Honors World History Curriculum Name of Honors Course:
Honors World History
Course Code:
40245A
Course Description:
NCSCOS Goals and Objectives:
The study of World History in
high school builds on the knowledge
students have gained in the
cultural geographic studies in grades
five, six, and seven. Students emerge
from a cultural geographic approach
of the world to a more formal
historical approach. World History
examines the world chronologically
and thematically, focusing on the
historical development of
phenomena, the rise and fall of
civilizations and their unique
contributions to humanity, and the
universal elements these civilizations
have in common throughout time.
World History establishes the basis
for the founding principles of the
United States political and economic
systems and democratic processes.
In addition to the content described
in World History, Honors World
History will stress a number of
higher-order thinking skills that
students planning to attend a fouryear college will need, including
cause and effect analysis,
interpretation of primary source
documents, and evaluation of
historical theories. The Honors
course will emphasize writing and
presentations as modes of
communication to reflect higherorder thinking skills.
COMPETENCY GOAL 1: Historical Tools and Practices - The learner will
identify, evaluate, and use the methods and tools valued by historians, compare the
views of historians, and trace the themes of history.
1.01 Define history and the concepts of cause and effect, time, continuity,
and perspective.
1.02 Analyze and interpret primary and secondary sources to compare views, trace
themes, and detect bias.
1.03 Relate archaeology, geography, anthropology, political science,
sociology, and economics to the study of history.
1.04 Define the themes of society, technology, economics, politics, and
culture and relate them to the study of history.
1.05 Trace major themes in the development of the world from its origins to
the rise of early civilizations.
1.06 Examine the indicators of civilization, including writing, labor
specialization, cities, technology, trade, and political and cultural
institutions.
World History at the ninth grade
level is a survey course that gives
students the opportunity to explore
recurring themes of human
experience common to civilizations
around the globe from ancient to
contemporary times. A historical
approach will be at the center of the
course. The applications of the
themes of geography and an analysis
of the cultural traits of civilizations
will help students understand how
people shape their world and how
Teacher
COMPETENCY GOAL 2: Emerging Civilizations - The learner will analyze the
development of early civilizations in Africa, Asia, Europe, and the Americas.
2.01 Trace the development and assess the achievements of early river
civilizations, including but not limited to those around the Huang-He, Nile,
Indus, and Tigris-Euphrates rivers.
2.02 Identify the roots of Greek civilization and recognize its achievements
from the Minoan era through the Hellenistic period.
2.03 Describe the developments and achievements of Roman civilization and
analyze the significance of the fall of Rome.
2.04 Examine the importance of India as a hub of world trade and as a
cultural and religious center during its Golden Age.
2.05 Assess the distinctive achievements of Chinese and Japanese
civilizations.
2.06 Describe the rise and achievements of the Byzantine and Islamic
civilizations.
2.07 Describe the rise and achievements of African civilizations, including
but not limited to Axum, Ghana, Kush, Mali, Namibia, and Songhai.
2.08 Evaluate the achievements of the major civilizations of the Americas
during the pre-Columbian epoch including, but not limited to, the Aztecs,
Incas, and Mayas.
COMPETENCY GOAL 3: Monarchies and Empires - The learner will investigate
significant events, people, and conditions in the growth of monarchical and imperial
systems of government.
3.01 Trace the political and social development of monarchies and empires
including, but not limited to, the Ming and Manchu dynasties, the Mongol
Empire, the Ottoman Empire, the Moghul Empire, and the British Empire.
3.02 Describe events in Western Europe from the fall of Rome to the
emergence of nation-states and analyze the impact of these events on
economic, political, and social life in medieval Europe.
3.03 Trace social, political, economic, and cultural changes associated with
Honors World History Curriculum their world shapes them. As students
examine the historical roots of
significant events, ideas, movements
and phenomena, they encounter the
contributions and patterns of living
in civilizations around the world.
Students broaden their historical
perspectives as they explore ways
societies have dealt with continuity
and change, exemplified by issues
such as war and peace, internal
stability and strife, and the
development of institutions. To
become informed citizens, students
require knowledge of the
civilizations that have shaped the
development of the United States.
World History provides the
foundation that enables students to
acquire this knowledge which will be
used in the study of Civics and
Economics and United States
History.
Honors World History provides the
opportunity for advanced work,
rigorous study, and systematic study
of major ideas and concepts found in
the study of global history. The
course is challenging and requires
students to take greater responsibility
for their learning by participating in
problem-seeking, problem-solving,
scholarly and creative processes,
critical analysis and application, and
reflective thinking. Although the
goals and objectives are the same as
those found in the North Carolina
Standard Course of Study(NCSCS),
the material is taught with greater
complexity and reflects a
differentiated curriculum.
the Renaissance, Reformation, the rise of nation-states, and absolutism.
