World History Syllabus

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Transcript World History Syllabus

World History Syllabus
Mr. Howard
 Room B-7
August 2010
Welcome to the 2010-2011 school year and to World
History, a demanding yet exciting course which
emphasizes the development of non-U.S. human
This is a class in which you will be expected to do
extensive outside reading, detailed writing
assignments, and independent research.
World History reflects a global perspective of history.
Study will focus not just on facts, but rather on
overarching themes throughout human society.
Many religious and cultural values will be explored;
however no particular view will be favored over the
The course imposes a heavy reading and writing load
throughout the year.
Students and parents should expect that there is
some work/reading to be done almost every school
night, and study time should be planned for various
Students also need to understand that it is always
required to read the chapters that are covered in
class. Failure to read will lead to poor results in the
class and on tests and exams!
You will need the following supplies by Wednesday, August
25, 2010:
 a 3 ring binder
 a supply of notebook paper
 An 8 ½ x 11, 5 subject spiral (200 sheets, college ruled)
notebook w/plastic covers and pockets for my class
period only
 a four color (black, blue, green, and red) pen
 a #2 pencil
 a four pack of colored hi-liter pens
 2 glue sticks
Course Textbooks and
Ellis, Elizabeth G., and Anthony Esler. World History: Connections to
Today. 2003 ed., New Jersey: Prentice Hall, 2003.
Reilly, Kevin, ed. Worlds of History: A Comparative Reader, 3rd ed.
Boston: Bedford/St. Martin’s, 2009.
A variety of other primary and secondary sources will be used during
the course.
Students are encouraged to access additional resources online at:
Students will need to check out a textbook
from the library to keep at home for
reading and homework assignments.
 All chapters are to be read outside of
Course lectures, assignments, and other
information are available on my website at:
You may also contact me by email:
[email protected]
I will initially assign students seats and
make a seating chart; I will consider
allowing students to choose their own
seats next six weeks (after I learn all of
your names).
 It's important to remember that I maintain
the right to change student’s seats at any
World History Themes
Interaction between humans and the
 Demography
and disease
 Migration
 Patterns
of settlement
 Technology
World History Themes
Development and interaction of
 Religions
 Belief
systems, philosophies, and ideologies
 Science and technology
 The arts and architecture
World History Themes
State- building, expansion, and conflict
 Political
structures and forms of governance
 Empires
 Nations
and nationalism
 Revolts and revolutions
 Regional, trans- regional and global structures
and organizations
World History Themes
Creation, expansion, and interaction of
economic systems
 Agriculture
and pastoral production
 Trade and commerce
 Labor systems
 Industrialization
 Capitalism and Socialism
World History Themes
Development and transformation of
social structures
 Gender
roles and relations
 Family and Kinship
 Racial and ethnic constructions
 Social and economic classes.
Historical Thinking Skills
Historical analysis requires familiarity with a
great deal of information about the past: names,
dates, facts, events, and the like.
 Without reliable and detailed information about
the past, historical thinking is not possible.
Historical Thinking Skills
But historical analysis involves much more than
just compiling data about the past. It also calls
for distinctive reasoning skills.
 History is not just a simple effort to collect
information but rather a sophisticated search for
meaning about the past.
Course Activities
A) Multiple Choice Tests
 Multiple
Choice Tests will be timed. There will be 5
answer choices per question. Tests will be cumulative
so as to build on and retain knowledge from earlier
 It is important to realize tests will cover assigned
readings, and lecture topics. Reading needs to be
finished over the weekend before we discuss the
 Failure to read will significantly lower your grade!
Course Activities
B) Essay Tests
 Essays
will include three types: Document Based
Questions (DBQ), Change over Time (COT),
Comparative (COMP) writings.
 Essays will be written both outside of class and
timed essays written during class.
Course Activities
C) Analysis
 We
will analyze primary sources, outside readings,
oral histories, maps, charts and visuals (art,
architecture, and political cartoons).
Course Activities
D) Final
 Each
semester will conclude with a
cumulative final.
Course Activities
E) Homework Packets
 Assignment
packets are due each Friday for
the assigned reading.
 They may include note cards, outlines,
timelines, maps, vocabulary and analysis from
the week.
Course Activities
F) Projects
 Both
group and individual projects will be
assigned to help review the course material.
Course Activities
G) Notebooks
 Students
will be required to create and maintain an
interactive notebook.
 These will be graded frequently and should be kept
throughout the course as they are very helpful in
reviewing information for tests and exams.
Course Activities
H) Participation
 Students
are expected to participate at a high
level in class, both in answering questions
and volunteering information for discussions.
