Download Syllabus - Spokane Public Schools

2015-2016 World History A and B Syllabus
School Year: 2015-2016
Certificated Teacher:
Desired Results
Course Title: World History A and B
Credit:
one semester (.5)
X
two semesters (1.0)
Prerequisites and/or recommended preparation (example: Completion of Algebra 1):
None.
Estimate of hours per week engaged in learning activities:
5 hours of class work per week per 18 week semester
Instructional Materials:
All learning activities (resources, assignments, assessments) are contained within or referenced in the student’s online course. The
online course is accessed via login and password assigned by student’s school (web account) or emailed directly to student upon
enrollment, with the login website.
Other resources required/Resource Costs:
Access to online textbook will be provided at no extra cost to student.
Course Description:
The World History survey course will ask students to engage in the civics, geography, history, and economy of a variety of cultures
through a variety of time frames, often through a project-based format. Special attention will be given to helping students work with
their informational reading, analyzing primary sources, and writing skills through comparison and change over time throughout the
year.
Enduring Understandings for Course (Performance Objectives):
In World History, students are exposed to a global perspective of our world. Students will develop a greater understand ing of the
evolution of globalization. More specifically, students will study the development and interaction of cultures, the interact ions
between humans 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.
Course Learning Goals (including WA State Standards, Common Core Standards, National Standards):
What is the key knowledge and skill needed to develop the desired understandings?
Unit One: Global Expansion and Encounter (1450 – 1770, with the option to teach earlier foundations if needed)
Content Standards:
Economics GLE 2.1.1 : Analyzes how the costs and benefits of economic choices have shaped events in world history.
Geography GLE3.3.1: Understands how the geography of expansion and encounter has shaped global politics and economics.
Social Studies Skills 5.1.1: Understands the consequences of a position on an event in world history
Social Studies Skills 5.2.2: Evaluates the validity, reliability, and credibility of sources when researching an event in world history.
Unit Two: Age of Enlightenment, Revolution, and Reform (1750 – 1920)
Content Standards:
Civics GLE 1.2.3: Evaluates the impact of various forms of government on people in world history.
History GLE 4.2.1: Analyzes how individuals and movements have shaped world history.
Social Studies Skills5.1.1: Analyzes consequences of positions on an issue or event.
Social Studies Skills 5.2.2: Evaluates the validity and reliability and credibility of sources when researching an issue or event.
Unit Three: Causes and Consequences of International Conflict (1870 – 1945, from a non-American perspective)
Content Standards:
Civics GLE 1.3.1: Analyzes the relationships and tensions between national interests and international issues in world history.
History GLE 4.3.2: Analyzes the multiple causal factors of conflicts in world history.
Social Studies Skills GLE 5.1.1: Understands the consequences of a position on an event in world history.
Social Studies Skills GLE 5.2.2: Evaluates the validity, reliability, and credibility of sources when researching an event in world history.
Unit Four: Contemporary Global Issues (1915 – Present)
Content Standards:
History GLE 4.2.2: Analyzes how cultures and cultural groups have shaped world history.
History GLE 4.1.1: Analyzes how an understanding of world history can help us prevent problems today.
Social Studies Skills GLE 5.1.1: Understands the consequences of a position on an event in world history.
Social Studies Skills GLE 5.2.2: Evaluates the validity, reliability, and credibility of sources when researching an event in world history.
Evidence of Assessment
What evidence will be collected to determine whether or not the understandings have been developed, the knowledge and skill attained, and the state standards met?
[Anchor the work in performance tasks that involve application, supplemented as needed by prompted work, quizzes, observations, and assessments]
Performance Tasks:
Throughout the curriculum, different performance tasks will be used to assess student learning and progress. In each unit there will
be numerous reading and writing activities as well as visual lectures about history. The performance tasks will also ask students to
relate concepts over time and even into the present day by connecting knowledge they already have or will be exposed to. End of
unit assessments will be on a quarterly basis that address both state standards and common core requirements.
Other Evidence (self-assessments, observations, work samples, quizzes, tests and so on):
Other evidence students will produce throughout the curriculum will be through chapter quizzes, self-assessments and evaluations,
blogs with classmates for enrichment, and additional learning challenges throughout the units.
Types of Learning Activities
Indicate from the table below all applicable learning strategies that may be used in the course.
Direct Instruction
Indirect Instruction
Experiential
Learning
Independent Study
_X _Structured Overview
_ _X_ _Mini presentation
_ _Drill & Practice
_ _Demonstrations
_ _Other (List)
_ _Problem-based
_ _X_ _Case Studies _
_Inquiry
_ _Reflective Practice
_ _Project
_ _X_ _Paper
_ _X_ _Concept
Mapping
_ _Other (List)
_ _X_ _ Virt. Field
_X_ _Essays
Self-paced computer
_Journals
_Learning Logs
_Reports
_Directed Study
_ _Research Projects
Trip
_ Experiments
_Simulations
_Games
_Field Observ.
_Role-playing
_Model Bldg.
_Surveys
_Other (List)
_
_Other (List)
Interactive Instruction
X _Discussion (Blogs)
_Debates
_Role Playing
_Panels
_Peer Partner Learning
_Project team
_Laboratory Groups
_Think, Pair, Share
_Cooperative Learning
_Tutorial Groups
_Interviewing
_Conferencing
_Other (List)
Other:Click here to enter text.
