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WORLD HISTORY 11
Teacher: Mr. Trevor Braget
Phone: 507-383-0682
Email: [email protected]
Course Description
World history is the story of the human community-how people lived on a daily basis,
how we've shared ideas, how we've ruled and been rules, how we've fought, how we've
discovered and how we've changed. World history is about more than just the big dramatic
events, it is also about economics, politics, social change as well as religion and philosophy. The
students will learn the essential knowledge of history in a way that will challenge them to view
the world through various perspectives. Students will study the impact of historical events and
interactions in the world to gain an understanding of the interdependent global community.
Grading
A = 90%-100%
B= 80%-89.9%
C=70%-79.9%
D=60%-69.9%
Daily Work, Study Guides & Discussions
Projects
Free-Write Journals
Quizzes
Exams
20% of grade
15% of grade
15% of grade
20% of grade
30% of grade
Every Unit will have at least one quiz during the unit. When this quiz takes place is up to my
discretion, as I see fit. Every Unit will end in a Unit Exam. You will be provided a Study Guide
at the beginning of every unit. There will be periodic checks of this study guide to ensure that it
is up to date. You may use your study guide for all quizzes but you may not use your study
guide for Unit Exams. You will also have graded Free-Write exercises during the units that will
be worth 15% percent of your grade. During the year there will also be small projects, either
group or individual. These projects will be given a proper amount of time to complete, as well as
much instruction and modeling.
Learning Objectives
-Students will be able to read and analyze primary and secondary sources.
-Students will be able to analyze how ethnicity, religion and location were all related to each
other and were all important in the growth of societies.
-Students will be able to analyze important events in world history and their global impact.
-Students will be able to compare and contrast different world regions throughout time.
-Students will be able to compare and contrast the various devices that brought change to the
world (technology advances, religion, revolution, etc.)
-Students will be able to develop a sense of empathy for both current and historical cultures.
Big Goal:
You will become more an informed citizen of the world's past, present and future through the
study of history and current events, to become more actively involved in the world's future.
As an informed citizen you will:
1. Be able to analyze various sources in order to create new connections of understanding
cultures.
2. Compare and contrast our world today to other historical periods to grow a greater
understanding of both.
3. Be able to view different cultures through different lenses and perspective in order to develop
empathy for others.
Week 1-2: Introduction
Class Setup
-Class set-up, procedures and expectations
-Non-negotiables
Theme: Change (How is our world an ever-changing entity?)
-First free-write: How has the world changed so far in your lifetime?
-Video & analysis: Watch 1000 years of European border changes; 1100 AD to present
-World history knowledge pre-test
Theme: Know yourself in this world (How does "who we are" effect our views of the
world?)
-Myers-Briggs Personality Test
-Multiple Intelligence Inventory Test
-Discussion on the importance of these tests
-Our world vs. their world; view, through videos, newspapers, magazines, etc. how the
lives of other students are the world are different and similar.
Weeks 3-5: First Civilizations and Empires
Theme: The First Humans (What made us human?)
-Introduce Study Guide
-Develop a timeline which traces human migration across the globe. (9.4.3.6.1)
-Africa
-Asia
-The Americas
-Europe
-Describe when, where and how humans began to domesticate wild plants and animals,
developing agricultural societies. (9.4.3.7.1)
-Map activity
-Discussion about why early settlements settled where they did.
- Compare and contrast the early agricultural societies with the hunter gatherer societies.
(9.4.3.7.2)
-Free-write: Pros and cons of hunter-gatherer vs. ag.
-Study guide review
-Unit Exam
Weeks 7-10: New Patterns in Civilization, Pt I
Theme: The first empires (How is culture, religion and location tied to the concept of
civilization?)
-Introduce Study Guide
-Define and describe the development, characteristics and the decline of civilizations in
Africa, East Asia and South Asia. (9.4.3.8.1)
-Group work: Assign each group an area from above. Have each group create a
timeline for one of the groups. Finally all groups present their timeline to the class.
-Define and describe the development, characteristics and the decline of civilizations in
Southwest Asia and around the Mediterranean. (9.4.3.8.2)
-Compare and contrast Greek and Roman art, government, society, etc.
-Compare and contrast Egyptian and Persian art, government, society, etc.
-Free-write: Which of these four societies was most successful? Which was least
successful? Provide evidence.