Course Outline
UNIT I: Early Civilizations, Chapters 1-3, (3
Introduction to the World History Course
 Curricular Requirements and World History Themes
 explain how geography and history are linked
Toward Civilization (Prehistory – 3000 B.C.E.)
 Identify methods that anthropologists and archeologists use to find
out about early people and describe the ways historians try to
reconstruct the past
 Agricultural Revolution to the First River-Valley Civilizations
 civilization and its key traits
 comparison of river valley civilizations: first comparison essay topic
First Civilizations: Africa and Asia (3200-500 B.C.E.)
 the earliest civilizations of Egypt and the Middle East
Early Civilizations in India and China (2500 – 256 B.C.E.)
 The rise of civilizations along the Ganges and Indus rivers of India
and the Huang He of China
UNIT 2: Empires of the Ancient World,
Chapters 4 - 7, (4 weeks)
Empires of India and China (600 B.C.E. – A.D. 550)
 Examine the powerful influence of ancient empires in India and
 introduce the DBQ: point of view analysis on Buddhist & Hindu
primary & secondary source documents
Ancient Greece (1750 B.C.E. – 133 B.C.E)
 Examine the rise of ancient Greece and the development of
Hellenistic civilization
Ancient Rome and the Rise of Christianity (509 B.C.E. – A.D. 476)
 Analyze the empire and civilization of ancient Rome and the rise of
 comparison essay on the empires of Rome & Han China
Civilizations of the Americas (1400 B.C.E. – A.D. 1570)
 Focuses on the civilizations of the Mayas, Aztecs, Incas, and other
peoples of the Americas
UNIT 3: Middle Ages, Chapters 8 - 10, (3
The Rise of Europe (500 – 1300)
 feudalism, Christianity, and economic change in medieval Europe
 the Medieval Church
 introduce and assign 1st change over time essay
The High Middle Ages (1050 – 1450)
 growth of royal power in England and France
 learning literature and the arts
 the Black Death
The Byzantine Empire and Russia (330 – 1613)
 the rise of Russia
 shaping Eastern Europe
 Unit project
UNIT 4: Islam and the Crusades, Chapters
11 – 13, (3 weeks)
The Muslim World (622 – 1629)
 the rise and spread of Islam
 Golden Age of Muslim civilization
 comparison of the world’s major religions
Kingdoms and Trading States of Africa (750 B.C.E. – A.D. 1586)
 early African civilizations
 kingdoms of West Africa
 trade routes of East Africa
 analysis of primary & secondary source documents
Spread of Civilizations in East Asia (500 – 1650)
 focus on the cultural action that linked East Asian lands
 view Mongol
UNIT 5: Early Modern Times, Chapters 14
– 16, (3 weeks)
The Renaissance and Reformation (1300 – 1650)
 Renaissance and Rebirth
 The Reformation and Scientific Revolution
The First Global Age: Europe and Asia (1492 – 1750)
 The Search for Spices
 European Footholds in Southeast Asia and India
 Encounters in East Asia
The First Global Age: Europe, the Americas, and Africa
 Spanish America & Brazil and the English & French Colonies
 The Atlantic System & Africa
 DBQ Topic: cross-cultural exchange in the Atlantic World
UNIT 6: Age of Change, Chapters 17 – 19,
(3 weeks)
The Age of Absolutism (1550 - 1800)
 The Enlightenment & the old order
 Rise of Austria and Prussia
 Absolute Monarchy in Russia
The Enlightenment and the American Revolution (1707 – 1800)
 The Age of Reason
 Britain at Mid-Century
 Birth of the American Republic
The French Revolution and Napoleon (1789 – 1815)
 Creating a new France
 The Age of Napoleon
 DBQ topic: Revolutionary ideas in the Americas & France
UNIT 7: Industrialism and Revolution,
Chapters 20–22, (3 weeks)
The Industrial Revolution Begins (1750 - 1850)
 Dawn of the Industrial Age
 causes, technology & impact of the Industrial Revolution
 analysis of primary & secondary source documents, “Spinning
Thread in a Textile Mill
 New Ways of Thinking
Revolutions in Europe and Latin America (1790 – 1848)
 Revolutions of 1830 and 1848
 Latin American Wars of Independence
Life in the Industrial Age (1800 – 1914)
 Industrialization Spreads
 A New Culture
comparison essay topic: industrialization & the nonindustrialized world
UNIT 8: Nationalism and the New
Imperialism, Chapters 23-25, (3 weeks)
Nationalism Triumphs in Europe
 nationalism & the unification of Germany & Italy
 Russia: Reform and Reaction
Growth of Western Democracies (1815 – 1914)
 Britain Becomes More Democratic
 Democracy in France
 Primary Source Analysis, “Paris in Flames”
 U.S. Expansion
The New Imperialism (1800 – 1914)
 The West Dominates
 Africa Divided
 DBQ topic: British Rule in India
 China and the New Imperialism
UNIT 9: World Wars and Revolutions I,
Chapters 26-28, (3 weeks)
New Global Patterns
 Japan joins the great powers
 Primary Source Analysis, “A Convict’s Life”
 Impact of Imperialism
 O.P.T.I.C. Activity: The Influence of African Art on Picasso
World War I (1914 – 1919)
 The Stage is Set
 A New Kind of Conflict
 P.O.V. Activity: “Is War Ever Justified?”
