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Honors Course Curriculum Guide Template
Name of Honors Course:
Honors World History
Course Code:
40245A
Course Description:
Course Goals and Objectives:
The study of World History in high
school builds on the knowledge
students have gained in the
cultural geographic studies in grades
five, six, and seven. Students emerge
from a cultural geographic approach
of the world to a more formal
historical approach. World History
examines the world chronologically
and thematically, focusing on the
historical development of
phenomena, the rise and fall of
civilizations and their unique
contributions to humanity, and the
universal elements these civilizations
have in common throughout time.
World History establishes the basis
for the founding principles of the
United States political and economic
systems and democratic processes.
In addition to the content described
in World History, Honors World
History will stress a number of
higher-order thinking skills that
students planning to attend a fouryear college will need, including
cause and effect analysis,
interpretation of primary source
documents, and evaluation of
historical theories. Course will
emphasize writing and presentations
as modes of communication to
reflect higher-order thinking skills.
COMPETENCY GOAL 1: Historical Tools and Practices - The learner
will identify, evaluate, and use the methods and tools valued by historians,
compare the views of historians, and trace the themes of history.
1.01 Define history and the concepts of cause and effect, time, continuity,
and perspective.
1.02 Analyze and interpret primary and secondary sources to compare
views, trace themes, and detect bias.
1.03 Relate archaeology, geography, anthropology, political science,
sociology, and economics to the study of history.
1.04 Define the themes of society, technology, economics, politics, and
culture and relate them to the study of history.
1.05 Trace major themes in the development of the world from its origins to
the rise of early civilizations.
1.06 Examine the indicators of civilization, including writing, labor
specialization, cities, technology, trade, and political and cultural
institutions.
World History at the ninth grade
level is a survey course that gives
students the opportunity to explore
recurring themes of human
experience common to civilizations
around the globe from ancient to
contemporary times. A historical
approach will be at the center of the
course. The applications of the
themes of geography and an analysis
of the cultural traits of civilizations
will help students understand how
people shape their world and how
their world shapes them. As students
Teacher
Mr. Russ Adams
COMPETENCY GOAL 2: Emerging Civilizations - The learner will
analyze the development of early civilizations in Africa, Asia, Europe, and
the Americas.
2.01 Trace the development and assess the achievements of early river
civilizations, including but not limited to those around the Huang-He, Nile,
Indus, and Tigris-Euphrates rivers.
2.02 Identify the roots of Greek civilization and recognize its achievements
from the Minoan era through the Hellenistic period.
2.03 Describe the developments and achievements of Roman civilization
and analyze the significance of the fall of Rome.
2.04 Examine the importance of India as a hub of world trade and as a
cultural and religious center during its Golden Age.
2.05 Assess the distinctive achievements of Chinese and Japanese
civilizations.
2.06 Describe the rise and achievements of the Byzantine and Islamic
civilizations.
2.07 Describe the rise and achievements of African civilizations, including
but not limited to Axum, Ghana, Kush, Mali, Namibia, and Songhai.
2.08 Evaluate the achievements of the major civilizations of the Americas
during the pre-Columbian epoch including, but not limited to, the Aztecs,
Incas, and Mayas.
COMPETENCY GOAL 3: Monarchies and Empires - The learner will
investigate significant events, people, and conditions in the growth of
monarchical and imperial systems of government.
3.01 Trace the political and social development of monarchies and empires
including, but not limited to, the Ming and Manchu dynasties, the Mongol
Empire, the Ottoman Empire, the Moghul Empire, and the British Empire.
3.02 Describe events in Western Europe from the fall of Rome to the
emergence of nation-states and analyze the impact of these events on
economic, political, and social life in medieval Europe.
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Honors Course Curriculum Guide Template
examine the historical roots of
signifaicant events, ideas,
movements and phenomena, they
encounter the contributions and
patterns of living in civilizations
around the world. Students broaden
their historical perspectives as they
explore ways societies have dealt
with continuity and change,
exemplified by issues such as war
and peace, internal stability and
strife, and the development of
institutions. To become informed
citizens, students require knowledge
of the civilizations that have shaped
the development of the United States.
World History provides the
foundation that enables students to
acquire this knowledge which will be
used in the study of Civics and
Economics and United States
History.
Honors World History provides the
opportunity for advanced work,
rigorous study, and systematic study
of major ideas and concepts found in
the study of global history. The
course is challenging and requires
students to take greater responsibility
for their learning by participating in
problem-seeking, problem-solving,
scholarly and creative processes,
critical analysis and application, and
reflective thinking. Although the
goals and objectives are the same as
those found in the North Carolina
Standard Course of Study(NCSCS),
the material is taught with greater
complexity and reflects a
differentiated curriculum.
