|World History II Syllabus
BPS Middle/High School Syllabus: Semester One
Teacher's Name: Steven Seto
Dates: From-September 10, 1999 To-January 28, 2000
Subject: Grade 10 World History
Textbook/Chapters: World History: Connections to Today-The Modern Era Prentice Hall,Inc. 1999
1. Other Instructional Materials/Required Readings:
Additional resources used for handouts, overheads, and mapwork:
Readings in World History. 1990 Harcourt, Brace, and Jovanovich
History Today vols 46+49 (1996-99) any articles related to the unit at hand
History Alive! Modern World History Series: · Europe in the Modern World
· Rise and Fall of Russia
· Communist China and Modern Japan
· Modern Latin America
· Modern Africa
· Modern Middle East
· The Cold War
World History: The Human Experience, 1996. Glencoe/McGraw-Hill, Inc
World History: History Review Text, Irving R. Gordon, 1994. Amsco School Publications
World History: Focus on Africa, Edward Reynolds, 1997 D.C. Heath and Co.
Heritage of World Civilizations, Fourth Edition Craig, Graham and Kagan etc.,1997 Prentice Hall
each unit) ·The French Revolution
·The Coming of War 1939
·China: A Cultural History
·The Russian Revolution ·The World of Islam
·The Black Death
·The Industrial Revolution·
Social Education vols 61-63 (1997-99) any related articles
Social Studies Educator's Handbook: Alternative Assessment, 1997 Prentice Hall
Social Studies Educator's Handbook: Using the Internet, 1997 Prentice Hall
SPICE: various curricula pertaining to the particular unit at hand, Stanford University
World History: Exploring Paths to the Present, National Standards Gr 5-12, 1996 U.C.L.A
2. Course Description: Major goals/key teaching strategies.
History is a written record of how different people have acted alone and in collaboration with others to reach certain goals. The men and women that Snowden students will study have faced significant problems. They have responded to their needs or problems with a wide variety of plans, strategies and alternative courses of action. Critical thinking in studying history is the ability to make reasoned judgments about these actions.
Snowden High world history students face the important task of attempting to make the historical record meaningful by perceiving the relationships within and among different events and making such connections with their own lives. Thinking about particular events, such as the American, French and Russian revolutions, or studying about the different regional civilizations such as Aztec, Ghana or Songhai brings to mind many different kinds of questions that the critical reader or interpreter should ask in order to achieve understanding.
One cannot think well in any subject, without possessing certain supportive attitudes, or dispositions. Those attitudes that will that foster more productive inquiry in history are an openness to different points of view, a desire for objectivity and accuracy, a spirit of questioning, not accepting authority, not acting impulsively, a willingness to suspend judgment until as much evidence as possible has been gathered, and, finally, an ability to empathize with the actors on the historical stage.
This course, using the World History: Connections to Today, text is designed to give students the widest panorama of world history, from the earliest times to the present. It is meant to be a true world history, covering traditional societies in the West as well as those of Asia, Africa, and the Middle East. Its chronological presentation permits students to study parallel developments in different parts of the world during each major period of history. Additionally the course, as designed at Snowden, draws on the most recent scholarship in attempts to give a balanced presentation of political, economic, social, and cultural history, taking particular care to describe in detail how people lived in other times and places.
This outlook, coupled with the lively narrative style of the instructor, his collection of rich illustrative handmade overheads, his access to numerous and varied ancillary learning resources, and the special features within the text, should appeal to any Snowden student taking this course.
This is a year-long (two semester) course. The tenth grade world history curriculum at the Snowden International School is divided into four major units of study. They are:
IV. Enlightenment, Revolution, and more Revolutions A.D. 1750 - A.D. 1880
V. Industrial Society and The New Global Age A.D. 1800 - A.D. 1914
VI. Global Conflict in the Twentieth Century A.D. 1900 - A.D. 1945
VII. The World since 1945 A.D. 1945 - The Present
1. Major Topics, Terms, Concepts: By the close of this semester, students will understand the following topics, terms, and concepts.
