AMERICAN SCHOOL OF ULAANBAATAR WORLD HISTORY WORLD STUDIES 2010 /2011 GRADE 11 BEHARRY 2010 /2011 WORLD HISTORY BEHARRY ASU: ULAANBAATAR GRADE 11 COURSE OVERVIEW OBJECTIVE: Students of the Eleventh Grade World History class will focus on the evolution of human civilization during the periods of the Renaissance and Protestant Reformation in Europe and up to the mid-20th Century. In the first semester, Eleventh Grade students will review “Caesar and Christ,” the transition of European, Greek, Eastern, and African polity from Roman values and religious toleration, toward Christianity, a charismatic religion born in Judaism but which quickly embraced certain Roman values and ultimately conquered Europe’s pagan structure. After reviewing “Caesar and Christ,” the Rise of Islam, and the socallle Dark Ages in Europe (weeks 1, 2, and 3), 11th graders will move quickly into discussing the rebirth of Europe AKA the Renaissance and the changes in politics and religion, the Protestant Reformation. In November and December, our class will review and discuss the Age of Exploration. In the second semester, 11th Graders will review The Enlightenment, and the transitions of cultures in both the West and the East leading up to the Industrial Revolution, the Age of Industrialization and Nationalism, Imperialism, and the World Wars. TEXTBOOK AND OTHER MATERIALS: GLENCOE WORLD HISTORY, JACKSON V. SPIELVOGEL (PHD) (GLENCOE-MCGRAW HILL, 2008)– IN PHOTOCOPY WITH COLOR OVERHEADS DURING CLASS. REVIEW OF THE TEXT (AMAZON.COM): This book has an excellent multi-learning style approach throughout it. There are superb graphs, charts, information boxes, and other learning tools used in the text. The target audience seems to be high school students, but if you have never studied world history before, or if your familiarity with world history is not thorough and/or recently reviewed this would be a great place to start. The text also approaches world history from the vantage point of manifold disciplines, which serves to both eliminate and complement the often-found drudgery which has been concomitant with this subject matter in past generations. I am studying this text along with my daughter; she is taking world history as an independent study in order to test out of it this fall and clear her schedule for other classes she would like to fit into her schedule this year. She will be a high school sophomore. From time to time, the Instructor will utilize ancillary materials, including: 1. Primary source materials: music, books and writings, paintings. 2. Educational video; 3. Interactive software; 4. Internet resources; 5. PowerPoint Presentations; GRADING METHODOLOGY: STUDENTS WILL EARN COURSE POINTS FROM AMONG THE FOLLOWING FIVE AREAS. The instructor may not account for each criterion during each term. For instance, the instructor may not require a project during each term: 1. PARTICIPATION in class (including ATTENDANCE); a. Students must prepare themselves to discuss the topics. Students must exert effort to read assigned material at home; to read material aloud in class (when the instructor calls the student); be attentive and respect the Instructor and other students; respond to questions; ask questions; and other things. 