-Analyze the emergence, development and impact of new religions and philosophies,
such as Hinduism, Confucianism, Buddhism, Judaism, Islam and Christianity (9.4.3.8.2 &
9.4.3.9.1)
-Map Activity: Locate and discover where which religions where prominent, as well
as where they started. Compare that with today's world and an online map showing this.
-Free-Write: Why do you believe religion was such an important factor in the
growing of civilizations?
-Study guide review
-Unit Exam
Weeks 11-13: New Patterns in Civilization, Pt II
Theme: Civilizations of Asia, Africa and the Americas
-Introduce Study Guide
-Describe the characteristics of the cultures in Africa (9.4.3.9.2)
-Impact of trade across further distances
-Impact of Islam
-Compare and contrast the cultures of China and Japan (9.4.3.9.3)
-Yuan/Mongol and Ming of China
-Heian and the Shogunate of Japan
-Free-write: What were the similarities between the Chinese and Japanese cultures?
How could this have been a factor in the tension between them?
-Analyze the factors that led to the emergence and expansion of the Aztec and Inca
empires in the Americas. (9.4.3.9.6)
-Study Guide Review
-Unit Exam
Weeks 14-15: Interactions between cultures
Theme: Sharing everything from disease to religion
-Introduce Study Guide
-Compare and contrast the cultures in eastern and western Europe. (9.4.3.9.5)
-Role of Christianity
-Map activity: Spread of Christianity
-Feudalism
-Disease and climate change
-Analyze the impact of the Indian Ocean trade on the cultures of South and Southeast
Asia, as well as in Europe. (9.4.3.9.4)
-Class discussion: Which side benefited more from the Indian Ocean trade?
-Describe the changes in scientific, artistic and historical knowledge brought from the
crusades and the Renaissance era. (9.4.3.9.7)
-Free-Write: Prediction-Based off what we've learned about the Renaissance, what
direction do you believe Europe is going in?
-Study Guide Review
-Unit Exam
Weeks 16-19: Changes and exchanges ending with takeovers
Theme: Changing and expanding cultures and societies that outgrow their borders
-Introduce Study Guide
-Describe the Reformation and Counter-Reformation, analyzing its impact throughout
Europe (9.4.3.10.1)
-Class debate: Reformation vs. Counter-Reformation
-Explain the social, political and economic changes in Europe that led to trans-oceanic
exploration and colonization (9.4.3.10.2)
-Map activity: Where did they go? Why did they go there?
-Describe the impact of the interactions/negotiations between African leaders and
European traders along these trade networks. (9.4.3.10.3)
-Describe the interactions and negotiations between Americans (Mayans, Aztecs, Incas)
and European explorers, as well as the consequences. (9.4.3.4.10.4)
-Free-Write: You're a native of the Americas, seeing these new men for the first
time. What are your initial thoughts?
-Assess the social and demographic impact of the Columbian Exchange on Europe, the
Americas and Africa (9.4.3.10.5)
-Study Guide Review
-Mid Unit Exam
-Compare and contrast the forms of slavery/indentured servitude among African,
European and Arab societies; analyze the causes and consequences of chattel slavery in the
Atlantic (9.4.3.10.6)
-Describe the expansion of the Ottoman empire; define its relationships and exchanges
with neighboring societies and religious/ethnic minorities
-Analyze the varied responses in China and Japan to increasingly worldwide economic
and cultural exchanges. (9.4.3.10.8)
-Compare and contrast activity - China and Japan
-Study Guide Review
-Unit Exam, mostly non-comprehensive. (Add in spiral connecting two halves of unit in
essay question)
Weeks 20-22: The starts of Revolution
Theme: New ideas sparking new ways of ruling.
-Introduce Study Guide
-Identify the major intellectual and scientific developments of the seventeenth and
eighteenth century Europe; describe the regional and global influences on the European
Scientific Revolution and Enlightenment. And assess their impact on global society. (9.4.3.10.9)
-Group project: Re-create one of the important advances that came during the
Scientific Revolution and present it to the class in our class museum.
-Explain the causes and global consequences of the French Revolution and Napoleonic
Era. (9.4.3.11.2)
-Class debate: Break class into various French Revolution groups, class debate.
-Describe the origins and spread of the transatlantic abolition movement; evaluate its
effects on the end of the African slave trade and chattel slavery in law and in practice.
