Download Course Description and Goals ELL World History 2011

Course Description and Goals
ELL World History
2011 - 2012
GENERAL GOAL
This course is designed to provide a rigorous program of History using English as a tool to explore major
events, geography, cultures, religious trends, and social growth from prehistoric times to the present.
OBJECTIVES
By the end of the semester, students will be able to:
1.
Engage in conversations, provide and obtain information, express opinions about events, situations and
developments in history.
2.
Understand and learn content material with an emphasis on gaining English vocabulary as well as
historical knowledge.
3.
Present information relating to historical persons and events through oral and written reports.
4.
Demonstrate an understanding of the relationship between the practices, inventions and perspectives of
the cultures studied and how they relate to and impact the modern world.
REPRESENTATIVE TOPICS STUDIED
1.
Looking at the World’s History and Early Humans
2.
Ancient Civilizations: Sumeria, Egypt, Mediterranean Kingdoms
3.
The Origins of Western Civilization: Greece and Rome
4.
The Middle Ages
5.
The Renaissance
6.
The Birth of Democracy in England, France and America
7.
The Industrial Revolution
8.
Nationalism: The Unification of France and Germany
9.
Revolution in Russia: The Birth of the Soviet Union
10.
World Wars I & II and the Post War World
11.
Globalization
SPECIFIC COURSE ACTIVITIES
1.
Listening/speaking activities
2.
Reading activities
3.
Writing activities and notetaking
4.
Individual/pair/group work
5.
Homework
6.
Quizzes/Exams
7.
Projects and Oral Presentations
EVALUATION
1.
All graded work, based on the activities above, will be recorded in points. The six-week grade will be
the percentage of points earned out of the total points given.
2.
The semester grade will be determined per Stevenson's policy:
1st 6-wk
grade
25%
2nd 6-wk
grade
25%
3rd 6-wk
grade
25%
final exam
grade
25%
= semester
= grade
100%
SUCCESS STRATEGIES
1.
Students must come prepared for class daily and bring their textbook, workbook and notebook.
2.
Students should be present and participate regularly in class.
3.
Students should study the current topics nightly, even if no written homework is assigned.
4.
Students should make every effort to speak in English.
TARDINESS:
Please refer to the Student Guidebook.
MAKE-UP WORK POLICY
The make-up policy for excused and modified absences will be discussed in class.
ELL World History Learning Targets
Historical Methods
1. Students will distinguish between “pre-history,” “history,” and “the past.”
2. Students will identify primary and secondary sources.
3. Students will define geographical terms and interactions.
Key Terms: Primary Source, Secondary Source, Bureaucracy, Archaeology, Paleolithic Period, Neolithic Period,
Hominid, Evolution, Culture, Prehistory, Artifacts, Fossils, Nomad
Beginnings of Civilization & Ancient River Valley Civilizations
1. Students will construct a logical connection between the Agricultural Revolution and the formation of
Civilization.
2. Students will assess the effects of geography on the beginnings of human civilization.
3. Students will show evidence of four characteristics of civilization in Sumer, Egypt, the Indus Valley, and China.
4. Students will investigate the methods by which cultural diffusion occurred in ancient civilizations.
5. Students will compare and contrast the major ancient religions, specifically the role of monotheism versus
polytheism.
Key Terms: Agricultural (Neolithic) Revolution, Polytheism, Monotheism, Domesticate, Civilization, Cultural Diffusion,
Empire, City-state
Fertile Crescent- Mesopotamia/Sumer: Cuneiform, Ziggurat,
Egypt: Delta, Pharaohs, Theocracy, Dynasty, Pyramids, Mummification, Hieroglyphics, Rosetta Stone, Papyrus
Indus Valley: Mohenjo-Daro, Harappa, Urban Planning
China: Mandate of Heaven, Dynastic Cycle
Judaism: Torah, Abraham, Moses, Prophets, Synagogue, Hebrew
Ancient Empires
• India
1. Students will compare and contrast major concepts in Hinduism and Buddhism.
2. Students will evaluate the impact of trade on cultural diffusion in the Indian Subcontinent.
3. Students will cite reasons for why the Caste System has had a profound impact on Indian society in the past and
the present.
Key Terms: Aryans, Vedas, Sanskrit, Hinduism, Brahman, Brahma, Reincarnation, Karma, Caste, Buddhism, Siddhartha
Gautama/Buddha, Enlightenment, 4 Noble Truths, Eightfold Path, Nirvana
China
1. Students will compare and contrast major philosophical and social concepts in Confucianism and Daoism.
2. Students will compare and contrast the dynastic structure (Mandate of Heaven) of Chinese government with the
ideals of Confucianism.
