World History s3

World History

Instructor: Lance Myhan, Ed.D

423-238-5221 ext. 2316

Course Description:

Students will study the rise of the nation state in Europe, the French Revolution, and the economic and political roots of the modern world. They will examine the origins and consequences of the Industrial Revolution, nineteenth century political reform in Western Europe, and imperialism in Africa, Asia, and South America. They will explain the causes and consequences of the great military and economic events of the past century, including the World Wars, the Great Depression, the Cold War, and the Russian and Chinese Revolutions. Finally, students will study the rise of nationalism and the continuing persistence of political, ethnic, and religious conflict in many parts of the world. Relevant Tennessee connections will be part of the curriculum, as well as appropriate primary source documents. Students will explore geographic influences on history, with attention given to political boundaries that developed with the evolution of nations from 1750 to the present and the subsequent human geographic issues that dominate the global community. Additionally, students will study aspects of technical geography such as GPS and GIS, and how these innovations continuously impact geopolitics in the contemporary world.

Text:

This is a college preparation course that requires you to read Tennessee World History & Geography Modern Times by McGraw-Hill. You are required to bring your assigned textbook to class each day.

Course Objectives:

Students will demonstrate the ability to:

Analyze historical facts and interpretations concerning human history since 1500.

Analyze and compare political, geographic, economic, social, cultural, religious, and intellectual institutions, structures and processes across the range of historical periods and cultures in human history since 1500.

Recognize and articulate the diversity of human experience across the range of historical periods and the complexities of cultures and societies in human history since 1500.

Draw on historical perspectives from human history since 1500 to evaluate contemporary problems and issues.

Analyze the contributions to the contemporary world of past cultures and societies in human history from 1500

Social Studies Fee: $10.00

Classroom Supply List:

white copy paper, pencils, markers, dry erase markers, blue or black ink pens,

hand sanitizer, Clorox wipes, tissues, paper towels

Materials:

three-ring binder with paper, dividers, spiral or composition notebook, highlighters (multicolored), post-it notes

Class Policies:

●  Students are expected to be in their assigned seats when the bell rings or he/she will be tardy.

●  If a student is absent from school, it is the STUDENT’S RESPONSIBILITY to ask what material or work was missed and to be completed WITHIN FIVE DAYS of the absence or the grade will be recorded as a ZERO. Use a buddy system.

●  If a student misses a test due to an absence, that test MUST be made up WITHIN FIVE DAYS or the test grade will be a zero. Arrangements to make up tests need to be made with the instructor.

●  Tutoring is available on Mondays and Wednesdays from 2:30 to 3:30 afterschool in room 1E. Students are expected to arrange their own transportation.

●  Students are expected to be prepared for class and will bring all necessary materials (notebooks, pencil or pen, text) and to turn in all written assignments on time.

●  Students are expected to read ALL material assigned - in other words be PREPARED.

●  All assignments must be written neatly or typed.

●  Students are expected to take notes during lecture/discussions. If an instructor is talking, you should be writing.

●  Student are not allowed to use cell phones or electronic devices in class without permission. Only under the consent and the direct supervision of a classroom teacher, for the purposes of enhancing educational instruction, may a cell phone or other electronic device be used in an academic setting during instructional time. Any classroom use of an electronic device is at TEACHER DISCRETION.

1st Offense – Phone confiscated for 10 days.

2nd Offense –Phone confiscated for 20 days.

3rd Offense – Phone confiscated for the remainder of the school year.

●  Students are required to check Edmodo on a daily basis.

●  Social media such as Twitter will be part of the coursework.

●  Coursework should be submitted using MLA format. Always cite your work.

●  Students are expected to honor the following regarding plagiarism:

o  Plagiarism Statement: Plagiarism is the use of another’s words or ideas and the presentation of them as though they are entirely one’s own. Acts of plagiarism might include, but are not limited to 1.) using words or ideas from a published source without proper documentation; 2.) using the work of another student (e.g. copying another student’s homework, composition, or project); 3.) using excessive editing suggestions of another student, parent, or paid author. Plagiarism on any project or paper at Ooltewah High School will result in a zero for the assignment and an honor code violation. Unless directly stipulated by the teacher, collaboration on written work is not acceptable. Students who willingly provide other students access to their work are in violation of the honor code.

