World History Syllabus

Advanced World History

Course Syllabus 2016/2017

Course Description: 701      WORLD HISTORY/ CULTURES (ADV) Gr.11 5 cr., 36 weeks

This comprehensive full year required course focuses on both Western and Non-Western History and cultures of the world. From the Renaissance and the Age of European domination, and into Modern/Current Times, the emphasis is placed on historical themes, cultural influences, and geographic concepts. The subject matter of this required course, although similar to the Honors/AP courses, it will not be as demanding in terms of workload. By the end of the course, the students will be able to comprehend the basic concepts of World History, and a strong emphasis will be placed on improving the student’s social studies skills .Students will be expected to read with comprehension, and to complete projects, written and oral reports, and essays which reinforce the concepts and the historical and cultural themes taught in the course.

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Course Objectives:

  1. To use and think about maps and spatial data.
  2. To understand and interpret implications of associations among phenomena in the global arena.
  3. To recognize and interpret at the regional level relationship among places.
  4. To define and evaluate historical processes.
  5. To give students practical experience in communicating understandings of various world issues.
  6. To understand the human experience, in moving toward a sense of community is truly a long, complex, messy process.
  7. To develop Creativity and Innovation; Critical Thinking and Problem Solving; Communication and Collaboration; Life and Career Skills
  8. To develop 21st Century Cultural Themes: Global Awareness; Financial, Economic and business awareness.

 

Method of Presentation of material:

The primary mode of presentation is interactive Socratic dialogue.  Students are expected to research/read and actively participate in the development of concepts. They are expected to demonstrate an ability to analyze concepts through the use of documents, maps and specific historic examples.

Goals -CC= COLLEGE/CAREERS- Reading, thinking, speaking, and writing=success in college and in a career, which depends on mastering these four skills. Daily growth- every day counts and you will be evaluated on your desire to improve in the 4 goal areas

Classwork is worth the same as other evaluation tools. However classwork will be 40% of the grades you receive for the year.  This demands that you use the 20 minutes you are given in the beginning of the class to prepare with great vigor. YOU SHALL BECOME AN INDEPENDENT LEARNER!!

Textbook:

World History Patterns of Interaction– Holt McDougal-Beck, Black, Krieger, Naylor, Shabaka

  • Current History Magazine
  • National Geographic
  • Technology Aids\Web site-
  • Syllabus-calendar-special paper & other necessities
  • E-book –Access to Text (code required)
  • Maps 101
  • Quizlet-Flash cards
  • Google Classroom
  • Anthony Bourdain
  • Evaluations:
  • Classwork=Research/Reading/VOCAB -Thinking(on your feet)- Speaking(discussion) & Writing
  • Daily reading/VOCAB- use of specific examples to back your points during discussions
  • TIME TO TASK/TIME ON TASK/INTENSITY TIME
  • Concept Evaluations- small Group problem solving- using  ……-SUBMITTED ON GOOGLE CLASSROOM
  • Army Assessments–large Group problem solving- using the concept of spatial analysis
  • Reading/Book quiz
  • Case Studies- Student will develop concepts based on content material and make applications. Students will participate in week long case studies.  All work must reflect understanding of major geographic unit concepts & VOCAB application. Students will receive class time to work on their case study.
  • Map drawing and analysis, interpretations and applications to CONCEPTS & VOCAB
  • Research –R & D -Nov.
  • SG(student growth) Exam 1—October 14
  • SG mid –  January 13
  • SG Exam 3 – March 17
  • FINAL  EXAM –June____

Absent from class-follow the syllabus topic for the day-check website –SUBMIT IN GOOGLE CLASSROOM

Absent on evaluation/assessment days– submit on google classroom- make up solo

 

