*Modified to update Pacing and Resources by LCPS, June ... · is a central piece of our curriculum...

*Modified to update Pacing and Resources by LCPS, June 2008

World History and Geography:1500 A.D. (C.E.) to the Present

Commonwealth of Virginia

Board of EducationRichmond, Virginia

2001

Curriculum Framework

Virginia Board of Education, 2001

World History: 1500 to the Present Curriculum and Pacing Guide Loudoun County Public Schools The attached document is meant to guide the teacher in his or her implementation of the World History curriculum. Teachers should pay close attention to skills elements, and put emphasis in their instruction on the 20th century content. The pacing suggestions are important, not only because we will again implement two county-wide benchmark assessments during the school year, but because they truly help to guide the teacher in the timing of instruction. Wherever Resources are listed, teachers are reminded that they must view them or read them first to determine their appropriateness for their own classes of 10th graders. To instruct students in the 10th grade material, teachers should consider the large amount of content and its interconnections. It is not expected, nor is it recommended, that teachers plan instruction for this material in strict numerical order of SOLs. Many of the state standards are conceptually linked, and can be taught and learned together. Concept maps, designed with this type of instruction in mind, have been created for teachers and students, and are found in Part II of this guide. Teachers should examine these concept maps before beginning their own lesson and unit planning, since they are great aids to cognitive and practical organization. In 2008-09, we will continue our implementation of the Social Science skills we expect our students to master. The grade 10 skills articulation is a central piece of our curriculum for World History II, and combined with the SOL pacing guide and concept maps, rounds out our complete Grade Ten Curriculum. The skills articulation, found in Part III of this document, contains a list of skills for our students to develop, the sequencing of skill mastery, and sample lessons that will help us both teach content and instruct our students in these important skills for social science. Again this year, the skills articulated in this document are to form a portion of the two benchmark assessments that grade 10 students will take during the school year 2008-09. We thank the teachers who have put hard work into refining our curriculum and our instruction, and all of our teachers who help our students master social science knowledge every day in school. LCPS 2008

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IMPORTANT FEATURES OF THIS CURRICULUM/PACING GUIDE FOR 2008-09: The Virginia Department of Education has REVISED the SOLs for History and Social Science, K-12. 2008-09 is a transition year, so this document contains some material that will be removed for 2009-2010, some that will be added for 2009-2010, and some that will be unchanged. PLEASE PAY CAREFUL ATTENTION to the following guidelines which explain how this document is organized and coded.

1. All material that is italicized will be removed starting with the school year 2009-2010. However it WILL be tested during the school year 2008-09.

2. All material that is underlined in red will be added starting with the school year 2009-2010. However, it WILL NOT be tested during

the school year 2008-09.

3. All material that is in plain text will not change. It will stay in the curriculum for 2008-09 and for 2009-2010. It WILL BE tested during both years and thenceforward until future revisions from the VADOE.

Material that will be added in 2009-2010 has been included in this guide so that teachers can begin planning for it and including it in their instruction. As always, the SOLs that are identified with italics or plain text constitute the minimum total amount of knowledge and skills we expect students to learn in Loudoun County.

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PART I; Planning Calendar 2008- 2009 World History/Geography II: 1500 to the Present

Text: World History: Patterns of Interaction Approximate Point in Year

Unit

Blocks

Textbook Chapter(s)

SOL Reference

First week 1. Eastern/Western Empires of 1500 (used for a geography review)

1/2 2, 5 II.2a,d

Early September 2. Religions Review 2 Prologue & pp. 612-626

II.2c

Early – Mid September

3. Renaissance 2 1 II.2b

Mid to Late September

4. Reformation 2 1 II.3a,b,c

Late September 5. Eastern/Western Empires of 1500 2 3, 4 II.2e; II.5a, b, c

Early October 6. Scientific Revolution 1 6 II.6a Early to Mid October

7. Age of Discovery (European competition, colonization, demise of indigenous populations)

3 4 II.4a,b,c,d,e,f, II.5d

Mid October 8. Commercial Revolution/Mercantilism (Columbian Exchange & Triangular Trade)

1.5 4, 5 II 4,e,f II.5e

Mid to Late October

9. Enlightenment 2.5 6 II.6d,f

Late October 10. Absolutism 1.5 5 II.6b Late October – Early November

11. Rise of English Democracy 1.5 6 II.6c

Early – Mid November *1st Quarter Ends

12. French Revolution and Napoleon 5 7 II.6e II 8a

Late November 13. Congress of Vienna/Nationalism 1 7 & 8 II.8a,b Early December 14. Latin American Revolutions 2 7 II.7b,c,d

