Syllabus
World Cultures II
Instructor: Mr. Gordon
Room 112
Text: World History, The
Modern Era
Overview
of World Cultures II
Course Design: World Cultures II is designed to give you a
better understanding of world politics, world wars, and rulers who sought to
dominate the world. We will study how people in the past grappled with
issues such as truth, justice, and social and individual
responsibilities. We will analyze the impact of geographical factors on
the development of human and social systems; evaluate the influence of major
belief systems; and analyze the major political, economic and social
developments that have shaped the history of contemporary countries in the
world.
Course Objectives - Students will:
·
Gain
historical cultural, ethical, geographical, and sociopolitical literacy (Adheres to Pa Standards 8.4.9 A and 8.4.12
A)
·
Demonstrate
an understanding of historical chronology (Adheres to Pa Standards 8.1.9 A and
8.1.12 A)
·
Analyze
and evaluate data from original documents, cartoons, graphs, letters, artifacts,
historic sites etc. (Adheres to Pa Standards 8.4.9 B, 8.4.12 B, 8.1.9 B and
8.1.12 B)
·
Analyze
and evaluate how continuity and change impacted belief systems, commerce,
industry, settlement patterns, transportation, etc. (Adheres to PA Standards
8.4.9 C and 8.4.12 C)
·
Effectively
use analytical skills of evaluation, cause and effect, compare and contrast,
and synthesis to affectively research
and interpret historical events, data and figures (Adheres to Pa
Standards 8.1.9 C and D, 8.1.12 C and D)
·
Analyze
and evaluate how conflict and cooperation among individuals, social groups and
organizations impacted world history (Adheres to Pa Standards 8.4.9 D and
8.4.12 D)
·
Work
effectively with others to produce products and solve problems
Course
Texts and
Ellis
and Esler, World History, The
Modern Era
Various
articles and handouts
Organization:
Unit assignment sheets
will be provided every few weeks, depending on the schedule. Daily reading
assignments and "Discussion Questions" for outlining will be
included. Quiz and test dates will be noted as the year progresses. Students
are responsible for keeping up with reading assignments and being aware of, and
ready for, quizzes and tests. Class will be a combination of lecture, group
work, coverage of discussion questions, and answering student questions.
Periodically, student essays, reports, or presentations will be required. All
oral and written assignments will be scored according to rubrics which will be
made available as assignments are given.
Various
other projects will be assigned during the school year. They will be a combination of work done individually
or in groups, based on the needs of the assignment. These projects will be
fully explained when assigned.
Tests:
Tests will be a
combination of multiple choice, matching and essay questions. Exam dates will be discussed at the end of
each unit, but will typically be scheduled toward the end of the week, whenever
possible.
Term
Papers: Regular World
Cultures II classes will be responsible for one 6-8 page term paper this school
year. For the HONORS CLASS, there will
be TWO 6-8 page papers throughout the year – one during the first half of the
year and one during the second half of the year. The papers will be a serious attempt (i.e. an
essay) to deal with a historical problem chosen by each student – subject to prior teacher approval. I
will offer suggestions. On Friday, October 1, you must hand in brief statement
of your topic. By Friday October 29 you must hand in a developed thesis
statement, outline, and an annotated bibliography of at least six-eight items.
The paper must be handed in on Friday December 10. Due dates for the Spring will be as follows; Friday February 4, Friday March 4
and Friday April 29. It must conform to a
standard term paper style. I personally
prefer APA style, but since this is a history class, I will accept MLA style. Sample
format handouts will be provided. Papers
with D and F grades may be resubmitted if
submitted on time.
Document-Based
Questions (DBQs): History is not one dimensional. Any given event can be seen from several
different angles or points of view. A
major part of this course will be centered around
interpreting primary source documents.
Instead of relying solely on the textbook or the teacher’s
point-of-view, each student will have many opportunities to interpret and
evaluate historical events by reading authentic accounts from people who
actually witnessed or participated in the events. Discussion questions will be developed
for students to write or express their views orally with the class. These questions will surround major themes found
in each unit within the textbook.
Five Paragraph Essay Format: Students will be expected to prepare a clearly
defined thesis statement and an essay outline for each question. Each essay,
either a DBQ or standard position paper, will be typically FIVE paragraphs in
length (introduction, three supporting paragraphs and a conclusion). A typical essay will be worth 50 points.