  • NO final marking period grades will be rounded up/This will ensure you maintain performance level for entire semester
    • ALL ASSIGNMENTS TURNED IN LATE are subject to decrease in grade/Will drop 1 FULL letter grade for each day it is late
    • CHEATING AND PLAGIARISM WILL NOT BE TOLERATED. ANY STUDENT CAUGHT WILL AUTOMATICLY RECEIVE F FOR THAT SPECIFIC ASSIGNMENTPlease do not hesitate to contact me for assistance.  I am available to assist you in any way that I can to help you be successful in your academic endeavors. Please make an appointment if you would like to meet with me Rubric point system for all evaluations (including classwork)
    • Student-Teacher CONFERENCES
Letter Grade 4pts. 5pts. 6pts. 7pts. 8pts. 9pts. 12pts
A 4 5 6 7 8 9 12
A- 4 5 6 7 8 11
B+ 10
B 3 3 4 5 6 7 9
B- 3 4 5 6 8
C+ 4 5 7
C 2 2 2 3 3 4 6
C- 2 2 3 5
D+ 2 4
D 1 1 1 1 1 1 3
F 0 0 0 0 0 0 2-0

 

INITIATIVE

Cultivate the ability to make Decisions and Think Alone.

Do not be afraid of failure but Learn from it.

John Wooden.

Course Topical Outline:

Days 1& 2{Aug.25 & 26}-Course Introduction

  • Intro to course of study
  • Course syllabus-class routines
  • I. Emergence of the First Global Age {Aug 29-Sept. 30}
  • Why are some empires (Ming, Qing, Spanish, Mughal, Ottoman, Japanese  Shogunates) more effective at maintaining control than others? {Aug 29-Sep-2}
  • The rulers of all three great Muslim empires (Ottoman, Safavid and Mughal) of this era based their authority on Islam.
  • Advances under the Ming and Qing dynasties left China uninterested in European contact, resulting in limitations on Europeans.
  • The Spanish were the first to explore the Americas and came to dominated control over Central and South America (less Brazil, which was acquired by the Portuguese), acquiring great wealth for Spain.
  • The Tokugawa regime unified Japan and began 250 years of isolation, autocracy and economic growth.
  • How have natural resources, climate and topography motivated expansion and settlement {Sept 6-8}
  • Disruption in traditional Mediterranean and land (Silk Road) trade routes led to the exploration of water routes to Asia by Europeans.
  • How new wealth from the Americas coupled with dramatic growth in overseas trade prompted new business and trade practices. (capitalism, joint stock companies).
  • Europeans were driven by the economic theory of mercantilism to attain wealth, which resulted in the establishment and exploitation of colonies and the development of a favorable balance of trade with rival countries.
  •    SG B-Sept 9
  • What resources and commodities drove the Colombian Exchange as well as New World economies and societies? {Sept.12-16}
  • CASE STUDY
  • The Spanish forced Native Americans to work within a system known as the encomienda, in an effort to exploit the land for its precious resources.
  • That the Columbian Exchange describes the interchange of plants, animals and disease between Europe, Africa and Asia and the Americas following Columbus’s arrival in the Caribbean in 1492.
  • Map
  • EQ
  • Why was the Atlantic Slave Trade developed and maintained? {Sept.19-23}
  • The vast wealth to be had from colonizing the Americas and the limitations of Native American forced labor led to the enslavement and transportation of Africans in the trans-Atlantic slave trade or Middle Passage.
  • That the transatlantic trading network (triangular trade) along which slaves and other goods were carried between Africa, England, Europe, the West Indies, and the colonies in the Americas.
  • Several European nations (Spanish, Dutch, French, and British) fought for control of North America, and England emerged victorious.
  • Consequences of the Slave Trade
  • What social, moral and religious justifications were used to perpetuate the Atlantic slave trade and strict structures of social stratification? {Sept. 26-30}
  • CASE STUDY
  • European beliefs in their own racial superiority, thoughts that they were bettering the lives of Africans, acknowledgement that slavery already existed in Africa and the bible were used as justifications for African slavery in the Americas.
  • Slave Life
  • Map
  • EQ

