Honors World History
2nd Quarter Syllabus
DBQ research project due this quarter:
Week One: 11/7-11/10/2016
Subject: Europeans Explore the East
Topic: Portuguese Exploration of the East
Objective: Students will examine the reasons for and consequences of Portuguese exploration.
Goal: Students will be able to identify and explain the causes and effects of Portuguese exploration.
Essential Question: How did Portugal and other European nations benefit from the results of Portuguese exploration?
Reading: Pages 463-468
Subtopics:
Current Events
Weekly word/term bank: Bartolomeu Dias, Prince Henry, Vasco da Gama, Treaty of Tordesillas, Dutch East India Company
Homework assignments are due Thursday and Friday of this week only:
Page 467, Geography Skillbuilder:Interpreting Maps, numbers 1 and 2
Page 468, Section 1 Assessment, number 2, Taking Notes
Page 468, Section 1 Assessment, number 3, Making Inferences
Week Two: 11/14-11/18/2016
Subject: The Atlantic World
Topic: Spanish Conquests in the Americas
Objective: Students will examine the reasons for and consequences of the Spanish exploration of the western hemisphere.
Goal: Students will be able to identify and explain the causes and effects of the Spanish exploration of the western hemisphere.
Essential Question: How did Spanish exploration of the western hemisphere impact the people of the Caribbean islands, as well as Central America and South America?
Reading: Pages 483-488
Subtopics:
Weekly word/term bank: Christopher Columbus, colony, Hernando Cortes, conquistadors, Montezuma II, Francisco Pizarro, mestizo, encomienda
Homework assignments due the 1st Monday or Tuesday of return week:
Page 484, Geography Skillbuilder:Interpreting Maps, Numbers 1 and 2
Page 488, Section 1 Assessment, number 2, Taking Notes
Page 488, Section 1 Assessment, number 3, Recognizing Bias
Content Exam Due
Week Three: 11/21-11/23/2016
Subject: Slavery
Topic: The Atlantic Slave Trade
Objective: Students will examine the reasons for and consequences of the Atlantic Slave Trade.
Goal: Students will be able to identify and explain the causes and effects of the Atlantic Slave Trade on Africa and its people as well as how it generated wealth for the European colonial powers.
Essential Question: How did European nations benefit from the Atlantic slave trade and how was Africa impacted?
Reading: Pages 495-499
Subtopics:
Current Events
Weekly word/term bank: Atlantic slave trade, triangular trade, middle passage
Homework assignments due the 1st Monday or Tuesday of return week:
Page 497, Geography Skillbuilder:Interpreting Maps, numbers 1 and 2
Page 499, Section 3 Assessment, number 2 and 3, Contrasting
Page 499, Section 3 Assessment, number 4, Theme Activity
Week Four: 11/28-12/2/2016
Subject: The Columbian Exchange
Topic: The Columbian Exchange and Global Trade
Objective: Students will examine the Columbian Exchange
Goal: Students will be able to identify and explain the causes and consequences of the Columbian Exchange
Essential Question: How did the Columbian Exchange enrich the European colonial powers?
Reading: 500-503
Subtopics:
Current Events
Weekly word/term bank: Columbian Exchange, Commercial Revolution, capitalism, joint-stock company, mercantilism, favorable balance of trade
Homework assignments due the 1st Monday or Tuesday of return week:
Page 503, Section 4 Assessment, number 2, Taking Notes
Page 503, Section 4 Assessment, number 3, Making Inferences
Page 503, Section 4 Assessment, number 4, Analyzing Themes
Content Exam Due
Week Five: 12/5-12/9/2016
Subject: The Age of Enlightenment
Topic: The Enlightenment in Europe
Objective: Students will examine the rise of the Age of Enlightenment
Goal: Students will be able to identify and explain the causes and effects of the Age of Enlightenment
Essential Question: How did the ideas of Age of Enlightenment contradict the ideas used to support European colonization?
Reading: Pages 551-557
Subtopics:
Current Events
Weekly word/term bank: Enlightenment, social contract, John Locke, natural rights, philosophe, Voltaire, Montesquieu, separation of powers, Jean Jacques Rousseau, Mary Wollstonecraft
Homework assignments due the 1st Monday or Tuesday of return week:
Page 554, Major Ideas of the Enlightenment, Skillbuilder:Interpreting Charts, numbers 1 and 2
Page 556, Section 2 Assessment, number 2, Taking Notes
Page 556, Section 2 Assessment, number 3, Synthesizing
Week Six: 12/12-12/16/2016
Subject: Industrial Revolution-Industrialism and the Race for Empire 1700-1914
Topic: The Beginnings of Industrialization
Objective: Students will examine the rise of the Industrial Revolution
Goal: Students will identify and explain what the Industrial Revolution was and how it impacted people throughout the world.
Essential Question: What was the link between the Industrial Revolution and slavery, as well as the rise of the European middle class?
Reading: Pages 626-637
Subtopics:
Current Events
Weekly word/term bank: Industrial Revolution, enclosure, crop rotation, industrialization, factors of production, factory, entrepreneur
Homework assignments due the 1st Monday or Tuesday of return week:
Page 636, Skillbuilder, numbers1 and 2
Page 637, Section 1 Assessment, number 2, Taking Notes
Page 637, Section 1 Assessment, number 3, Making Inferences
Content Exam Due
Week Seven: 12/19-12/23/2016
Subject: Imperialism
Topic: Imperialists Divide Africa
Objective: Students will examine the impact of imperialism on Africa.
Goal: Students will be able to identify and explain what imperialism is and how it impacted Africa.
Essential Question: What were the causes and effects of imperialism on the African continent?
Reading: Pages 682-689
Subtopics:
Current Events
Weekly word/term bank: imperialism, racism, Social Darwinism, Berlin Conference 1884-85, Shaka, Boer, Great Trek, Boer War
Homework assignments due the 1st Monday or Tuesday of return week.
