Course Syllabus
2011-2012
Mrs. Marie Davis
Bassett High School
Telephone: 276-629-1731
jdavis@henry.k12.va.us
**Students and parents please review this syllabus in its entirety. When you are finished, please
sign and date it at the end and return it by Friday, January 20, 2012.**
Course Description: In this course we will explore the historical development of people, geographic locations relevant
to the development of civilizations, and patterns of life. Our course will commence in 3000 B.C.E. and conclude with
1500 C.E. and its impact on Western civilization. Notable people, events, and religions will be emphasized for their
impact during this time. Students will be engaged in historical comprehension, analysis, interpretation, research, and
decision making skills. These skills will be based on use of texts, maps, pictures, stories, diagrams, charts, chronological
skills, inquiry/research skills, and technology skills.
Course Objectives: As stated in the Virginia Standards of Learning (SOLs ) we will:
WHI.1
The student will improve skills in historical research and geographical analysis by
a) identifying, analyzing, and interpreting primary and secondary sources to make generalizations about
events and life in world history to 1500 A.D. (C.E.);
b) using maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and
interpret the past to 1500 A.D. (C.E.);
c) identifying major geographic features important to the study of world history to 1500 A.D. (C.E.);
d) identifying and comparing political boundaries with the locations of civilizations, empires, and kingdoms
from 4000 B.C. (B.C.E.) to 1500 A.D. (C.E.);
e) analyzing trends in human migration and cultural interaction from prehistory to 1500 A.D. (C.E.);
f) analyzing the impact of economic forces, including taxation, government spending, trade, resources, and
monetary systems, on events to 1500 A.D. (C.E.).
Era I: Human Origins and Early Civilizations, Prehistory to 1000 B.C. (B.C.E.)
WHI.2
The student will demonstrate knowledge of early development of humankind from the Paleolithic Era to the
agricultural revolution by
a) explaining the impact of geographic environment on hunter-gatherer societies;
b) listing characteristics of hunter-gatherer societies, including their use of tools and fire;
c) describing technological and social advancements that gave rise to stable communities;
d) explaining how archaeological discoveries are changing present-day knowledge of early peoples.
WHI.3
The student will demonstrate knowledge of ancient river valley civilizations, including those of Mesopotamia,
Egypt, the Indus River Valley, and China and the civilizations of the Hebrews, Phoenicians, and Nubians, by
a) locating these civilizations in time and place;
b) describing the development of social, political, and economic patterns, including slavery;
c) explaining the development of religious traditions;
d) describing the origins, beliefs, traditions, customs, and spread of Judaism;
e) explaining the development of language and writing.
Era II: Classical Civilizations and Rise of Religious Traditions, 1000 B.C. (B.C.E.) to 500 A.D. (C.E.)
WHI.4
The student will demonstrate knowledge of the civilizations of Persia, India, and China in terms of chronology,
geography, social structures, government, economy, religion, and contributions to later civilizations by
a) describing Persia, including Zoroastrianism and the development of an imperial bureaucracy;
b) describing India, with emphasis on the Aryan migrations and the caste system;
c) describing the origins, beliefs, traditions, customs, and spread of Hinduism;
d) describing the origins, beliefs, traditions, customs, and spread of Buddhism;
e) describing China, with emphasis on the development of an empire and the construction of the Great Wall;
f) describing the impact of Confucianism, Taoism, and Buddhism.
WHI.5
The student will demonstrate knowledge of ancient Greece in terms of its impact on Western civilization by
a) assessing the influence of geography on Greek economic, social, and political development, including the
impact of Greek commerce and colonies;
b) describing Greek mythology and religion;
c) identifying the social structure and role of slavery, explaining the significance of citizenship and the
development of democracy, and comparing the city-states of Athens and Sparta;
d) evaluating the significance of the Persian and Peloponnesian wars;
e) characterizing life in Athens during the Golden Age of Pericles;
f) citing contributions in drama, poetry, history, sculpture, architecture, science, mathematics, and
philosophy, with emphasis on Socrates, Plato, and Aristotle;
g) explaining the conquest of Greece by Macedonia and the formation and spread of Hellenistic culture by
Alexander the Great.
