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World History Syllabus CHS Social Studies Department Contact Information: Parents may contact me by phone, email, or scheduled conferences. Teacher: Ms. Katie Kern-Blystone Email Address: [email protected] or [email protected] Phone Number: (740) 702-2287 ext.16259 Online: http://www.ccsd.us/1/Home Teacher Contact Websites/Social Media: ● Class Website: https://sites.google.com/site/mskernblystoneswebsite/ ● Twitter: @BlystoneKern CHS Vision Statement: Our vision is to be a caring learning center respected for its comprehensive excellence. CHS Mission Statement: Our mission is to prepare our students to serve their communities and to commit to life-long learning Course Description and Prerequisite(s) from Course Handbook: World History (semester) - 205 State Course # 150890 Elective Course Grade: 9-12 Graded Conventionally Credit: 1 Prerequisites: None This course focuses on Modern World History. The Modern World History course examines world events from 1600 to the present. It explores the impact of the democratic and industrial revolutions, the forces that led to world domination by European powers, the wars that changed empires, the ideas that led to independence movements and the effects of global interdependence. The concepts of historical thinking, introduced in earlier grades, continue to build with students locating and analyzing primary and secondary sources from multiple perspectives to draw conclusions. Learning Targets per Unit: Defined below for clarity are the Unit Titles, Big Ideas of every Unit taught during this course, and the Essential Questions to be answered to better understand the Big Ideas. A student’s ability to grasp and answer the Essential Questions will define whether or not he or she adequately learns and can apply the skills found in Big Ideas. This will ultimately define whether or not a student scores well on assessments given for this course. The Common Core Standards can be found at http://www.corestandards.org/the-standards. (Teacher Note: The Ainsworth Model suggests 1-3 Big Ideas for each Unit and 1-3 essential questions per Big Idea. Each Unit will vary.) The Common Core Standards can be found at http://www.corestandards.org/the-standards ● 1st or 3rd Quarter Unit I Title: Think and Read Like an Historian. Scientific Revolution and the Enlightenment (1600-1800) ▪ Big Idea #1: Historical Thinking Skills ● Essential Question #1: How do historians determine if sources are credible? ● Essential Question #2: When is it appropriate to use primary or secondary sources? ● Essential Question #3: How is a thesis constructed, supported, and refuted? ▪ Big Idea #2: Challenging Previous Thought ● Essential Question #1: How did the Scientific Revolution challenge social, political, and economic thought? ● Essential Question #2: How did the Scientific Revolution challenge the church, government, and life as people knew it in the 1600s? ● Essential Question #3: How do the advancements of the Scientific Revolution influence our lives today? ▪ Big Idea #3: Age of Enlightenment ● Essential Question #1: How did Enlightenment ideas challenge practices related to religious authority, absolute rule and mercantilism? ● Essential Question #2: How did the Enlightenment change political structures in the 1600s-1800s? ● Essential Question #3: How did the Enlightenment change societal structures in the 1600s-1800s? Unit II Title: Changing the World: Revolutions, Industrialization, Imperialism ▪ Big Idea #1: Age of Revolutions ● Essential Question #1: How did Enlightenment ideas influence the American Revolution? ● Essential Question #2: How did Enlightenment ideas influence the French Revolution? ● Essential Question #3: How did Enlightenment ideas influence the Latin American wars for independence? ▪ Big Idea #2: Industrialization ● Essential Question #1: What are the five primary requirements for the Industrialization to begin? ● Essential Question #2: How did industrialization affect political, economic, and social variables in the world? ● Essential Question #3: How did industrialization begin to globalize political, social, and economic behavior? ▪ Big Idea #3: Roots of Imperialism ● Essential Question #1: What were the political, social, and economic motivations for imperialization? ● Essential Question #2: How did Industrialization set up the race for resources that led to the push for World domination? ● Essential Question #3: How did Imperialism set up the world for a struggle for power? Unit III Title: World Domination: World War I, Between the Wars, World War II ▪ Big Idea #1: World War I ● Essential Question #1: How did the MAINA causes of WWI lead to the outbreak of a world war? ● Essential Question #2: How did advances in technology, transportation, and communication, created by the Industrialization, change warfare? ● Essential Question #3: What were the five major effects of WWI? ▪ Big Idea #2: The World Between Wars ● Essential Question #1: What major changes occurred in the world from 1918-1931? ● Essential Question #2: What new forms of government grew out of the anger and economic depression following World War I? Why and how did they form? ● Essential Question #3: How did the Treaty of Versailles set the world up for the next world war? ▪ Big Idea #3: World War II ● Essential Question #1: How did World War II devastate most of Europe and Asia? ● Essential Question #2: How did World War II lead to the occupation of Eastern Europe and Japan? ● Essential Question #3: How did the events of World War II start the atomic age? 2nd or 4th Quarter Unit IV Title: Twentieth Century Genocides ▪ Big Idea #1: The Armenian Genocide ● Essential Question #1: How and why did oppression result in the Armenian Genocide? ● Essential Question #2: How and why did discrimination result in the Armenian Genocide? ● Essential Question #3: How were Turkish state sponsored oppression and discrimination used to justify genocides? ▪ Big Idea #2: The Holocaust ● Essential Question #1: How and why did oppression and discrimination result in the Holocaust? ● Essential Question #2: How and why did discrimination result in the Holocaust? ● Essential Question #3: How were German state sponsored oppression and discrimination used to justify genocides? ▪ Big Idea #3: Recent State-Sponsored Genocides ● Essential Question #1: How and why did oppression and discrimination result in recent genocides? (Bosnia, Darfur, Iraq, and Rwanda, other) ● Essential Question #2: How have governments treated the recent genocides in Bosnia, Darfur, Iraq, and Rwanda differently? ● Essential Question #3: How are the Armenian, Holocaust, and recent genocides similar/different in their use of oppression and discrimination? Unit V Title: The Cold War ▪ Big Idea #1: Emerging Superpowers ● Essential Question #1: How did the Soviet Union and the United States become super powers and compete for global influence following World War II? ● Essential Question #2: How did treaties and agreements at the end of World War II change national boundaries and create multinational organizations. ● Essential Question #3: How did technological advances change the world climate during the Cold War era? ▪ Big Idea #2: Effects on the Middle East ● Essential Question #1: How did religious diversity lead to regional conflicts in the Middle East? ● Essential Question #2: How did the end of colonial rule led to regional conflicts in the Middle East? ● Essential Question #3: How did rising nationalism led to regional conflicts in the Middle East? ▪ Big Idea #3: Effects on Africa and Southeast Asia ● Essential Question #1: How did postwar global politics lead to the rise of nationalist movements in Africa? ● Essential Question #2: How did postwar global politics lead to the rise of nationalist movements in Southeast Asia? ● Essential Question #3: How did political and social struggles result in expanded rights and freedoms for women and indigenous peoples? Unit VI Title: Globalization (1991-Present) ▪ Big Idea #1: Rebuilding the Global Economy ● Essential Question #1: What challenges were created for former Soviet republics, its former allies, Europe, the United States, and the non aligned World following the breakup of the Soviet Union? ● Essential Question #2: How were European countries strengthened economically to become more competitive in the global economy? ● Essential Question #3: What factors have created a more interdependent global economy since 1991? ▪ Big Idea #2: The Threat of Terrorism and Nuclear Warfare ● Essential Question #1: How have regional and ethnic conflicts in the post-Cold War era resulted in acts of terrorism? ● Essential Question #2: How have cultural or political groups that have resorted to terrorism struggled to achieve self-governance and self-determination? ● Essential Question #3: How has the proliferation of nuclear weapons since the end of the Cold War created a challenge to world peace? ▪ Big Idea #3: Environmental Impact ● Essential Question #1: How has the rapid increase of the global population in the 20th and 21st century created societal and governmental challenges? ● Essential Question #2: What challenges have been created with the migration from under developing to industrialized countries? ● Essential Question #3: Why is there a new environmental consciousness and movement for sustainability throughout the world’s population? ● END OF COURSE EXAM Course Material: Google Chromebook Textbook: Spielvogel, Jackson. World History Modern Times, Glencoe. 