World History (Modern)
Mr. Karl Snell, M.S.
Monday-Friday 8:35-9:20 am; 12:45-1:30 pm
Office hours: By appointment only
Learning Outcomes:
The goal of world history is to link past events to the present. It also emphasizes how people influenced each other and the environment, but also how the environment influenced people. The focus of the class is absolutism to today’s modern age. It aims to link history from multiple perspectives involving geography, economics, revolution, science, technology, and cultural interaction. The class aims to develop critical thinking and writing skills.
Course Content:
Topics covered include: Early Humans, Ancient South & East Asia, Ancient, Greece & Rome, Islamic World, Middle Ages, Early Africa & Americas, Renaissance & Reformation, Asian Empires, and Exploration & Colonization.
Instructional Method:
Instructional approaches used include lectures, exercises, games, model-building projects and research writing etc.
Course Materials:
Spielvogel, Jackson J. (2023). World History. McGraw Hill: Columbus, OH.
Assignments & Evaluation:
Homework/Activity/Project/Presentations 40%, Quizzes/Tests 20%, Exam/Research paper 40%
A 95-100%, A- 90-94%, B+ 87-89%, B 83-86%, B- 80-82, C+ 75-79%, C 70-74%, C- 65-69%, D+ 60-64%, D 55-59%, D- 50-54%, F 0-49%
Some assignments and activities will use rubrics for altered grading such as but not limited to written assignments, models, and other activities.
Late work will be marked as a zero, unless arranged with the instructor due to illness.
All students are responsible for the highest level of honesty. Cheating & plagiarism on any work will result in a zero for that assignment. Any work done by someone else or bought will receive a zero. Likewise, students will complete worksheets answering questions for a specific book read. Students are required to regularly attend classes on time. All other means of misbehavior are addressed in the student handbook and will be dealt with by the administration as deemed necessary.
Standards
ESLOs
1.1 Effectively uses a variety of complex reasoning strategies (Higher Order Thinking Skills).
2.2 Uses resources and technology.
2.3 Creates quality products.
3.4 Understands cultural differences.
CA: History – Social Science
Grade 9 Analysis Skills
1. Students distinguish valid arguments from fallacious arguments in historical interpretations.
CA: History – Social Science
Grade 10 Analysis Skills
Chronological and Spatial Thinking
1. Students compare the present with the past, evaluating the consequences of past events and decisions and determining the lessons that were learned.
2. Students analyze how change happens at different rates at different times; understand that some aspects can change while others remain the same; and understand that change is complicated and affects not only technology and politics but also values and beliefs.
3. Students use a variety of maps and documents to interpret human movement, including major patterns of domestic and international migration, changing environmental preferences and settlement patterns, the frictions that develop between population groups, and the diffusion of ideas, technological innovations, and goods.
Historical Research, Evidence, and Point of View
1. Students distinguish valid arguments from fallacious arguments in historical interpretations.
2. Students identify bias and prejudice in historical interpretations.
4. Students construct and test hypotheses; collect, evaluate, and employ information from multiple primary and secondary sources; and apply it in oral and written presentations.
Historical Interpretation
1. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments.
2. Students recognize the complexity of historical causes and effects, including the limitations on determining cause and effect.
3. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values.
4. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions.
World History, Culture, & Geography: The Modern World
10.2.1 Compare the major ideas of philosophers & their effects on the democratic revolutions in England, the USA, France, & Latin America (e.g. John Locke, Charles-Louis Montesquieu, Jean-Jacques Rousseau, Simón Bolivar, Thomas Jefferson, James Madison).
10.2.2 List the principles of the Magna Carta, the English Bill of Rights (1689), the American Declaration of Independence (1776), the French Declaration of the Rights of Man & the Citizen (1789), & the U.S. Bill of Rights (1791).
10.2.3 Understand the unique character of the American Revolution, its spread to other parts of the world, & its continuing significance to other nations.