Unit Plan for World History (Block Schedule)

1st Nine Weeks
UNIT / TOPIC / STANDARDS
Unit 1 / Age of Revolution: 1750-1850
In this unit you will learn about the American Revolution, the Glorious Revolution of England, the French Revolution and their effects on the political expectations for individual rights, liberties and self-government. / Standards W.1-5
Unit 2 / The Industrial Revolution: 1750-1914
In this unit you will learn about the emergence and effects of the Industrial Revolution on France, Great Britain, the United States, Germany and Japan. Topics covered will include: population shifts, economic systems, scientific and technological changes, slavery, the labor union movement and the emergence of Romanticism. / Standards W.6-12
Unit 3 / Unification and Imperialism: 1850-1914
In this unit you will learn about the patterns of global change related to 19th century European imperialism. Topics covered will include: independence struggles in the colonized world, armed revolution and cultural clashes. / Standards W. 13-22
Unit 4 / World War I: 1914-1918
In this unit you will learn about the causes and effects of World War I. Topics will include: Causes of the war, major battles, turning points of the war, the Russian Revolution, weaponry and the impact of war. / Standards W. 23-32
Unit 5 / The Interwar Years: 1918-1939
In this unit you will learn about the period between the wars. Topics will include: population movement, the Treaty of Versailles, the impact of the war on minorities and women, economic challenges, the Great Depression, the rise of dictatorships and the causes of WWII / Standards: W.33-46
Unit 6 / World War II: 1939-1945
In this unit you will learn about World War II. Topics will include: the Axis and Allied powers, major turning points in the war, major battles, major leaders, the Holocaust, nuclear weapons, and impacts of the war. / Standards: W.47-52
2nd Nine Weeks
Unit 7 / Post War Period
In this unit you will learn about the period following World War II. Topics will include: the division of Germany, the development of NATO, SEATO, and the Warsaw Pact, the creation of the United Nations and the creation of the state of Israel. / Standards: W. 53-59
Unit 8 / The Cold War 1945-1989
In this unit you will learn about the Cold War period. The conflict and competition between the United States and the Soviet Union will be the primary focus. Topics will include: the arms race, weapon treaties, the Korean War, the Vietnam war and the impact of the US USSR conflict on other nations. / Standards: W. 60-66
Unit 9 / Change and Challenges in the Developing World 1945-1989
In this unit you will learn about the challenges facing nations during the Cold War Period. Topics covered will include: nationalist movements in Africa, political and economic upheavals in China, the rise of democracy in India, the economic development of the Pacific Rim nations, the rise of independence in eastern Europe and the fall of communism, the development of the EU and the struggles of Latin America / Standards: W. 67-87
Unit 10 / Contemporary World Since 1989
In this unit you will learn about the major developments and globalization since the end of the Cold War period. Topics will include: energy issues, economic agreements (regional), the impact of technology, challenges in the Middle East, the Rwandan genocide, the rise of terrorism worldwide, the Gulf War, and the wars in Afghanistan and Iraq. / Standards: W. 88-104

World History Curriculum Map

2016-2017 World History Standards

TNCore Close Reading Tasks and Phase I Assessment

Standard / Text Reference
Chapter/Lesson / Online Resource / Common Core Literacy Connection / Primary Source / Focus Questions
Age of Revolution (1750-1850)
Essential Question: How did Enlightenment thinkers inspire revolutionaries to push for radical changes in government and society?
W.1 Compare the major ideas of philosophers and their effects on the democratic revolutions in
England, the United States, France, and Latin America including John Locke, Charles-Louis Montesquieu, Jean-Jacques Rousseau, Simón Bolívar, Toussaint L’Ouverture, and Thomas Jefferson. (C, H, P) / 5/2
8/4
10/4 / Enlightenment Lesson with Primary Sources
Leaders of the Enlightenment Lesson / Two Treatises of Government(P.126,482)
http://www.fordham.edu/Halsall/mod/1690locke-sel.asp
Vindication of the Rights of Women
http://www.fordham.edu/Halsall/mod/MW-VIND.asp
Spirit of the Laws http://www.fordham.edu/Halsall/mod/montesquieu-spirit.asp
Critique of Pure Reason
http://www.fordham.edu/Halsall/mod/kant-cpr.asp
The Social Contract
http://www.fordham.edu/Halsall/mod/rousseau-soccon.asp / How were social, economic, and religious norms challenged?
Why do new ideas often spark change?
W.2 Analyze the principles of the Magna Carta (1215), the English Bill of Rights (1689), the American Declaration of Independence (1776), and the French Declaration of the Rights of Man and the Citizen (1789) citing textual evidence. (H, P) / 5/2
8/4
9/1
9/2 / http://www.corestandards.org/ELA-Literacy/RH/9-10/6/ / excerpts from The Magna Carta(P.498)
http://www.fordham.edu/Halsall/source/mcarta.asp
(1215), excerpts from The English Bill of Rights(P.79,499)(1689)
http://www.fordham.edu/Halsall/mod/1689billofrights.asp
The Declaration of Independence(P.146)
The American Declaration of
Independence (1776),
excerpts from “The French Declaration of the Rights of Man and the Citizen” (1789)(P.155)
Simon de Bolivar: Message to the Congress of Angostura, 1819 / How do new ways of thinking affect the way people respond to their surroundings?
W.3 Conduct a short research project summarizing the important causes and events of the French Revolution including Enlightenment political thought, comparison to the American
Revolution, economic troubles, rising middle class, government corruption and incompetence, Estates General, storming of the Bastille, execution of Louis XVI, the Terror, and the rise and fall of Napoléon. (C, E, H, P) / 8/2
8/3
9/1
9/2
9/3
9/4 / Committee of Public Safety Lesson / http://www.corestandards.org/ELA-Literacy/RH/9-10/5
http://www.corestandards.org/ELA-Literacy/RH/9-10/2/ / French Revolution Primary Sources
http://www.fordham.edu/Halsall/mod/modsbook13.asp link to French revolution documents
French revolution Documents(P.484-85)(P.161-67) / What causes revolution?
W.4 Draw evidence from informational texts to explain how the ideology of the French Revolution led France to evolve from a constitutional monarchy to democratic despotism to the Napoleonic Empire. (C, H, P) / 9/1
9/2
9/3
9/4 / http://www.corestandards.org/ELA-Literacy/RH/9-10/3/ / French Revolution Primary Sources / How does revolution change society?
W.5 Describe how nationalism spread across Europe with Napoléon then repressed for a
generation under the Congress of Vienna and Concert of Europe until the Revolutions of 1848.
(C, H, P) / 9/3
10/2
10/3 / Napoleon vs. Beethoven
Congress of Vienna Project / http://www.corestandards.org/ELA-Literacy/RH/9-10/2/ / How does revolution bring about political change?
Industrial Revolution (1750- 1914)
Essential Question: How did the Industrial Revolution change the way people lived and worked?
W.6 Describe the growth of population, rural to urban migration, and growth of cities. (C, E, G) / 10/1
11/2 / Industrial Revolution Unit Plan / How can innovation affect ways of life?
How are social structures influenced by economic changes?
W.7 Explain the connections among natural resources, entrepreneurship, labor, and capital in an industrial economy including the reasons why the Industrial Revolution began in England. (E, G, H) / 10/1 / How can revolution bring about economic change?
W.8 Write an informative piece analyzing the emergence of capitalism as a dominant economic pattern and the responses to it, including Utopianism, Social Democracy, Socialism and Communism, Adam Smith, Robert Owen, and Karl Marx. (C, E, H, P) / 8/2
8/3
10/1
11/1 / (P.486-87)
abolitionist writings and speeches of William Wilberforce;
excerpts from John
Stuart Mill’s “On Liberty”;
http://www.fordham.edu/Halsall/mod/JSMILL-LIB.asp
excerpts from Charles Darwin’s “Origin of Species”;
http://history.hanover.edu/courses/excerpts/111dar.html
excerpts from Louis Blanc’s “Organization of Work”:
http://www.fordham.edu/Halsall/mod/1840blanc.asp
excerpts from Karl Marx’s and Frederick Engel’s,
“Communist Manifesto”;
http://marxists.org/archive/marx/works/1848/communist-manifesto/ch01.htm
excerpts from Adam Smith’s “Wealth of Nations”;
excerpts from
Thomas Malthus’ “Essays on Principle of Population”
http://www.fordham.edu/Halsall/mod/1798malthus.asp / How are social and political structures influenced by economic changes?
W.9 Evaluate multiple sources presented in diverse media or other formats describing the emergence of Romanticism in art and literature including the poetry of William Blake and William Wordsworth, social criticism including the novels of Charles Dickens, and the move away from Classicism in Europe. (C) / 10/5 / http://www.corestandards.org/ELA-Literacy/RH/9-10/6/ / Excerpts from three Charles Dickens Novels
Excerpts from Charles Dickens Hard Times / How can innovation and economic changes affect the arts?
W.10 Explain how scientific and technological changes and new forms of energy brought about massive social, economic, and cultural demographic changes including the inventions and discoveries of James Watt, Eli Whitney, Henry Bessemer, Louis Pasteur, and Thomas Edison. (C, E, G, H) / 10/1
10/5
11/1 / http://www.corestandards.org/ELA-Literacy/RH/9-10/4/ / How can innovation affect ways of life?
W.11 Analyze the evolution of work and labor including the work of William Wilberforce and the demise of the slave trade, problems caused by harsh working conditions, and the effect of immigration, mining and manufacturing, division of labor, the union movement, and the impact of social and political reform. (E, H, P) / 10/1