Welcome to Social Welcome to Social Studies!!!Studies!!!

Your Teacher: Mr. CegielskiYour Teacher: Mr. CegielskiThe STEM SCHOOLThe STEM SCHOOL

School Year: 2012-13School Year: 2012-13

04/21/23

Prepare to write a short paragraph in your Cornell notes in response to this video:

http://www.youtube.com/watch?v=MrqqD_Tsy4Q

Prepare to write a short paragraph in your Cornell notes in response to this video:

http://www.youtube.com/watch?v=MrqqD_Tsy4Q

• Students as well as parents are expected to frequently visit my Students as well as parents are expected to frequently visit my website at website at www.historyscholars.weebly.com. www.historyscholars.weebly.com.

WHY???: My website will allow you to view the curriculum as well as WHY???: My website will allow you to view the curriculum as well as the assignment calendar and then download PowerPoint notes, the assignment calendar and then download PowerPoint notes, readings and homework assignments! Why download documents?  readings and homework assignments! Why download documents?  Downloading documents on your own computer, flash drive or cd Downloading documents on your own computer, flash drive or cd saves time, ink and paper. Accordingly, I WILL saves time, ink and paper. Accordingly, I WILL NOTNOT PRINT READINGS PRINT READINGS AND ASSIGNMENTS. While this will require some advance AND ASSIGNMENTS. While this will require some advance preparation on your part, you should only print those assignments preparation on your part, you should only print those assignments that I require you to do so. Students can submit completed work, that I require you to do so. Students can submit completed work, either by hard copy or by email! either by hard copy or by email!

TECHNICAL NOTETECHNICAL NOTE: You will need to unzip each unit file.  Documents : You will need to unzip each unit file.  Documents are in PDF form or Word 2003 and 2007. You can download Adobe for are in PDF form or Word 2003 and 2007. You can download Adobe for free at http://www.adobe.com/products/acrobat/readstep2.html.  If free at http://www.adobe.com/products/acrobat/readstep2.html.  If you do not have Word, you can download a free 60-day trial version you do not have Word, you can download a free 60-day trial version at Microsoft's website: at Microsoft's website: http://office.microsoft.com/en-us/suites/default.aspx. Or, if you http://office.microsoft.com/en-us/suites/default.aspx. Or, if you already have Microsoft Office 2003, but not 2007, you can download already have Microsoft Office 2003, but not 2007, you can download the compatibility pack to view 2007 and 2010 documents here: the compatibility pack to view 2007 and 2010 documents here: http://www.microsoft.com/downloads/details.aspx?http://www.microsoft.com/downloads/details.aspx?FamilyID=941b3470-3ae9-4aee-8f43-c6bb74cd1466&displaylang=en.FamilyID=941b3470-3ae9-4aee-8f43-c6bb74cd1466&displaylang=en.

– Open-Office software Open-Office software may also be used to open documents. If may also be used to open documents. If you have any problems or questions, please contact me.you have any problems or questions, please contact me.

04/21/23

Syllabus Page 3Syllabus Page 3

Syllabus Page 4Syllabus Page 4Contact InformationContact Information: : My school email is My school email is owen.cegielski@stemhigh.org owen.cegielski@stemhigh.org I will respond to you within 24- I will respond to you within 24-48 hours. 48 hours.

Home work Club:Home work Club: Everyday, 3:00-4:00 pm. This is required for Everyday, 3:00-4:00 pm. This is required for ALL students who have been earning a ALL students who have been earning a ““DD ”” or or ““FF ”” and are missing and are missing assignments. Students will continue to attend until a grade of at assignments. Students will continue to attend until a grade of at least least ““CC”” is earned. Per special request, I can also make myself is earned. Per special request, I can also make myself available for after school help and parent teacher meetings available for after school help and parent teacher meetings during my plan period from 9-10:00am. during my plan period from 9-10:00am.

Biography:Biography:

DegreesDegrees: : B.S. Anthropology, B.A History, M.A. U.S. History, B.S. Anthropology, B.A History, M.A. U.S. History, Professional TeacherProfessional Teacher’’s license (Endorsement: Secondary Social s license (Endorsement: Secondary Social Studies).Studies).

