Course Syllabus

During the first week of school, students were given a paper which gave some detailed information about me, the course, and the general breakdown of the rules and procedures and grading. Students are regularly reminded (especially on the days leading up to a test) that the tests count for 50% of their grade because it usually reflects how much information they had retained. The daily work counts 20% and should serve as review and repetition of the material presented in class. Quizzes count 30% and give the students an indication of their comprehension and the areas that need more review before the major tests. Nightly homework involves students re-reading their notes and/or re-viewing the weekly power points on Canvas. These are intended to break down the vast material in the textbook into bite-size chunks that are more easily digested. :) 

Please call me at 912-429-8042 to schedule a conference in order for me to show you the tests in comparison with the notes, quizlets, videos, and study guide materials that the students receive prior to test time. I am very interested in helping students develop better actual study habits and am always available for tutoring at a student or parent's request. As a parent of 3, I understand the challenges of monitoring cell phone use, internet time, social media, and all the multitudes of distractions that our children face today. Numerous resources exist that can give helpful pointers and support for families struggling with the addictive and distracting nature of electronic devices in the hands of adolescents. I would be more than happy to assist you if you are interested. Thank you as always for your support.

 

COURSE OUTLINE

Periodization 1: 

Foundations (5,000 BC-600 AD)

   Unit 1: River Valley &

Classical Civilizations

   Unit 2:  Greece & Rome

Periodization 2: 

Post-Classical Era  (600-1450)

   Unit 3:  Islam & Africa

   Unit 4:  Byzantine Empire

& the Middle Ages

   Unit 5:  Americas, China,

& the Mongols

Periodization 3:  Transition to

the Modern World  (1450-1750)

   Unit 6:  The Renaissance

& Protestant Reformation

   Unit 7:  Exploration &

Scientific Revolution

Periodization 4: 

Early Modern Era  (1750-1914)

   Unit 8:  The Middle East,

Japan, & China

   Unit 9:  Enlightenment,

Revolutions, & Napoleon

   Unit 10:  Industrial Revolution

& Imperialism

Periodization 5: 

The World at War  (1914-1945)

   Unit 11:  World War I &

the Russian Revolution

   Unit 12:  World War II

Periodization 6: 

Late 20

th

 Century  (1945-Present)

   Unit 13:  The Cold War

   Unit 14: Decolonization

& Globalization

 

For the students and parents: What is it?  We will follow the North Carolina Performance Standards as outlined by the Department of Education for World History. For a listing of those standards, you may go to the state department’s web site. We will be using a variety of resources including, but not limited to, the textbook Human Legacy.. Students have been shown how to access the online textbook and also have the opportunity to check out the hardcover books from the classroom.  We will also use lots of Discovery Education videos to supplement our written work. Each day we will watch a 10-minute CNN Student News segment. Students will be able to take notes on the episodes as well as be instructed as to how to access the CNN website to watch it if they are absent. Weekly CNN quizzes will be used as extra credit and/or homework grades – students will be informed well in advance when the quizzes become a grade. After-school tutoring is available most days of the week at the student’s request. Grades are distributed as follows:
tests – 50%; quizzes – 30%; classwork/homework – 20%

 

For the parents: Who is this woman? I am a North Carolina native but have lived in Savannah, Georgia for 10 years before returning to NC 9 years ago.

 A 1988 graduate of UNC-Chapel Hill (please don’t do the math), I have taught 25 years in the public school system and 4 years in the private sector with a few years in between taken off to become the proud mother of a daughter and two sons. I do not take lightly the responsibility with which I have been entrusted by being able to spend 90 minutes a day for 90 days with your most precious possessions.

I certainly hope they will leave this class a stronger academic student, but I also hope they are challenged to become a more confident and compassionate person and make a positive impact in their world, their communities, and their families. You may contact me at school via e-mail at vicki.braswell@ucps.k12.nc.us or call the school office and leave a message if you ever have any questions or concerns. Please be sure you have gotten your Power Parent password so that you may monitor your child’s progress on a regular basis. Contact the guidance office if you have any questions.

 

 

 

For the students: What do I need?

          Let’s face it, this is school and you know this much - you need something with which to write (black or blue pen or pencil), something on which to write (loose leaf paper), and something in which to keep all your papers you’ll be receiving (3-ring binder) - That’s easy enough! Coloring pencils would also be a nice addition to your supplies. I have some in the room, but having your own would keep you from having to wait to share them.

 DAILY preparation and organization are two key essentials that play a large role in a student’s success. (I did bold the word “daily” didn’t I? Just checking.) Keep a planner or an agenda of some sort. Staying on track with the chapter reading and reviewing over the notes is an absolute MUST in this class.

Now about those Chromebooks – you should have one and you should charge it at home every night. It will be a valuable resource for us but you may lose your computer privilege if you fail to follow instructions regarding when and how you may use it in class. You may be given alternate book work if you are not able to handle the responsibility that comes with using your Chromebook in class.

 

Is she strict or does she overlook some of the rules? I play by the rules and I expect others to also, whether they like the rules or not. Therefore, I enforce the dress code, the tardy policy, the electronics policy, and everything else you can think of.  Please refer to the handbook for the disciplinary actions associated with the violation of each of these rules. As I always say, if you’re willing to do the crime, be willing to do the time. Don’t blame me for the hardships you will face (missed social events, zeros on work if you get OSS, ineligibility for upcoming ballgames, etc) if you willingly and knowingly choose to break a rule that you know could cost you. Let’s all work together so that our time can be spent concentrating on how much fun we can have learning about the world rather than on trying to find ways to circumvent or complain about rules.

 

General classroom rules and procedures:

1. Enter the classroom in an orderly manner and sit in your assigned seat. (don’t wander around the room after the bell or you will be counted tardy)
2. Ask permission to get up from seat for any reason. (use some common sense)
3. No personal grooming during class. Do not spray perfume or use highly- scented lotions as there are many (including myself) with sensitive noses and respiratory systems.
4. No talking out of turn or while someone else is talking.
5. Leave other people’s belongings alone. (that includes mine J)
6. Abuse of bathroom privileges will result in a parent phone call and/or loss of privileges. Time out of class means loss of instruction.
7. Cheating on class work and/or tests, quizzes, and projects will result in a 0 on the assignment and a discipline referral. Plagiarism will be discussed prior to the assignment of any power point projects or research papers but you should already be familiar with this topic.

8. Come to class prepared with all your materials. Let’s make the most of our time together by creating an environment of cooperation and respect