Mr. Armstrong's World History Syllabus
by Mark Armstrong
August 10, 2009
World History - Syllabus
Instructor Mark Armstrong E-mail marmstrong@usd343.org
Contact Hours
Before School: 7:30 AM – 8:00 AM. Prep Period: Monday: 10:00-10:30;
Wed. & Fri.: 10:00 – 11:00 AM.
Course Description:
World History is a two semester course, with each semester being
independent of each other. The class is designed to give as full as
possible a survey of cultural and historical events that have
shaped our current world. The class is structured so that the
independent learner may read and research a particular topic of
interest to a greater degree of depth. Basic concepts of historical
research and accuracy, cause & effect, and other historic and
cultural basic ideas will be reinforced. Topics covered include,
but are not limited to, the Ancient Greeks, the Middle Ages, the
Renaissance and Reformation, the Enlightenment, Exploration &
Expansion, the Age of Revolution, Nationalism & Imperialism,
and WWI.
Text(s):
World History (Holt) – The Human Journey
Grading Scale:
USD 343 Grading Scale
A+ (100% & above) B- (80%-82%)
A (93%-99%) C+ (77%-79%)
A- (90%-92%) C (73%-76%)
B+ (87%-89%) C- (70%-72%)
B (83%-86%) D+ (67%-69%)
D (63%-66%) F (59% & below)
D- (60%-62%)
INC: Student has not completed all the given requirements at this
time.
Assignments missed while absent will be recorded with the symbol
“Ab” and not count toward their grade.
Students have a minimum of 2 days for each day absent to submit
missed work for credit.
Should a student become ineligible they are guaranteed the
opportunity in each class to raise their grade to become eligible
in the following week.
Student Evaluation:
performance evaluation here.
Tests: 60%
Homework/Assignments/Projects: 40%
Extra Credit: NA
Projects: Included in Homework
Requirements:
Reading assignments from class texts; worksheets and other daily
homework, class participation, note taking, tests.
Behavior Plan:
Students are expected to behave in an acceptable manner during the
entire class. Discipline will be in accordance with the school
policy. Rewards / Extra Credit:
Enter ways for students to earn rewards and extra credit. Extra
credit is not available in this class.
Course Outline:
Fall Semester
The Greeks
Historic Research Project – Powerpoint
The Middle Ages
Renaissance & Reformation
Spring Semester
Exploration & Expansion
Asia in Transition
Age of Enlightment
Age of Revolution
Nationalism & Imperialism
WWI
State Standards:
Unit 1 – The Greeks
History Standard: The student uses a working knowledge and
understanding of significan individuals, groups, ideas, events,
eras, and developments in the history of Kansas, the United States,
and the workd, utilizing essential analytical and research
skills.
Indicators: 1) Explains essential concepts from the Scientific
Revolution (e.g., the Heliocentric Theory; Natural Law; scientific
method.)
Unit 2 – The Middle Ages:
History Standard: The student uses a working knowledge and
understanding of significan individuals, groups, ideas, events,
eras, and developments in the history of Kansas, the United States,
and the workd, utilizing essential analytical and research
skills.
Unit 3 – The Renaissance and the Reformation
History Standard: The student uses a working knowledge and
understanding of significan individuals, groups, ideas, events,
eras, and developments in the history of Kansas, the United States,
and the workd, utilizing essential analytical and research
skills.
Benchmark:1 The student uses a working knowledge and understanding
of individuals, groups, ideas, developments, and turning points of
the Global Age of Exploration (1400 – 1750).
Indicators: 1) Analyzes the changes in European thought and culture
resulting from the Renaissance (e.g., more secular worldview:
Machiavelli, Shakespeare; humanism; innovations in art:
Michalengelo, Da Vinci; architecture; St Peters Dome). 2)
Investigates the changes in European thought and culture resulting
from the Reformation (e.g. establishment of Protestant faiths,
Counter reformation, Gutenberg Press, Catholic vs Protestant wars
of religion).
Unit 4 – Exploration and Expansion
History Standard: The student uses a working knowledge and
understanding of significan individuals, groups, ideas, events,
eras, and developments in the history of Kansas, the United States,
and the workd, utilizing essential analytical and research
skills.