2. Performance on HOMEWORK ASSIGNMENTS; a. Writing style, vocabulary, editing ability, focus… i. The American School promotes a University preparatory curriculum. Starting in Middle School, students should begin to improve their writing – particularly their ability to analyze and synthesize facts, draw inferences, and produce focused essays. b. Students must answer the section and chapter review and assessment questions either in their notebooks of by email to the instructor. Students must write complete sentences for each question. The instructor will periodically grade each student’s notebook. i. The instructor encourages students to utilize internet resources, particularly WizIQ. At WizIQ students may view video, listen to audio, review readings and sample test questions, and share other resources. 3. Performance on QUIZZES (Short Answer tests and Multiple choice papers testing knowledge of vocabulary and concepts); a. The Instructor will prepare and administer the quizzes. AMERICAN SCHOOL OF ULAANBAATAR WORLD HISTORY WORLD STUDIES 2010 /2011 GRADE 11 BEHARRY 2010 /2011 WORLD HISTORY BEHARRY ASU: ULAANBAATAR GRADE 11 COURSE OVERVIEW 4. Performance on PROJECTS (group projects presented to the class). a. The Instructor will assign projects and students will research and prepare these projects within their groups. 5. BEHAVIOR in class; a. The Instructor will not tolerate immature and infantile behavior during class. In sum, the Instructor expects that all students will behave as young adults. This means: i. The instructor has attached a social contract to this syllabus. Please read and sign this binding agreement to your agreement to conduct yourself in a professional manner consistent with high academic and social ideals. AMERICAN SCHOOL OF ULAANBAATAR WORLD HISTORY WORLD STUDIES 2010 /2011 GRADE 11 BEHARRY 2010 /2011 WORLD HISTORY BEHARRY ASU: ULAANBAATAR GRADE 11 COURSE OVERVIEW AMERICAN SCHOOL OF ULAANBAATAR WORLD HISTORY WORLD STUDIES 2010 /2011 GRADE 11 BEHARRY 2010 /2011 WORLD HISTORY BEHARRY ASU: ULAANBAATAR GRADE 11 COURSE OVERVIEW WEEK DUE DATE LECTURE AND DISCUSSION MATERIALS 01-1 30-Aug-10 CAESAR AND CHRIST (Note: Caesar and Christ is historian Will Durant’s famous examination of Roman history and the evolution of Christianity.) Instructor and students will jointly participate in the assigned review readings and discussion questions. Graded Paper due the week of October 25: “Rome, Byzantium, and Islam” 500 Words (2 typed pages) explaining exactly the following: In what ways did Islam influence the development of Europe during the Middle Ages and Renaissance? At minimum you should address these questions:  How did the Islamic empires affect trade between West and East? (You should consider trade during the period of the Roman Empire, and discuss the changes during the Dark Ages.)  Were the Islamic Empires the repository of Greek and Roman writings (the Classics)?  What was the role of PAPER in maintaining these “classics”? (Think about whether Europe had access to papyrus or paper after the fall of the Western Roman Empire. Which material did the Europeans use for writing? Was this expensive?)  What types (ethnic groups) of scholars worked together in Al Andalus, Jerusalem, and Byzantium?  What was the role of the Crusades in spreading information among the cultures of East and West?  