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LASSITER HIGH SCHOOL

WORLD HISTORY SYLLABUS

REACHING EXCELLENCE AND CLIMBING HIGHER

CONTACT INFORMATION:

Ms. Keilman- Room 813

Email: Sharlet.keilman@

Blog:

School Website:

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|COURSE DESCRIPTION: |

|World History is a two-semester course required for graduation.  This is a survey course that will explore the evolution of civilization from the pre-history period|

|through globalization.  The first semester will focus on the ancient civilizations up until the Enlightenment Era. The second semester will take students through |

|the modern world. This is a challenging course due to the vast amount of information that must be presented during this semester.  Technology will play a central |

|role in this course. There are no prerequisites to this course. This course is a required course for graduation. |

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|TEXT BOOK: World History: Patterns of Interaction. You will receive a copy of this textbook for which you are responsible. Currently, there is no online version |

|of this text book. A class set of World History texts is available therefore your book should be taken home for assigned reading. |

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|READING MATERIALS: A significant amount of research will take place in the Cobb Virtual Library’s (CVL) databases such as World History in Context, Daily Lives, |

|Culture Grams, Modern World History, Encyclopedia Britannica, and others. The username to access these databases through the CVL is cobb and the password is bird. |

|Various other readings and primary source documents will be accessed through websites and the blog. Both the CVL and Blackboard can be accessed through Cobb County |

|School’s website. A direct link to the CVL can be found at . |

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|COURSE SUPPLY LIST: coloring pencils, markers, paper, 1 inch binder, dividers, pens, pencils |

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|GRADES: |

|Assignment                                         Weight |

|Minor -Formative Assessments           30% |

|Major- Summative Assessments                 55% |

|Final Exam 15% |

|Synergy: Grades will be posted in the online grade book Synergy. Projects and essays may take a longer period of time to post and return. Parents and students can|

|gain access to Synergy at any time by using a login and password that can be obtained from the school media center. |

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|GRADE SCALE |

|A…………90-100 |

|B…………80-89 |

|C…………74-79 |

|D…………70-73 |

|F…………..0-69 |

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|ACADEMIC INTEGRITY: Any work that not completed solely by the student who hands the work in is considered cheating.  This includes lending your work to someone else|

|or copying someone else’s work.  Cheating is not tolerated and consequences will be as stated in the Lassiter student handbook.  Some course work will require you |

|to complete assessments online where you will be afforded a specific amount of time to complete the assessment once you have begun. For each assessment, |

|instructions will be provided that will inform the student how long they have to complete the assessment and if any resources can be used for the assessment. Online|

|plagiarism software programs will be used on submitted work to ensure that students are completing their own work and the work not does not violate copyright |

|protection laws. |

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|Cheating is considered a serious matter. The parents of a student who has been involved in cheating will be notified and the student will receive a grade of zero |

|for the test or evaluation period, and a grade of U in conduct. |

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|For this course, cheating is defined as, but is not limited to, the following acts: |

|Copying anyone’s answers to questions, exercises, study guides, classwork or homework assignments. |

|Taking any information verbatim from any source, including the Internet, without giving proper credit to the author, or rearranging the order of words and/or |

|changing some words as written by the author and claiming the work as his or her own, i.e., plagiarism. |

|Looking onto another student’s paper during a test or quiz. |

|Having available any study notes or other test aids during a test or quiz without the teacher's permission. |

|Collaborating on assignments when independent work is expected. |

|Students displaying cell phones or any other electronic devices during tests and/or quizzes will have their cell phones confiscated, and will be given a zero for |

|that test or quiz. |

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|CLASS EXPECTATIONS: |

|All policies in Lassiter’s Student Handbook will be enforced at all times. |

|Students will show respect to all individuals in the class. |

|Students will participate in class and online discussions in a courteous manner. |

|Students will stay up to date with course work. |

|Students will work together with partners when required in a productive manner and timely manner. |

|Complete assessments according to the provided directions and rubric. |

|Complete both in class and out of class assignments. |

|Keep appointments to meet online for Synchronous communication and collaboration. |

|Communicate in person or through email when you have questions or need help. |

|Visit the classroom after school on Tuesdays or Thursdays for making up work or for help. |

|Use the Coffee Room (discussion board in Haiku) to share information unrelated to the course and to ask questions in which your peers or the instructor may be able |

|to answer. |

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|SCHOOL POLICIES: |

|All Cobb County School Policies will be abided by. All policies regarding attendance, behavior, academic integrity, absences, etc. will be followed. Please view the|

|Lassiter High School Student Handbook which is the policy that Lassiter students are required to abide by: |

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|ATTENDANCE AND MAKE-UP POLICY: |

|A student who is present and actively participates is more likely to be successful; however, if a student is absent, he/she has one day for each day of excused |

|absence to make up the work. (For example, a student absent 2 days would have 2 days to make-up the work.) Students are responsible for asking their teachers for |

|the make-up work. A student with an unexcused absence may ask for assignments and may choose to complete them in order to keep up with the class; however, the |

|teacher is under no obligation to grade the work. Students should check the class blog to track missed assignments and activities, and should come in after school |

|to makeup those activities as needed. Likewise, following an excused absence the student must make arrangements for a makeup test immediately upon their return to |

|school. A student will have up to one week from the excused absence to make up a test or quiz. When there is an assignment that becomes difficult to replicate due |

|to an absence, an alternative assignment will be assigned to be completed. |

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|LATE WORK POLICY: |

|It is beneficial to complete all missing work whether it will be recorded for a grade or not. Teacher discretion will be used to determine the acceptance of late |

|work. In general, late work is not taken for a grade, especially once the assignment has been graded and handed back and/or we have moved beyond that topic, unit, |

|or period. An alternative assignment may be assigned and reduced credit may be given. Students have as many days as they were absent to make up an assignment |

|assuming it was an excused absence. |

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|TARDY POLICY: |

|To avoid being counted tardy, students must be seated and ready for class when the bell rings. School policy states that 3 tardies = 1 after school detention, |

|3:30-5:30 pm; 6 tardies = Saturday School + loss of parking space; 9 tardies = 2 days ISS. See student handbook for additional information. If a student becomes |

|late to class he/she should report to PPO for a pass to class. If you are late and report to PPO please do so in a timely manner and in a way that does not disrupt |

|the learning process occurring in the classroom. A student is subject to a detention or referral for interrupting the classroom learning environment, especially |

|when they are walking in late. Report straight to PPO should you anticipate reporting to class late. A student who comes to class and asks to use the restroom |

|should also consider the fact that if they are late they will need to obtain a tardy slip pass from PPO. |

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|VIDEOS: |

|We may occasionally view curriculum-related films or clips, none of which will exceed a PG-13 rating. Your signature on this syllabus indicates permission for your |

|student to view these films. Please do not hesitate to discuss any concerns you may have over this with me. I would be more than happy to provide students with |

|alternative learning opportunities. |

World History Unit Schedule: Chapters

|1 Prehistory and River Valley Civilizations |

| (Sumerians, Babylonians, Egypt) 1, 2 |

|Through Week 1 |

|2 Empire, Diffusion and Development |

| (Chinese, Aryans, Hinduism, Buddhism, Phoenicians, Persians) 3, 4, 7 |

|Through Week 3 |

|3 Classical European Society |

| (Greece/Rome) 5, 6 |

|Through Week 5 |

|4 New Directions in Society |

| (Islam, Byzantines, and East Asia) 10, 11, 12 |

|Through Week 7 |

|5 Middle Ages- |

| (Rise of Catholic Church and Beginning of Western Nations) 13, 14 |

|Through Week 9 |

|6 Renaissance, Reformation, and Inquisition 16, 17 |

|Through Week 11 |

|7 Exploration and the Americas 19, 20 |

|Through Week 13 |

|8 Absolutism and Enlightenment 18, 21, 22 |

|Through Week 15 |

Semester 2

|9 French Revolution, Napoleon, and Nationalism |

| Through Week 2 23, 24 |

|10 Industrialization and Democracy |

| Through Week 4 25, 26 |

|11 Imperialism and Transformation |

| (Africa, Mid-East, Asia, Islands) |

| Through Week 6 27-28 |

|12 The Great War and Russian Revolution with DBQ |

| Through Week 8 29, 30 |

|13 Between the Wars and WWII |

| Through Week 10 30, 31, 32 |

|14 The Cold War and Contemporary World |

| Through Week 15 33, 34, 35, 36 |

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World History Periods

Period 1- Technological and Environmental Transformations to c. 600 BCE

Key Concepts:

