Fort Worth Country Day History Department Mr. Nathaniel Kogan Bass Upper School – Room 201 Office Phone – 817-732-7718 x573 Email – CONTACT INFORMATION: My preferred method of communication is electronic – Edmodo, Twitter, and Email (as a last resort.) I will do my best to check these electronic communiqués frequently and if I receive a message prior to 10 pm, I will do my best to get back to you immediately. However, I also moonlight as a doctoral student on Mondays and Tuesdays (fall semester,) and will be incommunicado from 7-10 pm those nights. EXTRA HELP:

I am available for extra help via appointment and will meet with you at a time that is mutually convenient. - Frederick Jackson Turner, 1891 Communicating with me beforehand or talking to me after class and setting up a time to meet are the best ways to arrange for additional review. My free periods this year are B and D. I am earnestly interested in helping each and every student succeed and am always more than willing to meet with you. However, if one is confused about a topic, or is having difficulty understanding something covered in class, the onus is on the student to seek me out and get extra help. These meetings are always most productive when students come prepared with specific issues and questions with which they are struggling. CLASS RULES AND EXPECTATIONS: 1. All students will conduct themselves in a manner reflective of Fort Worth Country Day’s core values. Therefore, we will treat one another and the subjects that we discuss with respect; we will work to ensure that common sense, decency, and civility shape our classroom discourse. 2. All work is to be one’s own. Cheating is not tolerated under any circumstances; students are expected to uphold Country Day’s Honor Code at all times.

“The aim of history, then, is to know the elements of the present by understanding what came into the present from the past. For the present is simply the developing past, the past the undeveloped present….The antiquarian strives to bring back the past for the sake of the past; the historian strives to show the present to itself by revealing its origin from the past. The goal of the antiquarian is the dead past; the goal of the historian is the living present.”

World History


Kogan 3. My goal as a teacher is to facilitate a participatory and student-centered class environment in which we all learn by discussing our thoughts and ideas with one another as well as sharing those thoughts with one another in writing. In order for this successful dynamic to develop, it is vital to maintain an open-minded attitude in class, which will allow you to offer productive contributions, listen to your classmates’ perspectives, collaborate effectively, and respectfully challenge one another’s ideas. Any classroom behavior that disrupts this dynamic is unacceptable. 4. In order for the above to be realized, I expected that students complete all homework assignments, particularly reading, by the time they are due so that everyone is prepared to participate in a rewarding dialogue. 5. Those students with extended time testing status are required to make arrangements with me prior to the day the test is administered. As fits with my broader philosophy, it is the student’s responsibility, if he or she wants and plans to use the extended time, to take the initiative in making these arrangements. 6. As per FWCD’s anticipated absence and religious observance policies, if you are going to be absent from school, please see me beforehand to make arrangements. If you miss class for whatever reason, it is the student’s responsibility to make the proper arrangements to make up missed quizzes and tests within a reasonable timeframe. REQUIRED MATERIALS: • • The World, Felipe Fernández-Armesto Notebook and an organizational system o 1.5” or 2” binder is recommended o 100+ sheets of college-ruled paper o Tabbed dividers Suggested Item: Laptop or Netbook computer (~$200-$350) – much of our work will be electronic/social media-driven. World History Primary Source Reader (available at the FWCD bookstore) Nectar in a Sieve, Kamala Markandaya (for the Second Semester)

• • •

GRADING POLICIES: • Each quarter’s grade will be weighted as follows: 40% 25% 25% 10% • Major Projects (unit tests, essays, research assignments, etc. – rubrics vary from assignment to assignment) Blog Posts and Responses (evaluated with “small multiples” procedures for quantity and quality; blogs checked ~1x/week) Class Assignments (based on assignment rotation calendar; also evaluated via “small multiples”) Quizzes

The semester grading procedures are outlined in the Handbook.

World History Kogan • Late work – may be handed in before the end of the day on which it is due, 10% of its value will be deducted. A 20% deduction will be taken from the assignment’s value for each day it is late. Daily assignments are not accepted after their due date; however, major grade assignments will be accepted. • Extra credit questions may appear on the end of tests; however, I do not create extra credit assignments for the end of the term. Extra credit is unnecessary if one does the “normal credit” work consistently and punctually.


