Download Honors World History

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
C
Let’s Get Organized
O
Tips for Studying History
U
Letter to Parents
S
Unit Previews
R
E
M
A
N
U
A
L
Shannon
Herndon
School Strategic Plan Goals 2013–2016
 Increase SAT/ACT scores through data analysis (charts, graphs,
technical reading/writing).
 Increase engagement from the community in Harrison events and
activities.
 Implement innovative teaching/learning strategies.
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
Online Communication Guide
6-7
Let’s Get Organized
8
Tips for Studying History
9
Letter to Parents
10
Learning Outcomes & GPS Standards
Unit One
11
Unit Two
12
Unit Three
13
Unit Four
14
Unit Five
14 - 15
Educational Resources
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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 SCHEDULE
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.
UNIT TOPICS
UNIT
1
World History: Patterns of Interaction
published by McDougal Littell
CHAPTERS
STATE
STANDARDS
TENTATIVE
DATES
1–7
SSWH 1 - 3
Aug 3 - Sept 1
Neolithic Revolution to Asian, African, European Ancient
Civilizations, and World Religions (c. 10,000 BCE - 700 CE)
**Summer Break Reading In-Class Assignment ~ Wednesday, August 26, 2015**
2
European Middle Ages, Asian, African and Latin American
Empires (500 - 1500)
8 – 16
SSWH 4 - 7
Sept 2 - 29
3
Renaissance, Reformation, Age of Exploration, Asian and
Muslim Empires (1300 - 1700)
16 – 20
SSWH 8 - 12
Sept 30 - Oct 21
4
Absolutism to Revolution, Industrialism, and the Race for
Empire (1500 - 1914)
21 – 28
SSWH 13 - 15
Oct 22 - Nov 12
5
Nationalism, Unification, WWI, Dictators, WWII, Cold
War, and Perspectives on the Present (1800 - Present)
24 Sec. 3
29 – 36
SSWH 16 - 21
Nov 13 - Dec 16
1 – 36
SSWH 1 - 21
Dec 17 & 18
Comprehensive Final
GRADING POLICY
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:
U n i t
T e s t s
35%
Projects & Writing Assessments
25%
Q u i z z e s
15%
H o m e w o r k
F i n a l
&
P r i m a r y
S o u r c e s
10%
E x a m
All assignments will be graded using the following scale:
A = 90 - 100
B = 80 - 89
C = 74 - 79
15%
D = 70 - 73
F = 0 - 69
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.
Review sessions will be held a day or two before any test. Check the blog for review session times.
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See the Social Studies Department schedule posted in my classroom for make-up days.

CLASSROOM CONDUCT & 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 5 dividers will stay in the classroom until finals week.

Flash drive- all classroom and online assignments should be saved to it.

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 HONESTY
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.
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.
Membership in all Honor Societies requires that candidates for admission (and members) be
‘students in good standing’. A violation of the Harrison Honor Code may lead to a student not
meeting qualifications for membership – or being dismissed from membership – from honor
societies and/or leadership positions of clubs and organizations.
1ST
CLASSROOM DISCIPLINE POLICY
Offense – Verbal Warning 2nd Offense – Detention 3rd 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
L A T E


