History 156 – World Civilization II – University of Saint Mary
Spring Semester 2007 – Mulliken
Instructor:
Ken Mulliken
Instructor’s Background: Starting in 1988, I have taught at Utah Valley State College, Brigham Young
University, UMKC, and Park University. My doctoral work is in United States history. I
started teaching at USM in 2003.
Office Hours: Monday / Wednesday / Friday – 9:30 to 11:00 a.m. and Tuesday / Thursday – 8:30 to 11:00
a.m., in Xavier Hall Room 202.
Contact Information: Office Phone – 913-758-6157 / Cell Phone – 816-616-8790
E-mail – MullikenK@stmary.edu / Alternate E-mail – Kennneth.Mulliken@pirate.park.edu
Classroom:
Xavier 210
Class Time:
Monday / Wednesday / Friday 8:30 to 9:20 a.m.
First Day of Class:
Wednesday January 17th
Last Day of Class:
Friday May 4th
Date of the Final Exam: Monday May 7th at 8:00 a.m.
University of Saint Mary Mission Statement: The University of Saint Mary educates students of diverse
backgrounds to realize their God-given potential and prepares them for value-centered lives and careers that
contribute to the well being of our global society.
University of Saint Mary Values Statement: The University of Saint Mary believes in the dignity of each
person’s capacity to learn, to relate and to better our diverse world. These values include community, respect,
justice, and excellence.
University of Saint Mary Learning Goals:
Participation in this course will advance University of Saint
Mary goals by enabling students to engage in the following areas of investigation:
 inductive and deductive reasoning to model the natural and social world especially through but not
limited to the humanities, the social sciences, the natural sciences, and the behavioral sciences;
 the values, histories, and interactions of social and political systems across global cultures, with
emphasis on American democracy;
 understanding interconnections of humans and nature;
 ethical and moral dimensions of decisions and actions.
General Learning Objective of Historical Study: By examining the social paradigms of the past, we can
better understand the world, as we know it today, understand ourselves better, and make wise choices in the
future.
University Learning Outcomes (ULOs):
The student will:
1. demonstrate ability of effective written and oral communication in a variety of settings, to a range of
individuals and within groups and teams, using various modes.
2. demonstrate ability to formulate questions that reveal an intelligent curiosity about texts or concepts and
to analyze questions with imagination and creativity.
3. demonstrate ability to apply qualitative analysis in a variety of disciplines and situations.
4. demonstrate ability to use, evaluate, and interpret complex information, solve complex problems, and
understand complex systems.
5. demonstrate intellectual and emotional flexibility and adaptability to understand and shape lives within
a culture of change.
6. demonstrate ability to evaluate information from disparate sources, to transform information into
meaningful knowledge.
7. demonstrate intellectual honesty, responsibility and accountability in learning and life.
Departmental Learning Outcomes (DLOs): The Department of History, Political Science and Global
Studies at the University of Saint Mary strives to empower students to:
1. See themselves and their society from different times and places in order to develop a mature view of
human nature and an informed perspective of their own country and its connection with a wider world.
2. Use their study of the past to participate knowledgeably in the affairs of the world around them.
3. Use essential analytical and research skills to understand, identify, and evaluate historical
developments, movements, and trends.
4. Exhibit sensitivities to human values in their own and other cultural and religious traditions, and, in
turn, establish values of their own.
5. Respect scientific and technological developments and recognize their impact on humankind.
6. Pursue responsible vocational preparation.
7. Promote the integration of faith, learning, and behavior through the examination of the past.
Course Outcomes (COs):
The student will:
1. demonstrate ability of effective written communication in essay format and other written assignments.
2. demonstrate ability of effective oral communication in a classroom setting.
3. demonstrate ability of effective oral communication in leading class discussion on assigned readings,
both individually and in teams.
4. demonstrate ability to formulate questions that reveal an intelligent curiosity about texts or concepts and
to analyze questions with imagination and creativity.
5. demonstrate ability to apply qualitative analysis to a wide variety of situations and issues in history.
6. demonstrate ability to use, evaluate, and interpret complex information, solve complex problems, and
understand complex interrelationships.
7. demonstrate intellectual and emotional connectedness to the global community of human and nonhuman life.
8. demonstrate ability to evaluate information from disparate sources, to transform information into
meaningful knowledge.
9. demonstrate intellectual honesty, responsibility and accountability in learning.