Did migration of scholars from Byzantium affect the early Renaissance? (Think about the Turkish Islamic forces that pressured the Byzantine Empire and finally seized Constantinople (1453)). Handout: Weeks 1-3 Caesar and Christ 01-2 30-Aug-10 CAESAR AND CHRIST Homework: Read and think about the questions for the handout “Grade 11: History (Week 1 and Week 2) Handout: Weeks 1-3 Caesar and Christ 02-1 6-Sep-10 CAESAR AND CHRIST Homework: NOTEBOOK WORK: Read and answer the questions for the handout “Grade 11: History (Week 1 and Week 2) Handout: Weeks 1-3 Caesar and Christ 02-2 6-Sep-10 CAESAR AND CHRIST Homework: NOTEBOOK WORK: Read and answer the questions for the handout “Grade 11: History (Week 1 and Week 2) Guided class-time for essay project. Handout: Weeks 1-3 Caesar and Christ AMERICAN SCHOOL OF ULAANBAATAR WORLD HISTORY WORLD STUDIES 2010 /2011 GRADE 11 BEHARRY 2010 /2011 WORLD HISTORY BEHARRY ASU: ULAANBAATAR GRADE 11 COURSE OVERVIEW WEEK DUE DATE LECTURE AND DISCUSSION MATERIALS 03-1 13-Sep-10 Christians, Jews, Muslims, Byzantium, Charlemagne, the Papacy, and the Crusades Reading: Textbook Unit 2; Chapter 6 The World of Islam pp. 186-213 Read pp. 188-191 Homework: Consider §1 Review Questions and vocabulary; NOTEBOOK WORK: p. 191 Q. 2, 4, 5. Extra Credit: Q. 6 Glencoe Reading Essentials and Study Guide, pp. 92-95 TEXTBOOK: GLENCOE WORLD HISTORY, JACKSON V. SPIELVOGEL (PHD) (GLENCOEMCGGRA HILL, 2008) 03-2 13-Sep-10 Christians, Jews, Muslims, Byzantium, Charlemagne, the Papacy, and the Crusades Reading: Textbook Unit 2; Chapter 6 The World of Islam pp. 186-213 Read pp. 192-199 Homework: Consider §2 Review Questions and vocabulary; NOTEBOOK WORK: p. 199 Q. 1, 4, 5. Extra Credit: Q. 7 Glencoe Reading Essentials and Study Guide, pp. 96-100 TEXTBOOK: GLENCOE WORLD HISTORY, JACKSON V. SPIELVOGEL (PHD) (GLENCOEMCGGRA HILL, 2008) 04-1 20-Sep-10 Christians, Jews, Muslims, Byzantium, Charlemagne, the Papacy, and the Crusades Reading: Textbook Unit 2; Chapter 6 The World of Islam pp. 186-213 Read pp. 200-203 Homework: Consider §3 Review Questions and vocabulary; NOTEBOOK WORK: p. 191 Q. 1, 3, 5. Extra Credit: Q. 7 Glencoe Reading Essentials and Study Guide, pp. 101-103 HANDOUT: Two Papal Bulls: Innocent IV to the Mongol Court at Kharakorum Guyuk Khan’s letter to the Pope in Rome Mongol Siege and Sack of Baghdad (1258) TEXTBOOK: GLENCOE WORLD HISTORY, JACKSON V. SPIELVOGEL (PHD) (GLENCOEMCGGRA HILL, 2008) 04-2 20-Sep-10 Christians, Jews, Muslims, Byzantium, Charlemagne, the Papacy, and the Crusades Reading: Textbook Unit 2; Chapter 6 The World of Islam pp. 186-213 Read pp. 204-213 Homework: Consider §4 Review Questions and vocabulary; NOTEBOOK WORK: p. 191 Q. 1, 2, 4. Extra Credit: Q. 5 Glencoe Reading Essentials and Study Guide, pp. 104-107 HANDOUT: Two Papal Bulls: Innocent IV to the Mongol Court at Kharakorum Guyuk Khan’s letter to the Pope in Rome Mongol Siege and Sack of Baghdad (1258) TEXTBOOK: GLENCOE WORLD HISTORY, JACKSON V. SPIELVOGEL (PHD) (GLENCOEMCGGRA HILL, 2008) 05-1 27-Sep-10 Christians, Jews, Muslims, Byzantium, Charlemagne, the Papacy, and the Crusades Primary Source: Two Papal Bulls: Innocent IV to the Mongol Court at Kharakorum Guyuk Khan’s letter to the Pope in Rome Reading: Textbook Unit 2; Chapter 6 The World of Islam pp. 186-213 Review; Test Practice and Assessment HANDOUT: Two Papal Bulls: Innocent IV to the Mongol Court at Kharakorum Guyuk Khan’s letter to the Pope in Rome Mongol Siege and Sack of Baghdad (1258) TEXTBOOK: GLENCOE WORLD HISTORY, JACKSON V. SPIELVOGEL (PHD) (GLENCOEMCGGRA HILL, 2008) AMERICAN SCHOOL OF ULAANBAATAR WORLD HISTORY WORLD STUDIES 2010 /2011 GRADE 11 BEHARRY 2010 /2011 WORLD HISTORY BEHARRY ASU: ULAANBAATAR GRADE 11 COURSE OVERVIEW WEEK DUE DATE LECTURE AND DISCUSSION MATERIALS 05-2 27-Sep-10 Christians, Jews, Muslims, Byzantium, Charlemagne, the Papacy, and the Crusades Primary Source: Two Papal Bulls: Innocent IV to the Mongol Court at Kharakorum Guyuk Khan’s letter to the Pope in Rome Reading: Textbook Unit 2; Chapter 6 The World of Islam pp. 186-213 Review; Test Practice and Assessment COLLECT AND GRADE NOTEBOOKS HANDOUT: Two Papal Bulls: Innocent IV to the Mongol Court at Kharakorum Guyuk Khan’s letter to the Pope in Rome Mongol Siege and Sack of Baghdad (1258) TEXTBOOK: GLENCOE WORLD HISTORY, JACKSON V. SPIELVOGEL (PHD) (GLENCOEMCGGRA HILL, 2008) 06-1 4-Oct-10 Reading: Textbook Unit 3; Chapter 12: Renaissance and Reformation pp. 396-427 Read pp. 396-405 Primary Source readings: Selections from Machievelli “The Prince” Homework: Consider §1 Review Questions and vocabulary; NOTEBOOK WORK: p. 403 Q. 5. Extra Credit: Q. 8 Glencoe Reading Essentials and Study Guide, pp. 191-195 Handout: Machiavelli “The Prince” Introduction pp. ix – xviii: “Who Was Niccolo Machiavelli” TEXTBOOK: GLENCOE WORLD HISTORY, JACKSON V. SPIELVOGEL (PHD) (GLENCOEMCGGRA HILL, 2008) 06-2 4-Oct-10 Reading: Textbook Unit 3; Chapter 12: Renaissance and Reformation pp. 396-427 Read pp. 396-405 Primary Source readings: Selections from Machievelli “The Prince” Homework: Consider §1 Review Questions and vocabulary; NOTEBOOK WORK: p. 403 Q. 5. Extra Credit: Q. 8 Glencoe Reading Essentials and Study Guide, pp. 191-195 Guided class-time for essay project. Handout: Machiavelli “The Prince” Introduction pp. ix – xviii: “Who Was Niccolo Machiavelli” TEXTBOOK: GLENCOE WORLD HISTORY, JACKSON V. SPIELVOGEL (PHD) (GLENCOEMCGGRA HILL, 2008) 07-1 11-Oct-10 Reading: Textbook Unit 3; Chapter 12: Renaissance and Reformation pp. 406-411 Primary Source readings: Selections from “The Prince” Homework: Consider §2 Review Questions and vocabulary; NOTEBOOK WORK: p. 411 Qs. 5, 6, 7. Glencoe Reading Essentials and Study Guide, pp. 191-199 Handout: Machiavelli “The Prince” Nobility and Commoners pp. 36-37 Strength of Principalities pp. 38-39 Cruelty and Mercy, How a Prince should keep his word pp. 60-62 TEXTBOOK: GLENCOE WORLD HISTORY, JACKSON V. SPIELVOGEL (PHD) (GLENCOEMCGGRA HILL, 2008) AMERICAN SCHOOL OF ULAANBAATAR WORLD HISTORY WORLD STUDIES 2010 /2011 GRADE 11 BEHARRY 2010 /2011 WORLD HISTORY BEHARRY ASU: ULAANBAATAR GRADE 11 COURSE OVERVIEW WEEK DUE DATE LECTURE AND DISCUSSION MATERIALS 07-2 11-Oct-10 Reading: Textbook Unit 3; Chapter 12: Renaissance and Reformation pp. 406-411 Primary Source readings: Selections from “The Prince” Homework: Consider §2 Review Questions and vocabulary; NOTEBOOK WORK: p. 411 Qs. 5, 6, 7. Glencoe Reading Essentials and Study Guide, pp. 191-199 Guided class-time for essay project. Handout: Machiavelli “The Prince” Nobility and Commoners pp. 36-37 Strength of Principalities pp. 38-39 Cruelty and Mercy, How a Prince should keep his word pp. 60-62 TEXTBOOK: GLENCOE WORLD HISTORY, JACKSON V. SPIELVOGEL (PHD) (GLENCOEMCGGRA HILL, 2008) 08-1 18-Oct-10 Reading: Textbook Unit 3; Chapter 12: Renaissance and Reformation pp. 412-417 Primary Source readings: “Julius Excluded from Heaven” (Usually