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Syllabus 10 Grade World History: Major Trends in Human Civilization (1750 - Present)

This document is a syllabus for a 10th grade World History course covering major trends in human civilization from 1750 to the present. The course focuses on developing historical thinking skills through 11 units organized around broad themes. Students will analyze primary and secondary sources to investigate central historical questions for each unit. The course goals align with California Common Core standards for reading, writing, and comprehending complex texts. Students will be assessed on their mastery of the standards through historical inquiry projects. Class expectations, grading policies, and consequences for violations are also outlined.

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69 views3 pages

Syllabus 10 Grade World History: Major Trends in Human Civilization (1750 - Present)

This document is a syllabus for a 10th grade World History course covering major trends in human civilization from 1750 to the present. The course focuses on developing historical thinking skills through 11 units organized around broad themes. Students will analyze primary and secondary sources to investigate central historical questions for each unit. The course goals align with California Common Core standards for reading, writing, and comprehending complex texts. Students will be assessed on their mastery of the standards through historical inquiry projects. Class expectations, grading policies, and consequences for violations are also outlined.

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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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10

th

SYLLABUS
Grade World History

Major Trends in Human Civilization (1750 present)


Room: 520

CONTACT INFORMATION
Phone: 213.241.8533
Website: www.mrorejel.info
[email protected]

Email:

COURSE DESCRIPTION
World History Major Trends in Human Civilization will depart from traditional high school
history instruction and focuses on the historical thinking skills necessary for critical
analysis and success at the university level. Our coursework will begin with a month-long
unit designed to introduce students to these skills. After this thorough introduction, we will
examine various episodes in history, organized around broad themes found in human
civilization. Each unit is approximately 3-4 weeks in length. A detailed curriculum map can
be found on the learning communitys website.
COURSE OUTLINE
This course will consist of 11 major units. Students will draw from a variety of primary and
secondary sources to investigate Central Historical Questions (CHQs). Each unit will
include a formative and summative assessment.
Unit
Unit
Unit
Unit
Unit

1:
2:
3:
4:
5:

Semester 1
Thinking Like a Historian
The haves and the have-nots
Global Climate Change
Biological and Pathogen Diffusion
Colonialism

Semester 2
Unit 6: Imperialism
Unit 7: Nationalism
Unit 8: International Trade and
Commerce
Unit 9: Genocide
Unit 10: Emerging Global Trends
Unit 11: Global Hot Spots

COURSE TEXTS
A substantial portion of the course readings will be taken from, but not limited to, the
following sources:
1. Ellis, Elisabeth Gaynor, and Anthony Esler. World History: Connections to Today.
Upper Saddle River, NJ: Prentice Hall, 1999.
2. Bentley, Jerry H., Herbert F. Ziegler, and Heather Streets-Salter. Traditions &
Encounters: A Global Perspective on the Past. 4th ed. Vol. II. Boston: McGraw Hill
Higher Education, 2008.
3. Bulliet, Richard W., Pamela Kyle Crossley, Daniel R. Headrick, Steven W. Hirsch,
Lyman L. Johnson, and David Northup. The Earth and Its Peoples: A Global
History. 5th ed. Vol. II. Boston, MA: Wadsworth Cengage Learning, 2012.
INSTRUCTIONAL GOALS AND ROUTINES
Student will investigate historical questions by using historical thinking skills. The six
distinct, but interrelated discipline-specific skills are aligned with the reading and writing
standards outlined in the California Common Core State Standards.
Historical Thinking Skills
1. Establishing historical significance.
2. Using primary source evidence.
3. Identifying continuity and change.

& Common Core Standards


4. Analyzing cause and consequence.
5. Understanding historical perspectives.
6. Understanding the ethical dimension of
historical interpretations.

Key Ideas and Details


1. Determining text meaning and making logical conclusions; citing evidence to

support conclusions.
2. Determining central ideas and analyzing their development; summarizing key
details and ideas.
3. Analyzing how and why individuals, events, and ideas develop and interact.
Craft and Structure
4. Interpreting words and phrases used in text and analyzing how word choices
shape meaning or tone.
5. Analyzing structure of texts, including how specific portions of the text are related.
6. Assessing how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas
7. Integrating and evaluating content presented in diverse media and formats.
8. Delineating and evaluating arguments and claims in a text.
9. Analyzing 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.Reading and comprehending complex literary and informational texts
independently and proficiently.
In addition, students will make frequent use of the classroom website (www.mrorejel.info)
and various Google Apps for Education (such as Google Docs) to access course materials
and engage in collaborative discourse and writing. Students will also be responsible for
making use of their school Google Mail account to communicate with the teacher and
other students within the first week of class.
LEARNING COMMUNITY BEHAVIOR EXPECTATIONS
In order to build a safe and positive educational environment where students can flourish
personally and academically, we will all adhere to five simple rules:
1.
2.
3.
4.
5.

We
We
We
We
We

will
will
will
will
will

respect one another.


begin class on time.
come to class prepared.
put forth our best effort on all assignments.
follow school rules.

CONSEQUENCES
Just some of the positive consequences of following our learning community standards are
good grades, boosted self-esteem, and praise from family and teachers. However, if a
student does not follow the above standards, I will take the following actions in effort to
thwart the disruptive behavior and resume a constructive learning environment:
1st offense: Teacher-student consultation
consultation
3rd offense: Teacher/guardian contact

2nd offense: Second teacher-student


4th offense: Referral to office

REQUIRED MATERIALS
8 x 11 in. lined paper
10 manila folders
Black or blue pens (at least two)
Day Planner/Calendar (phone app
acceptable)
#2 Pencils (at least two)
1 three-ring binder
GRADING

The learning community is designed around student-centered, inquiry-based learning, thus


the students success in the classroom will depends on PARTICIPATION.
The CRAHS #16 grading policy is designed to assess student mastery of the Common Core
State Standards for College and Career Readiness (see above). The goal of the course is
for all students to achieve mastery of these standards and the historical thinking skills;
therefore, students will be assessed on the skills associated with these standards.
Students will receive a score on a four-point scale for each of the Common Core State
Standards for History/Social Studies.
UNIT PROJECTS
Each unit, student will be responsible for one unit historical inquiry project. Details of each
project will be introduced at the beginning of each unit.
ABSENCES & EXTRA CREDIT
It is the students responsibility to inquire about make-up work for the days that (s)he was
absent and to see me after class, if necessary. Late work will be accepted up until the end
of each unit. As noted previously, an excess of absences may lead to a failing grade for a
student. One extra credit opportunity will be offered per unit. For students to take
advantage of these opportunities, no major project or exams may be missing.

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