2011-2012GDSYLLABUS



Global Dynamics I: Europe and South America Ms. Conlon Email: bconlon@winchendon.org Class: Period B Conference: 1:30 -2:15 Classroom: Rhoads Room 6 Course Description: An interdisciplinary course taken by every student at the Winchendon School, Global Dynamics focuses on a particular region of the world each semester, covering the entire globe in a span of three years. Africa, the Middle East, Central Asia, Eastern Asia/Oceania, Central/SouthAmerica, and Europe are the regions of study each semester, respectively. In the first semester this year, we will be exploring Europe, and in the second semester, we will move to Latin America. Through the thematic exploration of cultural assimilation and identity, students will be conducting in depth analysis of case studies. Through a multitude of resources, students will examine the plight of Jewish people in 20th Century Europe (Germany and Poland specifically). They will consider the broad concept of cultural assimilation by examining events and philosophies leading up to the Holocaust, and how a people’s identity shifts, adapts, and strengthens in the aftermath of such horrific tragedy. The second half of the semester, students will look into Muslim assimilation in France, from WWI up to present day. Students examine the historical backdrop leading up to present day issues in France, such as Islamic fundamentalism and the Veil Law. Through the study of French colonization of Muslim territories (specifically Algeria), and resulting Muslim immigration into France, students reflect on significant events leading up to the conflict today. In Global Dynamics, students engage in the process of discovery through authentic inquisition, and they develop strategies for accessing, evaluating, and internalizing information. In addition, students refine their ideas and critical thinking through dialogue and composition, and students gain an understanding in the art of effective presentations. Text/Materials :

// The Boy with the Striped Pajamas //, John Boyne: Students study the Holocaust from the German perspective of the son of an SS officer in Poland. //Night,// Elie Wiesel: Students study the horrific personal account of the Nobel Peace Prize recipient’s survival of the concentration camps. Excerpts from //Le Gone du Chaaba (Shangy-town Kid)// by Azouz Begag: Students examine how Begag’s account of growing up in the Ghetto in France during the 1960’s serves as a backdrop for the current cultural barriers Muslims are experiencing in present day France. Students will need a 3-ring binder with pockets and dividers for supplemental materials, in addition to a laptop computer. On-line Resources —(further resources will be added from our WIS homepage under “Links”) http://www.wikispaces.com http://owl.english.purdue.edu/ http://dictionary.reference.com/ Learning Objectives (Essential Skill Development) –Knowledge, Comprehension, Application and introduction to Analysis INPUT: (how we receive information) • READING - Demonstrate understanding of written information by restating, summarizing paraphrasing, and critiquing. - Compare and contrast written works. - Demonstrate active reading skills by underlining and annotating a text. - Demonstrate active reading skills through the use of master notes. - Use SQ3R as a method to enhance comprehension of informational text. - Use evidence from text to argue/validate a point of view. - Interpret and analyze specific evidence from a text. - Analyze the logic and use of evidence in an author’s argument–(How does the author construct their argument?) • RESEARCH - Understanding what constitutes plagiarism. - Learn and apply the proper citation and source referencing techniques of a variety of mediums. - Discriminate between valid, reliable data and information from websites versus unreliable information through the application of an evaluative criteria. - Effectively research and understand what constitutes a legitimate resource. - Demonstrate understanding of information by restating, summarizing, paraphrasing, and critiquing. - Analyze statistics and data in real time. - Make comparisons based on conclusions from data. • LISTENING - Demonstrate understanding of spoken information by restating, summarizing, paraphrasing, critiquing, and applying learning in different situations. - Students will pose questions, listen to the ideas of others, and contribute their own. information/ideas in group discussion and/or interviews to acquire new knowledge. • MULTIMEDIA/VISUAL - Students will identify, analyze, and apply knowledge of the conventions, elements, and techniques of art, film, radio, video, television, multimedia productions, the internet, and emerging technologies, and provide evidence from the works to support their understanding of content. - Analyze and interpret forms of artistic expression. - Demonstrate understanding of visual information and various forms creative expression by restating, summarizing, paraphrasing, and critiquing. OUTPUT: (how we express our thoughts) • WRITING - Demonstrate understanding of written, spoken, or visual information by restating, summarizing, paraphrasing, critiquing, and applying learning in different situations. - Write multi-paragraph compositions that have clear topic development, logical organization, effective use of detail and variety in sentence structure. - Document and enhance a developing voice with authentic writings and/or oral discourse for different audiences and purposes. - Respond personally, analytically, and critically to a variety of oral, visual, written, and electronic texts, providing examples of how texts influence their lives and their role in society. - Write a personal interpretation of literary, informational, or expository reading that includes an authentic and imaginative application of self. - Write a brief interpretation or explanation of a literary or informational text