Syllabus for 10th Grade World History

Teacher: Ms. Sujata Sangwan

Room: 203
Voicemail: 612/692-1499 Email:sujata.sangwan@mpls.k12.mn.us
Course description: Welcome to 10th Grade World History. This course offers a colorful and exciting section of social studies subjects. By
the end of the year, you will have a solid foundation for entering 11th grade.
Course Objectives: The primary objective is to prepare you to have skills for 11th grade. We focus on academic skills, writing, time
management and inter-personal communication skills. Small and large group discussions are a part of classroom learning. All students are
expected to participate in them. This course is writing intensive. You will regularly practice your writing skills. In-class research essays,
participation, tests and projects make up a majority of your quarter grade.
Our class in World History moves very quickly and covers a lot of material. Therefore, it is important not only that students keep pace with the
course, ask questions and seek additional help when needed. Ms. Sangwan is willing to meet with students after school with requested
appointments on Mondays.
By the end of this year, you will:
Demonstrate and strengthen your ability to write formal essays/research papers.
Strengthen your note-taking skills.
Compare/contrast/synthesize and analyze information.
Exercise critical thinking and communication skills in formal and informal discussions.
You need the following to have in class each day:
Blue or Black ink pens and pencils.
Colored pencils and markers
Notebook for taking notes in class.
Student Planner and ID
What you should have for regular use in class:
A dictionary and/or thesaurus
A copy of APA Handbook for Writers of Research Papers
COURSE POLICIES: Course policies are the rules and guidelines our class follows, in addition to those established by Patrick Henry High
School (All Patrick Henry rules and expectations are enforced in Ms. Sangwan's classroom). These policies are consistently enforced
throughout the school year and are reviewed at the beginning of each quarter. Each student is expected to know, understand and follow
these policies. If you feel class or school policies need clarification speak with Ms. Sangwan directly.
ATTENDANCE: Prompt daily attendance is expected. All students must be seated in the classroom and prepared to learn when the bell rings.
Each tardy will cost you academic points and negatively influence your grade. According to Patrick Henry policy, you fail the course if you have
more than seven absences during an academic quarter. Approved school activities do not count against attendance, provided the student
attends the activities, follows procedures and is doing satisfactory work in class. Additionally, if a student is aware of up-coming absences, it
is her/his responsibility to inform Ms. Sangwan before the absences and arrange make-up or alternative work. A friend in class is helpful to
collect materials and information if you are absent.

CLASSROOM BEHAVIOR: You are a member of a community of learners. For any community to thrive, certain concepts must be embraced.
In our community, I expect the following general behavior of all students.
RESPECT: All students will respect themselves, their community members and their learning environment.
READINESS: All students must attend class everyday and ready to actively participate in daily activities.
RESPONSIBILITY: All students must accept responsibility for themselves and their actions.
Active participation and preparedness is expected at all times!
No distracting items are allowed in the classroom (i.e. headwear, coats, backpacks, food, beverages, chains, purses, electronic devices,
pictures, notes, yearbooks, magazines and catalogs).
Appropriate language will be used in the classroomno swearing or other offensive remarks will be allowed.
You are responsible for your academic progress and communication with Ms. Sangwan about problems or struggles is expected from
you.
CHEATING, COPYING AND PLAGIARISM:
Cheating, copying and plagiarism are serious acts of academic dishonesty that are not tolerated. All team teachers, family members of
students involved and the program coordinator will be informed of such behavior.
Students who cheat receive a zero for the assignment or exam. Students involved in copying of work receive a zero for the assignment or
exam, including any student allowing the copying to take place. Students who plagiarize receive a failing grade for the quarter.
Plagiarism is the use of anothers ideas or expression without appropriate acknowledgement of the source.
Examples of plagiarism include failure to give appropriate acknowledgement when repeating anothers phrase, sentence or paragraph; failure
to give appropriate acknowledgement when paraphrasing anothers thesis or argument; failure to give appropriate acknowledgement when
presenting anothers line of thinking; or, turning in a paper for a current course that was written for another course.
Plagiarism, like cheating and copying, results in serious consequences. If students or family members have questions about this, please talk
to Ms. Sangwan. All students are expected to achieve at the level of 60% or better in this class without factoring in extra credit. As a general
rule, students should not expect extra credit. Opportunities for extra credit related to course content may arise throughout the year.
Additionally, students choosing to drop their lowest score of the quarter are not allowed any extra credit points.
HOMEWORK: All homework assignments must be completed on the scheduled due date. Unless otherwise noted, assignments are collected
at the beginning of the class period. ALL ASSIGNMENTS ARE ACCEPTED WITH 25% POINTS DEDUCTED ON THE NEXT DAY AND NO
LATER. Students receive reading packets with excerpts from a variety of sources as well as primary source documents. Course content has
been put together through a variety of sources and is regularly updated as new and reliable information is made available. Reading packets
made available to students may be done so in class-sets. Therefore, it is necessary that students use the reading time given in class
effectively.
GRADING SCALE IN PERCENTAGES:
93-100%=A
90-92%=A86-90%=B+