2
Course Description: This course is a survey from the Renaissance/Reformation era through World War II
and the Cold War, including interaction with various nonwestern cultures. Overall themes emphasize analysis
and comparative understanding of evolving patterns of individualism and democracy in Western Europe and the
United States. This is a required course for secondary education history majors.
Required Readings:
 Civilization: Past and Present Volume II (from 1300), 11th edition, edited by Brummett, et al., 2006.
 World Civilizations Since 1500, by Adler and Pouwels, et al., 2008.
Reading Assignments: Make sure you are prepared to discuss the readings by the day we are scheduled to
discuss them in class. Designated student discussion leaders will join the instructor in facilitating class
discussions. Students will be notified in advance when they are designated to serve as student discussion
leaders.
Attendance Policy: Students are expected to attend every scheduled meeting of all courses in which they are
enrolled and to be present for the full class period. Absenteeism and tardiness, regardless of cause, are a threat
to academic achievement. Classes missed for legitimate reasons (e.g., illness, death in the family, work
assignments, temporary military duty) may be excused at the determination of the instructor; however,
―excused‖ students absent from classes are responsible for all materials covered during the class period. The
student is also subject to appropriate consequences, as described by instructor in the syllabus. A student who
has four consecutive “unexcused” absences will be counseled and encouraged to withdraw from class. To
comply with Federal regulations, instructors must keep a written record of attendance for every student. An
incomplete will not be issued to a student who has unexcused or excessive absences recorded for the course.‖
More than two absences will result in a deduction of points from the student’s final grade. Starting with
the third absence, students will be penalized twenty (20) points per absence. Sleeping in class will be
counted as an absence.
What to Expect from the Instructor: During the time we are together I will be well organized; on time to
class; enthusiastic about the subject; prepared for class; respectful of student opinions; honest; as clear as
possible in my explanations; receptive to all questions; and fair in grading and treatment of every student. I
may not know the answer to every question, but if I do not know the answer, I will find the answer for you.
What is Expected of Each Student:
Students are expected to –
 Attend every class.
 Pay attention when the instructor is speaking.
 Pay attention when other students are speaking or when a video is playing.
 Prepare for class by reading the entirety of each assignment in advance.
 Participate in each class discussion.
 Ask questions when material or assignments are not clear.
 Turn off cellular phones before entering class.
 Be on time to class and do not disrupt class by attempting to leave early. Rattling papers and
zipping backpacks at the end of the class period is a significant distraction and should be avoided.
Students must avoid –
 Activities in class that are distracting such as filing or clipping fingernails.
 Using laptop computers for activities other than taking notes, including but not limited to checking
e-mail or working on projects for other classes.
 Chewing tobacco in class.
 Being disruptive with food, drink, and gum in the classroom.
 Leaving trash in the classroom.
 Reading the newspaper, magazines, or outside texts while in class.
Most importantly – Please accept responsibility for what you want out of the class. If there are any problems
please talk to me about them; above all, please be honest and do your best.
3
Academic Honesty: Academic Honesty is required of all members of a learning community. Hence, the
University of Saint Mary will not tolerate cheating or plagiarism on tests, examinations, papers or other course
assignments. Students who engage in such dishonesty may be given failing grades or expelled from the
university, at the discretion of the instructor and the Dean for Academic Affairs. Plagiarism—the appropriation
or imitation of the language or ideas of another person and presenting them as one’s original work—sometimes
occurs through carelessness or ignorance. Students who are uncertain about proper documentation of sources
should consult the instructor. In the past, I have caught several students cheating and they all were severely
penalized for it (ranging from failure for the class to expulsion from the university).
Policy Regarding Late Submissions, Missed Tests, and Make Up Work: No late work will be accepted. If
you are sick on a test or quiz day, please call me as soon as you are able at 913-758-6157 or 816-616-8790, or
provide an authorized medical excuse. I am willing to work with students who experience a legitimate illness
or extenuating circumstance.
Policy Regarding Conflicting University-Sponsored Events: An official university release or pre-scheduled
conflicting university-sponsored event (such as a sporting event) can be accommodated if I am notified far
enough in advance. Such a release is a request to make up work, not an automatic free day.
Honors In Course: Students wishing to take this class for ―honors in course‖ credit should speak with the
instructor regarding requirements. Any combination of two ―honors in course,‖ or ―honors in field‖ are
prerequisites for ―departmental honors.‖
Phi Alpha Theta: Students are encouraged to join Phi Alpha Theta, the national honor society in the discipline
of history. Students who have twelve hours of history and meet the requisite grade point average are eligible for
selection in their junior or senior year.
