Download World History II syllabus

Course Syllabus: World History II (1500 to Present)
2014-2015 Academic Year
Mr. Lawson Yoder
Phone number:
Office Hours:
[email protected]
540-433-2651 (w) 540-246-9812 (c)
7:15 A.M. to 3:00 P.M., Room 507
Making Connections through World History
Welcome to class! In World History II Honors class, we are traveling back in time.
We will examine the story of life from different cultural, political, economical, and
social perspectives as we travel from the year 1500 to today.
Throughout the year, my challenge will be to lead our class discussions so that you
can make connections between you and our subject material. We will make
connections in the following ways:
1. Connect to your personal interests and affective qualities (emotions, life
experiences, values, ethics, and morals) to see how others feel and think the
same as you.
2. Connect to past subjects to see the continuity between our subject and what
you have already studied before and already know.
3. Connect to other classes (Interdisciplinary studies through literature, science,
math, arts, etc) to see how our concepts overlap and reinforce your
knowledge and experiences in your other classes.
4. Connect to current events and issues of life today in the year 2014 to see why
our study matters and to help you understand present-day events and
local/community history.
Throughout the course, we will identify daily learning objectives. There are two
kinds of objectives, as follows:
A. Content Objectives: these objectives identify the part of the story of
history that we will learn each day. For example, we will learn the causes
of the Renaissance and why it began in Italy.
B. Language Objectives: these objectives identify what language skills will
be improved through our activities each day. There are four forms of
language objectives: reading, writing, speaking, and listening. Each
day, I will identify which of these skills we will improve. For example, as
we discuss the Renaissance, you may work with a small group to read
(reading) a story on the Renaissance and then share your findings
(speaking) to the class. Then, you may write (writing) a summary of
your learning on why the Renaissance began in Italy after hearing
(listening) other students share their ideas.
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In January of 2015, we will take the SOL World History II Exam to see how well we
have learned concepts in relation to the Standards of Learning (SOLs) established by
the State of Virginia.
Grading System
There will be several tools used to assess your learning. A point system will be
developed with a higher point value given to summative assessments (test, quiz,
presentations) than daily, on-going assessments (daily activities, document study,
reading summaries, SOL exam preparations).
*Late Work Policy: assignments are due as assigned with points taken off if late.
However, you can always earn points for doing work. In fact, extra credit can be
earned for extra work or make-up work. In other words, I will always allow you
to work to reach your academic goals!
The school grading system states:
A
90-100
B
80-89
C
70-79
D
60-69
F
below 60
Classroom Rules
1. Be respectful of others.
2. Be tolerant of other opinions.
3. Be ready for class to begin when the bell rings.
4. Be responsible for your actions and inactions.
5. Think. Apply learning.
*Cell Phone Policy: cell phones are not to be used during times of instruction.
Therefore, they cannot be out during class. If a student continues to violate this
policy even after warnings, he/she will be referred to the administration for
classroom discipline violation.
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Course Content and Schedule
First Quarter
August
19: First Day of semester! Course intro (syllabus), Pre-test
20: The World in 1500: empires, states, religions, and trade (2acd)
21: The World in 1500: exchanges and advancements (2e)
22: Making World Map in 1500 class activity, SOL 2
25: The Renaissance: why does it begin in Italy? (2b)
26: The Renaissance: leading figures and effects (2b)
27: Review and Quiz on SOL 2
28: Age of Discovery: motivations and settlements (4abc)
29: Effects of Columbian Exchange (4d)
September
2: Triangular Trade and impact of Age of Discovery (4ef)
3: The World in 1500: Ottoman and Mughal Empires (5ab)
4: The World in 1500: empires of China, Japan, and Africa (5cd)
5: The World in 1500: growth of European nations and mercantilism (5e)
8: Review and Quiz on SOLs 4 and 5
9: The Reformation: who, where, why? (3a)
10: The Reformation: impact of religious conflicts (3b)
11: The Reformation: impact of printing press (3c)