Page 687, Geography Skillbuilder: Intepreting Charts, numbers 1 and 2
Page 689, Section 1 Assessment, number 2, Taking Notes
Page 689, Section 1 Assessment, number 3, Making Inferences and number 4, Theme Activity
Week Eight: 1/3-1/5/2017
Subject: Imperialism
Topic: Nigeria: Case Study
Objective: Students will examine the political problems that are the result of colonial rule.
Goal: Students will be able to identify and explain the impact of colonial rule on Nigeria.
Essential Question: How did Africans successfully combat European colonialism and where and why were some efforts unsuccessful?
Reading: Pages 690-695
Subtopics:
Current Events
Weekly term/word bank: paternalism, assimilation, Menelik II
Homework assignments due the 1st Monday or Tuesday of return week:
Page 690, Skillbuilder: Interpreting Charts, numbers 1 and 2
Page 691, Skillbuilder: Interpreting Charts, numbers 1 and 2
Page 693, Geography Skillbuilder: Interpreting Maps, numbers 1 and 2
Page 695, Section 2 Assessment, number 3, Forming Opinions
Content Exam Due
Week Nine: 1/9-1/13/2017
Subject: British Imperialism
Topic: British Imperialism in India
Objective: Students will examine British Imperialism around the world
Goal: Students will be able to identify and explain the causes and effects of British imperialism
Essential Question: What impact did British imperialism have upon its victims?
Reading: Pages 701-705
Subtopics:
British Expand Control over India
Weekly term/word bank: sepoy, “jewel in the crown”, Sepoy Mutiny, Raj
Homework assignments due the 1st Monday or Tuesday of return week:
Page 702, Skillbuilder: Interpreting Graphs, numbers 1 and 2
Page 705, Section 4 Assessment, number 2, Taking Notes
Page 705, Section 4 Assessment, number 3, Analyzing
Page 705, Section 4 Assessment, number 4, Analyzing Themes
Week Ten: 1/17-1/20/2017
DBQ Research Project Due
City Mid-Terms
Honors and College World History Grading Policy 2016-2017
As per the syllabus, students will receive four interim in-class exams once every two weeks, a minimum of three homework assignments per week-due at the beginning of each week, as well as a minimum of one performance task per marking quarter, followed by the city quarterlies at the end of each marking quarter. Students’ quarterly grade will be calculated as follows: in-class exams 40%; performance tasks 40%; homework 10%; city quarterlies 10%.*
*Caveat: Students must pass city quarterlies to acquire credit for the quarter. If a student initially fails the city’s exam, they may take a make-up exam to retrieve lost credit for the quarter.
If students do not have a research project, 80% of the quarterly will be based on the four bi-weekly interim exams.
College World History
2nd Quarter Syllabus
1 Document Based Question (DBQ) Research Paper due this Quarter:
Week One: 11/7-11/10/2016
Read Pages 463-468
Subject: Europeans Explore the East
Topic: Portuguese Exploration of the East
Objective: Students will examine the reasons for and consequences of Portuguese exploration.
Goal: Students will be able to identify and explain the causes and effects of Portuguese exploration.
Essential Question: How did Portugal and other European nations benefit from the results of Portuguese exploration?
Subtopics:
• Many Factors Encourage Exploration
• Europeans Seek Greater Wealth
• The Spread of Christianity
• Technological Advances
• Portugal Leads the Way
• Spanish Claims
• Trading Empires in the Indian Ocean
• Portugal’s Trading Empire
• Other Nations Drive Out the Portuguese
• European Trade Outposts
Current Events will be done in class each week
Words and terms to know for this week:
1) Bartolomeu Dias- an early Portuguese explorer
2) Prince Henry- the son of Portugal’s King
3) Vasco da Gama-the Portuguese explorer who reached the coast of India
4) Treaty of Tordesillas- agreement between Spain and Portugal to give Brazil to Portugal
5) Dutch East India Company-a Dutch company that traded in the eastern hemisphere
Homework assignments are due the 1st Monday or Tuesday of the week you return to school.
You have 6 days to do the homework assignments below.
On page 467, do Geography Skillbuilder: Interpreting Maps, number 1.
On page 468, do Section 1 Assessment, number 2, Taking Notes.
On page 468, do Section 1 Assessment, number 3, Making Inferences.
Week Two:11/14-11/18/2016
Read Pages 483-488
Subject: The Atlantic World
Topic: Spanish Conquests in the Americas
Objective: Students will examine the reasons for and consequences of the Spanish exploration of the Western Hemisphere.
Goal: Students will be able to identify and explain the causes and effects of the Spanish exploration of the Western Hemisphere.
Essential Question: What did the Spanish do to the people of the Caribbean, Central America and South America?
Subtopics:
Current Events will be done in class each week
Words and terms to know for this week:
1) Christopher Columbus- explorer from Italy who sailed for the Spain in 1492
2) colony-conquered lands controlled by another nation
3) Hernando Cortes- a Spanish explorer who landed on the coast of Mexico
4) conquistadors-landowners from Spain who conquered Central and South America
5) Montezuma II-The Aztec emperor of Mexico who was conquered by the Spanish
6) Francisco Pizarro-Spanish explorer who conquered the Inca empire in South America in 1532
7) mestizo- a person with a Spanish father and a Native American mother
8) encomienda-a slave system Spaniards forced Native American work in
Homework assignments are due the 1st Monday or Tuesday of the week you return to school.
You have 6 days to do the homework assignments below.
On page 484, do Geography Skillbuilder: Interpreting Maps, number 1.
On page 488, do Section 1 Assessment: number 2, Taking Notes.
On page 488, do Section 1Assessment: number 3, Recognizing Bias.
First Test Due This Week
Week Three: 11/21-11/23/2016
Read Pages 495-499
Subject: Slavery
Topic: The Atlantic Slave Trade
Objective: Students will examine the reasons for and consequences of the Atlantic Slave Trade.
