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HistorySocal Studies Department Overview

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How do social structure and ethnocentrism influence daily life? ... Mini-simulations (one day) take place in the classroom to practice the ... – PowerPoint PPT presentation

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Title: HistorySocal Studies Department Overview


1
History/Socal Studies Department Overview
  • 8th grade parents meeting
  • Thursday, February 5, 2009
  • Stephen Bartlett, Supervisor
  • (908) 647-4800 x4816
  • sbartlett_at_whrhs.org

2
Philosophy
  • History/Social Studies educators are entrusted
    with the responsibility of providing Americas
    youth with the knowledge, skills and perspectives
    to be responsible, civic-minded citizens.
  • Through the study of history, political science,
    economics and geography, we promote
  • conflict resolution
  • creative and ethical decision-making
  • communication through writing and speech
  • the imperative to play an active positive role in
    society .

3
Four Goals of Social Studies Education
  • Content knowledge
  • Who, what, when, where, how. why?
  • Politics, society, geography, economy
  • Communication skills
  • Expository and technical writing
  • Oral/verbal presenting

4
Four Goals of Social Studies Education
  • Critical Thinking
  • Interpreting sources and understanding rhetorical
    positions
  • Practice/rehearsal of making personal decisions
    through simulation or research
  • Social Action
  • Determining role of self in society
  • Learning how to carry out personal mission

5
9th grade World Cultures
  • All students take this course.
  • It is offered on every ability level.
  • The curriculum is the same for every ability
    level.
  • Levels help teacher to differentiate objectives
    and methodologies.
  • It is supported by the New Jersey standards.

6
Criteria for Level Placement
  • Last years numerical grade
  • Motivation to study history
  • Reading level
  • Independence of learning
  • Research proficiency
  • Verbal/auditory skills
  • Writing ability

7
2004 NJ Core Content Standards
  • 6.1 All students will utilize historical
    thinking, problem solving, and research skills to
    maximize their understanding of civics, history,
    geography, and economics.

8
2004 NJ Core Content Standards
  • 6.3 All students will demonstrate knowledge of
    world history in order to understand life and
    events in the past and how they relate to the
    present and the future.

9
2004 NJ Core Content Standards
  • 6.5 All students will acquire an understanding
    of key economic principles.
  • 6.6 All students will apply knowledge of
    spatial relationships and other geographic skills
    to understand human behavior in relation to the
    physical and cultural environment.

10
Why study World Cultures?
  • To understand the diverse cultures of the world.
  • To develop basic History/Social Studies concepts
    to prepare students for future courses.
  • To make good decisions about relating to other
    cultural practices in the workplace and in the
    community.

11
World Cultures Curriculum
  • FIRST MARKING PERIOD
  • INTRODUCTION What is culture? Difference
    between traditional, market and planned
    economies? How do social structure and
    ethnocentrism influence daily life? To what
    extent are world governments pluralistic or
    totalitarian?

12
World Cultures Curriculum
  • FIRST MARKING PERIOD (continued)
  • ASIA Geography, ethnic groups and religions.
    Is the 21st century the Asian century?
  • Focus on the Indian subcontinent, China, Japan
    and Southeast Asia

13
World Cultures Curriculum
  • SECOND MARKING PERIOD
  • Complete ASIA unit
  • THE MIDDLE EAST geography, ethnic groups,
    religions. Struggle between traditional vs.
    modern views of society

14
World Cultures Curriculum
  • THIRD MARKING PERIOD
  • Complete MIDDLE EAST unit
  • AFRICA Geography, ethnic groups, imperialism
    and concepts of spirituality. Will African
    governments and societies embrace modernity in
    order to overcome economic and social dilemmas?
  • Focus on sub-Saharan Africa

15
World Cultures Curriculum
  • FOURTH MARKING PERIOD
  • LATIN AMERICA European colonization, natural
    resources and experiences with democracy

16
World Cultures Model United Nations Project
  • All levels
  • Objective students will be able to use learning
    about culture, geography, resources and politics
    to devise solutions to modern problems in a
    meaningful, authentic context.
  • Year-long project
  • Enduring understanding solutions to world
    problems requires complex, creative thinking and
    the consideration of multiple points of view.

17
World Cultures Model United Nations Project
  • Students are assigned countries in October.
  • Mini-simulations (one day) take place in the
    classroom to practice the application of learned
    ideas to a real regional problem.
  • Brief position papers are assigned in the spring.
  • A country scrapbook is completed in April.
  • The simulation takes place in early June.
  • Assessment is differentiated throughout the
    project. Training is given in class by
    individual classroom teachers.

