About Me

Hello. My name is Jen Brennan. I have a B.S.E. in Secondary Social Studies Education and a M.S. in HR/Educational Leadership. My favorite subjects to learn and teach include psychology, sociology, early American history, and medieval European history.

Wednesday, June 4, 2014

Course Schedule (Tentative)

Course Schedule (Tentative) for 2014-2015 School Year
               
Unit 1:  Technological and Environmental Transformations, 8000 BCE – 600 BCE
Length:  7 days
Sterns Chapter Guide:
Chapter 1- From Human Prehistory to the Early Civilizations
Unit Test 1

Unit 2:  Organization and Reorganization of Human Societies (600 BCE – 600 CE)
Length:  5 weeks
Sterns Chapter Guide:
Chapter 2-  Classical Civilization: China
Chapter 3- Classical Civilization: India
Chapter 4- Classical Civilization in the Mediterranean: Greece and Rome
Chapter 5- The Classical Period: Directions, Diversities, and Declines by 500 BCE
Unit Test 2

Unit 3:  Regional and Trans-regional Interactions  (600 CE – 1450 CE)
Length:  7 weeks  
Sterns Chapter Guide:
Chapter 6-The First Global Civilization: the Rise and Spread Islam
Chapter 7- Abbasid Decline and the Spread of Islamic Civilization to South and Southeast Asia
Chapter 8- African Civilization and the Spread of Islam
Chapter 9- Civilization in Eastern Europe: Byzantium and Orthodox Europe
Chapter 10- A New Civilization Emerges in Western Europe
Chapter 11- The Americas of the Eve of Invasion
Chapter 12- Reunification and Renaissance in Chinese Civilization: The Era of the Tang and Song Dynasties
Chapter13- The Spread of Chinese Civilization: Japan, Korea, and Vietnam
Chapter 14- The Last Great Nomadic Challenges: From Chinggis Khan to Timur
Chapter 15- The West and the Changing World Balance
Unit Test 3


Unit 4:  Global Interactions  (1450 CE – 1750 CE)
Length:  7 weeks
Sterns Chapter Guide: 16-22
Chapter 16-  The World Economy
Chapter 17- The Transformation of the West, 1450-1750
Chapter 18- The Rise of Russia
Chapter 19- Early Latin America
Chapter 20- Africa and the Africans in the Age of the Atlantic Slave Trade
Chapter 21- The Muslims Empires
Chapter 22- Asian Transitions in an Age of Global Change
Unit Test 4


Unit 5:  Industrialization and Global Integration (1750 CE – c. 1900 CE)
Length:  4 weeks
Sterns Chapter Guide:
Chapter 23-  The Emergence of Industrial Society in the West, 1750-1914
Chapter 24-  Industrial and Imperialism: The Making of the European Global Order
Chapter 25-  The Consolidation of Latin America, 1830-1920
Chapter 26-  Civilization in Crisis: The Ottoman Empire, the Islamic Heartlands, and Qing China
Chapter 27-  Russia and Japan: Industrialization Outside the World
Unit Test 5


Unit 6:  Accelerating Global Change and Realignments  (c. 1900 CE – present)
Length:  6 weeks 28-35
Sterns Chapter Guide:
Chapter 28-  Descent into the Abyss: World War I and the Crisis of the European Global Order
Chapter 29-  The World in the 1920s: Challenges to European Dominance
Chapter 30-  The Great Depression and the Authoritarian Response
Chapter 31 – A Second Global Conflict and the End of European World Order 
Chapter 32- Western Society and Eastern Europe in the Decades of the Cold War
Chapter 33-Latin America: Revolution and Reaction into the 21st Century
Chapter 34- Africa, the Middle East, and Asia in the Era of Independence
Chapter 35- Rebirth and Revolution: Nation-building in East Asia and the Pacific Rim
Unit Test 6

AP World Syllabus

AP World History and World History Seminar
Fall 2014-Spring 2015
Ms. Jennifer Brennan
240-236-7461, Room 207
Jennifer.brennan@fcps.org
Course Description:
This course is designed to help students develop a greater understanding of the evolution of global processes and contacts in different types of human societies.  We will examine the progression of world history from 8000 BCE to the present, dwelling on the causes and consequences of changes in major societies and analyzing the major themes.  In order to do this, we will emphasize factual knowledge, interpret issues, and develop skills in analyzing many different types of historical evidence.  All course content, activities, and skills are based on the guidelines published by The College Board Advanced Placement Program for World History.  All assignments are done in accordance with preparation for the AP World History Exam in May 2015.

