World History

MR. DRIEMEIER'S World History

 Unit:1    Unit:2    Unit:3    Unit:4    Unit:5
 

 

 

World History

Syllabus


 


Location:

Trailer 4A

E-mail:

hdrie@festus.k12.mo.us

Office Hours:

M,T,Th,F: 7:40-8:27am

Wed: 8:40-9:22am

Grade Level:

10

Credit:

1

Prerequisites:

None

 


 

Course Rationale: World History will provide a survey of world events and cultures that allow students to expand historical thinking geographically and chronologically, to understand human change and continuity over time, and to analyze interrelationships between or across cultural areas. The course will also cover the major forces of exchange and spread of cultures like trade complexes, religious conversion movements, migrations, wars, environmental changes, and technological advancements that have created our current geopolitical climate.

 

 

Course Description and Objectives: This course covers important historical events from the Renaissance through the 20th Century. Students will learn how historical forces guide the development of cultures and nations around the world. Students will also learn how these forces effect the world around them and how they will guide world events in the future. Students will be involved in various activities throughout the year, which include projects, group discussion, and analysis of historical documents.

 

 

Text:

 

Ellis, Elisabeth Gaynor and Esler, Anthony. World History, The Modern Era. Boston,Massachusetts:Pearson Prentice Hall, 2009.

 

Required Supplies:

(1) Notebook Paper

(1) 1”-1.5” 3 ring binder

 

Grading, Attendance, Makeup Work, Tardy, Academic Dishonesty (Cheating), Technology Misconduct, Cell Phone, and Food and Beverages Policies:

Please refer to the student handbook for these policies.

 

Grading Criteria:

  • Grades will be taken on a variety of assignments throughout the school year. Assignments will include: writing assignments (basic writing, research paper, and journals), group and individual activities, discussion response sessions, quizzes and tests.
  • Grades will be figured based upon total points per quarter. The letter grades awarded for each quarter will be averaged to determine semester grade.
  • Chapter essays will be considered assessments of mastery. The student will continue to revise or complete the essay through the PASS system until mastery is achieved.
  • The grade scale can be found in the STUDENT HANDBOOK

Pacing Guide

Chapter 1 – The Renaissance and Reformation

Chapter 2 – The Beginnings of our Global Age: Europe, Africa, and Asia (1415-1796)

Chapter 3 – The Beginnings of Our Global Age: Europe and the Americas (1492-1750)

Chapter 4 – The Age of Absolutism (1550-1800)

Chapter 5 – The Enlightenment and American Revolution (1700-1800)

Chapter 6 – The French Revolution and Napoleon (1789-1815)

Chapter 7 – The Industrial Revolution Begins (1750-1850)

(There will be a research paper due during the 2nd Quarter)

END OF FIRST SEMESTER

Chapter 10 – Nationalism Triumphs in Europe (1800-1914)

Chapter 12 – The New Imperialism (1800-1914)

Chapter 13 – New Global Patterns (1800-1914)

Chapter 14 – World War I and the Russian Revolution (1914-1924)

Chapter 15 – Nationalism and Revolution Around the World (1910-1939)

Chapter 16 – The Rise of Totalitarianism (1919-1939)

Chapter 17 – World War II and Its Aftermath (1931-1955)

Chapter 18 – The Cold War (1945-1991)

(Students will create a Power Point presentation (3rd Quarter) and read a book (4th Quarter) during 2nd semester)

END OF SECOND SEMESTER

 


 A Purpose of History 
One of my present mottos is if you can't say it better... QUOTE IT. So here it is:
Hank Green, author and 2006 Michael Printz Award winner, says it best,
And to answer the inevitable student question of why we even have to study this stuff? That would be my first answer. The past isn't past, it's still shaping the present. Even more than that, I believe that the study of history is essentially an exercise in empathy. You have to imagine what it was like to be a peasant in 18th century France, or to be King Louis the 16th, or to be Marie Antoinette, or Robespierre... What the study of history forces you to confront is how people, who are acting rationally, who think they're acting in their own best interests AND in many cases think they're acting in the best interest of their countries, can end up killing so many people [and may even end up killing themselves]! I believe thinking about those questions makes us better at living our little lives even if it is in a less fancy costume."
WHO SAID HISTORY WAS BORING!?!?!



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