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illumination
H o n o r s W o r l d H i s t o ry
W H AT ’ S I N S I D E . . .
Course Syllabus
Let’s Get Organized
Tips for Studying History
Letter to Parents
Unit Previews
Shannon
Herndon
Take time to deliberate, but
when the time for action has
arrived, stop thinking and go in.
- Napoleon Bonaparte
H
Table of Contents
Course Syllabus
4-5
Let’s Get Organized
6
Tips for Studying History
7
Letter to Parents
8
Unit Previews
Unit 1
9
Unit 2
9
Unit 3
10
Unit 4
11
Unit 5
11
Unit 6
12
Unit 7
12
Unit 8
12 - 13
Educational Resources
13
COURSE DESCRIPTION
History, literature, art, music, and philosophy will be integrated into a course of study designed to
give students an understanding of world history and culture from the earliest origins of human
development through contemporary times. This course will explore aspects of world history other
than Western, which will shed light on our global inheritance. At the start of a new century, it is
clear that world events affect us in Cobb County. Students must know and understand our cultural
and historical heritage to live in the present and to prepare for the future. This course is designed
for gifted and honors students.
COURSE OUTLINE
The following is a brief outline of the units to be studied in Honors World History. Each unit will
include reading quizzes and a project and/or unit test for the final assessment.
TOPICS
UNIT
1
World History: Patterns of Interaction
published by McDougal Littell
Beginnings of Civilization (4 Million BCE - 200 CE)
2
3
4
CHAPTERS
1–4&7
Jan 10 – 23
SSWH 3, 6, 8
Jan 24 – Feb 10
10 – 15
SSWH 4 - 8
Feb 13 – Mar 7
16 – 20
SSWH 9 - 12
Mar 8 – 26
5–6&
**Winter Break Reading In-Class Essay ~ Thursday, January 26, 2012**
8–9
Connecting Hemispheres (500 - 1800)
**The Kite Runner Test & In-Class Essay ~ Tuesday, March 27, 2012**
TENTATIVE
DATES
SSWH 1 - 2
New Directions in Government & Society (2000 BCE - 700 CE)
Age of Exchange and Encounter (500 - 1500)
STATE
STANDARDS
5
Absolutism to Revolution (1500 - 1900)
21 – 23
SSWH 13 - 14
Mar 27 – Apr 18
6
Industrialism and the Race for Empire (1700 - 1914)
25 – 28
SSWH 15
Apr 19 – 25
7
Nationalism, Unification, and WWI (1800 - 1918)
24, 29, & 30
SSWH 15 - 17
Apr 26 – May 4
8
Dictators, WWII, & Perspectives on the Present (1919 - 2011)
31 – 36
SSWH 17 - 21
May 7 – 22
1 – 36
SSWH 1 - 21
May 23 & 24
Comprehensive Final
GRADING PROCEDURE
There are many standards to be accomplished in this class. As a result, grades will be based on a
variety of assignments. The categories are as follows:
8 Comprehensive Units
80%
Analysis of Primary & Secondary Sources
05%
F i n a l
15%
E x a m
Make-up work is the responsibility of the student. Students need to request all make-up work on
the day they return from an EXCUSED absence. Students have 5 days to make-up assessments
and turn in missed work.
***LATE WORK WILL NOT BE ACCEPTED.***
Review sessions will be held a day or two before any test. Check the blog for review session times.
See the Social Studies Department schedule posted in my classroom for make-up days.
4

CLASS RULES & PROCEDURES
Students are expected to listen and abide by all school rules and classroom instruction.

Students are expected to bring ALL appropriate materials to class DAILY.

The “Skinny” 3-ring binder with 2 dividers – (See the Let’s Get Organized handout.)

Writing utensils- pens, # 2 pencils, AND highlighters

The “Chunky” 3-ring binder with 8 dividers will stay in the classroom until finals week.

Students are expected to work until tasks are completed and/or the bell rings.

Excessive talking is unacceptable. Students should be prepared for class when the bell rings.

