World History A: the Development of Civilization

WORLD HISTORY A SURVIVAL GUIDE Dr. Pattiz COURSE SYLLABUS WORLD HISTORY A: THE DEVELOPMENT OF CIVILIZATION

That men do not learn very much from the lessons of history is the most important of all the lessons that history has to teach.

--Aldous Huxley

Instructor: Dr. A.E. Pattiz

Required Materials: Textbook, workbook, notebook, pen or pencil. It is the responsibility of the student to come to class, every day, with the appropriate materials. This includes textbook, notebook, writing paper, and a pen or pencil to write with. Please come to class prepared.

Textbook: World History: Patterns of Interaction published by McDougal-Littell.

Course Description: This course is a survey of World History from the origins of civilization through the Age of Exploration.

Graded Assessments: During the course, students will participate in six types of graded assessments. These assignments are as follows:

(1) Chapter Exercises: Students will be required to supplement their knowledge gained through lecture and class discussions by completing chapter reviews in their workbook. These exercises will consist of identification of terms, review questions, critical thinking questions, and graphic organizers designed to supplement in-class lectures and discussions. (2) Quizzes: Key to understanding history is knowledge and comprehension. Students will be expected to build their historical knowledge and understanding through chapter quizzes and supplemental readings which will be equivalent to 10% of the overall grade. (3) Reading Assignments: Students will be required to do reading assignments on a wide range of historical topics including analysis of primary and secondary source documents. Students will be given time in class to work on assigned readings. The instructor will be available to provide assistance if needed. (4) Historical Research & Analysis: Students will become historians and will be required to do in-depth research on selected topics and to prepare written work in preparation for student presentations and other research-related assignments. Through these assignments, students will build the FOUR C’s (Critical Thinking, Creativity, Communication and Collaboration). (5) Unit Tests: Students will have four unit tests over the course of the semester. If the student misses a unit test, it is his [her] responsibility to request a make-up test. (6) Final Exam: The student will take a final exam at the end of the semester that is cumulative and comprehensive. Grading Distribution:

The final examination is weighted as 20% of a student’s grade for the course. Four unit tests are collectively weighted as 20% of a student’s grade for the course with each test equal to five percent. Chapter quizzes will count for an additional 10%. All other work is on a point system and is collectively worth 50% of the student’s course grade. Students are NOT allowed to keep their tests. If a student leaves the classroom with a graded test then the instructor will assess a penalty of ten percentage points when the test is returned. If the test is NOT returned within ONE WEEK, however, then the grade is a zero.

Your final grades will be based on the school’s overall grading system: A=90-100; B=80- 89; C=71-79; D=70; F=below 70. Since the unit tests and final examination are worth a combined 40% of the student’s course grade, it is recommended that you are prepared. This means studying!

Technology In The Classroom: Electronic devices may be used to: (1) take notes, (2) do research, or (3) give presentations to one’s instructor and peers. Electronic devices may not be used as social media and they are prohibited during testing. Any student caught using an electronic device during a test or quiz will receive a zero for that the test or quiz.

Why study history?

You really can’t understand the present or be prepared for the future unless you know something about the past. That means learning about both the great accomplishments of human beings and their evil or stupid acts. As George Santayana once said, “Those who cannot remember the past are condemned to repeat it.”

Understanding the past will force you to understand and analyze information in a way that makes sense. This is one of the most valuable skills you can carry with you into college and into adult life. As an engineer or a surgeon or a teacher, you will be presented with massive amounts of information and will need to organize it into a coherent whole. This course will ask you to do that also.

Part of maturing is when you understand that your decisions have consequences, some of them very long lasting. Hopefully, you will be able to make better decisions after you have studied the decisions others have made in history.

The world is getting smaller all the time. A little more than five hundred years ago, the two hemispheres of the world didn’t even know of each other’s existence. Now we can communicate with almost any place in the world instantly and travel almost anywhere on earth in a few hours, and events that take place thousands of miles away affect our lives deeply. It is more important than ever to know about the globe, not just about your neighborhood or school or city or state or nation.

Communicating in this global village demands good writing skills. This isn’t just something you learn in an English course. The better you can write, the greater mark you can leave on the world. In another era those who mastered the bow and arrow held the highest power. Today, you have something far more powerful: the keyboard. This course will ask you to think and write clearly and will help you develop your ability to use this powerful tool for good. Your responsibilities as a student:

Do your homework on time. Reading homework is just as important as written homework. Per the syllabus, the instructor does NOT accept late work or work without a name.

Stay alert and focused in class and participate in class discussions.

Ask for help when you need it. The instructor is available before school, during lunch, and after school to help any student who needs assistance. Do not wait until it is too late to seek assistance. If you encounter a problem or difficulty, seek assistance immediately.

Treat everyone in the room with respect.

Be honest. (See the section on academic integrity.)

Bring the following materials to class every day:

A notebook used only for history; this notebook should contain a pocket for handouts. Keep recent handouts there; they may sometimes be used in class.

A pen or pencil to write with since it is not the instructor’s job to keep you supplied.

When you’re absent:

It is your responsibility to learn what took place in class, find out assignments were given, and obtain any handouts that may have been distributed. Being absent is no excuse for not knowing your assignments or other responsibilities.

It is your responsibility to take the initiative to make up any work missed because of absences.

Academic Integrity:

Copying from another student is cheating, whether on quizzes, tests, exams, or homework assignments.

Talking or communicating with another student in any way during a test is prohibited.

Helping another student to cheat is itself a form of cheating. Do not give your homework assignments to anyone else. If they choose to copy the work you have given them, you are responsible. Studying together in groups is fine, but this is very different from passing work back and forth. The instructor will indicate if it is acceptable to work with a partner. Otherwise, understand that the work you turn-in should be your own.

“Cheat sheets” or bringing in information in any form during tests is prohibited.

Plagiarism is a very serious form of academic dishonesty. It means stealing the words or ideas of someone else. The most common form (but not the only form) of plagiarism is using someone else’s words without putting them in quotation marks and indicating the source of the quotation. It is your responsibility to understand what plagiarism is and avoid it. Ask the instructor before you turn in an assignment if you need to clarify this rule. Classroom rules:

See handout on classroom rules.

A word on procrastination:

It’s part of human nature to put things off until later. Unfortunately, it’s not good for learning. Reading and studying consistently over several days is a lot better than just cramming the night before a test. The single most common piece of advice I give to students who perform poorly on tests is start studying early!

RULES FOR VIEWING VIDEOS: The instructor does NOT show films in the class to give students an opportunity to sleep, socialize, do homework for other classes, lay on the floor, amuse themselves with electronic devices, or eat food. Films are shown to supplement the learning environment by providing interesting and informative insights on the period under study. If it is too difficult to pay attention then the instructor will be glad to assign notes and give quizzes. Individual offenders will be subject to detentions, disciplinary referrals and, in the case of repeat offenders, conferences with parents or guardians.

Policy On Late Work, Missing Work, Or Work Without A Name:

Assigned work is due on the date and at the time the instructor requests it. Do not bother turning-in late work since it will be counted as a zero.

If a student leaves work in his or her locker or in another class then the instructor will give the student permission to retrieve the work if he/she has an agenda to use as a hall pass. The instructor will not, however, grant permission if the student makes a habit of leaving work elsewhere. Work that is left at home will be counted as a zero.

Policy On Extra Credit:

There is NO extra credit. The instructor reserves the right to reward students with bonus points for a job that is very well done, but there are NO replacement assignments for work that students fail to turn in. This instructor does not believe in giving students, who do not do regular assigned work, extra opportunities when they have failed to take advantage of the opportunities already available.