Grading Policy: Grades are assigned on an impartial basis. I will never discriminate nor give preferential
treatment to students on the basis of age, race, sex/gender, religion, sexual orientation, color, ethnic origin,
weight, physical condition, Veteran status, collegiate sports activity, political or social affiliation. 600 total
points will be possible during the semester.
100 points -- one mid-term exam (25 questions worth 2 points each and one essay worth 50 points)
50 points -attending class, participating in class discussions, maintaining a good attitude, putting forth a
strong effort to learn, and fulfilling class expectations (These points start at zero and build with
participation)
100 points -- four readings quizzes (each quiz will have five questions worth five points each)
100 points -- one five-page book report (on a book other than Elie Wiesel’s Night)
100 points -- one group oral presentation on a key figure or issue in world civilization
150 points -- one final examination (50 MC questions worth 2 points and one essay worth 50 points)
600 total points possible – the grading scale is as follows:
600-540 = A, 539-480 = B, 479-420 = C, 419-360 = D, Below 360 = F
Book Quizzes (100 points): There will be four quizzes given during the semester over the required readings.
Each quiz will have five questions worth five points each. Each question will have five multiple-choice
options. During tests and quizzes students will be asked to remove or reverse baseball-style hats and remove
sunglasses so the instructor can see all student eyes. This aligns with ULOs 4, 6, and 7. It aligns to DLO 3, and
COs 6, 8, and 9.
4
Book Report (100 points): Write a 5-page book report. Books will be chosen by the student but must be preapproved with the instructor. The final draft will be due on Monday April 23rd. No late work is accepted for
any reason, however, you may turn the paper in early. This aligns to ULOs 1, 2, 4, 6, and 7. This aligns to
DLOs 1, and 3. This aligns to COs 1, 4, 6, 7, 8, and 9.
 Questions:
 What is this book about? What are the major points or issues addressed?
 Is there a thesis? If so, what is it?
 Why did the author(s) write this book?
 Who was the intended audience? Did the book accomplish what the author(s) intended?
 What is the style or format, and are there any advantages or disadvantages to this style?
 Did the author’s background influence the book’s focus?
 Did you like or dislike the book?
 What did professional historians have to say about the book?
 What does the book teach us about history?
 Why was it suggested as a reading for this class?
 Requirements:
 As a resource guide please use Kate Turabian’s A Manual for Writers of Term Papers, Theses,
and Dissertations.
 Include a cover page with your name, the book’s title, course number, and date submitted.
 Do not retype the cover page information on the first page of your work.
 Please use 11 or 12-point font, preferably in Times New Roman, Arial, or Courier New font,
double-spaced, using standard margins.
 Include page numbers.
 More than 5 pages will be acceptable, but less than five full pages of work will not be acceptable.
 Please proofread, not just spell check. Multiple spelling errors or grammatical errors will result in a
loss of up to 20 points, depending upon how distracting it is to the overall paper.
 Turn in either a paper copy or send an email copy (Word/Word Perfect formats) to
MullikenK@stmary.edu.
 Students must include in their book report what scholarly peer-review journals wrote about the
book at the time of its publication. These journals must be parenthetically referenced.
 Book reports must demonstrate a thorough and comprehensive understanding of the book and how
it contributes to the broader historical understanding of World Civilization.
Tests: (250 points) The two tests are designed to make sure that students consistently read the assignments,
attend class, and participate in class discussions. Both the mid-term exam and final exam will consist of two
sections: multiple choice and essay. Both the midterm exam and final exam have twenty-five questions with
five possible answers, and the essay section will offer three or four possible essay topics of which students will
write on one. Each multiple-choice question is worth two points on the midterm exam, and the essay is worth
50 points. Questions will be taken from lectures, class discussion, the readings, videos, etc. Essay responses on
the exams will be expected to include a thesis, and specific supporting information from the lectures, readings,
etc. During tests and quizzes students will be asked to remove or reverse baseball-style hats and remove
sunglasses so the instructor can see all student eyes. This aligns with ULOs 4, 6, and 7. It aligns to DLO 3, and
COs 6, 8, and 9.
