Course Title: Course Description Course No: Grade level Course Value Text and Resource Options: Credit Value

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1 Course Title: WORLD HISTORY AND GEOGRAPHY IIIB Course No: 3452 Grade level: 7-12 Text and Resource Options: World History; Part II AGS Course Content: Key Content Standards and Course Objectives The topics to be covered are based on the following Grade 10 History-Social Science standards: 1. Students analyze the rise of totalitarian governments after World War I (10-6). 2. Students analyze the causes and consequences of the Second World War. (10-8). 3. Students analyze the international developments in the post-world War II world (10-9). 4. Students analyze instances of nation-building in the contemporary world in two of the following regions or counties: The Middle East, Africa, Mexico and other parts of Latin America or China (10-10). 5. Students analyze the integration of countries into the world economy and the information, technological and communications revolutions (10-11). Historical and Social Science Analysis Skills Students will demonstrate the grades 9-12 social science intellectual, reasoning, reflection and research skills. The following objectives are based on the Grade K-12 Literacy Common Core Readiness Anchor Standards. Please refer to the Common Core State Standards online for specific standards. Reading Standards 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. 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, and ideas develop and interact over the course of a text. Craft and Structure 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text. Integration of Knowledge and Ideas 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently. Updated 4/26/2012 Methods of Study 1. Students will complete all activities assigned. 2. Students will participate in discussion with other class members and/or teacher. Course Description Course Value: One Semester (Open entry/open exit) Credit Value: 1 5 credits This course will focus on major turning points that shaped the modern world, from the late 18th century through World War I. Students will trace the rise of democratic ideas and develop an understanding of the historical roots of current world issues, especially as they pertain to international relations. Students will develop an understanding of the foundation for our democratic ideals. In addition to the World History content standards for grades 9-12, students will have opportunities to demonstrate the 9-12 intellectual, reasoning, reflection and research skills. Key Content Standards and Course Objectives (cont). CCSS Writing Standards Text Types and Purposes 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and wellstructured event sequences. Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Evaluation of Performance Standards 1. Students will complete all assignments with a minimum of 70% accuracy. 2. The supervising teacher will be satisfied with the quality of the student s work. 3. The student must receive a minimum score of 70% on a teacher assigned final evaluation. 4. Letter grade contracts are optional and require a higher level of performance.

2 WORLD HISTORY AND GEOGRAPHY IIIB Course Syllabus: 3452 Textbook Assignment:, Part II (5.0 credits) All textbook work must meet 70% accuracy level for a C grade. Before beginning, be sure to: o Review the Goals for Learning on the first page of each chapter. o Review all Vocabulary Words in the blue boxes on each page. o Review the Chapter Summary at the end of each chapter. Chapters Read Chapters 16-20, pages o Chapter 16 (6 lessons), Chapter 17 (6 lessons), Chapter 18 (4 lessons) o Chapter 19 (4 lessons), Chapter 20 (5 lessons) Complete all Lesson Review and Chapter Review questions Complete the following exercises for each chapter: o Geography Skills (found at beginning only) o Map Studies (found throughout the chapter) o Source Reading and Spotlight Story (found at the end of each chapter) o Unit 6 Review- page Complete weekly and Assessment Chapters Read Chapters 21-25, pages o Chapter 21 (5 lessons), Chapter 22(6 lessons), Chapter 23 (4 (lessons) o Chapter 24 (4 lessons), Chapter 25 (4 lessons) Complete all Lesson Review and Chapter Review questions Complete the following exercises for each chapter: o Geography Skills (found at beginning only) o Map Studies (found throughout the chapter) o Source Reading and Spotlight Story (found at the end of each chapter) o Unit 7 Review- page Complete weekly and Assessment Chapters Read Chapters 26-30, pages o Chapter 26 (4 lessons), Chapter 27 (4 lessons), Chapter 28 (5 lessons) o Chapter 29 (6 lessons), Chapter 30 (4 lessons) Complete all Lesson Review and Chapter Review questions Complete the following exercises for each chapter: o Geography Skills (found at beginning only) o Map Studies (found throughout the chapter) o Source Reading and Spotlight Story (found at the end of each chapter) o Unit 8 Review- page o Unit 9 Review- page Complete weekly and Assessment Complete at least one Extension Activity Student Signature Date

