Military History - Course Syllabus

Military History - Course Syllabus

Newark High School
Mr. Odren (Mr. O)

Course Description:
This is a Social Studies elective course offering at Newark High School. It is designed as a survey course that will examine world history primarily from a military perspective. The course will analyze major military topics throughout history with an emphasis on the Western way of war that has helped shape the modern world. The course will also explore the leaders, soldiers and citizens who waged these wars along with the evolution of technology and its impact on warfare. Seniors, if you need this course in order to meet your graduation credit totals, PLEASE make sure you take this Social Studies Elective course seriously and are not scrambling at the end of year!
Delaware State Standards:

History Standard 1: Students will employ chronological concepts in analyzing historical phenomena (Chronology).

Example: Exploring the cause and effect of the several Crusades and current day Middle East instability.

History Standard 2: Students will gather, examine, and analyze historical data [Analysis].

9-12a: Students will develop and implement effective research strategies for investigating a given historical topic.

9-12b: Students will examine and analyze primary and secondary sources in order to differentiate between historical facts and historical interpretations.

Example: Military History students will perform a research paper on a topic on how a war or battle made a cultural or social impact on society/culture/future.

History Standard 3: Students will interpret historical data [Interpretation].

9-12a: Students will compare competing historical narratives, by contrasting different historians' choice of questions, use and choice of sources, perspectives, beliefs, and points of view, in order to demonstrate how these factors contribute to different interpretations.

Example: Military History students will study contrast perspectives of military engagements. Explain why the U.S. won the battles during the Vietnam War, but lose the war? How did the Vietnamese view the U.S. involvement compared to previous French and Japanese occupation in the country?

History Standard 4: Students will develop historical knowledge of major events and phenomena in world, United States, and Delaware history (Content).

Example: Focus on major military events and phenomena that caused great changes in the world and the U.S. including ancient world and modern warfare. Also, Delaware soldiers contribution during Civil War.

Geography Standard 1: Students will develop a personal geographic framework, or “mental map,” and understand the uses of maps and other geo-graphics (Maps).

Example: Significant study on how geographic features contributed to military success or failure.

Textbook:

We will use ourWorld History textbook, other related books, primary sources, websites and other sources until we are able to order a Military History textbook. I use Warfare: The Triumph of the West as major textbook resource.

Course will follow the outline in the following textbook:
Parker, Geoffrey. Cambridge Illustrated History, Warfare: The Triumph of the West. Cambridge University Press, Reprinted and Updated 2008. Paperback, 403pp.

Recommended Reading: WAR by Sebastian Junger. Written about his experience following a single platoon based in a remote Afghan outpost.

Materials You Need to be Successful:

3 ring binder (1 or 2 inch) with loose-leaf paper, Student MUST bring in their own pens or pencils. Recommended notebook set-up:

One section for warm-ups/ Stingers

One section for notes / Power-Points
One section for handouts/classwork
One section for homework
One section for grades/graded work

Note Taking: You must be prepared to take notes during this course! Students MAY be allowed to refer to their own individual handwritten notes (no sharing, no computer printing) on quizzes, which are used to check note-taking completion. There will also be notebook checks. Notes should also be used to study for chapter/other tests; however they may not be used during tests or end of semester exams.

Instructional Approaches: We will be using myriad teaching methods for this class. I believe to really understand the content we need an open discussion type atmosphere, so many lessons will involve class participation and hearing others opinions about topics so everyone can see things from different
perspectives. We will also use a numerous group and computer activities. There will be reading assignments to do at home, which will be evaluated by several quizzes and tests that I will administer throughout the year. Also, there will be hands-on in-class activities as well as several projects you will complete for the class.

Evaluation/Assessments:
Assessments:40% (Major tests and projects) Quizzes: 20%
Class work20% (will include weekly notebook checks)Homework 20%

Cumulative point grades will be converted to a percentage, then a letter grade per District guidelines:
A: 90 - 100B: 80 - 89C: 70 – 79D: 60 – 69F: 59 or below

Assessments:
There will be at least 2 tests, 1 project along with classwork and homework each marking period. In addition, we will have quizzes to check on content understanding (they may or may not be open note, so take good notes!). Classwork will include notebook checks, a mix of individual work and group work. Homework will be assigned approximately on a weekly basis.

This elective will also require one short research paper required for this course. Approximately, 3 – 5 pages, 12 point font. The research paper topic will be based on how a war or battle made a cultural or social impact on society/culture/future. OR, student may prepare a PowerPoint presentation on a war or battle that made a cultural or social impact on society/culture/future. More information to follow.

For example, a topic may be how the Battles of Thermopylaeand Salamis were instrumental in keeping Greece under a Western influence and therefore leading to the expansion of Western culture and democracy in Europe, or how the Battle of Antietam changed the focus of the Civil War beyond simply preserving the Union to ending slavery, or although the U.S. never lost a fixed battle during the Vietnam War to include the Tet Offensive; they lost the war in 1968.

Classroom Behavior Expectations / Procedures:
This is an elective. If you do not want to be here, participate or take notes, please see guidance soon!

RESPONSIBILITY: You are responsible for your actions! Be proactive…tell yourself, I am a responsible person, I take initiative, I choose my actions, attitudes, and moods. I do not blame others for my wrong actions. I do the right thing without being asked, EVEN when no one is looking.

When a student repeatedly disrupts the class they not only harm their own education they also cause the other 20-30 students to lose out on learning time as we work to re-direct their focus. It is very disruptive and unfair to the learning environment for the entire class. I will use myriad classroom management strategies to address disruptive behavior and will seek assistance from home (by calling / email) if it becomes a continuous issue.

