HistorySocal Studies Department Overview

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History/Socal Studies Department Overview

• 8th grade parents meeting
• Thursday, February 5, 2009
• Stephen Bartlett, Supervisor
• [phone] x4816
• sbartlett_at_whrhs.org

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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 .

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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

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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

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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.

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Criteria for Level Placement

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

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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.

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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.

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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.

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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.

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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?

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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

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World Cultures Curriculum

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

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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

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World Cultures Curriculum

• FOURTH MARKING PERIOD
• LATIN AMERICA European colonization, natural
  resources and experiences with democracy

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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.

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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.

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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

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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.

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United Nations
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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

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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)

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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)

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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

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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)

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UN System

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

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• 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

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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

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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

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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

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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)

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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

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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

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Expectations for writinghttp//www.whrhs.org
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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.

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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.

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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.

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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

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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.

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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)

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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.

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Electivesall grades

• Twentieth Century in Historic Film

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Electives10th through 12th grades

• Civics and Citizenship
• Facing History and Ourselves
• Holocaust and Genocide Studies
• International Relations The World In The 21st
  Century
• Sociology

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Electives11th and 12th grades

• Constitutional Law (Honors)
• United States Government and Politics (AP)
• Human Geography (AP)
• Asian History and Culture
• Economics
• Human Relations

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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)

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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

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Contact

• Mr. Stephen Bartlett
• Department of History/SS
• [phone] x4816
• sbartlett_at_whrhs.org