WORK TURNED-IN WITHOUT A NAME AUTOMATICALLY RESULTS IN A ZERO. No name means no grade! If a student has a zero for an assignment he or she has done then it is the responsibility of the student to produce the assignment. Students are required to keep all of their work in a notebook. If a student is unable to produce a missing assignment with a grade on it then it is an automatic zero. The student does not get the benefit of the doubt so keep all of your work. Per standard mathematical conventions, all grades will be rounded-up at .5 and higher. Because of a transparent grade-book program, each student will receive the grade that he or she has earned. The instructor will make NO exceptions to this policy. It is therefore the responsibility of the student to do what is necessary to make sure that he/she succeeds. The instructor will provide assistance when requested, but each student must do their work and take responsibility for ALL work assigned during the semester.

A final word of advice from the instructor: All education is ultimately self-education. The secret of academic success is no different from success in other fields of endeavor, and it involves hard work, the will to succeed, and practice, practice, practice. When students fail or become bored, it is NOT the teacher’s fault nor is it the teacher’s responsibility to keep his students entertained. The teacher’s job is to educate, which entails work on the part of the student. Remember: Success is a choice and YOU are responsible for making that choice.

Making the A: How To Effectively Study for Tests ______Tests are one method of measuring what you have learned in a course. Doing well on tests and earning good grades begin with good study habits. If your goal is to become a successful student, take the time to develop good study habits.

This digest offers a plan to help you study for tests. It explains how to prepare for and take tests. Techniques for taking essay, multiple choice and other types of exams are reviewed. Although these techniques may help you improve your test scores, other factors, such as class participation, independent projects and term papers also contribute toward grades.

BEFORE THE TEST

Organization, planning and time management are skills essential to becoming a successful student; so start studying as soon as classes begin. Read assignments, listen during lectures and take good classroom notes. Then, reread the assignment, highlighting important information to study. Reviewing regularly allows you to avoid cramming and reduces test anxiety. The biggest benefit is it gives you time to absorb information.

Read difficult assignments twice. Sometimes a second reading will clarify concepts. If you are having difficulty with a subject, get help immediately. Meet with your instructor after class, use an alternate text to supplement required reading or hire a tutor (ask faculty members and other students for referrals).

REVIEW, REVIEW, REVIEW

Plan ahead, scheduling review periods well in advance. Set aside one hour on a Saturday or Sunday to review several subjects. Keep your reviews short and do them often.

• Daily reviews--Conduct short before and after class reviews of lecture notes. Begin reviewing after your first day of class. • Weekly reviews--Dedicate about 1 hour per subject to review assigned reading and lecture notes.

• Major reviews--Start the week before an exam and study the most difficult subjects when you are the most alert. Study for 2 to 5 hours punctuated by sufficient breaks.

Create review tools, such as flashcards, chapter outlines and summaries. This helps you organize and remember information as well as condense material to a manageable size. Use 3 x 5 note cards to review important information. Write ideas, formulas, concepts and facts on cards to carry with you. Study on the bus, in waiting rooms or whenever you have a few extra minutes.

Another useful tool is a study checklist. Make a list of everything you need to know for the exam. The list should include a brief description of reading assignments, types of problems to solve, skills to master, major ideas, theories, definitions, and equations. When you begin your final study sessions, cross off items as you review them.

STUDY GROUPS

For some subjects, study groups are an effective tool. Study groups allow students to combine resources; members share an academic goal and provide support and encouragement. Such groups meet regularly to study and learn a specific subject. To form a study group, look for dedicated students--students who ask and answer questions in class, and who take notes. Suggest to two or three that you meet to talk about group goals, meeting times and other logistics. Effective study groups are limited to five or six people. Test the group first by planning a one- time-only session. If that works, plan another. After several successful sessions, schedule regular meetings.

Set an agenda for each meeting to avoid wasting time. List the material that will be reviewed so members can come prepared. Also, follow a format. For example, begin by comparing notes to make sure you all heard the same thing and recorded important information. Spend 15-20 minutes conducting open-ended discussions on specific topics. Then, test each other by asking questions or take turns explaining concepts. Set aside 5-10 minutes to brainstorm possible test questions.

TAKING AN EXAM

On exam day arrive early and get organized. Pay attention to verbal directions as tests are distributed. Read directions slowly. Scan the entire test, noticing how many points each part is worth and estimate the time needed for individual questions. Before you start answering questions, write down memory aids, formulas, equations, facts and other useful information in the margins.

Check the time and pace yourself. If you get stuck on a question try to remember a related fact. Start from the general and go to the specific. Look for answers in other test questions. Often a term, name, date or other fact you have forgotten will appear somewhere else in the test. Move on to the next question if memory aids do not help. You can always go back to the question if you have time.

TEST-TAKING TIPS FOR DIFFERENT TYPES OF EXAMS

1. Multiple Choice Check the directions to see if the questions call for more than one answer. Answer each question in your head before you look at the possible answers. If you can come up with the answer before you look at the choices you eliminate the possibility of being confused by them. Mark questions you can't answer immediately and come back to them later. When taking a multiple-choice exam guess only if you are not penalized for incorrect answers. Use the following guidelines to make educated guesses.

 If two answers are similar, except for one or two words, choose one of these answers.

 If the answer calls for a sentence completion, eliminate e=the answers that would not form grammatically correct sentences.

 If answers cover a wide range (5, 76, 87, 109, 500) choose a number in the middle.

For machine-graded multiple-choice tests be certain that the answer you mark corresponds to the question you are answering. Check the test booklet against the answer sheet whenever you start a new section and again at the top of each column.

2. True-false

If any part of a true-false statement is false, the answer is false. Look for key words, i.e., qualifiers like all, most, sometimes, never or rarely. Questions containing absolute qualifiers such as always or never often are false.

3. Open book

When studying for this type of test, write down any formulas you will need on a separate sheet. Place tabs on important pages of the book so that you don't have to waste time looking for tables or other critical information. If you plan to use your notes, number them and make a table of contents. Prepare thoroughly for open-book tests. They are often the most difficult.

4. Short answer/fill-in-the-blank

These tests require students to provide definitions or short descriptions (typically a few words or a sentence or two). Study using flashcards with important terms and phrases. Key words and facts will then be familiar and easy to remember as you answer test questions.

5. Essay

When answering an essay question, first decide precisely what the question is asking. If a question asks you to compare, do not explain. Standard essay question words are listed next. Look up any unfamiliar words in a dictionary. Verbs Commonly Used in Essay Questions-- Analyze, Compare, Contrast, Criticize, Define, Describe, Discuss, Enumerate, Evaluate, Examine, Explain, Illustrate, Interpret, List, Outline, Prove, State, Summarize. Before you write your essay, make a quick outline. There are three reasons for doing this.

 Your thoughts will be more organized (making it easier for your teacher to read), and you will be less likely to leave out important facts.  You will be able to write faster.

 If you do not have time to finish your answer, you may earn some points with the outline. Don't forget to leave plenty of space between answers. You can use the extra space to add information if there is time.

When you write, get to the point. Start off by including part of the question in your answer. For example, if the question asks, "Discuss the benefits and drawbacks of universal health care coverage to both patients and medical professionals." Your first sentence might read, "Universal health care will benefit patients in the following ways." Expand your answer with supporting ideas and facts. If you have time, review your answers for grammatical errors, clarity and legibility.

FIVE NOTE TAKING SYSTEMS

5 Methods For Taking Effective Notes In Class:

 The Cornell Method  The Outline Method  The Mapping Method  The Charting Method  The Sentence Method

The Cornell Method The Cornell method provides a systematic format for condensing and organizing notes without laborious recopying. After writing the notes in the main space, use the left-hand space to label each idea and detail with a key word or "cue."

Method - Rule your paper with a 2 ½ inch margin on the left leaving a six-inch area on the right in which to make notes. During class, take down information in the six-inch area. When the instructor moves to a new point, skip a few lines. After class, complete phrases and sentences as much as possible. For every significant bit of information, write a cue in the left margin. To review, cover your notes with a card, leaving the cues exposed. Say the cue out loud, and then say as much as you can of the material underneath the card. When you have said as much as you can, move the card and see if what you said matches what is written. If you can say it, you know it.