(Please refer to Boston Public Schools Citywide Social Studies Standards for Grade 10 World History: 1750-the present)
2. Major Skills: By the close of this term, students will be able to do the following;
(The skills and understandings identified below are important to the study of history, geography and social studies in all secondary grades. They are developed to increasing degrees of sophistication throughout high school. Every high school History/Social Studies teacher must develop these skills and understandings in students).
Strand #1: Geography
Standard: Students understand the concepts and details of physical and political geography, and humankind's political, social, and economic relationship with the physical environment.
Students will understand...
o How to use maps and other geographical representations, tools and technology to acquire, process, and report information from a spatial perspective.
o How to use mental maps to organize information about people, places, and environments in a spatial context.
o How to use maps, photos, and personal observations to analyze the spatial organization of the world's people, places, and environments.
o The key physical and human characteristics of places around the world.
o The relationship between a region's physical and human characteristics.
o That culture, experience, and stereotype can influence one's perception of places and regions.
o The characteristics, distribution, and migration of human populations.
o The characteristics, distribution, and complexity of the world's cultural groups.
o Patterns and networks of economic interdependence throughout the world.
o Patterns of human settlement, growth, and decline.
o How cooperation and conflict influence the control of land and water (and vice-versa).
o How human actions modify the environment.
o How the environment affects human systems (e.g. housing, industry).
o Changes that occur in the use, distribution, and importance of resources.
o The fundamental role geography has played in shaping historical events.
o How to use geography to interpret the present and plan for the future.
Strand #2: Chronological Thinking
Standard: Students think chronologically.
Students will. .
o Put information in chronological sequence.
o Interpret data presented on timelines and create the same to appropriate scale.
o Reconstruct patterns of historical succession and duration, and apply them to explain historical continuity and change.
Strand #3: Comprehension
Standard: Students comprehend a variety of historical and social studies source documents and materials.
o Identify the author or source of a document or narrative and assess its credibility.
o Reconstruct the literal meaning of a passage.
o Identify the central question in an historical or contemporary narrative.
o Differentiate between facts, interpretations, opinions, and beliefs.
o Recognize the historical context of narratives and documents.
Strand #4: Analysis and Interpretation
Standard: Students engage in historical analysis and interpretation.
o Compare and contrast differing sets of ideas, values, personalities, behaviors, and institutions.
o Consider multiple perspectives and recognize historical and contemporary interpretations as subjective.
o Incorporate multiple causes in analyses and explanations responding to historical or contemporary questions.
o Challenge arguments of inevitability.
o Make connections between the past and the present.
o Formulate probing questions.
o Consider contextual knowledge and perspectives of the time and place, and construct a sound interpretation/thesis.
o Interpret data presented on charts and graphs, and create the same to appropriate scale.
Strand #5: Research Capabilities
Standard: Students conduct historical and social studies research.
o Effectively identify and employ a variety of reference materials, including primary source documents and information technologies.
o Formulate appropriate research questions.
o Employ proper formats when completing research papers.
o Reference source documents liberally, to support statements and positions.
o Credit sources appropriately.
o Write properly constructed bibliographies.
Strand #6: Issues Analysis and Decision-Making
Standard: Students engage in historical and social issues analysis and decision-making. Students will master and apply a structured process when conducting research or answering key/ research questions. They will:
o Identify and clarify the key question they hope to answer.
o Identify criteria to assess emerging evidence and answers.
o Obtain information from a variety of sources, perspectives, (and eras, where appropriate).
o Evaluate the information for accuracy:
- Evaluate sources for reliability and bias.
- Distinguish fact from opinion, assumption, and belief.
- Compare and evaluate competing descriptions, analyses, and interpretations.
- Evaluate for gaps in reasoning.
- Consider the historical context including customs, norms and values of the day; political and economic conditions; and various competing interests.
o Evaluate alternative answers, applying the criteria and the evidence.
o Formulate conclusions, identify questions that merit additional consideration, and suggest how things should have turned out differently, where appropriate.
3. Key Questions: The following, are three samples of the type of open-ended,"Key" questions that students will be able to answer by the close of this semester.
Topic: Growth of Agriculture and Commercial Civilizations (500 to 1500 A.D.)
Key Questions: The Student must be able to write insightful responses to each of the following Key Questions. Students need to utilize the content, concepts and ideas that emerge from Core Knowledge topics and subtopics outlined in the Massachusetts History and Social Science Curriculum Framework and the Boston Public School Social Studies Curriculum.
· In the thousand years following the fall of Rome, when comparing civilizations in China, Japan, Africa, Latin America and Europe, what seems to be the principle reasons to explain the advancement of some civilizations and the relative stagnation of other civilizations?
· When comparing civilizations during this period, was religion a factor that encouraged or retarded the development of civilization?
· To what extent was the development of civilization the result of the following:
a. Great Leaders
b. Compelling ideas
c. Military Conquest
Key Questions are open-ended questions designed to direct student investigation, and assess their understanding of the required topics and subtopics, important concepts, terms, people, events, issues, and documents. They call upon students to:
· employ higher order thinking skills: interpret, analyze, evaluate, apply, connect, generalize and make predictions.
· search for clues, evidence and answers: in texts, historical documents, other primary sources, presentations, and works of literature, music, and art.
· demonstrate understanding: of a concept, topic, person, event, etc. by applying, considering , or making a judgment about it in some thoughtful (and often new or creative) way.
Students will discuss and write responses to Key Questions on a frequent basis. Student responses should include:
· Thesis Statement or Hypothesis: one or more sentences that - introduce the students' main idea and respond directly to the question (a thesis), or - present present a supposition that can be reasonably supported by evidence (a hypothesis)
· Supporting details: evidence that support the students' thesis or hypothsis, from primary sources, texts, presentations, videos, and/or other reference materials.
More lengthy or detailed written answers should also include:
· Conclusion: one or more sentences that bring the answer to closure; including a synthesis of the student's thesis/hypothesis and most important details
Still more detailed answers that are produced for an audience that may be unfamilar with the topic should include:
· Background information: a summary of important information related to the topic that the audience will need to understand the student answer.
1. Assessment: Students' progress will be frequently assessed, using the following:
-Mastery of writing the history essay
-Teacher designed quizzes
-Teacher designed exams
-Publisher designed exams
-Journal writing, political cartoons,
-Class participation (includes preparedness, answering questions, directed reading, group work)
-Conduct (see class guidelines)
-Homework (90% of the homework must be complete for full credit)
B. % of Term Grade
Extra credit: (maybe) 10%
2. Descriptions: Key assignments this term
A. Products: Students will complete the following product during the school year. Each product should be designed to answer one or more Key Questions. Teachers may utilize Key Questions included in the Curriculum or develop their own Key Questions with the student.
B. Analytical Paper: 250-500 words that include the following elements (in the order outlined)
1. Original thesis statement i.e. a judgment that does not call for a closed, factual response but for an open-ened discussion supported by evidence. example, "European civilizations have had more impact on the modern world than Asian, African or American civilizations?"
2. Selective background, factual information that the uninformed reader will need to follow the remainder of the paper. example, "What were the characteristics of the early civilations in Europe, Asia, Africa and America?" "What similar problems did each region have to confront?"
3. Evidence to support the thesis statment, included as part of a paragraph (or paragraphs) that have a main idea tying the pieces of evidence together. Each piece of evidence should have a parenthetical footnote that provides author, title, and pages.
4. Presentation of possible opposing argument with a discussion of why it is weak. Example: Technologically, early China was well ahead of Europe, but China adopted an isolationalist approach to the outside world which prevented the emergence of new ideas."
5. A conclusion that synthesizes the main points made in the paper and gives the student the chance to present his/her "last word" on the topic, make his/her final pitch to convince the reader of the strength of the author's thesis statement.
For further information-parents should review the Key Question format in the Citywide Curriculum
What instructional Strategies will be used in this course?
Extra Help Schedule:
Tips for parents: What parents can do to be helpful:
Parent Appointments: (meeting days/time:phone number)
Student/parent Signatures: I understand the objectives, expectations, and other information as explained.
Parents/guardians should sign both copies of this sheet and keep one at home. Students should keep the other signed copy in their notebook for later reference.
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