83-86%=B
80-82%=B77-79%=C+
73-76%=C
70-72%=C67-69%=D+
63-66%=D
60_62%=D59% or below=F

High School World History

Quarter I
Essential Question:
How do civilizations arise and how do they change?

Units:
1. Nomadic and Agricultural Societies
2. The Cradle of Civilization
3. Nile River Civilizations
4. Greeks and Romans

Quarter II
Essential Question:
What is the relationship between religion and empire?

Units:
5. Judaism, Christianity, and Islam
6. African Kingdoms
7. Ancient Asia
8. The Americas

Quarter III
Essential Question:
How does geography influence destiny?

Units:
9. Medieval Europe and Byzantium
10. Renaissance and Reformation
11. Colonization and Imperialism
12. Industrial Revolution

Quarter IV
Essential Question:
How have the legacies of imperialism and conflict shaped our world?

Units:
13. World War I
14. Global and Regional Conflict
15. Independence
16. Globalization

Floating Unit: Historical Inquiry

(all quarters)

High School World History - Quarter I

Quarter One Essential Question: How do civilizations arise and how do they change?
1. Nomadic and Agricultural Societies
Enduring Understanding(s)
? Students will understand how emerging
societies are shaped by geography.

2. The Cradle of Civilization

Enduring Understanding(s)
? Students will understand
thecharacteristics of civilization and the

Essential Question(s)
? How are emerging
societies shaped by
geography?

Essential Question(s)
? What does it mean to
be civilized?

State Standard(s)
The student will
demonstrate
knowledge of the
earliest human
societies and the
processes that led to
the emergence of
agricultural societies
around the world.

State Standard(s)
The student will
demonstrate

State Recommended Assessment

Benchmarks
1. Students will analyze the biological,
cultural, geographic, and environmental
processes that gave rise to the earliest human
communities.
2. Students will describe innovations that
gave rise to developed agriculture and
permanent settlements and analyze the impact
of these changes.

State Recommended Assessment

Benchmarks
1. Students will locate various civilizations of
the era in time and place, and describe, and

process of its emergence.

knowledge of the
major characteristics
of civilization and the
process of its
emergence.

3. Nile River Civilizations

Enduring Understanding(s)

Essential Question(s)

? Students will understand the role

theNile River played in the development of
Egyptian civilization.

4. Greeks and Romans

Enduring Understanding(s)
? Students will understand how people
create, maintain, and change
governments.

? What role did

the NileRiver play in
the development of
Egyptian civilization?

Essential
Question(s)
? How do people
create, maintain, and
change governments?

State Standard(s)
The student will
demonstrate
knowledge of ancient
African civilizations.

State Standard(s)
The student will
demonstrate
knowledge of
ancient Greek
civilization and its
influence throughout
Eurasia, Africa and
theMediterranean.

compare the cultures of these various

civilizations.
2. Students will analyze the spread of
agricultural societies, and population
movements.

State Recommended Assessment

Benchmarks
1. Students will locate various African
civilizations and describe their structures and
ways of living.

State Recommended Assessment

Benchmarks
1. Students will analyze the influence of
geography on Greek economic, social, and
political development, and compare the
social and political structure of the Greek
city-states with other contemporary
civilizations.
2. Students will analyze the influence of
Greek civilization beyond the Aegean
including the conflicts with the Persian
empire, contacts with Egypt and South
Asia, and the spread of Hellenistic culture
throughout the Mediterranean.