SEATING: Sit in your assigned seat. I have found that when students choose their seats (regardless of CP, Honors, AP, elective, etc.) the classroom behavior suffers. During group work, you will have opportunity to choose your seat and partners. Stay in your seat until the bell rings.
ELECTRONICS: No iPods, cell phones, electronic devices out during class, unless otherwise stated by teacher or are needed for a lesson. You can survive class time without texting; you will need to learn this control for college and work!
EATING & DRINKING: No food in class, except for first block of the day. I have tried to allow in the past and it simply causes disturbance and trash problems. A water, Gatorade, etc. is allowed.
ATTENDANCE: Students who arrive to class fifteen (15) minutes after the start of class without a pass will be marked Tardy Unexcused and a class cut will be written up. If you are late 3 times, 6 times and 9 times within a marking period a write-up will be done. Please see above regarding leading reasons for poor academic performance.
HALL PASSES: Will NOT be issued during first 15 minutes and last 15 minutes of class. There is one pass for restroom and one for nurse. You need to sign out of class and you have 5 minutes. ONE student may leave at a time, be courteous to your fellow classmates! If abused, student will lose hall pass privilege.

Make-Up/Late Assignment Policy:
Students are responsible for completing their assignments and must take the initiative to make up missed work. If a student has missed an assignment due to excused absence, they must ask for their make-up work on the following class day. You will find most power-point lessons and assignments on my website, You have an additional day to turn in excused absence work for each day out of class. Late assignments will be accepted with penalty up to one week from due date. After one week, students will receive a “50%” for a completed late assignment.

Teacher Commitment: I will strive to make this course a valuable experience that will also provide students with a variety of interpersonal skills that go beyond the classroom. I will work to communicate a student's sense of worth and potential so clearly that you are inspired to see it in yourself and confidently pursue your goals and dreams.

Students requiring supplemental assistance or making up work may come in before OR after school from 2:00 to 3:00 or during Advisory or the second half of my planning period, block 1 or 6.

Contact Information: Email address: . Phone: 302-631-4700. Website: The best way to contact me is through email.

Course Outline:

Introduction: Why Study War article. A discussion of five principles that have defined the “Western Way of War”: technology, continuity, discipline, adaptation and financial support.
Unit I: Ancient Warfare: 750 B.C.—500 A.D. (Chapters 1, 2, and 3)
This unit discusses the development of warfare in ancient civilizations. The unit will focus on the contributions of Greece, Macedonia, Persia and Rome.
UNIT II: Medieval Warfare: 500 A.D.—1400 A.D. (Chapters 4, 5, and 6)
This unit focuses on the advances in military strategy and technology that occurred after the collapse of the Roman Empire and through the early development of gunpowder weapons. Special focus on The Crusades, introduction of gunpowder, the cannon and the Fall of Constantinople.

UNIT III: The Age of Guns and Sails: (Chapter 7, 8 and 9)
This unit will investigate naval warfare and how the West dominated the seas for centuries by large warships, using heavy artillery as their principal weapon. However, we will only cover Chapter 8, the Conquest of the Americas by European sea power and weapons.

UNIT IV: American Revolution & Napoleonic Wars: (Chapter 11)
This unit will examine the successful revolution by the Americans against the greatest empire at the time, the British Empire. Then we will focus on the rise and fall of Napoleon Bonaparte in France and discuss his contribution on history and military strategy.

Pacing will plan to complete Napoleonic Wars by Winter Holiday.

UNIT V: American Civil War: (Chapter 12)
This unit will examine the military strategy of both the North and South during the American Civil War. The students will explore how the “Napoleonic” military strategies were beginning to become flawed with the advent of new weapon systems. Focus on Battle of Antietam and Gettysburg.
UNIT VI: World War I and the Development of Mechanized Warfare: (Chapters 12, 13, and 14)
This unit focuses on the dramatic changes in the development of military technology as a result of the Industrial Revolution and the attempt of military strategists to effectively incorporate and understand the implications of this new means of warfare.
UNIT VII: World War II: The World in Total War (Chapters 15 & 16)
World War I introduced the brutal impact of technology in 20th century warfare; World War II showed that soldiers alone would not be the sole targets of “total war” in the history’s deadliest war. This unit examines the technology, strategists and battles that shaped the Second World War.
Unit VIII: The Post World War II World—Cold War Hot Spots: Korea and Vietnam (Chapter 17)
This unit examines the post war world and the development of the Cold War between the Western democracies and the Communist bloc with an emphasis on U.S. efforts to stop the spread of communism in Asia.
Unit VII: The Gulf Wars and the Future of Warfare
This Unit focuses on the most recent conflicts in America’s history and examines how new technology and strategy helped the U.S. overcome its “Vietnam Syndrome.” We will then end with a review of Afghanistan conflict. For supplemental reading recommend Sebastian Junger’s book, War.

Military History Course – Mr. Odren

Parent / Guardian Survey

(Please print)

Student’s name: ______

Your name: ______

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Cell phone number: ______

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Work phone number: ______

Choose one:____ It is alright to call me at work anytime.

____ I prefer not to be called at work unless it is an emergency.

Which of the above is the best way to contact you in the afternoon/evenings (circle one)?

Email Home phone Cell phoneWork phone

Does your student have any medical issues of which I should be aware?

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Is there anything about your student that you think it is important for me to know in order to teach him/her effectively?

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Does your student have access to a computer, printer, and internet?

______

I have read the Course Syllabus for Military History 2013-2014, and I understand all of the provisions and expectations. My child will adhere to and abide by all provisions contained in the course description. I understand that my child will have to study the material outside of class.

Parent/Guardian signature: ______Date: ______