Global Civics Course Guide
Mr. Michael Pastor
Email: pastorm@qvsd.org
Phone: 412-749-5557 x2205
Course Description
The course will provide students with skills and competencies that lead to the
development of global civic responsibility. It is an active and applied approach to
civics education. Students will develop intellectual skills that help citizens identify,
describe, explain, and analyze information and will enable them to evaluate, take,
and defend positions on global issues. Students will develop participatory skills that
enable citizens to monitor and influence civic life by working with others,
expressing ideas, and managing conflict.
Course Objectives
1. To develop global citizens who have a firm understanding of the United States
government and its role globally
2. To analyze and evaluate how human rights originated and are protected in the
United States and globally
3. To understand the causes of conflict and the strategies used by governments to
resolve them
4. To understand how issues impact local and global society
5. To develop the skills of critical thinking, problem solving, communication and
collaboration
A Note From The Teacher
It is my desire that each and every student not only does well in this class, but also
develops an appreciation for the importance of civic education. In this class you will
be challenged. This course is designed much like higher level (even college) courses
with the intention of preparing students to succeed in their future. In order to
create a classroom environment in which a high level of learning can be achieved, it
is critical that the class be based on RESPECT. In this class each of you already have
my respect, you need not earn it. I value each of you as individuals and I believe that
each of you can succeed. However, if you choose not to respect the teacher or your
fellow students, you will not be able to succeed to your full potential.
Expectations
Students will complete assigned readings, course assignments, projects, tests and
quizzes. Students will actively participate in individual and group activities for the
course using technology.
The Nature of a Shared Experience
In this course, students will have the opportunity to create the content with their
daily class engagement. As the instructor, I believe firmly that all students have
something to give as well as something to gain from this course. While I may have
some level of expertise regarding the content, I believe that students and the teacher
share responsibility in examining the content in a meaningful way. As a discourse
community, we will move through the content in an organic way that relies on
constant student input. To put it simply, students will gain the most from the course
if they are constantly participating in the daily discussion. No individual is the sole
source of information on any topic, with that said, students in this course will create
a unique educational experience that allows for relevance and critical thinking to
drive all that we do.
Course Grading
Grades in this course are determined in accordance with the Quaker Valley High
School grading policy. In this course, 80% of a student’s grade will be determined
by Assessments OF Learning, meaning those assessments that are summative and
reflect a student’s ability to show their application of knowledge. 20% of a student’s
grade will be determined by Assessments FOR Learning, meaning those assessments
that are formative in nature and reflect ongoing learning that informs the teaching
and learning process. While there is not a predetermined amount of points possible
for each grading period, assignments will follow this general trend.
Assessment Type
Summative - Exams, Quizzes, Projects, Papers
Formative – Homework, DBQ, Current Events
Percentage of Grade
80%
20%
Exams – points will vary (Assessment Type - Summative)
Exams are summative assessments of student understanding of a unit of course
content. These exams will be multi-format and utilize multiple choice, fill in the
blank, matching, true/false, short answer, and essay questions.
Papers, Projects, Essays – points will vary (Assessment Type - Summative)
These assignments will focus student learning on a specific piece of course content.
Student writing will be a focal point of this course and assignments requiring
student writing will be frequent. Document Based Questions (DBQs) will be a staple
for the writing in this course. Typed assignments are required.
Quizzes – 15-20 points (Assessment Type – Summative)
Quizzes will be assessments that gauge student learning of preceding course
content. The quizzes will be short answer/essay format.
Discussion Board – 10 points (Assessment Type – Formative)
The intent of this assignment is to engage the class in a discussion of world events
that impact each of us. Students will be asked to participate in the online discussion
board.
Homework Engagements – 20 points (Assessment Type - Formative)
For any homework assignment, you will have three choices of homework
engagements to choose from; practical, analytical, and creative. At the conclusion of
the year, you must have four engagements from each of the three categories, with
the remaining engagements being your choice. Your task is to write a reflective
engagement that reflects a deep understanding of the knowledge. Students are
expected to refer to course content and texts where appropriate. The following is a
further description of the three types of engagements.
Practical
In a practical engagement, your task is to present a practical solution to some
issue that arises in the course content. For example, your may suggest a way
to get more young people between ages 18-24 to vote in the upcoming
Presidential election. The goal here is to take the relevant course content
and provide a practical solution to an issue.
Analytical
This is the style of writing with which you are probably most familiar. You
may analyze a document, policy, law, social movement, or any other piece of
course content. You may write this engagement in several ways including
but certainly not limited to compare/contrast, descriptive analysis, and
predictive.
Creative
A creative engagement is one that allows you great freedom in your response
type. Put simply, creative engagements can be anything that shows your
understanding of the content in a creative way. Some examples include but
are not limited to perspective journal writing, musical composition, artistic
expression, creative writing, or anything else that you see as relevant.
Homework is to be completed for the required due date. Homework is to serve as
an extension of the course to deepen your knowledge and understanding of the
content. You will notice that the course homework will follow the same progression
as lectures, quizzes, and exams.
Midterm and Final Exams
Midterm Exam
The midterm exam will be a comprehensive examination of student learning
of the course content for all of Unit 1. The exam will include both essay
questions and a DBQ.
Final Exam
The final exam will be a comprehensive examination of student learning of
the course. The exam will include both essay questions and a DBQ.
*The Midterm Exam and Final Exam will combine for a total of roughly 20% of your
final grade. These scores are not factored into any Term grade, they are added on to
your final grade as 20% of the Year (Y1) Grade.
Attendance and Behavior
Students are expected to be in class all of the time. If you are not in class, you cannot
learn the course material or take part in course activities. If an absence occurs, the
student is expected to take the necessary actions to ensure that they do not fall
behind with the coursework. If an extenuating circumstance exists (i.e. prolonged
illness, family emergency, ect.) special arrangements will be made. If you are aware
of an upcoming absence, please inform the teacher as early as possible. The
expectation is that you will behave like an adult. I challenge each of you to take
ownership of your education; this requires you to behave in a manner that allows
you to succeed. Students are expected to comply with Quaker Valley’s code of
conduct.
Course Outline
Essential Question for the Course: What does it mean to be a global citizen?
Unit 1 – Human Rights (12 weeks)
o Essential Questions
o What are basic human rights?
o Who is responsible for guaranteeing human rights?
**Midterm Exam**
Unit 2 – Global Governance (6 weeks)
o Essential Questions
o What gives government legitimacy?
o How can political systems be set up to solve conflict and adopt
decisions?
Unit 3 – Local Issues Span Globally (6 weeks)
o Essential Questions
o What are rights, duties, and responsibilities of citizenship?
o How do local issues have a global impact?
**Final Exam**
Please note, for AB and BC courses, the Final Exam will be cumulative and will
represent all content from the course. For split AC courses, the Final Exam will only
cover content from the second half of the course (Units 2 & 3).