MAJOR UNITS/TOPICS TO BE COVERED: (tentative; structured around Fernández-Armesto text) Quarter 1 • • • • • • • • • • Unit 1 – Foragers and Farmers, to 5000 BCE (Chs. 1-2) Unit 2 – Farmers and Builders, 5000 to 500 BCE (Chs. 3-5) Unit 3 – The Axial Age, from 500 BCE to 100 CE (Chs. 6-7)

Quarter 2 Unit 4 – Fitful Transitions, from the Third Century to the Tenth Century (Chs. 8-10) Unit 5 – Contacts and Conflicts, 1000 CE to 1200 CE (Chs. 11-12)

Quarter 3 Unit 6 – The Crucible: The Eurasian Crises of the Thirteenth and Fourteenth Centuries (Chs. 13-15) Unit 7 – Convergence and Divergence to ca. 1700 (Chs. 16-19) Unit 8 – Global Enlightenments, 1700-1800 (Chs. 20-22)

Quarter 4 Unit 9 – The Frustrations of Progress to ca. 1900 (Chs. 23-26) Unit 10 – Chaos and Complexity: The World in the Twentieth Century (Chs. 27-30)

COURSE OBJECTIVES AND LEARNING OUTCOMES: 1. Understand the broad, global trends, patterns, and dynamics that have shaped human history and helped to create our present wor.d. 2. Explore the myriad influences that cause historical events and trends and understand how to systematically analyze them; the most significant of these will be the political, social, and economic categories. 3. Evaluate the significance of specific events, general trends and vast movements within the context of their own time period. 4. Learn to analyze and organize historical events, eras, and processes through what Thomas Andrews and Flannery Burke refer to as “The Five C’s of History”: o Change over Time o Context

World History Kogan o Causality o Contingency o Complexity 5. Further our analytical skills, our oral and written expression, our abilities to weigh evidence and recognize bias, and ultimately reach substantiated conclusions. 6. Gain an understanding and appreciation for the philosophy and practice of history, which includes some of the following questions: • • • • • What is history? Why is it worth studying? Why is history not all the same and why do historians disagree with one another? How do different historians look at and interpret the world? What tools do historians use to: o Read and interpret documents? o Evaluate other sources to determine if they are valid? o Organize their information? o Write argumentative essays and articles? o Research new subject material?


This list is by no means exhaustive. However, I hope it conveys the very important point that history is much more than names, dates and battles. In fact, while those are the building blocks of history, in actuality it is the skills and craft of history where the subject gains its value and becomes a fascinating pursuit. Therefore, it is important to keep in mind that while we are learning about the events, people, patterns and trends of the past, we are simultaneously learning about how that past has been crafted and created by the historians who have written about it so that we can develop and refine those same skills. CLASSROOM PROCEDURES: Regular Class Days (not testing)   Entering the classroom – should be done in an orderly and punctual fashion. Students should immediately head to their seats upon entering the classroom. Tardies – Class officially begins when the bell rings; therefore, anyone entering after the bell has finished ringing will be counted as tardy and their name will be sent to the office where the official record is kept. Daily Starter – After entering the classroom, all students should get out their notebooks or laptop computers, begin a new entry by marking the date, and then respond to the question posted on the Starter section of the board. Starter activities will last approximately three to five minutes, the time for which will be strictly kept. Homework hand-in – The bulk of our work and writing this year will be submitted electronically via Edmodo and our individual blogs. The due dates will be established clearly for when these submissions need to be made, but generally, your work should be

World History Kogan published online before class begins. We’ll use our writing in class extensively this year, so having it completed and published will be vital for driving our class discourse. 


Materials – Students are expected to have all their necessary materials with them each and every day of class, especially their textbooks, notebooks and writing implements. If a student has to leave the classroom to get one of these items, they will be counted as tardy. Departing the classroom – I, the teacher, dismiss the class. The bell does NOT dismiss the class. Therefore, I expect all students to remain in their seats, attentively working on the task at hand until I give the signal for dismissal, at which point all students will then: 1) pack up their belongings, 2) push in their chairs, and 3) clean up around their area before leaving the room. Eating and Drinking – Students may only have and drink water in the classroom. If you wish to drink water during the class, you will need to plan ahead bring your own bottle and should not expect to leave the classroom to use the water fountain. Students may not eat or chew gum in the classroom. All food and gum will need to be consumed or thrown away before entering the classroom. Bathroom breaks – I expect students to use the five-minute passing period between classes to use the restroom. Please make every effort to plan ahead and take care of these issues before coming to class to ensure that the time we spend together each day can be used in a maximally profitable way.