5
Oral Presentations (100 Points): Each student must participate in a group PowerPoint presentation of 10-12
slides on the life and contribution of a key figure or issue in World Civilization. Groups will be about 5
students each. Student groups will determine topics themselves but must approve these with the instructor in
advance of presentation. Although there is no dress code for class, students are expected to dress professionally
on the day(s) they present orally in class. Students should expect to speak for 15-20 minutes. See the ―History
Oral Presentation Rubric‖ at the end of this syllabus. This aligns to ULOs 1, 2, 3, 4, 5, 6, and 7. This aligns to
DLO 3, and COs 2, 3, 4, 6, 8, and 9.
Participation (50 points): There will be many multiple opportunities for students to participate in class
discussion. Student preparation and participation is essential to the success of the class. Points in this category
start at zero and are earned over the course of the semester. Students earn points for participation by clearly
demonstrating in class that they have read the assigned reading material, that they have thought about the issues
involved, and that they have made some conclusion about the subject. They can make comments about the
readings or ask questions about material that is not perfectly clear. Students should volunteer their opinions and
not wait to be called upon. Students can also ask questions about term paper topics, about the lectures, or some
similar subject in an attempt to help the class better understand the issue or assignment. Points start at zero and
build toward fifty. This aligns to ULOs 2, 4, 5, 6, and 7. This aligns to DLOs 1, 2, 3, 4, 5, and 7.
Student Scoring Section: Students may keep score of their grade / attendance below.
Dates of Absences –






Quiz 1 –
__________ out of 25
Quiz 2 –
__________ out of 25
Quiz 3 –
__________ out of 25
Quiz 4 –
__________ out of 25
Midterm Exam –
__________ out of 100
Oral Presentation –
__________ out of 150
Book Report –
__________ out of 100
Anticipated Final Exam Score –
__________ out of 100
Anticipated Participation Grade –
__________ out of 50
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Schedule for History 156 – World Civilization II
January 17
January 19
January 22
January 24
January 26
January 29
January 31
February 2
February 5
February 7
February 9
February 12
February 14
February 16
February 19
February 21
February 23
February 26
February 28
March 5
March 7
March 9
March 12
March 14
March 16
March 19
March 21
March 23
March 26
March 28
March 30
April 2
April 4
April 6
April 9
April 11
April 13
April 16
April 18
April 20
April 23
April 25
April 27
April 30
May 2
May 4
May 7
W–
F–
M–
W–
F–
M–
W–
F–
M–
W–
F–
M–
W–
F–
M–
W–
F–
M–
W–
M–
W–
F–
M–
W–
F–
M–
W–
F–
M–
W–
F–
M–
W–
F–
M–
W–
F–
M–
W–
F–
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W–
F–
M–
W–
F–
M–
Introduction to World Civilization and each other. Assignment #1: email the instructor.
Video – The Hajj
Video – The Hajj
Discussion of Chapter 12 (pages 347-368)
Guest Lecturer (Read Chapter 14 pages 397-429)
Discussion of Chapter 16 (pages 463-489)
Guest Lecturer (Read Chapter 17 pages 491-524)
Quiz #1 and Video – Master and Commander
Video – Master and Commander
Video – Master and Commander and discussion
Discussion of Chapter 18 (pages 527-558)
Discussion of Chapter 19 (pages 561-585)
Lincoln-Douglas Debate (attendance required)
No Class / Instructor at Kansas State Department of Education Meeting
Video – Amistad
Video – Amistad
Video – Amistad and discussion
Discussion of Chapter 22 (pages 643-670)
Quiz #2 and Discussion of Chapter 23 (pages 673-704)
Spring Break / No Classes
Spring Break / No Classes
Spring Break / No Classes
Discussion of Chapter 26 (pages 751-793)
Video – Gallipoli
Video – Gallipoli
Video – Gallipoli and discussion
Pictionary Test Review
Midterm Exam
Discussion of Chapter 27 (pages 797-830)
Discussion of Chapter 28 (pages 833-861)
Discussion of Chapter 29 (pages 865-882)
Quiz #3 and Discussion of Chapter 32 (pages 941-960)
No Class / Department Trip to Washington, D.C.
Easter Break / No Classes
Discussion and In-Class Assignment for Elie Wiesel’s Night
Discussion of Chapter 33 (pages 963-1001)
Video – The Killings Fields
Video – The Killings Fields
Video – The Killings Fields and discussion
Quiz #4 and Discussion of Chapter 35 (pages 1041-1071)
BOOK REPORTS DUE
In Service Day / No Classes
PowerPoint Presentations
PowerPoint Presentations
PowerPoint Presentations
Pictionary Test Review
Final Exam at 8:00 a.m. in Xavier 210
7
Rubric for History Oral Presentations - Mulliken
HI 156 World Civilization II, Spring 2007
Criteria
Full Credit
¾ Credit
Half Credit
¼ Credit
No Credit
Subject
Knowledge
(40 points)
Organization
(24points)
Student
demonstrates full
knowledge (more
than required) by
answering all
class questions
with explanations
and elaboration.