No junk food or sodas will be allowed. Students may bring water and a healthy snack.

Students should check the Hoya Blog daily at www.harrisonhigh.org under the Teacher Blogs
category. The blog will provide students and parents with schedules, homework, study
guides, and reminders.

Academic Dishonesty will result in a grade of ZERO for any/all assignments involved, a mark
of UNSATISFACTORY in conduct, and parent/guardian notification.
ALL students who
participate in cheating, the copier and the supplier, will receive the same punishment.
Academic dishonesty includes copying homework, individual assignments, and tests.
Plagiarism is also included in this category. Copying three or more words or paraphrasing
from a source without proper documentation constitutes plagiarism.
DISCIPLINE POLICY
1ST Offense – Verbal Warning
2nd Offense – Parent Contact (A letter will be sent home to be signed by a parent or guardian.
The letter needs to be signed by both the student and parent or guardian. If the signed letter is
not returned within 3 days, a detention will be issued.)
3rd Offense – Detention
4th Offense – Administrative Referral
HARRISON TARDY POLICY
These numbers reflect the total number of tardies for homeroom and all classes combined during a semester.
1st Tardy to Class: FIRST WARNING
5th Tardy to Class: SATURDAY SCHOOL
2nd Tardy to Class: SECOND WARNING
6th Tardy to Class: 2 - SATURDAY SCHOOLS or 1 - ISS
3rd Tardy to Class: 30 MIN. DETENTION
7th Tardy to Class: 2 - DAYS OF ISS
4th Tardy to Class: 2 - 30 MIN. DETENTIONS
8th + Tardy to Class: 3 - DAYS OF ISS
S T U D E N T P E R F O R M A N C E G O A L 2 0 1 1 - 2 0 1 4
Student scores in the “exceeds” category on the Georgia High School Graduation Writing
Test will increase by two percent each year.
S C H O O L P E R F O R M A N C E G O A L 2 0 1 1 - 2 0 1 4
Our school will celebrate and acknowledge achievements and accomplishments to increase
student satisfaction on the school improvement survey by five percent each year.
5
Semester Materials
1. One “skinny” notebook (1/2 or 1 inch
3-ring binder) OR you can share
notebook with another class, AS
LONG AS, there is a separated
section for this class.
2. One “chunky” notebook (2 inch 3ring binder) - this binder will remain in
the classroom.
3. 8 Dividers

2 “Semester Materials” (syllabus
and organization/study info) and
“Unit Materials”

6 Labeled per unit (We will label
these in class.)
4. Writing utensils (pens, #2 pencils, and
highlighters)
Semester Organization
Students will be given a Notebook Table
of Contents at the start of the unit. They
will fill out the top of the organizer;
student name, unit name, and tentative
quiz/test/review session dates. At the
start of each class, they will fill out the
entries for the day. Students should
organize all activities for the unit in
chronological order. There will not be
separate sections for homework,
vocabulary, notes, etc.
After each test, students will organize
their notebooks, take out the unit
materials from the “skinny” binder, and
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place them in the “chunky” binder.
Chunky binders will be stored in the
classroom until the end of the semester.
A new Table of Contents will be given
out for the next unit.
Preparing for
the Final Exam
Students will place the final exam study
guide in the front of the “chunky”
binder.
They will complete the final
exam study guide and take the
“chunky” binder home to study for
comprehensive exam.
For 10 to 15 minutes, as soon after class as possible, do each of the following:
 Write down any questions you have about the class.
 Write down any vocabulary you did not understand.
 Reread your notes.
 Think about the lesson:
 What was the topic?
 Why are we studying this topic?
 How does it relate to the world today?
 EACH night you should spend 30 to 60 minutes studying and completing
homework. (This will prevent “cramming” for tests!)
 Read the assignment:
 Note any vocabulary you do not know or are unable to figure out.
 Take notes or outline the reading.
 Answer the questions from your assignment (if there are any) or the
questions at the end of each section.
 Periodically, write summaries of what has been covered in class.
 Ask for help if you feel uncertain about any topic.
 If your grade, as well as your understanding of history, does not improve after
making a conscientious effort to carry out the above suggestions, ask for help.

