Honors World History

A 9th or 10th Grade Core Course: Honors World History

Teacher Ms. Johansen; E-mail: ljohansen@mvusd.net

What is it?

  • An introductory course designed to prepare students for Advanced Placement Social Science courses such as AP U.S. History, AP European History, AP Psychology, etc. Is also useful in higher level English courses such as AP Language and AP Literature.
  • Because Honors World History, (HWH) does not have to cover the same amount of content that an AP course does, more time can be devoted to practicing the higher level skills that will be used in  future AP or college courses. 

Goals:

  • Students will improve their overall critical reading, writing, and speaking skills using social science strategies such as:

  • Creating fact based arguments and supporting the arguments with textual evidence

  • The creation of and defense of thesis statements

  • Analysis and synthesis of historical events

  • Analysis of multiple points of view

Biggest Challenges:

  • Many underclassmen have trouble adjusting to the freedom given to them in a high school class. Assignments are not collected every day or even every week. They may be given up to 3 weeks to complete something and many of them procrastinate and then feel overwhelmed.
  • Students who are struggling have to come to tutoring or ask questions. Many of them are reluctant to do so. Tutoring is every Tues/Thurs after school and on Saturdays.
  • Many students are good at memorizing historical facts but struggle when it comes to having to analyze or explain them.
  • Students need to be willing to struggle and realize that improvement usually happens a little at a time, but it will come, if paired with a consistent and detail-oriented work ethic.

 

What to look for in a potential HWH student:

  • A student who feels History/English is their strength
  • Students who could do well in an AP class but need extra time to improve their writing skills
  • Hard workers, not so much in terms of the volume of work, but in the willingness to keep trying if they don’t first succeed
  • Good question askers!
  • A student that is not already signed up for 3 or more honors classes.
    • Most underclassmen should take no more than 3 honors classes, and if they play a sport it should be closer to 1-2. 


Unit 1 Breakdown from 2015-2016

8/12- Intro + begin maps

8/27- Annotations + Rome Questions

9/15- Unit 1 Test

8/13- Syllabus Quiz + maps

8/28- 1.3 CN + Work Day

 

8/14- Update ISN + Intro to Questions

8/31- 1.1/1.2 quiz + Greek/Rome Brainstorm

Homework Due Dates

8/17- Update ISN + Practice Questions

9/1- 1.4 Storyboard

8/18- Maps

8/18- Map Quiz + Questions Practice

9/2- J/C Annotations

8/21- ISN Cover

8/19- How to annotate

9/3- Work day + intro to thesis statements

8/25- DB Annotations

8/20- How to SPICE + DB annotations

9/4- 1.3 Quiz + J/C Brainstorm

8/31- 1.1 Cornell Notes

8/21- Work Day

9/8- How to Vocab

9/14- 1.3 Cornell Notes

8/24- How to Cornell

9/9- Thesis Practice

 

8/25- DB Quiz + SPICE practice

9/10- How to SAQ + Lecture

 

8/26- SPICE Practice + Philosopher Annotations

9/14- Lecture + 1.5 CN

 

 

Sample Test Questions

Note: All reading quizzes are open notebook; all unit tests will have multiple choice and writing prompts.

Multiple Choice:

  1. Which of the following was a factor in causing the Cold War after WWII?
  1. the proliferation of nuclear weapons and technology
  2. increasing isolationism in the United States
  3. religious struggles in the Soviet Union
  4. Neo-Nazism in post-war Germany

     

2. The economic recovery of Japan following World War II focused primarily on
a. Rebuilding its military and weapons capabilities
b. Developing industry and an export economy
c. Developing an agricultural economy and marine resources
d. Exporting raw materials in exchange for consumer goods

Short Answer Prompts:

  1. Analyze how John Locke’s writings reflect the principles of the Enlightenment.
  2. To what extent does the Magna Carta reflect democratic principles?