WORLD HISTORY 2

Bryan Jude M. Sulio

2nd Semester
Dr. JUVY JANE P. SALES
 Name of Institution: Northeast Luzon Adventist College Date Last Revised: January 17, 2022
College: Teacher Education Revision Date: January 17, 2022 WORLD HISTORY 2
Department: Social Science Semester Adopted: Second Semester

Vision Mission
A Christ-centered institution of learning providing balanced education of excellent Preparing students to reach their potentials in meeting the challenges of life and qualifying
instruction, integrated work experiences, biblical values and community related them for Christ’s soon return.
outreach anchored in the principle of love to God and to humanity.

College Goals

Program Outcomes: (This course covers the following minimum standards for Teacher Education programs as stipulated in the PSGs)
6.3.5.a. Utilize appropriate various sociocultural and historical materials in explaining current issues.
6.3.5.d. Integrate local and global perspectives in teaching the principle of the common good.
6.3.5.g. Display the qualities of an innovative teacher who has mastery of the subject matter.
Class Information Instructor's Information

Schedule M-T-Th Instructor's Name Bryan Jude M. Sulio

Time 4:15-5:15pm Office Hours M-F

8:00 A.M-5:00 P.M

Venue Online Class CP Number 09569625127

Term 1st Semester E-mail Address judemerculiosulio@gmail.com

2021 - 2022

Course Name World History 1

Course Credits 3 Units
Corse Descriptions The course guides the students to demonstrate an understanding of the global overview to various human experiences, patterns of development and connections
among peoples, societies and nations. It also leads the students to demonstrate an understanding on topics related to industrial revolution, scientific and commercial
revolution, world wars, and issues in modern world to contemporary periods.
Contact Hours 3 Hours
Prerequisite None
Course Outcomes At the end of the course, the pre-service teachers should be able to:
A. demonstrate knowledge and understanding of the global overview to various human experiences, patterns of development and connections among peoples,
societies and nations;
B. demonstrate knowledge and understanding on topics related to industrial revolution, scientific and commercial revolution, world wars, and issues in modern
world to contemporary periods; and
C. apply critical and creative thinking on the issues in modern world to contemporary period.

COURSE OUTLINE AND TIMEFRAME

Course Content/Subject Matter
Week 1-2 I. Introduction (A. Connecting Hemispheres)
Week 3-4 A. The Ancient Near East
Week 5 B. The Greek City-States
Week 6 C. Greek Culture
Week 7 D. The Roman Republic and Empire
Week 8 E. The Decline of Roman World
Week 9-12 F. The West in the Middle Ages:
 Early Middle Ages
 Medieval Europe at its Height
 The Culture of Medieval Europe
Week 13-14 G. Byzantine and Islamic Civilizations
Week 15-16 H. Civilization in India
Week 17-18 I. Civilization in China and Japan
3 hours Allotted for the Midterm and Final Exams

Alignment of Course Outcome with Summative Assessment Tasks

 COURSE OBJECTIVES
1. Demonstrate knowledge and understanding of the basic
concepts, theories, and historical developments like
emergence of societies, civilization and rise of
kingdoms; and
2. Apply critical and creative thinking through comparative
analysis on the historical development of societies from
prehistory up to 8th century C.E.
SUMMATIVE ASSESSMENT TASK
Timeline Making
The Stone Age-Chinese Civilization
DETAILS
A timeline is a list of important events arranged in the order in which they
happened. Timelines are often used in history textbooks and biographies — they
explain what happened during a certain period of time or to a particular person,
starting with the earliest event and moving forward through time.
After you have gathered your facts, you are now ready to lay them out in
chronological order to create a timeline. At the beginning of your timeline, mark the
starting date and what happened on that date. Next, go to the end of the timeline and
mark the ending date and what happened. In between these dates, mark the other
important dates and what happened.
• You can't include everything that happened - choose what's most important or
interesting to you
• Don't forget to list an event for every date on the timeline.
• Step back from your timeline and ask yourself some questions about the timeline.
For
example: What does the sequence of events suggest about history? How did earlier
events affect later ones?

