Embedded Files
World History (Summer)
Mr. Karl Snell, M.S.
Monday-Friday 7:00-12:00 pm
Office hours: 7-12 pm or 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 Absolutism, Industrialism, The Great War and World War II.
Instructional Method:
Instructional approaches used include lectures, exercises, games, model building projects and research writing etc.
Course Materials:
Beck, Roger D., Black, Linda, Krieger, Larry S, Naylor, Phillip C. et. al. (2012). World History: Patterns of Interaction. Houghton Mifflin: Orlando, Florida.
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 make a model, this model is to be made by the student, not bought. 3-D puzzles are not acceptable and will also receive a score of zero since it's not made by the student, but merely put together. Any work done outside the classroom must be recorded by a video showing the student working on the project, failure to do this will result in a zero. 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
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.
Grade 11 Analysis Skills
1. Chronological & Spatial: Students compare the present with the past, evaluating the consequences of past events and decisions and determining the lessons that were learned.
1. Historical Interpretation: Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments.
Historical Research, Evidence, and Point of View
1. Students distinguish valid arguments from fallacious arguments 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.
11.9 Students analyze U. S. foreign policy since World War II.
Grades 11-12
History/Social Studies
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.
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
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 environ-mental 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 be-tween 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.
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