Goal: Students will identify and explain the causes and effects of the Atlantic Slave Trade.
Essential Question: How did Europe profit from the Atlantic Slave Trade?
Subtopics:
Current Events will be done in class each week
Words and terms to know for this week:
1) Atlantic slave trade- kidnapping of Africans from Africa and then shipping them across the Atlantic ocean
2) Triangular trade-a trading route where enslaved Africans and the goods they produced were traded between Africa, the Caribbean and Europe by Europeans
3) Middle passage-the boat ride that Europeans brought kidnapped Africans across the Atlantic Ocean to the Americas on
Homework assignments are due the 1st Monday or Tuesday of the week you return to school.
You have 6 days to do the homework assignments below.
On page 497, do Geography Skillbuilder: Interpreting Maps, number 1.
On page 499, do Section 3 Assessment, number 3, Contrasting.
On page 499, do Section 3 Assessment, number 4, Theme Activity.
Week Four: 11/28-12/2/2016
Read pages 500-503
.
Subject: The Columbian Exchange
Topic: The Columbian Exchange and Global Trade
Objective: Students will examine the Columbian Exchange.
Goal: Students will be able to identify and explain the causes and effects of the Columbian Exchange.
Essential Question: How did the Columbian Exchange make Western Europe rich?
Subtopics:
Current Events will be done in class each week
Words and terms to know for this week:
1)Columbian Exchange-foods, plants and animals that were brought from the Americas to Europe, Africa and Asia
2)commercial revolution-overseas trade based on goods made by enslaved population
3)capitalism-an economic system based on private ownership
4)joint-stock company-people who share ownership of a company
5)mercantilism-sale of goods for gold and silver
6)favorable balance of trade-trade that results in selling more than one buys
Homework assignments are due the 1st Monday or Tuesday of the week you return to school.
You have 6 days to do the homework assignments below.
On page 503, do Section 4 Assessment, number 2, Taking Notes
On page 503, do Section 4 Assessment, number 3, Making Inferences
On page 503, do Section 4 Assessment, number 4, Analyzing Themes
Test Due This Week
Week Five: 12/5-12/9/2016
Read pages 551-557
Subject: The Age of Enlightenment
Topic: The Enlightenment in Europe
Objective: Students will examine the ideas of the Enlightenment.
Goal: Students will be able to identify and explain the basic ideas of the Age of Enlightenment
Essential Question: How did the ideas of Enlightenment change the views of Europeans toward their own governments?
Subtopics:
Current Events will be done in class each week
Words and terms to know for this week:
1)enlightenment-the age of reason not superstition
2)social contract-agreement for people to live under a government
3)John Locke-English philosopher who said the job of a government is to protect landowner’s “life, liberty and property”
4)natural rights-rights given to man by God not other men
5)philosophe-social critics from France who believed reason could be used to solve human being’s problems
6)Voltaire-a French philosophe whose real name was Francois Marie Arouet
7)Montesquieu-a French lawyer who came up with the idea of 3 branches of government
8)separation of powers-Montesquieu’s idea of keeping branches of government separate
9)Jean Jacques Rousseau-another French philosophe who argued that people should have individual freedom and rights
10)Mary Wollstonecraft-an English woman who believe men aren’t better than woman-she argued for equal rights
Homework assignments are due the 1st Monday or Tuesday of the week you return to school.
You have 6 days to do the homework assignments below.
On page 554, do number 1, Major Ideas of the Enlightenment, Skillbuilder:Interpreting Charts
On page 556, do Section 2 Assessment, number 2, Taking Notes
On page 556, do Section 2 Assessment, number 3, Synthesizing
Test Due This Week
.
Week Six: 12/12-12/16/2016
Read Pages 626-637
Subject: The Industrial Revolution-Industrialism and the Race for Empire 1700-1914
Topic: The Beginnings of Industrialization
Objective: Students will examine the rise of the Industrial Revolution
Goal: Students will be able to identify and explain the causes and effects of the Industrial Revolution
Essential Question: What is the link between the Industrial Revolution, slavery and the rise of Europe’s middle classes?
Subtopics:
Current Events will be done in class each week
Words and terms to know for this week:
1)Industrial Revolution-machine produced goods
2)enclosure-large enclosed fields used to grow crops
3)crop rotation-planting different crops each growing season
4)industrialization-using machines to make goods rather than people
5)factors of production-things needed to produce goods
6)factory- place where goods are made by machines
7)entrepreneur-a person who starts or runs his or her own business
Homework assignments are due the 1st Monday or Tuesday of the week you return to school.
You have 6 days to do the homework assignments below.
On page 636, do Geography Skillbuilder: Interpreting Graphs
On page 637, do Section 1 Assessment, number 2 Taking Notes
On page 637, do Section 1 Assessment, number 3, Making Inferences
Test Due This Week
Week Seven: 12/19-12/23/2016
Read pages 682-689
.
Subject: Imperialism
Topic: Imperialists Divide Africa
Objective: Students will examine the effect of imperialism on Africa.
Goal: Students will be able to identify and explain what imperialism is and how it impacted Africa.
Essential Question: What were the causes and effects of imperialism on the African continent?
Subtopics:
Current Events will be done in class each week
Words and terms to know for this week:
1)Imperialism-when one country takes over other countries
2)Racism-belief that one race is better than another
3)Social Darwinism-only the fittest survive
4)Berlin Conference 1884-85-Western European nations get together and divide up Africa like a pie for themselves
5)Shaka-South African founder of the Zulu empire
6)Boer-Dutch people who settled in South Africa
7)Great Trek-When Dutch were defeated by the English in South Africa, the Dutch then went north, taking more land from Africans in South Africa
8)Boer War-war between British and Dutch in South Africa, but Dutch were defeated
Homework assignments are due the 1st Monday or Tuesday of the week you return to school.
You have 6 days to do the homework assignments below.
