1. History/Socal Studies Department Overview 8 th grade parents meeting Thursday, February 5, 2009 Stephen Bartlett, Supervisor (908) 647-4800 x4816 sbartlett@whrhs.org

2. Philosophy  History/Social Studies educators are entrusted with the responsibility of providing America’s youth with the knowledge, skills and perspectives to be responsible, civic-minded citizens.  Through the study of history, political science, economics and geography, we promote  conflict resolution;  creative and ethical decision-making;  communication through writing and speech;  the imperative to play an active positive role in society.

3. Four Goals of Social Studies Education  Content knowledge  Who, what, when, where, how. why?  Politics, society, geography, economy  Communication skills  Expository and technical writing  Oral/verbal presenting

4. Four Goals of Social Studies Education  Critical Thinking  Interpreting sources and understanding rhetorical positions  Practice/rehearsal of making personal decisions through simulation or research  Social Action  Determining role of self in society  Learning how to carry out personal mission

5. 9 th grade: World Cultures  All students take this course.  It is offered on every ability level.  The curriculum is the same for every ability level.  Levels help teacher to differentiate objectives and methodologies.  It is supported by the New Jersey standards.

6. Criteria for Level Placement  Last year’s numerical grade  Motivation to study history  Reading level  Independence of learning  Research proficiency  Verbal/auditory skills  Writing ability

7. 2004 NJ Core Content Standards  6.1: All students will utilize historical thinking, problem solving, and research skills to maximize their understanding of civics, history, geography, and economics.

8. 2004 NJ Core Content Standards  6.3: All students will demonstrate knowledge of world history in order to understand life and events in the past and how they relate to the present and the future.

9. 2004 NJ Core Content Standards  6.5: All students will acquire an understanding of key economic principles.  6.6: All students will apply knowledge of spatial relationships and other geographic skills to understand human behavior in relation to the physical and cultural environment.

10. Why study World Cultures?  To understand the diverse cultures of the world.  To develop basic History/Social Studies concepts to prepare students for future courses.  To make good decisions about relating to other cultural practices in the workplace and in the community.

11. World Cultures Curriculum  FIRST MARKING PERIOD  INTRODUCTION: What is culture? Difference between traditional, market and planned economies? How do social structure and ethnocentrism influence daily life? To what extent are world governments pluralistic or totalitarian?

12. World Cultures Curriculum FIRST MARKING PERIOD (continued)  ASIA: Geography, ethnic groups and religions. Is the 21 st century the Asian century?  Focus on the Indian subcontinent, China, Japan and Southeast Asia

13. World Cultures Curriculum SECOND MARKING PERIOD  Complete ASIA unit  THE MIDDLE EAST: geography, ethnic groups, religions. Struggle between traditional vs. modern views of society

14. World Cultures Curriculum THIRD MARKING PERIOD  Complete MIDDLE EAST unit  AFRICA: Geography, ethnic groups, imperialism and concepts of spirituality. Will African governments and societies embrace modernity in order to overcome economic and social dilemmas?  Focus on sub-Saharan Africa

15. World Cultures Curriculum FOURTH MARKING PERIOD  LATIN AMERICA: European colonization, natural resources and experiences with democracy

16. World Cultures Model United Nations Project  All levels  Objective: students will be able to use learning about culture, geography, resources and politics to devise solutions to modern problems in a meaningful, authentic context.  Year-long project  Enduring understanding: solutions to world problems requires complex, creative thinking and the consideration of multiple points of view.

17. World Cultures Model United Nations Project  Students are assigned countries in October.  Mini-simulations (one day) take place in the classroom to practice the application of learned ideas to a real regional problem.  Brief position papers are assigned in the spring.  A country scrapbook is completed in April.  The simulation takes place in early June.  Assessment is differentiated throughout the project. Training is given in class by individual classroom teachers.