Step 1: SURVEY
Survey the reading assignment by looking at the headings, pictures, graphs, or
tables. The survey emphasizes the main ideas and orients you to the material.
Step 2: QUESTION
Change the headings to questions. For example, if the heading is “The Rise of
Nation-States,” the question might be “What is a nation-state?” The question
provides you with a purpose and helps stress important points being made.
Step 3: READ
Read the assignment and mentally (or write) answer the questions from Step 2.
Step 4: RECITE
Look away from the book and notes and recite the answers to the questions
from Step 3.
Step 5: REVIEW
Look back over the headings and dark print text to review.
Step 6: PRACTICE
Answer the chapter section questions (even if they were not assigned for
homework) without looking back in the reading. Look in the textbook, if
you are not certain of your answer.
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Honors World History Parents,
I am looking forward to an exciting and challenging semester. Please keep in mind that this is an
honors class. Here are a few tips that will help your students achieve success in Honors World History.
Read, Read, Read!
Students must keep up with the information in their World History textbook, as well as,
primary sources and additional required readings. Chapter reading quizzes will be given
periodically throughout the semester.
Once a new unit is introduced, it is the student’s responsibility to read the textbook. Since the
course is designed to cover over 10,000 years of history in 90 days, not all lectures will include
specific information from the textbook. Therefore, all honors students are expected to
complete readings and comprehend the information from the textbook.
Review the lecture notes daily.
Over the course of several years, I have asked former students, “Out of all of the study habits
that I have recommended, what ONE habit helped you comprehend and remember the facts
and concepts?” The ONE study habit mentioned over and over again was to reread their notes
every night. Students said it was effective, fast, and easy to do.
Check the class blog daily.
Occasionally, the weekly schedule may change. These changes will be listed on the class blog.
Unannounced extra credit assignments may be posted on the blog at anytime throughout the
semester.
The class blog can be accessed through the Harrison website at
www.harrisonhigh.org.
Utilize the study hints that are provided for every test.
Study hints will be provided for every test. These hints will give students an idea of what to
expect on the test. Essay topics are included. There is absolutely no excuse for any student to
fail the essay portion of any test.
If you ever have any questions or concerns, please feel free to email me at
[email protected] or call 678 – 594 – 8104. Thank you for taking the time to read this
letter. If we work together, we will be able to inspire your student to challenge themselves
throughout the semester.
Sincerely,
Shannon H. Herndon
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Page 8
Honors World History
Georgia Performance Standards for World History
SSWH1 The student will analyze the origins, structures, and interactions of complex societies in
the ancient Eastern Mediterranean from 3500 BCE to 500 BCE.
a. Describe the development of Mesopotamian societies; include the religious, cultural,
economic, and political facets of society, with attention to Hammurabi’s law code.
b. Describe the relationship of religion and political authority in Ancient Egypt.
c. Explain the development of monotheism; include the concepts developed by the
ancient Hebrews, and Zoroastrianism.
d. Identify early trading networks and writing systems existent in the Eastern
Mediterranean, including those of the Phoenicians.
e. Explain the development and importance of writing; include
cuneiform, hieroglyphics, and the Phoenician alphabet.
SSWH2 The student will identify the major achievements of
Chinese and Indian societies from 1100 BCE to 500 CE.
a. Describe the development of Indian civilization; include the rise and fall of
the Maurya Empire, the “Golden Age” under Gupta, and the emperor Ashoka.
b. Explain the development and impact of Hinduism and Buddhism on India and
subsequent diffusion of Buddhism.
c. Describe the development of Chinese civilization under the Zhou and Qin.
d. Explain the impact of Confucianism on Chinese culture; include the examination system,
