Warmongers & Peacemakers Course Description & Syllabus
Course Objective
The course is divided into three sections: war, genocide, and peace. The students will explore many topics related to war, including the history and evolution of warfare, justifications for war, and universally accepted rules of engagement. In addition, the students will investigate one of the darker sides of war – genocide. We will look specifically at the Armenian genocide, the Holocaust, the Cambodian, Bosnian, and Rwandan genocides. Finally we will consider efforts to create a lasting peace in the world and consider its possibility.
The course will require critical thinking, cultural analysis, and proficient writing skills. There are several extensive excerpts for the students to read. Students will gain a greater understanding of and appreciation for one of humanity’s most intriguing topics.
PLEASE BE SURE TO CHECK THE ASSIGNMENT PAGE FOR HOMEWORK!!
THE SYLLABUS
Unit 1: War
Topics: Definition of War
History of Warfare - U.S. wars in Iraq and Afghanistan
Historical Justifications
Conduct of War
Book Excerpts: War - By Sebastian Junger
A Rumor of War - By Philip Caputo
Unit 2: Genocide
Topics: Eight Stages of Genocide
Five 20th century genocides: Armenian, Holocaust, Cambodian, Bosnian, and Rwandan
Confronting Genocide - Never Again
Unit 3: Peace
Topics: Historical attempts
Nobel Laureates and their work
How does a violent world create lasting peace
Book Excerpt: Three Cups of Tea: One Man’s Mission to Promote Peace… One School at a Time - By Greg Mortenson & David Oliver Relin
Core Values
- Respect, Integrity, Safety, Engagement, Unity & Pride
Belief Statement
We believe:
- All students deserve a safe, nurturing and respectful environment in which to learn
- All students are empowered to become lifelong learners and productive citizens in a global society
- All students should graduate career and/or college ready through multiple pathways of learning
- Meaningful and varied assessments inform high quality instruction
- Positive peer and adult relationships foster student success
- Resiliency and perseverance in the face of obstacles are keys to student success
Academic Expectations
- Students will be thoughtful communicators who read, write, listen and speak effectively in preparation for careers and/or post-secondary education
- Students will be responsible users of technology and media
- Students will demonstrate continuous effort towards proficiency in all requirements for graduation
Social Expectations
- Students will assume responsibility for their actions
- Students will demonstrate respect and responsibility for the well-being and welfare of others within a diverse school community
Civic Expectations
- Students will contribute to the well-being of the wider community through service
- Students will recognize their importance as participating members of American society within a global context
Assessment
The following assessments will be used: essay writing, cooperative learning activities, debates, Socratic seminars, teacher-made tests and quizzes, group discussions, and blogging assignments.
Grading is tabulated by total points earned. Quizzes, homework assignments, in-class assignments will earned fewer points than extended writing tasks, common tasks, and tests. You will be told the value of each assignment before grading.
In general, assignments will be worth:
Tests - 80 -120 points
Essays/Projects - 80 - 100 points
Quizzes - 10 -25 points
Homework/Class Assignments - 5-20 points
Class Participation - 5-10 points
Proficiency Based Graduation Requirements
Students will receive opportunities to fulfill their PBGR requirements throughout this class. The various tasks assigned in this class will meet many of the Lincoln High School mission statement indicators but ultimately it is the student’s responsibility to ensure that all PBGR requirements are met.
Standards
The course utilizes the Common Core State Standards (CCSS) and Rhode Island Grade Span Expectations (GSEs) for Government and Civics and Historical Perspectives. The curriculum will also support the Historical Thinking Standards of Chronological Thinking, Historical Comprehension, Historical Analysis & Interpretation, Historical Research Capabilities, and Historical Issues Analysis and Decision-Making.
Remind Notice
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