Download Course Title: World History A Highly Qualified Teacher: Nate Ziegler

Course Title: World History A
Highly Qualified Teacher: Nate Ziegler
Advisor: Erin Bangle, Chris Burke, Sue Dunn, Karen MacDonald, Chris McCallum, Scott
Sorensen, Nathan Ziegler
Dates of Class: 9/3/2013 – 6/12/2014
Credits: 0.50
Certificated Contact Method: In-person instructional contact
Estimated Total Hours/Week: 5 (Estimated hours per week spent on this class, counting
both seat time and time spent at home doing homework.
Class Description: In world history, students are exposed to a global perspective of our world.
Students will develop a greater understanding of the evolution of globalization. More specifically,
students will study the development and interaction of cultures, the interactions between human
and the environment, and the creation, expansion, and interaction of economic, political and
social systems. This understanding will develop from a combination of factual knowledge, social
science perspectives and analytical skills.
*Any adjustments made to the syllabus will be indicated in the advisor’s working portfolio.
Learning Materials:
 District adopted Textbook- World History: Human Journey - Modern World, Holt,
Rinehart, Winston, 2003.
 District Adopted Secondary Social Studies Curriculum Guide
 Computer & Internet
Learning Goals/Performance Objectives:
Civics
 1.2.3 Evaluates the impact of various forms of government on people in world history.
Enlightenment (Absolutism)
French Revolution (Development of Democracy)
Economics
 2.1.1 Analyzes how the cost and benefits of economic choices have shaped events in
world history.
Geography
 3.3.1 Understands how the geography of expansion and encounter has shaped global
politics and economics.
 3.1.2 Identifies major world regions and understands their cultural roots.
 3.2.3 Understands the causes and effects of voluntary and involuntary migration in world
history.
Social Study Skills
 5.1.1 Understand the consequences of a position on an issue or event in world history.
 5.2.2 Evaluates the validity, reliability, and credibility of sources when researching an
event in world history.
 5.4.1 Evaluates multiple reasons or factors to develop a position paper or presentation.
 5.4.2 Creates strategies to avoid plagiarism and respects intellectual property when
developing a paper or presentation.
History
 4.1.2 Understanding how the theme, Global Expansion and Encounter, help to define this
era in world history.
 4.2.1 Analyzes how individual and movements have shaped world history.
 4.1.1 Analyzes change and continuity within a historical time period.
Reading
By the end of grade 10, read and comprehend history/social texts in the grades 9-10 text
complexity band independently and proficiently
Learning Activities: (9 assignments plus the other social study skills integrated into the 9
assignments) (everything is listed below)
Civics (1 assignment)
Assignment options for individual Civics Power Standards
1. 1.2.3 Evaluates the impact of various forms of government on people in world history.
(Choose one to meet the Power Standard 1.2.3)
 Students can create a graphic organizer to determine costs and benefits of both
an Absolute Monarchy and a Constitutional Monarchy from perspective of various
citizens of France and England.
 Students can examine Age of Reason philosophy through written and oral
practice.
 Students can analyze the causes of the French Revolution through a group
discussion
 Students can demonstrate their understanding of how the development of
democracy increased civic engagement through the French Revolution.
Economics (1 assignment)
Assignment options for individual Civics Power Standards
1. 2.1.1 Analyzes how the cost and benefits of economic choices have shaped events in
world history (Choose one to meet the Power Standard 2.1.1)
 Students can analyze the costs and benefits of economic choices by participating
in a barter fair.
 Students can distinguish the costs and benefits of the emergence of mercantilism
in the graphic organizer and compare those with a partner.
Geography (3 assignments)
Assignment options for individual Geography Power Standards
1. 3.3.1 Understands how the geography of expansion and encounter has shaped global
politics and economics. (Choose one to meet the Power Standard 3.3.1)



Students can choose a country and explain its justification for expansion by using
two historical reasons (political, social/cultural, economic, religious, or
geographic) and summarizing the effects
Students can analyze multiple perspectives of European expansion and political
dominance of New World cultures.
Students can determine hoe geography influenced economic opportunities for
New World and Old World cultures
2. 3.1.2 Identifies major world regions and understands their cultural roots. (Choose one
to meet the Power Standard 3.1.2)
 Students can demonstrate their understanding of the interaction between the New
World and the Old World after previewing Guns, Germs, and Steel and completing
the graphic organizer.