 The student will

demonstrate
knowledge of
ancientRome from
about 500 BC - 500
AD and its influence
in relation to other
contemporary
civilizations.

1. Students will analyze the influence of

geography on Roman economic, social
and political development, and compare
its social and political structure to other
contemporary civilizations.
2. Students will compare Roman military
conquests and empire building with those
of other contemporary civilizations.
3. Students will analyze the influence of
Roman civilization, including the contacts
and conflicts with it and other peoples and
civilizations in Eurasia, Africa and
the Near East.
4. Students will compare the
disintegration of the Western Roman
Empire with the fate of other
contemporary empires.

High School World History - Quarter II

Quarter Two Essential Question: What is the relationship between religion and empire?
5. Judaism, Christianity, and Islam
Enduring Understanding(s)

Essential
Question(s)
? Students will understand the history,
? What beliefs are
the characteristics, and the rise of major shared by Judaism,
world religions.
Christianity, and
Islam?

State Standard(s)
The student will
demonstrate
knowledge of Islamic
civilization from
about 600 - 1000 AD.

State Recommended Assessment

Benchmarks
1. Students will identify historical turning
points that affected the spread and
influence of Islamic civilization, including
disputes that led to the split between
Sunnis and Shiah (Shiites).

2. Student will explain significant features

of the Islamic culture during this period.
The student will
demonstrate
knowledge of the
history and rise of
major world religions.
6. African Kingdoms
Enduring Understanding(s)
? Students will understand how
geography influences the economic and
religious choices people make.

7. Ancient Asia
Enduring Understanding(s)
? Students will understand how
geography influenced the religious,
cultural, and economic development
ofJapan, China, Southeast Asia
and India.

Essential
Question(s)
? How does
geography influence
the economic and
religious choices
people make?

Essential
Question(s)
? How did
geography influence
the religious,
cultural, and
economic
development
ofJapan, China,
Southeast Asia

1. Students will understand the history,

geographic locations, and characteristics
of major world religions, including
Judaism, Hinduism, Buddhism,
Confucianism, Christianity, Islam, as well
as indigenous religious traditions.

State Standard(s)
The student will
demonstrate knowledge
of civilizations and
empires of the Eastern
Hemisphere and their
interactions through
regional trade patterns.

State Standard(s)
The student will
demonstrate
knowledge of
civilizations and
empires of
the Eastern
Hemisphere and their
interactions through

State Recommended Assessment

Benchmarks
2. Students will describe the influence of
geography on the cultural and economic
development of the African kingdoms
ofGhana, Mali and Songhai.

State Recommended Assessment

Benchmarks
1. Students will describe the influence of
geography on the cultural and economic
development of Japan, China, Southeast
Asia and India.

andIndia?

regional trade
patterns.
The student will
demonstrate
knowledge of the
history and rise of
major world religions.
The student will
demonstrate
knowledge of ancient
civilizations in South
and East Asia.

8. The Americas
Enduring Understanding(s)
? Students will understand how
geography influenced the cultures of
the ancient Mesoamerican and South
American civilizations.

Essential
Question(s)
? How did geography
influence the cultures
of the
ancientMesoamerica
n and South
American
civilizations?

State Standard(s)
The student will
demonstrate
knowledge of ancient
Mesoamerican and
South American
civilizations.
The student will
demonstrate
knowledge of
complex societies and
civilizations in
theAmericas.

High School World History - Quarter III

1. Students will understand the history,

geographic locations, and characteristics of
major world religions, including Judaism,
Hinduism, Buddhism, Confucianism,
Christianity, Islam, as well as indigenous
religious traditions.
1. Students will locate various civilizations
of the era in India, China, Korea andJapan,
and describe their structures and
interactions.

State Recommended Assessment

Benchmarks
1. Students will locate various
Mesoamerican and South American
civilizations and describe their structures
and ways of living.
1. Students will compare the emergence,
expansion and structures of Mayan,
Incan, and Aztec civilizations.
2. Students will analyze patterns of long
distance trade centered in Mesoamerica.

Quarter Three Essential Question: How does geography influence destiny?

