FULTON COUNTY COURSE SYLLABUS

World History 2014-2015 Syllabus

Mr. Mahan P1/P2/602 mahanf@fultonschools.org 404.847.1980 ext. 280
Mr. Crews P2 crewsj@fultonschools.org 404.847.1980 ext. 286
Mrs. Southall 705 southhalla@fultonschools.org 404.847.1980 ext. 260
Mr. Kadim/Mrs. Waller IRR3 kadim@fultonschools.org/
wallerl@fultonschools.org 404.847.1980 ext. 337

I. Course Description

This course will focus on introducing students to the varied histories of societies and regions throughout the world. It will utilize the critical and
analytical thinking skills necessary for future academic success. In so doing there will be an emphasis on writing, reading and analysis of primary
source documents. With this in mind, content coverage will follow a combination of thematic, regional and chronological approaches to study, with
each designed for student recognition, understanding, and appreciation of the diversity and interdependence in our world.

Through this course we hope to develop internationally minded people who exemplify the following habits of mind as students become Inquirers,
Knowledgeable, Thinkers, Communicators, Principled, Open-minded, Caring, Risk-takers, Balanced and Reflective with their study of World
History. The units that are studied in World History support the three fundamental concepts of the International Baccalaureate Middle Years
Program:

Holistic learning students discover ways in which World History is related to all other subjects. They also learn to develop strategies to
examine, analyze and interpret information and ideas that will be used throughout their lifetime.
Intercultural awareness through their study of World History, students discover, understand and appreciate the historical development
leading to varied traditions and cultures of peoples throughout the world.
Communication students will be encouraged to be active learners who can communicate their knowledge to others, while also listening
to and valuing the opinions and thoughts of others.

Each teacher examines their unit designs, classroom practices, assessment policies & practices, and management & leadership activities to assure that
their attention is focused on the processes and outcomes of their students learning.

II. Unit Descriptions
The study of World History consists of 8 units. These include:

Unit 1- The Rise of Civilizations through the Classical Period (5 weeks)

Unit Focus: This unit centers on the rise of civilizations in Asia, Africa, and Europe. The origins and spread of world religions, social organization,
and commercial interactions of ancient world civilizations will be analyzed. The complex interactions that developed between the Middle East, Asia
and Europe will be examined. In addition the cultural legacy of the Greco-Roman world, including systems of government and the impact of Roman
law, will be examined.

Interaction: Community and Service
Assessment Criteria: Knowing, Investigating, Thinking Critically, Communicating

Georgia Standards:
SSWH1 The student will analyze the origins, structures, and interactions of complex societies in the ancient Eastern Mediterranean from 3500 BCE
to 500 BCE.
SSWH2 The student will identify the major achievements of Chinese and Indian societies from 1100 BCE to 500 CE.
SSWH3 The student will examine the political, philosophical, and cultural interaction of Classical Mediterranean societies from 700 BCE to 400 CE.

Unit 2- New Empires Emerge (4 weeks)

Unit Focus: This unit focuses on the development of the Byzantine Empire and its cultural impact on the development of Eastern Europe, the rise of
the Mongol Empire, the rise of Islamic Civilization and Islam, and African societies.

Area of Interaction: Human Ingenuity
Assessment Criteria: Knowing, Investigating, Thinking Critically, Communicating

Georgia Standards
SSWH4 The student will analyze the importance of the Byzantine and Mongol empires between 450 CE and 1500 CE.
SSWH5 The student will trace the origins and expansion of the Islamic World between 600 CE and 1300 CE.
SSWH6 The student will describe the diverse characteristics of early African societies before 1800 CE.

Unit 3- The Medieval Period and the spread of Civilization (3 weeks)

Unit Focus: This unit analyzes the birth of feudal societies in Europe and tracks their development into powerful nation-states. It also analyzes the
development of extremely complex civilizations in North and South America.

Area of Interaction: Environments
Assessment Criteria: Knowing, Investigating, Thinking Critically, Communicating

Georgia Standards
SSWH7 The student will analyze European medieval society with regard to culture, politics, society, and economics.
SSWH8 The student will demonstrate an understanding of the development of societies in Central and South America.

