Download Humanities syllabus

Name: ________________________________________
Adrienne Karyadi
(310) 395-3204 ext. 281
http://new.schoolnotes.com for homework assignments
Period: _______
[email protected]
Conference period: 9:30 – 10:15 am
Tutoring: Mon/Wed/Fri at lunch and Wed after school
World History Syllabus
Course Summary: Students in grade ten study major turning points that shaped the modern world, from the late eighteenth
century through the present, including the cause and course of the two world wars. They trace the rise of democratic ideas and
develop an understanding of the historical roots of current world issues, especially as they pertain to international relations.
Students relate current world issues to their historical, geographic, political, economic, and cultural contexts. Students consider
multiple accounts of events in order to understand international relations from a variety of perspectives.
Skill Objectives: Students will complete common assignments, which are graded using a common rubric to show progress in
developing social science analysis skills. These assignments include a memorable map in Fall and an essay in Spring. A major
research project is a core component of teaching these skills as well.
 Students will compare, analyze and use data to develop chronological and spatial thinking.
 Students will distinguish between types of evidence, identify bias and points of view, evaluate arguments in history,
and construct and test hypotheses through historical research and evidence collection.
 Students will improve their ability to interpret historical events, specifically cause and effect.
Units and Approximate Dates of Study:
FALL
10.1 Students relate the moral and ethical principles in ancient Greek and Roman philosophy, in Judaism, and in Christianity
to the development of Western political thought.
10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution and the French Revolution
and their enduring effects worldwide on the political expectations for self-government and individual liberty.
10.3 Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan and the United States.
10.4 Students analyze patterns of global change in the era of New Imperialism in at least two of the following regions or
countries: African, Southeast Asia, China, India, Latin America and the Philippines.
Thanksgiving
10.5 Students analyze the causes and course of the First World War.
Winter Break
10.6 Students analyze the effects of the First World War.
10.7 Students analyze the rise of totalitarian governments after the First World War.
10.7.1 Understand the causes and consequences of the Russian Revolution, including Lenin’s use of totalitarian
means to seize and maintain control (e.g. the Gulag).
10.7.2 Trace Stalin’s rise to power in the Soviet Union and the connection between economic policies, political
policies, the absence of a free press, and systematic violations of human rights (e.g. the Terror Famine in Ukraine).
FINAL
SPRING
10.7 Students analyze the rise of totalitarian governments after the First World War.
10.7.3 Analyze the rise, aggression, and human costs of totalitarian regimes (Fascist and Communist) in Germany,
Italy and the Soviet Union, noting their common and dissimilar traits.
10.8 Students analyze the causes and consequences of World War II.
10.9 Students analyze the international developments in the post-World War II world.
CAT-6 Test
10.10 Students analyze instances of nation-building in the contemporary world in two of the following regions or countries:
the Middle East, Africa, Mexico and other parts of Latin America and China.
10.11 Students analyze the integration of countries into the world economy and the information, technological, and
communications revolutions (e.g. television, satellites, computers).
Model United Nations Simulation
FINAL
Textbooks:
Modern World History McDougall-Litell, publishers.
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Supplementary Materials:
TCI units, world atlases and almanacs, movies/documentaries, BBC audiotapes from World War II, primary and secondary
supplementary sources (such as Hiroshima by John Hersey, The Communist Manifesto by Karl Marx, the British Imperial War
Museum’s primary documents from World Wars I and II, to name a few), slides, newspapers, music and current event
photographs.
Films: Not all of the films listed here are guaranteed to be shown in class; however, I wanted you to know all of the possible
films that would be shown in advance.
Complete Films: A Tale of Two Cities (1936 version), The Killing Fields [R], World at War: Genocide [not rated], episodes
of History Detectives.
Film clips: Frontline: Memory of the Camps [not rated; explicit footage of concentration camps]; The Great War and the
Making of the Twentieth Century, The People’s Century, A Very Long Engagement [R], Gallipoli, Gandhi, Tora! Tora! Tora!,
Saving Private Ryan [R], The Longest Day, Triangle Factory Fire, The Molly Maguires, NOVA: Nazi Designers of Death [not
rated], Dr. Zhivago, Lawrence of Arabia.
PLEASE INDICATE HERE by signing your name if you are not comfortable with your student watching the R-rated
videos listed so that I may find alternate readings for them to do while the class watches the videos:
_______________________________________________ Please excuse my student from R-rated films.
Signature of Parent/Guardian
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Every student assignment is given points and grades are determined based on points overall. The grades are posted
on the Pinnacle system, which will include due dates as well as the maximum point values. Please don’t worry if a few
homework assignments show up in Pinnacle as a “D.” Pinnacle automatically assigns grades to each assignment, but a
score of 10 out of 15 on homework is typical at the beginning of the year as students struggle to do complete and
thoughtful work in social studies.
No teacher is obligated to give extra credit. However, it just so happens that I do. Please do not request that extra credit
be assigned so a student can make up a grade. I have thought very carefully about the nature and placement of extra credit
assignments throughout the year. The best way to make sure a student passes a class is to DO ALL THE HOMEWORK.
A reasonable number of days will be given for students to make up work. If a student received an assignment on time,
the student should be able to turn it in as soon as he/she arrives back from an excused absence. If a student is absent more
than 2 days, please contact me so that they can be as up to date as possible when returning to school. Long term projects
given well in advance are due on the original due date; if a student is sick, please arrange for a guardian or sibling to drop
off the project so that it is not graded as late work. Late work is given partial credit, but never less than 50% of the
original value of the work done. No teacher is obligated to accept late work if the absence is unexcused.
Quizzes and group work cannot be made up. An “X” will appear (indicating an excused absence) for that missed
assignment. A large number of absences DO affect your child’s grade however. Please let me know if there are any
chronic health problems which will jeopardize their grade in this college-prep class. Any missed test must be made up
by the student on make-up test days. Several make-up test days will be scheduled for your child to take advantage of.
Athletic practices and extra-curricular activities do not excuse students from taking make-up exams in a timely fashion. If
a student misses an exam, he or she will receive a “Z” in Pinnacle, which is a zero grade.
Notebooks are graded. Students have an incentive to do well on the notebook—they can use it on an exam or quiz!
Make sure your student gets the notes from a classmate when he/she is absent.
STUDENTS MUST BRING A PENCIL, PEN and PAPER IN A BINDER to class EVERY SINGLE DAY.
Please help me keep in touch. You can sign up for automatic reminders about the class on new.schoolnotes.com. Please
complete the contact information below and have your child return it to class. Do not tear off the bottom of the paper.
Adult Contact (Print Name): ___________________________________ best time to call: ___________
Phone number during day: ____________________________ alternate #: _______________________
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