On page 687, do Geography Skillbuilder: Interpreting Charts, number 1
On page 689, do Section1Assessment, number 2, Taking Notes
On page 689, do Section 1 Assessment, number 3, Making Inferences and number 4, Theme Activity
Week Eight: 1/3-1/5/2017
Read pages 690-695
Subject: Imperialism
Topic: Nigeria: Case Study
Objective: Students will examine the political problems that are a result of colonial rule.
Goal: Students will be able to identify and explain the impact of colonial rule on Nigeria.
Essential Question: How did Africans successfully stop European colonialism and why were some efforts unsuccessful?
Subtopics:
Current Events will be done in class each week
Words and terms to know for this week:
1)Paternalism-the idea that European colonizers had the right interest to act as superiors to those they enslaved or colonized
2)Assimilation-conquered people forced to accept culture of those that conquered them
3)Menelik II-the African emperor who successfully fought against European colonization of Ethiopia- a nation in Africa
Homework assignments are due the 1st Monday or Tuesday of the week you return to school.
You have 6 days to do the homework assignments below.
On page 690, do Skillbuilder: Interpreting Charts, number 1.
On page 691, do Skillbuilder: Interpreting Charts, number 1
On page 695, do Section 2 Assessment, number 3, Forming Opinions
.
Test Due This Week
Week Nine: 1/9-1/13/2017
Read Pages 701-705
Subject: British Imperialism
Topic: British Imperialism in India
Objective: Students will examine the Sepoy Rebellion
Goal: Students will be able to identify and explain the causes and effects of the Sepoy Rebellion
Essential Question: What were the causes and results of the Sepoy Rebellion?
Subtopics:
Current Events will be done in class each week
Words and terms to know for this week:
1)Sepoys-Indian soldiers that fought for the British East India Company
2)“jewel in the crown”-English considered India the most valuable country it had conquered and colonized
3)Sepoy mutiny-rebellion by Indian soldiers against British East India Company
4)Raj-the word used to describe the British rule over India
Homework assignments are due the 1st Monday or Tuesday of the week you return to school.
You have 6 days to do the homework assignments below.
On page 702, do Geography Skillbuilder: Interpreting Maps, number 1
On page 705, do Section 4 Assessment, number 2, Taking Notes
On page 705, do Section 4 Assessment, number 4 Analyzing Themes
Week Ten:1/17-1/20/2017
DBQ Research Project Due
City Mid-Terms
Honors and College World History Grading Policy 2016-2017
As per the syllabus, students will receive four interim in-class exams once every two weeks, a minimum of three homework assignments per week-due at the beginning of each week, as well as a minimum of one performance task per marking quarter, followed by the city quarterlies at the end of each marking quarter. Students’ quarterly grade will be calculated as follows: in-class exams 40%; performance tasks 40%; homework 10%; city quarterlies 10%.*
*Caveat: Students must pass city quarterlies to acquire credit for the quarter. If a student initially fails the city’s exam, they may take a make-up exam to retrieve lost credit for the quarter.
If students do not have a research project, 80% of the quarterly will be based on the four bi-weekly interim exams.
2nd Quarter Syllabus
DBQ research project due this quarter:
Week One: 11/7-11/10/2016
Subject: Europeans Explore the East
Topic: Portuguese Exploration of the East
Objective: Students will examine the reasons for and consequences of Portuguese exploration.
Goal: Students will be able to identify and explain the causes and effects of Portuguese exploration.
Essential Question: How did Portugal and other European nations benefit from the results of Portuguese exploration?
Reading: Pages 463-468
Subtopics:
- Many Factors Encourage Exploration
- Europeans Seek Greater Wealth
- The Spread of Christianity
- Technological Advances
- Portugal Leads the Way
- Spanish Claims
- Trading Empires in the Indian Ocean
- Portugal’s Trading Empire
- Other Nations Drive Out the Portuguese
- European Trade Outposts
Current Events
Weekly word/term bank: Bartolomeu Dias, Prince Henry, Vasco da Gama, Treaty of Tordesillas, Dutch East India Company
Homework assignments are due Thursday and Friday of this week only:
Page 467, Geography Skillbuilder:Interpreting Maps, numbers 1 and 2
Page 468, Section 1 Assessment, number 2, Taking Notes
Page 468, Section 1 Assessment, number 3, Making Inferences
Week Two: 11/14-11/18/2016
Subject: The Atlantic World
Topic: Spanish Conquests in the Americas
Objective: Students will examine the reasons for and consequences of the Spanish exploration of the western hemisphere.
Goal: Students will be able to identify and explain the causes and effects of the Spanish exploration of the western hemisphere.
Essential Question: How did Spanish exploration of the western hemisphere impact the people of the Caribbean islands, as well as Central America and South America?
Reading: Pages 483-488
Subtopics:
- Columbus’s Voyage
- First Encounters
- Other Explorers Take to the Seas
- Spain Builds an American Empire
- Cortes Conquers the Aztecs
- Pizarro Subdues the Inca
- Spain’s Pattern of Conquest
- The Portuguese in Brazil
- Spain Expands Its Influence
- Conquistadors Push North
- Opposition to Spanish Rule
- Native Resistance
Weekly word/term bank: Christopher Columbus, colony, Hernando Cortes, conquistadors, Montezuma II, Francisco Pizarro, mestizo, encomienda
Homework assignments due the 1st Monday or Tuesday of return week:
Page 484, Geography Skillbuilder:Interpreting Maps, Numbers 1 and 2
Page 488, Section 1 Assessment, number 2, Taking Notes
Page 488, Section 1 Assessment, number 3, Recognizing Bias
Content Exam Due
Week Three: 11/21-11/23/2016
Subject: Slavery
Topic: The Atlantic Slave Trade
Objective: Students will examine the reasons for and consequences of the Atlantic Slave Trade.