Advantages - Organized and systematic for recording and reviewing notes. Easy format for pulling out major concept and ideas. Simple and efficient. Saves time and effort. "Do- it-right-in-the-first-place system." Disadvantages - None

When to Use - In any lecture situation. The Outlining Method Dash or indented outlining is usually best except for some science classes such as physics or math.

1. The information which is most general begins at the left with each more specific group of facts indented with spaces to the right. 2. The relationships between the different parts are carried out through indenting. 3. No numbers, letters, or Roman numerals are needs.

Method – Listening and then write in points in an organized pattern based on space indention. Place major points farthest to the left. Indent each more specific point to the right. Levels of importance will be indicated by distance away from the major point. Indention can be as simple as or as complex as labeling the indentations with Roman numerals or decimals. Markings are not necessary as space relationships will indicate the major/minor points.

Advantages – Well-organized system if done right. Outlining records content as well as relationships. It also reduces editing and is easy to review by turning main points into questions.

Disadvantages – Requires more thought in class for accurate organization. This system may not show relationships by sequence when needed. It doesn’t lend to diversity of a review attach for maximum learning and question application. This system cannot be used if the lecture is too fast.

When to Use – The outline format can be used if the lecture is presented in outline organization. This may be either deductive (regular outline) or inductive (reverse outline where minor points start building to a major point). Use this format when there is enough time in the lecture to think about and make organization decisions when they are needed. This format can be most effective when your note taking skills are super and sharp and you can handle the outlining regardless of the note taking situation.

Example – Extrasensory perception -Definition: means of perceiving without use of sense organs. -three kinds – -telepathy: sending messages -clairvoyance: forecasting the future -psychokinesis: perceiving events external to situation -current status – -no current research to support or refute The Mapping Method Mapping is a method that uses comprehension/concentration skills and evolves in a note taking form which relates each fact or idea to every other fact or idea. Mapping is a graphic representation of the content of a lecture. It is a method that maximizes active participation, affords immediate knowledge as to its understanding, and emphasizes critical thinking.

Advantages – This format helps you to visually track your lecture regardless of conditions. Little thinking is needed and relationships can easily be seen. It is also easy to edit your notes by adding numbers, marks, and color coding. Review will call for you to restructure thought processes which will force you to check understanding. Review by covering lines for memory drill and relationships. Main points can be written on flash or note cards and pieced together into a table or larger structure at a later date.

Disadvantages – You may not hear changes in content from major points to facts.

When to Use – Use when the lecture content is heavy and well-organized. May also be used effectively when you have a guest lecturer and have no idea how the lecture is going to be presented.

Example – The Charting Method If the lecture format is distinct (such as chronological), you may set up your paper by drawing columns and labeling appropriate headings in a table.

Method – Determine the categories to be covered in lecture. Set up your paper in advance by columns headed by these categories. As you listen to the lecture, record information (words, phrases, main ideas, etc.) into the appropriate category.

Advantages – Helps you track conversation and dialogues where you would normally be confused and lose out on relevant content. Reduces amount of writing necessary. Provides easy review mechanism for both memorization of facts and study of comparisons and relationships.

Disadvantages – Few disadvantages except learning how to use the system and locating the appropriate categories. You must be able to understand what’s happening in the lecture.

When to Use – Test will focus on both facts and relationships. Content is heavy and presented fast. You want to reduce the amount of time you spend editing and reviewing at test time. You want to get an overview of the whole course on one big paper sequence.

Example – Chart format for a history class: The Sentence Method

Method – Write every new thought, fact or topic on a separate line, numbering as you progress.

Advantages – Slightly more organized than the paragraph. Gets more or all of the information. Thinking to tract content is still limited.

Disadvantages – Can’t determine major/minor points from the numbered sequence. Difficult to edit without having to rewrite by clustering points which are related. Difficult to review unless editing cleans up relationship.

When to Use – Use when the lecture is somewhat organized, but heavy with content which comes fast. You can hear the different points, but you don’t know how they fit together. The instructor tends to present in point fashion, but not in grouping such as “three related points.”

Example 1 – A revolution is any occurrence that affects other aspects of life, such as economic life, social life, and so forth. Therefore revolutions cause change. (See page 29- 30 in your text about this.)  Sample Notes – Revolution – occurrence that affects other aspects of life: e.g., econ., socl. Etc. C.f. text, pp. 29-30

Example 2 – Melville did not try to represent life as it really was. The language of Ahab, Starbuck, and Ishmael, for instance, was not that of real life.  Sample Notes – Mel didn’t repr. Life as was; e.g. lang. Of Ahab, etc. no of real life.

Example 3 – At first, Freud tried conventional, physical methods of treatment such as giving baths, massages, rest cures, and similar aids. But when these failed he tried techniques of hypnosis that he had seen used by Jean-Martin Charcot. Finally, he borrowed an idea from Jean Breuer and used direct verbal communication to get an un-hypnotized patient to reveal unconscious thoughts.  Sample Notes – Freud 1st – used phys. trtment; e.g., baths, etc. This fld. 2nd – used hypnosis (fr. Charcot) Finally – used vrb. commun. (fr. Breuer) – got unhpynop, patnt to reveal uncons. thoughts. HELPFUL HINTS: HOW TO STUDY FOR A PATTIZ TEST

(1) You need to invest 10-15 minutes each night reviewing lecture notes and chapter reviews. If you wait until the night before the test then you are NOT studying; rather, you are cramming. This is NOT an effective way to prepare for a unit test. (2) Lecture Notes: The key is to rewrite the notes. Use a two-column formula and make the following changes: (a) In one column write the important dates and in the other column give a brief explanation as to why these dates are important, (b) In one column write the important people/event/battle/place/group and in the other column give a brief description as to the importance. For example, you may want to zero in on important dates, people, civilizations and a summary of what happened [and why]. When in doubt, ask your instructor what you ought to focus on to effectively prepare for the test. (3) Chapter Reviews: Purchase some index cards. Take your vocabulary and put the terms on one side and the definitions on the other side. Take your review questions and write the questions on one side and the answers on the other side. Then quiz yourself on this information. (4) Preparation begins on Day One. When you get your first set of notes and/or chapter review, you should begin studying. Remember: Your instructor gives you the dates for each test, the lecture notes for each test, and the chapter reviews for each test. You need to begin studying for the unit test at least two weeks in advance if not on the first day of the unit IF your goal is to succeed. Students who fail do so for one of four reasons—(a) either they fail to study, (b) they fail to study early enough, (c) they fail to study the right information, or (d) they simply have NO organized program for how to study and take effective notes. (5) Don’t Be Discouraged: Rome was not built in a day and students do not become excellent at test preparation overnight. After you get the test back, ask yourself what you did well and what you did poorly. Ask yourself how you prepared for the test. Did you rewrite your notes? Did you make flash cards for chapter reviews? Did you spend enough time (10- 15 minutes nightly for at least two weeks prior to the test) preparing? Do you need to increase the time you spend preparing? Do you need to change your preparation method? Do you need to meet with the teacher who might be able to suggest other techniques that would be helpful? (6) The average U.S. student spends 900 hours in a classroom and 1,500 hours in front of the television. And, by the end of high school, Chinese students have spent twice as much time studying as Americans. What are you willing to do be successful? (7) I can only help those students succeed who are willing to invest the time necessary to be successful. For my part, I pledge to do whatever is in my power to help you. I will spend as much time as necessary before, during, and after school working on your behalf. For your part, what are you willing to do to make success your choice?

My will shall shape the future. Whether I fail or succeed shall be no one's doing but my own. I am the force; I can clear any obstacle before me or I can be lost in the maze. My choice; my responsibility; win or lose, only I hold the key to my destiny.

--Elaine Maxwell Setting Priorities and Time Management:

Once learned, and eventually mastered, it can enable students to juggle many commitments and interests effectively as well as establish good habits for later life.

Basic time management steps include drawing up a simple timetable using a calendar to plan activities, study requirements, deadlines for assignments, listing of exam dates and other commitments. Setting a priority against each is important in helping you achieve goals rather than being overwhelmed by what you have to do.

