World History-2,3 (10th grade)
2015-2016 Course Syllabus
Instructor: Amy Chertock-Koehler
amy.chertock@shorelineschools.org
1. Course Overview:
In this yearlong course we will focus on the history of the whole world, from the 1700s to today. Rather
than studying one region at a time, we will “circle” the globe in each major era, focusing on major world
events and themes of interconnectedness. This is often described as a “big picture” approach to world
history. We will use themes such as Cultural Interaction, Political & Economic Structures and HumanEnvironment Interaction to make sense of important historical developments in all parts of the world. This
year's study builds from where freshmen year left off and brings students up to the world today and the
critical issues facing humanity in 2015.
“Why is World History important?”
If you have ever wondered why things are the way they are today, somewhere in history is the answer to
your question. You have a responsibility as a human to understand the roots of the world we live in,
thereby understanding ourselves that much better. More specifically, we will explore how the social,
political, economic and cultural norms we see around us did not suddenly appear, but came into being
over centuries of struggles to improve human society.
History continues to be a work in progress and we are participants in it. As thoughtful citizens of the
world, we should be critical about how the past is presented to us and pursue the many interesting stories
and perspectives that are being left out by those who write history--usually the victors. Overall, the study
of world history will help us gain a perspective and appreciation for the many peoples and events that
impact your life and world to this day.
2. Class Scope & Sequence:
Concepts/Themes
Power Standards
Enlightenment:
Government
Social
1.
2.
3.
Nationalism:
French Revolution
Napoleon
Latin American
Revolutions
Industrial Rev/Rise of
Imperialism:
Capitalism,
Marxism/Communism
Rise of Great Britain /
Empire
Imperialism in Action:
Comparison of two of the
following:
4.
1.
2.
1.
2.
I can describe the characteristics of a
revolution.
I can describe the political, and social
philosophies of the Enlightenment.
I can identify and analyze the causes, course
and consequences of the French Revolution.
I can describe and analyze the impact and
spread of nationalism on various regions.
I can identify and analyze the causes, course and
consequences of the industrial revolution.
I can differentiate between philosophies of political
& economic models.
I can identify the different forms of imperialism –
political, economic, social.
I can identify and analyze impacts of imperialism
Approximate
Time Frame
Quarter 1:
~ 4 weeks
Quarter 1:
~ 2 weeks
Quarter 1:
~ 2 weeks
East Asia
South Asia
Africa
Latin America
Russian Revolution:
1905-1917
WWI:
Fall of Ottoman Empire
Treaty of Versailles
Interwar Years:
Rise of Totalitarianism
Global Depression
Holocaust
3.
on the colonizing nation.
I can identify and analyze the impacts of
imperialism on the colonized people.
I can identify and analyze the causes, course and
consequences of the Russian revolution.
I can identify and analyze the causes, course and global
consequences of World War I.
1.
2.
3.
WWII:
1.
(no US emphasis)
Theaters of Battle (Europe
and Asia)
War Atrocities
2.
Impacts and Results of
WWII:
Creation of UN & Decl. of
Human Rights
Nuremberg Trials
New World Map
Cold War
1.
Modern World -Decolonization,
Independence, and
Nationhood:
Case Study Options:
South, East, SE, Asia
Africa, ME, Lat America
1.
Social Studies Skills:
The following skills will be
further developed during
this year.
2.
3.
2.
3.
1.
2.
3.
4.
5.
6.
7.
8.
9.
I can identify and analyze the rise of totalitarianism.
I can explain the causes and consequences of the
global depression.
I can identify the changes to political boundaries
after WWI.
I can identify the causes, course and
consequences of WWII.
I can explore and evaluate moral issues
involved in war.
I can explain the purpose of the formation of
the United Nations and the Universal
Declaration of Human Rights.
I can explain the geo-political impacts of
World War II.
I can define the Cold War and its impact on the
world.
I can compare and contrast post-war independence
movements.
I can explain political, economic and social
development since World War II.
I can connect contemporary global issues in to their
historical origins and evaluate their impact.
I can use organizational strategies to support my learning.
I can find and evaluate a variety of sources through
research.
I can differentiate between primary & secondary sources.
I can use critical thinking skills when evaluating social
studies content.
I can demonstrate effective communication through a
variety of methods.
I can employ multiple strategies to effectively read and
understand a variety of materials.
I can articulate a clear position/thesis.
Quarter 2:
~ 2 weeks
Quarter 2:
~ 2 weeks
Quarter 2:
~4 weeks
Semester 2
Quarter 3:
~ 2 weeks
Quarter 3:
~ 2 weeks
Quarter 3 &
4:
~ 12 weeks
Used
throughout
each unit.
I can support a position/thesis with appropriate
evidence.
I can use proper MLA citation (parenthetical
notation & works cited).
3. Course Expectations:
Here are some of the basic things you can expect from me:
 I will treat you with respect.
 I will come to class each day prepared with meaningful, well thought-out lessons.
 I will remember to have an appropriate sense of humor and a healthy amount of patience.
 I will maintain high academic standards to challenge you and increase your learning.
Here are some of the expectations I have of you:
 You are expected to arrive to class ON TIME (IN YOUR SEAT WHEN THE BELL RINGS).
 You must be ready with materials and assignments at the start of class.
 You are expected to TRY – even when it may seem too hard, easy or even boring.
 You are expected to remember that this is a public classroom, NOT your private home. Please use
your manners and maintain a sense of community. Think of others before yourself.
 Your are expected to take care of all matters due to absences (excused and unexcused). Do this
during appropriate times and using the procedures shown to you.
 You are expected to be polite and respectful when interacting with your teacher and classmates.
This means that you will: listen to what is being said – don’t be inattentive or a distraction;
observe appropriate times to make a statement, ask questions or get up; be thoughtful about your
words. No putdowns or rude language.
 You are expected to participate fully in class/groups activities.
 You are expected to teach and learn from one another.
 You are expected to help take care of our classroom materials and supplies.
What happens if a student fails to meet these expectations? General rule violations result in:
1) Verbal warning
2) Student/teacher conversation
3) Teacher email/phone call to parent/guardian, Dean of Students and counselor regarding
behavior. Drafting of student behavior action plan.
4) Discipline referral to Dean of students.
Note: Depending on situation and severity of the offense, your immediate removal from the class may be
necessary. My reaction will directly correlate with your action.