Goal: Students will be able to identify and explain the causes and effects of the Atlantic Slave Trade on Africa and its people as well as how it generated wealth for the European colonial powers.
Essential Question: How did European nations benefit from the Atlantic slave trade and how was Africa impacted?
Reading: Pages 495-499
Subtopics:
- The Evolution of African Slavery
- Slavery in Africa
- The Desire for Africans
- Spain and Portugal Lead the Way
- Slavery Spreads Throughout the Americas
- African Cooperation and Resistance
- A Forced Journey
- The Triangular Trade
- The Middle Passage
- Slavery in the Americas
- A Harsh Life
- Resistance and Rebellion
- Consequences of the Atlantic Slave Trade
Current Events
Weekly word/term bank: Atlantic slave trade, triangular trade, middle passage
Homework assignments due the 1st Monday or Tuesday of return week:
Page 497, Geography Skillbuilder:Interpreting Maps, numbers 1 and 2
Page 499, Section 3 Assessment, number 2 and 3, Contrasting
Page 499, Section 3 Assessment, number 4, Theme Activity
Week Four: 11/28-12/2/2016
Subject: The Columbian Exchange
Topic: The Columbian Exchange and Global Trade
Objective: Students will examine the Columbian Exchange
Goal: Students will be able to identify and explain the causes and consequences of the Columbian Exchange
Essential Question: How did the Columbian Exchange enrich the European colonial powers?
Reading: 500-503
Subtopics:
- The Columbian Exchange
- A Commercial Revolution
- Patterns of Interaction
- The Rise of Capitalism
- Joint-Stock Companies
- The Growth of Mercantilism
- Changes in European Society
Current Events
Weekly word/term bank: Columbian Exchange, Commercial Revolution, capitalism, joint-stock company, mercantilism, favorable balance of trade
Homework assignments due the 1st Monday or Tuesday of return week:
Page 503, Section 4 Assessment, number 2, Taking Notes
Page 503, Section 4 Assessment, number 3, Making Inferences
Page 503, Section 4 Assessment, number 4, Analyzing Themes
Content Exam Due
Week Five: 12/5-12/9/2016
Subject: The Age of Enlightenment
Topic: The Enlightenment in Europe
Objective: Students will examine the rise of the Age of Enlightenment
Goal: Students will be able to identify and explain the causes and effects of the Age of Enlightenment
Essential Question: How did the ideas of Age of Enlightenment contradict the ideas used to support European colonization?
Reading: Pages 551-557
Subtopics:
- Two Views on Government
- Hobbes’s Social Contract
- Locke’s Natural Rights
- The Philosophes Advocate Reason
- Voltaire Combats Intolerance
- Montesquieu and Separation of Powers
- Rousseau: Champion of Freedom
- Beccaria Promotes Criminal Justice
- Women and the Enlightenment
- Impact of the Enlightenment
- A More Secular Outlook
- Importance of the Individual
- European Values
Current Events
Weekly word/term bank: Enlightenment, social contract, John Locke, natural rights, philosophe, Voltaire, Montesquieu, separation of powers, Jean Jacques Rousseau, Mary Wollstonecraft
Homework assignments due the 1st Monday or Tuesday of return week:
Page 554, Major Ideas of the Enlightenment, Skillbuilder:Interpreting Charts, numbers 1 and 2
Page 556, Section 2 Assessment, number 2, Taking Notes
Page 556, Section 2 Assessment, number 3, Synthesizing
Week Six: 12/12-12/16/2016
Subject: Industrial Revolution-Industrialism and the Race for Empire 1700-1914
Topic: The Beginnings of Industrialization
Objective: Students will examine the rise of the Industrial Revolution
Goal: Students will identify and explain what the Industrial Revolution was and how it impacted people throughout the world.
Essential Question: What was the link between the Industrial Revolution and slavery, as well as the rise of the European middle class?
Reading: Pages 626-637
Subtopics:
- The Industrial Revolution Begins
- The Agricultural Revolution Begins
- Crop Rotation
- Britain’s Advantages
- Economic Strength and Political Stability
- Inventions Spur Technological Advances
- Major Inventions in the Textile Industry
- Improvements in Transportation
- Water Transportation
- Road Transportation
- The Railway Age Begins
- The Liverpool-Manchester Railroad
- Railroads Revolutionize Life in Britain
Current Events
Weekly word/term bank: Industrial Revolution, enclosure, crop rotation, industrialization, factors of production, factory, entrepreneur
Homework assignments due the 1st Monday or Tuesday of return week:
Page 636, Skillbuilder, numbers1 and 2
Page 637, Section 1 Assessment, number 2, Taking Notes
Page 637, Section 1 Assessment, number 3, Making Inferences
Content Exam Due
Week Seven: 12/19-12/23/2016
Subject: Imperialism
Topic: Imperialists Divide Africa
Objective: Students will examine the impact of imperialism on Africa.
Goal: Students will be able to identify and explain what imperialism is and how it impacted Africa.
Essential Question: What were the causes and effects of imperialism on the African continent?
Reading: Pages 682-689
Subtopics:
- Africa Before Imperialism
- Nations Compete for Overseas Empires
- The Congo Sparks Interest
- Motives Driving Imperialism
- Forces Enabling Imperialism
- African Lands Become European Colonies
- Berlin Conference Divides Africa
- Demand for Product Shapes Colonies
- Three Groups Clash over South Africa
- Zulu Expansion
- Boers and British Settle in the Cape
- The Boer War
Current Events
Weekly word/term bank: imperialism, racism, Social Darwinism, Berlin Conference 1884-85, Shaka, Boer, Great Trek, Boer War
Homework assignments due the 1st Monday or Tuesday of return week.
Page 687, Geography Skillbuilder: Intepreting Charts, numbers 1 and 2
Page 689, Section 1 Assessment, number 2, Taking Notes
Page 689, Section 1 Assessment, number 3, Making Inferences and number 4, Theme Activity
Week Eight: 1/3-1/5/2017
Subject: Imperialism
Topic: Nigeria: Case Study
Objective: Students will examine the political problems that are the result of colonial rule.