A "to do" list is a very good idea. For instance:

"Tuesday afternoon - finish my Math homework for the week" or more specific planning such as:

"Tuesday - four hours of studying. One for English - finishing essay. One hour for French - revising lesson work. One hour for Math - study questions 10-28. Then, 30 minutes to finish up history project and 30 minutes reading school novel".

Make the most of your time

Time management doesn't only apply to serious work such as study. It can be applied to other activities in your life such as exercise, sporting activities and even getting the most out of your leisure time.

Many schools provide comprehensive information on homework and study guides and policies which you may be able to use to start effective time management early on in each school year. If you need help in planning your time, or feel that all your commitments are getting on top of you, you should seek advice from parents/caregivers and teachers, or speak with your school counselor.

Quick tips

1. Create a daily 'to do' list. 2. List goals and set priorities. 3. Do 'A's' first (Most important things). 4. Do it now. 5. Ask yourself "What is the best use of my time right now?" 6. Be realistic: New habits take time to develop. 7. Reward yourself for small steps of progress towards your goals each week. THE CRITICAL BOOK REVIEW

Your book review should have two goals: first, to inform the reader about the content of the book, and second, to provide an evaluation that gives your judgment of the book’s quality.

Your introduction should include an overview of the book that both incorporates an encapsulated summary and a sense of your general judgment. This is the equivalent to a thesis statement. TO EARN A GRADE OF “B” OR HIGHER, YOUR CRITICAL BOOK REVIEW MUST BE A MINIMUM OF FIVE PAGES IN LENGTH. YOUR INSTRUCTOR WILL SELECT THE BOOK THAT YOU WILL READ AND ANALYZE FOR YOUR CRITICAL BOOK REVIEW. YOU ARE NOT ALLOWED TO SELECT YOUR OWN BOOK FOR THE PURPOSE OF THIS REVIEW. TO EARN AN “A”, YOU MUST MEET ALL OF THE REQUIREMENTS OUTLINED IN THIS DOCUMENT AND THE INSTRUCTOR MUST BE CONVINCED THAT YOU ACTUALLY READ THE BOOK FROM COVER TO COVER.

Do NOT spend more than one-third or so of your review summarizing the book. The summary should consist of a discussion and highlights of the major arguments, features, trends, concepts, themes, ideas, and characteristics of the book. While you may use direct quotes from the book (make sure you always give the page number), such quotes should never be the bulk of the summary. Much of your grade will depend on how well you describe and explain the material IN YOUR OWN WORDS. You might want to take the major organizing themes of the book and use them to organize your own discussion. This does NOT mean, however, that I want a chapter- by-chapter summary. Your goal is a unified essay.

So what do I want, if not just a summary? Throughout your summary, I want you to provide a critique of the book. (Hence the title: “A Critical Book Review.”) A critique consists of thoughts, responses, and reactions. It is not necessarily negative. Nor do you need to know as much about the subject as the author (because you hardly ever will). The skills you need are an ability to follow an argument and test a hypothesis. Regardless of how negative or positive your critique is, you need to be able to justify and support your position.

Here are a number of questions that you can address as part of your critique. You need not answer them all, but questions one and two are essential to any book review, so those must be included. And these are ABSOLUTELY NOT to be answered one after another. The answers should be part of a carefully constructed essay, complete with topic sentences and transitions.

1. What is your overall opinion of the book? On what basis has this opinion been formulated? That is, tell the reader what you think and how you arrived at this judgment. What did you expect to learn when you picked up the book? To what extent – and how effectively – were your expectations met? Did you nod in agreement (or off to sleep)? Did you wish you could talk back to the author? Amplify upon and explain your reactions.

2. Identify the author’s thesis and explain it in your own words. How clearly and in what context is it stated and, subsequently, developed? To what extent and how effectively (i.e., with what kind of evidence) is this thesis proven? Use examples to amplify your responses. If arguments or perspectives were missing, why do you think this might be?

3. What are the author’s aims? How well have they been achieved, especially with regard to the way the book is organized? Are these aims supported or justified? (You might look back at the introduction to the book for help). How closely does the organization follow the author’s aims?

4. How are the author’s main points presented, explained, and supported? What assumptions lie behind these points? What would be the most effective way for you to compress and/or reorder the author’s scheme of presentation and argument?

5. How effectively does the author draw claims from the material being presented? Are connections between the claims and evidence made clearly and logically? Here you should definitely use examples to support your evaluation.

6. What conclusions does the author reach and how clearly are they stated? Do these conclusions follow from the thesis and aims and from the ways in which they were developed? In other words, how effectively does the book come together?

7. Identify the assumptions made by the author in both the approach to and the writing of the book. For example, what prior knowledge does the author expect readers to possess? How effectively are those assumptions worked into the overall presentation? What assumptions do you think should not have been made? Why?

8. Are you able to detect any underlying philosophy of history held by the author (e.g., progress, decline, cyclical, linear, and random)? If so, how does this philosophy affect the presentation of the argument?

9. How does the author see history as being motivated: primarily by the forces of individuals, economics, politics, social factors, nationalism, class, race, gender, something else? What kind of impact does this view of historical motivation have upon the way in which the author develops the book?

10. Does the author’s presentation seem fair and accurate? Is the interpretation biased? Can you detect any distortion, exaggeration, or diminishing of material? If so, for what purpose might this have been done, and what effect does hit have on the overall presentation?

If you provide thoughtful and comprehensive answers to these questions in your five-page critical book review then your lowest test grade this semester will be replaced with at least a “B. “ To earn an “A,” however, you have to convince the instructor that you actually read the book and understood it. Be sure to provide internal documentation when citing from the book. REMMEMBER: THE CRITICAL BOOK REVIEW IS AN OPTIONAL ASSIGNMENT. NO ONE IS REQUIRED TO DO IT. IF YOU DO IT, HOWEVER, THE INSTRUCTOR WILL REPLACE YOUR LOWEST GRADE WITH A GRADE OF 80% OR HIGHER DEPENDING ON THE QUALITY OF YOUR REVIEW. THE BOOK REVIEW MUST BE TURNED IN BY THE FIRST TUESDAY IN NOVEMBER. LATE BOOK REVIEWS WILL NOT BE ACCEPTED. REMEMBER: HIGH SCHOOL DOES NOT EQUAL COLLEGE

WHAT HAPPENS IN HIGH SCHOOL WHAT HAPPENS IN COLLEGE You can count on parents and teachers to You must balance your responsibilities and set remind you of your responsibilities and to priorities. You may face moral and ethical guide you in setting priorities. decisions you have never faced before. Each day you proceed from one class directly You often have hours between classes, class to another, spending six hours each day—30 times vary throughout the day and evening, and hours per week—in class. you spend only 15-17 hours each week in class. You might study outside class as little as 0-2 You need to study at least 2 to 3 hours outside hours per week and this might be mostly last of class for each hour in class. minute preparation. You seldom need to read anything more than You need to review class notes and assigned once and sometimes listening in class is readings regularly while test preparation enough. typically requires multiple reviews of course materials. Teachers approach you if they believe you need Professors are usually open and helpful, but assistance. most expect you to initiate contact if you need assistance. Teachers present material to help you Professors might not follow the textbook. They understand the material in the textbook. They might discuss research about the topic you are often write information on the board to be studying or they might expect you to relate the copied to your notes. classes to the assigned readings. Professors might lecture nonstop while expecting you to identify the important points in your notes. GOOD NOTE TAKING IS ESSENTIAL! Teachers carefully monitor class attendance. Professors may not formally take roll, but they are still likely to know whether you attended or not. Even in large lecture classes where the attendance is not taken, failure to attend will usually result in a failing grade on the exams. Testing is frequent and covers small amounts Testing is usually infrequent and is cumulative of material. covering large amounts of material. A particular course may only have 2-3 tests per semester. Teachers rearrange test dates to avoid conflicts Professors schedule tests without regard to the with school events. demands of other courses or outside activities. Consistently good homework grades and/or Grades on tests and papers usually provide extra credit assignments might raise your most of the course grade. Extra credit overall grade when test scores are low. opportunities are rare and, in most cases, cannot be used to raise a grade significantly. Initial test grades, especially when they are First tests are “wake-up” calls to let you know low, might not have an adverse effect on your what is expected of you and they also count for final grade. a substantial portion of your course grade.