3.04 Examine European exploration and analyze the forces that caused and
allowed the acquisition of colonial possessions and trading privileges in
Africa, Asia, and the Americas.
3.05 Cite the effects of European expansion on Africans, pre-Columbian
Americans, Asians, and Europeans.
3.06 Compare the influence of religion, social structure, and colonial
export economies on North and South American societies.
3.07 Evaluate the effects of colonialism on Africa, the Americas, Asia, and
Europe.
COMPETENCY GOAL 4: Revolution and Nationalism - The learner will assess
the causes and effects of movements seeking change, and will evaluate the sources
and consequences of nationalism.
4.01 Analyze the causes and assess the influence of seventeenth to
nineteenth century political revolutions in England, North America, and
France on individuals, governing bodies, church-state relations, and
diplomacy.
4.02 Describe the changes in economies and political control in nineteenth
century Africa, Asia, Europe, and the Americas.
4.03 Evaluate the growth of nationalism as a contributor to nineteenth
century European revolutions in areas such as the Balkans, France, Germany, and
Italy.
4.04 Examine the causes and effects of the Russian Revolution and its effect
on Russia and the world.
4.05 Evaluate the causes and effectiveness of nineteenth and twentieth
century nationalistic movements that challenged European domination in
Africa, Asia, and Latin America.
COMPETENCY GOAL 5: Global Wars - The learner will analyze the causes and
results of twentieth century conflicts among nations.
5.01 Analyze the causes and course of World War I and assess its
consequences.
5.02 Assess the significance of the war experience on global foreign and
domestic policies of the 1920s and 1930s.
5.03 Analyze the causes and course of World War II and evaluate it as the
end of one era and the beginning of another.
5.04 Trace the course of the Cold War and assess its impact on the global
community including but not limited to the Korean War, the satellite nations
of Eastern Europe, and the Vietnam War.
5.05 Examine governmental policies, such as the Kellogg-Briand Pact, which were
established and the role of organizations including the League of Nations, and the
United Nations to maintain peace, and evaluate their
continuing effectiveness.
COMPETENCY GOAL 6: Patterns of Social Order - The learner will investigate
social and economic organization in various societies throughout time in order to
understand the shifts in power and status that have occurred.
6.01 Compare the conditions, racial composition, and status of social
classes, castes, and slaves in world societies and analyze changes in those
elements.
6.02 Analyze causes and results of ideas regarding superiority and
inferiority in society and how those ideas have changed over time.
6.03 Trace the changing definitions of citizenship and the expansion of
suffrage.
6.04 Relate the dynamics of state economies to the well being of their
Honors World History Curriculum members and to changes in the role of government.
6.05 Analyze issues such as ecological/environmental concerns, political
instability, and nationalism as challenges to which societies must respond.
6.06 Trace the development of internal conflicts due to differences in
religion, race, culture, and group loyalties in various areas of the world.
COMPETENCY GOAL 7: Technology and Changing Global Connections - The
learner will consider the short- and long-term consequences of the development of
new technology.
7.01 Assess the degree to which discoveries, innovations, and technologies
have accelerated change.
7.02 Examine the causes and effects of scientific revolutions and cite their
major costs and benefits.
7.03 Examine the causes and effects of industrialization and cite its major
costs and benefits.
7.04 Describe significant characteristics of global connections created by
technological change, and assess the degree to which cultures participate in
that change.
COMPETENCY GOAL 8: Patterns of History - The learner will assess the
influence of ideals, values, beliefs, and traditions on current global
events and issues.
8.01 Trace developments in literary, artistic, and religious traditions over
time as legacies of past societies or as cultural innovations.
8.02 Compare major Eastern and Western beliefs and practices, including but not
limited to Buddhism, Christianity, Confucianism, Hinduism, Islam,
Judaism, and Shintoism, and locate their regions of predominance.
8.03 Classify within the broad patterns of history those events that may be
viewed as turning points.
8.04 Characterize over time and place the interactions of world cultures.
8.05 Analyze how the changing and competing components of cultures have led to
current global issues and conflicts, and hypothesize solutions to
persistent problems.
8.06 Analyze the meanings of “civilization” in different times and places and
demonstrate how such meanings reflect the societies of which they are a part.
Essential Questions,
Concepts, and
Generalizations
Goal 1: How and why does history influence humankind?
What skills and sciences help us to uncover the past?
Goal 2: Why did early civilizations develop?
How did global civilizations organize and grow?
How and why do civilizations change overtime?
What aspects of civilizations are common across time and location?
Goal 3: Why did early civilizations develop?
How did global civilizations organize and grow?
How and why do civilizations change overtime?
What led to the rise of monarchial and imperial systems of government?
Goal 4: Why did early civilizations develop?
How did global civilizations organize and grow?
How and why do civilizations change overtime?
What causes people to seek economic, political, social or religious change?