attributed to Erasmus) Homework: Consider §3 Review Questions and vocabulary p. 417; NOTEBOOK WORK: p. 417 Qs. 6, 7.; Extra Credit Q. 8. Glencoe Reading Essentials and Study Guide, pp. 200-204 Handout: “Julius Excluded from Heaven” TEXTBOOK: GLENCOE WORLD HISTORY, JACKSON V. SPIELVOGEL (PHD) (GLENCOEMCGGRA HILL, 2008) VIDEO: LUTHER (2003) HTTP://WWW.IMDB.COM/TITLE/TT0309820/08-2 18-Oct-10 Reading: Textbook Unit 3; Chapter 12: Renaissance and Reformation pp. 418-427 Primary Source readings: “Julius Excluded from Heaven” (Usually attributed to Erasmus) Homework: Consider §4 Review Questions and vocabulary p. 423; NOTEBOOK WORK: p. 423 Qs. 1, 2, 3. Extra Credit: Q. 8 Glencoe Reading Essentials and Study Guide, pp. 205-209 Guided class-time for essay project. Handout: “Julius Excluded from Heaven” TEXTBOOK: GLENCOE WORLD HISTORY, JACKSON V. SPIELVOGEL (PHD) (GLENCOEMCGGRA HILL, 2008) VIDEO: LUTHER (2003) HTTP://WWW.IMDB.COM/TITLE/TT0309820/09-1 25-Oct-10 Reading: Textbook Unit 3; Chapter 12: Renaissance and Reformation pp. 418-427 Primary Source readings: “Julius Excluded from Heaven” (Usually attributed to Erasmus) Homework: Consider §4 Review Questions and vocabulary p. 423; NOTEBOOK WORK: p. 423 Qs. 1, 2, 3. Extra Credit: Q. 8 Glencoe Reading Essentials and Study Guide, pp. 205-209 Guided class-time for essay project. Review pp. Text 425-427 for Quiz 01 COLLECT AND GRADE NOTEBOOKS TEXTBOOK: GLENCOE WORLD HISTORY, JACKSON V. SPIELVOGEL (PHD) (GLENCOEMCGGRA HILL, 2008) VIDEO: LUTHER (2003) HTTP://WWW.IMDB.COM/TITLE/TT0309820/09-2 25-Oct-10 QUIZ 01 AMERICAN SCHOOL OF ULAANBAATAR WORLD HISTORY WORLD STUDIES 2010 /2011 GRADE 11 BEHARRY 2010 /2011 WORLD HISTORY BEHARRY ASU: ULAANBAATAR GRADE 11 COURSE OVERVIEW WEEK DUE DATE LECTURE AND DISCUSSION MATERIALS 10-1 1-Nov-10 Fall Break Primary Source Readings: Cortes, Moctezuma, De Cieza de Leon, de Las Casas, Reign of Philip II, The Gold of the Indies, Revenues of the King of Spain TEXTBOOK: GLENCOE WORLD HISTORY, JACKSON V. SPIELVOGEL (PHD) (GLENCOEMCGGRA HILL, 2008) 10-2 1-Nov-10 Fall Break Primary Source Readings: Cortes, Moctezuma, De Cieza de Leon, de Las Casas, Reign of Philip II, The Gold of the Indies, Revenues of the King of Spain TEXTBOOK: GLENCOE WORLD HISTORY, JACKSON V. SPIELVOGEL (PHD) (GLENCOEMCGGRA HILL, 2008) 11-1 8-Nov-10 Reading: Textbook Unit 3; Chapter 13: The Age of Exploration pp. 428-439 NOTEBOOK WORK: p. 437 Qs. 1, 3, 4. Extra Credit: Q. 6 Glencoe Reading Essentials and Study Guide, pp. 210-214 Primary Source Readings: Cortes, Moctezuma, De Cieza de Leon, de Las Casas, Reign of Philip II, The Gold of the Indies, Revenues of the King of Spain TEXTBOOK: GLENCOE WORLD HISTORY, JACKSON V. SPIELVOGEL (PHD) (GLENCOEMCGGRA HILL, 2008) 11-2 8-Nov-10 Reading: Textbook Unit 3; Chapter 13: The Age of Exploration pp. 428-439 NOTEBOOK WORK: p. 437 Qs. 1, 3, 4. Extra Credit: Q. 6 Glencoe Reading Essentials and Study Guide, pp. 210-214 Primary Source Readings: Cortes, Moctezuma, De Cieza de Leon, de Las Casas, Reign of Philip II, The Gold of the Indies, Revenues of the King of Spain TEXTBOOK: GLENCOE WORLD HISTORY, JACKSON V. SPIELVOGEL (PHD) (GLENCOEMCGGRA HILL, 2008) 12-1 15-Nov-10 Reading: Textbook Unit 3; Chapter 13: The Age of Exploration pp. 428-439 NOTEBOOK WORK: p. 437 Qs. 1, 3, 4. Extra Credit: Q. 6 Glencoe Reading Essentials and Study Guide, pp. 210-214 Primary