Ancient World History Syllabus

Ancient World History
Syllabus

Mr. Kabir
gazikucla@aol.com.
kabirhistory.blogspot.com




Course Overview

Why do we study history?

This question sits at the foundation of this course. “History opens…the immense range of approaches people have taken to political, economic, and social life, to personal integrity and salvation, to cultural creativity,” and it is the viewpoint that it is important “to know how people lived and what they thought at least as much as what they did” that drives this course.

In this class, we study early human development and the ancient civilizations of Mesopotamia, Egypt, Greece, Rome, India, and China. In particular, I will emphasize the human story—the details of human life, thought, and culture—underlying the facts of history.

•What was life like in these ancient civilizations?
•What motivated ancient peoples?
•What were their hopes and fears?
•What did they value?
•What beliefs shaped their lives?
• HOW DO OUR LIVES COMPARE?

Thematic Foci:

The unifying theme of this course is the idea that we cannot fully understand the people we study unless we understand the time and place in which they lived as well as the events and people that shaped their world. The facts of history, then, provide the backdrop to the acts of courage, innovation, and sometimes fear that define the human experience. In short, our narrative will evolve as a story of the human condition, a story of bravery, cowardice, desire, passion, comedy, tragedy, fear, brilliance, pain, joy, and ignorance, just to name a few. It is this very drama that answers the initial question.

History is the narrative of the human experience that offers us insights, lessons, and inspiration.

Primary Objectives of the Course

• Understand and relate the great narrative themes of world history, chief among them being the development of the many diverse societies that have comprised humankind in the ancient world.

• Understand and describe economic and technological development in the ancient world including the major stages in human use of the environment to the changing ways various societies have structured economic activity.

• Understand and explain the development of systems of political theory and organization, and of religious and philosophical beliefs and thought in the ancient world. More specifically, to accomplish these goals this course is designed to help you develop your abilities to:
• think chronologically, specifically being able to relate “facts” or information to other “facts” and information

• comprehend historical concepts, ideas, and issues

• develop historical perspective

• understand how to read several different documents and then summarize and synthesize that information

COURSE REQUIREMENTS

All class work, tests, study guides, projects, rubrics, writing assignments etc will be posted in the class blog page (kabirhistory.blogspot.com)

You are expected to engage with weekly readings carefully and critically and participate actively in class discussions, 15% of your course grade will depend upon class discussion of various films and readings. This class will also require use of internet resources.

Informal Writing: You will be expected to write short critical responses to works of fiction, primary documents, and films.

Map Quiz: There will be 2 map quizzes in class, you will be asked to identify specific places on an outline map from a list of places handed out in class ahead of time.

Mid-Term Exam: There will be an in-class mid-term exam. The format of which will be discussed in class.

Final Exam: In-class final exam will consist of essay questions drawn from a list handed out in class two weeks prior to the exam.

PROJECTS:

• The Main element of this class will be project based. You will be challenged to work creatively to create a multitude of products to bring historical concepts to personal relevance. As a class we will strive to work together and finalizing project details and working out other meticulous aspects.

• Journal Log (detailed and thorough)
• The goal will be to have fun and learn in the process.

Important:
• Unit Essays and Debates
• Effort and Improvement

Absences

A. Many assignments are completed in class only and cannot be made up if you are absent. BE IN CLASS! Excessive absences will affect your grade.

B. If you are absent, you are responsible for finding out what you missed. Ask another student or ask the teacher.

C. Follow classroom blog: kabirhistory.blogspot.com

Behavioral and Classroom Expectations

A. Be in the classroom PRIOR TO the tardy bell.

B. Come to class PREPARED and ready to learn.

C. DO NOT talk while the teacher or another student is speaking. Unless otherwise advised, RAISE YOUR HAND before speaking.

D. No food or drinks are permitted in class, with the exception of water. The privilege of chewing gum in class will be revoked if it becomes an interruption to others or becomes a trash problem or any other kind of problem.

E. DO NOT pack up your things before the bell rings, unless advised to do so.

F. At the end of each class period, it is YOUR responsibility to ensure that your workspace is left in order – desk is to be returned to original location, and ONE World History Book is to be placed under your seat in the chair rack.

G. Pick up after yourself – and others. Our classroom (and our school) is a place we need to take pride in. If you see trash, pick it up. If something is out of place, return it to the right place.

H. I expect you to act appropriately and maturely. Know that I am not here to pick on you, nor do I have time to nag you unnecessarily. If I give you a direction, I expect you to follow it without argument. Any questions or problems can be discussed privately before or after class.

I. The 3 R’s

• Responsibility – Each Student has the ability to succeed in this class as well as life. I will teach you the skills you need to succeed at Montclair and in college, but it is YOUR responsibility to put this information to good use (be present, attentive, and prepared).

• Respect – All students will show respect toward another’s person, opinion, and property (including our classroom). This means LISTENING to ideas and opinions that are different from your own and accepting the right of others to voice that idea or opinion. Remember, just because something is different does not mean it is wrong.

• Rights – Each student that enters my classroom has the right to expect my full attention to the lesson at hand in addition to working in a safe classroom atmosphere that encourages learning. If any student chooses to interfere with my teaching or another student’s learning, I reserve the right to ask that student to leave my classroom (followed by an appropriate consequence).

Materials you need to bring to class every day

1. Yourself (Mind & Body)
2. Your journal and portfolio (journal log)
3. A pen and a #2 pencil (it can often be helpful to carry a couple of each)
4. 3-ring binder with dividers for each of your subjects
5. Three-hole punched, college-ruled, lined paper and flash cards

Letter Grade Percentage Bracket
A 96% - 100%
A- 90% - 95%
B+ 87% - 89%
B 83% - 86%
B- 80% - 82%
C+ 77% - 79%
C 73% - 76%
C- 70% - 72%

Any Grade Below a 70% will be considered failing.

Grading scale may be altered

LETS HAVE FUN!