MODERN WORLD HISTORY (HONORS) 2018/19

(Department of History and Social Sciences)

SYLLABUS and EXPECTATIONS

Dr. I. Ibokette Classroom #329Cubicle #358C

Email: Isongesit_Ibokette@newton.k12.MA.USWebpage: WWW.Empoweringthemind.weebly.com

SYLLABUS and EXPECTATIONS

1. Objectives:

“The History and Social Sciences program seeks to encourage informed democratic citizenship through the study of World and American History and the social sciences. We want students to:

recognize and appreciate the diversity of peoples, cultures and experiences that make up our world’s history.

gain a clear understanding of American institutions and traditions. gain an understanding of the many ways in which our present world is rooted in

and shaped by the past. explore their own identities and individual places in history. learn to work as historians and social scientists, demonstrating analytical thinking,

clear oral and written expression of ideas and strong research skills.Following sequentially on World History One, this course examines World History from

the French Revolution through the twentieth century. It includes study of nationalism and industrialization and their consequences in Europe, European imperial expansion and non-Western responses to it, the World Wars, the Cold War, and national liberation movements of the later twentieth century…. The main textbook is World History by Jackson Spielvogel. In addition to this textbook, students will use maps, primary source documents, secondary readings, and videos in their work. The course teaches students to think and write like historians, emphasizing analytical skills, and teaches basic research skills. Students will write analytical essays and a major research paper.” (2015-2016 Course Catalogue)

A Word of Caution: Tenth grade is one of the two most crucial years (the other being eleventh grade) in the acquisition and/or development of basic and sound academic skills. These skills include those essential to critical and analytical thinking, expository writing, note-taking and research. It is very important that you establish a solid academic foundation at this stage in your intellectual growth. This will serve you very well in your future academic endeavors. It is imperative therefore that you work with me and take advantage of the resources available to you to achieve these key goals.

2. Academic Integrity: I do not tolerate cheating of any kind. This includes copying from another student’s

homework, cheating on exams, and plagiarism. I will strictly enforce existing disciplinary measures in all cases of academic dishonesty. In all your written work, I expect you to restate information (facts, ideas, opinions and arguments) from the source material IN YOUR OWN

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WORDS. This entails minimizing quotations and working to expand your vocabulary. Over-reliance on the expressions, sentences and phrases from source material is usually an indication of the narrowness of a writer’s vocabulary and/or a problem with comprehension. Personally, I prefer that you paraphrase the original text, even if you make some mistakes in the process. 3. Course Material:

a) Each student must have a three-ring-binder (one and one-half inch thick) for this course. Effective organizational skills are essential to academic success. It is therefore important that you have all your course material (handouts, notes, worksheets, corrected homework, etc.) well organized for easy reference and review. Your tests and quizzes will be drawn from this material.

b) Bring your binders and writing material to class on a daily basis.

4. Attendance/Tardiness: I expect you to be punctual to class. Consider yourself tardy if you enter the class once I have started with the day’s agenda.

5. Contact Person:Each of you should have one or two other persons in class that you can contact for

information, notes and handouts when you have missed a class. It is important that you know what transpired in class during your absence so that you come to the next class prepared.

6. Workload: daily homework assignments an average of two written assignments (homework) per week one major research (sophomore) paper one major essay per term regular brain-warming activities (oral, written, group, etc.) about three tests per term

If you have an excused absence from school during a test or quiz, you will make it up on your first day of returning to school. The questions and format may be different from the earlier one. It is your responsibility to make time for the missed assessment.

Every assignment/homework that you turn in must be neatly done I prefer typed work. Worksheet-based questions must be answered on a separate sheet of paper; in

complete sentences and in your own words.

7. Extra-Credit Work:Each student can earn a maximum of five extra-grade points per term from extra-credit

activities. Such additional work has to be turned in not later than two weeks before the end of each marking period. I will give you more information in class on this expectation.