9. Medieval Europe and Byzantium
Enduring Understanding(s)
? Students will understand the roles
religion, social organization, conflict,
exploration, and trade played in the
social, economic, and political
changes of the medieval period.

Essential
Question(s)
? What roles did
religion, social
organization,
conflict, exploration,
and trade play in the
social, economic,
and political changes
of the medieval
period?

State Standard(s)
The student will
demonstrate
knowledge of
theByzantine Empire.

The student will

demonstrate
knowledge
of Europeduring the
Middle Ages from
about 500 - 1000 AD
in terms of its impact
on Western
civilization.
The student will
demonstrate
knowledge of the
interactions between
Christendom and the
Islamic world, 750 1500 AD.

State Recommended Assessment

Benchmarks
1. Students will describe the events leading
to the establishment of Constantinople as
the capital of the Eastern Roman
Empire and analyze the significance of this
event.
2. Students will describe Byzantine culture
and examine disputes and why they led to
the split between Eastern and Western
Christianity.
1. Students will describe the spread and
influence of Christianity
throughout Europeand analyze its impact.
2. Students will explain the structure of
feudal society and analyze how it impacted
all aspects of feudal life.

1. Students will describe the emergence of

European states of Christendom and
analyze the conflicts among them and other
Eurasian powers.
2. Students will describe the emergence of
Islamic states in Africa, the Near
East,Iberia and India, and analyze the
conflicts among them and other Eurasian
powers.

 The student will

demonstrate
knowledge of
overseas trade,
exploration, and
expansion in the
Mediterranean,
Indian,
and Atlantic Oceans,
1000-1500 AD.

The student will

demonstrate
knowledge of social,
economic, and
political changes and
cultural achievements
in the late medieval
period.
10. Renaissance and Reformation
Enduring Understanding(s)

Essential
Question(s)

State Standard(s)

3. Students will analyze the clashes

between Christendom, Islam, and other
peoples and polities.
4. Students will analyze the emergence of
the Ottoman Empire and its implications for
Christendom, the Islamic World, and other
polities.
1. Students will compare the Indian Ocean
region with the Mediterranean Sea region in
terms of economic, political, and cultural
interactions, and analyze the nature of their
interactions after 1250 CE.
2. Students will compare Chinese
exploration and expansion in the Indian
Ocean and East Africa with European
exploration and expansion in the Atlantic
Ocean and West Africa.
3. Students will analyze the economic,
political, and cultural impact of maritime
exploration and expansion.
1. Students will describe the emergence of
European states and analyze the impact.
2. Students will explain conflicts among
Eurasian powers.
3. Students will identify patterns of crisis
and recovery related to the Black Death,
and evaluate their impact.
4. Students will explain Greek, Roman, and
Arabic influence on Western Europe.

State Recommended Assessment

Benchmarks

? Students will understand how the

Renaissance and Reformation was a
period of rebirth, conflict, and
change.

? How was this

period a time of
rebirth, conflict, and
change?

The student will

demonstrate
knowledge of
development leading
to the Renaissance
and Reformation
inEurope in terms of
its impact on
Western civilization.

The student will

demonstrate
knowledge of
economic and
political interactions
among peoples of
Europe, Asia, Africa,
and theAmericas.

11. Colonization and Imperialism

Enduring Understanding(s)

Essential
Question(s)

State Standard(s)

1. Students will identify and analyze the

economic foundations of the Renaissance.
2. Students will describe the rise of the
Italian city-states, identify the role of
political leaders, and evaluate the impact.
3. Students will identify individuals and
analyze their contributions to the artistic,
literary, and philosophical creativity of the
period.
4. Students will analyze the short- and longterm effects of the religious, political and
economic differences that emerged during
the Reformation.
1. Students will explain why European
powers were able to extend political control
in some world regions and not others, in the
15th and 16th Centuries.
2. Students will explain the consequences of
the exchange of plants, animals, and disease
microorganisms in both
theAmericas and Eurasia.
3. Students will explain the development of
a world market of mineral and agricultural
commodities.
4. Students will explain the development of
the trans-Atlantic African slave trade and its
impact on African and American societies.

State Recommended Assessment

Benchmarks

? Students will understand the

motives, methods, and consequences
of colonization and imperialism.
? Students will understand the
promise and the consequences of new
ideas from the Age of Reason.