 Making the Peace
Revolution in Russia (1917 – 1939)
 Two Revolutions in Russia
 DBQ topic: The Status of Women in the Mid-Twentieth Century
UNIT 10: World Wars and Revolutions II,
Chapters 29 -31, (3 weeks)
Nationalism and Revolution Around the World (1910 – 1939)
 Independence in Africa, India & Latin America
 Upheavals in China
 Empire of the Rising Sun
Crisis of Democracy in the West (1919 – 1939)
 The Western Democracies
 A Culture In Conflict
 Fascism in Italy
 Hitler and the Rise of Nazi Germany
World War II and Its Aftermath (1931 – 1955
 Aggression, Appeasement and War
 Axis Advances and Allied Successes
 From World War to Cold War
 Schindler’s List Project
UNIT 11: The World Today , Chapters 32 36, (6 weeks)
The World Since 1945: An Overview (1945 – Present)
 The Changing Political Climate
 Global Economic Trends
 emergence of environmental concerns: The Green Revolution
 Changing Patterns of Life
UNIT 12: Student Generated Research
Project and Class Presentations (4 weeks)
Class Procedures
There is an enormous amount of required
reading, writing, and speaking for this
class—you will also have homework
assignments nearly every night.
Beginning tomorrow you will copy the "daily
objective" from the board.
1. Copy it into the first section of your agenda
2. Copy it every day as soon as the tardy bell
3. If you are absent, borrow someone's agenda
and copy any objectives missed. (makeup work,
notebook test)
Be sure to put a complete heading on
everything you turn in.
Robert Howard (full name)
August 27, 2009 (date)
World History-4th (class/period)
Title? (assignment name)
Class Notes
You will take lots of notes in this class;
they are not optional; they will be
graded, and you will be tested over the
Major tests and papers will make up 67%
of your grade. (homework counts as 25%
of this portion of your grade)
Daily papers and quizzes will make up the
remaining 33%.
The course will use the
following grade scale;
 A:
 B:
 C:
 F:
90 - 100 %
80 - 89%
70 - 79%
0 - 69%
Most writing tasks will be
graded using a 5 point
Rubric scale;
5 (Exemplary)
4 (Advanced)
3 (Proficient)
2 (Basic)
1 (Below Basic) 60%
0 (Not turned in)
Incomplete/Late work
Students with a verified absence must turn in
work due and make up any assessment on
the day they return to class in order to
receive full credit.
Students may make up work that is
incomplete or below basic until the end of
each unit for a maximum score of 2 (basic;
Don’t have any missing assignments, turning
something in is much better than not turning
anything in (60% vs. 0%)
Extra Credit
There will be no extra credit work in this
course except when announced in
Contact Info
Robert Howard
 Phone: (936) 829-5626
 Email: [email protected]
 Conferences available by appointment
during 6th period
Available Tuesdays and Wednesdays from
7:30 – 7:55
 Available Thursdays from 3:50 to 4:30 by
Course Expectations
My main class rule is RESPECT.
 This
means respect for me, yourself and your
classmates, and the classroom. No putdowns are
allowed, even if you’re joking. Keep your hands to
yourself. Use proper language and keep our room
Be ready to learn.
 This
means stay in your assigned seat and work
quietly. Pay attention and don’t use any electronic
Course Expectations
Be Responsible
 This
means come to class and be on time. Make
sure you are inside the classroom when the bell
rings. The school attendance and tardy policy will
be enforced, and grades can be lowered for missing
too much class. If you miss class, find out the
Do the Right Thing
 Be
honest. Do your own work. Stay positive; ask
yourself how I can do better? Do whatever it takes
to get the job done to the best of your ability. Don’t
take shortcuts.
Course Expectations
Severe Clause
 In
the event of a severe disruption
students may immediately be sent to the
Course Expectations
The following consequences will be applied
for rule violations;
 1st
Warning: Verbal
 2nd Warning: Discipline Paragraphs
 3rd Warning; Time Out/After School Detention
 4th Warning; Parent Contact
 5th Warning; Office Referral
This is a demanding class; we work too hard
for any distractions. If you can’t behave,
transfer out!