Download World History - Chillicothe City Schools

World History Syllabus
CHS Social Studies Department
Contact Information: Parents may contact me by phone, email, or scheduled conferences.
Teacher: Ms. Katie Kern-Blystone
Email Address: [email protected] or [email protected]
Phone Number: (740) 702-2287 ext.16259
Online: http://www.ccsd.us/1/Home
Teacher Contact Websites/Social Media:
● Class Website: https://sites.google.com/site/mskernblystoneswebsite/
● Twitter: @BlystoneKern
CHS Vision Statement: Our vision is to be a caring learning center respected for its
comprehensive excellence.
CHS Mission Statement: Our mission is to prepare our students to serve their
communities and to commit to life-long learning
Course Description and Prerequisite(s) from Course Handbook:
World History (semester) - 205
State Course # 150890
Elective Course
Grade: 9-12
Graded Conventionally
Credit: 1
Prerequisites: None
This course focuses on Modern World History. The Modern World History course
examines world events from 1600 to the present. It explores the impact of the
democratic and industrial revolutions, the forces that led to world domination by
European powers, the wars that changed empires, the ideas that led to independence
movements and the effects of global interdependence. The concepts of historical
thinking, introduced in earlier grades, continue to build with students locating and
analyzing primary and secondary sources from multiple perspectives to draw
conclusions.
Learning Targets per Unit: Defined below for clarity are the Unit Titles, Big Ideas of every
Unit taught during this course, and the Essential Questions to be answered to better understand
the Big Ideas. A student’s ability to grasp and answer the Essential Questions will define
whether or not he or she adequately learns and can apply the skills found in Big Ideas. This will
ultimately define whether or not a student scores well on assessments given for this course. The
Common Core Standards can be found at http://www.corestandards.org/the-standards.
(Teacher Note: The Ainsworth Model suggests 1-3 Big Ideas for each Unit and 1-3 essential
questions per Big Idea. Each Unit will vary.) The Common Core Standards can be found at
http://www.corestandards.org/the-standards
● 1st or 3rd Quarter
Unit I Title: Think and Read Like an Historian. Scientific Revolution and the
Enlightenment (1600-1800)
▪ Big Idea #1: Historical Thinking Skills
● Essential Question #1: How do historians determine if sources
are credible?
● Essential Question #2: When is it appropriate to use primary or
secondary sources?
● Essential Question #3: How is a thesis constructed, supported,
and refuted?
▪ Big Idea #2: Challenging Previous Thought
● Essential Question #1: How did the Scientific Revolution
challenge social, political, and economic thought?
● Essential Question #2: How did the Scientific Revolution
challenge the church, government, and life as people knew it in
the 1600s?
● Essential Question #3: How do the advancements of the
Scientific Revolution influence our lives today?
▪ Big Idea #3: Age of Enlightenment
● Essential Question #1: How did Enlightenment ideas challenge
practices related to religious authority, absolute rule and
mercantilism?
● Essential Question #2: How did the Enlightenment change
political structures in the 1600s-1800s?
● Essential Question #3: How did the Enlightenment change
societal structures in the 1600s-1800s?
Unit II Title: Changing the World: Revolutions, Industrialization, Imperialism
▪ Big Idea #1: Age of Revolutions
● Essential Question #1: How did Enlightenment ideas influence
the American Revolution?
● Essential Question #2: How did Enlightenment ideas influence
the French Revolution?
● Essential Question #3: How did Enlightenment ideas influence
the Latin American wars for independence?
▪ Big Idea #2: Industrialization
● Essential Question #1: What are the five primary requirements
for the Industrialization to begin?
● Essential Question #2: How did industrialization affect political,
economic, and social variables in the world?
● Essential Question #3: How did industrialization begin to
globalize political, social, and economic behavior?
▪ Big Idea #3: Roots of Imperialism
● Essential Question #1: What were the political, social, and
economic motivations for imperialization?
● Essential Question #2: How did Industrialization set up the race
for resources that led to the push for World domination?
● Essential Question #3: How did Imperialism set up the world for
a struggle for power?
Unit III Title: World Domination: World War I, Between the Wars, World War II
▪ Big Idea #1: World War I
● Essential Question #1: How did the MAINA causes of WWI lead
to the outbreak of a world war?
