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Keys for Success
! Come to class prepared
!Be respectful of others
!Dont fa! behind
!Take accountability
!Study! Study! Study!
As your Teacher I will
!Make lessons interesting
!Provide a detailed
Study Guide
!Treat you
a! equa!y
!Do everything
in my power to be
fair and help you succeed
World History
Welcome to World History
Course Description
Welcome! I look forward to getting to know each of you as the
semester progresses. My goal is to make this course as interesting and
relevant as possible. As a teacher, I believe in creating a classroom
where the subject matter has a purpose. I also believe that teaching is a
cooperative relationship. It is the duty of the teacher to know the
material and make it interesting and it is the responsibility of the
student to be prepared and willing to learn. Together, with each party
doing its part, the miracle of learning can occur, to the benet of all.
World History is designed
to increase your awareness
and appreciation for the
histories, cultures, languages
and people around us. History
serves to look back and in so
doing, improve the future. In
this class we will take a long
look at the ancient world. As unique
as our modern day and age is, we still
sometimes fall into the same
mistakes as our predecessors.
Students will learn several skills such
as, note taking, studying, and critical
thinking, that will empower them in
their future academic endeavors.
In this course, we will observe the ancient histories of seven world regions divided into 4 units. I have
discovered that approaching this course in a regional, rather than chronological order, keeps the course
refreshing and interesting. Below you will nd an outline of each region and the amount of time dedicated
to each.
Unit 1: Ancient Greece
Duration: 20 Days

This unit covers the dawn of mankind and the emergence of ancient Greece. Time will be spent of
the Minoans, the Mycenaeans, Classical Greece, and Alexander the Great. Students will come to
understand the foundations of democracy. They will also learn about military tactic, strategy, art, science
and philosophy. Finally, through Alexander, the students will understand how Greek culture and ideals
spread across the world and how much of it still lives with us today.
Estimated Test Date: September 12th
Unit 2: Ancient Rome
Duration: 20 Days

This unit will focus on the Rise of Ancient Rome. Student will learn the di#erence between Greek
democracy and the Roman Republic. Like Greece, students will continue to learn about military strategy,
art science, philosophy and the rise of Christianity. They will also learn about the shortcomings of the
Roman world that lead to its decline and eventual fall.
Estimated Test Date: October 10th
Unit 3: The Middle Ages
Duration: 20 Days

This unit covers the Dark Ages through the Renaissance. We will discuss the rise of the Franks
and conquest of Christianity. Students will learn about Feudalism, the Crusades, the Catholic Church, the
Great Schism and the Protestant Reformation. In addition, time will be spent on the progress in art,
science and technology during the Renaissance.
Estimated Test Date: November 7th
Unit 4: Asia
Duration: 20 Days

This unit studies the fascinating nations of Asia. It will be broken down into distinct areas, such as
China, Japan, and South East Asia. Time will be devoted to geography, religious and political beliefs,
history and culture through the Age of Discovery.
Estimated Test Date: December 12th
Keep up with the assigned readings I will provide
Come to class prepared to participate and learn. This includes having the following materials:
#2 pencil and paper
3 or 4 inch three"ring notebook
unit study guide
current assignment
Be in your seat ready to work when the tardy bell rings.
Cell phones are not to be used in class.
iPods are not to be used during class unless permission is given and can only be used for music
with one headphone in so you can hear me should I have something to say.
No game devices.
You are expected to contribute to class discussions, activities, and projects.
Sleeping in class will not be permitted nor tolerated at any time!
No food or drink in the classroom. Bottled water is ok!
Assignments that are not legible will not be graded until they are re"written in a legible fashion.
Assignments without name or an illegible name will receive a full letter grade deduction.
Do not work on other courses during this course.
Do not talk when the teacher is talking!
You will be respectful to others, this includes the use of profanity!
Students are expected to be self su$cient, this means they are to take responsibility to pick up
assignments that they missed, talk to me about how to raise their grade, and are responsible
themselves to retake any quizzes or tests they have missed.
Homework will mostly consist of personal study. You will receive a unit unit study at the beginning of
each unit of study, go over it daily! Some assignments will be assigned throughout the year to do at home.
Most work however can be completed during the allotted school hour.

