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Tanque Verde High School
Course Description and Expectations
World History
Instructor
Ms. Andrea Heck
[email protected]
760-0801 ext. 1606
WORLD HISTORY
This one-year survey course will examine world history through the disciplines which comprise the
humanities: the arts, philosophy, literature, history, political institutions, and religion. It explores the
great ideas and actions of humankind which have shaped life. The emphasis is on European, Asian,
African, Latin American, and Middle Eastern civilizations. This course fulfills the world history and the
arts/humanities credits required for graduation.
Social Studies Standards Strand 2: World History
Concept 1: Research Skills for History
PO 1. Interpret historical data displayed in maps, graphs, tables, charts, and geologic time scales.
PO 2. Distinguish among dating methods that yield calendar ages (e.g., dendrochronology), numerical ages (e.g.,
radiocarbon), correlated ages (e.g., volcanic ash), and relative ages (e.g., geologic time).
PO 3. Formulate questions that can be answered by historical study and research.
PO 4. Construct graphs, tables, timelines, charts, and narratives to interpret historical data.
PO 5. Evaluate primary and secondary sources for:
a. authors’ main points
b. purpose and perspective
c. facts vs. opinions
d. different points of view on the same historical event (e.g., Geography Concept 6 – geographical perspective can
be different from economic perspective)
e. credibility and validity
PO 6. Apply the skills of historical analysis to current social, political, geographic, and economic issues facing the
world.
PO 7. Compare present events with past events:
a. cause and effect
b. change over time
different points of view
Concept 2: Early Civilizations
PO 1. Describe the development of early prehistoric people, their agriculture, and settlements.
PO 2. Analyze the development and historical significance of Hinduism, Judaism, Buddhism, Christianity, and
Islam.
PO 3. Analyze the enduring Greek and Roman contributions and their impact on later civilization:
a. development of concepts of government and citizenship (e.g., democracy, republics, codification of law, and
development of empire)
b. scientific and cultural advancements (e.g., network of roads, aqueducts, art and architecture, literature and
theater, mathematics, and philosophy)
PO 4. Analyze the enduring Chinese contributions and their impact on other civilizations:
a. development of concepts of government and citizenship (e.g., Confucianism, empire)
b. scientific, mathematical, and technical advances (e.g., roads, aqueducts)
cultural advancements in art, architecture, literature, theater, and philosophy.
Concept 3: World in Transition
PO 1. Contrast the fall of Rome with the development of the Byzantine and Arab Empires (e.g., religion, culture,
language, governmental structure).
PO 2. Compare feudalism in Europe and Japan and its connection with religious and cultural institutions.
PO 3. Compare the development of empires (e.g., Roman, Han, Mali, Incan/Inkan, Ottoman) throughout the world.
PO 4. Describe the interaction of European and Asian civilizations from the 12 th to the 16th centuries:
a. Crusades
b. commerce and the Silk Road
c. impact on culture plague
Concept 4: Renaissance and Reformation
PO 1. Analyze the results of Renaissance thoughts and theories:
a. rediscovery of Greek and Roman ideas
b. humanism and its emphasis on individual potential and achievements
c. scientific approach to the natural world
d. Middle Eastern contributions (e.g., mathematics, science)
e. innovations in the arts and sciences.
PO 2. Explain how the ideas of the Protestant Reformation and the Catholic Reformation (e.g., secular authority,
individualism, migration, literacy and vernacular, the arts) affected society.
Concept 5: Encounters and Exchange
PO 1. Describe the religious, economic, social, and political interactions among civilizations that resulted from
early exploration:
a. reasons for European exploration
b. impact of expansion and colonization on Europe
c. impact of expansion and colonization on Africa, the Americas, and Asia
d. role of disease in conquest
e. role of trade
f. navigational technology
g. impact and ramifications of slavery and international slave trade contrasting motivations and methods for
colonization.
Concept 6: Age of Revolution
PO 1. Contrast the development of representative, limited government in England with the development and
continuation of absolute monarchies in other European nations:
a. absolute monarchies (e.g., Louis XIV, Peter the Great, Philip II)
b. the Magna Carta, the English Bill of Rights, and parliamentary government
c. the ideas of John Locke
PO 2. Explain how new ideas (i.e., Heliocentrism, Scientific Method, Newton’s Laws) changed the way people
understood the world.
PO 3. Explain how Enlightenment ideas influenced political thought and social change:
a. Deism
b. role of women
c. political thought
d. social change
PO 4. Analyze the developments of the French Revolution and rule of Napoleon:
a. Reign of Terror
b. rise of Napoleon
c. spread of nationalism in
Europe
d. defeat of Napoleon and
Congress of Vienna
PO 5. Explain the revolutionary and independence movements in Latin America (e.g., Mexico, Haiti, South
America).