Teaching ExperienceTeaching Experience: : Lincoln Park H.S., 2001-2005; and Peak to Lincoln Park H.S., 2001-2005; and Peak to Peak Charter School, 2005-2007; Carbon Valley Secondary Peak Charter School, 2005-2007; Carbon Valley Secondary Academy, 2007-2010; Front Range Community College (Adjunct Academy, 2007-2010; Front Range Community College (Adjunct Professor), 2008-present, STEM Lead Teacher for Social Studies Professor), 2008-present, STEM Lead Teacher for Social Studies and LA departments, 2011-present.and LA departments, 2011-present.

My Educational Philosophy:My Educational Philosophy:

I want my students to meet their academic potential and exceed I want my students to meet their academic potential and exceed educational standards. Using technology and multi-media, I educational standards. Using technology and multi-media, I employ multiple learning devices in the classroom, including employ multiple learning devices in the classroom, including PowerPoint presentations, Google Sketch Up, video streaming, PowerPoint presentations, Google Sketch Up, video streaming, Socratic Seminars and Fishbowl debates, historical research Socratic Seminars and Fishbowl debates, historical research and writing, role play, educational games, and even occasional and writing, role play, educational games, and even occasional art projects. I follow the Core Knowledge curriculum, but I also art projects. I follow the Core Knowledge curriculum, but I also develop my own lessons and activities to keep the curriculum develop my own lessons and activities to keep the curriculum fresh and to adapt to my studentsfresh and to adapt to my students’’ different learning styles. I different learning styles. I also invite suggestions from students and parents about how to also invite suggestions from students and parents about how to make history exciting and relevant in the classroom.make history exciting and relevant in the classroom.

CLASSROOM RULES Syllabus CLASSROOM RULES Syllabus Page 5Page 5

My Classroom Expectations, in conjunction with STEM’s emphasis on character education as well as mission statement: “Relevant, Rigorous, Real World Education Where Character is Key.”

I expect students to act appropriately and in the best interests of this classroom community. This means:1) No hitting or other physical contact in the classroom2) No name calling or swear words. Verbal or cyber bullying will not be tolerated!3) No eating. Gum chewing is allowed, if disposed of properly. Drink water with lids, rather than sugary beverages.4) The classroom should be kept sanitary which means: Clean your own messes. No trash should be left on the floor.5) Raise your hand if you have a comment or you are responding to a question. 6) No talking when I’m speaking. Listen actively.7) Stay in your assigned seats, if applicable. 8) Assume responsibility for your decisions—both good and bad. Accept consequences and learn from them.9) Complete your work on time and stay on task. Don’t distract others; work as a team and in your assigned roles on projects.10) YOU MUST BE ON TIME! Students will have 5 minutes between classes. Once I begin class, the classroom door will be closed and you must be seated with your laptops and supplies, ready to learn! 11) Abuse of laptop privileges (i.e. gaming) will not be tolerated! If needed, you will lose laptop usage for the day!*Note: If a student displays difficulty with meeting any of these expectations, they will be asked to meet with me and/or the Assistant Principal. If needed, I will contact parents/guardians to assist with meeting these expectations.

Mr. CMr. C’’s Curriculum Plans Curriculum Plan—Page 7—Page 7

66thth Grade History and Geography Grade History and GeographyUNIT I: EARLY HUMANS AND THE RISE OF CIVILIZATIONUNIT I: EARLY HUMANS AND THE RISE OF CIVILIZATION

UNIT II: ANCIENT CIVILIZATION OF THE MIDEAST--THE SUMERIANS, UNIT II: ANCIENT CIVILIZATION OF THE MIDEAST--THE SUMERIANS, BABYLONIANS AND EGYPTIANSBABYLONIANS AND EGYPTIANS

UNIT III: EARLY CHINA TO 1900 (OPTIONAL)UNIT III: EARLY CHINA TO 1900 (OPTIONAL)

UNIT IV: ARCHAIC AND CLASSICAL GREECEUNIT IV: ARCHAIC AND CLASSICAL GREECE

UNIT V: ANCIENT ROMEUNIT V: ANCIENT ROME

UNIT VI: THE FRENCH REVOLUTIONUNIT VI: THE FRENCH REVOLUTION

UNIT VII: ROMANTICISMUNIT VII: ROMANTICISM

UNIT VIII: LATIN AMERICAN INDEPENDENCE MOVEMENTSUNIT VIII: LATIN AMERICAN INDEPENDENCE MOVEMENTS

UNIT IX: THE INDUSTRIAL REVOLUTIONUNIT IX: THE INDUSTRIAL REVOLUTION

UNIT X: IMMIGRATION AND URBANIZATIONUNIT X: IMMIGRATION AND URBANIZATIONTEXTBOOK - TEXTBOOK - WORLD HISTORY: JOURNEY ACORSS TIMEWORLD HISTORY: JOURNEY ACORSS TIME, GLENCOE, GLENCOE

