Title: HistorySocal Studies Department Overview
1History/Socal Studies Department Overview
- 8th grade parents meeting
- Thursday, February 5, 2009
- Stephen Bartlett, Supervisor
- (908) 647-4800 x4816
- sbartlett_at_whrhs.org
2Philosophy
- 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 .
3Four 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
4Four 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
59th 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.
6Criteria for Level Placement
- Last years numerical grade
- Motivation to study history
- Reading level
- Independence of learning
- Research proficiency
- Verbal/auditory skills
- Writing ability
72004 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.
82004 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.
92004 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.
10Why 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.
11World 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?
12World 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
13World Cultures Curriculum
- SECOND MARKING PERIOD
- Complete ASIA unit
- THE MIDDLE EAST geography, ethnic groups,
religions. Struggle between traditional vs.
modern views of society
14World 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
15World Cultures Curriculum
- FOURTH MARKING PERIOD
- LATIN AMERICA European colonization, natural
resources and experiences with democracy
16World 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.
17World 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.
18Sample 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
19Sample 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.
20United Nations
21What 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
22General 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)
23Security 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)
24The 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
25Other 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)
26UN 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
28Conference 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
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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
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31Draft 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)
32Tips 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
33Skill 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
34Expectations for writinghttp//www.whrhs.org
35Skill 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.
36Skill 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.
37Skill 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.
38Skill 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
39After 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.
4010th 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)
4111th 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.
42Electivesall grades
- Twentieth Century in Historic Film
43Electives10th through 12th grades
- Civics and Citizenship
- Facing History and Ourselves
- Holocaust and Genocide Studies
- International Relations The World In The 21st
Century - Sociology
44Electives11th and 12th grades
- Constitutional Law (Honors)
- United States Government and Politics (AP)
- Human Geography (AP)
- Asian History and Culture
- Economics
- Human Relations
45Advanced 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)
46Departmentwww.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)
48Contact
- Mr. Stephen Bartlett
- Department of History/SS
- (908) 647-4800 x4816
- sbartlett_at_whrhs.org