Contemporary World Issues Course Syllabus

Mr. Taylor

 

 

Contact Information

Room: 129

 

Phone: 425-204-4245

Email: jeff.taylor@rentonschools.us

 

 

Course Structure

 

This class is centered on Project-Based Learning (PBL). PBL is an instructional approach built upon authentic learning activities that engage student interest and motivation. These activities are designed to answer a question or solve a problem and generally reflect the types of learning and work people do in the everyday world outside the classroom.

 

PBL is synonymous with learning in depth. A well-designed project provokes students to encounter (and struggle with) the central concepts and principles of a discipline.

 

PBL teaches students 21^st century skills as well as content. These skills include communication and presentation skills, organization and time management skills, research and inquiry skills, self-assessment and reflection skills, and group participation and leadership skills.

 

PBL is generally done by groups of students working together toward a common goal. Performance is assessed on an individual basis, and takes into account the quality of the product produced, the depth of content understanding demonstrated, and the contributions made to the ongoing process of project realization.

 

Finally, PBL allows students to reflect upon their own ideas and opinions, exercise voice and choice, and make decisions that affect project outcomes and the learning process in general.

 

In addition to PBL, this course utilizes Visual Thinking Strategies (VTS). VTS is a teaching method that improves critical thinking and language skills through discussions of visual images.

 

VTS engages learners in a rigorous process of examination and meaning-making through visual art while measurably increasing observation skills, evidential reasoning, and speculative abilities.

 

VTS engenders the willingness and ability to find multiple solutions to complex problems through facilitated discussion. Such a method enables students to practice respectful, democratic, collaborative problem-solving skills that over time transfer to other classroom interactions, and beyond.

 

For more information on PBL and VTS, visit www.bie.org and www.vtshome.org respectively.

 

This course is a This course is going to feature all kinds of instructional strategies including small group work, Socratic seminars, debates, moral dilemmas, student teaching, guest speakers, discussion, inquiry lessons, jigsaw, deliberate discussions, etc. Students will take responsibility for their own actions and allocate their time efficiently: keeping up with the readings, doing all of the assignments, approaching me with any questions, handling make-up work, and playing an active role in your education. One of my many goals is to take the focus from counting points and squabbling over letter grades. This course is about acquiring knowledge, challenging oneself, developing life skills, and discovering a passion for learning through history. In the end the class is truly about how you choose to see the world…Choice is powerful, so choose wisely.

 

Required Materials

1. Pens…I hate pencils with the fiery passion of 1000 suns. They are antiquated math sticks
2. Everything we do in on the computer, one will be provided for classroom use

 

 Hazen Core Beliefs:

We pride itself on our focus on character education.  When referring to classroom expectations there is no need to go beyond our core beliefs: Pride, Unity, Achievement, Equity, Excellence & Service.

Course Goals: By the end of this course you will have

• Taken a greater responsibility for your learning
• Demonstrated the ability to write clearly, concisely and critically
• Find your voice and be prepared to use it- you will need it
• Developed an understanding of how politics, culture, religion and economics interrelate
• Cultivated the ability to critically analyze historical documents and developments
• Developed a sense of historical-mindedness or thinking historically
• Cultivate 21^st Century skills needed for the future

 

Keys to Success: There are several keys to success for this course. They are also vital life skills.

Accepting the challenge: You are in school to learn and the only way to accomplish that is to challenge yourself. As a teacher, I am not doing my job unless your students are placed outside of their academic comfort zones and forces to face weaknesses in an effort to improve. CHOOSE GLORY OVER COMPLACENCY.

Handling stress: You are going to experience stress and frustration.  It is a natural part of the learning process and life.  The object is to learn how to handle these feelings, knowing when to seek help and how to approach it, and persevering through it all to become a stronger student and person. Do not give in to panic. Talk to me first. Don’t panic until I tell you it is time to panic

Preparation: You absolutely will not be successful or be able to follow what is going on in class if you are not prepared.  Allocate your time and do not procrastinate. This is a discussion-based class, so your attention is a must. So, preparation includes getting sleep and eating food.

