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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. 1 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. 2 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? 3 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 4 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- 5 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 6 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- 7 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. 8