W O R K
P O L I C Y
Late work will not be accepted for homework/classwork. If a student is absent, it is the
student’s responsibility to turn in the work when they return from their absence.
For online assignments, students will have a grace period until 8 a.m. the morning after the
initial due date. The student will need to email the assignment directly to Mrs. Herndon.
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During the Honors World History course, students may be required to complete some
online assignments. Students will participate in class discussions where students will
review and respond to other students’ work during face to face class time and online.
Students will also be responsible for online communication with Mrs. Herndon.
In order to follow proper virtual etiquette, known as Netiquette, students will adhere to the
guidelines set forth in the online communications guide. All interactions with Mrs. Herndon
and students must remain professional and relevant to the assignment. No derogatory
language or slang terms are tolerated in this course and will affect the student’s grade for
the assignment. Before the first online assignment, students will review the Netiquette
guidelines with Mrs. Herndon.
HOW TO CONTACT MRS. HERNDON
Mrs. Herndon can be contacted in several ways; please refer to Mrs. Herndon’s contact
information listed below. You must attempt to contact Mrs. Herndon when an issue occurs
with an assignment for help and guidance. Do not wait until the day the assignment is
due. You may contact Mrs. Herndon anytime during office hours. If a student needs to
contact Mrs. Herndon after office hours, a response will be attempted within 24 hours.
Office Hours: Monday - Thursday 3:30 p.m. – 4:00 p.m.
Email: [email protected]
EMAIL COMMUNICATION
When a student needs to ask a question, please follow the contact instructions previously
discussed. Students are encouraged to ask questions throughout the course. In the
heading of your email, please include your last name, class period, and the title of the
assignment to which you are inquiring. Include a complete description of the question or
problem, so that Mrs. Herndon can effectively address the issue. When the class utilizes
Edmodo, please create a post on the main discussion page for all general assignment
questions because other students may have a similar question.
DISCUSSION POSTS, BLOGS, AND WIKIS
Besides turning in the coursework to Mrs. Herndon, students may interact with their peers
several times throughout the course on Edmodo. For each discussion thread, students will
compose a post to explain their thoughts and ideas. Students are also required to
respond to one of the classmates’ discussion posts for each discussion thread.
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DISCUSSION POSTS, BLOGS, AND WIKIS (CONTINUED)
Please utilize the following format when responding to a classmate’s discussion post:
 Clarify: Are there parts of the post that you do not understand?
 Value: What about the post do you find to be remarkable or innovative?
 Offer Concerns: Are there any problems or challenges within the discussion
post? Be respectful when addressing the concerns.
 Suggest: Discuss any suggestions or ideas in order to add to the
educational value of the post.
ONLINE CLASS PARTICIPATION
Students are expected to login to Edmodo and participate in the online portion of this
course just as they attend and participate in the classroom portion this course. Mrs.
Herndon will post assignments on the class blog and direct students to Edmodo when
applicable. Therefore, students should check the blog nightly.
Students’ contributions are measured in the discussion forums and submission of online
assignments. Participation will be considered when determining grades for discussion
forums. Participation and the length of time will be automatically recorded and is noted
each time the student enters Edmodo.
ACCEPTABLE USE POLICY
Students are expected to be aware and comply with the requirements of the Acceptable
Use Policy (AUP) when participating in the online portion of this course. Inappropriate use
of electronically-accessed data or information may lead to appropriate academic
discipline, including – but not limited to – a zero for the assignment. Please read the
Academic Honesty Policy.
COPYRIGHT STATEMENT
All rights reserved. This material may not be reproduced, displayed, modified or
distributed without the express prior written permission of the copyright holder. For
permission, contact [email protected]. Materials used in Edmodo are
developed by the author unless relevant citation is included identifying the source.
ADA STATEMENT
Mrs. Herndon provides accommodations for students with a current IEP or 504 Plan. As
soon as the accommodations are received, they will be reviewed and modifications that
are applicable to the online environment will be implemented.
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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 (1 1/2 or 2
inch 3-ring binder) - this binder will
remain in the classroom.
3. 8 Dividers


