King Philip Regional High School

Modern World History Syllabus

2008 - 2009

Mr. Ferreira

Periods 3(C) & 5(E)

Office Hours: Thursdays, 2:30 - 4:00 PM, or by appointment

Text: Farah, Mounir & Karls, Andrea Berens.  World History: The Human Experience.  New York: Glencoe, 1996.

Required Materials: Large three ring loose-leaf binder (for note taking, distributed outlines, assignments, practice tests, etc.) and a USB flash drive.

Required Daily Materials (unless otherwise notified): Notebook, writing instruments (pen & pencil), textbook, three ring binder, USB flash drive.

Course Description: Modern World History is Level II College Preparatory course that fulfills the state and school district requirements for a sophomore year world history course. This course will examine themes and topics in world history from the period of the Industrial Revolution (approximately 1750 B.C.E) through to the beginning of the current decade. The class will examine topics and themes including, but not limited to, the Industrial Revolution, 19th century social and political revolutions, the Age of Nationalism, global imperialism, World Wars One and Two, the Rise of Communism, the Cold War era, and the post-Cold War era.

Grading: Homework assignments and chapter outlines will be ten percent (10%) of the term grade. Quizzes will be twenty percent (30%) of their total grade for the term. There will be two to three tests per term, worth twenty percent (25%) of the student's total grade for the. Writing assignments and/or projects will constitute twenty percent (25%) of the student's total term grade. Class participation and attendance will be assessed at ten percent (10%) of the total term grade. NOTE: Please be advised that students, under the supervision of the instructor, will grade quizzes and objective portions of tests in class in order to facilitate rapid student assessment feedback. This is done to insure that, at the completion of said assessment, students will learn immediately which elements of their lessons were completed correctly and which need further improvement. 

• Term writing assignments/projects: 25%
• Tests - 25%
• Quizzes: 30%
• Homework: 10%
• Class participation and attendance - 10%

________________________________

Total - 100% 

Classroom Rules and Regulations: The following rules and regulations are intended to keep the classroom a safe and positive learning environment.  

1. PREPAREDNESS: Students are expected to bring writing materials and textbooks and readings every day unless otherwise notified. Students are expected to be in class every day that school is in session, according to state and school district attendance policies. Failure to come to class prepared may result in grade reduction in student's class participation and attendance grade.
2. CLASSROOM BEHAVIOUR – DISRUPTIONS OF LEARNING/VANDALISM: Disruptive and discourteous behaviour (non-class related conversations, disturbing other students vocally or physically, classroom vandalism, including but not limited to writing on desks, putting gum anywhere other than the trash can, etc.) is strictly prohibited. Such behaviour is subject to a minimum of one (1) after school detention and a maximum of three (3) after school detentions, during which time students should be prepared to work on class related homework and may be expected to clean or remove gum from desks or carry out other similar corrective maintenance tasks.
3. CLASSROOM BEHAVIOUR – INTIMIDATION: Behaviour which is in any way disrespectful or denigrating to any other student or to faculty members, including substitute teachers, will result in immediate dismissal to the assistant principal and contact with parents or guardians regarding the incident. Written explanations and apologies for such behaviour will be expected along with whatever corrective action is deemed appropriate before said student is allowed to return to the class. 
4. CLASSROOM BEHAVIOUR – STUDENT HANDBOOK: Other misbehaviour subject to the student handbook regulations and penalties will be dealt with accordingly.  
5. FOOD & BEVERAGES: Food and beverages, with the exception of water ONLY) are not allowed in the classroom unless otherwise approved of by me. Medically related food or beverage requirements, as determined by the school nurse, are, of course, exempt from this restriction.  
6. SUBSTITUTE TEACHERS: Substitute teachers for this class are to be automatically given even greater respect, courtesy, and co-operation than normally required. Students reported to me by substitutes for misbehaviour will be automatically assessed three days of working detentions (see description above) in my room upon my return to the class.  
7. PLAGIARISM & CHEATING: Plagiarism and cheating will result in term grade reductions of up to and including twenty-five percent (25%) of student's total term grade per incident regardless of the grade category in which the offense is discovered (homework, tests, etc.).  

Miscellaneous: Tips for on-line Internet research, writing guides and copies of this syllabus may be found on my Web site. The URL is:

http://www.kingphilip.org/faculty/ferreiraj/public_web/index.htm.

Term I (3 September - 7 November):

September: Industrial Revolution & Social & Political Change in Europe, 1800 - 1914  (Farah & Karls, Ch. 22)

• WHII.5 Identify the causes of the Industrial Revolution. (H, E) 

• WHII.6 Summarize the social and economic impact of the Industrial Revolution. (H, E)

• Assessments: Section quizzes, reading quizzes, Ch. 22 test

October/November Industrial Revolution & Social & Political Change in Europe, 1800 - 1914  (cont.) (Farah & Karls, Ch. 23 & 24)

• WHII.7 Describe the rise of unions and socialism, including the ideas and influence of Robert Owen and Karl Marx. (H, E)

• WHII.8 Describe the rise and significance of antislavery sentiment in Britain, including the abolition of the slave trade by the British Parliament in 1807, the abolition of slavery within the British Empire in 1833, and the role of various antislavery societies. (H)

• WHII.9 Explain the impact of various social and political reforms and reform movements in Europe. (H, C, E)

• Assessments: Section quizzes, reading quizzes, Ch. 23/24 test

Term II (10 November - 23 January):

November: Industrial Revolution & Social & Political Change in Europe, 1800 - 1914  (cont.) (Farah & Karls, Ch. 25 & 26)

• WHII.10 Summarize the causes, course, and consequences of the unification of Italy and Germany. (H)

• WHII.11 Describe the causes of 19^th century European imperialism. (H, E)

• Assessments: Section quizzes, reading quizzes, Ch. 25 test, Ch. 26 test, Imperialism team debate

December/January: Asian, African and Latin American History in the 19^th & 20^th centuries (Farah & Karls, Ch. 18, 23, 26 & 29)

• WHII.12 Identify major developments in Indian history in the 19^th and early 20^th century. (H, E)

• WHII.13 Identify major developments in Chinese history in the 19^th and early 20^th centuries. (H, E)

• WHII.14 Identify major developments in Japanese history in the 19^th and early 20^th centuries. (H, E)

• WHII.15 Identify major developments of African history in the 19^th and early 20^th centuries. (H, E)

• WHII.16 Identify the major developments of Latin American history to the early 20^th century. (H, E)

• Assessments: Section quizzes, reading quizzes, Ch. 18 test, Ch. 23/26 test; Mid-year review & exam.