using evidence from the text as support. - Write an account based on personal experience that has a clear focus andsufficient supporting detail. - Write a coherent composition with a clear focus, objective presentation of alternate views, rich detail, well developed paragraphs, and logical argumentation. - Correctly format sources in an essay according to MLA standards (see Purdue Owl Lab under “supporting resources” for explanation, guidance, and practice exercises) - Use evidence from text to argue/validate a point of view - Interpret and analyze specific evidence from a text, reflected in clear writing • SPEAKING - Orally summarize in a coherent and organized way information and ideas learned from a focused discussion - Create an appropriate scoring guide to prepare, improve and assess presentations. - Deliver formal presentations for particular audiences using clear enunciation, appropriate organization, gestures, tone, and vocabulary. - Demonstrate knowledge and comprehension of information orally. - Students will pose questions, listen to the ideas of others, and contribute their own information/ ideas in group discussion and/or interviews to acquire new knowledge - Collaborate with classmates to comprehend, analyze, and assert information orally. • MULTIMEDIA/VISUAL/ARTISTIC PRODUCTION - Students will design and create coherent media productions – audio, video, multimedia, internet, emerging technologies – with a clear controlling idea,adequate detail and appropriate consideration of audience, purpose and medium. Expectations All students will be held accountable for reading, understanding, and abiding by the guidelines for classroom behavior and policies as documented in the Winchendon Student/Parent Handbook. The plagiarism policy is strictly enforced, and should you have any question about how to document a work, please see me. It is your responsibility to understand what constitutes a cheating offense. To highlight some other suggestions for maintaining a respectful and proper learning environment, students are expected to respect the opinions of each other by allowing one person to speak at a time without interruption. Students are expected to bring the proper materials to class every day: book, pen, paper, and response log. Failure to do the aforementioned will result in an unacceptable rating. In order to maintain an environment conducive to learning, classroom disruptions must be minimized. Students are expected to be in class on time. Three unexcused tardies will result in an unexcused absence, and six unexcused absences will result in Disciplinary Probation. A student arriving later than 10 minutes to class will receive and unexcused absence for that day. A student dismissed from class for inappropriate behavior will also receive an unexcused absence for the day. Homework will be assigned on a daily basis in the form of reading assignments, group projects, literary responses paragraphs both formal and informal, and quizzes of all sorts and varieties. Response log entries may also be due at the end of a week. Homework assignments will not be accepted late unless in the case of an excused absence; they are due at the beginning of class. Since the nature of this course relies upon immediate feedback, assignments will be discussed in class promptly after they are due. Grading Policy Grades will be determined each quarter by dividing the points earned that quarter by the total number of possible points and calculating a percentage. A scale in accordance with the student handbook will then be applied to figure the appropriate letter grade. For the most part, response log entries and daily homework assignments can earn a maximum ten points; quizzes (both announced and unannounced) twenty points; in-class essays and tests thirty points; and major papers and unit tests fifty points. The mid-year exam will count as one-third (33%) of the first semester grade, and the end of the year exam the same for the second semester grade. Mid-semester exams will also occur with the same weighting for the quarter. Should a student miss class for an excused reason, he/she will be allowed the equivalent number of days to make up the assignment. Assignments/Evaluation Sequence The four portfolio evaluations-which will occur at the same time for every class at every level-emphasize specific skills we believe our students must develop in order to achieve academic success at the Winchendon School and skills they must have to execute excellent work at the college level. These evaluations will remain static from semester to semester, allowing students to build upon their work and enhance their ability to demonstrate the evolution of their skills in a variety of forums. These evaluations are the only non-optional aspect of the course. The evaluations are as follows: Portfolio Evaluation 1 (to be completed at the end of our first unit: Writing/Research Paper – emphasizing summary, paraphrasing, citation and use of evidence. This paper will be a minimum of three pages. Portfolio Evaluation 2 Midterm Examination – Database question emphasizing general knowledge and comprehension of materials covered in classes. Portfolio Evaluation 3 (To be completed at the end of the second unit) Persuasive Essay (in class) – emphasizing use of evidence (analysis) in support of position. Portfolio Evaluation 4: Final Project (To be completed at semester’s end): The Project will be looking for three main skills: -Writing -Speaking and Presentation -The use of Digital Resources and Research Instructor Information Should you ever need any help, I am available during conference time in my classroom, before and after the academic day. If you miss a class, it is your responsibility to ask me about the work you missed. All assignments will be posted on your WIS page. I look forward to working with you as we discover more about ourselves, each other, and the world around us.