Student presents
information in
logical, interesting
sequence which
engages the
audience.
Delivery,
Eye Contact,
and
Elocution
(24 points)
Student maintains
eye contact with
audience, seldom
returning to notes.
Student uses an
animated voice
with correct,
precise
pronunciation of
terms so that all
audience
members can
hear presentation.
Graphics
(12 points)
Student’s
graphics not only
explain and
reinforce screen
text and
presentation, but
also demonstrate
the student’s
effort.
Student is at
ease with
expected
answers to all
questions, but
fails to
elaborate.
Student is
comfortable with
information and
is able to answer
only rudimentary
questions.
Student is
uncomfortable
with information
and is able to
answer only
rudimentary
questions.
Student does
not have grasp
of information;
student cannot
answer
questions
about subject.
Student presents
information in
logical,
interesting
sequence which
audience can
follow.
Student
maintains eye
contact most of
the time but
frequently
returns to notes.
Student uses a
clear voice and
correct, precise
pronunciation of
terms so that all
audience
members can
hear
presentation.
Student's
graphics explain
and reinforce
screen text and
presentation.
Student presents
information in
logical sequence
which audience
can follow.
Audience has
difficulty
following
presentation
because student
jumps around.
Student spends
approximately
equal time
maintaining eye
contact and
reading from
notes. Student's
voice is clear.
Student
pronounces most
words correctly.
Most audience
members can
hear
presentation.
Student's
graphics relate to
text and
presentation.
Student
occasionally
uses eye
contact, but still
reads most of
report. Student's
voice is low.
Student
incorrectly
pronounces
terms. Audience
members have
difficulty hearing
presentation.
Audience
cannot
understand
presentation
because there
is no sequence
of information.
Student reads
all of report
with no eye
contact.
Student
mumbles,
incorrectly
pronounces
terms, and
speaks too
quietly for
students in the
back of class to
hear.
Student
occasionally
uses graphics
that rarely
support text and
presentation.
Student uses
superfluous
graphics or no
graphics
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BOOK REPORT RUBRIC – HI 117 World Civilization II – USM Spring 2007
THE SUPERIOR PAPER (A/A-)
Thesis: Easily identifiable, plausible, original, thought-provoking, insightful, clear.
Structure: Evident, understandable, appropriate for thesis. Excellent transitions from point to point. Paragraphs
support solid topic sentences.
Use of evidence: Primary source information used to buttress every point with at least one example. Examples
support mini-thesis and fit within paragraph. Excellent integration of quoted material into sentences. Minimal
internet sources.
Analysis: Author clearly relates evidence to mini-thesis; analysis is fresh and exciting, posing new ways to
think of the material.
Logic and argumentation: All ideas in the paper flow logically; the argument is identifiable, reasonable, and
sound. Author anticipates and successfully defuses counter-arguments; makes novel connections to outside
material (from other parts of the class, or other classes) which illuminate thesis.
Mechanics: Sentence structure, grammar, and diction excellent; correct use of punctuation and citation style;
minimal to no spelling errors; no run-on or incomplete sentences; use of past tense with avoidance of secondperson pronouns, etc.
THE GOOD PAPER (B+/B/B-)
Thesis: Promising, but may be slightly unclear, or lacking in insight or originality.
Structure: Generally clear and appropriate, though may wander occasionally. May have a few unclear
transitions, or a few paragraphs without strong topic sentences.
Use of evidence: Examples used to support most points. Some evidence does not support point, or may appear
where inappropriate. Quotes well integrated into sentences.
Analysis: Evidence often related to mini-thesis, though links perhaps not very clear.
Logic and argumentation: Argument of paper is clear, usually flows logically and makes sense. Some
evidence that counter-arguments acknowledged, though perhaps not addressed. Occasional insightful
connections to outside material made.
Mechanics: Sentence structure, grammar, and diction strong despite occasional lapses; punctuation and citation
style often used correctly. Some (minor) spelling errors; may have one run-on sentence, sentence fragment, or
comma splice
9
THE "NEEDS HELP" PAPER (C+/C/C-)
Thesis: May be unclear (contain many vague terms), appear unoriginal, or offer relatively little that is new;
provides little around which to structure the paper.