10.2.4 Explain how the ideology of the French Revolution led France to develop from constitutional monarchy to democratic despotism to the Napoleonic empire.
10.2.5 Discuss how nationalism spread across Europe with Napoleon but was repressed for a generation under the Congress of Vienna & Concert of Europe until the Revolutions of 1848.
Grade 11 Analysis Skills
Chronological & Spatial Thinking
1. Students compare the present with the past, evaluating the consequences of past events and decisions and determining the lessons that were learned.
2. Students analyze how change happens at different rates at different times; understand that some aspects can change while others remain the same; & understand that change is complicated & affects not only technology & politics but also values & beliefs.
3. Students use a variety of maps & documents to interpret human movement, including major patterns of domestic & international migration, changing environmental preferences & settlement patterns, the frictions that develop between population groups, & the diffusion of ideas, technological innovations, & goods.
4. Students relate current events to the physical & human characteristics of places & regions.
Historical Interpretation
1. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments.
2. Students recognize the complexity of historical causes & effects, including the limitations on determining cause & effect.
3. Students interpret past events & issues within the context in which an event unfolded rather than solely in terms of present-day norms & values.
4. Students understand the meaning, implication, & impact of historical events & recognize that events could have taken other directions.
6. Students conduct cost-benefit analyses & apply basic economic indicators to analyze the aggregate economic behavior of the economy.
Historical Research, Evidence, and Point of View
1. Students distinguish valid arguments from fallacious arguments in historical interpretations.
2. Students identify bias & prejudice in historical interpretations.
3. Students evaluate major debates among historians concerning alternative interpretations of the past, including an analysis of authors' use of evidence and the distinctions between sound generalizations and misleading oversimplifications.
4. Students construct and test hypotheses; collect, evaluate, and employ information from multiple primary and secondary sources; and apply it in oral and written presentations.
Continuity & Change in the 20th Century
11.1 Students analyze the significant events in the founding of the nation and its attempts to realize the philosophy of government described in the Declaration of Independence.
11.2 Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe.
11.3 Students analyze the role religion played in founding of America, its lasting moral, social, & political impacts, & issues regarding religious liberty.
11.9 Students analyze U. S. foreign policy since World War II.
CA: History – Social Science
Grade 12
Analysis Skills
Historical Interpretation
1. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments.
2. Students recognize the complexity of historical causes and effects, including the limitations on determining cause and effect.
3. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values.
4. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions.
5. Students analyze human modifications of landscapes and examine the resulting environmental policy issues.
Historical Research, Evidence, and Point of View
1. Students distinguish valid arguments from fallacious arguments in historical interpretations.
2. Students identify bias and prejudice in historical interpretations.
3. Students evaluate major debates among historians concerning alternative interpretations of the past, including an analysis of authors' use of evidence and the distinctions between sound generalizations and misleading oversimplifications.
4. Students construct and test hypotheses; collect, evaluate, and employ information from multiple primary and secondary sources; and apply it in oral and written presentations.
Chronological and Spatial Thinking
1. Students compare the present with the past, evaluating the consequences of past events and decisions and determining the lessons that were learned.
2. Students analyze how change happens at different rates at different times; understand that some aspects can change while others remain the same; and understand that change is complicated and affects not only technology and politics but also values and beliefs.
3. Students use a variety of maps and documents to interpret human movement, including major patterns of domestic and international migration, changing environmental preferences and settlement patterns, the frictions that develop between population groups, and the diffusion of ideas, technological innovations, and goods.
4. Students relate current events to the physical and human characteristics of places and regions.
CA: CCCS: Literacy in History/Social Studies, Science, & Technical Subjects 6-12
Grades 11-12
History/Social Studies
1. Read closely to determine what the text says explicitly & to make logical inferences from it; cite specific textual evidence when speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
3. Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
6. Assess how point of view or purpose shapes the content and style of a text.