3 WORLD HISTORY AND GEOGRAPHY IIIB Course Syllabus: 3452 Complete at least one Extension Activity For Writing Activities, complete all parts of the writing process, and turn in the following with your final draft. 1. Thinking Map paragraph rough draft 3. Revised rough draft incorporating teacher s comments and corrections paragraph typed final draft Extension Activity Options: Using the Internet, research one of the totalitarian leaders from World War II (examples: Adolf Hitler, Benito Mussolini, Joseph Stalin, etc.). Write a 4-paragraph essay based upon your research, that includes the rise to power, the affect his rule had on his nation, how his nation was led into WWII, the role he played in the war, and a description of the leader s role after WWII. Use Writing Rubric Exp. III. Using the Internet (Key words: United States Holocaust Museum or Holocaust ) or other library materials, research Hitler s movement against the Jews (the Holocaust) from Kristallnacht to the end of WWII. Write a 4-paragraph essay or prepare a 7-slide PowerPoint presentation based upon your research. Include Hitler s hatred of the Jews, the final solution, the concentration camps, as well as specific examples of the treatment of Jews from the ghettos to the camps. Use Writing Rubric Exp. III. Choose three inventions from the Industrial Revolution. Write a 4-paragraph essay in which you describe each invention and explain how it has helped American society. In addition, keep a log of your activities for one day. In one paragraph, explain how your day would have been different if you had been living before the Industrial Revolution. Use Writing Rubric Exp. III. Create a map of Europe between 1914 and 1918, indicating the countries and major cities. Label the location of three major WWI battles on the map. On a separate sheet of paper, write a 4-paragraph essay explaining how these battles had an effect on WWI. Use Writing Rubric Exp. III. Teacher generated activity Writing Rubric Expository: Level III Writing Standards 1. The writing contains 4 or more paragraphs that focus on a clear topic or thesis. 2. The writer supports the main idea(s) with facts, details and examples from primary and secondary sources. 3. The writer organizes and records information on charts, maps, and graphs, when appropriate. 4. The writer uses transitions between sentences and paragraphs to unify ideas. 5. The writing contains a conclusion that summarizes the writer s arguments and restates the position/thesis. 6. The writer uses a variety of sentence types and some descriptive language. 7. The writing contains few errors in grammar, punctuation, capitalization and spelling, and these errors do not interfere with the reader s understanding. Teacher/Student Notes for Extension Activity:

4 Chapters Vocabulary Select at least three vocabulary words, and draw a Circle Map with a minimum of six categories. You may use the dictionary definition, which is listed after each vocabulary word, as one of your categories. Study all vocabulary words. absolute: abolish: tedious: import: something that does not change to officially end a law or system boring, and continuing for a long time to bring goods from one country into another Circle Map Categories Dictionary Definition Student Definition Part of Speech Meaningful Sentence Illustration What it is (examples) What it isn t (non-examples) Word Parts Cognate Synonyms Antonyms Related Words/Word Family Sentence from book predictable: happening in a way that you expect; you know what will happen before it happens convert: to change something into something else; to change your religion

5 Chapters Directions: Please answer all of the following questions. You may write your answer in paragraph form or use the appropriate Thinking Map to show that you know the information. 1. Describe the difference between feudalism and nationalism. (Ch. 16.1) 2. Why did Portugal and Spain want to find a water route to China and India? (Ch. 17.1) 3. What new plants did the Europeans find in the Americas, and how did these change European civilization? (Ch. 17.6) 4. Who began the Age of Reason, and what were the 3 goals of enlightened thinkers? (18.1) 5. How did the Age of Reason affect some rulers, philosophers, musicians, and writers? (Ch. 18) 6. Name and describe 3 inventions of the Industrial Revolution. Who invented them, and why were they important? (Ch )

6 Chapters Vocabulary Select at least three vocabulary words, and draw a Circle Map with a minimum of six categories. You may use the dictionary definition, which is listed after each vocabulary word, as one of your categories. Study all vocabulary words. Circle Map Categories Dictionary Definition Student Definition Part of Speech Meaningful Sentence Illustration What it is (examples) What it isn t (non-examples) Word Parts Cognate Synonyms Antonyms Related Words/Word Family Sentence from book ambassador: boycott: influence: immunity: unify: volunteer: a person sent to represent his or her government in another country to refuse to deal with a person, business, or country the power to change or persuade others a natural protection against a disease to connect, bring together as one to offer to do a job without pay

7 Chapters Directions: Please answer all of the following questions. You may write your answer in paragraph form or use the appropriate Thinking Map to show that you know the information. 1. Describe the differences between radicals, conservatives, and liberals during the French Revolution. (Ch. 21.4) 2. What is nationalism? What is imperialism? What is the connection between nationalism and imperialism? (Ch and 22.4) 3. What were 3 causes of World War I? (Ch ) 4. List 3 things that Hitler did when he became the dictator of Germany. (Ch. 25.2) 5. Define and describe some characteristics of fascism. (Ch. 25.1)

8 Chapters Vocabulary Select at least three vocabulary words, and draw a Circle Map with a minimum of six categories. You may use the dictionary definition, which is listed after each vocabulary word, as one of your categories. Study all vocabulary words. Circle Map Categories Dictionary Definition Student Definition Part of Speech Meaningful Sentence Illustration What it is (examples) What it isn t (non-examples) Word Parts Cognate Synonyms Antonyms Related Words/Word Family Sentence from book conquer: modern: demonstrate: glorify: statement: sorrow: to defeat a country or group of people in a war and take their land belonging to the present time to show something to praise and admire someone or something, especially in a way to make them famous something you say or write great sadness

9 Chapters Directions: Please answer all of the following questions. You may write your answer in paragraph form or use the appropriate Thinking Map to show that you know the information. 1. What caused the United States to stop being neutral and to enter World War II? (Ch. 26.3) 2. What were the social, economic, and political results of World War II? (Ch. 27.1) 3. Compare and contrast Mohandas Gandhi and Nelson Mandela. (Ch and 28.3) 4. What happened after Vietnam gained its independence from France? Why did the United States get involved, and whose side did they take? (Ch. 28.5) 5. What is rapid urbanization, and how has it affected African nations? (Ch. 29.1) 6. What was the economy like when Mikhail Gorbachev became the Soviet leader, and in what ways did he reform the Soviet Union? (Ch. 29.4) 7. What is a global village? What are 4 ways that technology and mass communication have contributed to making the world into a global village? (Ch. 30.1)