3.03 Trace social, political, economic, and cultural changes associated with
the Renaissance, Reformation, the rise of nation-states, and absolutism.
3.04 Examine European exploration and analyze the forces that caused and
allowed the acquisition of colonial possessions and trading privileges in
Africa, Asia, and the Americas.
3.05 Cite the effects of European expansion on Africans, pre-Columbian
Americans, Asians, and Europeans.
3.06 Compare the influence of religion, social structure, and colonial
export economies on North and South American societies.
3.07 Evaluate the effects of colonialism on Africa, the Americas, Asia, and
Europe.
COMPETENCY GOAL 4: Revolution and Nationalism - The learner will
assess the causes and effects of movements seeking change, and will
evaluate the sources and consequences of nationalism.
4.01 Analyze the causes and assess the influence of seventeenth to
nineteenth century political revolutions in England, North America, and
France on individuals, governing bodies, church-state relations, and
diplomacy.
4.02 Describe the changes in economies and political control in nineteenth
century Africa, Asia, Europe, and the Americas.
4.03 Evaluate the growth of nationalism as a contributor to nineteenth
century European revolutions in areas such as the Balkans, France,
Germany, and Italy.
4.04 Examine the causes and effects of the Russian Revolution and its effect
on Russia and the world.
4.05 Evaluate the causes and effectiveness of nineteenth and twentieth
century nationalistic movements that challenged European domination in
Africa, Asia, and Latin America.
COMPETENCY GOAL 5: Global Wars - The learner will analyze the
causes and results of twentieth century conflicts among nations.
5.01 Analyze the causes and course of World War I and assess its
consequences.
5.02 Assess the significance of the war experience on global foreign and
domestic policies of the 1920s and 1930s.
5.03 Analyze the causes and course of World War II and evaluate it as the
end of one era and the beginning of another.
5.04 Trace the course of the Cold War and assess its impact on the global
community including but not limited to the Korean War, the satellite nations
of Eastern Europe, and the Vietnam War.
5.05 Examine governmental policies, such as the Kellogg-Briand Pact,
which were established and the role of organizations including the League
of Nations, and the United Nations to maintain peace, and evaluate their
continuing effectiveness.
COMPETENCY GOAL 6: Patterns of Social Order - The learner will
investigate social and economic organization in various societies throughout
time in order to understand the shifts in power and status that have occurred.
6.01 Compare the conditions, racial composition, and status of social
classes, castes, and slaves in world societies and analyze changes in those
elements.
6.02 Analyze causes and results of ideas regarding superiority and
inferiority in society and how those ideas have changed over time.
6.03 Trace the changing definitions of citizenship and the expansion of
suffrage.
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Honors Course Curriculum Guide Template
6.04 Relate the dynamics of state economies to the well being of their
members and to changes in the role of government.
6.05 Analyze issues such as ecological/environmental concerns, political
instability, and nationalism as challenges to which societies must respond.
6.06 Trace the development of internal conflicts due to differences in
religion, race, culture, and group loyalties in various areas of the world.
COMPETENCY GOAL 7: Technology and Changing Global Connections
- The learner will consider the short- and long-term consequences of the
development of new technology.
7.01 Assess the degree to which discoveries, innovations, and technologies
have accelerated change.
7.02 Examine the causes and effects of scientific revolutions and cite their
major costs and benefits.
7.03 Examine the causes and effects of industrialization and cite its major
costs and benefits.
7.04 Describe significant characteristics of global connections created by
technological change, and assess the degree to which cultures participate in
that change.
COMPETENCY GOAL 8: Patterns of History - The learner will assess the
influence of ideals, values, beliefs, and traditions on current global
events and issues.
8.01 Trace developments in literary, artistic, and religious traditions over
time as legacies of past societies or as cultural innovations.
8.02 Compare major Eastern and Western beliefs and practices, including
but not limited to Buddhism, Christianity, Confucianism, Hinduism, Islam,
Judaism, and Shintoism, and locate their regions of predominance.
8.03 Classify within the broad patterns of history those events that may be
viewed as turning points.
8.04 Characterize over time and place the interactions of world cultures.
8.05 Analyze how the changing and competing components of cultures have
led to current global issues and conflicts, and hypothesize solutions to
persistent problems.