Assessment:
A = 100 - 92.5
A- =92.4 -89.5
B+ = 89.4 - 86.5
B = 86.4 - 82.5
B- = 82.4 – 79.5
C+ = 79.4 – 76.5
C =76.4 -72.5
C- = 72.4 – 69.5
D+ = 69.4 –66.5
D = 66 – 59.5
F
= 59.4 – 0%
Your grade will be determined in the following categories:
1. Tests and Projects (45%)
2. Homework and Daily work (40%)
3. Participation/Citizenship (15%)
Your performance will be assessed in a variety of ways. Of course you can expect regular tests and
quizzes, but in addition you will be responsible for completing such tasks as:
- Reading, reading, reading (textbook, supplemental texts, primary sources)
- Socratic seminars
- debates/dialogs
- oral presentations
- Cornell Notes
- research papers
- unit tests
- group and individual research projects
- written & spoken responses to tiered questions

Homework: The homework assignments in this class are designed to prepare you for the next day’s
activities. As such, all homework is due at the beginning of class. If a homework assignment is
turned in during or at the end of class, it is considered late.

Late Work: You will be given ample notice of all assignment deadlines. Homework that is not
turned in at the beginning of class is considered late, and will only receive partial credit. You have
one week from the original due date to turn in late assignments; after this day, you will receive a zero
for that assignment.

Extra Credit: Extra credit opportunities may be provided to expand on the concepts we’re learning
in class; extra credit is not made available simply to earn back points lost by missing assignments.

Honesty Policy: You are required by the Shoreline School District to abide by its board policies on
Ethics and Honesty. This means doing your own work and appropriately citing sources when you
paraphrase or quote someone else’s ideas; overall, be honest and truthful in what you submit in class.
CHEATING AND PLAGIARISM ARE ABSOLUTELY UNACCEPTABLE and grounds for
disciplinary action. Any time you copy the writing, words, ideas or concepts of another and pass them
off as your own, you are plagiarizing. If someone else does your work, you are cheating. If you let
someone else copy off of your work, you are cheating as well. If you work with someone on
individual work, copy homework, let someone copy your homework, cheat on a quiz or test or use
language or ideas directly from a research source, you will be subject to the Shoreline School
District’s uniform policies on Ethics and Honesty

Tardies: Avoid at all costs. Class begins right at the bell and it is critical that you are there on time.
Respect yourself and your classmates (not to mention me, your teacher) by being in your seat, ready to
work and learn when the bell rings.