77thth Grade History and Geography Grade History and GeographyUNIT I: U.S. IMPERIALISMUNIT I: U.S. IMPERIALISM

UNIT II: WORLD WAR I, 1914-1919UNIT II: WORLD WAR I, 1914-1919

UNIT III: THE ROARING TWENTIES, 1920-1929UNIT III: THE ROARING TWENTIES, 1920-1929

UNIT IV: THE GREAT DEPRESSION & NEW DEAL, 1929-1939UNIT IV: THE GREAT DEPRESSION & NEW DEAL, 1929-1939

UNIT V: THE RISE OF DICTATORS, WORLD WAR II, AND THE HOLOCAUSTUNIT V: THE RISE OF DICTATORS, WORLD WAR II, AND THE HOLOCAUST

TEXTBOOK – TEXTBOOK – THE AMERICAN JOURNEYTHE AMERICAN JOURNEY, GLENCOE, GLENCOE

88thth Grade History and Geography Grade History and Geography

UNIT I: END OF EUROPEAN IMPERIALISMUNIT I: END OF EUROPEAN IMPERIALISM

UNIT II: U.S. CIVICS – SPECIAL 2012 PRESIDENTIAL ELECTION UNITUNIT II: U.S. CIVICS – SPECIAL 2012 PRESIDENTIAL ELECTION UNIT

UNIT III: THE COLD WAR, 1945-1990UNIT III: THE COLD WAR, 1945-1990

UNIT IV: THE CIVIL RIGHTS MOVEMENTUNIT IV: THE CIVIL RIGHTS MOVEMENT

UNIT V: MODERN CHINA, 1900-PRESENTUNIT V: MODERN CHINA, 1900-PRESENT

UNIT VI: THE ARAB-ISRAELI CONFLICTUNIT VI: THE ARAB-ISRAELI CONFLICT

UNIT VII: IRAQ--OIL POLITICS, TERRORISM AND WARSUNIT VII: IRAQ--OIL POLITICS, TERRORISM AND WARS

TEXTBOOKS - TEXTBOOKS - WORLD HISTORY: JOURNEY ACORSS TIMEWORLD HISTORY: JOURNEY ACORSS TIME, GLENCOE AND , GLENCOE AND THE THE AMERICAN JOURNEYAMERICAN JOURNEY, GLENCOE, GLENCOE

99thth Grade Civics, 1 Grade Civics, 1stst Semester SemesterUNIT I: INTRODUCTION TO GOVERNMENTUNIT I: INTRODUCTION TO GOVERNMENT

UNIT II: CREATING A LASTING GOVERNMENT--THE CONSTITUTIONUNIT II: CREATING A LASTING GOVERNMENT--THE CONSTITUTION

UNIT III: THE CONSTITUTION--A LIVING DOCUMENTUNIT III: THE CONSTITUTION--A LIVING DOCUMENT

UNIT IV: FEDERALISM--THE RELATIONSHIP BETWEEN THE NATIONAL UNIT IV: FEDERALISM--THE RELATIONSHIP BETWEEN THE NATIONAL GOVERNMENT AND THE STATESGOVERNMENT AND THE STATES

