Download World History Syllabus - Agua Fria Union High School District

2016-2017
Course Syllabus
Instructor: Kasey Beyer
[email protected]
Parents please review this syllabus with your child. Feel free to contact me regarding any questions you may have about the
course, or how I may better assist your child’s learning experience at Desert Edge High School. Email is my preferred form of
communication because it allows me time to gather the required information for our discussions. Please complete this
section and have your child return it on Friday, August 12, 2016. Thank you.
Student Name: __________________________________
Student Signature: __________________________________
Parent Name: __________________________________
Parent Signature: __________________________________
Parent Contact Information (email/phone number(s)/language preference): Please print.
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WORLD HISTORY SYLLABUS
This syllabus outlines the goals and objectives of the course, the grading and evaluation scheme, the course and
school policies, and the topics covered by unit. An electronic copy of the syllabus is accessible from the Desert
Edge High School website and from the course Google Classroom assignment stream.
Instructor: Mrs. Beyer
Room: B13 Phone: 623-932-7500 ext. 3121
Email: [email protected]
Academic Overtime: (M/T/F) 11:09-11:37 am (Th) 12:19-12:50 pm (W) No AO
Welcome to World History! This course provides students the opportunity to learn new analytical methods and apply those
to the principal themes of History. World History themes will focus around the environmental influences on cultures, how
people affect or change the environment, and interpret significant patterns, themes, ideas, beliefs and turning points in
world history. Students will analyze the development, spread of civilizations, and recognize the relationships between
events and people. Cultural diffusion in the historical development of nations is stressed.
Essential Questions:
1.
2.
3.
4.
5.
What influences created the developments and changes of human civilizations throughout time?
How does cultural diffusion impact the modern era?
How did the principles of individualism change how societies function?
What role does technology play in the history of people?
How have national identities affected human interaction?
Grading Scale: (Grading categories based on Arizona State World History Standards and the Common Core Standards for
English Language Arts & Literacy in History.) Extra credit opportunities will relate to the curriculum material only.
Content Knowledge
Critical Thinking
Evidence Analysis
Writing
Participation
District Midterm and EOCA
20%
15%
15%
15%
15%
20%
Highly Proficient
Proficient
Emerging
Deficient
Does Not Meet Standard
A
B
C
D
F
90-100%
80-89%
70-79%
60-69%
59 or below
We will utilize several different modes of inquiry (ways of obtaining knowledge) in attempting to understand these themes.
 Reading
 Simulations
 Writing
 Debate
 Blogging
 PBL
 Presentations
 Discussions
Electronic Accounts:
Access Mrs. Beyer DE webpage from www.aguafria.org
Access Google Classroom with the Agua Fria district login at https://classroom.google.com
The Agua Fria High School District provides each student a google account. This account assigns students an email address
and access to Google Applications. In this class, students will use Google Classroom to access daily assignments, collaborate
with classmates online, at school or at home, and submit work. Google Classroom applications are equivalent to the
Microsoft Office programs students are already familiar with, such as Documents (Word), Spreadsheets (Excel), and
Presentations (PowerPoint). Internet access is vital to your child’s success in this class. Students who do not have internet
access at home are encouraged to utilize campus resources during Power Hour and the public libraries. For information on
how Desert Edge HS can help provide you with low cost internet at home, please visit the Desert Edge website, under
resources or use the following link: http://www.aguafria.org/domain/1111.
Community Service:
An important purpose of a social studies education is to prepare students to participate in their community. This class
requires students to complete five community service hours. This will provide students with an authentic and valuable
service learning experience that will translate to college and the workplace. Community service is simply defined as, “a
service that is performed for the benefit of the public or its institutions” without expectation of compensation. Students
may not personally benefit from the service including court ordered penalty or fund raising activities for student clubs and
sports. For volunteer opportunities students are encouraged to contact the city of Goodyear.
Course Policies:
Assignments provide students opportunities to develop, apply, and demonstrate the knowledge and skills they have
learned in class. Therefore, students are expected to hand in all work assigned. Late work will not be accepted for credit.
Students have the opportunity to resubmit any assignment for a better grade. This opportunity excludes all Mid-term and
Final Exams.
This is a core subject class and high school diploma requirement. Students are expected to read from the course texts, write
notes for all lectures, and complete assignments outside of class. Students will access all assignments through Google
Classroom. Students who do not have internet access at home are encouraged to utilize campus resources during Power
Hour and the public libraries. For information on how Desert Edge HS can help provide you with low cost internet at home,
please visit the Desert Edge website, under resources or use the following link: http://www.aguafria.org/domain/1111.