● Essential Question #2: How did advances in technology,
transportation, and communication, created by the
Industrialization, change warfare?
● Essential Question #3: What were the five major effects of
WWI?
▪ Big Idea #2: The World Between Wars
● Essential Question #1: What major changes occurred in the
world from 1918-1931?
● Essential Question #2: What new forms of government grew out
of the anger and economic depression following World War I?
Why and how did they form?
● Essential Question #3: How did the Treaty of Versailles set the
world up for the next world war?
▪ Big Idea #3: World War II
● Essential Question #1: How did World War II devastate most of
Europe and Asia?
● Essential Question #2: How did World War II lead to the
occupation of Eastern Europe and Japan?
● Essential Question #3: How did the events of World War II start
the atomic age?
2nd or 4th Quarter
Unit IV Title: Twentieth Century Genocides
▪ Big Idea #1: The Armenian Genocide
● Essential Question #1: How and why did oppression result in
the Armenian Genocide?
● Essential Question #2: How and why did discrimination result in
the Armenian Genocide?
● Essential Question #3: How were Turkish state sponsored
oppression and discrimination used to justify genocides?
▪ Big Idea #2: The Holocaust
● Essential Question #1: How and why did oppression and
discrimination result in the Holocaust?
● Essential Question #2: How and why did discrimination result in
the Holocaust?
● Essential Question #3: How were German state sponsored
oppression and discrimination used to justify genocides?
▪
Big Idea #3: Recent State-Sponsored Genocides
● Essential Question #1: How and why did oppression and
discrimination result in recent genocides? (Bosnia, Darfur, Iraq,
and Rwanda, other)
● Essential Question #2: How have governments treated the
recent genocides in Bosnia, Darfur, Iraq, and Rwanda
differently?
● Essential Question #3: How are the Armenian, Holocaust, and
recent genocides similar/different in their use of oppression and
discrimination?
Unit V Title: The Cold War
▪ Big Idea #1: Emerging Superpowers
● Essential Question #1: How did the Soviet Union and the United
States become super powers and compete for global influence
following World War II?
● Essential Question #2: How did treaties and agreements at the
end of World War II change national boundaries and create
multinational organizations.
● Essential Question #3: How did technological advances change
the world climate during the Cold War era?
▪ Big Idea #2: Effects on the Middle East
● Essential Question #1: How did religious diversity lead to
regional conflicts in the Middle East?
● Essential Question #2: How did the end of colonial rule led to
regional conflicts in the Middle East?
● Essential Question #3: How did rising nationalism led to regional
conflicts in the Middle East?
▪ Big Idea #3: Effects on Africa and Southeast Asia
● Essential Question #1: How did postwar global politics lead to
the rise of nationalist movements in Africa?
● Essential Question #2: How did postwar global politics lead to
the rise of nationalist movements in Southeast Asia?
● Essential Question #3: How did political and social struggles
result in expanded rights and freedoms for women and
indigenous peoples?
Unit VI Title: Globalization (1991-Present)
▪ Big Idea #1: Rebuilding the Global Economy
● Essential Question #1: What challenges were created for former
Soviet republics, its former allies, Europe, the United States,
and the non aligned World following the breakup of the Soviet
Union?
● Essential Question #2: How were European countries
strengthened economically to become more competitive in the
global economy?
● Essential Question #3: What factors have created a more
interdependent global economy since 1991?
▪ Big Idea #2: The Threat of Terrorism and Nuclear Warfare
● Essential Question #1: How have regional and ethnic conflicts in
the post-Cold War era resulted in acts of terrorism?
● Essential Question #2: How have cultural or political groups that
have resorted to terrorism struggled to achieve self-governance
and self-determination?
● Essential Question #3: How has the proliferation of nuclear
weapons since the end of the Cold War created a challenge to
world peace?
▪ Big Idea #3: Environmental Impact
● Essential Question #1: How has the rapid increase of the global
population in the 20th and 21st century created societal and
governmental challenges?
● Essential Question #2: What challenges have been created with
the migration from under developing to industrialized countries?
● Essential Question #3: Why is there a new environmental
consciousness and movement for sustainability throughout the
world’s population?