Learning Activities
Learning activities (as provided in the student friendly course schedule posted in online course) and contains the scope and sequence of performance tasks, activities and
assessments by semester, unit, and weeks.
These learning activities are aligned with the successful completion of the course learning goals and progress towards these learning
activities will be reported monthly on a progress report.
st
1 Semester World History A Learning Activities
Unit One: Global Expansion and Encounter (1450 – 1770, with the option to teach earlier foundations if needed)
Duration: First Quarter (9 weeks)
Essential Understandings:
In unit one, students will study the time period of 1450 to 1770. The guiding theme of this unit is “interaction and discovery” within and among the European world,
the Muslim world, and the Americas. Students will study the movements of peoples, goods and ideas, such as the slave trade, the Columbian Exchange, and
innovations.
Essential Questions:
1. What were the costs and benefits of the emergence of mercantilism?
2. To what extent did a bartering economy influence people’s economic choices?
3. Why are some resources of higher value than others?
4. To what extent did the movements of peoples, goods and ideas shape global politics? Economics?
5. Why were Europeans (Spaniards, Portuguese, English, etc.) able to dominate peoples of the New World?
6. How do historians come to understand the consequences of a position on events in world history?
7. What makes a source valid, reliable and credible?
8. What makes a source invalid, unreliable and not credible?
Student Learning Targets: What will the students know and be able to do (in student friendly language)?
Click here to enter text.
Learning Activities:
Click here to enter text.
Unit Two: Age of Enlightenment, Revolution, and Reform (1750 – 1920)
Duration: Second Quarter (9 weeks)
Essential Understandings: What will students understand (about what big ideas) as a result of the unit?
In World History unit two, students will study the era of the Age of Enlightenment, Revolution, and Reform from 1750 to 1920. Students will analyze how individuals
and movements have shaped the world during this time period. The guiding theme of this unit is “change” and students will study this theme as it applies, but not
limited the Enlightenment period, the French Revolution, and the Industrial Revolution. Multiple social science perspectives will be applied to the study of this era
including the geographic, political, social, economic, cultural, sociological, psychological perspectives in order to break down documents and historical evidence.
Essential Questions:
1. To what extent did the Age of Reason philosophers affect the development of governments throughout Europe?
2. How did Absolute Monarchy and Constitutional Monarchy impact the citizens of France and England?
3. To what extent did the French Revolution change France politically? Economically? Socially?
4. How did the French Revolution influence the development of democracies throughout Europe?
5. To what extent did John Locke, Thomas Hobbes and the Enlightenment thinkers shape Europe?
6. To what extent did the French Revolution influence other European nations?
7. To what extent did the Industrial Revolution impact European history?
8. How do historians come to understand the consequences of a position on events in world history?
9. What makes a source valid, reliable and credible?
10. What makes a source invalid, unreliable and not credible?
Student Learning Targets: What will the students know and be able to do (in student friendly language)?
Click here to enter text.
Learning Activities:
Click here to enter text.
nd
2 Semester World History B Learning Activities
Unit Three: Causes and Consequences of International Conflict (1870 – 1945, from a non-American perspective)
Duration: Third Quarter (9 weeks)
Essential Understandings:
In World History unit three, students will study the time period of 1870 through 1945. The guiding theme of this unit is “causes and consequences of international
conflict.” Students will analyze multiple causal factors of conflicts in World History from a non-American perspective, as well as make comparisons between historical
and current events in world history. Multiple social science perspectives will be applied as well to the study of this era in history.
Essential Questions:
1.
2.
3.
4.
5.
6.
7.
8.
9.
How did the actions of various European leaders impact European nations?
To what extent did imperialism play a role in starting World War I?
To what extent did dictatorships in Germany, Italy, Japan, and Russia cause World War II?
To what extent did militarism, imperialism, alliances, and nationalism set the stage for World War I?
How did the terms of the Versailles Treaty lead to World War II?
To what extent do economic factors lead to war?
How do historians come to understand the consequences of a position on events in world history?
What makes a source valid, reliable and credible?
What makes a source invalid, unreliable and not credible?
Student Learning Targets: What will the students know and be able to do (in student friendly language)?
Click here to enter text.
Learning Activities:
Click here to enter text.
Unit Four: Contemporary Global Issues (1915 – Present)
Duration: Fourth Quarter (9 weeks)
Essential Understandings: What will students understand (about what big ideas) as a result of the unit?
In World History unit four, students will study the time period of 1945 to present. Students will analyze how an understanding of history can help us prevent problems
today. They will explore the theme of global issues through the lens of globalization, sustainability, genocide, human rights movements, and global realignments. This
unit is intended on addressing pressing world problems and exploring, not necessarily solving, the problems of today.
Essential Questions:
1.
2.
3.
4.
5.
6.
7.
How did culture and/or cultural groups impact the partition of India?
How have cultural groups impact the Israeli/Palestinian conflict?
What cultures have had the most profound impact on world history?
In what ways have historians used the study of history to prevent problems today?
How do historians come to understand the consequences of a position on events in world history?
What makes a source valid, reliable and credible?
What makes a source invalid, unreliable and not credible?
Student Learning Targets: What will the students know and be able to do (in student friendly language)?
Click here to enter text.
Learning Activities:
Click here to enter text.