Test and quiz days These days are effectively the same as regular class days, but instead of immediately beginning work on a Starter, students should immediately head to their seat, put away all review material, and get out appropriate writing implement, at which point they will receive and be allowed to start work on the test. 1) 2) 3) 4) Place their bags against the inside classroom wall; Put away all review materials in their bags; Head to their seat with the appropriate writing implement(s) and NO other materials. Once all those steps are completed, the student will then receive and be allowed to start work on the test. 5) On all quizzes and tests, students must write an honor statement and sign their names. 6) Students with extended time testing status must make arrangements with the teacher about time and place to complete their tests prior to the beginning of the test.

World History Kogan


TECHNOLOGY AND SOCIAL MEDIA RESOURCES: As mentioned throughout this syllabus, we’ll be conducting much of our class work this year via electronic media such as blogs, RSS Readers, Edmodo, Diigo, Twitter, and various other social media websites (if you’re presently unfamiliar with those, don’t worry, you won’t be for long.) While the Whipple Hill Portal will include info about homework assignments, the bulk of our class resources, a link to the assignments, and other work will be accessible through the class wiki, which can be found at Additional websites that you’ll need to become acquainted with include:  Wordpress – - where you’ll create and host your blog.  Google Reader – - where you’ll follow one another’s posts.  Diigo – - where you’ll bookmark and annotate online sources, share them with one another, cull research materials, and build bibliographies.  Twitter – - where you’ll share resources, communicate outside class, participate in review sessions, evaluate sources, and engage in other types of collaboration.  Others that can be found at A major part of the ethic of this social media-centric classroom centers on transparency, collaboration, media literacy, and understanding how to define oneself positively online. Therefore, much of the work and writing we’ll do this year will take place online; moreover, we’ll do a number of collaborative group assignments, and everyone will be expected to contribute to our rotating chapter assignments. One of the unique features of this social media class structure, but one that applies to academic and intellectual growth in general, centers on the public nature of one’s work. By having our writing, comments, and other work publicly accessible on our blogs I hope to impress upon you the importance of self-presentation, understanding audience, and thorough preparation. As another benefit, the public nature of our blogging enables us to give feedback to our peers, learn from one another, and network with students in other places throughout the world and country. This feedback and constructive criticism helps us refine our thinking, improve our argumentation, and come to the realization that education is not merely about earning a grade, but about growing personally and intellectually. Therefore, employing social media in class serves purposes beyond helping us study history and learning content. More importantly, literacy in social media will also help us gain experience in using technology for academic purposes—writing, research, information reorganization, and sharing our work with others. Ultimately, I hope this integration of social media into this course ultimately extends our classroom community and dialogue beyond the walls of Room 201.

World History Kogan


“As for understanding, two varieties are distinguishable, weak and strong. In the weak sense, which we can call simply 'knowledge', a soldier may understand an order by knowing what action it calls for; to understand the order in a strong sense is to know why it was given. The relation between these two ideas is asymmetrical: knowledge may be a necessary condition of understanding but it is clearly not a sufficient condition.” - J.H. Andrews

Benjamin Bloom created this taxonomy for categorizing level of abstraction of questions that commonly occur in educational settings. The taxonomy provides a useful structure in which to categorize test questions, since professors will characteristically ask questions within particular levels, and if you can determine the levels of questions that will appear on your exams, you will be able to study using appropriate strategies.

Competence Knowledge

Skills Demonstrated

Intellectual Sophistication Spectrum

Least Complex

    

observation and recall of information knowledge of dates, events, places knowledge of major ideas mastery of subject matter Question Cues: list, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, name, who, when, where, etc. understanding information grasp meaning translate knowledge into new context interpret facts, compare, contrast order, group, infer causes predict consequences Question Cues: summarize, describe, interpret, contrast, predict, associate, distinguish, estimate, differentiate, discuss, extend use information use methods, concepts, theories in new situations solve problems using required skills or knowledge Questions Cues: apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, classify, experiment, discover


Moderately Complex

      


   

World History Kogan Moderately Complex


Intellectual Sophistication Spectrum

    

seeing patterns organization of parts recognition of hidden meanings identification of components Question Cues: analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, infer use old ideas to create new ones generalize from given facts relate knowledge from several areas predict, draw conclusions Question Cues: combine, integrate, modify, rearrange, substitute, plan, create, design, invent, what if?, compose, formulate, prepare, generalize, rewrite compare and discriminate between ideas assess value of theories, presentations make choices based on reasoned argument verify value of evidence recognize subjectivity Question Cues assess, decide, rank, grade, test, measure, recommend, convince, select, judge, explain, discriminate, support, conclude, compare, summarize


    

Highly Complex


     

* From Benjamin S. Bloom Taxonomy of educational objectives. Published by Allyn and Bacon, Boston, MA. Copyright (c) 1984 by Pearson Education.

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