Global Issues
Fall Semester 2014
Mr. Anton, Room 211
Description: Global Issues is a multi-grade course that is organized around themes of globalization, interconnectedness, conflict, human rights, geography, economics, and social issues. Today’s world is an incredibly complex landscape with many interdependent factors, however many people live their lives without any knowledge or understanding of the global world in which they live. Nearly all countries and people are connected to each other in one way or another, and the actions of individuals in one area can have dramatic impacts on those in another. This course aims to provide students with a global perspective on a variety of social, economic, and political issues by examining connections between people, places, and events in the globalized world.
Unit Outline:
Unit 1: Introduction
Unit 2: Globalization
Unit 3: The Global Economy
Unit 4: Global Conflict
Unit 5: Quality of Life
Unit 6: Planet Earth
Course Website: Throughout the semester the students should have access to Mr. Anton’s website, found here: http://anton-hhs.weebly.com/. This website contains a calendar of important due dates and class activities, a page of resources that will commonly be used in the course, and a blog and discussion forum that will occasionally be required to complete homework assignments. It is understood that not all students have access to a computer and/or the internet at home, however computer access can easily be found at the high school during H-block and before or after school. If any student or parent has any concerns, please contact me.
Portfolio: There will be no midterm or final exam in this course. Instead, students will create and maintain a portfolio throughout the semester. This portfolio will be made up of revised and improved student work that best demonstrates their learning. Additionally, a semester-long, independent project will make up the biggest component of the portfolio.
Unit Assessments: Each of the six (6) units outlined above will contain multiple unit assessments, usually towards the end of the unit. These assessments are designed to provide students with an opportunity to demonstrate their mastery of the skills and knowledge learned in the unit (these will be outlined in the unit guides). Unit assessments will include some traditional assessments such as tests and essays, but additionally will include debates, oral presentations, role plays, group projects, websites/blogs, podcasts, etc.
Grading: The grading system is outlined as follows:
Classwork/homework: 20%
Unit Assessments: 10% each (60% total)
Portfolio at midterm: 5%
Final Portfolio: 15%
Self-Assessment: To facilitate and enhance student learning, there will be many opportunities for students to self-assess their own work. This will sometimes be simply to encourage students to reflect upon their learning, but other times it will count for points in the gradebook. The purpose of this is for students to take responsibility for their learning, taking ownership of their education.
Late Work: As the most important purpose of this class is the facilitation of learning, not simply the ability to meet deadlines, late work will usually be accepted for partial credit. Students are encouraged to utilize the Late/Missing Work Form. The amount of credit received will be determined by the teacher, often through a discussion with the student.
Electronic Device Use: As a general rule, students should always ask before using their phone, MP3 player, or other device. There will be times when I encourage students to use their phones to look something up, and there will also be times when it is appropriate to listen to music while working quietly. However, the most important concept here is awareness. Students need to demonstrate an awareness of when it is appropriate to use their device, and students who are unable to do so may have their devices taken by the teacher until the end of class.
Academic Honesty: All work that students turn in is expected to be their own. Plagiarism, copying, cheating, and all other forms of academic dishonesty are unacceptable. Students found to be in violation will receive a 0 on the assignment, and their parents will be notified. Second offenses will necessitate the involvement of the school administration, and a meeting with the parents will be requested.
Contact:
Doug Anton
Social Studies Department/Gifted and Talented Program Director
Hartford High School, Room 211
[email protected]
802-295-8610 ext. 2211
Learning Outcomes
Fall Semester 2014
Mr. Anton, Room 211
Description: Global Issues is a multi-grade course that is organized around themes of globalization, interconnectedness, conflict, human rights, geography, economics, and social issues. Today’s world is an incredibly complex landscape with many interdependent factors, however many people live their lives without any knowledge or understanding of the global world in which they live. Nearly all countries and people are connected to each other in one way or another, and the actions of individuals in one area can have dramatic impacts on those in another. This course aims to provide students with a global perspective on a variety of social, economic, and political issues by examining connections between people, places, and events in the globalized world.
Unit Outline:
Unit 1: Introduction
Unit 2: Globalization
Unit 3: The Global Economy
Unit 4: Global Conflict
Unit 5: Quality of Life
Unit 6: Planet Earth
Course Website: Throughout the semester the students should have access to Mr. Anton’s website, found here: http://anton-hhs.weebly.com/. This website contains a calendar of important due dates and class activities, a page of resources that will commonly be used in the course, and a blog and discussion forum that will occasionally be required to complete homework assignments. It is understood that not all students have access to a computer and/or the internet at home, however computer access can easily be found at the high school during H-block and before or after school. If any student or parent has any concerns, please contact me.
