Course Information
Ancient World History
Course Purpose:
First and foremost, our goal is college preparation. It may seem
strange to think about that already. However, this course is
intended to help you develop the skills you will need to be successful in
college and beyond.
A second goal is to prepare you to be successful in your 10th grade
history course which will, in turn, prepare you for the rigors of
your junior and senior years. The process begins here.
Students will be introduced to themes of the past as well as the
nature of historical research and historiography, and become
familiar with source materials useful for the study of various
historical civilizations.
Great attention is paid to a student’s ability to read and digest
materials and analyze them critically in order to make sensible
judgments while writing critical essays.
In a college classroom, you are responsible for remembering due
dates, tracking down missed assignments and seeking extra help.
The same holds true for this course. Your syllabus is an important
document for the course and should be read thoroughly. You will be
instructed to do so and I will operate under the assumption that this
has been done. The course website will have information about our
daily schedule and due dates for assignments. Helpful hints for
completing various tasks will also be posted. However, you are
responsible for monitoring the website and for making sure you
know what is posted there.
Course Objectives:
- to create a highly interactive, discussion-based classroom driven
by the students.
- to develop an appreciation for the study of history
- to develop an appreciation for and understanding of the process
of historical inquiry
- to develop a better understanding of the history of world history
in political, economic, social, ethnic, and cultural terms.
- to develop a better understanding of some of the great issues at
the heart of world history
- to improve writing, research, and critical reading and writing skills
- to improve thinking skills – specifically to develop the ability to
analyze historical arguments
- to develop an understanding of the present-day world and our
place in it
- to develop the ability to think historically (understanding in
context)
Discussion:
Every class is discussion based. You MUST complete the reading before class.
It is expected that every student will participate. However, students who
appear to be disengaged will be called upon.
UNANNOUNCED QUIZZES covering assigned readings may be given at any time. They
tend to appear when I suspect students are not keeping up with their
assignments.
YOU CANNOT PARTICIPATE IF YOU ARE NOT PREPARED.
Grading Standards for Discussion
Students often have questions about how their participation in class
discussions will be evaluated and assessed. Students should use these
guidelines to track their own performance in class.
0 = Absent
1 = Present. Does not voluntarily contribute. Has difficulty
responding when called on. Shows little interest and gives no clear
evidence of having completed the assigned reading.
2 = Occasionally participates voluntarily. Can respond minimally if
called on. Demonstrates very basic preparation of essential facts
but gives no evidence of careful, critical thought about the reading
and the problems it raises. Shows modest interest and gives
evidence of having completed only some of the reading.
3 = Participates often. Offers to participate and/or responds
effectively when called on. Knows basic information but can offer
interpretations, analyses, and critical reflections. Responds to other
students' points. Shows real interest and gives evidence of having
completed the reading with a high degree of understanding and
comprehension.
4 = Participates all the time, without having to be called on.
Responds both to issues raised by the discussion leader and points
raised by other students. Knows how to work in a discussion-based
environment: Keeps to the point;helps to keep others (even the
teacher!) on the point; sees when it is time to move to a new issue.
Consistently displays careful, critical, analytical reading of
the weekly assignments.
Basically, students can assume that the numbers on this chart can
be translated into letter grades ranging from F (0) to A (4). I
assume that students will improve over the course of the term,
that anyone can have a bad day, and that even the most diligent
student will find some readings easier to understand and discuss than
others. Thus, these numbers are objective guidelines more than hard
and fast rules. (I found this rubric online so many years ago I lost
the original citation. It is not, however, my own creation.)
At the end of each grading period I will use your performance in
class when calculating your grade. If you have consistently
performed to the 3 or 4 level, your grade will receive a bump of
one increment (i.e. from B+ to A-). If you have not been a
consistent contributor, your grade stays where it is calculated based
on the other assessments for the quarter. For example, if
you have an 89.4 but have not been prepared daily for class, your
grade will stay at 89.
As we read and discuss thousands of pages of history, you will
become more insightful thinkers. The "how" and "why" of history
is just as, if not more, important than the who, when, where. Class
discussion is devoted to unraveling the how and why. You are
responsible for mastering the details. I will provide direction as to
the crucial information to master, but the grunt work of
remembering the who, when, where falls on your shoulders.
We will work on strategies for doing so throughout the year.
Please see me anytime for additional work on strategies for
mastering content. Preventative maintenance is always preferable
to triage.
Grading:
All daily and unit assignments will be graded. A rough estimate of
the breakdown for the year grade is as follows.
1st trimester - 20%
2nd trimester - 30% (Includes Midterm Examination)
3rd trimester - 30% (Includes Final Examination)
Research Paper – 20%
Honor Code:
It is assumed that all assignments will be completed in accordance with the
spirit and the letter of the honor code. If you have any questions, see me
ahead of time. Academic integrity is a crucial part of being at Nichols. No
grade is worth your standing and membership in our community.