2010 Electronic Resources: ● Google Sites ● Socrative.com ● Google Classroom App Grading: Unit Exams 50% Assessments (Including: Quizzes, Essays, Labs, and Projects) 30% Class Work/Homework 20% ● End of Course Exam is 20% of a student’s final grade. Grading Scale: The grading scale for Chillicothe High School can be found in the student handbook or online at http://www.ccsd.us/1/Content2/studenthandboook Course Expectations: - Be on time to class, in your seat when the bell rings and working on your bell ringer. - Bring your Chromebook, charger, pens/pencils, and other class materials to each class. - Absent work is your responsibility to find an complete. Check Google Classroom and the Absent Bin for missing work. - Food and/or pop is not permitted. You will be asked to throw it away. Water in a clear plastic bottle is acceptable. Act with maturity, tact, and class. Profanity will not be tolerated. Respect the teacher and your classmates when they are talking. All student rules and regulations in the CHS student handbook will be enforced daily. Late Work: Late work will be subject to the board adopted policy on assignments that are turned in late (to be reviewed in class). Information can be viewed on-line at http://www.ccsd.us/1/Content2/studenthandboook CHS TENTATIVE World History Course Schedule This is an overview of what will be covered in this course at CHS for this school year. Although, I would like to follow this plan verbatim this years’ tentative schedule is subject to change (at the teachers’ discretion). 1st or 3rd 9 Weeks: Week 1: Beginning of the Year Pre-Assessment Exam Unit I Title: Think and Read Like an Historian. Scientific Revolution and the Enlightenment (1600-1800) Week 1: Historical Thinking Skills ● Formative Assessment Week 2: Challenging Previous Thought ● Formative Assessment Week 3: Age of Enlightenment ● Unit I Summative Assessment Unit II Title: Changing the World Week 3: Age of Revolutions ● Formative Assessment Week 4: Industrialization ● Formative Assessment Weeks 5-6: Roots of Imperialism ● Unit II Summative Assessment Unit III Title: World Domination Week 7: World War I ● Formative Assessment Weeks 7-8: The World Between Wars ● Formative Assessment Weeks 8-9: World War II ● Unit III Summative Assessment 2nd or 4th 9 Weeks: Unit IV Title: Twentieth Century Genocides Week 1: The Armenian Genocide ● Formative Assessment Week 2: The Holocaust ● Formative Assessment Week 3: Recent State-Sponsored Genocides ● Unit IV Summative Assessment Unit V Title: The Cold War Week 4: Emerging Superpowers ● Formative Assessment Week 5: Effects on the Middle East ● Formative Assessment Week 6: Effects on Africa and Southeast Asia ● Unit V Summative Assessment Unit VI Title: Globalization (1991-present) Week 7: Rebuilding the Global Economy ● Formative Assessment Week 8: The Threat of Terrorism and Nuclear Warfare ● Formative Assessment Week 9: Environmental Warfare ● Unit VI Summative Assessment END OF COURSE EXAM Performance Based Section: Writing Assignments/Exams/Presentations/Technology One or more of the End of Unit Exams may be Performance Based. According to the Ohio Department of Education, “Performance Based Assessments (PBA) provides authentic ways for students to demonstrate and apply their understanding of the content and skills within the standards. The performance based assessments will provide formative and summative information to inform instructional decision-making and help students move forward on their trajectory of learning.” Some examples of Performance Based Assessments include but are not limited to portfolios, experiments, group projects, demonstrations, essays, and presentations. CHS World History Course Syllabus After you have reviewed the preceding packet of information with your parent(s) or guardian(s), please sign this sheet and return it to me so that I can verify you understand what I expect out of each and every one of my students. Student Name (please print): ______________________________________________ Student Signature: ______________________________________________________ Parent/Guardian Name (please print): _______________________________________ Parent/Guardian Signature: _______________________________________________ Date: ________________________________________________________________