Mind Set: Too many students psych themselves out by focusing on the negative or stacking up any number of tasks against them.  Remember this will be hard work, but not as much as it will be time-consuming.  If you spend more time doing the work than thinking or complaining about doing the work you will be better off.  Apply yourself, manage your time and put in the time.

Following Directions: The direction are the treasure map to an easy A. They tell you exactly what to do and the quickest route to getting it done. Utilize them and ask questions. Many students will lose points because they decide to ignore the directions and guess at what is expected.

Communication: Communication is everything.  Students must be willing to seek help if they are confused or clarification if they have a question from their teacher, parents, fellow classmates, etc.  Students should also feel comfortable approaching their teachers, parents or administrators if there are any problems inside or outside of the classroom. This class lives online. Use the forums to ask me or your classmate's questions.

Assessments: Assessment in the class is going to vary.  It is a part of my educational philosophy that I should diversify my instruction to cater to an audience of students who learn in different ways.  This carries over into assessment in that each student is going to be given the opportunity to assess through their strengths and also work on their weaknesses.  So, assessments will not always be the same. 

Extra Credit Opportunities: Students will have the opportunity to earn up to 50 points of extra credit per semester by either reading a book from the reading list or watching movies from the movie list and following the established guidelines for reporting on the source and its significance.  Guidelines are available upon your request. .

Classroom Participation: Classroom participation is very important to the success of this course as a whole. My objective is to call on every student, every day. In fact, often times student voices will be more prevalent than the teacher’s voice. This course spans over roughly 5525 years in 180 days (not counting snow days and testing).  The allotment of participation points is up to the discretion of the teacher and represents a meaningful portion of your grade.

Miscellaneous Policies: ~Cell phones, will be placed in the attendance cubby (The pouches by my desk) at the beginning of class. I will allow time at the end of class for you to retrieve them. They will need to stay there unless you have been instructed by Mr. Taylor to use them during the .activity.

Plagiarism & Cheating: Plagiarism and cheating are unacceptable and will result in a call home and a zero on the assignment.  Several papers will be turned in electronically through www.turnitin.com, an anti-plagiarism internet site. Please help me to encourage students to talk with the teacher before resorting to cheating.

Attendance & Tardies: The school’s policy on attendance and tardies is clearly detailed in the student handbook. Student learning is negatively affected if he or she has excessive absences. In addition, a student walking into class late is disruptive, counterproductive and disrespectful whether intended or not

Contact Information: The easiest way to contact me is by email. I embrace a partnership with parents and look forward to establishing a line of communication.  In fact, parents can actually join the class on Canvas. You would receive all of the class updates, assignments, announcements, and grades in real-time.

Late Policy: If a student misses a test, he or she must make that test up before the next test. This puts the responsibility on the student. Assignments will be downgraded a letter grade for each of the first three days and given a zero after the third day late unless previously discussed with the teacher. Students should communicate with the teacher in advance for an extension. This policy is consistent with the Social Studies Department at Hazen High School. That being said…TALK TO ME if you know something cannot be completed on time. It is an actual adult life skill. Treat me like a person and I promise to do the same to you.

Personal Tutor: Students will experience stress and some difficulty when they are being challenged. This is an intentional component of any challenging course. Learning how to handle stress or problem-solve difficulties are essential life skills that can only be learned through experience. With that being said, when things are difficult come and see me. I am not nearly the Bond Villain that I am made out to be.

WARNING: Some topics discussed in history are controversial, deal with morals and religion, involve political views, or tackle racism, sexism, or homophobia. I want to be very clear that at no point am I sharing my own views on these matters or influencing students one way or the other. I am the least important person in the room.  My role is simply to facilitate conversations, helping students to understand issues, so they can develop educated opinions on topics that have affected people in the past and today. Most of history involves humans disagreeing and as students of history, we must analyze issues to understand the actions and motives of those who lived in the past and present. In addition, it is paramount to model that there are multiple sides to every issue and the only way to have an educated opinion is to understand the views of those on both sides. Communication is the foundation of our educational experience so please contact me with any concerns (sooner than later).

 

 

 

Classroom Policies

 

Students should familiarize themselves with the policies, procedures, and consequences outlined in the HHS Student Handbook (The green one). All policies will be followed in this class, in particular those related to tardies, electronic devices, academic dishonesty, make-up work, dress code/ID, and behavior.