3 “Semester Materials” (syllabus
and organization/study info), “Unit
Materials”, and “Notebook Paper”
5 Labeled per unit (We will label
these in class.)
4. Writing utensils (pens, #2 pencils, and
highlighters)
5. Flash drive
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
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materials from the “skinny” binder, and
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.
Students should save all of their online
assignments to a flash drive and their
Google Docs page. Saving documents
in two places is highly recommended.
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 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 a purpose and helps stress important points being made.
Step 3: READ
Read the assignment and 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 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
advanced level course, which is meant to challenge honors students. Here are a few tips that will help
your student 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 High School 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
Honors World History
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Page 10
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. Describe early trading networks in the Eastern Mediterranean; include
the impact Phoenicians had on the Mediterranean World.
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 Mauryan
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.
e. Explain how the geography of the Indian Subcontinent contributed to the movement of people and
ideas.
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.
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SSWH4 The student will analyze the importance of the Byzantine and Mongol empires between
450 CE and 1500 CE.
a. Analyze the importance of Justinian, include the influence of the Empress Theodora, Justinian’s Code, and
Justinian’s efforts to recapture the west.
b. Describe the relationship between the Roman and Byzantine Empires; include the impact Byzantium had on
Moscow and the Russian Empire, the effect of Byzantine culture on Tsar Ivan III and Kiev, and the rise of
Constantinople as a center for law, religion, and the arts.
c. Explain the Great Schism of 1054 CE.
d. Analyze the spread of the Mongol Empire; include the role of Chinggis (Genghis) Khan in developing the
empire, the impact of the Mongols on Russia, China and the West, the development of trade, and European
observations through the writings of Marco Polo.
e. Explain the Ottoman Empire’s role in the decline of Byzantium and the capture of Constantinople in 1453 CE.
SSWH5 The student will trace the origins and expansion of the Islamic World between 600 CE and
1300 CE.
a.
b.
c.
d.
e.
f.
Explain the origins of Islam and the growth of the Islamic Empire.
Identify the Muslim trade routes to India, China, Europe, and Africa; assess the economic impact of this trade.
Explain the reasons for the split between Sunni and Shia Muslims.
Identify the contributions of Islamic scholars in medicine (Ibn Sina) and geography (Ibn Battuta).
Describe the impact of the Crusades on both the Islamic World and Europe.
Analyze the relationship between Judaism, Christianity, and Islam.
SSWH6 The student will describe the diverse characteristics of early African societies before 1800
CE.
a. Identify the Bantu migration patterns and contribution to settled agriculture.
b. 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.
c. Describe the trading networks by examining trans-Saharan trade in gold, salt, and slaves; include the Swahili
trading cities.
d. Analyze the process of religious syncretism as a blending of traditional African beliefs with new ideas from
Islam and Christianity.
e. Analyze the role of geography and the distribution of resources played in the development of trans-Saharan
trading networks.
SSWH7 The student will analyze European medieval society with regard to culture, politics,
society, and economics.
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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 of Germany (Holy
Roman Emperor).
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 Olmec, 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.
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 rules; include how Oda Nobunaga laid the ground
work for the subsequent Tokugawa rulers and how Kangxi came to rule for such a long period in
China.
b. Analyze the impact of population growth and its impact on the social structure of Japan and China.
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.
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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, the role of geography in his defeat, and the consequences of France’s defeat for
Europe
d. Examine the interaction of China and Japan with westerners; include the Opium War, the Taiping Rebellion, and
Commodore Perry.
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.
b. Compare and contrast the rise of the nation state in Germany under Otto von Bismarck and Japan under Emperor
Meiji.
c. Describe the reaction to foreign domination; include the Russo-Japanese War and Young Turks, and the Boxer
Rebellion.
d. Describe imperialism in Africa and Asia by comparing British policies in Africa, French policies in Indochina, and
Japanese policies in Asia; include the influence of geography and natural resources.
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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.
a. Examine the influence of Albert Einstein on science, Sigmund Freud on social thinking and Pablo Picasso on art.
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.
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 Ataturk, and Mohandas Gandhi.
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.
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 Kai-shek), and Ghana (Kwame
Nkrumah).
b. Describe the formation of the state of Israel and the importance of geography in its development.
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.
c. Explain how governments cooperate through treaties and organizations, to minimize the negative effects of human actions on
the environment .
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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H o n o r s W o r l d H i s t o ry
course manual
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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