Student Support:
Office hours are designed to support student achievement. Students are encouraged to take advantage of the one-hour
lunch period to meet with me to discuss their grades, any concerns they have regarding the class and/or content, and as
always for one-on-one tutoring. My office hours are listed at the top of the first page of this syllabus and on my teacher
webpage accessible from www.aguafria.org. Parents and students are encouraged to email me with any questions at
[email protected] or to arrange an appointment to meet with me after school.
School Policies:
The Agua Fria Unified High School District policy regarding make up work is based on the number of excused absences
students accumulate. For example, one day excused absence equals one day make up.
No student should be released from class during the first 15 minutes and the last 15 minutes of a block. Students must have
a pass to be out of class. Please review the attendance and tardy polices in the Scorpion Handbook.
Desert Edge High School policy regarding the use of electronics is accommodating to student needs outside of classroom
time. Students may use their electronics during passing periods, lunch, and before and after school. During instructional
time, all electronics need to be stowed at the teachers’ discretion. Permission to use electronics may come and go
depending on the lessons presented in class.
Textbook Procedure:
Students may check out a classroom textbook only after agreeing and signing the textbook contract. The textbook contract
includes the date the book was checked out and the projected date the book will be returned. Students must agree that if
the book is not returned prior to the final exam, then the book borrowed will be added to the student’s textbook account.
The book will then have to be returned to the DE bookstore, and or paid for at the DE bookstore.
Units of Study: Text – World History Patterns of Interaction
(Throughout Year): Chapters 1-36 - Geography
Major Concepts – Use appropriate maps and graphs to analyze data and discuss geographic problems and changes over
time.
Vocabulary – maps, key, legend, table, chart, latitude, longitude, hemisphere, political map, physical map
Unit 1: Chapters 1- 4 – Early Civilizations
Major Concepts – Describe the development of early Mesopotamian, Ancient Egyptian, Indus River Valley, and Ancient
Chinese people, their agriculture, and settlements. Describe why they developed where they did. (Near rivers etc…)
Vocabulary – Mesopotamia, Hammurabi’s Code, Fertile Crescent, polytheism, empire, dynasty, pharaoh, hieroglyphics,
Mandate of Heaven, feudalism, papyrus, pyramid, cultural diffusion, city-state.
Key People – Hammurabi, Narmer, Shang and Zhou Dynasties
Unit 2: Chapter 5-6 – Greece and Rome
Major Concepts – Analyze the Greek and Roman contributions and their impact on civilization, such as their development of
concepts of government (democracy/republic), their scientific accomplishments (roads/architecture), and their cultural
accomplishments (art/theatre/philosophy).
Vocabulary – Trojan War, Homer, polis, democracy, classical art, Hellenistic, republic, senate, inflation, Greco-Roman
culture, acropolis, aqueduct, Pax Romana, patrician, plebian, tribune, consul, senate, dictator, aristocracy, oligarchy, helot,
phalanx, Persian Wars, Thermopylae, Marathon, Plataea, Christianity, apostle, bishop, pope.
Key People – Homer, Achilles, Hector, Leonidas, Xerxes, Darius I, Alexander the Great, Darius III, Julius Cesar, Augustus,
Socrates, Plato, Aristotle, Jesus, Peter, Paul, Constantine, Virgil
Unit 3: Chapter 11-14 – Rise of Empires
Major Concepts – Analyze how the fall of Rome led to the development of new empires.(Byzantine, Holy Roman, Han
Dynasty, etc…) Describe the impact of the interaction between European and Asian civilization between the 12 th and 16th
centuries.
Vocabulary – Justinian Code, Justinian, Feudalism, knight, vassal, lord, serf, manor, Holy Roman Empire, clergy, Crusades,
Hundred Years War, bubonic plague
Key People – Justinian, Charlemagne, Pope Urban II, Saladin, Richard the Lionhearted
Unit 4: Chapter 17, 19-20, 22 – Cultural Rebirth
Major Concepts – Analyze the results of the Renaissance Era. Describe the impact of the Protestant Reformation movement
on Europe and the Church. Describe the impact of European Exploration, both in Europe and abroad.
