Lake Roosevelt High School
COURSE SYLLABUS AND EXPECTATIONS
Email Address: email@example.com
Course Web Site: http://www.gcdsd.org/LRHS/staff/Antoine_G/Antoine_G.htm
Text: World History: Patterns of Interaction, McDougal Littell.
Resources: Textbook supplements, maps, globes, films, Internet, Dictionary,
thesaurus, and MLA format writing packets
“Those who do not understand the past are doomed
to repeat its failures.”
Introduction: In the above statement, the philosopher Santayana summed
up the reason we study history. Nearly every historical event can be summed
up with these six questions: Who? What? When? Where? Why? and How? The
first four are the easiest, but the last two are the most important. If
we do not understand the why and the how an event occurred, then how can
we prevent its reoccurrence? By the time we dismiss in June we will know
and understand the why’s and how’s of history.
Description: Throughout history, humans have confronted similar obstacles,
have struggled to achieve similar goals, and continually have strived
to better themselves and the world around them. This World History course
will cover human history from pre-civilization through modern civilization.
Comparing and contrasting cultures and peoples throughout time is our
To obtain this knowledge we will be meeting the Essential Academic Learning
Requirements (EALRS) for Washington State.
Concepts to meet EALRS:
1. Students will group events and individuals by broadly defined historical
eras and develop related timelines.
2. Students will investigate cause and effect relationships of historical
3. Students will investigate and describe basic elements of civilizations
and their interrelationship by studying selected civilizations around
4. Students will compare and contrast turning points, major ideas, and
people in civilizations drawn from different continents.
5. Students will evaluate the consequences of ideas and technological
developments on the human and animal world.
6. Students will build social skills through research, interpersonal and
group processes and apply critical thinking and problem solving skills.
I. What am I expected to bring to class each day?
Class Materials: Students are required to come to class prepared every
day. Students will not be allowed out of the class to retrieve these items.
Materials needed in class daily are:
Class Notebook (this is a three-ring binder with loose-leaf
paper and divided into four sections with tabs) Students are responsible
for having this syllabus all notes, handouts, and graded work in their
Pen and pencil
Completed assignments and/or make up work
A positive attitude
II. What are the expectations for behavior in this class?
Students are required to follow all school policies, as listed in the
Student Handbook. Our classroom is truly a learning community. In order
to maximize learning, students will respect the following guidelines:
• Be sitting quietly in your seat when bell rings.
• Have necessary materials readily available. (pen or pencil, paper,
• Work towards completion of assigned tasks.
• Follow the Three R’s – Respect, Rights and Responsibility
• Food and drinks are not allowed in the classroom. No headsets,
MP3, CD players, or phones allowed.
• Obey all school rules
• Teacher’s Desk is OFF LIMITS at all times
• Come to class with an open mind and a positive attitude!
Students are highly encouraged to take notes during class, as I will
expand on topics covered in the textbook. All information from the lecture
and class discussion may appear on a quiz, test, or assessment.
III. How will I be graded in this class?
Grades are not given, they are earned. Your entire body of work includes
all work completed and how well you are prepared daily (completed readings
and class participation). This class will be challenging, but I am confident
that you can meet the demands and in the process learn how to read and
write better and think more critically.
Assessments/Evaluation: Assessments will include written daily tasks,
participation in discussion of main concepts, written responses to questions
related to reading, study guides, critical thinking activities, emphasis
on written responses to primary sources, essays, research projects pertaining
to themes or major events in World History, and chapter and unit tests.
Evaluation is based on both completion and quality. Grades are calculated
on a point system. To calculate your grade, simply add up all points earned
and divide by the total possible points.
Late Work: Daily assignments are generally due the day after they are
assigned unless designated otherwise. Late work is only accepted without
penalty for students with absences. In an absence, you have one day for
each day you were absent. It is your responsibility to ask for make-up
work the first returning day. Work handed in late one day after the due
date receives a 20% reduction in points. Two days late 40% and the third
day 60%. There may be exceptions made for late work, but you have to come
discuss the issue with me.
**If you are concerned about your grade, please come and talk to me to
discuss what can be done to improve it. Please do not wait until the end
of the quarter to think about your grade**
The following items are the “must teach” items. There may
be more sections added if time allows AND the schedule may vary in the
IV. Curriculum Mapping
1. Review of Human Origins Beginnings-3500 BC
2. Review of Early River Valley Civilizations 3500BC-450 BC
3. Review of Roots of Religions 3500 BC-259 BC
4. Review of Ancient Greece and Rome 2000 BC-500 AD
1. European Middle Ages 500 AD-1200
2. Formation of Western Europe 800-1500
3. Peoples in the Americas 900-1500 (Including a unit on the Colville
Confederated Tribes History and Culture)
4. European Renaissance and Reformation 1300-1600
1. Enlightenment and Revolution 1550-1789
2. French Revolution and Napoleon 1789-1815
3. The Industrial Revolution 1700-1900 (This may go into 4th.)
1. Causes and Consequences of WWI and WWII 1870-1989
2. Challenges to Democracy and Global Interdependence 1945-Present