18
Sample M.U.N. topics
  • Darfur refugees
  • Nuclear weapons in Iran and North Korea
  • Global warming
  • Free trade agreements/fair trade
  • State-sponsored terrorism
  • Kashmir
  • Drug trafficking
  • Poverty food and medical aid

19
Sample M.U.N. crisis
  • To Secretary General Ban Ki-moon
  • From United Nations Headquarters
  • RE Chinese crackdown on Memorial Service
  • Chinese government troops fired on unarmed
    civilians in two separate commemorative
    demonstrations of the anniversary of the
    Tiananmen Square massacre. One march took place
    in the same location as the original site of
    violence in Beijing, while the other took place
    in Hong Kong.
  • Chinese dissident Hu Zhang is reported to have
    died in custody of the Chinese police who
    announced his suicide yesterday. A Chinese
    government official revealed that he had been
    despondent since his arrest on Monday. The Hong
    Kong based information Center for Human rights
    and the Movement for Democracy in China accused
    the government of executing Zhang as a warning to
    other pro-democracy demonstrators.
  • The Chinese state news agency released a
    statement warning to other nations to stay out of
    their affairs, citing national sovereignty and
    internal security.

20
United Nations
21
What Is the United Nations (UN)?
  • The UN is an organization of 192 nations
  • The countries work together to
  • Maintain peace and stability
  • Protect human rights
  • Fight disease, poverty, drug trafficking and
    terrorism
  • Protect the environment
  • Maintain communications and transportation
  • United Nations, 2007, UN in Brief, UN Web
    Services Section, Dept. of Public Information,
    http//www.un.org/Overview/uninbrief/index.html

22
General Assembly
  • One representative from each of the 192 nations
    meet regularly (annual sessions from September to
    November) to discuss the most pressing global
    issues
  • They make decisions that provide moral guidance
    for the nations of the world (A global conscience
    of sorts)

23
Security Council
  • Made up of 15 member nations
  • 5 permanent China, France, Russian Federation,
    United Kingdom and the United States
  • 10 other rotating nations elected by the General
    Assembly for 2 year terms.
  • Maintain peace and security
  • Meet anytime peace is threatened
  • Decisions are carried out by all UN members
  • Decisions must have 9 of 15 yes votes
  • Permanent members have veto power (can override
    votes)

24
The Security Councils Path to Peace
  • Secure a cease-fire (if fighting exists)
  • Explore peaceful methods of conflict resolution
    such as but not limited to
  • Mediation
  • Economic Sanctions
  • Arms embargo
  • Unified military actions by member nations
  • Determine cause of conflict and establish
    solution for long-term peace

25
Other Components
  • Economic and Social CouncilCollaborates with
    non-governmental organizations to establish
    economic and social security
  • International Court of Justice 15 Justices
    decide independently as arbitrators. Nations
    must agree to participate but if they do they
    must comply with decision.
  • Secretariat- Administrative body (7500 people)
  • Trusteeship Council (inconsequential)

26
UN System
  • 13 Independent organizations that work for world
    peace and stability.
  • Examples
  • United Nations Childrens Fund (UNICEF)
  • World Health Organization (WHO)

27
  • A set of procedures and rules help keep the UN
    general assembly meeting orderly
  • Representatives of countries must seek the
    presiding officials permission to speak
  • A standard speaking format is followed

28
Conference Elements
  • Formal Debate
  • Speaker list determines order in which you speak
  • Limited Time (can be changed by motion)
  • Amendments and resolutions to issues are proposed
    and voted (majority to pass)
  • Moderated Caucus
  • Motion to break from formal debate.
  • Place cards are raised in order to speak
  • Helps facilitate discussion

29
Opening Speech
  • First, you should thank the presiding official by
    saying "Thank you Mr./ Madame/ Honorable Chair/
    President"
  • Then begin by providing a brief history on the
    issue as it relates to your country.
  • Speak about how the issue is currently affecting
    your country.
  • Provide your country's position on the issue.
    Include an explanation for your countrys stance,
    such as economic or security concerns or
    political or religious ideology.
  • You may choose to give an explanation of how your
    country's position relates to the positions of
    other member states such as the major powers or
    countries in your regional bloc.
  • You should discuss some of the past actions taken
    by the UN, member states and NGOs to address the
    issue.
  • Present ideas for a resolution, stressing your
    countrys objectives for the resolution.
  • Talk about the role that NGOs or regional
    organizations have to play in addressing the
    issue.
  • Indicate to the committee members whether your
    country is willing to negotiate
  • United Nations Association of the United States
    of America, 2007, Public Speaking,
    http//www.unausa.org/site/pp.asp?cfvKRI8MPJpFb
    457149