3. Students will cite reasons for why the Han Empire was a golden age of Chinese culture.
4. Students will evaluate the impact of the Silk Roads on cultural diffusion between East and West.
•
Key Terms: Daoism, Confucianism, filial piety, Great Wall, Han Empire, Silk Road, Zheng He, Marco Polo
Greece
1. Students will compare and contrast concepts of citizenship and government between Athens, Sparta, and the
United States.
2. Students will cite the contributions of ancient Greek civilization to modern society (including art, architecture,
philosophy, etc.).
3. Students will explain how Greeks used religion and mythology to explain essential questions in life.
4. Students will assess the impact of war (Peloponnesian and Persian) on the changing cohesiveness of ancient
Greece.
5. Students will compare and contrast classical and Hellenistic culture.
•
Key Terms: City-state, polis, Athens, Sparta, Troy, democracy, republic, monarchy, tyranny, Greek Mythology,
philosophers, Socrates, Plato, Aristotle, Parthenon, Pericles, Golden Age of Athens, Hellenistic Age, Alexander the
Great, Homer, Peloponnesian wars, Greek architecture, Persian wars
Rome
1. Student will outline how the Roman Republic was structured.
2. Students will articulate a cause and effect relationship between the issues of the Republic and the formation of an
empire.
3. Students will assess the successes and failures of the reigns of Julius Caesar and Augustus.
4. Students will identify the major tenets of Christianity and its appeal to ancient Romans.
5. Students will synthesize issues in the late Western Roman Empire to explain its decline.
•
Key Terms: Roman Republic, Roman Senate, Consul, Twelve Tables, Patricians, Plebeians, Roman citizenship
requirements, dictator, legion, Julius Caesar, Augustus, emperor, Pax Romana, Colosseum, Roman roads, Christianity,
Teachings of Jesus Christ, New Testament, Apostles, Gospels, Constantine, Priests, Pope, Factors leading to the fall of
Rome, inflation, mercenaries.
East-West Connections
• The Byzantine Empire
1. Students will summarize the achievements, significance, and legacy of the Byzantine Empire.
Key Terms: Constantinople, Justinian, Justinian’s Code, Byzantine (Orthodox) Christianity, Great Schism
•
1.
2.
3.
4.
Islam - The Islamic Empire
Students will describe the teachings and tenets of Islam.
Students will compare and contrast the tenets of the three major monotheistic religions.
Students will explain the expansion of the Islamic Empire.
Students will cite the major cultural and technological advancements of the Islamic Empire.
Key Terms: Muhammad, Mecca, Hijira, Medina, Quran, Mosque, Five Pillars, Hajj, Jihad, Arabic, Caliph, Sunni-Shiite
Split
Asia and the Silk Road
1. Students will describe the cultural and political achievements in the Golden Ages of China on the Silk Roads.
2. Students will describe the significance of Marco Polo’s journey to both Europe and China.
3. Students will compare and contrast the reasons for Japanese, Chinese and European isolation.
4. Students will explain the role the Silk Road played in cultural diffusion in China, India, the Middle East, Africa
and Mediterranean.
Key Terms: Silk Roads, Mongol Empire, Genghis Khan, Kublai Khan, Marco Polo, Zheng He, Shogun, Feudalism,
Bushido Code, Samurai, Shinto, Silk, Spices, Isolation
Europe: Middle Ages
1. Students will evaluate the role of feudalism on the isolation of Europe during the era of the Silk Road.
2. Students will cite evidence for the institutional power of the Roman Catholic Church in the Middle Ages.
3. Students will analyze the causes and significance of the Crusades.
4. Students will evaluate how the feudal political structure gave rise to early limited government in England.
5. Students will apply cause and effect analysis to the impact of the Plague on the rise of early Modern Europe.
Key Terms: Medieval, Germanic Tribes, Muslim Expansion, Charlemagne, Feudalism, Vassal, Manorialism (Manor
System), Knight, Chivalry, Medieval Church, Sacraments/Canon Law, Papacy/Pope, Excommunication, Guild, Magna
Carta, Parliament, Habeas Corpus, Holy Roman Empire, Crusades, Black Death/Plague
Early Modern Europe: Renaissance and Age of Exploration
1. Students will describe the characteristics of the Renaissance and understand why it began in Italy.
2. Identify Renaissance artists and writers and explain how new ideas (Humanism) affected the arts of the period.
3. Explain how the printing revolution shaped Europe society.
4. Students will cite reasons for European exploration and conquest.
5. Students will analyze the consequences of European exploration and conquest.
Key Terms: Gutenberg, humanism, patrons, Machiavelli, Medici, Leonardo da Vinci, Mona Lisa, Michelangelo, Sistine
Chapel, Raphael, School of Athens, Columbian Exchange, slavery, Middle Passage
Skills
1.
