Modern World History
Course Syllabus
Period 3: 2009 - 10
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).
*Homework: Homework
is due on the next school day after it is assigned, unless otherwise
noted. Late homework will be accepted,
for half credit, up to two days late.
Homework received later than two school days past the due date will not
be accepted and will receive a grade of zero.
If you are absent from school, the make-up policy outlined in the Student Handbook will be followed.