(9.4.3.11.5)
-Study Guide Review
-Unit Exam
Weeks 23-24: The Industrial Revolution
Theme: The Industrial Revolution.
-Introduce Study Guide
-Describe the causes and the regional and global impact of the Industrial Revolution.
(9.4.3.11.1)
-Assembly Line activity
-Group Project: Find Industrial Revolution in our community.
-Review Study Guide
-Unit Exam
Week 25: Gaining Freedoms
Theme: Independence movements and paid labor which brought more independence
-Introduce Study Guide
-Describe the independence movements and rebellions in the Caribbean and Central and
South America; analyze the social, political and economic causes and consequences of these
events. (9.4.3.11.3)
-Compare and contrast the shift from chattel slavery to other forms of labor in different
world regions, and its effect on world-wide migration patterns. (9.4.3.11.4)
-Free-Write: Do you think the labor shift had an effect on the independence
movements? Why or why not?
-Review Study Guide
-Unit Exam
Weeks 26-27: The Building of Nations
Theme: Nation and empire building (Are we still in an age of Imperialism?)
-Introduce Study Guide
-Compare and contrast the development and results of state building and nationalism in
the nineteenth century. (9.4.3.11.6)
-Describe European imperialism; explain its effects on interactions with colonized
peoples in Africa and Asia. (9.4.3.11.7)
-Free-Write: How was the Industrial Revolution linked to imperialism?
-Compare and contrast the approaches of China and Japan to Western influence.
(9.4.3.11.8)
-Review Study Guide
-Unit Exam
Weeks 28-30: The First World War
Theme: WWI (How was WWI a preventable event?)
-Introduce Study Guide
-Describe the Social, political and economic causes and consequences of WWI
(9.4.3.12.1)
-Free-Write: How was WWI a preventable event?
-Experiential Exercise: A day in the trenches.
-Movie: All Quiet on the Western Front
-Describe the rise and effects of communism and socialism in Europe and Asia, including
the Bolshevik Revolution in Russia. (9.4.3.12.2)
-Field Trip: The Museum of Russian Art - Romanov Dynasty exhibit. Multiple
Perspective lesson
-Review Study Guide
-Unit Exam
Weeks 31-33: The Second World War
Theme: WWII and The Holocaust
-Introduce Study Guide
-Describe the social, political and economic causes and main turning points of WWII
(9.4.3.12.3)
-Tweet me exercise: Write 5 Tweets that you would have if you lived in Europe
during WWII (as a soldier, a civilian, a Jewish citizen in hiding, etc.)
-Introduce book project: Catch-22. Due on exam date
-Describe the causes and consequence of the Nazi Holocaust, including the effects of the
Nazi regime's "war against the Jews" and other groups, and its influence on the 1948 United
Nations Declaration of Human Rights and other human rights movements of the post WWII era.
(9.4.3.12.4)
-Band of Brothers showing (Not the entire series)
-Identify major developments in science, medicine and technology; analyze their benefits
and dangers. (9.4.3.12.5)
-Review Study Guide
-Unit Exam
Weeks 34-35: Post World War and Cold War
Theme: Post colonization and growing mistrust around the world
-Introduce Study Guide
- Trace the political and economic changes in China from the Communist Revolution
until recent times. (9.4.3.13.1)
-Evaluate the degree to which individuals and groups have shaped the development of
various post-colonial governments. (9.4.3.13.2)
-Explain how the Cold War shaped the global geopolitical climate, including proxy wars
and the Non-Aligned Movement. (9.4.3.13.3)
-Describe the response of the world community to human rights violations, including the
response to apartheid in South Africa. (9.4.3.13.4)
-Free-Write: How are we still seeing signs of the Cold War today? Crimea?
-Review Study Guide
-Unit Exam
Week 36: Modern Day History
Theme: The last two decades
-Introduce Study Guide
-Analyze the causes and consequences of the long-term unrest in the Middle East.
(9.4.3.14.1)
-Free-Write: How is responsibility shares for the unrest in the Middle East?
-Analyze the Social, political and economic impact of globalization and technological
advancement, including the effects on the economies of developing countries and the impact on
political power and political boundaries. (9.4.3.14.2)
-Video & analysis repeat: Watch 1000 years of European border changes; 1100 AD to
present.
-Free-Write: What pattern can you see in the 1000 years of European border changes?