PO 6. Analyze the social, political, and economic development and impact of the Industrial Revolution:
a. origins in England’s textile and mining industries
b. urban growth and the social impact of industrialization
c. unequal spread of industrialization to other countries
political and economic theories (nationalism, anarchism, capitalism, socialism)
Concept 7: Age of Imperialism
PO 1. Explain the rationale (e.g., need for raw materials, domination of markets, advent of national competition,
spread of European culture/religion) for imperialism.
PO 2. Trace the development of the British Empire around the world (e.g., America, Southeast Asia, South Pacific,
India, Africa, the Suez).
PO 3. Describe the division of the world into empires and spheres of influence during the 18th and 19th centuries
(e.g., British, French, Dutch, Spanish, American, Belgian).
PO 4. Analyze the effects of European and American colonialism on their colonies (e.g., artificially drawn
boundaries, one-crop economies, creation of economic dependence, population relocation, cultural suppression).
PO 5. Analyze the responses to imperialism (e.g., Boxer Rebellion, Sepoy Rebellion, Opium Wars, Zulu Wars) by
people under colonial rule at the end of the 19th century.
PO 6. Explain Japanese responses to European/American imperialism from a closed door policy to adoption of
Euro-American ideas.
Concept 8: World at War
PO 1. Examine the causes of World War I:
a. rise of nationalism in Europe
b. unification of Germany and Otto Von Bismarck’s leadership
c. rise of ethnic and ideological conflicts - the Balkans, Austria-Hungary, the decline of the Ottoman Empire
a. PO 2. Analyze the impact of the changing nature of warfare in World War I: trench warfare
b. mechanization of war – machine gun, gasoline, submarine, tanks, chemical
c. American involvement
PO 3. Explain the end of World War I and its aftermath:
a. Russian Revolution
b. Treaty of Versailles
c. end of empires (e.g., Austro-Hungarian, Ottoman, Russian)
d. continuation of colonial systems (e.g., French
Indochina, India,
Philippines)
PO 4. Examine the period between World War I and World War II:
a. rise of fascism and dictatorships
b. postwar economic problems
c. new alliances
d. growth of the Japanese empire
e. challenges to the world order
PO 5. Analyze aspects of World War II:
a. political ideologies (e.g., Totalitarianism, Democracy)
b. military strategies (e.g., air warfare, atomic bomb, Russian front, concentration camps)
c. treatment of civilian populations
d. Holocaust
PO 6. Examine genocide as a manifestation of extreme nationalism in the 20th century (e.g., Armenia, Holocaust,
Cambodia, Bosnia, Rwanda, Kosovo and Sudan).
PO 7. Analyze the political, economic and cultural impact of the Cold War:
a. superpowers – Soviet Union, United States, China
b. division of Europe
c. developing world
d. Korean and Vietnam Wars
PO 8. Compare independence movements of emerging nations (e.g., Africa, Asia, Middle East, Latin America).
Concept 9: Contemporary World
PO 1. Explain the fall of the Soviet Union and its impact on the world.
PO 2. Explain the roots of terrorism:
a. background and motives
b. religious conflict (e.g., Northern Ireland, Chechnya, Southwestern Philippines, Thailand, Kashmir)
c. background of modern Middle East conflicts (e.g., Israeli – Palestinian conflict, Persian Gulf conflicts,
Afghanistan)
d. economic and political inequities and cultural insensitivities
PO 3. Describe the development of political and economic interdependence during the second half of the twentieth
century:
a. economics, global wage inequalities
b. technology
c. multinational corporations
d. growth of international governmental organizations (e.g., World Trade Organization)
e. growth of non-governmental organizations (e.g., Red Cross, Red Crescent)
PO 4. Examine environmental issues from a global perspective (e.g., pollution, population pressures, global
warming, scarcity of resources)
PO 5. Connect current events with historical events and issues using information from class discussions and various
resources (e.g., newspapers, magazines, television, Internet, books, maps).
Reading Standards for Literacy in History/Social Studies (RH)
9-10.RH.1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such
features as the date and origin of the information
9-10.RH.2. Determine the central ideas or information of a primary or secondary source; provide an accurate
summary of how key events or ideas develop over the course of the text.
9-10.RH.3. Analyze in detail a series of events described in a text; determine whether earlier events caused later
ones or simply preceded them.
9-10.RH.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing
political, social, or economic aspects of history/social studies.
9-10.RH.5. Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
9-10.RH.6. Compare the point of view of two or more authors for how they treat the same or similar topics,
including which details they include and emphasize in their respective accounts.
9-10.RH.7. Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print
or digital text.
9-10.RH.8. Assess the extent to which the reasoning and evidence in a text support the author’s claims.
9-10.RH.9. Compare and contrast treatments of the same topic in several primary and secondary sources.