Goal: Students will be able to identify and explain the impact of colonial rule on Nigeria.
Essential Question: How did Africans successfully combat European colonialism and where and why were some efforts unsuccessful?
Reading: Pages 690-695
Subtopics:
- Colonial Control Takes Many Forms
- Forms of Colonial Control
- Patterns of Imperialist Management
- Indirect Control
- Direct Control
- A British Colony
- African Resistance
- Unsuccessful Movements
- Ethiopia: A Successful Resistance
- Impact of Colonial Rule
Current Events
Weekly term/word bank: paternalism, assimilation, Menelik II
Homework assignments due the 1st Monday or Tuesday of return week:
Page 690, Skillbuilder: Interpreting Charts, numbers 1 and 2
Page 691, Skillbuilder: Interpreting Charts, numbers 1 and 2
Page 693, Geography Skillbuilder: Interpreting Maps, numbers 1 and 2
Page 695, Section 2 Assessment, number 3, Forming Opinions
Content Exam Due
Week Nine: 1/9-1/13/2017
Subject: British Imperialism
Topic: British Imperialism in India
Objective: Students will examine British Imperialism around the world
Goal: Students will be able to identify and explain the causes and effects of British imperialism
Essential Question: What impact did British imperialism have upon its victims?
Reading: Pages 701-705
Subtopics:
British Expand Control over India
- Bristish Expand Control Over India
- East India Company Dominates
- “Jewel in the Crown” Produces Trade Products
- Impact of Colonialism
- Indians Rebel
- Sepoy Rebelliion
- Turning Point
- Indian Nationalist Movements Begin
Weekly term/word bank: sepoy, “jewel in the crown”, Sepoy Mutiny, Raj
Homework assignments due the 1st Monday or Tuesday of return week:
Page 702, Skillbuilder: Interpreting Graphs, numbers 1 and 2
Page 705, Section 4 Assessment, number 2, Taking Notes
Page 705, Section 4 Assessment, number 3, Analyzing
Page 705, Section 4 Assessment, number 4, Analyzing Themes
Week Ten: 1/17-1/20/2017
DBQ Research Project Due
City Mid-Terms
Honors and College World History Grading Policy 2016-2017
As per the syllabus, students will receive four interim in-class exams once every two weeks, a minimum of three homework assignments per week-due at the beginning of each week, as well as a minimum of one performance task per marking quarter, followed by the city quarterlies at the end of each marking quarter. Students’ quarterly grade will be calculated as follows: in-class exams 40%; performance tasks 40%; homework 10%; city quarterlies 10%.*
*Caveat: Students must pass city quarterlies to acquire credit for the quarter. If a student initially fails the city’s exam, they may take a make-up exam to retrieve lost credit for the quarter.
If students do not have a research project, 80% of the quarterly will be based on the four bi-weekly interim exams.
College World History
2nd Quarter Syllabus
1 Document Based Question (DBQ) Research Paper due this Quarter:
Week One: 11/7-11/10/2016
Read Pages 463-468
Subject: Europeans Explore the East
Topic: Portuguese Exploration of the East
Objective: Students will examine the reasons for and consequences of Portuguese exploration.
Goal: Students will be able to identify and explain the causes and effects of Portuguese exploration.
Essential Question: How did Portugal and other European nations benefit from the results of Portuguese exploration?
Subtopics:
• Many Factors Encourage Exploration
• Europeans Seek Greater Wealth
• The Spread of Christianity
• Technological Advances
• Portugal Leads the Way
• Spanish Claims
• Trading Empires in the Indian Ocean
• Portugal’s Trading Empire
• Other Nations Drive Out the Portuguese
• European Trade Outposts
Current Events will be done in class each week
Words and terms to know for this week:
1) Bartolomeu Dias- an early Portuguese explorer
2) Prince Henry- the son of Portugal’s King
3) Vasco da Gama-the Portuguese explorer who reached the coast of India
4) Treaty of Tordesillas- agreement between Spain and Portugal to give Brazil to Portugal
5) Dutch East India Company-a Dutch company that traded in the eastern hemisphere
Homework assignments are due the 1st Monday or Tuesday of the week you return to school.
You have 6 days to do the homework assignments below.
On page 467, do Geography Skillbuilder: Interpreting Maps, number 1.
On page 468, do Section 1 Assessment, number 2, Taking Notes.
On page 468, do Section 1 Assessment, number 3, Making Inferences.
Week Two:11/14-11/18/2016
Read Pages 483-488
Subject: The Atlantic World
Topic: Spanish Conquests in the Americas
Objective: Students will examine the reasons for and consequences of the Spanish exploration of the Western Hemisphere.
Goal: Students will be able to identify and explain the causes and effects of the Spanish exploration of the Western Hemisphere.
Essential Question: What did the Spanish do to the people of the Caribbean, Central America and South America?
Subtopics:
- Columbus’s Voyage
- First Encounters
- Other Explorers Take to the Seas
- Slavery Spreads Throughout the Americas
- African Cooperation and Resistance
- A Forced Journey
- The Triangular Trade
- The Middle Passage
- Slavery in the Americas
- A Harsh Life
- Resistance and Rebellion
- Consequences of the Atlantic Slave Trade
Current Events will be done in class each week
Words and terms to know for this week:
1) Christopher Columbus- explorer from Italy who sailed for the Spain in 1492
2) colony-conquered lands controlled by another nation
3) Hernando Cortes- a Spanish explorer who landed on the coast of Mexico
4) conquistadors-landowners from Spain who conquered Central and South America
5) Montezuma II-The Aztec emperor of Mexico who was conquered by the Spanish
6) Francisco Pizarro-Spanish explorer who conquered the Inca empire in South America in 1532
7) mestizo- a person with a Spanish father and a Native American mother
8) encomienda-a slave system Spaniards forced Native American work in
Homework assignments are due the 1st Monday or Tuesday of the week you return to school.
