World History Syllabus - PC\|MAC



World History Syllabus

Mr. Howard

Room B-7

August 2009

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 society. In this class, you will be expected to do extensive outside reading, detailed writing assignments, and independent research.

World History Related Issues

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 others.

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 assignments. 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!

Class Motto

Just keep reading!

Materials

You will need the following supplies by Tuesday, August 24, 2010:

a 3 ring binder  

a supply of notebook paper

a 5 subject 81/2 x 11 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 Resources:

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:

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TEXTBOOKS

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 class.

COMMUNICATION

Course lectures, assignments, and other information are available on my website at:

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SEATING

I will initially seat students alphabetically, 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 time.

World History Themes

Interaction between humans and the environment

-Demography and disease

-Migration

-Patterns of settlement

-Technology

Development and interaction of cultures

-Religions

-Belief systems, philosophies, and ideologies

-Science and technology

-The arts and architecture

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

Creation, expansion, and interaction of economic systems

-Agriculture and pastoral production

-Trade and commerce

-Labor systems

-Industrialization

-Capitalism and Socialism

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.

But historical analysis involves much more than the compilation of data about the past. It also calls for distinctive reasoning skills. In other words, History is not just a simple effort to collect information but rather a sophisticated quest for meaning about the past.

This quest involves a rigorous and fair-minded analysis of documents and other sources of information about the past. It calls for individuals who respect all relevant historical evidence and reasoning - not just those elements that support a preferred or preconceived position. The quest for historical meaning requires the cultivation of six distinct but also interrelated and overlapping intellectual skills:

Analysis: Historical thinking depends on the ability to understand and evaluate evidence about the past (including written documents as well as archaeological artifacts, oral traditions, works of art and other primary sources).

It involves the capacity to extract useful information and draw appropriate conclusions from historical evidence while also understanding that evidence in its context, recognizing its limitations, and assessing the point of view that reflects it.

Argumentation: Historical thinking depends on the ability to construct plausible arguments on the basis of all the relevant historical evidence as well as the capacity to understand and evaluate the arguments of others fairly in light of all available evidence.

Chronological Reasoning: Historical thinking depends on the ability to recognize patterns of change and continuity through time, to address questions of causation, and to compare and evaluate alternative models of periodization.

Interpretation: Historical thinking depends on the ability to analyze the roles played by multiple causes of historical developments, to recognize that different witnesses from different communities have articulated multiple perspectives on historical experiences, and to understand and evaluate diverse interpretations of the past through examination of their evidence, reasoning, contexts, points of view, and frames of reference.

Contextualization: Historical thinking depends on the ability to connect local developments with broader processes, to understand the various ways that global processes have influenced the development of individual societies, and to assess the similarities and differences between historical processes in different chronological and geographical contexts.

Comparison: Historical thinking depends on the ability to compare the similarities and differences in historical developments among and between societies in order to understand the experiences of individual peoples and societies in relevant context.

Synthesis: Historical thinking depends on the ability to construct plausible historical narratives and create persuasive understandings of the past by drawing resourcefully on relevant primary sources and secondary works while acknowledging them in appropriate fashion.

Course Activities

A) Multiple Choice Tests:

Multiple Choice Tests will be designed to simulate the AP Test. They will be timed. There will be 5 answer choices per question. Tests will be cumulative to try and build up and retain knowledge from earlier chapters. 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 chapter. Failure to read will significantly lower your grade!

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. Essay packets may be assigned to do at home for selected units; these will include all 3 types of essays. Take home essays need to be typed and are due at the end of each unit.

We will analyze primary sources, outside readings, oral histories, maps, charts and visuals (art, architecture, and political cartoons). This primary source analysis will help you directly with the tasks required for the Document-Based Question (DBQ) essay on the exam, but the daily use of historical materials also will help you practice using evidence to make plausible arguments. You also will become expert at identifying point of view, context, and bias in these sources.

C) Final:

Each semester will conclude with a cumulative final. Students will have an opportunity to show what they have learned over the entirety of the course, and should understand like a college course, finals have a significant impact on their grade.

D) Homework Assignment Packets:

Assignment packets are due each Friday for the assigned reading. They may include note cards, timelines, maps and analysis from the week.

E) Projects:

Both group and individual projects will be assigned to help review the course material. After the AP Test in May, enrichment projects will also be assigned.

F) Interactive Notebooks:

Students are required to keep their tests, essays, warm ups, notes, handouts and assignment packets for each chapter in their notebooks. These will be checked regularly and should be kept throughout the course as they are very helpful in reviewing information for tests and exams.

G) Participation:

Students are expected to participate at a high level in, both in answering questions and volunteering information for discussions.

Course Outline

UNIT I: Early Civilizations, Chapters 1-3, (3 weeks)

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 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)

-influence of ancient empires in India and China

-introduce the DBQ: point of view analysis on Buddhist & Hindu primary & secondary source documents

Ancient Greece (1750 B.C.E. – 133 B.C.E)

-rise of ancient Greece and 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 Christianity

Civilizations of the Americas (1400 B.C.E. – A.D. 1570)

-civilizations of the Mayas, Aztecs, Incas, and other peoples of the Americas

UNIT 3: Middle Ages, Chapters 8 - 10, (3 weeks)

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)

-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 (1492 – 1750)

-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 source document, “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 non-industrialized world

UNIT 8: Nationalism and the New Imperialism, Chapters 23-25, (3 weeks)

Nationalism Triumphs in Europe (1800-1914)

-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 (1800 – 1914)

-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

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, (5 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 (Which will run concurrent with Unit 11): Student Generated Research Project and Class Presentations

Class Procedures

There is an enormous amount of required reading, writing, and speaking for this class—students will also have homework assignments nearly every night.

Agenda

Students are to copy the "daily objective" from the board.

Guidelines:

1. Copy it into your agenda

2. Copy it every day as soon as the tardy bell rings.

3. If you are absent, borrow someone's agenda and copy any objectives missed. (make-up work, notebook tests)

Heading

Be sure to put a complete heading on everything you turn in.

Example:

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 material.

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; 70%) Don’t have any missing assignments, turning something in is much better than not turning anything in (60% vs. 0%)

GRADING SYSTEM

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: 90 - 100 %

B: 80 - 89%

C: 70 - 79%

F: 0 - 69%

Most tasks will be graded using this 5 point Rubric scale;

5 (Exemplary) 100%

4 (Advanced) 90%

3 (Proficient) 80%

2 (Basic) 70%

1 (Below Basic) 60%

0 (Not turned in) 0%

Extra Credit

There will be no extra credit work in this course except when announced in advance.

Contact Info

Robert Howard

Phone: (936) 829-5626

Email: rhoward@

Conferences available by appointment during 7th period

Tutorials

Available Tuesdays and Wednesdays from 7:30 – 7:55; Thursdays from 3:50 to 4:20 by appointment.

Course Expectations

My main class rule is RESPECT.

This means respect for me, your peers, and the classroom. No putdowns are allowed, even if you’re joking. Keep your hands to yourself. Use proper language and keep our room clean.

Be ready to learn.

This means stay in your assigned seat and work quietly. Pay attention and don’t use any electronic devices.

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, make up any missed assignments.

Do the Right Thing

Be honest, have integrity. Do your own work. Stay positive; ask yourself how can I do better? Do whatever it takes to get the job done to the best of your ability. Don’t take shortcuts.

Severe Clause

In the event of a severe disruption students may immediately be sent to the office.

Consequences

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!

Mr. Howard

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