2.
3.
4.
Students will be able to identify key geographic locations and analyze their impact on history.
Students will be able to interpret charts, graphs and timelines.
Students will be able to evaluate written and visual primary sources.
Students will be able to demonstrate ACT reading skills.
World History Semester 2 Learning Targets
The Reformation:
1. Students will be able to describe the issues and abuses of the Catholic Church in the 16th century, and
clearly .
2. Explain the effects of Protestantism on the Catholic Church and how they responded with a Counter
Reformation.
3. Compare and contrast the newly emerging Protestant religions - such as Lutheran, Anglican, and
Presbyterian - with the Catholic Church.
4. Analyze the reign of Elizabeth I and its effects on religion, government, and the arts.
Terms: Martin Luther, indulgences, John Calvin, Henry VIII, Counter Reformation, Elizabeth I, Shakespeare,
Spanish Armada, Protestant
Absolutism:
1. Describe the common characteristics of absolute monarchs
2. Explain how monarchy in England was altered by the rise of parliament
3. Analyze the causes and effects of the English Civil War as a challenge to absolutism in England
4. Analyze how the Glorious revolution, and the English Bill of Rights put important restrictions on the
English monarchy
5. Compare and contrast absolutism in England, France, and Russia.
Terms: absolutism; nation states, divine right; Philip II, Armada; Elizabeth I, Louis XIV, Sun King, Versailles,
English Civil War, Oliver Cromwell – Lord Protector, Puritans, English Bill of Rights, Glorious Revolution,
William and Mary, habeas corpus, limited monarchy, constitutional government, 30 years war,Maria Theresa,
Peter the Great, Catherine the Great,
Scientific Revolution:
1. Students will be able to evaluate the impact of Newton’s laws of motion and gravitation as an important
contribution to modern science.
2. Students will investigate why the church opposed Copernicus’ heliocentric theory.
3. Students can demonstrate that the heart of the Scientific Revolution was found in a transformation in
human knowledge and new technology.
Terms: Nicolaus Copernicus, heliocentric, scientific method, hypothesis, Galileo, Isaac Newton, Francis Bacon,
Johannes Kepler.
Enlightenment:
1. Explain how the scientific revolution led to the Enlightenment.
2. Describe the changes in social, political and economic thought due to the philosophes new ideas.
3. Explain how enlightened ideas influenced the various political revolutions in America and France.
Terms:
Natural Law, Hobbes, Locke, Social Contract, Montesquieu, Voltaire, Rousseau, philosophes, salons,
Jefferson, Checks and Balances, Popular Sovereignty,
French Revolution:
1. Students will assess the political, social, and economic imbalances in the Ancient Regime to
understand the causes of the French Revolution.
2. Students will cite reasons why the Revolution entered a radical and violent phase.
3. Students will evaluate the changes the Revolution brings to French society, economy, and government.
4. Students will assess if Napoleon brought more positive or negative changes to the Revolution and
French society in general.
5. Students will synthesize the issues of the Congress of Vienna to determine if it was a conservative
reaction against the aspects of a revolution.
Terms: Ancient Regime, Three Estates, Privileges of the 1st & 2nd Estate, Bourgeoisie, Louis XVI & Marie
Antoinette, Estates General, Tennis Court Oath, Bastille, National Assembly, Declaration of Rights of Man and
Citizen, Reign of Terror, Republic, Jacobins, Suffrage, Robespierre, Guillotine, Napoleon, Napoleonic Code,
Russian Campaign/Waterloo, Congress of Vienna/Conservative Reaction
Industrial Revolution:
1. Students will be able to identify the technological, economic and social effects of the industrial age.
2. Students will be able to describe the how cities emerged during the revolution.
3. Students will be able to trace advances in industry to advances made throughout all of society including
science and medicine.
4. Students will be able to associate the rise of social movements with the rise of big business and
industry.