 

Grading Policy

 

Students will be assessed during and at the end of each project. Grades are based on total points although final exams are cumulative and equal to 15% of the semester grade. All students are required to take the fall semester final;

 

Modules of Study

 

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Unit 1: Human Rights/Social Justice   Unit Description/Objectives: A Social Justice/Human Rights framework is a way of identifying issues of unfairness and inequity while illuminating freedom and possibility for all.  It pays primary attention to how people, policies, practices, curricula, and institutions may be used to liberate rather than oppress those least served by national and international decision-making. During the course of this unit, students will look at Social Justice/Human Rights issues and how they play out within the global community.  Using historical context, students will analyze issues of Social Justice/Human Rights in regards to race, gender and socio-economic levels as well as trade (national and international), geography, environmental issues, and cultural relevancy.  Students will understand the development of human rights on an international stage and how human rights issues can affect the interaction of national groups.    Essential Questions/Objectives: ·         What is social justice/human rights? ·         To what extend does power or the lack of power affect individuals and groups? What is oppression and what is the root cause? ·         How do power structures of governments, politics, religion and society take away power from oppressed groups and how do they empower? ·         What are the major developing issues of injustice within our nation and the world and what can be done to respond to and prevent them? ·         What has been the historical response of the United States to internal and International SJ/HR issues? ·

Standards addressed: Civics 1.1.1 - Analyzes and evaluates the ways in which state and U.S. Constitutions and other fundamental documents promote key ideals and principles. Civics 1.1.2 - Evaluates how well federal, state, and local court decisions and government policies have upheld key ideals and principles in the United States. Civics 1.2.2 - Evaluates the effectiveness of federalism in promoting the common good and protecting individual rights, and the system of checks and balances during a particular administration, court, Congress, or legislature. Civics 1.4.1 - Analyzes and evaluates ways of influencing local, state, and national governments and international organizations to establish or preserve individual rights and/or promote the common good. Geography 3.1.2 - Evaluates the complexities of regions and the challenges involved in defining those regions. Geography 3.2.2 - Analyzes and evaluates the social and political factors affecting cultural interactions. History 4.2.1 - Evaluates how individuals and movements have shaped contemporary world issues. History 4.2.2 - Analyzes how cultural identity can promote unity and division.

Assessments: Identify and discuss the most pressing SJ/HR issue currently facing our nation and/or world today. Analyze a human rights issue and present in multiple different ways (blog, podcast, PSA) how this issue should be solved.

 

 

 

 

Unit 2: Conflict, Compromise, and Resolution   Unit Description/Objectives: When you’re faced with significant competing ideas/interests, is it better to be right or to make things work? This unit focuses on conflicts, first at the global level but also on the local or personal level. It analyzes the root causes of these conflicts and investigates approaches to compromise and resolution. Conflicts studied may be topics introduced previously this year, on-going global conflicts, or what is most pressing in the current day. As a culminating idea, the unit focuses on how compromise and resolution can be found for complex conflicts.  Essential Questions/Objectives: ·         What are the causes of conflict (on a global scale, within a nation, or at the local or individual level) and how does conflict play out? ·         How has a particular conflict changed and evolved over time? How has technology changed conflicts? ·         What possible outcomes (compromise, solution, or increased conflict) could arise from these conflicts? ·         How might compromises/solutions look to those involved and those who are just observers? ·         How can finding resolution/compromise be made a priority and help those in conflict come to an equitable solution?

Standards addressed: History 4.2.1 - Evaluates how individuals and movements have shaped contemporary world issues. History 4.2.2 - Analyzes how cultural identity can promote unity and division. History 4.3.1 - Analyzes the motives and interests behind an interpretation of a recent local, state, national, or international event. History 4.3.2 - Evaluates the ramifications of mono-causal explanations of contemporary events in the world. History 4.4.1 - Evaluates positions on a current issue based on an analysis of history.

Assessments: Students identify and analyze a current conflict (either global, local, or personal) by identifying the root causes of the conflict and events that have impacted the conflict. Students then identify possible solutions to this conflict and advocate for one approach to compromise and resolution, using evidence to support their position.