Honors World History & Geography Mrs. Sarah Paulin, Instructor

Transcription

1 Student Signature Student Name: Honors World History & Geography Mrs. Sarah Paulin, Instructor COURSE DESCRIPTION: This yearlong, sophomore-level course provides two credits that count toward the six social studies credits required for graduation. It is designed to expose students to important persons, events, relationships, and themes in world history, beginning with the Renaissance and continuing through the modern era. TEACHER AVAILABILITY: Mrs. Paulin is generally available in Room 221 to assist students with coursework by appointment before and after school. CLASSROOM POLICIES: 1. Attendance: You are expected to make every effort to attend class. If absent, it is your responsibility to ensure you receive and complete all necessary assignments. Most makeup work will be posted on the course OneNote for access from home. Liberty High School attendance policies, found in the student planner, will be enforced. 2. Materials: You are required to have the following materials in your possession when the bell rings online textbook access information, paper, and pen or pencil. Students are encouraged to utilize a three-ring binder to organize class notes, returned assignments, and other handouts. 3. Tardies: Please bring a written pass if your tardy is excused by another LHS staff member. You are allowed two unexcused tardies before detention is assigned. After four tardies, you will be referred to the office. 4. Evaluation: Grades will be earned according to the traditional scale adopted by District 20. Major exams (such as a midterm and/or final) will each account for 10% of your semester grade. All other points earned (e.g., homework, quizzes) will be cumulative for the semester. 5. Makeup and Late Work: Students who have an excused absence will be given two days per day missed to make up assignments without penalty. (Those absent for school-sponsored activities should turn in assignments and pick up makeup work, if available, before departing.) Tests should be made up within one week of the testing date. Late work from the current unit may be submitted for half credit up until the day of that unit s exam. CLASSROOM CODE OF CONDUCT: 1. Respect your instructor, your classmates, and yourself. 2. Obscene language, gestures, and discriminatory statements are unacceptable. Think before you speak or act. 3. Abusing bathroom and/or locker privileges will cause these privileges to be revoked. 4. Distractions caused by cell phones or other electronic devices will result in their confiscation. You may pick up their confiscated devices at the end of the school day no earlier. Students may not photograph, film or record the instructor and/or other students unless verbal permission is first granted. 5. Academic dishonesty will not be tolerated. Falsely representing someone else s work as your own is called plagiarism and will result in no credit for that assignment or test. If you use an electronic device (such as a cell phone or ipod) during an exam, it will be assumed that you were using it to cheat. 6. No food or drink (other than water) is allowed in our classroom unless permission is granted by the instructor. As some students at LHS have severe nut allergies, you will not be allowed to consume items containing nuts. CONSEQUENCES: Infractions will be handled according to the LHS discipline matrix. The instructor reserves the right to modify these policies, code of conduct, and consequences to fit the situation. I have read and agree to abide by the policies and rules set forth in this World History syllabus. Date Parent/Guardian Signature Date Preferred method of parent/teacher communication (check one): Phone ( )

2 Honors World History Course Binder Many highly-effective people are also highly organized. You should keep every note you take, every handout you receive, and every assignment returned after grading. It is recommended that you hole-punch and secure these items in a three-ring binder so you can find and retrieve them when you need to utilize those documents to study for an upcoming exam or to correct a gradebook error. Students will have several opportunities over the course of the academic year to earn participation points for keeping an organized course binder. To earn full credit for this optional assignment, the student must organize their binder according to this scheme: Store your syllabus in front of the tabs; your current bellwork should be stored either in front of the tabs or in the front pocket, where it can easily be accessed. Syllabus & current set of bellwork in front of all tabs Notes Tab o Includes notes you ve taken, notes handouts, test reviews (if you prefer) o Spiral notebooks must be secured in your binder s rings Maps Tab includes any standalone map completed in class (turned in and graded or otherwise) Returned Assignments Tab: Graded bellwork, assignments, quizzes; test reviews (unless reviews are filed in your notes section) NOTES MAPS RetASN TEXT: Prentice Hall s World History: The Modern Era (published by Pearson) Due to the limited number of textbooks available, Liberty High School utilizes classroom sets for all World History classes. For homework, you have access to the online version of the textbook. Please record your online textbook access information here: Textbook Website: Username: Password: If you are having issues opening the online textbook, please let Mrs. Paulin know so we can troubleshoot the problem as soon as possible. Usually, changing the settings for your pop-up blocker can address the problem. It is highly recommended that you learn to utilize the various functions associated with the online textbook, especially the search and page navigation features, as they make this text easier to navigate.