WHI.6
The student will demonstrate knowledge of ancient Rome from about 700 B.C. (B.C.E.) to 500 A.D. (C.E.) in terms
of its impact on Western civilization by
a) assessing the influence of geography on Roman economic, social, and political development;
b) describing Roman mythology and religion;
c) explaining the social structure and role of slavery, significance of citizenship, and the development of
democratic features in the government of the Roman Republic;
d) sequencing events leading to Roman military domination of the Mediterranean basin and Western Europe
and the spread of Roman culture in these areas;
e) assessing the impact of military conquests on the army, economy, and social structure of Rome;
f) assessing the roles of Julius and Augustus Caesar in the collapse of the Republic and the rise of imperial
monarchs;
g) explaining the economic, social, and political impact of the Pax Romana;
h) describing the origin, beliefs, traditions, customs, and spread of Christianity;
i) explaining the development and significance of the Church in the late Roman Empire;
j) listing contributions in art and architecture, technology and science, medicine, literature and history,
language, religious institutions, and law;
k) citing the reasons for the decline and fall of the Western Roman Empire.
Era III: Postclassical Civilizations, 300 to 1000 A.D. (C.E.)
WHI.7
The student will demonstrate knowledge of the Byzantine Empire and Russia from about 300 to 1000 A.D. (C.E.)
by
a) explaining the establishment of Constantinople as the capital of the Eastern Roman Empire;
b) identifying Justinian and his contributions, including the codification of Roman law, and describing the
expansion of the Byzantine Empire and economy;
c) characterizing Byzantine art and architecture and the preservation of Greek and Roman traditions;
d) explaining disputes that led to the split between the Roman Catholic Church and the Greek Orthodox
Church;
e) mapping and assessing the impact of Byzantine influence and trade on Russia and Eastern Europe.
WHI.8
The student will demonstrate knowledge of Islamic civilization from about 600 to 1000 A.D. (C.E.) by
a) describing the origin, beliefs, traditions, customs, and spread of Islam;
b) assessing the influence of geography on Islamic economic, social, and political development, including the
impact of conquest and trade;
c) identifying historical turning points that affected the spread and influence of Islamic civilization, with
emphasis on the Sunni-Shi’a division and the Battle of Tours;
d) citing cultural and scientific contributions and achievements of Islamic civilization.
WHI.9
The student will demonstrate knowledge of Western Europe during the Middle Ages from about 500 to 1000
A.D. (C.E.) in terms of its impact on Western civilization by
a) sequencing events related to the spread and influence of Christianity and the Catholic Church throughout
Europe;
b) explaining the structure of feudal society and its economic, social, and political effects;
c) explaining the rise of Frankish kings, the Age of Charlemagne, and the revival of the idea of the Roman
Empire;
d) sequencing events related to the invasions, settlements, and influence of migratory groups, including
Angles, Saxons, Magyars, and Vikings.
Era IV: Regional Interactions, 1000 to 1500 A.D. (C.E.)
WHI.10
The student will demonstrate knowledge of civilizations and empires of the Eastern Hemisphere and their
interactions through regional trade patterns by
a) locating major trade routes;
b) identifying technological advances and transfers, networks of economic interdependence, and cultural
interactions;
c) describing Japan, with emphasis on the impact of Shinto and Buddhist traditions and the influence of
Chinese culture;
d) describing east African kingdoms of Axum and Zimbabwe and west African civilizations of Ghana, Mali, and
Songhai in terms of geography, society, economy, and religion.
WHI.11
The student will demonstrate knowledge of major civilizations of the Western Hemisphere, including the
Mayan, Aztec, and Incan, by
a) describing geographic relationships, with emphasis on patterns of development in terms of climate and
physical features;
b) describing cultural patterns and political and economic structures.
WHI.12 The student will demonstrate knowledge of social, economic, and political changes and cultural achievements in
the late medieval period by
a) describing the emergence of nation-states (England, France, Spain, and Russia) and distinctive political
developments in each;
b) explaining conflicts among Eurasian powers, including the Crusades, the Mongol conquests, and the fall of
Constantinople;
c) identifying patterns of crisis and recovery related to the Black Death (Bubonic plague);
d) explaining the preservation and transfer to Western Europe of Greek, Roman, and Arabic philosophy,
medicine, and science.
WHI.13
The student will demonstrate knowledge of developments leading to the Renaissance in Europe in terms of its
impact on Western civilization by
a) identifying the economic foundations of the Italian Renaissance;
b) sequencing events related to the rise of Italian city-states and their political development, including
Machiavelli’s theory of governing as described in The Prince;
c) citing artistic, literary, and philosophical creativity, as contrasted with the medieval period, including
Leonardo da Vinci, Michelangelo, and Petrarch;
d) comparing the Italian and the Northern Renaissance, and citing the contributions of writers.