-Big Geography and the Peopling of the Earth

-Neolithic Revolution, Early Agricultural, Development and Interactions of Agricultural, Pastoral, and Urban societies

Period 2- Organization and Reorganization of Human Society c 600 BCE to 600 CE

Key Concepts:

- Development and codification of religious and cultural traditions

-Development of states and empires

Emergence of Trans regional networks of communication and exchange

Period 3- Regional and Trans regional Interactions c 600 CE to c 1450

Key Concepts:

- Expansion of Communication and Exchange Networks

- Cross-cultural exchanges were fostered by the intensification of existing, or creation of new networks of trade, and communication

- Continuity and formation of State Forms and their Interactions

- Increased Economic Productive capacity and its consequences

Period 4- Global Interactions c 1450 to c 1750

Key Concepts:

-Globalizing Networks of Communication and Exchange

-New Forms of Social Organization and Modes of Production

- State Consolidation and Imperial Expansion

Period 5- Industrialization and Global Integration c. 1750 to c. 1950

Key Concepts:

- Industrialization and Global Capitalism

-Imperialism and Nation- State Building

-Nationalism, Revolution, and Reform

-Global Migrations

Period 6- Accelerating Global Change and Realignments, c. 1900 to the Present

Key Concept:

-Science and the Environment

- Global Conflicts and Their Consequences

- New Conceptualizations of Global Economy, Society, and Culture

Themes of World History:

1. Interaction between humans and the environment

a. Demography and Disease

b. Migration

c. Patterns of Settlement

d. Technology

2. Development and interaction of cultures

a. Religions

b. Belief Systems, philosophies, and ideologies

c. Science and Technology

d. The arts and architecture

3. State-building, expansion and conflict

a. Political Structures and forms of governance

b. Empires

c. Nations and nationalism

d. Revolts and revolutions

e. Regional, trans regional, and global structures and organizations

4. Creation, expansion, and interaction of economic systems

a. Agricultural and pastoral production

b. Trade and Commerce

c. Labor Systems

d. Industrialization

e. Capitalism and socialism

5. Development and transformation of social structures

a. Gender roles and relations

b. Family and kinship

c. Racial and ethnic constructions

d. Social and economic classes

GEORGIA PERFORMANCE STANDARDS

SSWH1 The student will analyze the origins, structures, and interactions of complex societies in the ancient Eastern Mediterranean from 3500 BCE to 500 BCE.

a. Describe the development of Mesopotamian societies; include the religious, cultural, economic, and political facets of society, with attention to Hammurabi’s law code.

b. Describe the relationship of religion and political authority in Ancient Egypt.

c. Explain the development of monotheism; include the concepts developed by the ancient Hebrews, and Zoroastrianism.

d. Describe early trading networks in the Eastern Mediterranean; include the impact Phoenicians had on the Mediterranean World.

e. Explain the development and importance of writing; include cuneiform, hieroglyphics, and the Phoenician alphabet.

SSWH2 The student will identify the major achievements of Chinese and Indian societies from 1100 BCE to 500 CE.

a. Describe the development of Indian civilization; include the rise and fall of the Maurya Empire, the “Golden Age” under Gupta, and the emperor Ashoka.

b. Explain the development and impact of Hinduism and Buddhism on India and subsequent diffusion of Buddhism.

c. Describe the development of Chinese civilization under the Zhou and Qin.

d. Explain the impact of Confucianism on Chinese culture; include the examination system, the Mandate of Heaven, the status of peasants, the status of merchants, and the patriarchal family, and explain diffusion to Southeast Asia, Japan, and Korea.

e. Explain how the geography of the Indian Subcontinent contributed to the movement of people and ideas.