8. Grades: Each term’s grade will comprise the following:

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research paper/essays, 20%, tests and quizzes (two key tests per term), 60%, all other activities including in-class work, group activities and homework, 20%

Tests: These will consist of multiple-choice, fill in the blanks (without word-banks), true or false questions and some terms to define or identify. In addition, I may also give you a take-home essay question. I will give you a week’s notice prior to any test.

Sophomore Research Paper (4th Quarter). I will spread work on this research paper over a few weeks and divided into phases (preliminary, research, outline, etc.). Each phase will be assessed separately.

9. Late Work:All assignments, homework and papers have to be turned in during class on the due date.

You will lose five percent if you do not turn in your work during this time, ten percent after the school day and ten additional points each school day thereafter. I will not accept work turned in after three school days. Any requests for extensions have to be made well before the due date, and based on extenuating circumstances.

10. Rewrites and Make-ups:On a case-by-case basis, I may ask (or permit) you to redo an assignment if I am (or you

are) dissatisfied with your initial effort. I will not accept an unauthorized rewrite. Please turn in the rewrite with the previous work. Note that the highest grade on rewrites is 80%.

11. Electronics - OFF & AWAY: Please turn OFF and put AWAY all personal electronic devices upon entering the classroom. I will confiscate and turn into the house office any electronic devices used without my permission once the period has begun.

12. Conferences: A key element to your success in this class is communication. You must make time to speak with me, in person, outside of class time about any concerns or extra-help. My primary responsibility in the building is to do whatever I can to assist my students to meet their academic responsibilities. Please do not hesitate to come to me to discuss your progress and any concerns you might have on any aspect of this course.

13. Respect and Civility: I expect all my students to respect themselves and their classmates; and to work with me to create and maintain a healthy, vibrant and conducive academic environment.

Course ContentUnit 1: General Introduction to Course

Expectations and Course Preview Understanding History

Unit 2: The French Revolution3

Causes - the Old Order & the Age of Reason The Years of Upheaval, to 1799 The Rise and Fall of Napoleon

Unit 3: Nineteenth-Century Europe The Age of Metternich The Clash of Ideologies: Conservatism and Liberalism Nationalism and the Rise of Nation States

Unit 4: Industrial Revolutions The Factory System New Social Order The Birth of Socialism The Emergence of Mass Society Arts and Literature in the Industrial Age

Unit 5: New Imperialism – European Expansionism Motives in European Imperialism The Changing Geo-Political Global Map

Unit 6: Asia in the Age of New Imperialism The Transformation of South East Asia/India The Transformation of China and Japan

Unit 7: Europe in Crisis I World War I: Causes and Consequences The Rise of Totalitarian States

Unit 8: Russia: From Serfdom to Communism Tsarist Russia: 1801 – 1914 The 1917 Communist Revolution Comrade Joseph Stalin’s USSR

Unit 9: Europe in Crisis II World War II: The European Theater From Pearl Harbor to Hiroshima: The Pacific Theater The Holocaust Origins of the Cold War

Unit 10: Nationalism and Imperialism in Latin America US Imperialism in Latin America Nationalism and Dictatorship

Unit 11: Colonialism and Nationalism in Africa, Asia and the Middle East

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European Imperial Conquests Decolonization The Cold War - The “Third World War” Challenges of Nation Building

Unit 12: Ghosts of the Past Looking Back: Continuities and Changes Globalization: Towards a New World Order Technology: Prospects and Challenges “Nine-Eleven”: A Global Perspective

Tips on Advanced Academic Skills and for Writing History Papers

A. Using Quotes and QuotationsIn all your written work, I expect you to re-state information from the source material in

your own words (this is called paraphrasing) . This entails using few and appropriate quotes, and working to expand your repertoire of the English vocabulary. Over-reliance on sentences and phrases from source material is usually an indication of the narrowness of a writer’s vocabulary and/or a problem with comprehension. Personally, I prefer that you paraphrase the original text as much as necessary, even if you make some mistakes in the process.

