WORLD HISTORY SYLLABUS H.G. Creggett Meyzeek Middle School =Room 200

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1 WORLD HISTORY SYLLABUS H.G. Creggett Meyzeek Middle School =Room 200 World Civilization SS-HS surveys the development of civilization with a focus on the ancient era (prior to 1500 A.D.). In this course, the student is introduced to and use a variety of tools(e.g. primary and secondary sources, data, artifacts) to analyze perceptions and perspectives (e.g. gender, race, region, ethnic group, nationality, age, economic status, religion, politics, geographic factors) of people and historical events in the ancient world (early civilizations prior to 1500 A.D. ). Students will understand that world civilizations (e.g. African, Asian, European, Latin American, Middle Eastern) can be analyzed by examining significant eras to develop chronological understanding and recognize cause-effect relationship and multiple causation. Important: An introductory history course necessarily covers a great deal of material, and contrary to all of your notions about what world civilization is, much of it is challenging. Each of your textbook chapters is actually its own specialty area in history. Students will use and apply the seven (7) characteristics of civilization to analyze history (Government, Religion, Technology, Social Structure, Stable Food Supply, Writing, & Art). So there is a lot of material to cover and you will get a taste of each major area in world civilization. It is extremely important to keep up with the reading assignments and to be forthcoming when any difficulties arise. You will also be working with computers, so if you do not have one at home it is important for you to secure access to Meyzeek Middle School or the local public library computer system. Objective: By the end of the course, students will be able to demonstrate an understanding of: Characteristics of ancient world cultures and identify evidence of cultural diffusion Political systems and analyze how they derive their power, establish order, achieve goals and view the rights and responsibilities of citizens; Different economic systems (prior to 1500A.D. ) and explain why some have been more successful than others; How economic issues have led to cooperation and conflict among peoples and nations;

2 How geographic factors had an impact on the development of nations and historical events or historical conditions ; Problems of cross-cultural misunderstandings, prejudice, and stereotyping and explain how these have led to extreme actions, such as war or genocide; The impact of advances in science and technology on the lives of people and/or the development and status of nations. How social, political and economic characteristics influence different regions of the world (prior to 1500 A.D.). Course Topics: The Course will cover the following topics: 1. Chapter 1:Uncovering the Past: Studying History and Geography 2. Chapter 2:The Stone Ages and Early Cultures: The First People, Early Human Migration & Beginning of Agriculture 3. Chapter 3: Mesopotamia and the Fertile Crescent: Geography of the Fertile Crescent, The Rise of Sumer, Sumerian Achievements & Later People of the Fertile Crescent. 4. Chapter 4: Ancient Egypt and Kush: Geography & Ancient Egypt, The Old Kingdom, The Middle and New Kingdom, Egyptian Achievements, & Ancient Kush. 5. Chapter 5: Ancient India: Geography & Early India, Origins of Hinduism, Origins of Buddhism, Indians Empires, & Indian Achievements. 6. Chapter 6: Ancient China: Geography & Early China, The Zhou, Qin, & Han Dynasties & Han Contact with Other Cultures. 7. Chapter 7: The Hebrews & Judaism: The Early Hebrews, Jewish Beliefs and Texts & Judaism over the Centuries. 8. Chapter 8:Ancient Greece: Geography and the Early Greeks, Government in Athens, Greek Mythology & Literature 9. Chapter 9: The Greek World: Greece & Persia, Sparta & Athens, Alexander the Great, & Greek Achievements. 10. Chapter 10: The Roman Republic: Geography & the Rise of Rome, Government & Society, & Late Republic. 11. Chapter 11 Rome & Christianity: From Republic to Empire, The Roman Empire and Religion, & The End of the Empire. 12. Chapter 12: The Islamic World: The Roots of Islam, Islamic Belief & Practices, Islamic Empires, & Cultural Achievements. 13. Chapter 13: Early African Civilization: Geography & Early Africa, The Empire of Ghana, Later Empires, Historical & Artistic Traditions. 14. Chapter 14: China: China Reunifies, Tang and Song Achievements, Confucianism & Government, & The Yuan and Ming Dynasties.

3 15. Chapter 15: Japan: Geography & Early Japan, Art & Culture in Heian, & Growth of a Military Society. 16. Chapter 16: The Early Americas: The Maya, Aztecs & Incas. 17. Chapter 17: The Early Middle Ages: Geography of Europe, Europe after the Fall of Rome, Feudalism & Manor Life, & Feudal Societies. 18. Chapter 18: The Later Middle Ages: Popes and Kings, The Crusades, Christianity & Medieval Society, Political & Social Change, & Challenges to Church Authority. 19. Chapter 19: The Renaissance & Reformation: The Italian Renaissance, Renaissance beyond Italy, & The Reformation of Christianity. 20. Chapter 20: Science & Exploration: The Scientific Revolution, Great Voyages of Discovery, & New Systems of Trade. Religion is a major component of the characteristics of civilization. Major religions of the world are: Christianity, Islam, Judaism, Buddhism, and Hinduism. Studies will center on: Founder(s), Beliefs, Worship, Holy Book or Writings, Birth Place or Region, and Celebrations/Holidays. Students will learn how the religions impacted ancient and modern societies. I have listed below my pedagogy or plan of action in my classroom: 1. Bell worksheet: Bell Work, as the name implies, is the schoolwork that students are doing when the bell rings. It is always the first task of the class period. I describe bell work to my students on the first day of school, and I instruct them never to ask me whether there is bell work today. There is bell work every day. It always will be posted in the same place on the overhead. I tell students, "As soon as you reach your seat, look at the overhead for today's bell work, and get started." Common Core Standards in Social Studies. 2. Socratic Method: After my students have completed their bell work sheet, I use the Socratic Method, named after the classical Greek philosopher Socrates, to generate inquiry and discussion between individuals, based on asking and answering questions to stimulate critical thinking and to illuminate ideas on the subject matter to be taught. Common Core Standards in Social Studies. 3. Vocabulary terms and sentences. Research has shown that success in school is related to knowing academic vocabulary-the words/terms that are frequently used in school assignments and in class discussions.

4 Students determine or clarify the meaning of unknown and multiplemeaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. Example: Define and create a sentence for the term oasis. An oasis is a wet, fertile area within a desert. Muhammad stopped his caravan at an oasis to get water for his camels. Common Core Standards in Social Studies. 4. Study guide that contain laser focused questions. Students cite specific textual evidence to support analysis of primary and secondary sources. Analyze the relationship between a primary and secondary source on the same topic. Draw evidence from informational texts to support analysis reflection, and research. Example(s): Describe the decline of the Roman Republic. Explain why Cartage and Rome fought the Punic Wars? Common Core Standards in Social Studies. 5. Videos on subject matter. Videos are used to enhance the learning process of the auditory and visional learner. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. Example(s). The life and legend of Alexander the Great. Life in the city-state of Sumer in Mesopotamia. Common Core Standards in Social Studies. 6. Projects and presentations on subject matter. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. Example(s): Compare and contrast three ancient African kingdoms with one ancient civilization-greece-egypt-rome-china- India-Mesopotamia. Students may create a journal, story, PowerPoint, Prezi, Newspaper, or etcetera. Common Core Standards in Social Studies. 7. Writing activities on subject matter. Students write narratives to develop real or imagined experiences or events using effective technique, wellchosen details and well-structured event sequences. Example(s) (A) Students will go back in time to explore life in two city-states: Athens and Sparta. Students will use the seven (7) characteristics of civilization to complete writing assignment: (1) writing, (2)the arts, (3)technology, (4)stable food supply, (5)social structure, (6)religion, and (7)government. Example(s) You are a former student of the famous Greek philosopher Aristotle. Alexander the Great has selected you to travel with him on his conquest to record his adventures. (B)

5 As Alexander the Great advisor, explain how you would advise him on spreading Greek ideas and culture to a variety of different peoples he conquered. Common Core Standards in Social Studies. 8. Geographical Activities. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. Example(s) Geographical Skills Map on Skeleton Finds. Geographical Skills Map on China and India. Geographical Skills Map on Fertile Crescent and Oil Fields. Geographical Skills Map on Middle East and Surrounding Areas. Common Core Standards in Social Studies. 9. Assessment. Diagnostic, proficiency and classroom evaluations. Textbooks online: (1) or History Alive textbook: (1) Search Google & Enter: Text and Required Supplies: A. Requires text: World History, by Stanley M. Burstein and Richard Shek B. Require text: History Alive!, by Wendy Frey, John Bergez, and Amy Joseph C. Supplies: pencils, pens, paper, note books. Grading Plan: Coursework will be weighted as follows: (a) Sponge/Bell work: 100 pts. each (b) Each Activity/Assignment: 100 pts. each (c) Writing activity/vocabulary: 100 pts. each (d) Research and Projects: 100 pts. each (e) Review, Test, Quiz, Check-Up: 100 pts. each Grading Scale: =A 92-86=B 85-79=C 78-70=D 69-0 =U

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