World History and Geography

From 1650’s to the Present

Fall/Spring 2024-2025
Room D-5 Instructor(s)
H.M. Hutton – hhuttonjr@conejousd.org

Greetings,

Welcome to World History and Geography. I am your teacher H.M. Hutton and I am excited for
this class and the opportunity to be a part of your educational journey.

Students in grade ten study major turning points that shaped the modern world, from the late
eighteenth century through the present, including the cause and course of the two world wars.
They trace the rise of democratic ideas and develop an understanding of the historical roots of
current world issues, especially as they pertain to international relations. They extrapolate from
the American experience that democratic ideals are often achieved at a high price, remain
vulnerable, and are not practiced everywhere in the world. Students develop an understanding
of current world issues and relate them to their historical, geographic, political, economic, and
cultural contexts. Students consider multiple accounts of events in order to understand
international relations from a variety of perspectives.

Course Objectives

The objective of this course is to have the students learn, discover and
experience the Drama of History. We will:

• Read and analyze texts from a variety of genres, cultures and perspectives including
primary source writings and informative texts
• Collaborate on various classroom projects
• Examine global media and trends
• Write for a variety of academic purposes showing evidence of analytical research.
• Participate in debates and oral presentations in regard to historical events and issues
• We will study and examine global locations, environmental change,
• Create maps and analyze evidence of Human migration and the effects of human
interaction across the planet we live

Our Vision

The Thousand Oaks High School Social Studies Department is committed to helping
students become creative and independent thinkers by guiding them in the
understanding and analysis of important political, geographic, economic, legal and
social issues of our contemporary and historical world.
Mission Statement

• To foster an understanding of the processes which are critical to solving complex

problems, and to engage students in the regular practice of these problem-
solving skills.
• To promote knowledge of the core content of historical, political, economic, legal
and social issues of our world, our nation, and our community.
• To help students see the world from different perspectives-those of the historian,
the geographer, the economist, the political scientist, the psychologist, the lawyer
and other social scientists-and employ the different tools and techniques of each
discipline in critical thought.
• To guide our diverse student population in realizing their potential as citizens of a
democratic nation and members of our local community.

Technology Usage 10th- Highly restrictive. Students will need to put phones in the
charging stations or pockets when they enter class. You can use the technology for
activities, but then all phones should be out of sight. Students misusing technology
should have that tech (phone or laptop) confiscated and they will meet with Mr. Hutton.
11th- Somewhat restrictive. Students can use phones and computers for work or
school, but misusing devices is automatic confiscation.
12th- Same as 11th.

Updated Cell Phone/Headphone Policy

No cell phones or headphones may be used during class time UNLESS standardized
testing protocols require it OR the use is permitted by the student’s IEP.
• Cell phones and headphones MAY continue to be used before school, at break,
between classes, at lunch or after school
• Cell phones must be turned off and out of site when in any classroom.
• Each teacher may choose to use a cell phone holder OR have students stow
them in their school bag.
• Progressive discipline shall be used when students violate the policy:
o 1st Offense: Warning
o 2nd Offense: Device is confiscated and sent to office. The device is
returned to student at the end of the day.
o 3rd Offense: Device is confiscated and sent to office. The device is
returned only after a parent conference is held.
o 4th Offense: Device is confiscated and sent to office. Saturday School
assigned and device returned.
Required Materials: All students are expected to use the textbook each day via digital
or hardcopy. A charged Computer is essential for everyday activities. These tools will
help students with organization and time management. Students are required to wear
their Academy provided gear every Tuesday.

Late Work Policy

Students may only submit late work if they have communicated with the teacher PRIOR
to the assignment or project due date.

All CVUSD and TOHS attendance policies and procedures will be followed in this class.
Students may be dropped from the class and assigned an F due to excessive truancies
and/or unexcused absence.

If assignments, class work or projects are turned in or

submitted more than 2 weeks past the due date, students will
receive no more than a maximum of 60% credit for completed
and submitted.

Course description

Thousand Oaks High School World History/ Herstory and Geography course
brings history forward to the present. History is more than the story of the
past—it’s the story of people, decisions, moments, and inventions, which in
turn shape the story of our present and future. This course will bridges the
past and the future with a focus on inquiry and active learning, technology,
and current events to help prepare students for college and career.
Key features include:

Connections to Today - See the bridge between the past and present. Each
topic contains a thematic connection to the past, and provides discussion
opportunities by bringing the past into today.

Listenwise Current Events - Integrated current events for each topic, and a
news story every day.

Project Imagine - Project Imagine uses immersive experiences and diverse

primary sources to tell the stories of ordinary people in the past.

Quest Inquiries - Inquiry in every topic through project-based learning, Course

Schedule or Outlin

Unit 1: Connections to the Past to 1650

Unit 1 is a review unit where students relate the moral and ethical principles in ancient
Greek and Roman philosophy, in Judaism, and in Christianity to the development of
Western political thought. Students compare the Glorious Revolution of England, the
American Revolution, and the French Revolution and their enduring effects worldwide
on the political expectations for self-government and individual liberty. Students
analyze the effects of the Industrial Revolution in England, France, Germany, Japan,
and the United States.

• Topic 0: Connecting with Past Learnings (Prehistory 1300–1650)

• Topic 1: The Renaissance and Reformation (1300–1650)
• Topic 2: New Global Connections (1415–1796)

Unit 2: The Industrial Revolution

Students analyze patterns of global change in the era of New Imperialism in at least two of
the following regions or countries: Africa, Southeast Asia, China, India, Latin America, and
the Philippines. Students analyze the causes and course of the First World War. Students
will analyze the arguments for entering into war presented by leaders from all sides of
the Great War and the role of political and economic rivalries, ethnic and ideological
conflicts, domestic discontent and disorder, and propaganda and nationalism in
mobilizing the civilian population in support of “total war.”
 • Topic 3: Absolutism and Revolution (1550–1850)
• Topic 4: The Industrial Revolution (1750–1914)
• Topic 5: Nationalism and the Spread of Democracy (1790–1914)

Unit 3: World War I and Its Aftermath

Students analyze the effects of the First World. Analyze the aims and negotiating roles of
world leaders, the terms and influence of the Treaty of Versailles and Woodrow Wilson’s
Fourteen Points, and the causes and effects of the United States’s rejection of the
League of Nations on world politics. Students analyze the rise of totalitarian governments
after World War I.

• Topic 6: The Age of Imperialism (1800–1914)

• Topic 7: World War I and the Russian Revolution (1914–1924)
• Topic 8: The World Between the Wars (1910–1939)

Unit 4: The Challenges Ahead for the United States

Students analyze Students analyze the causes and consequences of World War II.
Students analyze the international developments in the post–World War II world. Students
analyze instances of nation-building in the contemporary world in at least two of the
following regions or countries: the Middle East, Africa, Mexico and other parts of Latin
America, and China. Students analyze the integration of countries into the world economy
and the information, technological, and communications revolutions (e.g., television,
satellites, computers). Students analyze the major social problems and domestic policy
issues in contemporary American society.

• Topic 9: World War II (1930–1945)

• Topic 10: The Cold War Era (1945–1991)
• Topic 11: Developing Nations Emerge (1945–Present)
• Topic 12: The World Today (1990–Present)
Thank you for being a part of this class and a part of the World History and Geography
course. If you need any help or assistance in your grade or support just let me know
and I will do what I can to help you reach the goals for your success. Let’s have a great
year.

H.M. Hutton
Thousand Oaks High School
History Teacher
hhuttonjr@conejousd.org