LEARNING PLAN
Desired Learning Outcomes (DLO) Course Content/Subject Matter Textbook/References Teaching and Learning Assessment of Resource Time IFL
Activities (TLAs) Tasks (ATs) Materials Table
At the end of these weeks, the I. Introduction ▪ Lecture/Discussion ▪ Recitation Week 1- Listening to
preservice teacher (PST) should be A. Connecting Hemispheres ▪ Brainstorming Through a Debate 2 others
able to: 1. European Renaissance and ▪ Simulated discussion (“Was the Laptop
a. describe how Italy became the Reformation -Downloading from the internet Reformation a Capability to
birthplace of the Renaissance and a. Italy: Birthplace of the of the famous personalities Mistake?”) communicate
how the humanism became the Renaissance during the Renaissance period ▪ Written Quiz Cellphone ideas
A History of the
central theme of the Renaissance; b. Humanism and their works
World by: Marvin
b. explain how the Renaissance c. Martin Luther and the ▪ Debate “Was the Reformation a
Perry, Daniel Davis,
revolutionize the arts; Reformation Mistake”
Jeannette Harris, PowerPoint
c. recognize the works of great 2. The Catholic Counter-
Theodore Von Presentation
Renaissance artists and identify the Reformation
Laue, and Donald
contributions of the Northern
Warren Jr.
Renaissance movement;
d. examine the causes of the
Reformation;
e. describe how Martin Luther led
 the Reformation and how the
Catholic Church responded to the
Protestant movement; and
f. explain how England became
Protestant nation and how the
Reformation and Counter-
reformation led to holy wars in
Europe.
At the end of these weeks, the B. The Expansion of the Muslim ▪ Lecture/Discussion ▪ Recitation Laptop Week Respecting the
preservice teacher (PST) should be World ▪ Brainstorming By tracing the 3 Origin of
able to: a. The Ottomans Build aVast A History of the ▪ Panel discussion expansion of Things
•describe the expansion of Islam World by: Marvin ▪Reading Primary sources different Cellphone
Empire
using a map or globe; how the Turks Perry, Daniel Davis, ▪ Reporting empires in India
established the Ottoman Empire; b. Cultural Blending in the Ottoman ▪ Map interpretation using map or globe
Jeannette Harris, PowerPoint Efforts
how powerful Islamic sultans c. The Mughal Empire in India Tracing the different ▪ Written Quiz
Theodore Von Presentation towards
spurred the dramatic expansion of Laue, and Donald Empires Preservation of
Islam and the different cultural Warren Jr. Heritage
elements which blended in the
Ottoman Empire; and
b. explain how conquests and Listening to
cultural interaction fueled the others
development of the Safavid empire;
the emergence of the Mughal
Empire in India and how the
Mughal emperors unified a vast
empire with different nationalities.
At the end of these weeks, the B. Age of Exploration ▪ Lecture/Discussion ▪ Recitation By Laptop Week Looking back
preservice teacher (PST) should be a. Europeans Explore the East A History of the ▪ Brainstorming tracing and 4-6 and
able to: b. China Limits European Contacts World by: Marvin ▪ Panel discussion explaining the understanding
a. explain the mains reasons why c. Japan Returns to Isolation Perry, Daniel Davis, ▪ Reading Primary sources routes of the Cellphone the reasons of
Europeans catapulted themselves in Jeannette Harris, ▪ Reporting European the past
the forefront of the Age of Theodore Von ▪ Map Tracing navigation and that PowerPoint
Exploration and how advancements in Laue, and Donald Tracing how the Europeans enabled them to Presentation
science and technology enabled Warren Jr. reached the East explore other parts
Europeans to explore other parts of of the world
the world;
b. trace the routes of European ▪ Written Quiz
navigators during the early stage of
the Age of Exploration by drawing
maps;
c. discuss the emergence of the trading
empires in the Indian Ocean;
d. explain the contributions of the Age
of Exploration to human interaction
and the life of the Japanese during the
Tokugawa period; and
e. point out the advantages and
disadvantages of feudal Japan’s closed
door policy.
At the end of these weeks, the D. The Atlantic World A History of the ▪ Lecture/Discussion ▪ Recitation By Laptop Week 7- Respecting the
preservice teacher (PST) should be a. Spain Builds an American Empire World by: Marvin ▪ Brainstorming tracing and 8 Origin of
able to: b. European Nations Settle in North Perry, Daniel Davis, ▪ Panel discussion discussing route of Things
a. •trace the route of Christopher America Jeannette Harris, ▪ Reading Primary sources Christopher Cellphone
Columbus in his discovery of the c. The Atlantic Slave Trade Theodore Von ▪ Map interpretation Columbus in his
Americas in the map; d. The Columbian Exchange and Laue, and Donald Trace the route of Christopher discovery of PowerPoint
b. •discuss the timeline of the Spanish Global Trade Warren Jr. Columbus in his discovery of America Presentation
conquests of Mexico and other America
American nations; ▪ Written Quiz
c. •describe the expansion of Spanish
and Portuguese territories in the New
World;
d. •differentiate the competing claims
of European powers in North
America;
e. •describe the arrival and
establishment of settlements of the
English in North America;
f. •discuss how the Native Americans
responded to the encroachment of
their lands by the Europeans and the
causes of African slavery;
g. •describe the struggles of Africans
in their voyage to the Americas as
slaves; and
h. •explain how slavery became a
pillar of the economy of the New
World and the impact of the slave
trade to the New World
At the end of these weeks, the E. ABSOLUTISM TO A History of the Laptop Rebuilding
preservice teacher (PST) should be REVOLUTION World by: Marvin ▪ Lecture/Discussion Recitation Peace in the
able to: 1. Absolute Monarchs in Europe Perry, Daniel Davis, ▪ Reading Primary sources ▪ Written Quiz Human World
a.explain critically how Europe a. Spain’s Empire and European Jeannette Harris, ▪ Group Activity Creating a Cellphone Week through
became a hotbed of absolutist Absolutism Theodore Von timeline showcasing the English 9 Heavenly
monarchial rule; b. The Reign of Louis XIV Laue, and Donald civil war, restoration and PowerPoint Culture
b. compare and contrast the styles of c. Central European Monarchs Warren Jr. revolution Presentation
governance of the absolute monarchs Clash
of Europe; d. Absolute Rulers of Russia
c. describe the benefits and e. Parliament Limits the Power of
