World History Honors Course Syllabus

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1 Course Tile: World History Honors Course Length: Full Year Recommend Grade Level: Grade 9 Course Level and Credit: Honors 5 Credits Prerequisites Successful Completion of 8 th Grade Social Studies Teacher Recommendation Core Text(s) Perspectives on the Past Course Description: World History Honors level classes provide students with the means to understand how the significant events, people, and time periods from Rome to the present day explain and inform our understating of the world in which we live. The aim is to help students become critical readers and analysts of history though an in-depth study of the events of history and its theories and criticisms. In this regard, the quantity and pace at which material is covered, the number of examples of genre that are examined, and the quantity and sophistication of writing assignments is greater than that for academic or standard classes. Course Outline by Unit NJ CCCS Cluster: Age of Global Encounters (MP 1) Unit 1 Rome o Legacy of Rome to Western Civilization o Fall of Rome Unit 2 Middle Ages o Effects of the Fall of Rome o Feudal System o Crusades Unit 3 Renaissance o Italy o Values o Impact o Culture Unit 4 Exploration o Reasons for o Impact of Unit 5 The Protestant Reformation o Religion for the common man o Education for the masses o Change in political landscape of Europe Unit 6 Enlightenment Revolution o Scientific Revolution o Enlightenment o Secularization of Europe Historiography Focus: o How Historians Create History

2 NJ CCCS Cluster: Age of Revolutionary Change (MP 2) Political, Social, Economic/Technological Unit 1 French Revolution o Socioeconomic Struggle o Governmental Systems o Balance of Powers Unit 2 Industrial Revolution o Rise of technology o Use of Resources o Economic Theory o Urbanization Unit 3 Imperialism o Need for Resources o Global Power/Nationalism o Cultural Conflicts Historiography Focus: o Great People in History and their Character (Plutarch) NJ CCCS Cluster: Era of Great Wars (MP 3) Unit 1WWI o Causes o Changing Face of War o Effects Unit 2 Aftermath of WWI o Russian Revolution o Worldwide Depression o Rise of Totalitarian Leaders o Genocide Unit 3 WW II o Causes o Theaters of War o Effects of Warfare and Truce Historiography Focus: o The Role of Historical Forces in Determining the Course of History NJ CCCS Cluster: The Modern World (MP 4) NJ CCCS Cluster: Looking Forward to the Future Present

3 Unit 1The Cold War o Spread of Communism o Fall of Communism Unit 2 The Post WWII Non-Western World o India o Middle East o Africa o Asia Historiography Focus: o Challenge and Response Theory (Toynbee) Major Activities A growing body of research has made it clear that the overall quality of teaching and learning is improved when students have ample opportunities to clarify, question, apply, and consolidate new knowledge. There are any number of teaching strategies that can be employed to actively engage students in the learning process, including group discussions, problem solving, case studies, role plays, journal writing, and structured learning groups. The benefits to using such activities are many. They include improved critical thinking skills, increased retention and transfer of new information, increased motivation, and improved interpersonal skills. In addition to these instructional strategies, the extended learning activities which promote active learning are listed below: NJ CCCS Cluster: Age of Global Encounters Unit1 (Identify the name of and give a brief description of the NJ CCCS Cluster: Age of Revolutionary Change NJ CCCS Cluster: Era of Great Wars NJ CCCS Cluster: The Modern World

4 NJ CCCS Cluster: Looking Forward to the Future Present Assessment & Evaluation Assessment plays a major role in how students learn, their motivation to learn, and how teachers teach. Assessment is used for various purposes. Assessment for learning: where assessment helps teachers gain insight into what students understand in order to plan and guide instruction, and provide helpful feedback to students. Assessment as learning: where students develop an awareness of how they learn and use that awareness to adjust and advance their learning, taking an increased responsibility for their learning. Assessment of learning: where assessment informs students, teachers and parents, as well as the broader educational community, of achievement at a certain point in time in order to celebrate success, plan interventions and support continued progress. As teachers and students work towards the achievement of curriculum outcomes, assessment plays a constant role in informing instruction, guiding the student s next steps, and checking progress and achievement. Teachers use many different processes and strategies for classroom assessment, and adapt them to suit the assessment purpose and needs of individual students. Types of assessments may include, but are not limited to: Teacher observation of student performance Formal and informal writing samples Teacher and software generated tests and quizzes Homework Projects Synchronous and asynchronous discussions Research reports Standardized tests Diagnostic tests Debates Oral presentations Technology Use Google Earth, Maps 101, Inspiration, InspireData, Criterion OnCourse, Microsoft Word, PowerPoint, Publisher, Books on CD, DVD s, Spoken Word CDs Digital Cameras, Digital imaging software, Noodle Tools, and various Web sites

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