Download World History Syllabus

World History Syllabus Mr. David C. Bellosi [email protected] PH 982-­‐0693  INTRODUCTION Studying Modern World History is an opportunity to understand the way humans and society became what we are today and the potential effects of change and challenge as they present themselves in the future. This class is designed to look at the “big picture” of societies, meaning that we will delve into the whole experience of growth in civilization such as gender roles, political contributions, societal upheavals and revolutionary ideas from the notion of democracy through the “Arab Spring.” This course will intertwine geography and societies, while recognizing the ingredients common to almost all cultures as well as appreciating differences. Common ingredients include but are not limited to governments and their making, language and other ways of interacting, economies, and belief systems. By studying cultures other than their own, students should have a more appreciative outlook on their culture as well as a more rounded understanding of how civilization has grown into what it is today.  CLASS PROCEDURES • Class BEGINS at the second bell. Students MUST have their computer, text, notebook, pen, and a number 2 pencil at every class. Students that choose to come to class unprepared will not be able to make up work missed. After that, normal school discipline procedures will take place. • Class participation is expected and your grade will reflect your level of involvement. • It is essential that each student take notes on each reading assignment, class lectures, presentation, and movie unless otherwise instructed to prepare for quizzes. • All written/typed assignments must be double-­‐spaced and at the highest caliber of neatness. • Any work without a name, date, and title in the upper right hand corner will not be graded. • Lectures will supplement the reading as well as various types of skilled activities such as map making, charting, and PowerPoint presentations. These conditions make it imperative to foster an environment conducive to listening and responding, therefore it is of the utmost importance for the student to be respectful in the way questions are asked and answers are given. • Students must raise hands and wait until called upon to answer or ask questions during lectures in order to maintain an orderly flow to discussions. • The Nature of this class is debate at times and there may not be a right or wrong answer. Students must always be respectful of others while they are answering or asking questions in class and outside class too. • There will be many classes when talking and moving around the classroom is required. Many assignments are of an active nature in which the student will be out of their seat and moving about with a purpose. Other assignments will require dialogue between a •
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few students, all at the same time. Several other of our assignments will demand attention be paid to the lecturer for the purpose of gathering the proper information. Distraction of others, whom are trying to complete assignments or distraction of the instructor trying to assist or teach the class during any type of assignment, will not be accepted in any way. Consequences for breaking the rules of the classroom will follow along within the guidelines set out in the Handbook issued at the beginning of the year to each family whose children attend the school. The student is responsible for all work and must make arrangements to retrieve notes, assignments, and assessments missed.  Supplies •
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1 inch three ring binder with paper for note taking. 2 pens 1 mechanical pencil or two #2 pencils  Text Book J., Jackson, GlencoeMcGraw-­‐Hill , and National Geographic. World history. 2008.  Grades Grading in this class is based on a points system. Each graded assignment is worth a specific amount of points. The fraction of those points earned is the grade such as the example below. 15 (points earned)/20 (possible value) = 75% The points are a running total per quarter. At the end of the quarter, the total points earned are divided by the total possible points. The answer is the percentage grade for the quarter. 1. Tests are 25 points or higher 2. Quizzes are up to 24 points and regularly administered 3. Homework may be assessed and up to 5 points 4. Your notebook may be as high as a test grade per quarter 5. Group projects will usually be worth a quiz plus individual peer assessment In my experience, this is the most reliable and fair way to keep account of progress in the class.  Content and Tentative scope and Sequence First Semester Classical Traditions, Major Religions, and Giant Empires, 1000 BCE-­‐300 CE Standard 2: The emergence of Aegean civilization and how interrelations developed among peoples of the eastern Mediterranean and Southwest Asia, 600-­‐200 BCE Standard 3: How major religions and large-­‐scale empires arose in the Mediterranean basin, China, and India, 500 BCE-­‐300 CE The Emergence of the First Global Age, 1450-­‐1770 Standard 1: How the transoceanic interlinking of all major regions of the world from 1450 to 1600 led to global transformations Standard 2: How European society experienced political, economic, and cultural transformations in an age of global intercommunication, 1450-­‐1750 Standard 3: How large territorial empires dominated much of Eurasia between the 16th and 18th centuries Standard 4: Economic, political, and cultural interrelations among peoples of Africa, Europe, and the Americas, 1500-­‐1750 Standard 5: Transformations in Asian societies in the era of European expansion Standard 6: Major global trends from 1450 to 1770 An Age of Revolutions, 1750-­‐1914 Standard 1: The causes and consequences of political revolutions in the late 18th and early 19th centuries Standard 2: The causes and consequences of the agricultural and industrial revolutions, 1700-­‐1850 Standard 3: The transformation of Eurasian societies in an era of global trade and rising European power, 1750-­‐1870 Second Semester Standard 4: Patterns of nationalism, state-­‐building, and social reform in Europe and the Americas, 1830-­‐1914 Standard 5: Patterns of global change in the era of Western military and economic domination, 1800-­‐1914 Standard 6: Major global trends from 1750-­‐1914 A Half-­‐Century of Crisis and Achievement, 1900-­‐1945 Standard 1: Reform, revolution, and social change in the world economy of the early century Standard 2: The causes and global consequences of World War I Standard 3: The search for peace and stability in the 1920s and 1930s Standard 4: The causes and global consequences of World War II Standard 5: Major global trends from 1900 to the end of World War II The 20th Century Since 1945: Promises and Paradoxes Standard 1: How post-­‐World War II reconstruction occurred, new international power relations took shape, and colonial empires broke up. Standard 2: The search for community, stability, and peace in an interdependent world Standard 3: Major global trends since World War II