8.06 Analyze the meanings of “civilization” in different times and places
and demonstrate how such meanings reflect the societies of which they are a
part.
Essential Questions,
Concepts, and
Generalizations
Goal 1: How and why does history influence humankind?
What skills and sciences help us to uncover the past?
Goal 2: Why did early civilizations develop?
How did global civilizations organize and grow?
How and why do civilizations change overtime?
What aspects of civilizations are common across time and location?
Goal 3: Why did early civilizations develop?
How did global civilizations organize and grow?
How and why do civilizations change overtime?
What led to the rise of monarchial and imperial systems of government?
Goal 4: Why did early civilizations develop?
How did global civilizations organize and grow?
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Honors Course Curriculum Guide Template
How and why do civilizations change overtime?
What causes people to seek economic, political, social or religious change?
What philosophies have supported the rise of revolutions and nationalism over
time?
Goal 5: Why were there global conflicts in the twentieth century?
How were the global conflicts in the twentieth century resolved?
What factors seem to be constant in global war?
What is the impact of global war on the development of a global society?
Goal 6: How is power obtained and maintained over time?
What has led to the changing nature of social order over time?
What are the social order issues of the twenty-first century?
Goal 7: How has technology impacted world history?
Goal 8: How does culture shape the world?
What major cultural revolutions have helped to shape the world?
What cultural revolutions may shape the twenty-first century?
Issues Related to
the Course
For purposes of this document from here on out, the term “WE” refers to
my students and I because it is my belief that this class is in fact all of
ours, not just mine. Therefore, when I mention “WE” it takes into
consideration the responsibility the student assumes in this endeavor.
In this course, we will examine the historical themes of
PERSIA(political, economic, religious, social, intellectual, and artistic) in
World History. We examine these themes within each civilization and
culture, beginning with the Sumer, and analyze how events within these
civilizations have influenced the development of man. In addition, we
examine historical events in the three C’s for each(Cause, Course,
Consequence). In so doing, we will examine the themes of conflict,
compromise, diversity, change, debate, competition, thought, personal
responsibility, trust, consequences, technology, reform, tolerance, war,
religion, and culture. In order to develop thoughtful, questioning,
creative problem-solvers, we will examine controversial issues within
history including but not limited to development of civilizations, war
powers, philosophies, kingdoms, monarchies, revolution, exploration,
Middle Eastern conflict, terrorism, prejudice, slavery, evolution, and civil
rights. We will use several different teaching styles in order to achieve
our goal. We will definitely use the Socratic method frequently to
enhance student’s ability to develop not only answers but questions that
need to be addressed. Below is a list of other methods that will be used
as well:
Interchange-we use debates, panels of experts, dialogue between
students and teachers, and cooperative learning groups.
Independent study- we use outside projects that require
independent research; i.e. the ABC, Decade, Oral History
projects, book reports, decade project.
Research- several research assignments on events and influential
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Honors Course Curriculum Guide Template
people associated with our curriculum including Rome,
Greece, Shakespearean times.etc..
Technology- we use SAS in school to supplement class
activities, my website has quizzes and links for student use,
we create powerpoints for different class materials.
Integration of learning- we integrate other disciplines in our
curriculum; examples include examining the impacts of
pollution on the environment(science), creation and analyzing
graphs(mathematics), daily writing assignments called History
in Time(English), analyzing key historical
documents(English), etc.
Authentic learningHigher level thinking skills-we use application, synthesis,
analysis, and evaluation skills throughout the course.
Examples: Julius Caesar mock trial, necessity of the
dropping of the atom bomb, compare/contrast charts on
Rome and the US, connections from the past requirements,
Thinking Maps for each theme and concept
Instructional diversity-We use thinking maps and different
reading strategies to address diversity. We do different
activities that include the kinesthetic, auditory, visual, and
tactile learners. Examples: the mock trials, picture analysis,
notecards, webpage availability, project work allowing
different presentations(i.e. powerpoint, art, etc.)
At the beginning of each semester, we
take a learning style survey to determine the best way in
which we learn. In addition, the presentation of materials in
projects and assignments is frequently left to the student’s
choice and preference. Several students use art or music to
address the requirements of the projects.
Pedagogy-we address different reading strategies and model
reading through outside readings by the teacher; and by using
different activities as addressed in instructional diversity.