**Based upon the following grading policy, it is crucial that students miss as little of class as possible in
order to learn, succeed, and pass the SOL test for this course.**
Quizzes: Students will periodically take announced and unannounced quizzes in class based upon the objectives and
content that they are currently studying. In order to do well on the quizzes, students will need to keep up with reading
assignments and the material we cover in class. It is suggested that students study material daily in order to do well.
Quizzes will count as 10% towards each six weeks grade.
Homework: Homework will only be given as a means of reinforcement of the material we are learning in class. All
homework is to be turned in at the beginning of class to the black tray on Mrs. Davis’ desk, if it is not turned in by the
time class starts it is considered late. Homework will count 15% towards each six weeks grade.
Classwork: Students will be graded based on their efforts in class throughout the week; they may earn anywhere from
0-100. Classwork consists of any in-class assignments and/or activities that are based on that day’s SOL objective. Class
work will count as 20% towards each six weeks grade.
Tests: Students will be assessed at the end of each unit by taking a test. Tests will be based upon the objectives covered
within a unit and students will be notified no later than one week in advance before a test is given; at this time a study
guide will also be given to students. The final class before the test will consist of reviewing for that test. Tests will count
as 25% towards each six weeks grade.
Projects/Research Papers: As part of studying history, it is important to make connections by analyzing and reporting
on what we’re learning inside and outside of the classroom. Students will have one major class project and/or research
paper every six weeks period. Projects and research papers will each be based upon a specific time period that is based
on the current unit. Projects and Research Papers will count as 30% towards each six weeks grade.
Make-Up Work: As stated in the Student Code of Conduct, all make-up work must be completed within three (3) days
of receiving the assignment. If work is due the day the student is out, then he/she must turn that work in the day they
return to school!
Late Work: Students will lose ten points everyday an assignment is not turned in, unless previously discussed with the
teacher. Late assignments will no longer be taken after three days and a grade of a zero will ensue.
Cheating/Honesty Policy: Everyone is expected to do his/her own work—in the case of finding a student cheating, the
work will be taken up and a zero will be given to that student for that grade. By signing this syllabus you are agreeing
that you will neither give nor receive aide on any assignment that involves individual work and you adhere to the
consequences of those actions thereafter.
Breakdown of Grades:
Quizzes
Homework
Class work
Tests
Projects/Research Papers
Grading Scale:
10%
15%
20%
25%
30%
A
B
C
D
F
94-100
87-93
77-86
70-76
0-69
CLASS RULES:
1.
2.
3.
4.
5.
6.
Follow the Student Code of Conduct.
Manage yourself so you and others can learn.
Respect yourself and others; this includes other people’s property, personal space, and feelings.
Absolutely NO cell phones, ipods, mp3 players, etc. are allowed in class unless instructed by the teacher.
Be in the room at the sound of the bell!
Come with materials prepared to work and learn- I do not allow students to go back and forth to get any
forgotten material.
7. Keep all food, drinks, and gum outside of the classroom.
8. Always use appropriate language.
*Failure to abide by these rules will be handled as designated in the Student Code of Conduct Handbook*
Supplies:
*2-3” three ring binder
*College ruled loose-leaf paper
*Blue or black ink pens OR #2 pencils
*5 Dividers: RAPs, Vocab, Maps, Notes & Handouts, Quizzes & Tests
*Coloring pencils
*3 Prong Folder for SOL Review Material
Textbook:
Ancient World History: Patterns of Interaction. Austin, Texas: Holt McDougal, 2011.
*Notebook checks will be taken before each test and will count as either an extra credit grade or may be
substituted for a poor grade from a previous assignment.
Final Note: I am EXCITED to be here, and I am looking forward to getting to know you better and along with
your effort, I would like to make this your best year ever! As your teacher, I promise to put forth 110%, and
always do my best! In return, I ask that you put forth the same amount of effort as well. Please know that you
may come to me at any time with any questions or concerns. Again, I look forward to having a great 20112012 school year—let’s make this one to remember!
Parents and students, by signing below you acknowledge that you have read this syllabus in its entirety and
that you agree to abide by the previously stated grade set up, class rules, and honesty policy. Please note that
I do retain the right to change the syllabus as necessary.
Student Signature: ______________________________
Date:________
Parent Signature: _______________________________
Date: ________