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SYLLABUS
Grade World History
CONTACT INFORMATION
Phone: 213.241.8533
Website: www.mrorejel.info
eorejel@laalliance.org
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.
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
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
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