SKILL/ Wednesday   MAP/Friday

KEY TERMS-Quizlet /KEY Concepts- Chapters 18-19-20

  1. Renaissance/Reform./Scientific Rev./Enlightenment{Oct.4-28}
  • Was the Enlightenment solely a European creation? {Oct.4-7}
  • The use of reason and freedom of inquiry developed during the Enlightenment led to challenges to authoritarianism or absolutism and traditional society.
  • In the mid-1500s, scientists began to question accepted beliefs and make new theories based on experimentation. (Heliocentric Theory, Law of Gravitation and Motion, etc.)
  • The invention of the printing press allowed books and pamphlets to be made faster and more cheaply, as well as helped to spread the ideas of the Renaissance and Reformation.
  • How does technology facilitate the dissemination of new ideas? {Oct.11-13}
  • Scholars of the Scientific Revolution used observation, experimentation, and scientific reasoning to gather knowledge and draw conclusions. (Scientific Method)
  • New scientific instruments and tools were developed to make the precise observations that the scientific method demanded.

SG1 Exam Oct 14

  • What factors served to divide the emerging European nation states? {Oct.17-21}
  • CASE STUDY
  • Concept of a Nation/Concept of a State
  •  Renaissance Humanism emphasized human potential, achievements and reason as opposed to the previous emphasis and reliance on faith.
  •  Map
  •  EQ
  • How did finance, politics, art and borrowed international cultural influences (Asian and Islamic civilizations as well as Greek and Roman culture) lead to the European Renaissance? {Oct.24-28}
  • The Italian Renaissance was the rebirth of learning that produced many great works of art and literature.
  • The ideas of the Italian Renaissance began to spread to Northern Europe in the 1400s.
  • Renaissance Humanism emphasized human potential, achievements and reason as opposed to the previous emphasis and reliance on faith.
  • Martin Luther’s protest over abuses in the Catholic Church led to the founding of non-Catholic churches or Protestants faiths.    KEY TERMS-Quizlet / KEY Concepts- Chapter 17  21
  • III. Age of Revolutions{Oct.31 –Dec.22}
  • SKILL/Wednesday MAP/Friday
  • How did Enlightenment ideals (liberty, popular sovereignty, natural rights, democracy, nationalism) drive reforms and revolution across the globe? {Oct.31 –Nov.4}
  • Between the 16th and 18th centuries, a series of revolutions helped to usher in the modern era in Western history.
  •   Hobbes, Locke, Montesquieu
  •   Frederick the Great, Catherine the Great
  •   Women in revolution
  • How did revolutions in agriculture lead to further revolutions in labor and industry?
  • R & D Nov 7-9
  • New agricultural innovations like the enclosure movement, crop rotation, and new tools led to a revolution in agricultural.
  • Many farmers lost their land to large enclosed farms, as a result many became factory workers
  • Consequences of Agricultural improvements
  • How did the Industrial Revolution give rise to competing economic systems such as capitalism, communism and socialism? {Nov14 –Nov.18}
  • The Industrial Revolution led to economic, social, and political reforms.
  • An explosion of inventions and technological advances like the spinning jenny, the locomotive train, etc. paved the way for the Industrial Revolution.
  • Revolutions in both thought and action forever changed European and American society.

           R & D Nov 21-23

  • Capitalism
  • Socialism
  • Communism
  • In what ways did the Industrial Revolution lead to both domestic reforms, social change and global Imperialism? {Nov.28-Dec.22}
  • CASE STUDY {Nov.28-Dec.2}
  • The industrialization increased the need for raw materials and new markets, causing Western Imperialists to acquire new colonies.
  • The Industrial Revolution started in England and soon spread to other countries.
  • Map
  • EQ

FRENCH  REVOLUTION {Dec.5-9}

  • Old Order & Forces of change
  • Reform & Terror
  • Napoleon
  • Congress of Vienna
  • What motivations for and impacts of Imperialism existed? {Dec.12-22}

CASE STUDY {Dec.12-16}

  • During the 19th and early 20th centuries, Great Britain, other European nations, the United States, and Japan sought political and economic influence over other countries.
  • Imperialism brought new religions, philosophies, and technological innovations to East Asia and Latin America. People in these areas resisted some Western ideas and adopted or adapted others.
  • Map
  • EQ