3 All World History courses (Honors or otherwise) utilize the same targets and indicators for student performance. However, students enrolled in Honors World History will cover course content at a faster pace and/or in greater depth than those students enrolled in other World History classes. In addition, critical thinking and writing skills crucial for success in Advanced Placement Social Studies courses are developed and refined as part of the Honors curriculum. WORLD HISTORY INSTRUCTIONAL OBJECTIVES AND LEARNING TARGETS: Fall Semester Instructional Objective #1: Students will describe features of classical and medieval civilizations. A. I can identify important cultural characteristics (especially of government) in Greek and Roman civilizations. B. I can compare and contrast the social structures of medieval societies in Europe, North Africa and the Middle East, and Asia. C. I can compare and contrast technological advances of medieval societies in Europe, North Africa and the Middle East, and Asia. D. I can describe the similarities and differences among key religious beliefs of Judaism, Christianity, and Islam. E. I can describe how key religious beliefs of Judaism, Christianity, and Islam can lead to conflict. Instructional Objective #2: Students will analyze new ideas and values that led to the Renaissance, the Protestant Reformation, and the Scientific Revolution, and evaluate the effects of these societal movements. A. I can identify reasons the Renaissance was able to emerge in Italy. I can describe how the Renaissance spread throughout Europe. B. I can evaluate the significance of developments in Renaissance art and literature. C. I can summarize the causes, including religious tensions, of the Protestant Reformation. D. I can describe Martin Luther s role in the movement to reform the Catholic Church, and how his actions contribute to the spread of Protestantism. E. I can explain the religious and secular responses to the Protestant Reformation. F. I can identify prominent thinkers of the Scientific Revolution, describe their achievements, and examine the impacts these developments had on the world. Instructional Objective #3: Students will investigate motives for and effects of European exploration on Africa, Asia, and the New World. A. I can list significant European explorers, identify the areas to which each travelled, and describe the motives behind exploration that drove individual explorers and European governments. B. I can describe how the interactions of explorers and indigenous peoples changed societies in the New World. C. I can explain how exploration led to tension among the European powers, and identify steps these nations took to resolve conflicts that arose. D. I can summarize how the rise of African slavery impacted the political, economic, social, and cultural systems of both Africa and the New World. E. I can evaluate the impact of the Columbian Exchange on the Old and New Worlds, and how this system contributes to the rise of mercantilism. Instructional Objective #4: Students will compare and contrast monarchies that governed Europe during the Age of Absolutism. A. I can define the characteristics of an absolute monarchy and provide examples of kings and queens that ruled European nations as absolute monarchs. B. I can explain how the development of a constitutional monarchy in Britain influenced people s ideas about government. Instructional Objective #5: Students will analyze events that led Enlightenment thinkers to question old ideas and to

