10thgrade World History Syllabus

10th Grade World History – Syllabus Eminence High School Mrs. Covington 2010/2011 Course Objectives:  Students will be able to explain how humans began to rediscover the ideas of the Classical Age and to question their place in the universe during the Renaissance and Reformation.  Students will be able to explain and give examples of how new ideas and technologies led to an Age of Exploration by Europeans that brought great wealth to the absolute monarchies and caused significant political, economic, and social changes to the other regions of the world.  Students will analyze how an Age of Revolution brought about changes in science, thought, government, and industry that shaped the modern world, and will evaluate the long range impact these changes had on the modern world.  Students will analyze how nationalism, militarism, and imperialism led to world conflicts and the rise of totalitarian governments.  Students will explain the rise of both the United States and the Soviet Union to superpower status following World War II, the subsequent development of the Cold War, and the formation of new nations in Africa, Asia, Eastern Europe, and the Middle East. Students will also be able to evaluate the impact of these events on the global community.  Students will be able to explain how the second half of the 20th century was characterized by rapid social, political, and economic changes that created new challenges in countries around the world, and give examples of how countries have addressed these challenges. Course Organization: Our curriculum follows the Kentucky Program of Studies and the Core Content for Assessment. The units of study are as follows:  Unit One: Emergence of the Modern World (Renaissance, Reformation, and the Age of Exploration)  Unit Two: The Age of Revolution (Scientific Revolution; American, British, and French Revolutions)  Unit Three: Industry and Nationalism (Industrialization; rise of nationalism and militarism; imperialism in Africa, Asia, and the Americas)  Unit Four: The World In Conflict (WWI, the Russian Revolution, Nazism, WWII)  Unit Five: The Contemporary World (Cold War; social, political, and economic changes/challenges in Asia, Africa, Middle East, and Latin America) Course Materials: Text: World History: Modern Times (Glencoe, McGraw-Hill) History Alive! (Teacher’s Curriculum Institute)

Required Student Materials:  Course textbook  3-5 subject notebook (college-ruled preferred)  blue or black ink pens (no pencil or colored pens in notebook unless approved by instructor)  loose-leaf paper, scissors, glue, colored pencils, etc. (we will use a variety of methods for recording and using information in class – students should be prepared on a daily basis with the necessary materials) Assessment/Grading: Most of the work done in this class will go in the student notebook. Grades will be based on the following: Tests/Projects/Portfolio: 80% Classwork/Homework/Quizzes/Notebook: 20% Late Work/Absences: Students are responsible for worked missed on the day(s) they are absent. Late work for students with an excused absence will be accepted without penalty on the date of their return to school, or within 5 school days of their absence. Work turned in after that will be assessed a 15 point penalty. No late work will be accepted after 1 week before the end of the grading period. Work that is not completed will be given a zero (0). A homework “buddy” is highly advised. Parents may also call the office to request that assignments be picked up at the end of the school day. Contacting Me: I am available before school, after school, and during planning by appointment. The easiest (and best) way to contact me is via e-mail. School phone: 502.845.5427 E-mail: ([email protected]) Final Thoughts: It is my sincere wish that you have a successful learning experience in my class. My philosophy is pretty straightforward:  I come prepared everyday- so should you.  I stay focused on the content (no “free” days)- so should you.  I believe structure and order are necessary for learning to take place, but there is also room for some fun. Behave yourself.  I think “bud-nipping” is key. Problems can be avoided if you take a pro-active approach.  I believe in mutual respect and everyone’s ability to learn. Play nice. If you have any questions, or concerns, please feel free to contact me. Good luck.