LATIN AMERICA/AFRICA/MIDDLE EAST/INDIA{Dec.18-22}

  • Latin peoples win independence
  • Scramble for Africa
  • Muslim lands   .
  • British & India

SKILL Wednesday  MAP  Friday

KEY TERMS- Quizlet/ KEY Concepts-Chapters 22 25 26 27 28

  1. The Era of the Great Wars{Jan.3-March 3}
  • In what ways did geography determine the outcomes of both World War I and World War II? {Jan.3-6}
  • Tangled Alliances
  • The quest among European nations for greater power played a role in causing World War I. By the turn of the 20th century, relations among these countries had grown increasingly tense.
  • Western Front
  • Eastern Front
  • How were new national boundaries set after each World War and what consequences did they entail? {Jan.9-12}
  • New nations appeared during the 1920s and 1930s in the former Ottoman Empire in Southwest Asia. These nations adopted a variety of government styles from a republic to a monarchy
  • Nationalist movements in India successfully challenged the British
  • Southwest Asia
  • Chinese Empires

MID TERM EXAM Jan.13

  • How does “total war” affect the life and role of an individual when compared to prior conflicts/wars? {Jan.17-20}

CASE STUDY {Jan.17-20}

  • Gallipoli
  • What was the spectrum of responses to the Great Depression and how did those responses lead to global conflict? {Jan.23-27}
  •  Post War uncertainty
  • The war affected many European economies. Desperate for resources, the warring governments converted many industries to munitions factories. They also took greater control of the production of goods.
  • The collapse of the American economy in 1929 triggered a depression that threatened the economic and political systems of countries throughout the world.
  • Fighting the Axis terror weakened the economies of Great Britain, the Soviet Union, and other European countries. In contrast, when the United States entered the war, its economy grew sharply. The strength of the American economy bolstered the Allied war effor
  • How were the World Wars a catalyst for technological advancement? {Jan.30-Feb.3}
  • Advances in weaponry, from improvements to the machine gun and airplane, to the invention of the tank, led to mass devastation during World War I.
  • In the 1920s, new scientific ideas changed the way people looked at the world. New inventions improved transportation and communication.
  • Far-reaching developments in science and technology changed the course of World War II. Improvements in aircraft, tanks, and submarines and the development of radar and the atomic bomb drastically altered the way wars were fought.
  • Labor -saving devises
  • What are the common causes and consequences of 20th century revolutions? (i.e., in Russia, China, Mexico, India, and Cuba) {Feb.6-10}
  • CASE STUDY (Feb.16-19)
  •  Socialist movements in the US
  • Widespread social unrest troubled China and Russia during the late 1800s and early 1900s. Eventually revolutions erupted.
  •  Map
  •  EQ    .
  • What motivates both governments and individuals to participate in genocide? {Feb.13-17}
  • In the 1930s, several countries including Japan, Germany, and Italy adopted aggressive, militaristic policies
  • Germany, Italy, and Japan tried to build empires. They began their expansion by conquering other nations and dominating them politically and economically
  • During the Holocaust, Hitler’s Nazis killed six million Jews and five million other “non-Aryans.”.
  • Stalinist Russia
  • What is the causal connection between the First and Second World War? {Feb.21-24}
  •    Totalitarianism     .
  • World War II cost millions of human lives and billions of dollars in damages. It left Europe and Japan in ruins.
  •   Nationalism
  •    Peace accords
  • How did the global community respond to the expansionist policies of Germany, Italy and Japan? {Feb.27-March 3}
  • CASE STUDY.
  • .WWII  -war tactics
  •    American Military
  • SKILLS  Wednesday   MAPs -Friday

 

KEY TERMS Chapter 29 30 31 32 – Quizlet

V. Challenges for the Modern World Since 1945

  • In what ways did the Cold War manifest itself across the globe? {March 6-10}
  • CASE STUDY
  • That two conflicting economic systems, capitalism and communism, competed for influence and power after World War II. The superpowers in this struggle were the United States and the Soviet Union.
  •  Communism in China
  •  War in Korea
  •  War in Vietnam
  • What are the emerging roles of regional and global organizations during this era? (e.g., NATO, SEATO, Warsaw Pact, UN, EU, OPEC) {March 13-16}
  • CASE STUDY
  • That the United States and the Soviet Union used military, economic, and humanitarian aid to extend their control over other countries.
  • Each also tried to prevent the other superpower from gaining influence.
  •  Conflicts in Middle East
  •   Central Asian Struggles