Periodically, group work will be assigned as well, where the same grade will be
given to each person. If any one member
if found doing more, or not doing enough, their grade will be adjusted
accordingly. Often, students will have
an opportunity to share discussion question outlines amongst themselves or with
the entire class.
Study
Techniques: The reading
load is considerable. In order to cover the maximum amount of material with the
least amount of stress, information sharing is definitely encouraged. While each student is expected to read all text material, outlining discussion questions and
supplemental readings may be shared with your group. This does NOT mean sharing information is the same
as copying and cheating. Verbatim
copying and cheating will not be tolerated!
Students
will be responsible for understanding all of the material for testing. The amount of time required for homework for
this class will vary with your reading speed. Assignments vary in length. Watch your daily assignment sheet and plan
ahead for long assignments, supplemental readings, take-home essays, etc. Time management is an essential skill for this
class, and you must take the responsibility for budgeting your time. As you become accustomed to the course format
and texts, things will fall into place and become easier.
Class
Rules and Expectations:
The
Key to Success: The
most important factor for success in this class is preparedness, consistent
effort and improvement. Keep up with
your daily reading and research so you do not fall behind. Effort and improvement will be considered
when weighing final quarter grades. What you will learn in terms of writing,
thinking, and study skills will be worth the effort!
Grading:
The grading scale is the
same as developed by the school. This
scale applies to all tests, quizzes, and assignments.
Comprehensive
Class Exams: At the end
of the first half of the year, all students will take a mid-term exam. At the
end of the second half of the year, students will be required to take a
comprehensive final exam covering the entire year's course. This comprehensive
exam will be considered in computing final grades.
Course Outline
Review Unit (4 Weeks)
Text, Ellis
and Esler, Parts I through IV
Handouts as deemed necessary to enhance the required text.
Themes:
A. Early
Civilizations
B. Empires of
the Ancient World
C. Regional
Civilizations
D. Early
Modern Times
Content:
A. Civilization
developing from pre-historic times in
B. Ancient
empires in
C. Rise of
D. The Muslim
world
E. The
Renaissance and Reformation
F. The First
Global Age
G. The Age of
Absolutism
Major Assignments and Assessments:
Unit 1: Enlightenment and Revolution (6 Weeks)
Text,
Chapters 1 - 4
Handouts as deemed necessary to enhance the required text.
Themes:
A. The
Enlightenment and the American Revolution
1.
Philosophy in the Age of Reason
2.
Enlightenment Ideas Spread
3.
4. Birth of
the
B. The French
Revolution and Napoleon
1. On the eve of Revolution
2. Creating
a new France
3. Radical
Days
4. The age
of Napoleon Begins
5. The end
of an era
C. Industrial
Revolution Begins
1. Dawn of
the Industrial Age
2.
3. Hardships
of early industrial life
4. New ways of thinking
D. Revolutions in
1. An Age of Ideologies
2. To the
Barricades!
3. Latin American Wars of
Content:
A. Describe how natural law theory and its
application to social, political and economic problems is the product of the
Enlightenment, which challenged established traditions and creating upheaval.
B. Know that the American Revolution was
inspired by Enlightenment ideas that were embodied in a constitution that would
serve as a model for other democratic nations.
C.
Explain how the French Revolution and the Napoleonic era disrupted a social
system that had existed for over 1000 years and ushered in the modern era of
European politics.
D.
Know that Latin American discontent, fueled by the ideals of the American and
French Revolutions, led to a series of independence movements that freed most
of the region from colonial rule.
Major
Assignments and Assessments:
Unit 2: Industrialism and a New Global Age (7 Weeks)
Text,
Chapters 5 - 9
Handouts as deemed necessary to enhance the required text.
Themes:
A.
Life in
the Industrial Age
1.
The
Industrial Revolution Spreads
2.
The
World of Cities
3.
Changing
Attitudes and Values
4.
A New
Culture
B.
Nationalism Triumphs in
1. Building
a German Nation
2.
Strengthening
3. Unifying
4.
Nationalism threatens old empires
5.
C. Growth of Western Democracies
1.