UNIT V: FOUNDATIONS OF CITIZENSHIPUNIT V: FOUNDATIONS OF CITIZENSHIP

UNIT VI: POLITICAL CULTURE AND IDEOLOGYUNIT VI: POLITICAL CULTURE AND IDEOLOGY

UNIT VII: POLITICAL PARTIES, VOTING AND ELECTIONSUNIT VII: POLITICAL PARTIES, VOTING AND ELECTIONS

UNIT VIII: THE EXECUTIVE BRANCHUNIT VIII: THE EXECUTIVE BRANCH

UNIT IX: THE LEGISLATIVE BRANCHUNIT IX: THE LEGISLATIVE BRANCH

UNIT X: THE JUDICIAL BRANCHUNIT X: THE JUDICIAL BRANCH

UNIT XI: THE BILL OF RIGHTS AND THE SUPREME COURTUNIT XI: THE BILL OF RIGHTS AND THE SUPREME COURT

TEXTBOOK – TEXTBOOK – THE UNITED STATES GOVERNMENT: DEMOCRACY IN ACTIONTHE UNITED STATES GOVERNMENT: DEMOCRACY IN ACTION

Mr. CMr. C’’s Curriculum Plans Curriculum Plan—Page 7—Page 7

99thth Grade Geography, 2 Grade Geography, 2ndnd Semester SemesterJANUARY:UNIT I: Basics of geography (five themes, maps, charts, graphs, climate and vegetation, populations, political systems, urban growth, economic systems), physical and cultural geography of North America

FEBRUARY:UNIT II: Physical and cultural geography of Latin America, Physical and cultural geography of Europe    MARCH THROUGH APRIL:UNIT III: Physical and cultural geography of Russia and the Eurasian republics, Physical and cultural geography of sub-Sahara Africa, Physical and cultural geography of North Africa and Southwest Asia

MAY:UNIT IV: Physical and cultural geography of South Asia, Physical and cultural geography of East Asia, Physical and cultural geography Southeast Asia, Physical and cultural geography Oceania and Antarctica

TEXTBOOK:

1010thth Grade World History Grade World HistoryPart I. World History, Early Civilizations to 1600I. Introduction (Birth of humanity and civilization)II.Early Middle Eastern Civs. (Sumerians, Babylonians, Egyptians, Hittites, Assyrians, Phoenicians, Hebrews)III. Ancient African Kingdoms (if time permits)IV. Ancient Asia (India, China's Dynastic Period, and Feudal Japan)V.Early European/Western Civ. (Ancient Greeks, Romans, Byzantine Empire, Middle Ages, Renaissance) Part II. World History, 1600 to the Present.I. Modern Middle East (The Ottoman Empire, the Arab-Israeli Conflict, Iraq)II. Modern Africa (European imperialism and independence for Africa)III. Modern Asia--China, India [including Japan, Korea and Taiwan if time permits]IV. Latin America (European-Native American contact, European colonialism and slavery, Latin American revolutions to the modern day).V. Modern European/Western Civ.(European exploration and colonization, the Reformation,the Age of Absolute Monarchs and Limited Government, the Scientific Revolution, the Age of Enlightenment, the French Revolution, Nationalism, the Industrial Revolution, Nationalism, World War I, the Interwar Years, World War II, the Cold War, the Korean War, the Vietnam War)TEXTBOOK:

1010thth Grade AP/CE World History Grade AP/CE World HistoryThe AP/CE/honors curriculum will largely follow the regular 10The AP/CE/honors curriculum will largely follow the regular 10thth grade World History sequence but will be taught at an accelerated grade World History sequence but will be taught at an accelerated rate and be geared to the following periods as designated by the AP rate and be geared to the following periods as designated by the AP Institute:Institute:

TEXTBOOK:TEXTBOOK:

Syllabus Page 8Syllabus Page 8

Student-Teacher-Parent ContractStudent-Teacher-Parent ContractThis is to acknowledge that the student and parent/guardian have This is to acknowledge that the student and parent/guardian have read the course syllabus. Student and parent/guardian assume read the course syllabus. Student and parent/guardian assume responsibility for ensuring that the student meets all expectations responsibility for ensuring that the student meets all expectations and continues to act appropriately in the classroom. As the and continues to act appropriately in the classroom. As the instructor, I will work hard to ensure that the student receives the instructor, I will work hard to ensure that the student receives the best possible education by providing frequent communication on best possible education by providing frequent communication on academic performance and by complying with national academic academic performance and by complying with national academic standards, the Core Knowledge curriculum and Best Practice standards, the Core Knowledge curriculum and Best Practice Methods.Methods.

Concerning the Student: Concerning the Student:

Signature of Student:______________________________Signature of Student:______________________________

Signature of Parent:_______________________________Signature of Parent:_______________________________

Contact Information (Phone number and Email):Contact Information (Phone number and Email):

Other concerns I should be aware of:Other concerns I should be aware of:

•My email is owen.cegielski@stemhigh.org•Thanks! I look forward to working with all of you throughout the year in helping your child to reach his/her academic goals!

•My email is owen.cegielski@stemhigh.org•Thanks! I look forward to working with all of you throughout the year in helping your child to reach his/her academic goals!