You have 6 days to do the homework assignments below.
On page 484, do Geography Skillbuilder: Interpreting Maps, number 1.
On page 488, do Section 1 Assessment: number 2, Taking Notes.
On page 488, do Section 1Assessment: number 3, Recognizing Bias.
First Test Due This Week
Week Three: 11/21-11/23/2016
Read Pages 495-499
Subject: Slavery
Topic: The Atlantic Slave Trade
Objective: Students will examine the reasons for and consequences of the Atlantic Slave Trade.
Goal: Students will identify and explain the causes and effects of the Atlantic Slave Trade.
Essential Question: How did Europe profit from the Atlantic Slave Trade?
Subtopics:
- The Evolution of African Slavery
- Slavery in Africa
- The Desire for Africans
- Spain and Portugal Lead the Way
- Slavery Spreads Throughout the Americas
- African Cooperation and Resistance
- A Forced Journey
- The Triangular Trade
- The Middle Passage
- Slavery in the Americas
- A Harsh Life
- Resistance and Rebellion
- Consequences of the Atlantic Slave Trade
Current Events will be done in class each week
Words and terms to know for this week:
1) Atlantic slave trade- kidnapping of Africans from Africa and then shipping them across the Atlantic ocean
2) Triangular trade-a trading route where enslaved Africans and the goods they produced were traded between Africa, the Caribbean and Europe by Europeans
3) Middle passage-the boat ride that Europeans brought kidnapped Africans across the Atlantic Ocean to the Americas on
Homework assignments are due the 1st Monday or Tuesday of the week you return to school.
You have 6 days to do the homework assignments below.
On page 497, do Geography Skillbuilder: Interpreting Maps, number 1.
On page 499, do Section 3 Assessment, number 3, Contrasting.
On page 499, do Section 3 Assessment, number 4, Theme Activity.
Week Four: 11/28-12/2/2016
Read pages 500-503
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Subject: The Columbian Exchange
Topic: The Columbian Exchange and Global Trade
Objective: Students will examine the Columbian Exchange.
Goal: Students will be able to identify and explain the causes and effects of the Columbian Exchange.
Essential Question: How did the Columbian Exchange make Western Europe rich?
Subtopics:
- The Columbian Exchange
- A Commercial Revolution
- Patterns of Interaction
- The Rise of Capitalism
- Joint-Stock Companies
- The Growth of Mercantilism
- Changes in European Society
Current Events will be done in class each week
Words and terms to know for this week:
1)Columbian Exchange-foods, plants and animals that were brought from the Americas to Europe, Africa and Asia
2)commercial revolution-overseas trade based on goods made by enslaved population
3)capitalism-an economic system based on private ownership
4)joint-stock company-people who share ownership of a company
5)mercantilism-sale of goods for gold and silver
6)favorable balance of trade-trade that results in selling more than one buys
Homework assignments are due the 1st Monday or Tuesday of the week you return to school.
You have 6 days to do the homework assignments below.
On page 503, do Section 4 Assessment, number 2, Taking Notes
On page 503, do Section 4 Assessment, number 3, Making Inferences
On page 503, do Section 4 Assessment, number 4, Analyzing Themes
Test Due This Week
Week Five: 12/5-12/9/2016
Read pages 551-557
Subject: The Age of Enlightenment
Topic: The Enlightenment in Europe
Objective: Students will examine the ideas of the Enlightenment.
Goal: Students will be able to identify and explain the basic ideas of the Age of Enlightenment
Essential Question: How did the ideas of Enlightenment change the views of Europeans toward their own governments?
Subtopics:
- Two Views on Government
- Hobbes Social Contract
- Locke’s Natural Rights
- The Philosophes Advocate Reason
- Voltaire Combats Intolerance
- Montesquieu and Separation of Powers
- Rousseau: Champion of Freedom
- Beccaria Promotes Criminal Justice
- Women and the Enlightenment
- Impact of the Enlightenment
- A More Secular Outlook
- Importance of the Individual
- European Values
Current Events will be done in class each week
Words and terms to know for this week:
1)enlightenment-the age of reason not superstition
2)social contract-agreement for people to live under a government
3)John Locke-English philosopher who said the job of a government is to protect landowner’s “life, liberty and property”
4)natural rights-rights given to man by God not other men
5)philosophe-social critics from France who believed reason could be used to solve human being’s problems
6)Voltaire-a French philosophe whose real name was Francois Marie Arouet
7)Montesquieu-a French lawyer who came up with the idea of 3 branches of government
8)separation of powers-Montesquieu’s idea of keeping branches of government separate
9)Jean Jacques Rousseau-another French philosophe who argued that people should have individual freedom and rights
10)Mary Wollstonecraft-an English woman who believe men aren’t better than woman-she argued for equal rights
Homework assignments are due the 1st Monday or Tuesday of the week you return to school.
You have 6 days to do the homework assignments below.
On page 554, do number 1, Major Ideas of the Enlightenment, Skillbuilder:Interpreting Charts
On page 556, do Section 2 Assessment, number 2, Taking Notes
On page 556, do Section 2 Assessment, number 3, Synthesizing
Test Due This Week
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Week Six: 12/12-12/16/2016
Read Pages 626-637
Subject: The Industrial Revolution-Industrialism and the Race for Empire 1700-1914
Topic: The Beginnings of Industrialization
Objective: Students will examine the rise of the Industrial Revolution
Goal: Students will be able to identify and explain the causes and effects of the Industrial Revolution
Essential Question: What is the link between the Industrial Revolution, slavery and the rise of Europe’s middle classes?