3. 3.2.3 Understands the causes and effects of voluntary and involuntary migration in world
history. (Choose one to meet the Power Standard 3.2.3)
 Students can compare and contrast the causes and effects of voluntary migration
with involuntary migration during the era of Global Expansion using the Venn
Diagrams.
 Students can use the information from the Venn Diagram (created above) to write
a conclusion comparing and contrasting the results of both voluntary and
involuntary migrations
History (3 assignments)
Assignment options for individual History Power Standards
1. 4.1.2 Understanding how the theme, Global Expansion and Encounter, help to define this
era in world history. (Choose one to meet the Power Standard 4.1.2)
 Students can analyze how the era of Global Expansion and Encounter can be
viewed through the various lenses of: History, Economics, Geography, Culture,
Technology, and Politics. Students will complete a “Thinking Map” to demonstrate
their analysis of the era through each lens.
 Students will use their Thinking Map to complete a multi-paragraph written
response on the theme of Global Expansion and Encounter.
2. 4.2.1 Analyzes how individual and movements have shaped world history. (Choose one
to meet the Power Standard 4.2.1)
 Students will create an annotated timeline of two movements that have shaped
world history. The timeline will include rational for selected events.
 Students will use the annotated timeline of movements to write a persuasive
position paper in the most influential movement during the Age of Revolution era
that most impacted world history.
 Students can analyze the impact if individuals like John Locke, Thomas Hobbes,
Jean-Jacque Rousseau, Voltaire, Maximilian Robespierre, Napoleon Bonaparte,
etc…on revolutionary periods of world history.
3. 4.1.1 Analyzes change and continuity within a historical time period. (Choose one to
meet the Power Standard 4.1.1)
 Students can determine the most important technological advances in Europe
during the Industrial Revolution and rank according to importance.
 Students can analyze how technological advances affected economic choices
 Students can examine how society changed as a result of the Industrial
Revolution
Social Study Skills (1 assignment from 5.1.1)
Assignment options for individual GLE’s
1. 5.1.1 Understand the consequences of a position on an issue or event in world history.
(Choose one to meet the Power Standard for 5.1.1)
 Students can create a digital story which illustrates the consequences of
exploration and expansion. Examples include: World religions, migration. The
digital story will be communicated (presented to an audience)
 Students can create positions on issues and events from this period in world
history then: Identify and analyze what evidence is needed to support their
positions.
 Students can identify and analyze the strengths and weaknesses of positions
taken on historical issues and events from the period
 Students can create a photo story about how the costs and benefits of an event
shaped history.
 Students can use documents (primary and secondary sources) to explain or show
how the French Revolution/other revolutions began.
 Students will understand how events led to change (French Revolution/other
revolutions)
Other Social Study Skills (these must be integrated into any of the above assignments)
1. 5.2.2 Evaluates the validity, reliability, and credibility of sources when researching an
event in world history. (Choose one to meet GLE for 5.2.2)
 Students can examine primary and secondary sources for validity, reliability, and
credibility.
 Students can identify and evaluate attributes of credible sources such as
 Who wrote the source and why?
 Are there internal contradictions?
 Is the information confirmed in outside sources?
 Does the source understand various perspectives or rely on stereotypes?
 Students can create written analysis or annotation of a sources validity, reliability
and credibility.
 Students can explain their rationale for choosing sources to make their
argument/s.
 Students can look and evaluate sources based on the writer’s/author’s bias or
reason for documenting history and then explain why they (the student) are using
it today.
2. 5.4.1 Evaluates multiple reasons or factors to develop a position paper or presentation.
(Choose one to meet GLE for 5.4.1)
 Students can evaluate the multiple factors leading to various empires during the
era of Global Expansion and Encounter (including, but not limited to: Chinese
Exploration during the Ming Dynasty, Expansion of the Ottoman, Mughal, Safavid,
and Empires, European Exploration and Conquests, etc…)
 Students can demonstrate various reasons and/or perspectives to write a paper or
make a presentation.
 Students can use research guided by a theme to write/present their findings.
 Students will make a cartoon that depicts and evaluates key causes leading to a
particular revolution or movement.
3. 5.4.2 Creates strategies to avoid plagiarism and respects intellectual property when
developing a paper or presentation.
a. Students can demonstrate original work when using primary and secondary
resources
b. Students can cite sources or researched work
Progress Criteria/Methods of Evaluation:
Successful completion will be indicated by successfully completing end of the unit assessments,
teacher observation, daily work, and/or reports on readings, and student teacher conferences to
determine mastery.
CEDARS Codes: 04051 World History –Overview 04051 (9-12)