Structure: Generally unclear, often wanders or jumps around. Few or weak transitions, many paragraphs
without topic sentences.
Use of evidence: Examples used to support some points. Points often lack supporting evidence, or evidence
used where inappropriate (often because there may be no clear point). Quotes may be poorly integrated into
sentences.
Analysis: Quotes appear often without analysis relating them to mini-thesis (or there is a weak mini-thesis to
support), or analysis offers nothing beyond the quote.
Logic and argumentation: Logic may often fail, or argument may often be unclear. May not address counterarguments or make any outside connections. May contain logical contradictions.
Mechanics: Problems in sentence structure, grammar, and diction (usually not major). Errors in punctuation,
citation style, and spelling. May have several run-on sentences or comma splices.
THE "TRULY NEEDY" PAPER (D+/D/D-)
Thesis: Difficult to identify at all, may be bland restatement of obvious point.
Structure: Unclear, often because thesis is weak or non-existent. Transitions confusing and unclear. Few topic
sentences.
Use of evidence: Very few or very weak examples. General failure to support statements, or evidence seems to
support no statement. Quotes not integrated into sentences; "plopped in" in improper manner.
Analysis: Very little or very weak attempt to relate evidence to argument; may be no identifiable argument, or
no evidence to relate it to.
Logic and argumentation: Ideas do not flow at all, usually because there is no argument to support. Simplistic
view of topic; no effort to grasp possible alternative views. Many logical contradictions, or simply too
incoherent to determine.
Mechanics: Big problems in sentence structure, grammar, and diction. Frequent major errors in citation style,
punctuation, and spelling. May have many run-on sentences and comma splices.
THE FAILING PAPER
Shows obviously minimal lack of effort or comprehension of the assignment. Very difficult to understand
owing to major problems with mechanics, structure, and analysis. Has no identifiable thesis, or utterly
incompetent thesis.
10
HI 156 World Civilization II – Spring 2007
The following are part of the Kansas State Department of Education (KSDE) Teacher Education
Licensing Standards and Program Assessment Data. World Civilization II (HI 156), as taught at
the University of Saint Mary, aligns its assignments and evaluations (such as exams) with KSDE
History and Government Standard #2. Material covered in the course will align with these
standards and students taking the HI 156, who intend to teach history and government on the
secondary level in Kansas, are expected to develop and demonstrate mastery of the material.
KSDE Standard 2 – The teacher of U.S. history and U.S. government, and world
history has knowledge and understanding of significant individuals, groups, ideas,
events, eras, and developments in the history of the world, and is able to utilize
essential analytical and research skills.
KSDE HISTORY & GOVERNMENT - KNOWLEDGE STANDARDS #2
2.6
The teacher understands the key events and individuals of the Renaissance, Reformation,
and Catholic Reformation.
2.7
The teacher understands the major events, movements, and individuals of the Age of
Absolutism and the Enlightenment.
2.8
The teacher understands the interaction and mutual impact among Europe, Africa, Asia,
and the Americas during the Age of Exploration and Imperialism.
2.9
The teacher understands the Age of Revolutions and their impact from 1763 through 1848
including the American Revolution, French Revolution, and the Revolutions of 1820, 1830, and 1848.
2.10
The teacher understands the important individuals and movements of the nineteenth
century in the fields of economics and science.
2.11
The teacher understands the rise of nationalism in the world community.
2.12
The teacher understands the origins, course, and consequences of World War I, World War II, and the
Cold War and the consequences of the post-Cold War era and the struggle for human rights.
KSDE HISTORY & GOVERNMENT – PERFORMANCE STANDARDS #2
1.
2.
3.
4.
5.
6.
7.
The teacher is able to evaluate the intellectual soundness of historical writings in world history.
The teacher is able to conduct historical research using primary sources and sound historical
methodology.
The teacher is able to construct assignments in world history that require students to use and evaluate
primary and secondary sources.
The teacher is able to design lessons that take into consideration the gender, racial, cultural, and
religious sensitivities of students.
The teacher is able to select readings and curriculum in world history that are developmentally
appropriate for students.
The teacher develops and implements effective research strategies and exhibits the results of this work
using a variety of formats including but not limited to speaking, writing, and creating multimedia
productions.
The teacher engages in historical thinking skills including but not limited to analyzing primary and
secondary historical materials for evidence of continuity and change and differentiating between and
making comparisons of historical facts and historical interpretations.
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