the Mandate of Heaven, the status of peasants, the status of merchants, and the patriarchal
family, and explain diffusion to Southeast Asia, Japan, and Korea.
SSWH3 The student will examine the political, philosophical, and cultural interaction of Classical
Mediterranean societies from 700 BCE to 400 CE.
a. Compare the origins and structure of the Greek polis, the Roman Republic, and the Roman Empire.
b. Identify the ideas and impact of important individuals; include Socrates, Plato, and Aristotle and
describe the diffusion of Greek culture by Aristotle’s pupil Alexander the Great and the impact of
Julius and Augustus Caesar.
c. Analyze the contributions of Hellenistic and Roman culture; include law, gender, and science.
d. Describe polytheism in the Greek and Roman world and the origins and diffusion of Christianity in
the Roman world.
e. Analyze the factors that led to the collapse of the Western Roman Empire.
SSWH6 The student will describe the diverse characteristics of early African societies before
1800.
a. Identify the Bantu migration patterns and contribution to settled agriculture.
SSWH8 The student will demonstrate an understanding of the development of societies in
Central and South America.
a. Explain the rise and fall of the Olmec.
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SSWH4 The student will analyze the importance of the Byzantine and Mongol empires between
450 CE and 1500 CE.
a. Explain the relationship of the Byzantine Empire to the Roman Empire.
b. Describe the significance of Justinian’s law code, Theodora and the role of women, and Byzantine
art and architecture.
c. Analyze the establishment of Christianity as the official religion of the Byzantine Empire.
d. Analyze the role of Constantinople as a trading and religious center.
e. Explain the influence of the Byzantine Empire on Russia, with particular attention to its impact on
Tsar Ivan III and Kiev.
f. Define the role of Orthodox Christianity and the Schism.
SSWH5 The student will trace the origins and expansion of the Islamic World between 600 CE
and 1300 CE.
a. Explain the origins of Islam and the growth of the Islamic Empire.
b. Identify the Muslim trade routes to India, China, Europe, and Africa and assess the economic
impact of this trade.
c. Explain the reasons for the split between Sunni and Shia Muslims.
d. Identify the contributions of Islamic scholars in medicine (Ibn Sina) and geography (Ibn Battuta).
e. Describe the impact of the Crusades on both the Islamic World and Europe.
f. Analyze the impact of the expansion of the Mongol Empire; include the stabilization of trading
networks from China to the Mediterranean world.
g. Analyze the relationship between Judaism, Christianity, and Islam.
SSWH6 The student will describe the diverse characteristics of early African societies before
1800.
a. Describe the development and decline of the Sudanic kingdoms (Ghana, Mali, Songhai); include the
roles of Sundiata, and the pilgrimage of Mansa Musa to Mecca.
b. Describe the trading networks by examining trans-Saharan trade in gold, salt, and slaves; include
the Swahili trading cities.
c. Analyze the process of religious syncretism as a blending of traditional African beliefs with new
ideas from Islam and Christianity.
SSWH7 The student will analyze European medieval society with regard to culture, politics,
society, and economics.
a. Explain the manorial system and feudalism; include the status of peasants and feudal monarchies
and the importance of Charlemagne.
b. Describe the political impact of Christianity; include Pope Gregory VII and King Henry IV.
c. Explain the role of the church in medieval society.
d. Describe how increasing trade led to the growth of towns and cities.
SSWH8 The student will demonstrate an understanding of the development of societies in
Central and South America.
a. Explain the rise and fall of the Mayan, Aztec, and Inca empires.
b. Compare the culture of the Americas; include government, economy, religion, and the arts of the
Mayans, Aztecs, and Incas.
10
SSWH9 The student will analyze change and continuity in the Renaissance and Reformation.
a. Explain the social, economic, and political changes that contributed to the rise of Florence and the
ideas of Machiavelli.
b. Identify artistic and scientific achievements of Leonardo da Vinci, the “Renaissance man,” and
Michelangelo.
c. Explain the main characteristics of humanism; include the ideas of Petrarch, Dante, and Erasmus.