5. Students will be able to assess the rise of new social classes during the revolution.
Terms: assembly line, corporations, monopoly, standard of living, cult of domesticity, suffrage, Charles
Darwin, Social Darwinism, urbanization, capitalism, bourgeois, proletariat, Socialism, Communism
Imperialism/Nationalism:
1. Analyze the effects of Nationalism on Europe
2. Articulate the driving forces behind German and Italian unification and the important figures associated
with each movement
3. Describe how Nationalist sentiments helped fuel Imperialism
4. Identify the motives that drove Imperialism and the methods by which global empires were formed
5. Describe the effects of Imperialism on Africa
Terms: Nationalism, Unification, Militarism, Otto Von Bismark, Kaiser, Reich, Berlin Conference, Imperialism,
Immigration, Paternalism, White Man’s Burden, The Raj, Open Door Policy, Boxer Rebellion (new book calls it
the Boxer Uprising), Meiji Restoration, Commodore Perry, Romanticism
World War I/Russian Rev:
1. Students will compare factors that caused WWI.
2. Students will describe how WWI was different from previous wars.
3. Students will explain how Russia and the US entered and left the war, respectively.
4. Students will distinguish how the Versailles Treaty set the stage for future conflict.
5. Students will analyze how Russia’s government under the Tsars was weakened with its entry into WWI.
6. Students will identify how WWI allowed for the communist ideology of Karl Marx to triumph in Russia.
7. Students will interpret how the Bolshevik Party under Lenin’s leadership successfully overturned
Russia’s democratic government.
8. Students will describe how the Russian Revolution provided the blueprint for Stalin to implement a
totalitarian government in the Soviet Union.
Terms: background causes, immediate cause, powder keg, alliance systems, Triple Alliance, Triple Entente,
nationalism, militarism, imperialism, assassination of Franz Ferdinand, total war, Lusitania, reasons for US
entry and Russian withdrawal,new weaponry, Versailles Treaty, Socialism,communism, proletariat,
bourgeoisie, Bolsheviks, totalitarian, reds (civil war), Soviet Union, gulag
Totalitarianism/World War II:
1. Students will be able to discuss the political and economic challenges nations faced in the 1920s and
1930s, and how various countries reacted to those challenges.
2. Students will examine how aggressive world powers emerged and what was necessary to defeat them.
3. Students will articulate the global aspect of World War II, particularly the significance of the Asian and
Russian theaters.
4. Students will examine the causes and consequences of the Holocaust.
5. Students will describe the significance of the use of atomic weapons against Japan.
Terms: Dictators, totalitarianism, Nazism, fascism, Mein Kampf, appeasement, Japanese Empire, Manchuria,
Eastern Front, Hiroshima/Nagasaki.
Cold War:
1. The students will be able to trace the origins of the “cold war”
2. The students will understand the ideological differences between communism and capitalism
3. The students will be able to identify “hot spots” of the cold war and explain the consequences of them
4. The students will be able to explain the cultural impact of the cold war on the people and society
5. The students will be able to articulate the causes of the end of the cold war
Terms: cold war, hot spot, superpowers, detente, Germany (east and west), containment, nuclear weapons,
domino theory, collectivization, sputnik, Berlin Wall, glasnost, perestroika, solidarity
Globalization:
1. Students will be able to define and site examples of “globalization.”
2. Students will be able to assess varied reactions to globalization, from full acceptance to complete
rejection.
3. Students will appropriately reflect upon 9/11 and the War on Terror in the context of globalization
trends.
4. Students will evaluate the causes of persistent issues in the globalized world, referencing the cases in
the Middle East, Southeast Asia, and Sub-Saharan Africa.
5. Students will recognize the accomplishments and challenges of the late 20th and early 21st century,
including civil rights and the environment
Terms: Globalization, multinational corporations, tariffs, trading blocs, terrorism, fundamentalism, 9/11, War on
Terror, civil rights, environmental issues, nuclear non-proliferation
Social and Emotional Learning Targets
Students will:
1.
2.
3.
4.
Recognize when they need help Seek to understand the diverse background of others Explain what it means to be empathetic Create plans to reach their goals 5. Seek assistance when needed 6. Prioritize and organize their resources (time, materials, support from others) when achieving my goals 7. Work cooperatively with others College Readiness Targets
Students will:
1.
2.
3.
4.
5.
6.
Present a thesis that establishes a focus on the writers position on the essay Ensure that proper grammar and syntax are used in writing an essay Identify the main idea or purpose of any paragraph Understand relationships between themes, people, and events in American History Discern the meaning of data, graphs, charts, and maps Recognize a clear cause-­‐effect relationship described in a passage