Additional homework will NOT be assigned during weekends or holidays! Also, to help preserve your
weekend, I will do my best to prevent testing on Mondays.
Late Work:
Any unit assignment that is turned in late will be accepted for 60% of its original value. After a unit is
completed, late work for that unit will no longer be accepted. Tests must be taken within two days upon
return to school or the test will be recorded as a zero.
Make"Up Work:
It is your responsibility to collect and complete any work that is missed due to an excused absence. You
will have two days to complete makeup work due to illness or any other excused absence without a
reduction in grade. Unexcused absences will not receive the opportunity to make up missed assignments.
Assignments that receive a score lower than a C may be re"taken. These assignments have to be re"
submitted one day after it has been handed back. Re"takes will only receive at best a C letter grade.
Tests/Exams* may also be re"taken if the score is lower than a C or 75%. One week will be allotted for all
test re"takes. Students re"taking a test can only receive at best a C or 75%. All re"takes will occur before or
after school. The semester nal is ineligible for retakes.
Quizzes must be taken within two days of your return from an excused absence. Pop quizzes cannot be re"
taken but can be made up if missed. Your quiz score will be permanent.
*Subject to change based upon department policy
Please wait for a natural pause before speaking during a classroom discussion. Do not interrupt or
personally criticize anyone! Help make everyone feel comfortable in our classroom. Be prepared to defend
your position/opinion with facts.
Bathroom Policy/Passes:
On the rst day of school or a new quarter/semester, students will be issued 4 Tiger Passes. Passes can be
used in many ways. The most commonly used method is to go to the bathroom. Students wishing to leave
and go to the rest room need only to ll out their pass and turn it in the box on the wall before leaving.
Students are limited to 4 passes per unit! They must have them in their possession to use them. I am not
responsible for lost passes! Pass uses are listed below:
1& To go to the bathroom
2& To get supplies or a missing assignment
3& To borrow a pencil, pen or paper
4& To avoid a late penalty 'single day only(
5& To buy a food pass
6& Two can be used to get your cell phone back at the end of class
7& Unused passes can be turned for assignment exemption. Ask Mr. Hardy for details.
Extra Credit:
There are two ways to earn extra credit. The rst method is to take good notes during class and show
them to Mr. Hardy following the completion of a unit. The second method is to complete Mr. Hardys
challenge. I believe that in order to receive extra credit, extra work must be involved.
Intellectual Honesty/Plagiarism:
Cheating and/or plagiarism will result in a zero on the assignment in question. Please consult the student
Unit Challenges:
Each unit I will o#er the class an academic challenge. It could be one to take better notes, to raise quiz or
test scores or one that is behavior based. On occasion, I will allow student to set their own personal goal.
During the unit, students will have to prove that they are achieving their goal through documentation. If
they prove they worked hard on their goal and showed improvement they will be rewarded with 5% extra
credit for the unit.
O#ce Hours:
I am available each day approximately an hour before and an hour after school. Please schedule or make
me aware of a planned visit at least one day in advance. O$ce hours are subject to change due to coaching
Your grade will be based on your academic performance. The school grading scale is:
100 ) 90% = A 'Advanced(
89 ) 80% = B 'Procient(
79 ) 70% = C 'Basic(
69 ) 60% = D 'Below Basic(
59 ) Below = F
Exams/Quizzes and Final = 70# of your overa! grade
Classwork/Projects/Assignments = 30# of your overa! grade
Much of what is assigned is graded objectively. However, it is not possible to grade all assignments in this
fashion, particularly essays/compositions. If you do not understand why you received a certain grade, it is
your right and responsibility to discuss your concern with me in private!
Advanced: Students at the advanced level use their knowledge of social studies in complex and
abstract situations and can analyze, synthesize, and communicate information and ideas.
Procient: Students at the procient level use concepts and skills to acquire and communicate
information and ideas. To gain prociency, students must earn an 80$ or higher in the
Basic: Students at the basic level ine#ectively use knowledge and skills to acquire and
communicate information and ideas.
Below Basic: Students at the below basic level in social studies require extensive support or
provide little or no evidence in meeting the standard.
Wyoming Performance Standards:
Citizenship, Government, and Democracy: Social studies programs should include experiences that provide for the study of how
people create and change structures of power, authority, and governance. Learners in the early grades explore their natural and
developing sense of fairness and order as they experience relationships with others. They develop an increasingly comprehensive
awareness of rights and responsibilities in specic contexts. During the middle school years, these rights and responsibilities are
applied in more complex contexts with emphasis on new applications. High school students develop their abilities in the use of