d. Analyze the impact of the Protestant Reformation; include the ideas of Martin Luther and John
Calvin.
e. Describe the Counter Reformation at the Council of Trent and the role of the Jesuits.
f. Describe the English Reformation and the role of Henry VIII and Elizabeth I.
g. Explain the importance of Gutenberg and the invention of the printing press.
SSWH10 The student will analyze the impact of the age of discovery and expansion into the
Americas, Africa, and Asia.
a. Explain the roles of explorers and conquistadors; include Zheng He, Vasco da Gama, Christopher
Columbus, Ferdinand Magellan, James Cook, and Samuel de Champlain.
b. Define the Columbian Exchange and its global economic and cultural impact.
c. Explain the role of improved technology in European exploration; include the astrolabe.
SSWH11 Students will investigate political and social changes in Japan and in China from the
seventeenth century CE to mid-nineteenth century CE.
a. Describe the policies of the Tokugawa and Qing rulers; include Oda Nobunaga and Kangxi.
b. Analyze the impact of population growth and its impact on the social structure
SSWH12 The student will examine the origins and contributions of the Ottoman, Safavid, and
Mughal empires.
a. Describe the geographical extent of the Ottoman Empire during the rule of Suleyman the
Magnificent, the Safavid Empire during the reign of Shah Abbas I, and the Mughal Empire during the
reigns of Babur and Akbar.
b. Explain the ways in which these Muslim empires influenced religion, law, and the arts in their parts of
the world.
SSWH13 The student will examine the intellectual, political, social, and economic factors that
changed the world view of Europeans.
a. Explain the scientific contributions of Copernicus, Galileo, Kepler, and Newton and how these ideas
changed the European world view.
b. Identify the major ideas of the Enlightenment from the writings of Locke, Voltaire, and Rousseau and
their relationship to politics and society.
SSWH14 The student will analyze the Age of Revolutions and Rebellions.
a. Examine absolutism through a comparison of the rules of Louis XIV, Tsar Peter the Great, and
Tokugawa Ieyasu.
b. Identify the causes and results of the revolutions in England (1689), United States (1776), France
(1789), Haiti (1791), and Latin America (1808-1825).
c. Explain Napoleon’s rise to power, and his defeat; and explain the consequences for Europe.
d. Examine the interaction of China and Japan with westerners; include the Opium War, the Taiping
Rebellion, and Commodore Perry.
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SSWH15 The student will be able to describe the impact of industrialization, the rise of
nationalism, and the major characteristics of worldwide imperialism.
a. Analyze the process and impact of industrialization in England, Germany, and Japan, movements for
political reform, the writings of Adam Smith and Karl Marx, and urbanization and its affect on women.
c. Describe the reaction to foreign domination; include the Russo-Japanese War and Young Turks.
d. Describe imperialism in Africa and Asia by comparing British policies in South Africa, French policies
in Indochina, and Japanese policies in Asia.
SSWH15 The student will be able to describe the impact of industrialization, the rise of
nationalism, and the major characteristics of worldwide imperialism.
b. Compare and contrast the rise of the nation state in Germany under Otto von Bismarck and Japan
under Emperor Meiji.
SSWH16 The student will demonstrate an understanding of long-term causes of World War I and
its global impact.
a. Identify the causes of the war; include Balkan nationalism, entangling alliances, and militarism.
b. Describe conditions on the war front for soldiers; include the Battle of Verdun.
c. Explain the major decisions made in the Versailles Treaty; include German reparations and the
mandate system that replaced Ottoman control.
d. Analyze the destabilization of Europe in the collapse of the great empires; include the Romanov and
Hapsburg dynasties.
SSWH17 The student will be able to identify the major political and economic factors that
shaped world societies between World War I and World War II.
b. Determine the causes and results of the Russian Revolution from the rise of the Bolsheviks under
Lenin to Stalin’s first Five Year Plan.
SSWH17 The student will be able to identify the major political and economic factors that shaped