Course Website & Email:
You are responsible for knowing the information on the website. I do not
assume you have internet or email access at home. All assignments will be
posted well ahead of their due date. This means you will have time to check
the website using one of the school's computers. Any assignments posted to
the website and/or sent to your Nichols email address are your responsibility
to retrieve. In short - once it is posted or emailed - you own it. Telling
me that you don't use your email is not a valid excuse. Telling me your
computer crashed at home is not a valid excuse. Plan ahead and you will have
all the time you need to stay on track.
Late Assignments:
One day late = maximum grade, B+
2 days late = maximum grade, C+
3 days late = maximum grade D+
4 days late = maximum grade of 55
Late is defined as not handed in at the beginning of class on the day it is
due. Any work turned in after discussion begins is considered late. You
should turn in work regardless of how late it is. If it is turned in, even a
week or more late, I can at least put a number in the grade book other than a
zero. Most importantly you must communicate with me and let me know if you
are running into trouble.
Absences:
You are required to make up all missed work and to track down missed
assignments. It is not my responsibility to get you the work. I will not hound
you to make up missed work. Zeros compute just as easily as 95s. Make-up exams
will be taken the day you return to class except in cases of prolonged illness
according to school provisions.
The 80% rule will be applied to work missed due to unexcused absences. See
the student handbook for details.
Notetaking:
Students are expected to take reading notes each night and notes in class
during discussion. Should you come for extra help, I will first ask to see
your notes. If you do not have comprehensive notes, you have not done your
part to prepare. Each student must find a style of taking discussion and
reading notes that works for him/her. This will be crucial to your success at
the next level. Reading notes should be taken as you complete nightly
assignments. These should be enhanced during discussion in class. Please see
me with questions/concerns about taking effective reading/classroom notes.
If you are having trouble with note taking, please see me to discuss
strategies/techniques. In addition to working with you I can suggest some
fantastic websites with various strategies you may wish to employ.
Classroom code:
It may seem frivolous to put many of these in writing. However,
our success this year depends on a clear understanding of what to
expect from me and what I expect from you. Please carefully read
the following procedures. You will be responsible for knowing and
following them.
Please arrive on time. A pass is required from the teacher of your
previous class for entrance once the class begins. If you are coming
from the nurse’s office, please obtain a pass with the time you left
her office. Students arriving late to class without a pass will be sent
to the grade level dean to explain their tardiness.
Participation in class discussion is crucial to your success. Late
arrival prevents your participation, distracts your classmates, and
annoys me. Three late arrivals per quarter will result in a grade
reduction of a letter grade.
Cutting class will result in a grade reduction of a letter grade that for
EACH cut.
Please bring your books to class at all times except on exam days.
Failure to bring your books limits your ability to participate and
sends a clear signal to me regarding your desire to do well in this
class. Students who do not bring their books to class may be
dismissed as unprepared and will receive a 0 for the day.
Please do not eat during class. Bottles of water are permitted. The
rustle of wrappers is a terrible distraction. Students face down in a
sandwich or bag of snacks are not taking notes, are not devoting
their undivided attention to the discussion or presentation. You will
be actively participating in this course and will learn to appreciate
an attentive audience.
Personal Electronic Devices:
Ask me before using them. If you are using a device for taking notes that has
an internet connection you must refrain from browsing the web for any reason
during class. There is no reason to even have a browser open. If you become
too absorbed in the electronics in front of you, I may speak with you and your
parents about its continued use in class.
Cell phones should not be brought into the classroom. If a phone
rings (even if it is in your backpack), the phone will be taken and a
blue slip will be issued under the category of Disrespect. If you are found
to have a cell phone on your person during a quiz or test, my assumption will
be that it was being used to cheat. This will trigger a referral to the SCC
and will result in a zero for the assessment.
Please treat your colleagues and the instructor with respect. A goal
of this course is to create a professional, scholarly environment of
inquiry, analysis, and learning. You may be critical of the idea -
NOT the person.
Your criticism must be at all times respectful and constructive. We
are a community of scholars. Damage to the community is unacceptable and will
not be tolerated.
Please continue to work until the end of the period. Do not begin putting your
papers away with three minutes or so left in the class. We have a lot of work
to do and short periods of time to accomplish our objectives. I will dismiss
the class when our time has expired.
Please contact me at any time with question or concerns about anything in the
course. Communication is crucial to a successful seminar.
Email: rcombs@nicholsschool.org
If you do not do the reading, do not pay attention and take notes
in class and are not willing to participate, you will struggle mightily
in this class.
Passing will prove most difficult. My courses are not hard – they
are a lot of work.
(Many thanks to all historians and teachers who post information
on the web to assist teachers like me! You are a great resource.)