History/Socal Studies
Department Overview
8th grade parents meeting
Thursday, February 5, 2009
Stephen Bartlett, Supervisor
(908) 647-4800 x4816
sbartlett@whrhs.org
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
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conflict resolution;
creative and ethical decision-making;
communication through writing and speech;
the imperative to play an active positive role in
society .
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
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
9th 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.
Criteria for Level
Placement
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Last year’s numerical grade
Motivation to study history
Reading level
Independence of learning
Research proficiency
Verbal/auditory skills
Writing ability
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.
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.
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.
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.
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?
World Cultures Curriculum
FIRST MARKING PERIOD (continued)
 ASIA: Geography, ethnic groups
and religions. Is the 21st century
the Asian century?
 Focus on the Indian subcontinent,
China, Japan and Southeast Asia
World Cultures Curriculum
SECOND MARKING PERIOD
 Complete ASIA unit
 THE MIDDLE EAST: geography, ethnic
groups, religions. Struggle between
traditional vs. modern views of society
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
World Cultures Curriculum
FOURTH MARKING PERIOD
 LATIN AMERICA: European
colonization, natural resources and
experiences with democracy
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.
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.
Sample M.U.N. topics
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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
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.
United Nations
What Is the United Nations (UN)?
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The UN is an organization of 192 nations
The countries work together to:
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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.html
General Assembly
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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)
Security Council
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Made up of 15 member nations
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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)
The Security Council’s
Path to Peace
1.
2.
Secure a cease-fire
(if fighting exists)
Explore peaceful methods
of conflict resolution such
as but not limited to:
a)
b)
c)
3.
4.
Mediation
Economic Sanctions
Arms embargo
Unified military actions by
member nations
Determine cause of
conflict and establish
solution for long-term
peace
Other Components
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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)
UN System
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13 Independent organizations that work for world peace
and stability.
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Examples:
 United Nations Children’s Fund (UNICEF)
 World Health Organization (WHO)
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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
Conference Elements
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Formal Debate
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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
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Motion to break from formal debate.
Place cards are raised in order to speak
Helps facilitate discussion
Opening Speech
1.
2.
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9.
First, you should thank the presiding official by saying "Thank you Mr./ Madame/
Honorable Chair/ President…"
Then begin by providing a brief history on the issue as it relates to your country.
Speak about how the issue is currently affecting your country.
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.
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.
You should discuss some of the past actions taken by the UN, member states and
NGOs to address the issue.
Present ideas for a resolution, stressing your country’s objectives for the resolution.
Talk about the role that NGOs or regional organizations have to play in addressing
the issue.
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
Speech During a Debate
1.
2.
3.
4.
5.
Again, you should thank the presiding official by
saying "Thank you Mr./ Madame/ Honorable Chair/
President…"
Encourage collaboration among member states by
proposing ways that your country would be willing to
work with other member states.
By referencing what other delegates have said, you
can show support for your allies or indicate which
proposals your country does not favor.
Present ideas for draft resolutions.
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
Draft Resolutions
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Written proposals to address issues
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One long sentence, separated by comas, that
contains:
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Heading (Draft #, Issue and Names of Authors)
Preamble and operative section -- establish the issue
and proposed resolution (problem and solution)
Tips for Success
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6.
7.
Be informed about your
country
Be informed about your
country
Be informed about your
country
Know the procedures
Participate but do not
dominate
Dress professionally
Collaborate
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
Expectations for writing
http://www.whrhs.org
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.
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.
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.
Skill sets: social action
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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
After 9th 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.
10th 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)
11th and 12th grades
 11th graders study United States history
through 1898
 12th graders study 20th century United
States history
 The courses are offered at all ability
levels.
Electives—all grades
 Twentieth Century in Historic
Film
th
Electives—10
th
12
grades
through
 Civics and Citizenship
 Facing History and Ourselves
 Holocaust and Genocide Studies
 International Relations: The
World In The 21st Century
 Sociology
th
Electives—11
grades
and
th
12
 Constitutional Law (Honors)
 United States Government and Politics
(AP)
 Human Geography (AP)
 Asian History and Culture
 Economics
 Human Relations
Advanced Placement
 Modern European History (10th grade)
 United States History (12th grade)
 United States Government and Politics (11th or
12th grade)
 Human Geography (11th or 12th grade)
 Students may elect to take other examinations
and prepare through independent study with
faculty (by approval of supervisor)
Department:
www.whrhs.org/academics/history
Teacher websites:
www.whrhs.org/phone.cfm
 Online curriculum
 Teacher websites and profiles
 Summer programs, institutes and
opportunities
 Research links, websites and databases
for student use
Contact
Mr. Stephen Bartlett
Department of History/SS
(908) 647-4800 x4816
sbartlett@whrhs.org