Benchmark:1 The student uses a working knowledge and understanding
of individuals, groups, ideas, developments, and turning points of
the Global Age of Exploration (1400 – 1750).
Benchmark: 2 The student uses a working knowledge and understanding
of individuals, groups, ideas, developments, and turning points of
the Age of Revolutions (1650 – 1920).
Indicators: 1) Examines the economic and social consequences of
European exploration and expansion (e.g., rise of European power,
mercantilism, Columbian Exchange, impact on indigenous people in
North and South America, Trans-Atlantic slave trade). 2) Explains
essential concepts from the Scientific Revolution (e.g., the
Heliocentric Theory; Natural Law; scientific method.)
Unit 5 – Asia in Transition
History Standard: The student uses a working knowledge and
understanding of significan individuals, groups, ideas, events,
eras, and developments in the history of Kansas, the United States,
and the workd, utilizing essential analytical and research
skills.
Benchmark:1 The student uses a working knowledge and understanding
of individuals, groups, ideas, developments, and turning points of
the Global Age of Exploration (1400 – 1750).
Indicators: 1) Describes why East Asia withdrew into isolationalism
during a time of European expansion (e.g., Tolugawa Shogunate, end
of Great Ming Naval Expeditions).
Unit 6 – The Age of Enlightenment
History Standard: The student uses a working knowledge and
understanding of significan individuals, groups, ideas, events,
eras, and developments in the history of Kansas, the United States,
and the workd, utilizing essential analytical and research
skills.
Indicators: 1) Explains essential concepts from the Enlightenment
that represented a turning point in intellectual history (e.g.,
ideas of Thomas hobbes, John Locke, Voltaire, Montesquieu, Mary
Wollstonecraft, Jean Jacques Rousseau, Enlightened despotism,
salons).
Unit 7 – The Age of Revolution
History Standard: The student uses a working knowledge and
understanding of significan individuals, groups, ideas, events,
eras, and developments in the history of Kansas, the United States,
and the workd, utilizing essential analytical and research
skills.
Benchmarks 1& 2.
Indicators: 1) Compares and contrasts the rise of constitutionalism
in Britain with political structures in France. (e.g. changes
resulting from the English Civil War and Glorious Revolution:
English Bill of Rights, establishment of Parliament, French
Absolutism).
Unit 8 –Nationalism and Imperialism
History Standard: The student uses a working knowledge and
understanding of significan individuals, groups, ideas, events,
eras, and developments in the history of Kansas, the United States,
and the world, utilizing essential analytical and research
skills.
Benchmark 2:
Indicators: 1) Explores industrialization and its consequences in
Britain (e.g., rise of laissez-faire economics in Britain, Adam
Smith, Chartists, development of middle class). 2) Describes the
impact of cross-cultural exchange on artistic developments of the
late 19th century (e.g., romanticism; impressionism, impact of
Asian culture on western culture). 3) Compares and contrasts German
unification with the Meiji Restoration (e.g., nationalism,
militarism, modernization, industrialization); (German philosophy
vs Japanese philosophy). 4) Describes the motives and impact of
Imperialism (e.g. motives; economic-natural resources and expansion
of trade, the competition for colonies in Africa and Asia and the
Berlin Conference; humanitarian-missionaries and the ideology of
Social Darwinism, political-naval bases and expansion of political
control; restriction of human rights in King Leopold’s Congo;
development of infrastructure; roads, schools, hospitals,
railroads; assimilation and loss of indigenous culture). 5)
Examines causes of anti-colonial movements in Latin America, Asia,
and Africa (e.g. Haitian Revolution; Bolivar, San Martin; Hidalgo
and Morelos; Taiping Rebellion; Boxer Rebellion; Sepoy Rebellion;
Zulu Wars).
WWI and the Russian Revolution
History Standard: The student uses a working knowledge and
understanding of significan individuals, groups, ideas, events,
eras, and developments in the history of Kansas, the United States,
and the world, utilizing essential analytical and research
skills.
Benchmark: 2
Indicators: 1) Analyzes the causes and impact of the Russian
Revolution (e.g., the idea of communism as an economic alternative
to capitalism; Vladimir Lenin, Karl Marx, Communist Manifesto,
failure of tsarist regime, economic instability; beginnings of
totalitarianism).