Portfolio: There will be no midterm or final exam in this course. Instead, students will create and maintain a portfolio throughout the semester. This portfolio will be made up of revised and improved student work that best demonstrates their learning. Additionally, a semester-long, independent project will make up the biggest component of the portfolio.
Unit Assessments: Each of the six (6) units outlined above will contain multiple unit assessments, usually towards the end of the unit. These assessments are designed to provide students with an opportunity to demonstrate their mastery of the skills and knowledge learned in the unit (these will be outlined in the unit guides). Unit assessments will include some traditional assessments such as tests and essays, but additionally will include debates, oral presentations, role plays, group projects, websites/blogs, podcasts, etc.
Grading: The grading system is outlined as follows:
Classwork/homework: 20%
Unit Assessments: 10% each (60% total)
Portfolio at midterm: 5%
Final Portfolio: 15%
Self-Assessment: To facilitate and enhance student learning, there will be many opportunities for students to self-assess their own work. This will sometimes be simply to encourage students to reflect upon their learning, but other times it will count for points in the gradebook. The purpose of this is for students to take responsibility for their learning, taking ownership of their education.
Late Work: As the most important purpose of this class is the facilitation of learning, not simply the ability to meet deadlines, late work will usually be accepted for partial credit. Students are encouraged to utilize the Late/Missing Work Form. The amount of credit received will be determined by the teacher, often through a discussion with the student.
Electronic Device Use: As a general rule, students should always ask before using their phone, MP3 player, or other device. There will be times when I encourage students to use their phones to look something up, and there will also be times when it is appropriate to listen to music while working quietly. However, the most important concept here is awareness. Students need to demonstrate an awareness of when it is appropriate to use their device, and students who are unable to do so may have their devices taken by the teacher until the end of class.
Academic Honesty: All work that students turn in is expected to be their own. Plagiarism, copying, cheating, and all other forms of academic dishonesty are unacceptable. Students found to be in violation will receive a 0 on the assignment, and their parents will be notified. Second offenses will necessitate the involvement of the school administration, and a meeting with the parents will be requested.
Contact:
Doug Anton
Social Studies Department/Gifted and Talented Program Director
Hartford High School, Room 211
[email protected]
802-295-8610 ext. 2211
Learning Outcomes
- Students will collaborate cooperatively and effectively in small and large groups.
- Taking different roles within a group
- Contributing to the success of the group
- Helping and supporting others
- Being respectful
- Students will use evidence from a variety of sources to support a claim.
- Evidence can be from a text, video, website, interview, common knowledge, etc.
- Using multiple sources (primary, secondary, maps, data, etc.)
- Evidence is supportive of claim in a way that is clear, concise, and convincing
- When examining other claims, students evaluate the quality and quantity of evidence
- Students will read and comprehend text.
- Determining the main idea
- Identifying bias or prejudice
- Summarize what was read
- Students will acquire knowledge and skills through research, listening, and experience.
- Students will take notes when appropriate
- Students will research using a variety of tools (internet, text, expert, etc.)
- Students will evaluate the quality of information and use multiple sources
- Students will create and and deliver effective oral presentations.
- Utilizing appropriate tools (slideshow, poster, etc.)
- Speaking clearly without fillers (“umm”, “like”)
- Appropriate posture, eye contact, and voice
- Information presented will be accurate, concise, well-organized, and visually appealing
- Students will be able to write effectively.
- Focus - Clear introduction that establishes the purpose
- Form - Appropriate grammar, length, and writing conventions
- Depth - Information presented with supported with evidence and correct citations
- Voice - The tone of writing is appropriate
- Audience - The writing is appropriate for the intended audience
- Students will strive to actively learn and reflect
- By seeking out new learning opportunities (in and outside of school)
- Students demonstrate genuine and honest self-reflection and self-assessment
- Demonstrating an authentic enthusiasm for learning
- Students will be responsible citizens of the classroom, school, community, and planet
- Students will act in an appropriate and respectful manner and encourage others to do the same
- Students will take an interest in the world around them
- Students will show an understanding of their role in the classroom, school, community, and planet