Expectations for
Performance
My students are expected to be able to develop, support, defend, and
articulate their opinions and analyses in written and oral form on a
variety of historical events and concepts. They are expected to think
beyond the “nine dots” in order to develop an understanding of history
and how its lessons can assist us in predicting and solving current
problems. We strive to make the connections from the world cultures ad
history to the present day world events and structure of government. We
strive to answer the question “Why is it like this today?” In order to
develop these skills, we interpret primary documents, engage in debates-
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Honors Course Curriculum Guide Template
Timetables,
Deadlines, and
Assignments
formal and informal, write daily on topics(History in Time Journals),
write essays on each test, develop formal essays outside of the testing
environment, develop unique presentations(ABC, Decade Project, Book
Analysis), analyze events, use mock trials, etc. On each of these
exercises, I expect them to go beyond the norm and must present clear,
unique thinking and analysis beyond the book explanations.
My attached syllabi show timeframes and pacing.
Below are some of the major projects assigned to my students
ABC-Timeline project- see attached. Assigned in first nine weeks.
Given about 5-6 weeks to complete. Looking for connection
to past and relevance to today. Timeline to provide
continuity for the class materials covered.
Greek contribution project-see attached. Assigned during Greek
unit. Less than a week. Looking for connection to past and
relevance to today.
Rome-US Government Comparison Assignment- see attached.
Assigned during Rome unit. Less than a week. Looking for
understanding of today’s structure of government and how
Roman culture influenced its’ development.
Decade-Timeline project-see attached. Assigned in second nine
weeks. Given about 5-6 weeks to complete. Looking for
understanding of PERSIA within the decade assigned and
relevance to today. Timeline to provide continuity for the
class materials covered.
History in time daily writings-see attached. Used to have students
think beyond their own realm and relate historical events to
today. In addition, they must examine the event as one of
the themes of history(PERSIA).
Book Report-see attached.
Pacing Guide
Goal
1
2
3
4
5
6
7
8
Subtotal
Testing/Flex
Total
90 Minute Block/Days
6
13
13
13
13
10
10
6
82
8
90
The above is the general pacing guide for the Honors World History
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Honors Course Curriculum Guide Template
Assessments
course. Attached are my last two syllabi for my Honors World History
course. Pre-testing before the semester begins allows me to include more
in-depth analysis of current events within each unit if appropriate.
As is shown by our assignments, we will use a number of different
assessment tools to measure the students’ mastery of the curriculum and
to assist me in adjusting teaching based on the students’ responses. On a
daily basis, we will use the Socratic method frequently to ascertain
whether the students are indeed understanding the material. In addition,
we use presentations, debates, role playing, hands-on materials, writings,
and projects to assess the students. The History in Time journal entries
are used to assist the students in understanding the themes of
history(PERSIA) and how events related to the issues of today.
Students’ writings assist me in determining their mastery of the subjects
as well. On different occasions, the students grade themselves and
provide self-evaluations of their performance and the effectiveness of the
assignment itself in assisting them in learning. This is done during the
Greek project for instance. In addition, we have quizzes weekly to
continue reviewing materials from the past and to add to our
understanding of those materials. These are self-graded as well in order
to ensure the students understand the meaning of trust and responsibility.
Tests are given after each main concept has been covered and can be seen
on the syllabus. Our tests generally contain multiple choice questions,
matching, short answer and an essay. The essay is taught as a 5
paragraph, 3 point essay and counts 10% of each test.
At least once a nine weeks, we create our own tests. This is in order for
us to verify if we are progressing as students who can differentiate the
important material from the inconsequential and trivial. The students are
graded on their choice of questions as well as their answers.
At the end of the 1st nine weeks and the semester, the students write
evaluations of the course to address those things that are assisting them in
their learning and those that are not. I use this to address changes in the
course.
Grading System
Instructional
Materials
In our Honors World History class, test and projects comprise 65% of the
grade and homework/classwork are 35%.
We use a wide variety of instructional materials in our Honors World
History course. They include but are not limited to the following:
Primary sources(Hammurabi’s code, Magna Carta, letters from
Sparta/Athens, Shakespearean plays, English Bill of Rights, Declaration
of Man, multiple diary accounts of events), websites including my
teacher web page at
(http://teacherweb.com/NC/LaneyHighSchool/MrAdams-
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Honors Course Curriculum Guide Template
SocialStudies/hf3.stm),
SASinschool web site, National Archives websites, all websites included
in my page, video clips, books within our classroom library which the
students can choose for their book reports, newspaper articles, Mapping
History, Thinking Maps, computer labs, Citizenship Activity book,
speakers, period music, era photos/posters, etc.
*When you are ready to type, delete the sentences in gray and change the font color to black to
put in your own course information.
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