The Five Themes of AP World 
Students in this course must learn to view history thematically. The AP World History course is organized around five overarching themes that serve as unifying threads throughout the course, helping students to relate what is particular about each time period or society to a “big picture” of history. The themes also provide a way to organize comparisons and analyze change and continuity over time. Consequently, virtually all study of history in this class will be tied back to these themes by utilizing a “SPICE” acronym.

1.       Social--Development and transformation of social structures
2.       Political--State-building, expansion, and conflict
3.       Interaction between humans and the environment
4.       Cultural--Development and interaction of cultures
5.       Economic--Creation, expansion, and interaction of economic systems

Student Required Materials
1)      A 1.5 or 2 inch binder with 7 dividers (1 divider for general information, the remaining for our 6 units)
2)      Loose leaf paper for the binder AND a notebook
3)      Folder for handouts
4)      3 x 5 index cards
5)      Pencils, pens, and highlighters
6)      Homework planner provided by FCPS

Resources (Provided by Teacher):
Textbook:  Stearns, et al.,  World Civilizations: The Global Experience, 4th edition, Pearson Longman, 2005

Student Responsibilities
READY:
Focused and alert | Bring required materials | Assigned work completed | Be in your assigned seat when the bell rings
If a student is not in their seat, prepared and ready to go, they are late. If a student is late to class three times, they will receive an after school teacher detention.

RESPECTFUL:
Observe classroom safety guidelines | Honor commonalities and celebrate differences | Support and encourage classmates | Use appropriate language at appropriate times | Respect themselves, other student, and any adults in the room | 
Violations will be dealt with swiftly and firmly. This includes, but is not limited to, language, tardiness, cheating, individual conduct, and bullying

RELENTLESS:
Complete all assignments on time and with integrity | Give your best effort | Be open to feedback and capitalize on opportunities to improve
Students are asked to refer to the MHS Honor Philosophy/Code and Honor Pledge. Cheating on any exam will result in a zero on the exam in addition to standard school/county disciplinary action.
Water, hard candies, gum, and mints are acceptable, as long as they are not left in the room. Sodas, sports drinks, juice, and food items are not permitted in my classroom. This is a county rule I enforce. If a student does bring in a food item, they will be asked to put it away. If they do not, they will be asked to leave for the remainder of class.

*Discipline
The following is the discipline procedure for violations to FCPS’s code of conduct or classroom rules.
1.       Verbal warning
2.       Verbal warning, phone call home
3.       Phone call home/teacher detention
4.       Phone call home/referral
*Severity Clause: A student will be sent to the office with a referral for class disruptions or endangering self or others.

Homework
Students will have homework every night. The homework will usually consist of reading an article or document, either primary or secondary. Students will have a daily quiz based on the previous night’s reading. Resources will be available on my website, as well as in class. Students are strongly encouraged to be “active” readers and take notes ON A SEPARATE SHEET OF PAPER as they read. In addition, students are strongly encouraged to review their day’s notes for a minimum of 15 minutes per night.

Classwork (15% of weighted grade)
Classwork will consist of group discussions, lectures and notes, analysis of primary and secondary historical documents, and written responses to those documents

DBQ (30% of weighted grade)
A document-based question (DBQ) is an essay or series of short-answer questions that is constructed by students using one's own knowledge combined with support from several provided sources. We will have multiple DBQs as classwork, portions of assessments, and homework. DBQs will help students learn to analyze and assess, compare and contrast, and develop mature language skills and conceptual knowledge.

Quizzes (15% of weighted grade)
Students will have daily quizzes taken from their nightly homework readings. The formats vary; sometimes it will be a few short answer questions, other times it will be a single question that requires multiple sentences to answer.

Tests (40% of weighted grade)
There will be six unit tests, a mid-term, and a final exam.

Tutoring
I am available for tutoring after school 2:15 to 3:00 Tuesday – Thursday. Please see me before hand to let me know you’ll be attending and what you need assistance with.


Student name:                                                                                                                  Signature                                                                            

Parent Signature                                                                                                                                                              Date                                     

Parent e-mail address:                                                                                                                                                

Parents: Please print your e-mail address if you would like to be added to the “Weekly E-mail” contact list for updates, test and project due dates, and course content.