drawbacks of having an absolute the English Monarch
ruler;
d. describe Spain under absolute
monarchy;
e. explain how religious wars and
power struggles led to the emergence
of absolute monarchy in France;
f. discuss the political philosophies of
the French writers Montaigne and
Descartes; and
g. examine the policies and lifestyle
of Louis XIV of France.
At the end of these weeks, the 2. Enlightenment and Revolution A History of the ▪ Debate “Has Scientific ▪ Recitation Laptop Week Developing
preservice teacher (PST) should be a. The Scientific Revolution World by: Marvin Revolution Ended?” ▪ Written Quiz 10-11 compassion
able to: b. The Enlightenment in Europe Perry, Daniel Davis, ▪ Lecture/Discussion ▪ Debate
a. explain how the Scientific c. The Enlightenment Spreads Jeannette Harris, ▪ Group Activity (Provide Rubrics) Cellphone
Revolution became the foundation of d. The American Revolution Theodore Von Create a timeline on the ▪ Presentation of Appreciation
modern science; Laue, and Donald establishment of the United the created timeline PowerPoint
b. discuss the great discoveries and Warren Jr. States of America on the Presentation
inventions during the Scientific establishment of
Revolution which still have an impact the United States of
in today’s society; America
c. differentiate the two views of
government by Hobbes and Locke;
d. describe the five core beliefs of the
French philosophes;
e. discuss the role of women during
the Enlightenment;
f. explain how Enlightenment spread
throughout the world and how
Enlightenment made an impact on
governments; and
g. discuss the rule of Britain in the
American colonies.
At the end of these weeks, the 3. The French Revolution and A History of the ▪ Lecture/Discussion Laptop Week Co-existence
preservice teacher (PST) should be Napoleon World by: Marvin ▪ Individual Activity 12-13 and
able to: a. The French Revolution Begins Perry, Daniel Davis, Writing a critique on the Old ▪ Recitation Sustainability
a. describe how economic and social Jeannette Harris, Order of France ▪ Written Quiz Cellphone
b. Revolution Brings Reform and
inequalities in the Old Regime helped Theodore Von ▪ Group Activity: Tracing the ▪ Presentation of
cause the French Revolution, the Terror Laue, and Donald emergence of Napoleon the Output PowerPoint
forces of change which brought about c. Napoleon Forges an Empire Warren Jr. Bonaparte as ruler of France -critique on the old Presentation
the French Revolution and how the d. The Collapse of Napoleon’s through a timeline order of France
French Revolution brought both Empire • Chart of Leadership Traits of -the timeline of
reform and terror to the nation; e. The Congress of Vienna Napoleon Bonaparte Napoleon
b. explain the policies of Napoleon as • Venn Diagram: American Bonaparte
the first French emperor, the events Revolution from French
which led to the fall of Napoleon’s Revolution
empire and his own downfall; and
c. discuss the plans of Matternich for
Europe after Napoleon’s fall and the
political changes brought about by
the convening of the Congress of
Vienna.
At the end of these weeks, the 4. Nationalist Revolutions Sweep A History of the ▪ Lecture/Discussion Recitation Laptop Week Sanctity of
preservice teacher (PST) should be the West World by: Marvin ▪ Brainstorming ▪ Written Quiz 14 Life
able to: a. Latin American Wins Perry, Daniel Davis, ▪ Panel discussion ▪Reflection Paper
a. discuss how Latin American Jeannette Harris, ▪ Reading Primary sources Cellphone Co-existence
Independence
nations fought colonial rule; Theodore Von and
b. the colonial society in Latin b. Europe Faces Revolutions Laue, and Donald PowerPoint Sustainability
America, and the reasons why the c. The Emergence of European Warren Jr. Presentation
peoples of the Americas revolted Revolution
against their colonial rulers; and
c. explain how liberal and nationalist
uprisings challenged the old
conservative order of Europe.
At the end of the week, the F. INDUSTRIALISM AND THE A History of the ▪ Lecture/Discussion ▪ Recitation Laptop Week Co-existence
preservice teacher (PST) should be RACE FOR EMPIRE World by: Marvin ▪ News Reporting The different ▪ Interactive Quiz 15-16 and
able 1. The Industrial Revolution a. The Perry, Daniel Davis, inventions during the Industrial ▪ Presentation of Sustainability
to: Jeannette Harris, Revolution the created timeline Cellphone
Beginnings of Industrialization
a. discuss why the Industrial Theodore Von ▪ Individual Activity Creating a on the development Understanding
Revolution started in Britain; b. Industrialization in Europe Laue, and Donald timeline on the development of of transportation PowerPoint and
b. identify the main inventions which c. Industrialization Spreads Warren Jr. transportation and and communication Forgiveness
Presentation
revolutionized the industrial age; d. Reforming the Industrial World communication (outputs will be
c. explain how inventions spurred evaluated through a
industrialization; Rubric)
d. discuss the advantages and
disadvantages brought about by the
Industrial Revolution; and e. describe
how the Industrial Revolution spread.
At the end of these weeks, the G. THE WORLD AT WAR Philip P. (2017). World ▪ Lecture/Discussion Recitation/Sharing Laptop Week Co-existence
preservice teacher (PST) should be 1. The First World War history: From the ▪ Individual Activity Make a of opinion on the 17-18 and
able to: a. Marching Towards War ancient world to the timeline showing the start of the viewed Sustainability
a. explain how military built up, information age. War to its end documentary Cellphone
b. Europe Plunges into War
nationalistic feelings and rival Hardcover. ▪ Film Viewing The Schindler’s ▪ Interactive Quiz Understanding
alliances set the stage for the First c. The League of Nations Usborne Books. List or The Pianist or other ▪ Movie Critique PowerPoint and
World War; 2. World War II 2018. “Timelines of similar movies related to world (on the movie “The Presentation Forgiveness
b. discuss the victories and failures of a. Hitler’s Lightning War World History. From war Schindler’s List” or
the League of Nations; Stone age to the ▪ Watching of Documentary “The Pianist” or
b. The Holocaust
c. describe the results of Hitler’s Millennium”. other similar
blitzkrieg in his invasion of European movies related to
nations; and d. discuss the chilling world war)
effects of the Holocaust to
civilization.