Source Readings: Cortes, Moctezuma, De Cieza de Leon, de Las Casas, Reign of Philip II, The Gold of the Indies, Revenues of the King of Spain TEXTBOOK: GLENCOE WORLD HISTORY, JACKSON V. SPIELVOGEL (PHD) (GLENCOEMCGGRA HILL, 2008) 12-2 15-Nov-10 Reading: Textbook Unit 3; Chapter 13: The Age of Exploration pp. 428-439 NOTEBOOK WORK: p. 437 Qs. 1, 3, 4. Extra Credit: Q. 6 Glencoe Reading Essentials and Study Guide, pp. 210-214 Primary Source Readings: Cortes, Moctezuma, De Cieza de Leon, de Las Casas, Reign of Philip II, The Gold of the Indies, Revenues of the King of Spain TEXTBOOK: GLENCOE WORLD HISTORY, JACKSON V. SPIELVOGEL (PHD) (GLENCOEMCGGRA HILL, 2008) AMERICAN SCHOOL OF ULAANBAATAR WORLD HISTORY WORLD STUDIES 2010 /2011 GRADE 11 BEHARRY 2010 /2011 WORLD HISTORY BEHARRY ASU: ULAANBAATAR GRADE 11 COURSE OVERVIEW WEEK DUE DATE LECTURE AND DISCUSSION MATERIALS 13-1 22-Nov-10 Reading: Textbook Unit 3; Chapter 13: The Age of Exploration pp. 440-443 NOTEBOOK WORK: p. 437 Qs. 1, 2, 3, 4. Extra Credit: Q. 6 Glencoe Reading Essentials and Study Guide, pp. 215-217 Primary Source Readings: Cortes, Moctezuma, De Cieza de Leon, de Las Casas, Reign of Philip II, The Gold of the Indies, Revenues of the King of Spain TEXTBOOK: GLENCOE WORLD HISTORY, JACKSON V. SPIELVOGEL (PHD) (GLENCOEMCGGRA HILL, 2008) 13-2 22-Nov-10 Reading: Textbook Unit 3; Chapter 13: The Age of Exploration pp. 440-443 NOTEBOOK WORK: p. 437 Qs. 1, 2, 3, 4. Extra Credit: Q. 6 Glencoe Reading Essentials and Study Guide, pp. 215-217 Primary Source Readings: Cortes, Moctezuma, De Cieza de Leon, de Las Casas, Reign of Philip II, The Gold of the Indies, Revenues of the King of Spain TEXTBOOK: GLENCOE WORLD HISTORY, JACKSON V. SPIELVOGEL (PHD) (GLENCOEMCGGRA HILL, 2008) 14-1 29-Nov-10 Reading: Textbook Unit 3; Chapter 13: The Age of Exploration pp. 444-447 NOTEBOOK WORK: p. 437 Qs. 1, 2, 3, 4. Extra Credit: Q. 5 Glencoe Reading Essentials and Study Guide, pp. 218-221 Primary Source Readings: Cortes, Moctezuma, De Cieza de Leon, de Las Casas, Reign of Philip II, The Gold of the Indies, Revenues of the King of Spain TEXTBOOK: GLENCOE WORLD HISTORY, JACKSON V. SPIELVOGEL (PHD) (GLENCOEMCGGRA HILL, 2008) 14-2 29-Nov-10 Reading: Textbook Unit 3; Chapter 13: The Age of Exploration pp. 444-447 NOTEBOOK WORK: p. 437 Qs. 1, 2, 3, 4. Extra Credit: Q. 5 Glencoe Reading Essentials and Study Guide, pp. 218-221 Primary Source Readings: Cortes, Moctezuma, De Cieza de Leon, de Las Casas, Reign of Philip II, The Gold of the Indies, Revenues of the King of Spain TEXTBOOK: GLENCOE WORLD HISTORY, JACKSON V. SPIELVOGEL (PHD) (GLENCOEMCGGRA HILL, 2008) 15-1 6-Dec-10 Reading: Textbook Unit 3; Chapter 13: The Age of Exploration Review Primary Source Readings: Cortes, Moctezuma, De Cieza de Leon, de Las Casas, Reign of Philip II, The Gold of the Indies, Revenues of the King of Spain TEXTBOOK: GLENCOE WORLD HISTORY, JACKSON V. SPIELVOGEL (PHD) (GLENCOEMCGGRA HILL, 2008) 15-2 6-Dec-10 Reading: Textbook Unit 3; Chapter 13: The Age of Exploration Review COLLECT AND GRADE NOTEBOOKS Primary Source Readings: Cortes, Moctezuma, De Cieza de Leon, de Las Casas, Reign of Philip II, The Gold of the Indies, Revenues of the King of Spain TEXTBOOK: GLENCOE WORLD HISTORY, JACKSON V. SPIELVOGEL (PHD) (GLENCOEMCGGRA HILL, 2008) 16-1 13-Dec-10 Extra Time for Review /special events PREPARE FOR QUIZ 02 16-2 13-Dec-10 