Honors World History Curriculum What philosophies have supported the rise of revolutions and nationalism over
time?
Goal 5: Why were there global conflicts in the twentieth century?
How were the global conflicts in the twentieth century resolved?
What factors seem to be constant in global war?
What is the impact of global war on the development of a global society?
Goal 6: How is power obtained and maintained over time?
What has led to the changing nature of social order over time?
What are the social order issues of the twenty-first century?
Goal 7: How has technology impacted world history?
Goal 8: How does culture shape the world?
What major cultural revolutions have helped to shape the world?
What cultural revolutions may shape the twenty-first century?
Issues Related to
the Course
In examining early civilizations, students will analyze each in terms of the
common themes or characteristics by using PERSIA (Political structure,
Economy, Religion or belief system, Social structure, Innovations and/or
technology, and Art). Students will apply these themes when examining various
civilizations, beginning with the Sumerians.
The students will also analyze how events within civilizations have
influenced the development of man, and analyze the commonalities and
differences among the civilizations to evaluate what may cause one civilization
to be more advanced, long lasting, or influential than others. In addition,
examining major historical events (revolution, war, rise and fall of empires, etc)
incorporates analysis of basic themes such as cause and effect, perspective,
conflict, religion, social loyalties, debate, change, competition, and culture.
In order to develop thoughtful, critical, creative problem-solvers, we
will examine controversial issues within history including, but not limited to, the
development of early man and evolution (intelligent design vs. evolution), war
powers and motivation, philosophies, major world religions (Judaism, Hinduism,
Islam, Christianity), revolution, exploration, Middle Eastern conflict (Sunni,
Shiite, and Christian), terrorism, racism and prejudice (Social Darwinism of
imperialism), slavery, and civil rights; incorporating a multitude of teaching
strategies and techniques to achieve our goal. The Socratic method will be
frequently applied to guide and enhance student’s ability to develop not only
answers but questions that need to be addressed. Below is a list of other methods
that will be used as well:
Interchange-we use debates, panels of experts, dialogue between
students and teachers, and cooperative learning groups. One example of
interchange used would be research and debate of intelligent design vs. evolution
(Early Human Development)
Independent study- we use outside projects that require
Honors World History Curriculum independent research on a topic chosen by the student; i.e. researching and
presenting information on a chosen style of ancient architecture for architecture
project and creating a diorama of an Early American Civilization.
Research- several research assignments on events and influential people
associated with our curriculum including researching and presenting information
on an Early Civilizations, researching information to add to class discussion of
the Holocaust, etc.
Technology- Students will be required to present project information in
the form of power point presentation (with allotted time in the computer lab),
researching information using the internet, as well as instruction supported by
student engagement via webquest. I am also implementing School Island, a web
based learning site, for additional practice and remediation.
Integration of learning- we integrate other disciplines in our curriculum;
examples include examining the impacts of pollution on the
environment(science), creation and analyzing graphs(mathematics), composition
of essays (English), analyzing key historical documents (English), and play
performance of “We will not be chained” supported by Amistad movie
(comparing experiences depicting slavery).
Authentic learning – students will use real life application of skills and
knowledge gained in class. To encourage and exhibit authentic learning,
students will create resumes for Alexander the Great during the unit on Greece
and one for Mohandas Gandhi during the unit on Imperialism.
Higher level thinking skills-we use application, synthesis, analysis, and
evaluation skills throughout the course.
Examples:
 compare and contrast the governments of Rome and the United States
 apply historical events and their relevance and/or effect to current world
issues
 interpret events in today’s news based on knowledge of historical events
Thinking Maps can be applied to a variety of concepts in history. For
example, Tree map classifying and characterizing early river civilizations:
Huang-He, Nile, Indus, and Tigris-Euphrates, Muli-Flow map describing the
cause and effect of the Fall of Rome, Double Bubble map to compare black
death to AIDS, Circle Map: Enlightenment and/or Nationalism (basic
introduction to terminology), Triple Bubble: compare and contrast Liberalism,
Conservatism, and Radicalism, Brace Map: Leaders of NATO, etc.
Instructional diversity-We use thinking maps and different reading
strategies to address diversity. We do different activities that include the
kinesthetic, auditory, visual, and tactile learners. Examples: drawing illustrations
Honors World History Curriculum to depict historical events, writing stories using key vocabulary, use of note
cards, webpage availability, project work allowing different presentations(i.e.
power point, art, etc.), and creation of brochures and travel guides for visual,
kinesthetic learners. Students are encouraged to draw pictures, create acronyms,
jingles/songs, etc to grasp information. I also implement “Jeopardy” games via
power point as a review strategy.
Pedagogy-we address different reading strategies and model reading
through outside primary sources and newspaper articles introduced by the
teacher; and by using different activities as addressed in instructional diversity.
