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    Teacher Biography
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    BBrian Garner has worked with QSI for 15 years. He has worked in Ukraine and Slovakia. He is in China with his wife, 3 children and one dog. He has worked in Ukraine and Slovakia. Brian is originally from California. He enjoys boating, camping, solving puzzles, and reading.

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      Cultural Studies 13 Course Description
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      Cultural Studies-12/13 Courses I and II each cover ten units per year.  In each of these courses, there are essential units that must be taught along with selective units to make up the ten units required for the year. If you choose to do Selective Unit 1 (S01), “Looking At History on a Global Scale,” then this should be opened at the beginning of the year. This selective unit will be open for the whole year and assignments should be given on an approximately biweekly schedule, with a suggested one period a week assigned to this.  The aim of this unit is to foster a “Big Picture” approach to looking at world history, focusing on interactions between cultures and comparing civilizations that existed in different places around the globe during relatively similar times.  This unit is meant to be cumulative, growing in scope and comprehension throughout the year.  It is entirely possible and even encouraged that Selective Unit 1 in courses I and II join and build upon each other.  In regards to this unit, collaboration between classes or even between QSI schools is encouraged.


      Cultural Studies-12/13 courses I and II are designed for each course to meet 5 periods per week.  Each period is to be a minimum of 45 minutes.


      In order to further support a global approach to understanding history, the teaching of all units in the course should reflect an understanding of several core ideas. These ideas include the 5 Themes of Geography, and the 10 Themes of the National Council Social Studies Standards (see below). Each unit should address these concepts.


      Five Themes of Geography: (as taken word for word from the 10 year old text: Harcourt Social Studies: World History (6).  For more age-appropriate definitions see student editions.


      • Movement: People, products, and ideas move from place to place by transportation and communication.  Geography helps you understand how people came to live where they do.  It also helps you understand the causes and effects of movement. A cause is an action that makes something else happen.  An effect is what happens as a result of that action.


      • Regions: Areas on Earth that differ from each other because of their features are called regions.  Such features can be physical, human, economic, cultural, or political.


      • Location: Everything on Earth has its own location, or where it can be found.  The relative location of a place tells where it is in relation to other places.  The absolute location, or exact location, of a place is its “global address,” where it is on the whole Earth.


      • Human-Environmental Interactions: Humans and their surroundings affect each other.  People modify, or change, their environment by building cities, for example.  The environment can cause people to adapt, or adjust, to their surroundings, such as by wearing warm clothing in cold places.


      • Place:  Every location on Earth has a place identity made up of unique features.  Landforms, bodies of water, climate, and plant and animal life are some of the physical features of a place.  Buildings, roads, and people are some of a place’s human features.
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        Research Unit: SU2
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        You will research an invention from a country of your choice. You will need to give a brief history of how the invention was created and then explore how it effected the themes of human geography.


        Unit Statement:  In this unit, the student will research, outline, and write an eight to ten

        page paper on any topic approved by the instructor. It should be within the timeframe of

        any essential unit under study.  This unit should be used in conjunction with the Research Report unit from Writing 12 or 13.


        Essential Question/s:


        • What’s important to you in history?


        Essential Outcomes: (must be assessed for mastery)


        1. The Student Will choose a topic and begin preliminary reading.


        1. TSW develop a preliminary thesis statement.


        1. TSW compile a working bibliography.


        1. TSW develop an outline and prepare to write.


        1. TSW write the rough draft and check documentation carefully.


        1. TSW revise and rewrite while also checking the format of the text, citations, notes, and bibliography.
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        DIfferent Idea - Keep student self-reflection in different location
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        Section 8
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        • 9

          Section 9
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          • 10

            Section 10
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              Section 11
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              • 12

                Section 12
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                • 13

                  Section 13
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