4 revolutionize the arts, religion, government, and society. A. I can match key thinkers of the Enlightenment with their landmark ideas. B. I can evaluate the effects that Enlightenment ideas about politics and the economy had on societies, and describe how those ideas spread throughout Europe and the world. C. I can apply Enlightenment ideals to the American Revolution, and provide examples of how these ideas influenced American government. Instructional Objective #6: Students will investigate the causes and consequences of the French Revolution, from the Tennis Court Oath through the fall of Napoleon. A. I can describe how the societal structure of France affected its government systems prior to the French Revolution, and how these structures cause the Revolution to begin. B. I can analyze how major developments in French government from the onset of the French Revolution through the rise of Napoleon affected French society and foreign relations. C. I can describe successes and failures of Napoleon Bonaparte s reign and define how these developments relate to the collapse of the French empire. D. I can summarize actions taken by the Congress of Vienna, explain the motives behind these actions, and identify the effects of these actions. WORLD HISTORY INSTRUCTIONAL OBJECTIVES AND LEARNING TARGETS: Spring Semester Instructional Objective #1: Students will trace key events of the Agricultural and Industrial Revolutions, examining their impacts on society, politics, and economics. A. I can describe causes of the Agricultural Revolution, identify key innovations of it, and explain its effects on the societies that experienced it. B. I can describe factors of production necessary for a country to successfully industrialize. C. I can draw conclusions about the effects industrialization has on a society, especially in regards to its socioeconomic classes. D. I can draw conclusions about the significance of key innovations and advancements during the industrial era. E. I can explain the short-term and long-term impacts of the Agricultural and Industrial Revolutions on the world s social and economic systems. F. I can describe the calls for governmental reform that occurred during the industrial era. G. I can describe the similarities and differences among newly-emerging economic ideas from capitalism, socialism, and communism. Instructional Objective #2: Students will investigate the effects that imperialism and nationalism had on empires and their colonies during the 19 th and early 20 th century. A. I can compare the steps Germany and Italy each took that led to unification of the people within each nation. B. I can describe how nationalism led to the fracturing of empires like Austria-Hungary and the Ottoman Empire. C. I can cite evidence to show how nationalism helps some nations but hinders others. D. I can compare the paths that European colonies (primarily in Latin America) took to obtain independence from their mother countries during the 19 th century. E. I can describe why European nations colonized Africa and Asia. F. I can analyze the short-term and long-term impacts that European colonization had on both its imperial nations and the colonies that were created. G. I can draw conclusions about how imperialism and nationalism contributed to World War I. Instructional Objective #3: Students will analyze the causes, events, and effects of World War I.

5 A. I can explain the primary causes and key events that triggered World War I, and describe how this conflict became a global war. B. I can identify new technologies used in fighting World War I, and describe how these advancements modernized warfare. C. I can compare war strategies and techniques used along the Western and Eastern Fronts during World War I. D. I can describe the contributions belligerents citizens made to the war effort. E. I can identify the effect that U.S. entry into World War I had on that conflict. F. I can describe the impact that the Treaty of Versailles had on nations and territories involved in World War I. G. I can analyze how World War I impacted nations and societies throughout the world. Instructional Objective #4: Students will analyze causes, events, and consequences of prominent revolutions during the early 20 th century. A. I can explain how Russia ended czarist rule and became the communist USSR. B. I can describe how turmoil and frequent changes in leadership affected Mexico in the late 19 th and early 20 th centuries. C. I can identify causes of nationalist revolution in China and describe its effects on Chinese society. D. I can explain how the rise of nationalism in India affected its citizens desire for self-rule and describe their efforts to obtain independence. E. I can identify how the global economic depression of the 1930s affected governments and societies throughout the world. Instructional Objective #5: Students will analyze causes of, events during, and results stemming from World War II. A. I can compare fundamental features and practices found in the totalitarian governments of Joseph Stalin, Adolf Hitler, and Benito Mussolini. B. I can describe the threat to world peace posed by dictators in the 1930s, and state how Western democracies responded to these nations actions. C. I can summarize key strategies and battles of World War II used in Europe and the Pacific. D. I can describe the persecution of minority groups, primarily Jews, in Germany during this era. E. I can summarize events that resulted in the Allied victories in Europe and the Pacific. F. I can analyze the consequences that World War II had on the people, both military and civilian, of participating nations. Instructional Objective #6: Students will analyze the conflicts between democratic and communist countries that occurred as part of the Cold War. A. I can define the term Cold War and identify the competing forces in NATO and the Warsaw Pact. B. I can describe the roles the US and the USSR played in the Chinese Revolution, the Korean War, and Vietnam War, as well as the results of these actions. C. I can identify how the Cold War ended, and explain its effects on nations throughout the world.