Examples include jigsaw activities (student led inquiry and teaching), student
production of a renaissance fair, various forms of note-taking, use of power point
and other technologies, thinking maps, etc.
Expectations for
Performance
All of my students are held to the highest expectations. Beyond basic
expectations of appropriate behavior in the classroom (respect, responsibility,
reliability, duty, and self-control), there are high expectations for performance as
well. Students are expected to compose comprehensive, thorough, and critical
essays supported by research and fact. In an honors course, information
presented in essay format or presentation must be research based and stand up to
questioning by myself or fellow class mates. Students are expected to
successfully work independently as well as cooperatively, depending on the
assignment.
For projects, expectations are that students document and appropriately cite
where they find their information via reference page/bibliography and create a
finished product that shows time and effort were evident in its creation. Oral
presentations should be organized, prepared, and clear in its execution. Use of
visual aids and notes are encouraged whereas reliance on a written report is not.
When presenting, students are expected to speak clearly, stand tall and confident,
make eye-contact, and again, be well prepared.
During interchange such as discussion or debate, students are to conduct
themselves in an orderly manner, taking turns in discourse, contribute ideas that
are critical and thoughtful, and be respectful of others ideas and contributions.
Timetables,
Deadlines, and
Assignments
Students must adhere to deadlines and guidelines and are expected to
understand the importance of attendance. They are expected to be responsible in
collecting their make up work and contacting the teacher in case of known
absences or extension on projects/assignments. Students are also expected to
adhere to the New Hanover County Schools Honor Code.
My attached syllabuses shows timeframes and pacing.
Below are some of the major projects assigned to my students
ABC-Timeline project- Students will create a notebook identifying a
Historical Person, Place, Concept, or Event for every letter of the Alphabet.
Honors World History Curriculum Each page should be dedicated to a letter and the selected person, place, concept
or event with a description, historical significance, relevance to today, and an
illustration. Assigned in second nine weeks. Given about 3 to 4 weeks to
complete. The goal of this project is to have students find a connection between
the past and the present. Timeline to provide continuity for the class materials
covered.
Invention - assigned during the Revolutions Unit (Industrial Revolution).
Given a week to complete.
In addition to major projects, the honors students will complete a map and a
detailed worksheet with identifications for each major unit of study.
Homework and Classwork assignments will be graded on the following scale:
Grade
4 (100%)
3 (95%)
2 (85%)
1 (75%)
0
Pacing Guide
Rationale
Demonstrates in-depth understanding of and ability to apply content that
goes beyond “3” performance criteria.
Clearly demonstrates understanding of and ability to apply content.
 The assignment is complete, accurate, and appropriate.
 Assignment is completed and submitted in the specified format by
the deadline.
For the most part, demonstrates understanding of and ability to apply
content or assignment is not fully completed (over halfway)
For the most part, does not demonstrate understanding of and ability to
apply content or is halfway or less than halfway completed.
Assignment is incomplete or not turned in within 5 days of due date.
Goal
1
2
3
4
5
6
7
8
Subtotal
Testing/Flex
Total
90 Minute Block/Days
6
13
13
13
13
10
10
6
82
8
90
The above is the general pacing guide for the Honors World History course.
Attached are my last two syllabi for my Honors World History course. Review
days before exams are for presentation of ABCs project and may serve as
remediation and review exercises.
Honors World History Curriculum Assessments
As is shown by the assignments, a number of different assessment tools are used
to measure the students’ mastery of the curriculum and to assist me in adjusting
teaching based on the students’ responses.
On a daily basis, we will use the Socratic method frequently to ascertain whether
the students indeed understand the material. In addition, we use presentations,
debates, role playing, hands-on materials, writings, and projects to assess the
students.
Tests are given after each main concept has been covered and can be seen on the
syllabus. Our tests generally contain multiple choice questions, matching, short
answer and an essay.
Essays are assigned throughout the semester to demonstrate comprehensive
understanding of the material
Grading System
Grading to get 9-weeks Grade
Participation
Class work
Tests/Essays
Project
Nine-Weeks’ Grade
Instructional
Materials
10%
20%
40%
30%
100%
Each Nine-Weeks’ Grade 2(37.5%) plus Final 25%
We use a wide variety of instructional materials in our Honors World History
course. They include but are not limited to the following:
Primary sources(Hammurabi’s code, Magna Carta, letters from Sparta/Athens,
Shakespearean plays, English Bill of Rights, Declaration of Man, multiple diary
accounts of events), websites including:
National Geographic and Discovery Kinds websites, other instructional materials
including video clips (Tale of Two Cities, Shakespeare’s Julius Caesar, and
Monty Pythons Search for the Holy Grail), books within our classroom and
library which the students can choose for research or supplementary reading
(World Atlas, World History TimeLine, etc), newspaper articles, maps, Thinking
Maps, computer labs, period music, era photos/posters, cartoons, etc.