three will result in your paper NOT being graded, and a ZERO grade will be entered. Class Rules:

Be nice: Respect others in the class. Please respect others opinions and point of view. Historians and political scientists need to keep an open mind and tolerate opinions that are different from their own.

Work hard: Come to class prepared and ready to learn and participate.

Make no excuses: Be responsible for your actions. We all have bad days from time to time; be truthful and accept consequences.

Choose well: Life is full of choices. Make good ones! The IB Academic Honesty Policy governs my handling of any academic dishonesty.

A. Schulzki/ P. Blakesley/S. Boyd – PHS (adapted J. Appelhans – PHS) 6 15 August 2018

Policy Acknowledgement Please Cut and Return by 24 August 2018

I have read and understand the policies above. Student: _____________________________________ _______________________________________ Parent/ _____________________________________ _______________________________________

Guardian

Print

Print

Sign

Sign