Suggested Readings and References

Bentley, J. & Zeigler, H. (2003). Traditions and encounters. New York; McGraw-Hill, Co.
Coffin, J. (2002). Western Civilization, Their History and Their Culture. New York: W.W. Norton & Co., Inc.
Coronado, M., Foe J., Parco, C. (2001). Making sense of world history. Makati City: The Bookmark, Inc.
DK. 2018. “Timelines of History: The Ultimate Visual Guide to the Events That Shaped the World”, 2nd Edition
National Geographic. 2018. National Geographic Almanac 2019: Hot New Science - Incredible Photographs - Maps, Facts, Info graphics & More Paperback.
Philip P. (2017). World history: From the ancient world to the information age. Hardcover.
Usborne Books. 2018. “Timelines of World History. From Stone age to the Millennium”.
Course Requirements
Grading System Suggested
Midterm Finals
40%- Written Long Exam (Midterm) 25%-- A lesson plan exemplar with appropriate integration of technology
30%- A complete posted reflection notes in the Class Blog or 30%-- Summative Exam (Finals)
Wikispace/ Teacher-made Classroom Twitter Wall 20%-- ePortfolio
30%- Class Active Participation (group work, mini-outputs in tasks, 25%-- Class Active Participation (group work, mini-outputs in tasks, among others)
among others)
Classroom Policies

Prepared by: Checked by: Noted by:

BRYAN JUDE M. SULIO VENIECRIS G. CADIZ JUVY JANE P. SALES

Instructor Subject Coordinator College Chair