CECA Modern World History & Geography Syllabus
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The class text is Modern World History: Patterns of Interaction, McDougal Littell, 2006. Copies have been provided to you. It is expected that you will read all assigned chapters prior to class discussion(s).
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Students in the California Early College Academy (CECA) are undergoing a college readiness program in preparation for their college experience that begins in grade eleven. The purpose of CECA Modern World History and Geography is to provide each student with fundamental knowledge and skills necessary to understand the historical impact of individuals and events on the contemporary world. Students are provided with the guidance that promotes a thriving learning environment that enables all students to reach their potential. CECA Modern World History and Geography will mirror the curriculum commonly taught in an entry level college course in Western Civilization using AVID methodologies, as well as faithfully adhering to the California State Standards for World History. Embedded in CECA Modern World History and Geography curriculum are the strands of geography skills required by the California State Standards. Consequently, CECA students will maximize their program specific learning experience by means of CECA Modern World History and Geography.
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Students in Grade Ten study the major turning points that shaped the modern world, from the late eighteenth century through the present, including the cause and course of the two world wars. They trace the rise of democratic ideas and develop an understanding of the historical roots of current world issues, especially as they pertain to international relations. They extrapolate from the American experience that democratic ideals are often achieved at a high price, remain vulnerable, and are not practiced everywhere in the world. Students develop an understanding of current world issues and relate them to their historical, geographic, political, economic, and cultural contexts. Students consider multiple accounts of events in order to understand international relations from a variety of perspectives. Students use a variety of maps and documents to interpret human movement, including major patterns of domestic and international migration, changing environmental preferences and settlement patterns, the frictions that develop between population groups, and the diffusion of ideas, technological innovations, and goods. Students relate current events to the physical and human characteristics of places and regions. (
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1. I expect students to reflect the attitude and behavior of a CECA student preparing for college. 2. I will instruct this class in a method that best exemplifies a college course in harmony with the CECA goal and mission, and expect students to respond accordingly. 3. I expect students to be responsible to make up work that is missed. 4. Due to the vast amount of materiel involved in the course, students are expected to become learners both inside and outside of the classroom. 5. Students have the support network that the CECA program provides for their success.
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1. Supplies: 4-Subject Binder (a large 3-ring binder is ideal - can share with other classes) and 1 notebook (not composition please)
2. Behavior: Disruptive behavior will not be tolerated. Any actions not befitting the nature of this class will be met with disciplinary action and grade deduction.
3. Getting Help: It is your responsibility to ask for help when you feel it is needed. I am available before and after school. Please ask me for an appointment so that it won’t be missed.
4. Attendance: Your presence in each and every class is vitally important to your success. In the event that an absence is unavoidable, it is your responsibility to seek out and complete the work that you missed.
5. Assignments: Late or missing work is dealt with on a case-by-case basis.All work is expected on the assigned due date.
Project and Papers:
Students will do numerous projects and assigned writing activities that are weighted according to intensity/depth.
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Do not disrupt the learning environment of any person. Persons are you, others, and the teacher. You must follow the District Acceptable Use Policy at all times when on the computer.
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Homework-10% / In Class Work-20% / Quiz-30% / Test-40%
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Make Up Work:
It is the student’s responsibility to pick up make up work the day he/she returns to school. All missing assignments/quiz/test must be turned in within 2 weeks of the original due date for full credit. Work turned in 3 to 4 weeks after the due date will receive only 50% credit. Any work not turned in within a month of the original due date will not receive credit. Students with special education modifications must have any extensions beyond this one month grace period specifically articulated in their 504/IEP. Student's must set up makeup dates/times for quizzes and exams on the first day back from the absence.
I have read Make Work:
Per the Administration Regulation AR 5121(d) -"Teachers who choose to withhold class credit because of excessive unexcused absences shall so inform the students and parents/guardians of such a possibility at the beginning of the school year or semester." Consider this being informed. Excessive absences may result in no credit.
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