This course is intended to prepare you for college. You need to pay particular attention to what happens in college because that is what happens in this course. CLASSROOM RULES: RULE #1: RAISE YOUR HAND IF YOU WISH TO SPEAK RULE #2: DO NOT BE LATE TO CLASS RULE #3: SHOW RESPECT TO EVERYONE RULE #4: DO YOUR OWN WORK UNLESS OTHERWISE INSTRUCTED RULE #5: ACT LIKE A MATURE YOUNG ADULT AND YOU WILL BE TREATED LIKE ONE

These rules are to teach the respect and responsibility necessary for you to be successful in this course.

REMEMBER: SUCCESS IS A CHOICE. World History Curriculum—Georgia Performance Standards

The high school world history course provides students with a comprehensive, intensive study of major events and themes in world history. Students begin with a study of the earliest civilizations worldwide and continue to examine major developments and themes in all regions of the world. The course culminates in a study of change and continuity and globalization at the beginning of the 21st century.

SSWH1 The student will analyze the origins, structures, and interactions of complex societies in the ancient Eastern Mediterranean from 3500 BCE to 500 BCE. 1 a. Describe the development of Mesopotamian societies; include the religious, cultural, economic, and political facets of society, with attention to Hammurabi’s law code. 2 b. Describe the relationship of religion and political authority in Ancient Egypt. 3 c. Explain the development of monotheism; include the concepts developed by the ancient Hebrews, and Zoroastrianism. 4 d. Describe early trading networks in the Eastern Mediterranean; include the impact Phoenicians had on the Mediterranean World. 5 e. Explain the development and importance of writing; include cuneiform, hieroglyphics, and the Phoenician alphabet.

SSWH2 The student will identify the major achievements of Chinese and Indian societies from 1100 BCE to 500 CE. 1 a. Describe the development of Indian civilization; include the rise and fall of the Maurya Empire, the “Golden Age” under Gupta, and the emperor Ashoka. 2 b. Explain the development and impact of Hinduism and Buddhism on India and subsequent diffusion of Buddhism. 3 c. Describe the development of Chinese civilization under the Zhou and Qin. 4 d. Explain the impact of Confucianism on Chinese culture; include the examination system, the Mandate of Heaven, the status of peasants, the status of merchants, and the patriarchal family, and explain diffusion to Southeast Asia, Japan, and Korea. 5 e. Explain how the geography of the Indian Subcontinent contributed to the movement of people and ideas.

SSWH3 The student will examine the political, philosophical, and cultural interaction of Classical Mediterranean societies from 700 BCE to 400 CE. 1 a. Compare the origins and structure of the Greek polis, the Roman Republic, and the Roman Empire. 2 b. Identify the ideas and impact of important individuals; include Socrates, Plato, and Aristotle and describe the diffusion of Greek culture by Aristotle’s pupil Alexander the Great and the impact of Julius and Augustus Caesar. 3 c. Analyze the contributions of Hellenistic and Roman culture; include law, gender, and science. 1 d. Describe polytheism in the Greek and Roman world and the origins and diffusion of Christianity in the Roman world. 2 e. Analyze the factors that led to the collapse of the Western Roman Empire.

SSWH4 The student will analyze the importance of the Byzantine and Mongol empires between 450 CE and 1500 CE. a. Analyze the importance of Justinian, include the influence of the Empress Theodora, Justinian’s Code, and Justinian’s efforts to recapture the west. b. Describe the relationship between the Roman and Byzantine Empires; include the impact Byzantium had on Moscow and the Russian Empire, the effect of Byzantine culture on Tsar Ivan III and Kiev, and the rise of Constantinople as a center for law, religion, and the arts. c. Explain the Great Schism of 1054 CE. d. Analyze the spread of the Mongol Empire; include the role of Chinggis (Genghis) Khan in developing the empire, the impact of the Mongols on Russia, China and the West, the development of trade, and European observations through the writings of Marco Polo. e. Explain the Ottoman Empire’s role in the decline of Byzantium and the capture of Constantinople in 1453 CE. SSWH5 The student will trace the origins and expansion of the Islamic World between 600 CE and 1300 CE. 1 a. Explain the origins of Islam and the growth of the Islamic Empire. 2 b. Identify the Muslim trade routes to India, China, Europe, and Africa and assess the economic impact of this trade. 3 c. Explain the reasons for the split between Sunni and Shia Muslims. 4 d. Identify the contributions of Islamic scholars in medicine (Ibn Sina) and geography (Ibn Battuta). 5 e. Describe the impact of the Crusades on both the Islamic World and Europe. 6 f. Analyze the relationship between Judaism, Christianity, and Islam.

SSWH6 The student will describe the diverse characteristics of early African societies before 1800 CE. 1 a. Identify the Bantu migration patterns and contribution to settled agriculture. 2 b. Describe the development and decline of the Sudanic kingdoms (Ghana, Mali, Songhai); include the roles of Sundiata, and the pilgrimage of Mansa Musa to Mecca. 3 c. Describe the trading networks by examining trans-Saharan trade in gold, salt, and slaves; include the Swahili trading cities. 4 d. Analyze the process of religious syncretism as a blending of traditional African beliefs with new ideas from Islam and Christianity. 5 e. Analyze the role of geography and the distribution of resources played in the development of trans-Saharan trading networks.

SSWH7 The student will analyze European medieval society with regard to culture, politics, society, and economics. 1 a. Explain the manorial system and feudalism; include the status of peasants and feudal monarchies and the importance of Charlemagne. 2 b. Describe the political impact of Christianity; include Pope Gregory VII and King Henry IV of Germany (Holy Roman Emperor). 3 c. Explain the role of the church in medieval society. 4 d. Describe how increasing trade led to the growth of towns and cities.

SSWH8 The student will demonstrate an understanding of the development of societies in Central and South America. 1 a. Explain the rise and fall of the Olmec, Mayan, Aztec, and Inca empires. 2 b. Compare the culture of the Americas; include government, economy, religion, and the arts of the Mayans, Aztecs, and Incas.

SSWH9 The student will analyze change and continuity in the Renaissance and Reformation. 1 a. Explain the social, economic, and political changes that contributed to the rise of Florence and the ideas of Machiavelli. 2 b. Identify artistic and scientific achievements of Leonardo da Vinci, the “Renaissance man,” and Michelangelo. 3 c. Explain the main characteristics of humanism; include the ideas of Petrarch, Dante, and Erasmus. 4 d. Analyze the impact of the Protestant Reformation; include the ideas of Martin Luther and John Calvin. 5 e. Describe the Counter Reformation at the Council of Trent and the role of the Jesuits. 6 f. Describe the English Reformation and the role of Henry VIII and Elizabeth I. 7 g. Explain the importance of Gutenberg and the invention of the printing press.

SSWH10 The student will analyze the impact of the age of discovery and expansion into the Americas, Africa, and Asia. 1 a. Explain the roles of explorers and conquistadors; include Zheng He, Vasco da Gama, Christopher Columbus, Ferdinand Magellan, James Cook, and Samuel de Champlain. 2 b. Define the Columbian Exchange and its global economic and cultural impact. 3 c. Explain the role of improved technology in European exploration; include the astrolabe. SSWH11 Students will investigate political and social changes in Japan and in China from the seventeenth century CE to mid-nineteenth century CE. 1 a. Describe the policies of the Tokugawa and Qing rulers; include how Oda Nobunaga laid the ground work for the subsequent Tokugawa rulers and how Kangxi came to rule for such a long period in China. 2 b. Analyze the impact of population growth and its impact on the social structure of Japan and China.

SSWH12 The student will examine the origins and contributions of the Ottoman, Safavid, and Mughal empires. 1 a. Describe the geographical extent of the Ottoman Empire during the rule of Suleyman the Magnificent, the Safavid Empire during the reign of Shah Abbas I, and the Mughal Empire during the reigns of Babur and Akbar. 2 b. Explain the ways in which these Muslim empires influenced religion, law, and the arts in their parts of the world.

SSWH13 The student will examine the intellectual, political, social, and economic factors that changed the world view of Europeans. 1 a. Explain the scientific contributions of Copernicus, Galileo, Kepler, and Newton and how these ideas changed the European world view. 2 b. Identify the major ideas of the Enlightenment from the writings of Locke, Voltaire, and Rousseau and their relationship to politics and society.

SSWH14 The student will analyze the Age of Revolutions and Rebellions. 1 a. Examine absolutism through a comparison of the rules of Louis XIV, Tsar Peter the Great, and Tokugawa Ieyasu. 2 b. Identify the causes and results of the revolutions in England (1689), United States (1776), France (1789), Haiti (1791), and Latin America (1808-1825). 3 c. Explain Napoleon’s rise to power, the role of geography in his defeat, and the consequences of France’s defeat for Europe. 4 d. Examine the interaction of China and Japan with westerners; include the Opium War, the Taiping Rebellion, and Commodore Perry.

SSWH15 The student will be able to describe the impact of industrialization, the rise of nationalism, and the major characteristics of worldwide imperialism. 1 a. Analyze the process and impact of industrialization in England, Germany, and Japan, movements for political reform, the writings of Adam Smith and Karl Marx, and urbanization and its affect on women. 2 b. Compare and contrast the rise of the nation state in Germany under Otto von Bismarck and Japan under Emperor Meiji. 3 c. Describe the reaction to foreign domination; include the Russo-Japanese War and Young Turks, and the Boxer Rebellion. 4 d. Describe imperialism in Africa and Asia by comparing British policies in Africa, French policies in Indochina, and Japanese policies in Asia; include the influence of geography and natural resources.

SSWH16 The student will demonstrate an understanding of long-term causes of World War I and its global impact. 1 a. Identify the causes of the war; include Balkan nationalism, entangling alliances, and militarism. 2 b. Describe conditions on the war front for soldiers; include the Battle of Verdun. 1 c. Explain the major decisions made in the Versailles Treaty; include German reparations and the mandate system that replaced Ottoman control. 2 d. Analyze the destabilization of Europe in the collapse of the great empires; include the Romanov and Hapsburg dynasties.

SSWH17 The student will be able to identify the major political and economic factors that shaped world societies between World War I and World War II. 1 a. Examine the influence of Albert Einstein on science, Sigmund Freud on social thinking and Pablo Picasso on art. 2 b. Determine the causes and results of the Russian Revolution from the rise of the Bolsheviks under Lenin to Stalin’s first Five Year Plan. 3 c. Describe the rise of fascism in Europe and Asia by comparing the policies of Benito Mussolini in Italy, Adolf Hitler in Germany, and Hirohito in Japan. 4 d. Analyze the rise of nationalism as seen in the ideas of Sun Yat Sen, Mustafa Kemal Ataturk, and Mohandas Gandhi. 5 e. Describe the nature of totalitarianism and the police state that existed in Russia, Germany, and Italy and how they differ from authoritarian governments. 6 f. Explain the aggression and conflict leading to World War II in Europe and Asia; include the Italian invasion of Ethiopia, the Spanish Civil War, the Rape of Nanjing in China, and the German annexation of the Sudetenland.

SSWH18 The student will demonstrate an understanding of the global political, economic, and social impact of World War II. 1 a. Describe the major conflicts and outcomes; include Pearl Harbor, El-Alamein, Stalingrad, D-Day, Guadalcanal, the Philippines, and the end of the war in Europe and Asia. 2 b. Identify Nazi ideology, policies, and consequences that led to the Holocaust. 3 c. Explain the military and diplomatic negotiations between the leaders of Great Britain (Churchill), the Soviet Union (Stalin), and the United States (Roosevelt/Truman) from Teheran to Yalta and Potsdam and the impact on the nations of Eastern Europe. 4 d. Explain allied Post-World War II policies; include formation of the United Nations, the Marshall Plan for Europe, and MacArthur’s plan for Japan.

SSWH19 The student will demonstrate an understanding of the global social, economic, and political impact of the Cold War and decolonization from 1945 to 1989. 1 a. Analyze the revolutionary movements in India (Gandhi, Nehru), China (Mao Zedong, Chiang Kai-shek), and Ghana (Kwame Nkrumah). 2 b. Describe the formation of the state of Israel and the importance of geography in its development. 3 c. Explain the arms race; include development of the hydrogen bomb (1954) and SALT (Strategic Arms Limitation Treaty, 1972). 4 d. Compare and contrast the reforms of Khrushchev and Gorbachev. 5 e. Analyze efforts in the pursuit of freedom; include anti-apartheid, Tiananmen Square, and the fall of the Berlin Wall.

SSWH20 The student will examine change and continuity in the world since the 1960s. 1 a. Identify ethnic conflicts and new nationalisms; include pan-Africanism, pan- Arabism, and the conflicts in Bosnia-Herzegovina and Rwanda. 2 b. Describe the breakup of the Soviet Union in 1991 that produced independent countries; include Ukraine, Kazakhstan, and the Baltic States. 3 c. Analyze terrorism as a form of warfare in the 20th century; include Shining Path, Red Brigade, Hamas, and Al Qaeda; and analyze the impact of terrorism on daily life; include travel, world energy supplies, and financial markets. 4 d. Examine the rise of women as major world leaders; include Golda Meir, Indira Gandhi, and Margaret Thatcher.

SSWH21 The student will analyze globalization in the contemporary world. 1 a. Describe the cultural and intellectual integration of countries into the world economy through the development of television, satellites, and computers. 2 b. Analyze global economic and political connections; include multinational corporations, the United Nations, OPEC, and the World Trade Organization. 3 c. Explain how governments cooperate through treaties and organizations, to minimize the negative effects of human actions on the environment WORLD HISTORY B SURVIVAL GUIDE Dr. Pattiz

COURSE SYLLABUS GIFTED WORLD HISTORY B: THE EMERGENCE OF THE MODERN WORLD

"We are all concerned about the future of American education. But, as I tell my students, you do not enter the future -- you create the future. The future is created through hard work." --Jamie Escalante

Instructor: Dr. A.E. Pattiz

Required Materials: Notebook, pen or pencil. The instructor will provide students with unlined paper to write on if necessary. If, however, a student does not have a pen or pencil to write with then the instructor reserves the right to charge the student ten points to provide a writing implement. Please come to class prepared.

Textbook: The instructor will create a textbook for his students consisting of primary and secondary source readings. These readings will provide students with the rigor necessary to succeed at the post-secondary level.

Course Description: This course is a survey of World History from the Age of Revolution through the 20th Century.

Graded Assessments: During the course, students will participate in six types of graded assessments. These assignments are as follows:

(1) Chapter Exercises: Students will be required to supplement their knowledge gained through lecture and class discussions by completing chapter reviews in their workbook. These exercises will consist of identification of terms, review questions, critical thinking questions, and graphic organizers designed to supplement in-class lectures and discussions. (2) Quizzes: Key to understanding history is knowledge and comprehension. Students will be expected to build their historical knowledge and understanding through chapter quizzes and supplemental readings which will be equivalent to 10% of the overall grade. (3) Reading Assignments: Students will be required to do reading assignments on a wide range of historical topics including analysis of primary and secondary source documents. Students will be given time in class to work on assigned readings. The instructor will be available to provide assistance if needed. (4) Historical Research & Analysis: Students will become historians and will be required to do in-depth research on selected topics and to prepare written work in preparation for student presentations and other research-related assignments. (5) Unit Tests: Students will have four unit tests over the course of the semester. If the student misses a unit test, it is his [her] responsibility to request a make-up test. (6) Final Exam: The student will take a final exam at the end of the semester that is cumulative and comprehensive.

Grading Distribution:

The final examination is weighted as 20% of a student’s grade for the course. Four unit tests are collectively weighted as 20% of a student’s grade for the course with each test equal to five percent. Chapter quizzes will count for an additional 10%. All other work is on a point system and is collectively worth 50% of the student’s course grade. Students are NOT allowed to keep their tests. If a student leaves the classroom with a graded test then the instructor will assess a penalty of ten percentage points when the test is returned. If the test is NOT returned within ONE WEEK, however, then the grade is a zero.

Your final grades will be based on the school’s overall grading system: A=90-100; B=80- 89; C=71-79; D=70; F=below 70. Since the unit tests and final examination are worth a combined 40% of the student’s course grade, it is recommended that you are prepared. This means studying!

Technology In The Classroom: Electronic devices may be used to: (1) take notes, (2) do research, or (3) give presentations to one’s instructor and peers. Electronic devices may not be used as social media and they are prohibited during testing. Any student caught using an electronic device during a test will receive a zero for that the test.

Why study history?

You really can’t understand the present or be prepared for the future unless you know something about the past. That means learning about both the great accomplishments of human beings and their evil or stupid acts. As George Santayana once said, “Those who cannot remember the past are condemned to repeat it.”

Understanding the past will force you to understand and analyze information in a way that makes sense. This is one of the most valuable skills you can carry with you into college and into adult life. As an engineer or a surgeon or a teacher, you will be presented with massive amounts of information and will need to organize it into a coherent whole. This course will ask you to do that also.

Part of maturing is when you understand that your decisions have consequences, some of them very long lasting. Hopefully, you will be able to make better decisions after you have studied the decisions others have made in history.

The world is getting smaller all the time. A little more than five hundred years ago, the two hemispheres of the world didn’t even know of each other’s existence. Now we can communicate with almost any place in the world instantly and travel almost anywhere on earth in a few hours, and events that take place thousands of miles away affect our lives deeply. It is more important than ever to know about the globe, not just about your neighborhood or school or city or state or nation.

Communicating in this global village demands good writing skills. This isn’t just something you learn in an English course. The better you can write, the greater mark you can leave on the world. In another era those who mastered the bow and arrow held the highest power. Today, you have something far more powerful: the keyboard. This course will ask you to think and write clearly and will help you develop your ability to use this powerful tool for good.

Your responsibilities as a student:

Do your homework on time. Reading homework is just as important as written homework. Per the syllabus, the instructor does NOT accept late work or work without a name. Stay alert and focused [do not sleep] in class and participate in class discussions.

Ask for help when you need it. The instructor is available before school, during lunch, and after school to help any student who needs assistance. Do not wait until it is too late to seek assistance. If you encounter a problem or difficulty, seek assistance immediately.

Bring the following materials to class every day:

A notebook used only for history; this notebook should contain a pocket for handouts. Keep recent handouts there; they may sometimes be used in class. Also, bring a pen or pencil to write with since it is not the instructor’s job to keep you supplied.

When you’re absent:

It is your responsibility to learn what took place in class, find out assignments were given, and obtain any handouts that may have been distributed. Being absent is no excuse for not knowing your assignments or other responsibilities.

It is your responsibility to take the initiative to make up any work missed because of absences.

Academic Integrity:

Copying from another student is cheating, whether on quizzes, tests, exams, or homework assignments.

Talking or communicating with another student in any way during a test is prohibited.

Helping another student to cheat is itself a form of cheating. Do not give your homework assignments to anyone else. If they choose to copy the work you have given them, you are responsible. Studying together in groups is fine, but this is very different from passing work back and forth. The instructor will indicate if it is acceptable to work with a partner. Otherwise, understand that the work you turn-in should be your own.

“Cheat sheets” or bringing in information in any form during tests is prohibited.

Plagiarism is a very serious form of academic dishonesty. It means stealing the words or ideas of someone else. The most common form (but not the only form) of plagiarism is using someone else’s words without putting them in quotation marks and indicating the source of the quotation. It is your responsibility to understand what plagiarism is and avoid it. Ask the instructor before you turn in an assignment if you need to clarify this rule.

Classroom rules: See handout on classroom rules.

A word on procrastination:

It’s part of human nature to put things off until later. Unfortunately, it’s not good for learning. Reading and studying consistently over several days is a lot better than just cramming the night before a test. The single most common piece of advice I give to students who perform poorly on tests is start studying early! CRITICAL BOOK REVIEW: In this course, you do have the opportunity to replace your lowest test grade with a critical book review. Attached to the syllabus are the guidelines for writing a critical book review. If you decide to write a review of a book, your book MUST be approved by the instructor before you write your review or else you will receive NO credit. No book under 300 pages in length will be approved. All reviews must be a minimum of four pages in length. You MUST also adhere to the guidelines [see attached] in order to earn the maximum points possible.

RULES FOR VIEWING VIDEOS: The instructor does NOT show films in the class to give students an opportunity to sleep, socialize, do homework for other classes, lay on the floor, amuse themselves with electronic devices, or eat food. Films are shown to supplement the learning environment by providing interesting and informative insights on the period under study. If it is too difficult to pay attention then the instructor will be glad to assign notes and give quizzes. Individual offenders will be subject to detentions, disciplinary referrals and, in the case of repeat offenders, conferences with parents or guardians.

Policy On Late Work, Missing Work, Or Work Without A Name:

Assigned work is due on the date and at the time the instructor requests it. ALL ASSIGNMENT DUE DATES WILL BE POSTED. Also, the instructor will post assignment due dates on the class announcement section of mygradebook.com one week in advance so there should be absolutely NO reason why a student does not know what is due and when it is due. Do not bother turning-in late work since it will be counted as a zero.

If a student leaves work in his or her locker or in another class then the instructor will give the student permission to retrieve the work if he/she has an agenda to use as a hall pass. The instructor will not, however, grant permission if the student makes a habit of leaving work elsewhere. Work that is left at home will be counted as a zero.

There is NO extra credit. The instructor reserves the right to reward students with bonus points for a job that is very well done, but there are NO replacement assignments for work that students fail to turn in. This instructor does not believe in giving students, who do not do regular assigned work, extra opportunities when they have failed to take advantage of the opportunities already available.

Per standard mathematical conventions, all grades will be rounded-up at .5 and higher. Because of a transparent grade-book program, each student will receive the grade that he or she has earned. The instructor will make NO exceptions to this policy. It is therefore the responsibility of the student to do what is necessary to make sure that he/she succeeds. The instructor will provide assistance when requested, but each student must do their work and take responsibility for ALL work assigned during the semester.

WORK TURNED-IN WITHOUT A NAME AUTOMATICALLY RESULTS IN A ZERO. No name means no grade! If a student has a zero for an assignment he or she has done then it is the responsibility of the student to produce the assignment. Students are required to keep all of their work in a notebook. If a student is unable to produce a missing assignment with a grade on it then it is an automatic zero. The student does not get the benefit of the doubt so keep all of your work. WORLD HISTORY UNIT TESTS SPRING SEMESTER

UNIT/DATE OF TEST LECTURES CHAPTERS Unit VI: Age of Revolution Rise of the Nation-State Chapters Twenty-One, Twenty-Two & Twenty Scientific Revolution Three

American Revolution

French Revolution & Test on January 28th Napoleon Unit VII: Age of Nationalism Chapter Twenty-Four Nationalism The Slave Trade

Test on February 10th American Civil War Unit VIII: Industry & Industrial Revolution Chapters Twenty-Five, Imperialism Twenty-Six & Twenty Democratic Reform Mvmts Seven

Test on March 14th Age of Imperialism Unit IX: The World Wars World War One Chapters Twenty-Nine, Thirty, Thirty-One, & Russian Revolution Thirty-Two

The Great Depression

Rise of the Dictators

World War Two

Test on April 21st The Holocaust Unit X: The Postwar World The Cold War Chapters Thirty-Three, Thirty-Four, Thirty-Five The Vietnam War & Thirty-Six

End of the Cold War

Test on May 20th The 21st Century Making the A: How To Effectively Study for Tests ______Tests are one method of measuring what you have learned in a course. Doing well on tests and earning good grades begin with good study habits. If your goal is to become a successful student, take the time to develop good study habits.

This digest offers a plan to help you study for tests. It explains how to prepare for and take tests. Techniques for taking essay, multiple choice and other types of exams are reviewed. Although these techniques may help you improve your test scores, other factors, such as class participation, independent projects and term papers also contribute toward grades.

BEFORE THE TEST

Organization, planning and time management are skills essential to becoming a successful student; so start studying as soon as classes begin. Read assignments, listen during lectures and take good classroom notes. Then, reread the assignment, highlighting important information to study. Reviewing regularly allows you to avoid cramming and reduces test anxiety. The biggest benefit is it gives you time to absorb information.

Read difficult assignments twice. Sometimes a second reading will clarify concepts. If you are having difficulty with a subject, get help immediately. Meet with your instructor after class, use an alternate text to supplement required reading or hire a tutor (ask faculty members and other students for referrals).

REVIEW, REVIEW, REVIEW

Plan ahead, scheduling review periods well in advance. Set aside one hour on a Saturday or Sunday to review several subjects. Keep your reviews short and do them often.

• Daily reviews--Conduct short before and after class reviews of lecture notes. Begin reviewing after your first day of class.

• Weekly reviews--Dedicate about 1 hour per subject to review assigned reading and lecture notes.

• Major reviews--Start the week before an exam and study the most difficult subjects when you are the most alert. Study for 2 to 5 hours punctuated by sufficient breaks.

Create review tools, such as flashcards, chapter outlines and summaries. This helps you organize and remember information as well as condense material to a manageable size. Use 3 x 5 note cards to review important information. Write ideas, formulas, concepts and facts on cards to carry with you. Study on the bus, in waiting rooms or whenever you have a few extra minutes.

Another useful tool is a study checklist. Make a list of everything you need to know for the exam. The list should include a brief description of reading assignments, types of problems to solve, skills to master, major ideas, theories, definitions, and equations. When you begin your final study sessions, cross off items as you review them.

STUDY GROUPS

For some subjects, study groups are an effective tool. Study groups allow students to combine resources; members share an academic goal and provide support and encouragement. Such groups meet regularly to study and learn a specific subject. To form a study group, look for dedicated students--students who ask and answer questions in class, and who take notes. Suggest to two or three that you meet to talk about group goals, meeting times and other logistics. Effective study groups are limited to five or six people. Test the group first by planning a one- time-only session. If that works, plan another. After several successful sessions, schedule regular meetings.

Set an agenda for each meeting to avoid wasting time. List the material that will be reviewed so members can come prepared. Also, follow a format. For example, begin by comparing notes to make sure you all heard the same thing and recorded important information. Spend 15-20 minutes conducting open-ended discussions on specific topics. Then, test each other by asking questions or take turns explaining concepts. Set aside 5-10 minutes to brainstorm possible test questions.

TAKING AN EXAM

On exam day arrive early and get organized. Pay attention to verbal directions as tests are distributed. Read directions slowly. Scan the entire test, noticing how many points each part is worth and estimate the time needed for individual questions. Before you start answering questions, write down memory aids, formulas, equations, facts and other useful information in the margins.

Check the time and pace yourself. If you get stuck on a question try to remember a related fact. Start from the general and go to the specific. Look for answers in other test questions. Often a term, name, date or other fact you have forgotten will appear somewhere else in the test. Move on to the next question if memory aids do not help. You can always go back to the question if you have time.

TEST-TAKING TIPS FOR DIFFERENT TYPES OF EXAMS

1. Multiple Choice

Check the directions to see if the questions call for more than one answer. Answer each question in your head before you look at the possible answers. If you can come up with the answer before you look at the choices you eliminate the possibility of being confused by them. Mark questions you can't answer immediately and come back to them later. When taking a multiple-choice exam guess only if you are not penalized for incorrect answers. Use the following guidelines to make educated guesses.

 If two answers are similar, except for one or two words, choose one of these answers.

 If the answer calls for a sentence completion, eliminate e=the answers that would not form grammatically correct sentences.  If answers cover a wide range (5, 76, 87, 109, 500) choose a number in the middle.

For machine-graded multiple-choice tests be certain that the answer you mark corresponds to the question you are answering. Check the test booklet against the answer sheet whenever you start a new section and again at the top of each column.

3. True-false

If any part of a true-false statement is false, the answer is false. Look for key words, i.e., qualifiers like all, most, sometimes, never or rarely. Questions containing absolute qualifiers such as always or never often are false.

4. Open book

When studying for this type of test, write down any formulas you will need on a separate sheet. Place tabs on important pages of the book so that you don't have to waste time looking for tables or other critical information. If you plan to use your notes, number them and make a table of contents. Prepare thoroughly for open-book tests. They are often the most difficult.

5. Short answer/fill-in-the-blank

These tests require students to provide definitions or short descriptions (typically a few words or a sentence or two). Study using flashcards with important terms and phrases. Key words and facts will then be familiar and easy to remember as you answer test questions.

(7) Essay

When answering an essay question, first decide precisely what the question is asking. If a question asks you to compare, do not explain. Standard essay question words are listed next. Look up any unfamiliar words in a dictionary. Verbs Commonly Used in Essay Questions-- Analyze, Compare, Contrast, Criticize, Define, Describe, Discuss, Enumerate, Evaluate, Examine, Explain, Illustrate, Interpret, List, Outline, Prove, State, Summarize. Before you write your essay, make a quick outline. There are three reasons for doing this.

 Your thoughts will be more organized (making it easier for your teacher to read), and you will be less likely to leave out important facts.

 You will be able to write faster.

 If you do not have time to finish your answer, you may earn some points with the outline. Don't forget to leave plenty of space between answers. You can use the extra space to add information if there is time.

When you write, get to the point. Start off by including part of the question in your answer. For example, if the question asks, "Discuss the benefits and drawbacks of universal health care coverage to both patients and medical professionals." Your first sentence might read, "Universal health care will benefit patients in the following ways." Expand your answer with supporting ideas and facts. If you have time, review your answers for grammatical errors, clarity and legibility. FIVE NOTE TAKING SYSTEMS

5 Methods For Taking Effective Notes In Class:

 The Cornell Method  The Outline Method  The Mapping Method  The Charting Method  The Sentence Method

The Cornell Method The Cornell method provides a systematic format for condensing and organizing notes without laborious recopying. After writing the notes in the main space, use the left-hand space to label each idea and detail with a key word or "cue."

Method - Rule your paper with a 2 ½ inch margin on the left leaving a six-inch area on the right in which to make notes. During class, take down information in the six-inch area. When the instructor moves to a new point, skip a few lines. After class, complete phrases and sentences as much as possible. For every significant bit of information, write a cue in the left margin. To review, cover your notes with a card, leaving the cues exposed. Say the cue out loud, and then say as much as you can of the material underneath the card. When you have said as much as you can, move the card and see if what you said matches what is written. If you can say it, you know it.

Advantages - Organized and systematic for recording and reviewing notes. Easy format for pulling out major concept and ideas. Simple and efficient. Saves time and effort. "Do- it-right-in-the-first-place system."

Disadvantages - None

When to Use - In any lecture situation. The Outlining Method Dash or indented outlining is usually best except for some science classes such as physics or math.

4. The information which is most general begins at the left with each more specific group of facts indented with spaces to the right. 5. The relationships between the different parts are carried out through indenting. 6. No numbers, letters, or Roman numerals are needs.