World History Syllabus Mr. Howard Room B-7

WORLD HISTORY August 2009

Welcome to the 2009-2010 school year and to World History, a demanding yet exciting course which emphasizes the development of non-U.S. human society.

This is a class in which you will be expected to do extensive outside reading, detailed writing assignments, and independent research.

CONTENTS: 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.

CONTENTS: 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 Wednesday, August 26, 2009:

a 3 ring binder   a supply of notebook paper a 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 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:http://www.phschool.com/webcodes10/index.cfm?fuseaction=

home.gotoWebCode&wcprefix=ljk&wcsuffix=1000

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: http://dibollhigh.tx.dih.schoolinsites.com/?PageName='TeacherPage'&StaffID='60526‘

You may also contact me by email: rhoward@dibollisd.com

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 environmentDemography and diseaseMigrationPatterns of settlementTechnology

World History Themes

Development and interaction of culturesReligionsBelief systems, philosophies, and ideologiesScience and technologyThe arts and architecture

World History Themes

State- building, expansion, and conflictPolitical structures and forms of governanceEmpiresNations and nationalismRevolts and revolutionsRegional, trans- regional and global structures

and organizations

World History Themes

Creation, expansion, and interaction of economic systemsAgriculture and pastoral productionTrade and commerceLabor systems IndustrializationCapitalism and Socialism

World History Themes

Development and transformation of social structuresGender roles and relationsFamily and KinshipRacial and ethnic constructionsSocial 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.

Historical Thinking Skills This search 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.

It also requires the cultivation of six distinct but also

interrelated and overlapping intellectual skills:

Historical Thinking 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).

Historical Thinking Skills

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.

Historical Thinking Skills

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.

Historical Thinking Skills 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.

Historical Thinking Skills

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 recognize the similarities and differences between historical processes in different chronological and geographical contexts.

Historical Thinking Skills

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.

Historical Thinking Skills

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 TestsMultiple Choice Tests 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!

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. 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.

Course Activities

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 finals have a significant impact on their grade.

Course Activities

D) Homework PacketsAssignment 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

E) ProjectsBoth group and individual projects will be

assigned to help review the course material.

Course Activities

F) NotebooksStudents 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 the exam.

Course Activities

G) ParticipationStudents 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

weeks)

Introduction to the World History Course Curricular Requirements and World History Themes explain how geography and history are linkedToward 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 topicFirst Civilizations: Africa and Asia (3200-500 B.C.E.) the earliest civilizations of Egypt and the Middle EastEarly 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

China introduce the DBQ: point of view analysis on Buddhist & Hindu

primary & secondary source documentsAncient Greece (1750 B.C.E. – 133 B.C.E) Examine the rise of ancient Greece and the development of

Hellenistic civilizationAncient 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 comparison essay on the empires of Rome & Han ChinaCivilizations 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 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 essayThe High Middle Ages (1050 – 1450) growth of royal power in England and France learning literature and the arts the Black DeathThe 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 religionsKingdoms 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 documentsSpread 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 RevolutionThe First Global Age: Europe and Asia (1492 – 1750) The Search for Spices European Footholds in Southeast Asia and India Encounters in East AsiaThe 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 RussiaThe Enlightenment and the American Revolution (1707 – 1800) The Age of Reason Britain at Mid-Century Birth of the American RepublicThe 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 ThinkingRevolutions in Europe and Latin America (1790 – 1848) Revolutions of 1830 and 1848 Latin American Wars of IndependenceLife 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 nationalism & the unification of Germany & Italy Russia: Reform and ReactionGrowth of Western Democracies (1815 – 1914) Britain Becomes More Democratic Democracy in France Primary Source Analysis, “Paris in Flames” U.S. ExpansionThe 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 PicassoWorld War I (1914 – 1919) The Stage is Set A New Kind of Conflict P.O.V. Activity: “Is War Ever Justified?” Making the PeaceRevolution 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 SunCrisis of Democracy in the West (1919 – 1939) The Western Democracies A Culture In Conflict Fascism in Italy Hitler and the Rise of Nazi GermanyWorld 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.

Agenda

Beginning tomorrow you will copy the "daily objective" from the board.

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. (makeup work, notebook test)

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)

Heading

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%.

GRADING SYSTEM 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@dibollisd.com Conferences available by appointment

during 7th period

Tutorials

Available Mondays and Wednesdays from 7:30 – 7:55

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.

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 assignment.

Do the Right ThingBe honest, have integrity. 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 office.

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!

Please return the signature page provided and keep the syllabus for future reference I look forward to having you in class this year. If we work together, we can succeed!

Mr. Howard