-Study guide review
-Unit Exam
Explanation of Benchmarks
Weeks 3-5
-Three weeks was given for the opening three benchmarks (9.4.3.6.1, 9.4.3.7.1, 9.4.3.6.2). This
gives approximately one week per benchmark, as I feel they're important for the first building
blocks of world history.
Weeks 7-10
-Four weeks was given for the four benchmarks (9.4.3.8.1, 9.4.3.8.2, 9.4.3.8.2, 9.4.3.9.1)
pertaining to the first empires and beginnings of religion, again, giving about one week per
benchmark. Again, I feel these are good building block benchmarks that are important to
understand for the future benchmarks.
Weeks 11-13
-Three weeks given for three benchmarks (9.4.3.9.2, 9.4.3.9.3, 9.4.3.9.6) which is again about
one week per benchmark. Some benchmarks will receive more time and some less based on
depth needed.
Weeks 14-15
-Two weeks was given to three benchmarks (9.4.3.9.5, 9.4.3.9.4, 9.4.3.9.7) as these are less
essential for future benchmarks. The first two benchmarks would be grouped together in the first
week while the second benchmark would be given a full week.
Weeks 16-19
-Four weeks were given to seven benchmarks (9.4.3.10.1, 9.4.3.10.2, 9.4.3.10.3, 9.4.3.4.10.6,
9.4.3.4.10.8), as a few of them are smaller and less essential concepts (such as 9.4.3.10.3,
9.4.3.10.6 and 9.4.3.10.8) and others can be grouped together and taught at the same time
(9.4.3.10.1 and 9.4.3.10.2, 9.4.3.10.4 and 9.4.3.10.5). This unit will also be split in half to be
able to assess standards within it are being met before finishing the unit. Therefore, two exams
will be used during this unit, as to not overwhelm the students, as well as to be able to assess
their progress.
Weeks 20-22
-Three weeks were given to three benchmarks (9.4.3.10.9, 9.4.3.11.2, 9.4.3.11.5), but not all
benchmarks will be given equal time. The 1st listed benchmark will be given about one week,
while the last two will be taught together, with more emphasis placed on 9.4.3.11.2, as the
French Revolution needs some extra time due to its importance in history, along with further
benchmarks
Weeks 23-24
-These two weeks are devoted entirely to the Industrial Revolution, as this is a very essential
building block unit that is necessary for many other benchmarks going forward. The depth that I
am hoping to reach here will be essential for future units.
Week 25
-Two benchmarks (9.4.3.11.3 and 9.4.3.11.4) will be taught during this one week, as neither of
them are that essential for other benchmarks going forward, as well as neither are large concepts.
Weeks 26-27
-Two weeks for three benchmarks (9.4.3.11.6, 9.4.3.11.7 and 9.4.3.11.8) because the first two
can be taught together, as they both build off each other, while the third benchmark isn't nearly
as essential going forward, therefore doesn't need as much time. The first two benchmarks will
receive the bulk of the time during these two weeks.
Weeks 28-30
-Three weeks is giving to the two benchmarks (9.4.3.12.1, 9.4.3.12.2) associated with the First
World War, as this is an essential unit with two essential benchmarks that are necessary for
future benchmarks, especially those pertaining to WWII. Also, during this week I would like to
have some extra activities, such as vising a Russian art museum to give the students multiple
perspectives at the unit, as well as an experiential exercise and a showing of All Quiet on the
Western Front. This is in hopes of being able to give the students a very deep understanding of
WWI.
Weeks 31-33
-Three weeks is giving to the three benchmarks (9.4.3.12.3, 9.4.3.12.4, 9.4.3.12.5) associated
with World War Two, focusing primarily on the first and second benchmark, which is what will
receive most of the time. Again, I will be doing more activities during this unit to show the
importance and to give a lot of depth due to the importance of WWII, as well as have a book
project using Catch-22 to give another perspective to my students about WWII.
Weeks 34-35
-Less emphasis is placed on these four benchmarks (9.4.3.13.1, 9.4.3.13.2, 9.4.3.13.3, 9.4.3.13.4)
as some of them can be taught together (9.4.3.13.2 and 9.4.3.13.3), as well as others needing less
time to teach (9.4.3.13.1 and 9.4.3.13.2), as they're not as essential going forward.
Week 36
-One week is given for the last two benchmarks (9.4.3.14.1 and 9.4.3.14.2) as again, these are
not as essential, as well as they're also partially covered in U.S. history and other Social Studies
classes.