12*: Review and Quiz on SOL 3
15: The Scientific Revolution: what, who, and effects? (6a)
16: Age of Absolutism: leaders and empires (6b)
17: English Civil War and Glorious Revolution (6c)
18: Enlightenment ideas, challenges, and effects (6d)
19: French Revolution: background issues and beginning of Revolution (6e)
22: French Revolution: radical phase and Reign of Terror (6e)
23: French Revolution: end of Revolution and rise of Napoleon (6e)
24: Long-term effects of French Revolution; Art/Music movements of 1700s (6f)
25: Review and Quiz on SOL 6
29: Review for Unit Test on SOLs 2 to 6
30: Unit Test on SOLs 2 to 6
October
1: Latin American revolutions: influence of Enlightenment (7ab)
2: Latin American revolutions: leadership of L’Ouverture and Bolivar (7c)
3: Latin American relations: emergence of USA and Monroe Doctrine (7d)
6: Review and Quiz on SOL 7
7: Napoleonic Era in Europe: rise and fall of empire (8a)
8: Napoleonic Era: positive and negative effects, Congress of Vienna (8a)
9: Political Liberalism and Conservatism in Europe during 1800s (8b)
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10*: Unification of Italy (8c)
13: Unification of Germany (8d)
14: Review and Quiz on SOL 8
15: Industrial Revolution: why does it begin in England? (9a)
16: Industrial Revolution: capitalism vs. socialism (9b)
17: Industrial Revolution: factory system and labor unions, effects on families (9c)
20: Industrial Revolution: rise of European imperialism and nationalism (9d)
21: Industrial Revolution: European imperialism of Asia and Africa (9e)
22: Industrial Revolution: Charles Dickens’ Oliver Twist
23: Review and Quiz on SOL 9
Second Quarter
27:
28:
29:
30:
31:
Review for Unit Test on SOLs 7 to 9
Unit Test on SOLs 7 to 9
Benchmark testing and Internet Activity on World War I (11)
Interwar Period: League of Nations and mandate system (11a)
Interwar Period: worldwide depression and rise of fascism (11b)
November
5: Interwar Period: fascist regimes in Italy, Japan, Germany, and USSR (11c)
6: Review and Quiz on SOL 10
7: World War I: end of war and effects of Treaty of Versailles (10b)
10: World War I: background causes and outbreak of war (10a)
11: World War I: major leaders and events of war (10a)
12: Review and Quiz on SOL 11
13: World War II: causes and outbreak of war (12a)
14*: World War II: major leaders and events of war (12a)
17: World War II: Internet activity—examine primary documents
18: World War II: end of war and Holocaust (12b)
19: World War II: war crimes trials and founding of United Nations (12c)
20: Review and Quiz on SOL 12
21: Review for Unit Test on SOLs 10 to 12
24: Unit Test on SOLs 10 to 12 and causes and beginning of Cold War (13a)
25: Cold War: Iron Curtain and Berlin Wall (13a)
December
1: Cold War: Korea and China (13a)
2: Cold War: Cuban Missile Crisis, fear of nuclear war (13ab)
3: Cold War: Vietnam War, spread of communism in Asia (13ac)
4: Cold War: Latin America, spread to 3rd World (13a)
5: Cold War: end of conflict, Cold War leaders (13d)
8: Review and Quiz on SOL 13, Cold War
9: Post-WWII Independence Movements: India and leadership of Gandhi (14a)
10: Post-WWII Independence Movements: Kenya and South Africa (14b)
11: Post-WWII Independence Movements: Middle East (14c)
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12*: World Religions: basic beliefs of five major world religions (15a)
15: World Religions: compare and contrast the five major world religions (15b)
16: Modern World: defining developed and developing nations (16a)
17: Modern World: issues of today’s world (16bcd)
18: Review and Unit Test on SOLs 14 to 16
19*: Make up testing
January:
5 to 8: SOL review, Benchmark Testing
9: SOL Exam
12 to 15: Exam review, thematic study
16: Semester Exam
Harrisonburg High School Honor Code:
Students at Harrisonburg High School are to assume the responsibility to ensure
that all assignments completed and submitted are the original work of the student.
Cheating, plagiarism, and fraud in any form are considered ethical violations and
will not be tolerated. Students suspected of violating the honor code may be subject
to consequences and disciplinary action.
Parent Communication:
I, ______________________________________________, have read this syllabus including the Late
Work Policy, Cell Phone Policy , and HHS Honor Code and will be supporting
___________________ as he/she participates in World History II Honors class this year.
Parent Signature: ________________________________________________ Date: _______________________
Parent email: ___________________________________________ Parent telephone: ____________________
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