SSWH3 The student will examine the political, philosophical, and cultural interaction of Classical Mediterranean societies from 700 BCE to 400 CE.

a. Compare the origins and structure of the Greek polis, the Roman Republic, and the Roman Empire.

b. Identify the ideas and impact of important individuals; include Socrates, Plato, and Aristotle and describe the diffusion of Greek culture by Aristotle’s pupil Alexander the Great and the impact of Julius and Augustus Caesar.

c. Analyze the contributions of Hellenistic and Roman culture; include law, gender, and science.

d. Describe polytheism in the Greek and Roman world and the origins and diffusion of Christianity in the Roman world.

e. Analyze the factors that led to the collapse of the Western Roman Empire.

SSWH4 The student will analyze the importance of the Byzantine and Mongol

empires between 450 CE and 1500 CE.

a. Analyze the importance of Justinian, include the influence of the Empress Theodora, Justinian’s Code, and Justinian’s efforts to recapture the west.

b. Describe the relationship between the Roman and Byzantine Empires; include the impact Byzantium had on Moscow and the Russian Empire, the effect of Byzantine culture on Tsar Ivan III and Kiev, and the rise of Constantinople as a center for law, religion, and the arts.

c. Explain the Great Schism of 1054 CE.

d. Analyze the spread of the Mongol Empire; include the role of Chinggis (Genghis) Khan in developing the empire, the impact of the Mongols on Russia, China and the West, the development of trade, and European observations through the writings of Marco Polo.

e. Explain the Ottoman Empire’s role in the decline of Byzantium and the capture of Constantinople in 1453 CE.

SSWH5 The student will trace the origins and expansion of the Islamic World between 600 CE and 1300 CE.

a. Explain the origins of Islam and the growth of the Islamic Empire.

b. Identify the Muslim trade routes to India, China, Europe, and Africa and assess the economic impact of this trade.

c. Explain the reasons for the split between Sunni and Shia Muslims.

d. Identify the contributions of Islamic scholars in medicine (Ibn Sina) and geography (Ibn Battuta).

e. Describe the impact of the Crusades on both the Islamic World and Europe.

f. Analyze the relationship between Judaism, Christianity, and Islam.

SSWH6 The student will describe the diverse characteristics of early African societies before 1800 CE.

a. Identify the Bantu migration patterns and contribution to settled agriculture.

b. Describe the development and decline of the Sudanic kingdoms (Ghana, Mali, Songhai); include the roles of Sundiata, and the pilgrimage of Mansa Musa to Mecca.

c. Describe the trading networks by examining trans-Saharan trade in gold, salt, and slaves; include the Swahili trading cities.

d. Analyze the process of religious syncretism as a blending of traditional African beliefs with new ideas from Islam and Christianity.

e. Analyze the role of geography and the distribution of resources played in the development of trans-Saharan trading networks.

SSWH7 The student will analyze European medieval society with regard to culture, politics, society, and economics.

a. Explain the manorial system and feudalism; include the status of peasants and feudal monarchies and the importance of Charlemagne.

b. Describe the political impact of Christianity; include Pope Gregory VII and King Henry IV of Germany (Holy Roman Emperor).

c. Explain the role of the church in medieval society.

d. Describe how increasing trade led to the growth of towns and cities.

SSWH8 The student will demonstrate an understanding of the development of societies in Central and South America.

a. Explain the rise and fall of the Olmec, Mayan, Aztec, and Inca empires.

b. Compare the culture of the Americas; include government, economy, religion, and the arts of the Mayans, Aztecs, and Incas.

SSWH9 The student will analyze change and continuity in the Renaissance and Reformation.

a. Explain the social, economic, and political changes that contributed to the rise of Florence and the ideas of Machiavelli.

b. Identify artistic and scientific achievements of Leonardo da Vinci, the “Renaissance man,” and Michelangelo.

c. Explain the main characteristics of humanism; include the ideas of Petrarch, Dante, and Erasmus.

d. Analyze the impact of the Protestant Reformation; include the ideas of Martin Luther and John Calvin.

e. Describe the Counter Reformation at the Council of Trent and the role of the Jesuits.

f. Describe the English Reformation and the role of Henry VIII and Elizabeth I.

g. Explain the importance of Gutenberg and the invention of the printing press.