● END OF COURSE EXAM
Course Material:
Google Chromebook
Textbook: Spielvogel, Jackson. World History Modern Times, Glencoe. 2010
Electronic Resources:
● Google Sites
● Socrative.com
● Google Classroom App
Grading:
Unit Exams
50%
Assessments (Including: Quizzes, Essays, Labs, and Projects)
30%
Class Work/Homework
20%
● End of Course Exam is 20% of a student’s final grade.
Grading Scale:
The grading scale for Chillicothe High School can be found in the student handbook or
online at http://www.ccsd.us/1/Content2/studenthandboook
Course Expectations:
- Be on time to class, in your seat when the bell rings and working on your bell
ringer.
- Bring your Chromebook, charger, pens/pencils, and other class materials to each
class.
- Absent work is your responsibility to find an complete. Check Google Classroom
and the Absent Bin for missing work.
-
Food and/or pop is not permitted. You will be asked to throw it away. Water in a
clear plastic bottle is acceptable.
Act with maturity, tact, and class. Profanity will not be tolerated.
Respect the teacher and your classmates when they are talking.
All student rules and regulations in the CHS student handbook will be enforced
daily.
Late Work: Late work will be subject to the board adopted policy on assignments that
are turned in late (to be reviewed in class). Information can be viewed on-line at
http://www.ccsd.us/1/Content2/studenthandboook
CHS TENTATIVE World History Course Schedule
This is an overview of what will be covered in this course at CHS for this school year.
Although, I would like to follow this plan verbatim this years’ tentative schedule is
subject to change (at the teachers’ discretion).
1st or 3rd 9 Weeks:
Week 1: Beginning of the Year Pre-Assessment Exam
Unit I Title: Think and Read Like an Historian. Scientific Revolution and the
Enlightenment (1600-1800)
Week 1: Historical Thinking Skills
● Formative Assessment
Week 2: Challenging Previous Thought
● Formative Assessment
Week 3: Age of Enlightenment
● Unit I Summative Assessment
Unit II Title: Changing the World
Week 3: Age of Revolutions
● Formative Assessment
Week 4: Industrialization
● Formative Assessment
Weeks 5-6: Roots of Imperialism
● Unit II Summative Assessment
Unit III Title: World Domination
Week 7: World War I
● Formative Assessment
Weeks 7-8: The World Between Wars
● Formative Assessment
Weeks 8-9: World War II
● Unit III Summative Assessment
2nd or 4th 9 Weeks:
Unit IV Title: Twentieth Century Genocides
Week 1: The Armenian Genocide
● Formative Assessment
Week 2: The Holocaust
● Formative Assessment
Week 3: Recent State-Sponsored Genocides
● Unit IV Summative Assessment
Unit V Title: The Cold War
Week 4: Emerging Superpowers
● Formative Assessment
Week 5: Effects on the Middle East
● Formative Assessment
Week 6: Effects on Africa and Southeast Asia
● Unit V Summative Assessment
Unit VI Title: Globalization (1991-present)
Week 7: Rebuilding the Global Economy
● Formative Assessment
Week 8: The Threat of Terrorism and Nuclear Warfare
● Formative Assessment
Week 9: Environmental Warfare
● Unit VI Summative Assessment
END OF COURSE EXAM
Performance Based Section: Writing
Assignments/Exams/Presentations/Technology
One or more of the End of Unit Exams may be Performance Based. According to the
Ohio Department of Education, “Performance Based Assessments (PBA) provides
authentic ways for students to demonstrate and apply their understanding of the content
and skills within the standards. The performance based assessments will provide
formative and summative information to inform instructional decision-making and help
students move forward on their trajectory of learning.” Some examples of Performance
Based Assessments include but are not limited to portfolios, experiments, group
projects, demonstrations, essays, and presentations.
CHS World History Course Syllabus
After you have reviewed the preceding packet of information with your parent(s) or
guardian(s), please sign this sheet and return it to me so that I can verify you
understand what I expect out of each and every one of my students.
Student Name (please print): ______________________________________________
Student Signature: ______________________________________________________
Parent/Guardian Name (please print): _______________________________________
Parent/Guardian Signature: _______________________________________________
Date: ________________________________________________________________