Unit 4- The Modern World (4 weeks)

Unit Focus: This unit marks the beginning of the early modern world. The focus of this unit is on the emerging role of the individual and the rise of
reason through the Renaissance and Reformation. It will also examine these ideas impact on the development of European Exploration, and the
impact of European Exploration itself.

Area of Interaction: Human Ingenuity
Assessment Criteria: Knowing, Investigating, Thinking Critically, Communicating

Georgia Standards
SSWH9 The student will analyze change and continuity in the Renaissance and Reformation.
SSWH10 The student will analyze the impact of the age of discovery and expansion into the Americas, Africa, and Asia.

Unit 5- Political Change in Asia and Europe (3 weeks)

Unit Focus: Unit Focus: This unit focuses on political and social change throughout Europe and the Asia that occurred as a result of the spread of
liberalism.

Area of Interaction: Human Ingenuity
Assessment Criteria: Knowing, Investigating, Thinking Critically, Communicating

Georgia Standards
SSWH11 Students will investigate political and social changes in Japan and in China from the seventeenth century CE to mid-nineteenth century CE.
SSWH12 The student will examine the origins and contributions of the Ottoman, Safavid, and Mughal empires.
SSWH13 The student will examine the intellectual, political, social, and economic factors that changed the world view of Europeans.

Unit 6- The Age of Revolution and Imperialism (5 weeks)

Unit Focus: This unit will analyze the growing tensions that resulted from the development of absolutism in places such as France, and Russia that
ultimately resulting in liberal revolutions in the United States, France, Haiti, and Latin America. The unit will also examine the development of the
Industrial Revolution and how industrialism led to the renewal of imperialism.

Area of Interaction: Community and Service
Assessment Criteria: Knowing, Investigating, Thinking Critically, Communicating

Georgia Standards
SSWH14 The student will analyze the Age of Revolutions and Rebellions.
SSWH15 The student will be able to describe the impact of industrialization, the rise of nationalism, and the major characteristics of worldwide
imperialism.

Unit 7- The World at War (4 weeks)

Unit Focus: The causes of World War I and its impact on Europe will be analyzed, including the rise of Communism in Russia. The impact of a
destabilized Europe that leads to World War II will be analyzed. The unit will also examine the global, political, economic, and social impact of a
world war.

Area of Interaction: Community and Service
Assessment Criteria: Knowing, Investigating, Thinking Critically, Communicating

Georgia Standards
SSWH16 The student will demonstrate an understanding of long-term causes of World War I and its global impact.
SSWH17 The student will be able to identify the major political and economic factors that shaped world societies between World War I and World
War II.
SSWH18 The student will demonstrate an understanding of the global political, economic, and social impact of World War II.

Unit 8- Globalization : Interconnected and interdependent (4 weeks)

Unit Focus: This unit focuses on global interdependence and interconnectedness. The unit will also examine the political, economic, and social
changes that began with World War II and continued through the Cold War. The role of ethnic and ideological conflicts including the rise of
terrorism will be analyzed. How nations have attempted to cooperate within international organizations to prevent global war will also be examined.

Area of Interaction: Human Ingenuity
Assessment Criteria: Knowing, Investigating, Thinking Critically, Communicating

Georgia Standards
SSWH19 The student will demonstrate an understanding of the global social, economic, and political impact of the Cold War and decolonization
from 1945 to 1989.
SSWH20 The student will examine change and continuity in the world since the 1960s.
SSWH21 The student will analyze globalization in the contemporary world.

III. Texts and Resources

Beck, Roger B., Black, Linda, Krieger, Larry S., Naylor, Phillip C., Shabaka, Dahia
Ibo.World History: Patterns of Interaction Evanston, IL: McDougal Littell, 2006.
($65.00)

In addition to the textbook, supplementary material from a variety of sources will be provided during each unit of study.