world societies between World War I and World War II.
a. Examine the impact of the war on science, art, and social thinking by identifying the cultural
significance of Sigmund Freud, Albert Einstein, and Picasso.
c. Describe the rise of fascism in Europe and Asia by comparing the policies of Benito Mussolini in
Italy, Adolf Hitler in Germany, and Hirohito in Japan.
d. Analyze the rise of nationalism as seen in the ideas of Sun Yat Sen, Mustafa Kemal Attaturk, and
Mohandas Ghandi.
e. Describe the nature of totalitarianism and the police state that existed in Russia, Germany, and Italy
and how they differ from authoritarian governments.
f. Explain the aggression and conflict leading to World War II in Europe and Asia; include the Italian
invasion of Ethiopia, the Spanish Civil War, the rape of Nanjing in China, and the German
annexation of the Sudetenland.
SSWH18 The student will demonstrate an understanding of the global political, economic, and
social impact of World War II.
a. Describe the major conflicts and outcomes; include Pearl Harbor, El-Alamein, Stalingrad, D-Day,
Guadalcanal, the Philippines, and the end of the war in Europe and Asia.
12 b. Identify Nazi ideology, policies, and consequences that led to the Holocaust.
c. Explain the military and diplomatic negotiations between the leaders of Great Britain (Churchill),
the Soviet Union (Stalin), and the United States (Roosevelt/Truman) from Teheran to Yalta and
Potsdam and the impact on the nations of Eastern Europe.
d. Explain allied Post-World War II policies; include formation of the United Nations, the Marshall Plan
for Europe, and MacArthur’s plan for Japan.
SSWH19 The student will demonstrate an understanding of the global social, economic, and
political impact of the Cold War and decolonization from 1945 to 1989.
a. Analyze the revolutionary movements in India (Gandhi, Nehru), China (Mao Zedong, Chiang Kaishek), and Ghana.
b. Describe the formation of the state of Israel.
c. Explain the arms race; include development of the hydrogen bomb (1954) and SALT (Strategic
Arms Limitation Treaty, 1972).
d. Compare and contrast the reforms of Khrushchev and Gorbachev.
e. Analyze efforts in the pursuit of freedom; include anti-apartheid, Tiananmen Square, and the fall of
the Berlin Wall.
SSWH20 The student will examine change and continuity in the world since the 1960s.
a. Identify ethnic conflicts and new nationalisms; include pan-Africanism, pan- Arabism, and the
conflicts in Bosnia-Herzegovina and Rwanda.
b. Describe the breakup of the Soviet Union in 1991 that produced independent countries; include
Ukraine, Kazakhstan, and the Baltic States.
c. Analyze terrorism as a form of warfare in the 20th century; include Shining Path, Red Brigade,
Hamas, and Al Qaeda; and analyze the impact of terrorism on daily life; include travel, world
energy supplies, and financial markets.
d. Examine the rise of women as major world leaders; include Golda Meir, Indira Gandhi, and
Margaret Thatcher.
SSWH21 The student will analyze globalization in the contemporary world.
a. Describe the cultural and intellectual integration of countries into the world economy through the
development of television, satellites, and computers.
b. Analyze global economic and political connections; include multinational corporations, the United
Nations, OPEC, and the World Trade Organization.
E d u c at i o n a l r e s o u r c e s
H
 An article by Ellen D. Fiedler, Ph.D. can help the organizationally-challenged student find
a strategy to combat their issues with disorganization.
hints4helping_kids_organize.pdf
www.hoagiesgifted.org/
 If your student is struggling in any class, please read this article with your student and
discuss the issues raised.
Mind.doc
Secret to Raising Smart Kids - Scientific American
 The Duke University Talent Identification Program (Duke TIP) is a nonprofit organization
dedicated to serving academically gifted and talented youth. The “Challenges of Being
Gifted” section contains articles to help parents understand the complexities of their
gifted child. http://www.tip.duke.edu/taxonomy/term/1189
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Honors
World
H i s t o ry
Shannon Herndon
Harrison High School
4500 Due West Road
Kennesaw, Georgia 30152-3855
678.594.8104 phone
678.594.8106 fax
[email protected]
http://blogs.harrisonhigh.org/shannon_herndon/
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