When/What to Quote:1. Quote from your source of information only when the author’s own words, phrases or

sentences are essential and necessary to a specific aspect of your discussion. a. The quote should be in support of, or as evidence for an important statement that you

have already made in your own words. Avoid repetitive statements.

b. In some instances, you do not need to quote more than a few words or phrases as evidence to support your argument.

c. You may also quote a captivating, unique or original phrase and concept for precision and exactness; or for literary effect such as irony, paradox, or metaphor).

Example: Many Europeans who argued for the extension of the “blessings of western civilization” to non-Europeans viewed the latter as inferior human beings. Forexample, Rudyard Kipling, “The White Man’s Burden”, used racist and derogatory terms such as “sullen”, “half-devil, half-man”, in referring to Africans and Asians.1

2. Avoid hanging quotes (HQ). When you quote a sentence(s), incorporate the quote into

your own sentence. You may do this by identifying the author of the quote as the subject in the sentence.

1. Rudyard Kipling, “The White Man’ Burden” (Garden City: Doubleday, Page & Co., 1922). 5

Example: According to Gandhi, the British colonial government in India “impoverished the

ignorant millions by a system of progressive exploitation….”

3. Note that you can also “interact” with your source and provide the necessary scholarly evidence by paraphrasing his/her view or opinion. Example:

In testifying at his trial for sedition, Gandhi expressed his disdain and objection to British colonial rule in India by referring to the government as an economic parasite. Furthermore, he asserted that the government’s brutal treatment of Indians was the worst act of cruelty in human history. 2

B. Writing Thesis ParagraphsA thesis is a point of view, position or argument that you take on an issue or a question.

This could be articulated in one sentence, a few sentences or a lengthy paragraph. For most short (approx. 750-1000 words) analytical history papers, a one-sentence thesis statement will not suffice, however. Accordingly, I encourage students to think of this component of any history paper as approximately a seven-sentence paragraph (or longer based on the overall length of your paper). This is your thesis paragraph. This should also serve as your introductory paragraph. To a very large extent, the overall quality of your essay depends on the effectiveness of your thesis paragraph.

An effective thesis paragraph should include the following information (not necessarily in this order):

a. Focus Statement: a two three-sentence statement on the theme or focus of the question (including a timeframe). This may include the road map: a brief identification of the major components of your essay.

b. Thesis statement (approximately three to four sentences):This is your thesis, position or argument. This is where you inform your reader of your position on the essay question or focus of your work. For example, if the question wants you to examine, the significance of a particular event or movement, this is where you briefly but clearly and explicitly summarize your response to the question. You should also briefly identify the evidence that you intend to use to support your thesis.

c. Definition of key terms: a contextual definition of any term/s or concept/s that is/are significant to your paper.

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C. Note-Taking Template

Chapter 17 Title: Revolution and Enlightenment

Section 2 Title: The Enlightenment

Main Ideas: a. 18th century intellectuals used the ideas of Scientific Revolution to reexamine all

aspects of lifeb. People gathered in salons to discuss the ideas of philosophes.

Key Terms and People:salon laissez-faire social contractseparation of powers deism John LockeAdam Smith philosophes Baron de MontesquieuMary Wollstonecraft John Wesley Jean-Jacques Rousseau

Preview Questions:a. What was enlightenment?b. What role did religion play during the Enlightenment

Sub-Sections

1. Path to Enlightenment: Summarize key points in a bulleted format

Reading Check: What was Newton’s main contribution to Enlightenment thought? 2. Philosophes and their Ideas:

Summarize key points in a bulleted format.

a. Montesquieu

Who was he?

What were his key ideas or contributions?

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(Or) Why is he important?

b. Voltaire

Who was he?

What were his key ideas?

(Or) Why is he important?

c. Diderot

Reading Check: What were the major contributions of Montesquieu, Voltaire and Diderot to the Enlightenment?

