World History Syllabus
2011-2012

MISSION STATEMENT:

Bishop Carroll is to assist parents in forming Disciples of Christ who enrich the culture as stewards of God’s gifts.

Instructor:             Mr. Lonnie Lollar    Room 204
Contact:                                  (316) 788-4822
Email:                     lollarlonnie@bcchs.org

Office Hours:  3:15pm - 3:45pm by appointment only or  before school one morning per week*
* (1st Semester - Wednesday and 2nd Semester Monday mornings 7:30 - 7:50am unless making up a test.)

Textbook:  WORLD HISTORY – MODERN TIMES by GLENCOE

Course Description:  Benchmarks that will allow students to analyze the key political, social, economic,developments from Ancient Rome up to the Cold War.

Unit 1:  THE WORLD BEFORE MODERN TIMES
In this unit students will explore life during ancient times and watch how early civilizations incorporated government, art, writing, and how sciences and religion impacted them.

• Summarize the founding of the Roman Republic, its expansion, & its evolution into an empire.
• Describe Rome’s decline and evaluate how Greek and Roman civilizations continue to influence the world today
• Explain the roles of the church, Feudalism, and the Manorial system in Medieval Europe.
• Explain the domestic and foreign challenges that faced different European states during the Middle Ages.
• Discuss how nations developed in Europe

Unit 2:  THE EARLY MODERN WORLD (1350 – 1815)
In this unit students will learn how Asian empires and European countries expanded their influence through exploration, which, which led to colonialism, trade and conflict.  By the eighteenth century, political and social revolutions resulted in new democratic nations

• Analyze the impact of the Renaissance, Reformation, and the Scientific Revolution
• Describe the reasons for and the results of European exploration in the Americas, Africa, and Asia
• Discuss the causes and consequences of the African slave trade
• Outline the constitutional government in England
• Discuss the Enlightenment and its influences on the American and French Revolutions.
• Discuss the French Revolution and the rise of Napoleon

Unit 3:  An Era of European Imperialism  (1800-1914)
Students should know that most of the items we use in our daily lives are machine-made in factories, but only 200 years ago most items were handmade in people’s homes.  Great change from handmade to machine-made products is the result of the Industrial Revolution in which students will be studying in this unit

• Explain the factors that made the Industrial Revolution possible and evaluate the effects of the Industrial Revolution
• Discuss economic theories, physical, biological, and social sciences during the 1800’s and the 1900’s
• Examine how the rise of nationalism led to the unification of Italy and Germany.
• Identify how Industrial Prosperity emerged in Western Europe and with electricity, petroleum, and chemicals triggered the development of a world economy.
• Discuss how people’s decisions to move to cities for jobs impacted local governments decisions on public health and working conditions or lack of them.
• Look at the connection of how prosperity in the 1850’s contributed to the expansion of democracy in Western Europe.
• Trace the routes of European powers that began to seek and acquire additional territory and natural resources through Imperialism.
• Learn about what caused the revolution in China and how the “Modern Japan” emerged.

Unit 4:  The Twentieth-Century Crisis

• Discuss how European alliances and increased military sizes triggered global conflict.
• Examine World War I through a “European Perspective” and identify causes, outcomes, and results.  Include the seeds that were sown that would lead to WWII, WWII events and outcomes, and key events that led up to the Cold War.

Materials

• Textbook is required EVERYDAY! (You will check out book, please take care of it.  You lose it or ruin it . . . you buy it!
• Interactive Notebook (Each student will be given a notebook and will maintain responsibility for the semester)
• Colored Pencils

Evaluation   (Assignments 25%  -  Projects 25%  -  Tests 30%  -  Quizzes 10%  -  Semester Test 10%  =  100%)
Evaluations will be based on homework assignments, quizzes, chapter tests, student notebook, projects (individual and group), current events, daily participation and semester tests.

• Homework Assignments:  Students should expect at least 1-2 homework assignments per week, this does not include daily reading assignments.     *Utilization of class time is essential to minimize work taken home.
• EXTRA CREDIT Extra credit may exist for those who have earned the right by turning in all assignments, projects, and completed exams.

• Quizzes:  several quizzes will be given throughout the year.  Quizzes will be used to evaluate knowledge over chapter terms, people and places gone over in the chapter.  Quizzes may be announced or unannounced.

• Chapter OR Unit Exams:  Exams will be given at the end of each chapter or group of chapters.

• Notebook:  Students will be required to take notes everyday.  All notes, vocabulary words and special in-class assignments will be kept in a designated notebook for periodic grading.

• Projects:  smaller projects will be given periodically.  This will include posters, papers, or presentations over specific subjects within a chapter.  A major project will be given to each individual at the end of the fall and spring semester. 

• Current Events:  We will often discuss current world events and applying them to historical events.  It is an easy way to pick up participation points in my class. 

• Semester Tests:  The fall semester examination will be comprehensive.   It will cover all information covered during the course of the fall semester.  The Spring Semester examination will also be Comprehensive.  It will only cover material that was discussed second (spring) semester. 

Grading Information
Your Semester grade will be based on the following        
1st  9 Weeks:    45%                 2nd 9 Weeks:  45%                    Semester Exam:  10%

Grading Scale

Absences: 

• When a student is absent, it is the student’s responsibility to find out what work they have missed.  While this information may be obtained from another student, it would be best to double-check with the teacher to make sure everything is correct.  Work assigned prior to an excused absence is due on the date of the student’s return or on the due date.
• All quizzes and test missed must be made up by appointment within three school days.  Failure to show up at your appointment time will result in a “0” for that make-up work.  Test will be made up before or after school.  Please do not plan to use class time to make up a test.
• Make-up work will be accepted only if the student has a excused absence (see your agenda book).  In School Suspension (ISS) and Out of School Suspensions (OSS) are considered UNEXCUSED absences.  All assignments, tests, quizzes, or projects due the day a student is in ISS or OSS cannot be made up.  If the day before a test is missed please come prepared to take the test the NEXT DAY!
• Assignments missed because of school activities (athletics, play performances, concerts, etc…) must be made up prior to the absence unless arrangements are made with your teacher beforehand. 

Cheating  or Plagiarism Policy
Cheating is a serious issue and will not be tolerated! If a student is caught cheating he/she will be given a zero on the assignment, quiz, project or test.  Students will be referred to the administration, and the counseling office will be informed.  Parents will be notified and the incident will become part of the student file and a DETENTION will be served.

+++++++++  LOLLAR’S CLASSROOM RULES   (PLEASE READ & FOLLOW VERY CLOSELY!)  ++++++++++++++++

• Come to class prepared to learn with all necessary materials and Please be seated BEFORE bell rings. 
• Do not write on the desks or walls.  Leave the posters alone.  Throw trash in the trash can. 
• Please become familiar with the rules for conduct at Bishop Carroll found in your student handbook.  These rules apply in the classroom and will be enforced.
• PLEASE RESPECT EACH OTHER’S COMMENTS & OPINIONS.
•  DO NOT INTERRUPT OR SPEAK OUT OF TURN!  (Your input is important but wait your turn and do not interrupt another person who is already talking  . . .   the Teacher.  J)

*** I have read and understood these procedures.   

Signed Student   X _______________________________________________                 Date  ______________

                Signed Parent     X  ______________________________________________                                Date  ______________

LET’S PUSH OFF THE SHORE TOGETHER AND DISCOVER THE WORLD!(HISTORY THAT IS  J)