SSWH10 The student will analyze the impact of the age of discovery and expansion into the Americas, Africa, and Asia.

a. Explain the roles of explorers and conquistadors; include Zheng He, Vasco da Gama, Christopher Columbus, Ferdinand Magellan, James Cook, and Samuel de Champlain.

b. Define the Columbian Exchange and its global economic and cultural impact.

c. Explain the role of improved technology in European exploration; include the astrolabe.

Note Taking Guide

SPRITE Thematic Questions—your guide to thematically analyze World History

Geography—it’s impact

• What features impacted development and movement?

• Think about the location of fresh water and how that impacts building, survival, and agriculture.

• How does climate impact a region’s history and development?

Social

• How was the social system structured? What were the classes?

• Who dominated? (the entire social system? the family unit?)

• What were the roles and rights of the subordinates and or citizens? (changes?)

• What were gender relations like? i.e. role of women in society? Rights?

• What was family/community life like? How did they live?

• What new group migrated into the region (if any)? Impact?

Political

• Who has decision making power when ruling a state?

• How was the ruler chosen or how did he gain power? What kind of ruler?

• How was governmental power distributed?

• How many peoples (ethnic/cultural groups) did the ruler govern?

• What degree of authority did the government maintain? How much control did the government/ruler have over people’s lives?

• Was there a written law code? (describe how the legal system operated)

• What kind of relationship did the government have with other governments? (changes?)

• How stable was the government? What events/occurrences contributed to the downfall of the government?

Religion

• What kind of religion was practiced? (theist (mono or poly), ethical, or animist)

• How did it originate?

• What were some beliefs and practices of the religion?

• What was the role of the priests?

• Did written rules/guidelines govern the religion? Where there religious texts? (describe them)

• What was the relationship between religion and government?

Intellectual/Artistic (Institutions, Infrastructure)

• Did they have a record keeping system? (describe it)

• What kinds of people were educated? (class, gender, occupation, etc.) What did the education consist of? Who paid for education?

• What intellectual achievements did they make? (i.e. literature, philosophy, science, math, medicine, etc.)

• Did they have a distinct artistic style, if so what was it?

• What were the achievements in art and architecture? What was the purpose or motivation? Who paid?

Technology (tools and processes created to manipulate the physical world to solve real-world problems)

• What sort of technological achievements were developed in agriculture (i.e. new/improved tools or methods)

• What new technologies/materials were used in tools and warfare?

• What kinds of advances were made in engineering, transportation, water, communication, etc.?

• Were there any achievements made with regard to any new features and/or materials used in building?

Economic

• What was the economy based on? How did the people make a living?

• Was there trade? What people and goods were involved? How did they carry out trade—what was the impact?

• Was there manufacture? What people and goods were involved?

• What type of labor systems existed?

• What role does the government play in the economy?

Technology Requirements

Technology will be used extensively in this course so if you are able to bring a laptop, tablet, or other internet connected device to class then I encourage you to do so. Many of the activities that will take place in these courses will take place in group settings and/or will utilize technology. For example, students might work together in a group to create a website about Alexander the Great or students will write reflections and post in the online discussion forum for homework.

Class Blog: You can access World History Unit Resources on my blog on the LHS website. On the right hand side of the page there are links to unit resources, Powerpoints, notes, assignments, and rubrics. There will be a new online platform that will be integrated into this course this semester as well. Students may view this site by visiting Students will be required to register for this online platform during the 1st week of school. The access key code is: trojan

More information on this will be provided in the coming days. Be sure to record your login and password information in your phone and notebook so you do not forget or lose it. If you experience trouble registering I will assist you. Course materials are being moved from one online platform to the new site and it may take a little time to work out the kinks.

Here are other sites you will need an account with over the course of this semester:

• Google Account-   This will allow you to create slideshows, documents, and other things collaboratively in groups.

• Weebly-   This site will allow you to work in groups to create a website.

• Haiku:   This site will allow students to participate in online class discussions.