IV. Methodology

A number of methodologies are used in World History classes. Students will work individually or as a member of a group. Students will receive
direct instruction and/or will have to research and report on their learning either in discussion, presentations or in writing. They will read critically,
participate in projects, analyze both primary and secondary historical sources, write and reflect on their work depending on the unit. Students will
also be encourages to show independent investigation and exploration to personalize their own learning.

V. Methods of assessment

A wide variety of assessments are used to gauge the success of Riverwood students. These assessments can be formative or summative. At
Riverwood, assessment is viewed as a continuous process that allows students, parents and teachers to have the best and most accurate information
about student achievement. In this class, teachers utilize formative forms of assessment to determine student understanding. These assessments occur
often during each unit. At the end of each unit a summative assessment is utilized to gauge student understanding. The summative assessment can be
a test, an essay, or a project assessed against the MYP criteria which allows the student, parents, and teacher to better understand student progress
throughout the program.

VI. Grading policy including the use of MYP criteria

Riverwood adheres to the Fulton County grading policy. Traditional grade reports are sent home every 6 weeks. As an International Baccalaureate
Middle Years Program school, RICS will use the programs assessment criteria to report student progress. The students will be assessed at least once
per semester against each of the three criteria. Reports of these scores will be sent at the end of each semester.

MYP Learner Profiles

Riverwood students strive to be:

Inquirers: They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in
learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.

Knowledgeable: They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and
develop understanding across a broad and balanced range of disciplines.

Thinkers: They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make
reasoned, ethical decisions.

Communicators: They understand and express ideas and information confidently and creatively in more than one language and in a variety of
modes of communication. They work effectively and willingly in collaboration with others.

Principled: They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and
communities. They take responsibility for their own actions and the consequences that accompany them.

Open Minded: They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of
other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the
experience.

Caring: They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act
to make a positive difference to the lives of others and to the environment.

Risk Takers: They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new
roles, ideas and strategies. They are brave and articulate in defending their beliefs.

Balanced: They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.

Reflective: They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and
limitations in order to support their learning and personal development.

Grading
The Fulton County Grading Scale is:
A = 100 90
B = 89 80
C = 79 70
F = 69 Below

All assignments will have a numerical point value. Adding the points earned and dividing by the total number of points possible will calculate
numerical averages for that assignment. MYP marks should not be treated this way but should be kept as raw numbers for each criterion. Grades for
the course will be calculated using a weighted system as specified below. Students MUST keep an accurate log of their own individual grades so that
they will have a good idea of their averages at any given point in the semester. In order to remain a magnet student in good standing, you must
maintain an 80 average in this course.

World History Grades

Major Assessments (50%) : These will consist of two major projects per semester as well as a test over each unit covered in the course.

Minor Assessments (30%) : These will consist of quizzes, classwork, homework, and participation grades.

Final Exam (20%) : The final exam will be cumulative and will assess students knowledge about the units of study covered throughout the
semester.

Recovery
It is the students responsibility to ask the teacher about what was missed, and makeup all work/quizzes/tests due to absences. Tests and
quizzes are announced in advance. If the student is absent on aquiz/test day, he/she should be prepared to take it on the next classday. In the event of
excused or unexcused absence, it is the students responsibility to arrange to make up the work. Students will be allowed no more than 2 weeks to
make up major assignments (projects, tests/retakes, essays) and 1 week for homework and smaller assignments (ex. chapter questions, reviews,
summaries, worksheets, etc.)


If a student is absent 3 days or less due to illness or an authorized absence, it is the student's responsibility to get his/her daily assignments and
homework from a classmate or to contact the teacher upon returning to school for daily assignments and homework. If a student is absent more than 3
days, the student or parent may contact the Counseling Center to request homework assignments. If a student is suspended out-of-school, it is the
student or parent's responsibility to pick up the work from the front office.

Students are encouraged to request make-up work for any excused or unexcused absence. It is the student's sole responsibility to make contact with
the teacher to initiate all make-up work. A make-up work request must be made the first class meeting back after the absence. The student must
complete make-up work within the time specified by the teacher. Make-up work not submitted or turned in by an agreed upon deadline will receive a
zero. Students will receive the actual grade earned on make-up work if the absence is for one of the reasons listed as excused, a written excuse has
been submitted in accordance with attendance policy, and the make-up work has been completed satisfactorily within the time specified by the
teacher.



VII. Policies and Procedures
1. General rules of behavior, as outlined in the student handbook, will be observed. In particular, you must be on time to class; no food,
drinks, gum (except bottled water) in the classroom; follow the dress code enough said.
2. Technology such as I pads, Laptops, and other interactive devices are permitted for use in class as long as they are being used for class
work. Cell phones will be used in class to assist at some points with activities in class. Their use is only permitted under these
circumstances and at the teachers discretion. If they are sued inappropriately the student handbook cell phone policy will be enacted.
3. Plagiarism, the unacknowledged borrowing of words or ideas, will not be tolerated, whether intentional or accidental. Be sure to cite all
outside sources carefully. Instances of plagiarism and any other form of cheating will result in a grade of zero on the assignment,
contacting of parents, and reporting of an honor code violation, with no opportunity to make up the assignment. Cellular telephone use is
strictly prohibited. Please refer to the section on Academic Integrity later in the syllabus for additional information.
4. Students are to be prepared for class each day (textbooks, pens, pencils, notebook, and paper), and all written work is due at the beginning
of class on the assigned date. Students who have missed class must request work within three (3) days of the absence. The procedure for
dealing with unexcused absences is detailed in the student handbook.
5. Late work will be accepted for a 70% up to the day of the Unit Test.
6. Every student is also required to keep a notebook. The notebook will contain this syllabus, in addition to class notes, papers and handouts,
essay rubrics, and all documents used in class.
7. Assignments, selected readings, tests, etc. will appear on the board each week for you to copy in your agenda. It is your responsibility to
keep up with the work. They will also be posted on the class website. However, what is on the board in class overrides anything that shows
up online.
8. Extra credit will be offered at the discretion of the teacher. Students should not wait until the end of the year to ask for extra credit
opportunities.

VIII. Availability for Extra Help:
Mr. Mahan will be available for extra help sessions Wednesdays and Thursdays between 7:45 am - 8:15 am, or by appointment in room P1.
Mr. Crews will be available for extra help sessions Wednesday and Thursday between 7:45am and-8:15 am, or by appointment in room P3.
Mrs. Southall will be available for extra help sessions on A days in the morning and during lunch in room 705.

ACADEMIC INTEGRITY STATEMENT
The Riverwood Social Studies Mission Statement provides that teachers develop the whole person by nurturing in students a sense of
responsibility. Students need to be cognizant of what is right and what is wrong. Honesty is one of our highest values. If we are to develop students
as contributing citizens of society, we as teachers need to ensure the moral honesty of our students and instill academic integrity. We define a lack
of academic integrity to be dishonest or deceitful behavior shown by students who gain or give an unfair academic advantage through, but not
limited to, some of the following methods; plagiarism; copying another's work when it is not explicitly encouraged by the teacher; providing
details of a specific test or quiz before, during, or after the event; the use of unauthorized aids on tests, such as cheat sheets or programmed
calculators or downloading material on an mp3 device such as an ipod; or recycling/reusing a previous paper or project of one's own or another's
without the explicit consent of the teacher. Please understand that any discussion of tests or quizzes outside of the classroom (between class
periods, at lunch etc) will be treated as an attempt to provide others with an unfair advantage and will result in an Honor Code Violation.
Additional details regarding Riverwoods Honor Code may be found in the student handbook.

PERSONAL HONOR VERIFICATION
Each student will hand write the following pledge on designated assignments prior to handing it in to the instructor, I have neither given nor
received any unauthorized assistance on this assignment followed by the students signature.



















Please sign below indicating that you have read, understand, and agree to the course expectations, policies, and requirements.

________________________________________
Student name (printed)

________________________________________ ________________________
Student signature Date

________________________________________ ________________________
Parent/Guardian Signature Date

________________________________________ ________________________
Parent/Guardian E-mail Address Parent/Guardian Phone #