2. A Century of Reform
3. Division and Democracy in
4. Expansion of the
D. The New
Imperialism
1. A
Western-dominated world
2. The
Partition of
3. European
Challenges to the Muslim World
4. British
Take over
5.
E. New Global
Patterns
1.
2.
3. Self-rule
for
4. Economic
Imperialism in
5. Impact of Imperialism
Content:
A. Analyze causes and effects of the
Industrial Revolution and explain why it is a crucial turning point in history.
B.
Identify and explain how nationalism unified some countries and sparked
division and conflict in others.
C. Understand how in Britain, France and the
United States reformers attempted to extend democratic rights and social
change, and although inequality still exist these efforts paved the way for
improvements in quality of life.
D. Know that during the 1800s European powers
embarked on the Age of Imperialism and, despite resistance, brought much of the
world under their control.
E. Analyze the long term effects of
imperialism.
Major
Assignments and Assessments:
Unit 3: World Wars and Revolutions (7 Weeks)
Text,
Chapters 10 - 14
Handouts as deemed necessary to enhance the required text.
Themes:
A. World War I
and Its Aftermath
1. The Stage
is Set
2. The Guns
of August
3. New Kind
of Conflict
4. Winning
the War
5. Making
the Peace
B. Revolution in
1. Two
Revolutions in
2. From Lenin to Stalin
3. Life in a
C. Nationalism
and Revolution Around the World
1. Struggle
for Change in
2.
Nationalist Movements in
3.
4. Upheavals
in
5. Empire of
the Rising Sun
D. Crisis of
Democracy in the West
1. The Western Democracies
2. A Culture of Conflict
3. Fascism in
4. Hitler
and the rise of Nazi Germany
E. World War II
and Its Aftermath
1.
Aggression, Appeasement, and War
2. Global
Conflict: Axis Advances
3. Global
Conflict: Allied Successes
4. Toward Victory
5. From World War to Cold War
Content:
A. Understand the causes and effects of World
War I.
B. Analyze the relationship between World War
I and technological developments.
C. Analyze the lasting influence of the
communist Russian Revolution on the modern world.
D. Understand the causes and effects of World
War II.
E. Know that World War II shifted the balance
of world power from
F. Understand the magnitude and scope of the
causes and effects of the Holocaust.
G. Explain why the Holocaust was not an
accident of history, and that democratic institutions and tolerance are not
automatically sustained, but need to be appreciated, nurtured and protected.
H. Analyze the importance of the United
Nations.
I. Analyze
the relationship between World War II and technological developments.
Major
Assignments and Assessments:
Unit 4: The World Today (8 Weeks)
Text,
Chapters 15 - 20
Handouts as deemed necessary to enhance the required text.
Themes:
A. The World
Since 1945
1. The
Changing Political Climate
2. Global
Economic Trends
3. Changing
Patterns of Life
B.
1. The
Western World: An Overview
2. Western
European Democracies
3. North
American Prosperity
4.
5. A New Era
in
C.
1.
2. From Revolution to Reform in
3. The Asian
Tiger
4.
D. South
1. Nations
of
2. Forces
Shaping the Modern
3.
4. The
1. Achieving
2. Programs for Development
3. Four Nations: A Closer Look
4. Struggles in
5.
F.
1. Forces Shaping Modern
2.
3.
4. Focus on
Content:
A. Know that the collapse of western colonial
empires led to the emergence of new countries, especially in
B. Identify nuclear technology, terrorism and
human rights as enduring issues.
C. Know that urbanization, modernization and
technology have helped expand a global, westernized popular culture.
D. Understand that complex economic ties bind
rich nations and poor nations and have created an unequal distribution of
wealth.
E. Understand the causes and effects of the
Cold War.
F. Know that in the
G. Know that economic dependency and
political instability in
H. Know that as Latin Americans try to create
economic growth and overcome a legacy of poverty and social inequality,
Marxism, military rule and Catholicism have been continuing influences.
Major
Assignments and Assessments:
Unit 5: Case Studies on Contemporary Issues (4 Weeks)
Text, pages
568 - 598
Handouts as deemed necessary to enhance the required text.
Themes:
A.
B.
C.
D.
E. The
F. Women
in National Development:
G. Civic
Participation:
Major
Assignments and Assessments: