Modern World History Course Syllabus

Fall 2008 - 09

 

Teacher:         Mr. Ames Contact Information: (978) 356-3137, ext. 133; sames@ipswichschools.org

Website:         See ipswichschools.org, go to the High School section of the website, then click on “Academics,” then click “Departments,” then click “Social Studies” and then click on the “Teacher Website” link under Mr. Ames’ contact information.

 

Extra Help available: Monday after school and during Directed Study – other times by appointment.

 

Required Text: Beck, Roger B. et. al. World History: Patterns of Interaction. Boston: McDougal Littell, 1999 - 2001.

 

Unit Titles and Central Questions

 

Unit 1: Iraq, Afghanistan, and the Post-Modern Nation-State

  • What is the traditional role of the nation-state in world affairs? Is that role still relevant?
  • What is the world’s responsibility toward nations that display a willingness to defy international law and mandates?
  • What historic forces and/or current issues are important when a nation is deciding the proper course of action?

 

Unit 2: The Modern Era Begins: The Enlightenment, the French Revolution and its Aftermath

  • What are the consequences of maintaining the political status quo in the face of radical social and economic change?
  • Can a revolution or political/social system be transplanted?  If so, under what conditions?  If not, why not?

§         What, if any, limits are acceptable for nations trying to “spread democracy?”

 

Unit 3: European Industrialization and Social Change

  • What is the impact to both a nation-state and its people of rapid changes in social and economic conditions?
  • How do changes in economic power affect political and social institutions?

 

Unit 4: Nationalism, Imperialism, and the Breakdown of

      European Consensus

  • What is the impact of a rapid rise in power of a nation-state to both its people and its neighbors?
  • What are the responsibilities of nation-states toward each other?
  • Why do some resist change while others embrace it?
  • Can a revolution or political/social system be transplanted?  If so, under what conditions?  If not, why not?

 

Unit 5: World War I

t                   What are some examples in the world today where one nation has been asked to support another nation in a conflict? What was the impact of that decision?

t                   After winning a fight or major conflict, what is the most effective way to establish long-lasting peace?

t                   How have advances in technology changed the nature of

                                warfare?

 

Unit 6: Years of Crisis: 1919-1939

t                   Why did totalitarian movements and leaders like Stalin, Mussolini, and Hitler come to power during this period of crisis?

t                   In spite of the “Non-Aggression Pact” of 1939, was conflict between the Soviet Union and Germany inevitable?

 

Unit 6: World War II and the Holocaust                                                     

t                   Why do people follow leaders who profess hatred or take a country down a dangerous and/or divisive road?

 

t                   Is it ever acceptable to bomb a civilian population center during the course of war?

t                   If World War I was the “War to end all wars,” why was there a second world war, and why do there continue to be wars today?                                   

 

Unit 7: The World Since 1945

- Europe

t                   How does a country or region recover from total devastation?

t                   Is it possible for a region, made up of 25 or more nationalities, with different languages, customs, and a history of animosity to truly unite?

- China and the Far East

t                   What was the greatest mistake of the Nationalists that resulted in them losing control of mainland China?

t                   How would you rate the effectiveness of the “Great Leap Forward” and what might you do differently to accomplish the goals of the “Great Leap Forward?”

t                   What do you think that the status of Taiwan should be?

- The Middle East

t                   What forces, both religious and secular, create seemingly endless turmoil?

t                   Why are terror and terrorism so popular and prevalent in this region?

- India and Pakistan

t                   How would you have partitioned India to prevent the resulting death toll?

t                   Is non-violent protest an appropriate and effective way to force change in a government? Is violent protest an appropriate and effective way to force change in a government?

- Africa

t                   What does the post-Holocaust term “Never Again!” mean to you?

t                   What role should the industrialized world play in the development of Africa and the resolution of the AIDS crisis?

Course Description

 

This course will explore major events and developments in world history since the French Revolution. Major events such as the development of the modern “Nation State” and the unification of Germany and Italy, the rise and modernization of Japan, the two world wars, the concept and reality of a “Cold War, ”the emergence of Russia and China as major world powers, the development of the UN, the role of culture in a country’s development, and others. We will also look at the dynamics of human society both through our own powers of observation and, as often as possible, through the eyes of the participants.

 

Instruction methods will vary, depending upon the topic at hand. Methods will include lecture to convey ideas and concepts, discussion and debate to help you organize and convey ideas through oral communication. To help you to access, comprehend, analyze, and interpret information presented in class, you will receive a variety of research assignments that will result in oral presentations to the class, Power Point presentations (to continue to develop your technology skills), and written papers. You will also be assigned a major research paper on an appropriate topic.

 

Components of Your Class Grade

 

Homework/Classwork (25%):               Homework will, for the most part, be assigned daily. This is not to burn up your time on “busy” work, but is used to either prepare you for the upcoming day’s topic or to study in depth a key concept or idea relevant to the course. Assignments completed during class time will also be counted toward this portion of your final grade.

 

Tests and Quizzes (40%):                    Periodic quizzes and tests are designed to apply the knowledge that you have gained through the class to the situations studied. They are usually a combination of multiple choice, short answer, and essay questions. Honors students can expect a greater number and weight to be applied to the essay portion of any quiz or test.

 

Research (25%):                                 Research projects are designed to allow deep study and understanding of a specific topic. These are assigned periodically throughout the course, with a major research paper falling due during the second quarter.

 

Class Participation (10%):                   In any class, one important component is your interactions in the classroom. Interactions include your participation in discussions, sharing the answers to homework questions, paying attention to the rest of the class, respect for both your classmates, your teacher and the school, coming to class on-time and being prepared (textbook, notebook, pen/pencil, and any other required materials).