? What were the

motives, methods,
and consequences of
colonization and
imperialism?
? How did new ideas
from the Age of
Reason improve the
human condition?

The student will

demonstrate
knowledge of the
status and impact of
global trade on
regional civilizations
of the world after
1500 AD.
The student will
demonstrate
knowledge of the
integration of large
territories under
regional and global
empires.

The student will

demonstrate
knowledge of
scientific, political,
philosophical,
economic and
religious changes
during the 17th and
18th centuries.

1. Students will identify and explain the

impact of exploration on culture and
economies.
2. Students will describe the location and
development of the Ottoman Empire.

1. Students will examine and analyze how

trade- based empires laid the foundation for
the global economy.
2. Students will explain the impact of
increased global trade on regional
economies.
3. Students will analyze the impact of
military conflicts among imperial powers
on trade and sovereignty.
4. Students will understand and analyze the
role of religion as an integrative force in the
empires.
5. Students will understand and analyze the
interaction between imperial governments
and indigenous peoples.
1. Students will describe the Scientific
Revolution, its leaders, and evaluate its
effects.
2. Students will describe the Age of
Absolutism, identify its leaders, and
analyze its impact.
3. Students will identify the leaders and
analyze the impacts of the English Civil
War and the Glorious Revolution on the
development of English constitutionalism.

 The student will

demonstrate
knowledge of
political and
philosophical
developments
inEurope during the
19th century.
The student will
demonstrate
knowledge of
European and
American expansion.

12. Industrial Revolution

Enduring Understanding(s)

Essential Question(s)

4. Students will explain the ideas of the

Enlightenment contrasted with ideas of
medieval Europe, and identify important
historical figures and their contributions.
5. Students will analyze the causes,
conditions and consequences of the French
Revolution and compare and contrast it
with the American Revolution.
1. Students will analyze the Napoleonic
Wars and the Concert of Europe.
2. Students will describe the factors leading
to the Revolutions of 1830 and 1848, and
describe their long-term impact on the
expansion of political rights in Europe.
3. Students will describe major scientific,
technological, and philosophical
developments of the 19th Century and
analyze their impact.
1. Students will explain the rise
of U.S.influence in the Americas and the
Pacific.
2. Students will analyze the motives and
consequences of European imperialism in
Africa and Asia.
3. Students will compare motives and
methods of various forms of colonialism
and various colonial powers.

State Standard(s)

State Recommended Assessment

Benchmarks

? Students will understand how the

industrial revolution changed peoples
lives.

? How did the

industrial revolution
change peoples lives?

The student will

demonstrate
knowledge of the
effects of the Industrial
Revolution during the
19th century.

1. Students will explain industrial

developments and analyze how they brought
about urbanization as well as social and
environmental changes.

High School World History - Quarter IV

Quarter Three Essential Question: How have the legacies of imperialism and conflict shaped our world?
13. World War I
Enduring Understanding(s)

Essential Question(s)

State Standard(s)

State Recommended Assessment Benchmarks

? Students will understand the causes,

course, and consequences of World
War I.

14. Global and Regional Conflict

Enduring Understanding(s)
? Students will understand the causes,
course, and consequences of World
War II.

? What were the

causes, course, and
consequences of
World War I?

The student
will demonstrate
knowledge of the
worldwide impact
of World War I.

1. Students will analyze the economic and political

causes of World War I and how they interacted as
well as the impact of technology on the war.
2. Students will examine the Treaty of Versailles and
analyze the impact of its consequences.
3. Students will analyze causes and consequences of
the Russian Revolution and assess its significance.
4. Students will examine the League of Nationsand
analyze the reasons for its failure.
5. Students will examine events related to the rise and
aggression of dictatorial regimes in the Soviet
Union, Germany, Italy and Japan, and the human
costs of their actions.

Essential Question(s)
? What were the
causes, course, and
consequences of
World War II?

State Standard(s)
The student
will demonstrate
knowledge of the
worldwide impact
of World War II.