Attendance: Your attendance is your responsibility. When you are gone for an excused absence,
check the weekly syllabus & my website (the Documents section) and then check the Absence Folder
in class to see what you missed. Next ask your classmates for information, or see me before or after
school or during lunch or during SAS on A or E-days. For each day you have an excused absence
you are allowed one make up day for daily assignments; if you are going to be absent during a test,
presentation or role play, you must see me in advance. If you do not, PARTICIPATION POINTS
EARNED DURING A ROLE PLAY OR PRESENTATION CANNOT BE MADE UP. Work missed
during unexcused absences (including exams or in-class work) cannot be made up and will receive a
zero.

Food & Drinks: Water is permitted. That’s it – nothing else! It gets messy and is a distraction. You
may eat a snack in my room before or after class, but between the bells we are focused on learning
history.

Bathroom Breaks: Use the bathrooms before and after class! Frequent interruptions to request
bathroom trips disrupt instruction and learning activities. See me if you have any special needs in this
area.

Electronics: All electronics, cell phones, earphones, laptops, iPads, etc. must be on silent mode and
stored out of sight before the bell rings. I will give permission to use your iPads and other electronics
based on my discretion. If I your cell phone rings or you’re texting during class, your phone may be
taken and held by the Dean of Students until the end of the school day.

Materials: For each class period please be prepared with;
1. Small 3-ring binder OR folder with pockets to hold loose-leaf handouts & returned
work (readings, course description, project directions, etc.). You will need to save
assignments and notes to help you prepare for your semester assessments.
2. Spiral notebook – this will be where you take notes, do most homework & classwork
assignments, do process pieces/rough drafts for longer assignments, etc.
3. Pens and Pencils.
4. Your own small tape dispenser and small stapler.
5. A charged iPad.
You will also be issued a World Connections text book (replacement cost $107) and an account to access
the textbook online. You are not required to bring the hard-back textbook to class, as long as you have
your charged iPad with access to the online version of the textbook.
World History 2-3
1700’s to Present
First Quarter
The World Today & History: They’re
Connected!
4 Themes in Contemporary Issues
Mapping Key Places to Know
Group News Project
The First Global Age
Primary Source Evaluation & Analysis
“Collision at Cajamarca”
A Shifting Global Map – 17th Century
Third Quarter
World War II
Major Events - European & Pacific Fronts
Annotated Group Timeline
Aftermath of War
Post-War Independence Movements
The New World Map
Case Studies – India & China
Revolutions – Political Systems
The Enlightenment: What is the ideal government?
French Revolution Case Study
Global Political Revolutions Comparison
Focus on: Latin America
Cold War
Hot Spots in the Cold War
Case Study: Latin America
Simulation: Bullets or Ballots
Revolutions – Economic Systems
The Industrial Revolution
Economic Theories – Adam Smith, Karl
Marx
Ideas & Inventions - Major Research Essay
Fourth Quarter
Second Quarter
Imperialism – Causes
Political, Economic, Social Imperialism
Focus on: The Scramble for Africa
World War I
Penland Roleplay
Causes and Consequences of WWI
Modern Warfare
Russian Revolution & Interwar Years
Communism & the Soviet Union
Rise of Totalitarianism
The Holocaust
Modern World –
Middle East & North Africa
Case Studies: Palestinian & Israeli Conflict;
Oil & Water Issues; Revolutions Post-“Arab
Spring”
Simulation: Middle East Peace Summit
The Modern World – Returning to the 4
Themes in Contemporary Issues
Art Project – Global Contemporary Issues &
History
Discussion-based Analysis of History & the
Present– Understanding the News, Shaping
our Views, What Can WE Do?
Course Commitment
I have read and understand the World History-2,3 Course Description and I am aware of
the Shoreline School District’s Ethics and Honesty Policy. I agree to abide by the course
and district expectations for me as a student in this course. I also take responsibility for
my own learning, and will do my best to be successful in this class.
Student Name (Print): ___________________________________________________
Student Signature: _________________________________________Date_________
Parent/Guardian Name (Print): _____________________________________________
Parent/Guardian Signature: _________________________________ Date__________
For Guardians:
What is your email address?
What is the best way to contact you during the day?
During the evening?
Is there anything I should know to help your student do well in this class? (Any and all
information is helpful!). Please feel free to email this to me at a later date if you prefer.
Email: amy.chertock@shorelineschools.org