18. Sample M.U.N. topics  Darfur refugees  Nuclear weapons in Iran and North Korea  Global warming  Free trade agreements/”fair” trade  State-sponsored terrorism  Kashmir  Drug trafficking  Poverty: food and medical aid

19. Sample M.U.N. crisis  To: Secretary General Ban Ki-moon  From: United Nations Headquarters  RE: Chinese crackdown on Memorial Service  Chinese government troops fired on unarmed civilians in two separate commemorative demonstrations of the anniversary of the Tiananmen Square massacre. One march took place in the same location as the original site of violence in Beijing, while the other took place in Hong Kong.  Chinese dissident Hu Zhang is reported to have died in custody of the Chinese police who announced his suicide yesterday. A Chinese government official revealed that he had been despondent since his arrest on Monday. The Hong Kong based information Center for Human rights and the Movement for Democracy in China accused the government of executing Zhang as a warning to other pro-democracy demonstrators.  The Chinese state news agency released a statement warning to other nations to stay out of their affairs, citing national sovereignty and internal security.

20. United Nations

21. What Is the United Nations (UN)? The UN is an organization of 192 nations The countries work together to: Maintain peace and stability Protect human rights Fight disease, poverty, drug trafficking and terrorism Protect the environment Maintain communications and transportation United Nations, 2007, “UN in Brief,” UN Web Services Section, Dept. of Public Information, http://www.un.org/Overview/uninbrief/index.htmlhttp://www.un.org/Overview/uninbrief/index.html

22. General Assembly One representative from each of the 192 nations meet regularly (annual sessions from September to November) to discuss the most pressing global issues They make decisions that provide moral guidance for the nations of the world (A global conscience of sorts)

23. Security Council Made up of 15 member nations 5 permanent= China, France, Russian Federation, United Kingdom and the United States 10 other rotating nations elected by the General Assembly for 2 year terms. Maintain peace and security Meet anytime peace is threatened Decisions are carried out by all UN members Decisions must have 9 of 15 yes votes Permanent members have veto power (can override votes)

24. The Security Council’s Path to Peace 1. Secure a cease-fire (if fighting exists) 2. Explore peaceful methods of conflict resolution such as but not limited to: a) Mediation b) Economic Sanctions c) Arms embargo 3. Unified military actions by member nations 4. Determine cause of conflict and establish solution for long-term peace

25. Other Components Economic and Social Council—Collaborates with non-governmental organizations to establish economic and social security International Court of Justice– 15 Justices decide independently as arbitrators. Nations must agree to participate but if they do they must comply with decision. Secretariat- Administrative body (7500 people) Trusteeship Council (inconsequential)

26. UN System 13 Independent organizations that work for world peace and stability. Examples: United Nations Children’s Fund (UNICEF) World Health Organization (WHO)

27. A set of procedures and rules help keep the UN general assembly meeting orderly Representatives of countries must seek the presiding official’s permission to speak A standard speaking format is followed

28. Conference Elements Formal Debate Speaker list determines order in which you speak Limited Time (can be changed by motion) Amendments and resolutions to issues are proposed and voted (majority to pass) Moderated Caucus Motion to break from formal debate. Place cards are raised in order to speak Helps facilitate discussion

29. Opening Speech 1. First, you should thank the presiding official by saying "Thank you Mr./ Madame/ Honorable Chair/ President…" 2. Then begin by providing a brief history on the issue as it relates to your country. 3. Speak about how the issue is currently affecting your country. 4. Provide your country's position on the issue. Include an explanation for your country’s stance, such as economic or security concerns or political or religious ideology. 5. You may choose to give an explanation of how your country's position relates to the positions of other member states such as the major powers or countries in your regional bloc. 6. You should discuss some of the past actions taken by the UN, member states and NGOs to address the issue. 7. Present ideas for a resolution, stressing your country’s objectives for the resolution. 8. Talk about the role that NGOs or regional organizations have to play in addressing the issue. 9. Indicate to the committee members whether your country is willing to negotiate United Nations Association of the United States of America, 2007, Public Speaking, http://www.unausa.org/site/pp.asp?c=fvKRI8MPJpF&b=457149 http://www.unausa.org/site/pp.asp?c=fvKRI8MPJpF&b=457149