Subtopics:
- The Industrial Revolution Begins
- The Agricultural Revolution begins
- Crop Rotation
- Britain’s Advantages
- Economic Strength and Political Stability
- Inventions in the textile Industry
- Improvements in Transportation
- Water Transportation
- Road Transportation
- The Railway Age Begins
- The Liverpool-Manchester Railroad
- Railroads Revolutionize Life in Britain
Current Events will be done in class each week
Words and terms to know for this week:
1)Industrial Revolution-machine produced goods
2)enclosure-large enclosed fields used to grow crops
3)crop rotation-planting different crops each growing season
4)industrialization-using machines to make goods rather than people
5)factors of production-things needed to produce goods
6)factory- place where goods are made by machines
7)entrepreneur-a person who starts or runs his or her own business
Homework assignments are due the 1st Monday or Tuesday of the week you return to school.
You have 6 days to do the homework assignments below.
On page 636, do Geography Skillbuilder: Interpreting Graphs
On page 637, do Section 1 Assessment, number 2 Taking Notes
On page 637, do Section 1 Assessment, number 3, Making Inferences
Test Due This Week
Week Seven: 12/19-12/23/2016
Read pages 682-689
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Subject: Imperialism
Topic: Imperialists Divide Africa
Objective: Students will examine the effect of imperialism on Africa.
Goal: Students will be able to identify and explain what imperialism is and how it impacted Africa.
Essential Question: What were the causes and effects of imperialism on the African continent?
Subtopics:
- Africa Before Imperialism
- Nations Compete for Overseas Empires
- The Congo Sparks Interest
- Motives Driving Imperialism
- Forces Enabling Imperialism
- African Lands Become European Colonies
- Three Groups Clash over South Africa
- Zulu Expansion
- Boers and British Settle in the Cape
- The Boer War
Current Events will be done in class each week
Words and terms to know for this week:
1)Imperialism-when one country takes over other countries
2)Racism-belief that one race is better than another
3)Social Darwinism-only the fittest survive
4)Berlin Conference 1884-85-Western European nations get together and divide up Africa like a pie for themselves
5)Shaka-South African founder of the Zulu empire
6)Boer-Dutch people who settled in South Africa
7)Great Trek-When Dutch were defeated by the English in South Africa, the Dutch then went north, taking more land from Africans in South Africa
8)Boer War-war between British and Dutch in South Africa, but Dutch were defeated
Homework assignments are due the 1st Monday or Tuesday of the week you return to school.
You have 6 days to do the homework assignments below.
On page 687, do Geography Skillbuilder: Interpreting Charts, number 1
On page 689, do Section1Assessment, number 2, Taking Notes
On page 689, do Section 1 Assessment, number 3, Making Inferences and number 4, Theme Activity
Week Eight: 1/3-1/5/2017
Read pages 690-695
Subject: Imperialism
Topic: Nigeria: Case Study
Objective: Students will examine the political problems that are a result of colonial rule.
Goal: Students will be able to identify and explain the impact of colonial rule on Nigeria.
Essential Question: How did Africans successfully stop European colonialism and why were some efforts unsuccessful?
Subtopics:
- Colonial Control Takes Many Forms
- Forms of Colonial Control
- Patterns of Imperialist Management
- Indirect Control
- Direct Control
- A British Colony
- African Resistance
- Unsuccessful Movements
- Ethiopia: A Successful Resistance
- Impact of Colonial Rule
Current Events will be done in class each week
Words and terms to know for this week:
1)Paternalism-the idea that European colonizers had the right interest to act as superiors to those they enslaved or colonized
2)Assimilation-conquered people forced to accept culture of those that conquered them
3)Menelik II-the African emperor who successfully fought against European colonization of Ethiopia- a nation in Africa
Homework assignments are due the 1st Monday or Tuesday of the week you return to school.
You have 6 days to do the homework assignments below.
On page 690, do Skillbuilder: Interpreting Charts, number 1.
On page 691, do Skillbuilder: Interpreting Charts, number 1
On page 695, do Section 2 Assessment, number 3, Forming Opinions
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Test Due This Week
Week Nine: 1/9-1/13/2017
Read Pages 701-705
Subject: British Imperialism
Topic: British Imperialism in India
Objective: Students will examine the Sepoy Rebellion
Goal: Students will be able to identify and explain the causes and effects of the Sepoy Rebellion
Essential Question: What were the causes and results of the Sepoy Rebellion?
Subtopics:
- British Expand Control Over India
- East India Company Dominates
- “Jewel in the Crown” Produces Trade Products
- Impact of Colonialism
- Indians Rebel
- Sepoy Rebellion
- Turning Point
- Indian Nationalist Movements Begin
Current Events will be done in class each week
Words and terms to know for this week:
1)Sepoys-Indian soldiers that fought for the British East India Company
2)“jewel in the crown”-English considered India the most valuable country it had conquered and colonized
3)Sepoy mutiny-rebellion by Indian soldiers against British East India Company
4)Raj-the word used to describe the British rule over India
Homework assignments are due the 1st Monday or Tuesday of the week you return to school.
You have 6 days to do the homework assignments below.
On page 702, do Geography Skillbuilder: Interpreting Maps, number 1
On page 705, do Section 4 Assessment, number 2, Taking Notes
On page 705, do Section 4 Assessment, number 4 Analyzing Themes
Week Ten:1/17-1/20/2017
DBQ Research Project Due
City Mid-Terms
Honors and College World History Grading Policy 2016-2017
As per the syllabus, students will receive four interim in-class exams once every two weeks, a minimum of three homework assignments per week-due at the beginning of each week, as well as a minimum of one performance task per marking quarter, followed by the city quarterlies at the end of each marking quarter. Students’ quarterly grade will be calculated as follows: in-class exams 40%; performance tasks 40%; homework 10%; city quarterlies 10%.*
*Caveat: Students must pass city quarterlies to acquire credit for the quarter. If a student initially fails the city’s exam, they may take a make-up exam to retrieve lost credit for the quarter.
If students do not have a research project, 80% of the quarterly will be based on the four bi-weekly interim exams.