State Recommended Assessment Benchmarks

1. Students will analyze economic and political
causes of World War II and examine the role of
important individuals during the war and the impact
of their leadership.
2. Students will understand and analyze impact of the
Holocaust and other examples of genocide in the
20th Century.
3. Students will explain the reasons for the formation
of the United Nations.
1. Students will explain how Western Europe
andJapan recovered after World War II.
2. Students will explain key events and revolutionary
movements of the Cold War period and analyze their
significance, including the Berlin Wall,
the Berlin airlift, Korean War, Cuban Missile Crisis,
Sputnik, the Vietnam War, and the roles of
the U.S. and Soviet Union in ending the Cold War.

The student
will demonstrate
knowledge of
major events and
outcomes of the
Cold War.

3. Students will assess the impact of nuclear weapons

on world politics.
4. Students will identify contributions of world
leaders of this time period.
15. Independence
Enduring Understanding(s)
? Students will understand the current
political, social, and cultural
consequences of the independence
movements and the legacies of
imperialism.

16. Globalization
Enduring Understanding(s)
? Students will understand how the end
of the Cold War, the rise of
globalization, the rise of jihadism, and
other recent global developments have
changed the world to date and how
they will shape the world of the future.

Essential Question(s)
? What are the current
political, social, and
cultural consequences
of the independence
movements and the
legacies of
imperialism?

State Standard(s)
The student
will demonstrate
knowledge of
political,
economic, social
and cultural
aspects of
independence
movements and
development
efforts.

State Recommended Assessment Benchmarks

1. Students will analyze the independence movement
in India, the role of Gandhi, and the effectiveness of
civil disobedience in this revolution.
2. Students will analyze the struggle for independence
in African nations.
3. Students will explain how international conditions
contributed to the creation of Israeland analyze why
persistent conflict exists in the region.
4. Students will analyze how Middle Eastern
protectorate states achieved independence
fromEngland and France in the 20th Century, and the
current day significance of the oil reserves in this
region.
5. Students will understand the reasons for the rise of
military dictatorships and revolutionary movements
in Latin America.

Essential Question(s)
? How have the end of
the Cold War, the rise
of globalization, the
rise of jihadism, and
other recent global
developments changed

State Standard(s)
The student
will demonstrate
knowledge of
significant
political and
cultural

State Recommended Assessment Benchmarks

1. Students will examine human rights principles and
how they have been supported and violated in the late
20th Century.
2. Students will describe and analyze processes of
globalization as well as persistent rivalries and
inequalities among the worlds regions, and assess the

the world to date and

how will they shape
the world of the
future?

developments of
the late 20thcentury
that affect global
relations.
The student
will identify
challenges and
opportunities as
we enter the
21st century.

successes and failures of various approaches to

address these.
1. Students will demonstrate knowledge of the
continuing impact of September 11, 2001.

High School World History Floating Unit (all quarters)

Floating Unit: Historical Inquiry
Enduring Understanding(s)
? The student will understand how to apply
research skills through an in-depth
investigation of a historical topic.
? The student will understand how to
analyze historical evidence and draw
conclusions.

Essential Question(s)
? The essential
question will vary
with the type of
project assigned.

State Standard(s)
The student
will apply research
skills through an
in-depth
investigation of a
historical topic.

State Recommended Assessment Benchmarks

1. Students will define a research topic that can be
studied using a variety of historical sources with an
emphasis on the use of primary sources.
2. Students will identify and use repositories of
research materials including libraries, the Internet,
historical societies, historic sites, and archives, as
appropriate for their project.
3. Students will evaluate web sites for authenticity,
reliability, and bias.
4. Students will learn how to prepare for, conduct,
and document an oral history.
5. Students will apply strategies to find, collect and
organize historical research.

The student
will analyze
historical evidence
and draw

1. Students will understand the use of secondary

sources to provide background and insights on
historical events, and that secondary sources might
reflect an authors bias.

conclusions.

2. Students will identify the principal formats of

published secondary source material and evaluate
such sources for both credibility and bias.
3. Students will compare and contrast primary
sources to analyze first-hand accounts of historical
events and evaluate such sources for both credibility
and bias.
4. Students will review primary and secondary
sources and compare and contrast their perspectives
to shape their presentation of information relevant to
their research topic.
5. Students will understand the historical context of
their research topic and how it was influenced by, or
influenced, other historical events.
6. Students will evaluate alternative interpretations of
their research topic and defend or change their
analysis by citing evidence from primary and
secondary sources.