abstract principles. They study the various systems that have been developed over the centuries to allocate and employ power and
authority in the governing process. At every level, learners should have opportunities to apply their knowledge and skills and
participate in the workings of the various levels of power, authority, and governance. Students at every level should have the
opportunity to study important historical gures and events.
Culture and Cultural Diversity: Social studies programs should include experiences that provide for the study of culture and
cultural diversity. During the early years of school, the exploration of the concepts of likenesses and di!erences in school subjects such
as language arts, mathematics, science, music, and art makes the study of culture appropriate. Socially, the young learner is beginning
to interact with other students, some of whom are like the student and some di!erent; naturally, he or she wants to know more about
others. In the middle grades, students begin to explore and ask questions about the nature of culture and specic aspects of culture,
such as language and beliefs, and the inuence of those aspects on human behavior. As students progress through high school, they can
understand and use complex cultural concepts such as adaptation, assimilation, acculturation, di!usion, and dissonance drawn from
anthropology, sociology, and other disciplines to explain how culture and cultural systems function. Students at every level should have
the opportunity to study important historical gures and events.
Production, Distribution, and Consumption: Social studies programs should include experiences that provide for the study of
how people organize for the production, distribution, and consumption of goods and services. Young learners begin by di!erentiating
between wants and needs. They explore economic decisions as they compare their own economic experiences with those of others and
consider the wider consequences of those decisions on groups, communities, the nation, and beyond. In the middle grades, learners
expand their knowledge of economic concepts and principles. They use economic reasoning processes in addressing issues related to
the four fundamental economic perspectives. They develop a deeper understanding of key economic concepts and processes through
systematic study of a range of economic and sociopolitical systems, with particular emphasis on the examination of domestic and global
economic policy options related to matters such as health care, resource use, unemployment, and trade. High school students should
be able to discuss capitalism, communism, national and global economics and understand the impact of society upon the economy.
Students at every level should have the opportunity to study important historical gures and events.
Time, Continuity, and Change: Social studies programs should include experiences that provide for the study of ways human
beings view themselves in and over time. Learners in early grades gain experience with sequencing to establish a sense of order and
time. They enjoy hearing stories of the recent past as well as of long ago. In addition, they begin to recognize that individuals may
hold di!erent views about the past and to understand the linkages between human decisions and consequences. Thus, the foundation
is laid for the development of historical knowledge, skills, and values. In the middle grades, students, through a more formal study of
history, continue to expand their understanding of the past and of historical perspectives, recognizing that interpretations are
inuenced by individual experiences, societal values, and cultural traditions. High school students engage in more sophisticated
analysis and reconstruction of the past, examining its relationship to the present and extrapolating into the future. They integrate
individual stories about people, events, and situations to form a more holistic conception, in which continuity and change are linked in
time and across cultures. Students also learn to draw on their knowledge of history to make informed choices and decisions in the
present. Students at every level should have the opportunity to study important historical gures and events.
People, Places, and Environments: Social studies programs should include experiences that provide for the study of people,
places, and environments. In the early grades, young learners draw upon immediate personal experiences as a basis for exploring
geographic concepts and skills. They also express interest in things distant and unfamiliar and have concern for the use and abuse of
the physical environment. During the middle school years, students relate their personal experiences to happenings in other
environmental contexts. Appropriate experiences will encourage increasingly abstract thought as students use data and apply skills in
analyzing human behavior in relation to its physical and cultural environment. Students in high school are able to apply geographic
understanding across a broad range of elds, including the ne arts, sciences, and humanities. Geographic concepts become central to
learners comprehension of global connections as they expand their knowledge of diverse cultures, both historical and contemporary.
The importance of core geographic themes to public policy is recognized and should be explored as students address issues of domestic
and international signicance. Students at every level should have the opportunity to study important historical gures and events.