Term III (26 January - 3 April):

January/February: The Great Wars, 1914-1945 (Farah & Karls, Ch. 27) 

• WHII.17 Describe the relative importance of economic and imperial competition, Balkan nationalism, German militarism and aggression, and the power vacuum in Europe due to the declining power of the Russian, Austrian, and Ottoman Empires in causing World War I. (H, E)

• WHII.18 Summarize the major events and consequences of World War I. (H, E)

• Assessments: Section quizzes, reading quizzes, Ch. 27 test.

March/April: The Great Wars, 1914-1945 (Farah & Karls, Ch. 29 & 30)

• WHII.19 Identify the major developments in the Middle East before World War II. (H, E)

• WHII.20 Describe the various causes and consequences of the global depression of the 1930s, and analyze how governments responded to the Great Depression. (H, E)

• WHII.21 Describe the rise and goals of totalitarianism in Italy, Germany, and the Soviet Union, and analyze the policies and main ideas of Mussolini, Hitler, Lenin, and Stalin. (H)

• WHII.22 Summarize the consequences of Soviet communism to 1945. (H, E)

• WHII.23 Describe the German, Italian, and Japanese drives for empire in the 1930s. (H)

• WHII.24 Summarize the key battles and events of World War II. (H)

• WHII.25 Identify the goals, leadership, and post-war plans of the allied leaders. (H)

• WHII.26 Describe the background, course, and consequences of the Holocaust, including its roots in the long tradition of Christian anti-Semitism, 19^th century ideas about race and nation, and Nazi dehumanization of the Jews. (H)

• WHII.27 Explain the reasons for the dropping of atom bombs on Japan and its short and long-term effects. (H)

• WHII.28 Explain the consequences of World War II. (H, E)

• WHII.29 Describe reasons for the establishment of the United Nations in 1945 and summarize the main ideas of the Universal Declaration of Human Rights. (H)
• Assessments: Section quizzes, reading quizzes, Ch. 29 test, Ch. 30 test.

Term IV (6 April - 17 June):

April: The Cold War Era, 1945 - 1989  (Farah & Karls, Ch. 31)

• WHII.30 Summarize the factors that contributed to the Cold War, including Soviet expansion in Eastern Europe and the differences between democracy and communism. (H, C) 

• WHII.31 Describe the policy of containment, including the Truman Doctrine, the Marshall Plan, and NATO, as America’s response to Soviet expansionist policies. (H) 

• WHII.32 Describe the development of the arms race and the key events of the Cold War era. (H)

• Assessments: Section quizzes, reading quizzes, Ch. 31 test.

May: The Cold War Era, 1945 - 1989  (Farah & Karls, Ch. 32, 33 & 34)

• WHII.33 Describe the Chinese Civil War, the rise of Mao Tse-tung, and the triumph of the Communist Revolution in China in 1949. (H)

• WHII.34 Identify the political and economic upheavals in China after the Chinese Revolution. (H, E)

• WHII.35 Describe the global surge in economic productivity during the Cold War and describe its consequences. (H, E)

• WHII.36 Explain the various factors that contributed to post-World War II economic and population growth. (H, E)

• WHII.37 Describe how the work of scientists in the 20^th century influenced historical events, changed the lives of the general populace, and led to further scientific research. (H)

• WHII.38 Describe the development and goals of nationalist movements in Africa, Asia, Latin America, and the Middle East, including the ideas and importance of nationalist leaders. (H)

• WHII.39 Explain the background for the establishment of the modern state of Israel in 1948, and the subsequent military and political conflicts between Israel and the Arab world. (H)

• Assessments: Section quizzes, reading quizzes, Ch. 32/33 test.

June: The Contemporary World, 1989 - 2001 (Farah & Karls, Ch. 35  & 36)

• WHII.40 Identify the causes for the decline and collapse of the Soviet Union and the communist regimes of Eastern Europe. (H, E)

• WHII.41 Explain the role of various leaders in transforming the Soviet Union and Eastern Europe. (H, C)

• WHII.42 Analyze the consequences of the Soviet Union’s breakup. (H, E)

• WHII.43 Identify the sources of ethnic and religious conflicts in the following nations and regions. (H)

• WHII.44 Explain the reasons for the fall of apartheid in South Africa, including the influence and ideas of Nelson Mandela. (H)

• WHII.45 Explain the social and economic effects of the spread of AIDS in Asian and African countries. (H)

• WHII.46 Explain how the computer revolution contributed to economic growth and advances in science, medicine, and communication. (H)

• WHII.47 Explain the rise and funding of Islamic fundamentalism in the last half of the 20^th century and identify the major events and forces in the Middle East over the last several decades. (H, E) 

• WHII.48 Describe America’s response to and the wider consequences of the September 11, 2001 terrorist attack on the World Trade Center in New York City and the Pentagon in Washington, D. C. (H)

• Assessments: Final review and exam

Updated 27 August 2008