30
Speech During a Debate
  • Again, you should thank the presiding official by
    saying "Thank you Mr./ Madame/ Honorable Chair/
    President"
  • Encourage collaboration among member states by
    proposing ways that your country would be willing
    to work with other member states.
  • By referencing what other delegates have said,
    you can show support for your allies or indicate
    which proposals your country does not favor.
  • Present ideas for draft resolutions.
  • Explain why your country does or does not support
    other draft resolutions.
  • United Nations Association of the United States
    of America, 2007, Public Speaking,
    http//www.unausa.org/site/pp.asp?cfvKRI8MPJpFb
    457149

31
Draft Resolutions
  • Written proposals to address issues
  • One long sentence, separated by comas, that
    contains
  • Heading (Draft , Issue and Names of Authors)
  • Preamble and operative section -- establish the
    issue and proposed resolution (problem and
    solution)

32
Tips for Success
  • Be informed about your country
  • Be informed about your country
  • Be informed about your country
  • Know the procedures
  • Participate but do not dominate
  • Dress professionally
  • Collaborate

33
Skill sets writing
  • Students learn the writing process and work
    towards improving their expository writing.
  • Five-paragraph essays are assigned and students
    are coached for improvement.
  • A common writing rubric is now being used to
    evaluate work.
  • A research project is assigned in the spring to
    help students learn how to critically examine
    primary sources

34
Expectations for writinghttp//www.whrhs.org
35
Skill sets organization
  • Students are taught metacognitive and
    organizational strategies to help with the
    transition from middle school to high school
  • Teachers require the use of an organized notebook
    and check it for accuracy and completion.

36
Skill sets formal assessment
  • Students become detail-oriented through note
    taking, critical reading, and review assignments.
  • An emphasis on depth, rather than breadth,
    accentuates the difference between middle school
    and high school.
  • Review sheets and extra help sessions support
    this process and clearly communicate expectations
    to the students.

37
Skill sets critical thinking and cooperation
  • Students are placed in first-person scenarios
    to learn about conflicts, controversial issues
    and decision-making in a historical context.
  • Group projects are assigned and teachers
    reinforce cooperative skills through modeling,
    careful observation and coaching.
  • The student is at the heart of the
    learningstudents opinions and views are
    solicited and welcomed as part of the learning
    process.

38
Skill sets social action
  • WHRHS teachers actively reinforce learning
  • through their extracurricular organizations
  • Peer Leadership
  • Model United Nations
  • Diversity Club
  • Asian Culture Club
  • Junior Statesmen of America
  • Free the Children
  • Model Congress
  • Mock Trial

39
After 9th grade
  • A diverse core-curriculum continues towards
    achievement of our goals.
  • An extensive elective program gives students the
    further opportunity to pursue interests at a
    variety of levels.

40
10th grade
  • 80 of WHRHS sophomores take Modern European
    History as an elective.
  • The course builds on ancient, medieval and modern
    history learned in World Cultures.
  • Students continue to focus on primary source
    analysis and expository writing skills.
  • Students may also elect to take Civics and
    Citizenship, an exciting, hands-on course about
    the law, government and public policy (open to
    ALL LEVELS)

41
11th and 12th grades
  • 11th graders study United States history through
    1898
  • 12th graders study 20th century United States
    history
  • The courses are offered at all ability levels.

42
Electivesall grades
  • Twentieth Century in Historic Film

43
Electives10th through 12th grades
  • Civics and Citizenship
  • Facing History and Ourselves
  • Holocaust and Genocide Studies
  • International Relations The World In The 21st
    Century
  • Sociology

44
Electives11th and 12th grades
  • Constitutional Law (Honors)
  • United States Government and Politics (AP)
  • Human Geography (AP)
  • Asian History and Culture
  • Economics
  • Human Relations

45
Advanced Placement
  • Modern European History (10th grade)
  • United States History (12th grade)
  • United States Government and Politics (11th or
    12th grade)
  • Human Geography (11th or 12th grade)
  • Students may elect to take other examinations and
    prepare through independent study with faculty
    (by approval of supervisor)

46
Departmentwww.whrhs.org/academics/historyTeach
er websiteswww.whrhs.org/phone.cfm
  • Online curriculum
  • Teacher websites and profiles
  • Summer programs, institutes and opportunities
  • Research links, websites and databases for
    student use

47
(No Transcript)
48
Contact
  • Mr. Stephen Bartlett
  • Department of History/SS
  • (908) 647-4800 x4816
  • sbartlett_at_whrhs.org
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