30. Speech During a Debate 1. Again, you should thank the presiding official by saying "Thank you Mr./ Madame/ Honorable Chair/ President…" 2. Encourage collaboration among member states by proposing ways that your country would be willing to work with other member states. 3. By referencing what other delegates have said, you can show support for your allies or indicate which proposals your country does not favor. 4. Present ideas for draft resolutions. 5. Explain why your country does or does not support other draft resolutions. United Nations Association of the United States of America, 2007, Public Speaking, http://www.unausa.org/site/pp.asp?c=fvKRI8MPJpF&b=457149 http://www.unausa.org/site/pp.asp?c=fvKRI8MPJpF&b=457149

31. Draft Resolutions Written proposals to address issues One long sentence, separated by comas, that contains: Heading (Draft #, Issue and Names of Authors) Preamble and operative section -- establish the issue and proposed resolution (problem and solution)

32. Tips for Success 1. Be informed about your country 2. Be informed about your country 3. Be informed about your country 4. Know the procedures 5. Participate but do not dominate 6. Dress professionally 7. Collaborate

33. Skill sets: writing  Students learn the writing process and work towards improving their expository writing.  Five-paragraph essays are assigned and students are coached for improvement.  A common writing rubric is now being used to evaluate work.  A research project is assigned in the spring to help students learn how to critically examine primary sources

34. Expectations for writing http://www.whrhs.org http://www.whrhs.org

35. Skill sets: organization  Students are taught metacognitive and organizational strategies to help with the transition from middle school to high school  Teachers require the use of an organized notebook and check it for accuracy and completion.

36. Skill sets: formal assessment  Students become detail-oriented through note taking, critical reading, and review assignments.  An emphasis on depth, rather than breadth, accentuates the difference between middle school and high school.  Review sheets and extra help sessions support this process and clearly communicate expectations to the students.

37. Skill sets: critical thinking and cooperation  Students are placed in “first-person” scenarios to learn about conflicts, controversial issues and decision-making in a historical context.  Group projects are assigned and teachers reinforce cooperative skills through modeling, careful observation and coaching.  The student is at the heart of the learning…students’ opinions and views are solicited and welcomed as part of the learning process.

38. Skill sets: social action WHRHS teachers actively reinforce learning through their extracurricular organizations:  Peer Leadership  Model United Nations  Diversity Club  Asian Culture Club  Junior Statesmen of America  Free the Children  Model Congress  Mock Trial

39. After 9 th grade  A diverse core-curriculum continues towards achievement of our goals.  An extensive elective program gives students the further opportunity to pursue interests at a variety of levels.

40. 10 th grade  80% of WHRHS sophomores take Modern European History as an elective.  The course builds on ancient, medieval and modern history learned in World Cultures.  Students continue to focus on primary source analysis and expository writing skills.  Students may also elect to take Civics and Citizenship, an exciting, hands-on course about the law, government and public policy (open to ALL LEVELS)

41. 11 th and 12 th grades  11 th graders study United States history through 1898  12 th graders study 20 th century United States history  The courses are offered at all ability levels.

42. Electives—all grades  Twentieth Century in Historic Film

43. Electives—10 th through 12 th grades  Civics and Citizenship  Facing History and Ourselves  Holocaust and Genocide Studies  International Relations: The World In The 21 st Century  Sociology

44. Electives—11 th and 12 th grades  Constitutional Law (Honors)  United States Government and Politics (AP)  Human Geography (AP)  Asian History and Culture  Economics  Human Relations

45. Advanced Placement  Modern European History (10 th grade)  United States History (12 th grade)  United States Government and Politics (11 th or 12 th grade)  Human Geography (11 th or 12 th grade)  Students may elect to take other examinations and prepare through independent study with faculty (by approval of supervisor)

46. Department: www.whrhs.org/academics/history Teacher websites: www.whrhs.org/phone.cfm www.whrhs.org/academics/history www.whrhs.org/phone.cfm www.whrhs.org/academics/history www.whrhs.org/phone.cfm  Online curriculum  Teacher websites and profiles  Summer programs, institutes and opportunities  Research links, websites and databases for student use

48. Contact Mr. Stephen Bartlett Department of History/SS (908) 647-4800 x4816 sbartlett@whrhs.org