       SG 3 EXAM March 17

  • What routes to post-WWII recovery were undertaken by various nations around the globe? CASE STUDY
  • {March 20-24}
  •  In many cases new nations struggle to create thriving economies
  • The emergence of new nations from European- and U.S.-ruled colonies brought a change in ownership of vital resources.  In many cases, however, new nations struggled to create thriving economies.
  •  Democracy in Africa
  •  Changes in Latin America
  • How and why did global communism emerge and decline during this era and what were its consequences? {March 27-31}
  • CASE STUDY
  •  Collapse of Soviet Union
  • In Asia, the Americas, and Eastern Europe, people revolted against repressive governments or rule by foreign powers. These revolutions often became the areas for conflict between the two superpowers.
  •  Global security issues
  •  Changing times in Southeast Asia
  • What have been determined as ‘universal human rights’ and who is responsible for defining and upholding them? {April 1-7}
  • CASE STUDY
  •  Changes in China -The communist government and put down of student protest calling for democracy
  • Independence movements swept Africa and Asia as World War II ended. Through both nonviolent and violent means, revolutionaries overthrew existing political systems to create their own nations.
  • In 1989, revolutions overthrew Communist governments in the Soviet Union and Central and Eastern Europe.
  •  Revolutions continue to overthrow existing political systems to create new nations
  • What responsibilities do nations have in terms of protecting the rights of citizens in other nations? {April 10-13}
  • CASE STUDY
  • Systems of government shifted for one billion people when colonies in Africa and Asia gained their freedom.  New nations struggled to unify their diverse populations.  In many cases, authoritarian rule and military dictatorships emerged.
  •  New nations struggle to unify their diverse populations
  •  In most cases authoritarian rule and military dictatorships emerged
  • UN Declaration of Human Rights
  • How has a growing global dependence on petroleum changed international politics, economics and environmental concerns? {April 24-28}
  • CASE STUDY
  • Chinese students imported democratic ideas from the West. Democratic reforms spread across Central and Eastern Europe, causing Communist governments to fall.
  •  China reform & reaction
  •  Cuba
  •  Democratic reforms spread across the Middle East as governments fall
  • How have national economic ideologies or systems contributed to patterns of cooperation and conflict? {May 1-5}
  • CASE STUDY
  • Many nations, such as Brazil, Poland, Russia, and China, discovered that economic stability is important for democratic progress.
  •  Russia
  •  Poland
  •   China

KEY TERMS Chapter33 34 35- Quizlet

SKILLS  Wednesday      MAPS  Friday

  1. Contemporary Issues{May 8-26}
  • To what degree can national sovereignty and global interest overlap? {May 8-12}
  • CASE STUDY
  •    Cultures are now blending ideas and customs much faster
  • That inventions and innovations have brought the nations of the world closer and exposed people to other cultures. Cultures are now blending ideas and customs much faster than before.
  •   Map  .
  •    EQ .
  • Why has terrorism emerged and proliferated? {May 15-19}
  • CASE STUDY
  •  One of the greatest challenges in maintaining global security is international terrorism.
  • That since the end of World War II, nations have adopted collective efforts to ensure their security.
  •  Map
  •  EQ
  • What successes and shortcomings does international cooperation have in addressing regional and international tensions? {May 22-26}
  • CASE STUDY
  •  Changes in technology have blurred national boundaries and created a global market.
  • That since World War II, nations have worked to expand trade and commerce in world markets.
  •   Map
  •   EQ

KEY TERMS Chapter 36 – Quizlet

 

FINAL EXAM PREP {May 30 -June 8}

  • Prepare for final exam Study Guide
  • Review of Historic themes/ concepts
  • Review Sheet completed

FINAL EXAM June_____

 

 

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