![]() ![]() High School Mr. Marchand's -Baltimore- World Cultures Class Welcome to the Mercy High School World Cultures course for the 2017-18 school year. This is is a survey course for 9th graders where we wll study the development of human civilization. There is a research component for this course, called HERStory Day, which will offer students the opportunity to participate in the Baltimore City, Maryland, and National History Day competition. We hope all students will develop a better understanding of the origin of civlization, the development of technology, and the origins of conflicts and solutions for the resolution of those conflicts. I am new to Mercy this year, just like you. I came from Seton Keough High School and thank the Mercy community for welcoming us and making us part of Mercy Magic so quickly! |
World Cultures AP US History 1, 2, and 3 Government Back to Main Page Model Diplomats |
The Mercy High
School Honor Pledge: "As a woman of Honor, I pledge that this work is
my own".
Learning Guide Text: E-Text Students should also learn how to write clearly and quickly, and how to make persuasive arguments based on evidence. Students will develop and carry out a research plan that meets the standards of the most advanced high school students, and will learn how to deal with a variety of methods of assessment. Objectives: Are at the beginning of each syllabus date |
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For D Period Syllabus Click Here For E Period Syllabus Click Here For F Period Syllabus Click Here for Assessment Calendar Click Here for Journal Guidelines and Assignments Click Here for Research Project Schedule Click Here for Peer Review Worksheet Click Here For First Semester D Period Syllabus Click Here For First Semester E Period Syllabus Click Here For First Semester F Period Syllabus |
GRADE |
Mastery of Vocabulary | Reading to Learn |
Homework and Use of Web Resources |
Group
Work |
Project Assignments | Tests,
Quizzes, Assessment |
A |
Can use
vocabulary in everyday speech, and can put vocabulary together with
assignments and tests |
Reads each section before doing homework, seeks links, similarities and differences between words and concepts in the section | Completes all
homework assignments, does homework after reading the assigned section,
uses the web to reinforce understanding |
Completes all parts of the assignment, performs work and positively contributes to the group activity | Completes
project assignments over enough time to make sure the final
product exceeds all objectives |
Masters
detail knowledge (multiple choice/
short answer), analysis (comparisons
and description), and synthesis (essay) |
B |
Can relate
vocabulary to current instruction and previous assignments and tests |
Reads most sections before doing homework, sometimes finds links, similarities and differences between words and concepts in the section | Completes most homework assignments, does most homework after reading the assigned section, frequently uses web resources and searches the web to reinforce understanding | Completes all
parts of the assignment, performs work and positively contributes to
the group activity |
Completes
project assignments with a strong knowledge of the content of the
project |
Understands detail knowledge (multiple choice/ short answer), analysis (comparisons and description), and synthesis (essay) |
C |
Can relate vocabulary to current instruction | Skims
sections to find homework vocabulary, usually does not read the section |
Looks at
vocabulary first, tries to find vocabulary in the section, does not
seek similarities or differences between words and concepts in
the section, uses the web for specific assignments |
Completes
enough work to help the group complete requirements of the group
assignment |
Completes the
project with all objectives barely accomplished |
Understands
one of the following: detail knowledge (multiple choice/ short answer), analysis (comparisons and description), or synthesis (essay) |
D |
Can define
most vocabulary words |
Tries to find
homework vocabulary in index and/ or dictionary without reading the
section |
Defines
vocabulary and answers questions without seeking similarities or
differences between words and concepts in the section, rarely uses the
web |
Does not
contribute equally to help the group complete the assignment, depends
on other group members to complete project |
Completes the
project with some objectives minimally accomplished |
Asks the
question "what material is going to be on the test" (NOTE: It's DEFINITELY OK to ask what SECTIONS or CHAPTERS are on the quiz/ test!) |
F |
Cannot define
vocabulary |
Makes no
attempt to read assigned sections |
Does not do
homework, does not use web resources |
Does not
participate in the group assignment |
Does not
complete (partial grade) or turn in the project (grade of 0) |
Does not meet
the minimal requirements of the assessment |
Journals
Each student will keep a journal in a separate section of her notebook. Each Journal entry will be worth up to 25 points. The guidelines for writing Journal entries may be found at Journal Guidelines. The journal questions for Government are posted as assigned at Government History Journal Questions. |
Projects
and Research Papers
History Day
Project Links |
World
History Web
Resources
Seven
Wonders Of The Ancient World
Primary
Source, Letters from Pharoah to Hittites
Perspective
– Sumerian Mythology
Exploring Ancient World
Cultures
(Epic
Of Gilgamesh)
Hittites General
History Resource
Resources for
Roman Art & Archaeology
Lacus
Curtius: Into The Roman World