Extra Time for Review /special events PREPARE FOR QUIZ 02 QUIZ 02 AMERICAN SCHOOL OF ULAANBAATAR WORLD HISTORY WORLD STUDIES 2010 /2011 GRADE 11 BEHARRY 2010 /2011 WORLD HISTORY BEHARRY ASU: ULAANBAATAR GRADE 11 COURSE OVERVIEW WEEK DUE DATE LECTURE AND DISCUSSION MATERIALS 17-1 20-Dec-09 Extra Time for Review /special events 17-2 20-Dec-09 Extra Time for Review /special events 18-1 27-Dec-09 18-2 27-Dec-09 AMERICAN SCHOOL OF ULAANBAATAR WORLD HISTORY WORLD STUDIES 2010 /2011 GRADE 11 BEHARRY 2010 /2011 WORLD HISTORY BEHARRY ASU: ULAANBAATAR GRADE 11 COURSE OVERVIEW Student Peer Review Grading Sheet GRADING POINTS POOR 1.00 FAIR 2.00 ABOVE A VERAGE 3.00 EXCELLENT 4.00 4.30 Name Date Class Presenter 1. Statement of goals and agenda for presentation. Points 2. Specification and coverage of major concepts. Points 3. Awareness and presentation of primary sources. Points 4. Response to questions. Points 5. Overall impression. Points Zaisan Hill 11, Khan Uul District School Phone & Fax: (976-11) 348888 www.asu.edu.mn The American School of Ulaanbaatar is a community of lifelong learners. ASU provides each student with the opportunity to achieve his/her personal best within an International educational environment. The school prepares students to succeed in English speaking colleges and universities. Our students will acquire the skills and attitude necessary to be intellectually reflective, lead a lifetime of meaningful work, be caring and ethical citizens, and be physically and mentally healthy. A SOCIAL CONTRACT TO SUPPORT THE IDEALS OF ASU AND WASC I __________ [Student Name], a student in good standing at American School of Ulaanbaatar, appreciate the education and co-curricular benefits the school provides. I understand that it is my responsibility to make an honest effort to follow my instructors’ lessons, to ask questions that contribute to class discussion, and to achieve to my best ability. In order to support the high standards of the school, I promise to: 1. Respect myself, my peers, my instructors, and the school administrators. 2. Be proud of my language skills; use good positive words in my discussions and conversations; cultivate my vocabulary. 3. Be aggressive about improving myself; try to participate during each class. 4. Try to always make my next homework, exercise, or test better than the previous one. 5. Be courteous to my classmates; encourage my neighbors to participate. 6. Seek learning opportunities to become a well-rounded world citizen. 7. Keep my classroom tidy; pick up and discard any litter around my personal space. 8. Promote high social ideals by participating in events to improve my community and represent my school in a positive light. 9. Participate in artistic and sporting events to expand my awareness of my mental, emotional, and physical abilities. 10. Enjoy my day and keep a positive attitude. I understand that this social contract is a binding agreement among all interested parties: me, my parents, ASU, and my instructors. I also understand that if I habitually disregard these basic rules of social contract, the school may take disciplinary actions. Levies may include one or more of the following: verbal warning, low mark in grading report, in-school detention, letter to parents, and/or meeting with parents. Student Name Parent Name Teacher Name Signature Signature Signature Date Date Date