3. Toward a New Social Science : Summarize key points in a bulleted format

a. Economics

b. Beccaria and Justice

Reading Check:

4. The Later Enlightenment

5. Rights of Women

6. Social World of Enlightenment

a. The Growth of publishing and the reading public:

b. The Salon (elegant drawing rooms):

Reading Check: What was the importance of the salons?

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7. Religion in the Enlightenment

Reading Check: What are some of the central ideas of Methodism?

D. Reading for Understanding

Step 1: Quickly browse through the assigned reading: What is this document or article about? That is, what is its focus or theme, and the timeframe covered?

Step 2: Read to identify the author’s central argument or thesis and audience.

Step 3: Read to identify the author’s key evidence; and if necessary, number and categorize them (political, social, economic; or causes, course and consequences)

Step 4: Keep track of the key concepts and terms, and the context in which the author uses them.

D. Writing Short Summaries (250 – 500 words):

1. In writing a formal summary of an assigned reading, the focus must be only on the key issues raised by, and the views of the author/s. Skip the details and your own opinion unless required.

2. The first few sentences (about three to four) of the summary should identify the author/s; and clearly sum up the focus of the work, its main argument and key evidence.

3. The number of body paragraphs will depend on the required length of the summary.

4. Use the last couple of sentences of the last paragraph to sum up the key argument/s, and provide a post-script (or developments that followed or resulted from the events that are the focus of the reading - these developments may or may not be covered by the reading).

E. Useful Tips for Writing a History Paper:

1. Your essay must have a thesis (or introductory) paragraph. See “Writing Thesis Paragraph” above.

2. Do not assume that the reader knows the answer to the question. Think of your reader as an intelligent eight grader who has a clue about history but has never taken this course. Do not be afraid to explain and give a little background (but do not go overboard).

3. Each supporting paragraph should begin with an effective topic sentence that relates to the

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thesis.

4. Use specific evidence to support your thesis.

5. Define and identify key terms (in context) and people you mention.

6. Include a title (of about five to seven words) that serves as the shortest possible summary of your thesis. “The French Revolution”, “Nationalism" and/or “imperialism” are not appropriate titles.

7. Your conclusion should sum up your key argument/s and highlight your thesis. You should also shine a light on the future and suggest how the issue you wrote about played out subsequent to the focused timeframe.

8. History is about the past and must be written in the past tense!

9. The past tense of "lead" is "led”. The possessive form of "it" is "its". The contraction of "it is" is "it's."

10. Avoid hanging quotes (HQ). When you quote someone, identify the author in the body of the sentence and "interact" with your source material. For example: "According to historian Gordon Wood, the American Revolution was a revolution of ideas." (See class handout on “Quotes and Quotations”)

11. Careful of antecedents. Avoid: "France won the war because they had more modern weapons." Instead: "France won the war because it had more….”

12. Avoid vague statements such as, "it seemed" or "— was very important in American history" or "... made a lot of changes."

13. Avoid "basically, now, so, I mean, I think, I believe...." They weaken your argument.

14. Keep it simple. Avoid: "The Revolution was an event that upset the loyalists." Instead: “The Revolution upset the loyalists.”

15. Avoid the passive voice and vague statements: "The law was passed." Instead: "The National Assembly passed the law."

16. Avoid contractions such as "they'd, wouldn't, and can't".

17. Proofread and edit your work!

G. Paper Correction Terms and Abbreviations:Ante. - Antecedent and pronoun do not match, or there is no antecedentAwk - Sentence or phrasing is awkward

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Def. - Define in contextHQ - Hanging quote: quote needs to be placed in a sentenceMS - MisleadingPE - Poorly expressedRO - Run-on sentenceSF - Sentence fragmentSp - Incorrect spellingVague -- Vague: not specific enough/lacks clarityWTS - Weak topic sentenceWC - Poor word choice? - Meaning?/I do not get it. - insert word/s or phrase

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