Vocabulary – Renaissance, humanism, secular, indulgence, Reformation, Protestant, Anglican, Lutheran, Catholic
Reformation, Calvinists, colony, Columbian Exchange, Atlantic Slave Trade, triangular trade, middle passage, mercantilism
Key People – Leonardo da Vinci, Raphael Sanzio, Michelangelo, Niccolo Machiavelli, Martin Luther, John Calvin, Christopher
Columbus
Unit 5: Chapters 21-24 – Enlightenment and Revolution
Major Concepts – Enlightenment Ideas, Representative and Limited Government, Nationalism, Revolutions, Independence
Vocabulary – absolute monarchy, divine right, habeas corpus, Magna Carta, English Bill of Rights, constitutional
law/monarchy, Enlightenment, social contract, Nationalism, Bourgeoisie, Old Regime, Estates-General, National Assembly,
Tennis Court Oath, Great Fear, Legislative Assembly, Coup d’ état, plebiscite, Napoleonic Code, Congress of Vienna
Key People – Louis XIV, Peter the Great, Phillip II, John Locke, Louis XVI, Marie Antoinette, Maximilien Robespierre,
Napoleon Bonaparte
Unit 6: Chapters 25, 27, 28 – Industrialism and Imperialism
Major Concepts – Industrialization, Urbanization, Capitalism, Socialism, Raw Materials, Imperialism, Empire Building
(colonies), Economic Dependence, Cultural Suppression
Vocabulary – industrial Revolution, industrialization, factors of production, factories, urbanization, Rural, tenement, textile,
middle-class, laissez faire, capitalism, communism, utilitarianism, union, strike, socialism, anarchism, imperialism, empire,
raw materials, mother country, Colony, Russo-Japanese War, annexation, national competition, white man’s burden,
racism, assimilation, Social Darwinism, Boxer Rebellion, Opium Wars, Sepoy Rebellion, Berlin Conference, Suez Canal,
Spheres of Influence, Open Door Policy, Monroe Doctrine, Panama Canal, Roosevelt Corollary,
Key People – Adam Smith, Karl Marx, James Watt, Sepoys, Gandi, Shaka, Theodore Roosevelt
Unit 7: Chapters 29 – World War One
Major Concepts: Nationalism, Ethnic and Ideological Conflicts, Trench and Mechanized Warfare, Treaty of Versailles
Vocabulary – nationalism, assassination, Balkans. Pan-Slavism, alliance (Triple Entente, Triple Alliance), Unification of
Germany, Militarism, Imperialism, Allied Powers, Armistice, Blank Check, Central Powers, Conscription, Neutrality,
Propaganda, Schlieffen Plan, Tannenberg, Trench Warfare, PASTA (Poisonous Gas, Automatic Machine Guns, Subs, Trench
and Tanks, Airplanes and Zeppelins), Bolshevik, Treaty of Brest-Litovsk, Zimmerman Note, Unrestricted submarine warfare,
total war, stalemate, Wilson’s Fourteen Point Plan (self-determination, League of Nations), Treaty of Versailles, War Guilt
Clause, Reparations,
Key People – Archduke Ferdinand, Black Hand (Gavrilo Princip), Woodrow Wilson, Georges Clemenceau, David Lloyd
George, King George V, Tsar Nicholas II, Kaiser Wilhelm II, Vladimir Lenin
Unit 8: Chapters 31-33: World War Two
Major Concepts: Rise of Dictators and Alliances, Totalitarianism v Democracy, Concentration Camps and the Holocaust,
Atomic Bomb
Vocabulary – political Ideologies, Fascism, dictator, Totalitarianism, Democracy, reparations, hyperinflation, Appeasement,
Allied Powers, Axis Powers, Communism, Depression, Isolationism, Kristallnacht, Nuremberg Laws, Socialism, Wiemar
Republic, Nazi Party, Third Reich, non-aggression pact, blitzkrieg, Island hopping, Atlantic Charter, Pearl Harbor, Battle of
Midway, Guadalcanal, Atomic Bomb, Holocaust, Final Solution (Genocide), concentration camps, Stalingrad, Kamikazes, DDay, V-E Day, V-J Day, Nuremberg Trials, demilitarization, democratization, United Nations,
Key People – Adolf Hitler, Benito Mussolini, Joseph Stalin, Hirohito, Hideki Tojo, Winston Churchill, Erwin Rommel, Douglas
MacArthur, Dwight D Eisenhower, Mao Zedong, Fidel Castro, John F. Kennedy, Nikita Khrushchev, Mikhail Gorbachev, Pope
John Paul II, Ronald Reagan,
Unit 9: Chapters: Genocide
Major Concepts: Extreme Nationalism, Ethnic Cleansing, Terrorism
Vocabulary – Genocide, United Nations Convention, Social activism, 8 Stages of Genocide (classification, symbolism,
dehumanization, organization, polarization, preparation, extermination, denial), terrorism (domestic, international, statesponsored)
Key People – Armenian, Ukrainian Famine, Nanking Massacre, Jewish Holocaust, Cambodia, East Timor, Kosovo, Iraq,
Bosnia, Rwanda, Sudan, Middle East