World History:  Students and parents may enroll themselves by going to  and entering G5T63. (Please wait to register for this one until I assign this)

• 30Hands- This site provides several of the course assignments that you will need in the beginning of the semester. World History: Use the following code to access the course: gk3hne (Please wait to register for this one until I assign this)

There will be other sites that we will use throughout the course as well such as SpiderScribe, ScreenR, Glogster, Padlet, and ReadWriteThink. I am not requiring you to register for these sites at this time.

Cobb County Virtual Library Access

MackinVia Username:  student #    Password:  read

Introduction to the Cobb Virtual Library's Databases

Using Electronic Databases in the Cobb Virtual Library

Objective: To learn how to navigate through the Cobb Virtual Library's (CVL) electronic databases. The databases will be used throughout the course as a source of information on almost any topic that we will look at and research. You will get acquainted with the different databases and how they work.

You will:

• learn how to navigate through the Cobb Virtual Library's electronic databases

•use the search bar

•move from one database to another

•save work in the electronic databases

•cite sources in the electronic databases

•understand the variety of electronic databases which are available

•understand the importance of using proper sources and citing them correctly

CLASS RULES:

1. Food/Drink. So long as students are respectful of our classroom food will be allowed. Drinks need to have a cap.

2. Always come to class prepared with all of your supplies, especially your textbooks. We do not have classroom sets of books so your success depends on bringing these items to class every day. Generally, students will not be allowed to leave the room to get any materials that were left in their lockers. Unrelated materials and electronic devices should be kept put away.

3. Be respectful of your peers, yourself, and your teachers. This means raising your hand to be called on, staying in your seat when required and during instruction, utilizing your time wisely in class, and being in class and ready to work at all times.

4. The first 5 and last 5 minutes of class are considered Dead Time. No student is allowed to leave the classroom at this time. Homeroom is also dead time. These are school policies. You should use the restroom in between classes or wait until the 5 minute rule has passed or before it has approached.

5. Arrive to class on time or report immediately to PPO for a tardy pass. This is also school policy. Refer to your student handbook for information on consequences for excessive tardiness. Seniors, tardiness will affect your privilege to park on campus.

6. No horseplay in the classroom or hallways. A limited number of bathroom passes will be given per semester. Students will be required to have their agendas with them at all times. Hall passes will be assigned during the first week of school.

7. Bathroom Passes- Students will be provided 3 bathroom passes every six weeks. Any unused passes will be used towards extra credit points. A student who requests to leave the room and has used all of their passes will be asked to stay for detention after school to make up the missed class time. Use the bathroom before school, during breaks, or during lunch.

Failure to follow these class expectations will result in one or more of the following:

1. Warning

2. Parent Phone Call

3. Detention

4. Administrative Referral

5. Parent/Teacher Conference

Please sign the next page and return to your teacher by Wednesday

SYLLABUS ACKNOWLEDGEMENT

TEACHER: Mrs. Keilman COURSE: World History

YOUR SIGNATURE BELOW INDICATES YOUR AGREEMENT WITH THE FOLLOWING:

□ I have read and understand the academic integrity policy.

□ I have reviewed the class syllabus and understand the grading policy.

□ I understand that I may gain access to my grades, and so can my parents, using the Synergy feature. I understand that teachers will make every effort to post grades within 2 weeks of accepting the assignment, but that posting of grades for larger papers and projects may extend beyond the 2 week timeframe.

Student Name: _______________________________________

Period: ______________________________________________

Student Signature: ____________________________________

Parent/ Guardian Signature: ___________________________

Parent/ Guardian Email: _______________________________

Parent/ Guardian Phone Number: ______________________

RETURN THIS FORM WITH BOTH SIGNATURES BY MONDAY.

Note: Since teachers have limited access to telephones, the most effective manner of communication is through email. Ms. Keilman’s email address is sharlet.keilman@. I would appreciate if all parents will send me an initial email so that I may easily add parent email addresses to my address book and keep parents updated in a timely manner. I look forward to a great year and to working with each and every student. Please do not hesitate to contact me for any reason. Please feel free to email me if you have any questions. I look forward to working with each of you this year. Go Trojans!

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