Writing Standards for Literacy in History/Social Studies (WHST)
9-10.WHST.1 Write arguments focused on discipline-specific content.
9-10.WHST.2. Write informative/explanatory texts, including the narration of historical events, scientific
procedures/ experiments, or technical processes.
9-10.WHST.3. Incorporate narrative historical accounts (e.g., diaries, journals, stories, folktales, and lyrics) to
support their arguments in an informative or explanatory text.
9-10.WHST.4. Produce clear and coherent writing in which the development, organization, and style are appropriate
to task, purpose, and audience.
9-10.WHST.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach, focusing on addressing what is most significant for a specific purpose and audience.
9-10.WHST.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing
products, taking advantage of technology’s capacity to link to other information and to display information flexibly
and dynamically.
9-10.WHST.7. Conduct short as well as more sustained research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple
sources on the subject, demonstrating understanding of the subject under investigation.
9-10.WHST.8. Gather relevant information from multiple authoritative print and digital sources, using advanced
searches effectively; assess the usefulness of each source in answering the research question; integrate information
into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for
citation.
9-10.WHST.9. Draw evidence from informational texts to support analysis, reflection, and research.
9-10.WHST.10. Write routinely over extended time frames (time for reflection and revision) and shorter time
frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
I. Performance Outcomes:
Upon completion of this course, the student will
1. Understand research skills.
2. Improve vocabulary skills.
3. Improve critical thinking through Reading, Writing, Listening, and Speaking Skills.
4. Improve cooperative learning skills
II. Course Activities:
1. Classwork
2. Homework
3. L to J Quizzes
4. Geography Quizzes
5. Projects
6. Reports
7. Tests
A. Classwork
Classwork will take many forms over the course of the year. Attendance is very
important and while some absences are unavoidable and some classwork will be able to
be made up, some things that happen and are graded in class cannot be made up.
B. Homework
It is expected that all work will be turned in on the assigned due date as announced in
class, written on the board, and posted online. Writing and discussion assignments will
be handed in to turnitin.com.
C. Late Work and Make-up work
1. Work that is not handed in when due will be considered late (ex. an
assignment handed in at the end of the period when it was collected at the
beginning of the period). Assignments will be accepted one day late for half
credit. Work turned in after that will be accepted for no credit but will allow
you to be eligible for extra credit.
2. Make-up work from absences is due no later than three days after you
return to school. Work that was assigned prior to the absence is due upon
return. It is your responsibility to get make-up work. All homework and
handouts are posted on my website, which can be found at www.tanq.org
on my teacher page. Students must visit the website or see me before or
after school for make-up work. In the case of extended absences (more
than a week) see me to work out a schedule for make-up work.
D. Extra Credit
1. Extra Credit options are announced in class when available, this does not happen
often.
2. If extra credit is desired or needed, the student must come up with the extra
credit idea, ask the teacher for permission to complete the idea for credit, and then
it can be turned in.
III. Evaluation:
A. Grades are determined by adding up the number of points earned and dividing by
the number of points possible for each quarter. The two quarter grades will be
combined with the semester final exam grade to determine the semester grade.
Each quarter grade will account for 40% while the final exam will count for 20% of
the semester grade.
B. Grade Reports
1. Progress reports – Updated every week online
2. Quarter grades- (4 times a year - each nine weeks)
3. Semester grades-(2 times a year - eighteen week intervals)
IV. Behavioral Expectations:
A. Be on time!
B. Every student will bring their textbook, paper, and a writing utensil to class every
day (some days students may be required to also bring colored pencils or other
materials as well)
C. Basic classroom rules
 Respect yourself and others
 Keep hands, feet, and objects to yourself
 Follow directions the first time
 Do your own work
 No cell phones in class – they will be confiscated
D. Passes are a privilege, not a right. You must have your own tracker to receive a pass
All rules of the Tanque Verde High School Student Handbook will be enforced
E. A student will receive ONE warning for behavior inappropriate for the classroom.
Continued inappropriate behavior will result in referral to ISS, parent contact, or
referral to an administrator.
World History involves discussions of world cultures and world religions. The maturity
and respect of students is expected at all times.
Student Agreement
I, ________________________________ (student’s name) have read the syllabus in its
entirety and understand my responsibilities for this course. I agree to uphold the rules of
this particular class, as well as the school rules. I also agree to follow through with my
responsibilities.
______________________________________
student signature
_____________
date
Parent Agreement
I, ________________________________ (parent’s name) have read the syllabus in its
entirety and understand what is expected of my child in this course.
______________________________________
parent signature
_____________
date
___________________________________
parent phone number
_____________________________
alternate parent phone number
_________________________________________________________________________________
parent email address
Please cut out the student and parent agreement portion above, write
your class period on the back, and turn it in for homework credit.
Due on Thursday, August 8, 2013.