II.9a,b,c

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Early – Mid December

15. Industrial Revolution & Economic Systems

3 9 II.9a,b,c

Mid – Late January *Midterms & end of 1st semester

16. Imperialism 5 11 & 12 II.9d,e

Early February 17. World War I/Russian Revolution 4 13 & 14 II.10a,b,c Mid February – Late February

19. 1919-1941 (Interwar Years) 4 15 II.11a,b,c

Early – Mid March

20. World War II 4 16 II.12a,b,c

Mid – Late March

21. Cold War 6 17 II.13a,b,c

Early – Mid April *Spring Break & end of 3rd Quarter

22. Independence Movements 4 18 & 19 II.14c, II.13a,b,c

Mid – Late April 23. Contemporary World 6 20 II.15a,b, II.15a,b,c Early May 24. Review for SOLs 2

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STANDARD WHII.1 a, b, c, d, e, f

The student will improve skills in historical research and geographical analysis by a) identifying, analyzing, and interpreting primary and secondary sources to make generalizations about events and life in world history since 1500 A.D. (C.E.); b) using maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past since 1500 A.D. (C.E.); c) identifying geographic features important to the study of world history since 1500 A.D. (C.E.); d) identifying and comparing contemporary political boundaries with the location of civilizations, empires, and kingdoms from 1500 A.D. (C.E.) to the present; e) analyzing trends in human migration and cultural interaction from 1500 A.D. (C.E.) to the present; f) analyzing the impact of economic forces, including taxation, government spending, trade, resources, and monetary systems on events from 1500 A.D. (C.E.). The skills identified in standard WHII.1a-f are cited in the “Essential Skills” column of each chart for World History and Geography: 1500 A.D. (C.E.) to the Present. They are also incorporated into the grade 10 Skills Articulation Document (See Part III of this document). These skills will be assessed in our county benchmarks, as well as on the Standards of Learning test. Teachers should incorporate these skills into instruction throughout the year. * * *

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Instruction on Internet Safety: Please review these guidelines with your students before you begin research projects. 1. Students must talk with teachers, librarians, parents, or guardians before going online. The purpose of this conversation is to discuss the purpose of searching online for information, and to establish acceptable and unacceptable websites. 2. Students must never reveal any personal information to anyone or any site online. Students should never give their names, addresses, or other personal information—no matter what online website is asking for it. 3. If unwanted websites “pop-up,” or appear on screen, students must close these right away, and report any “pop-ups” that make them feel uncomfortable to teachers, librarians, or parents. 4. Students must never agree to meet anyone in person who may have communicated with them online. If communication online takes place, students should report this to a teacher, librarian, parent, or guardian. 5. Students must interact with the web in ways that are similar to how they are expected to behave with real people. Students must never disrespect other people online, nor should they use inappropriate language on any interactive sites.

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STANDARD WHII.2a

The student will demonstrate an understanding of the political, cultural, geographic, and economic conditions in the world about 1500 A.D. (C.E.) by a) locating major states and empires.

Essential Understandings Resources Essential Knowledge Suggested Time By 1500 A.D. (C.E.) , major states and empires had developed in various regions of the world. ________________________________

Essential Questions ________________________________ On the world political map, where were some of the major states and empires located around the 1500 A.D. (C.E.)?

Map Acetates and transparencies assoiciated with Textbook, Modern World History: Patterns of Interaction Electronic Library of Primary Resources: Description of the Turks

Location of some of the major states and empires in the Eastern Hemisphere � England � France � Spain � Russia � Ottoman Empire � Persia � China � Mughal India � Songhai Empire Location of major states and empires in the Western Hemisphere � Incan Empire � Mayan Empire � Aztec Empire

½ block Point in Year: First Week of School

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S TANDARD WHII.2c

The student will demonstrate an understanding of the political, cultural, geographic, and economic conditions in the world about 1500 A.D. (C.E.) by c) describing the distribution of major religions.

Essential Understandings Resources Essential Knowledge Suggested Time By 1500 A.D. (C.E.), the five world religions had spread to many areas of the Eastern Hemisphere. ________________________________

Essential Questions

__________________________ Where were the five world religions located around 1500 A.D. (C.E.)?

Knowledge Unlimited Inc. video: Faith and Belief: Five Major World Religions Textbook: World Religions pp 612-627 Schlessinger video: Judaism HA! (6.2) Act 4.1 Origins of Judaism: The History of the Ancient Israelites. HA! (6.3) Act 2.1 Creating a Mandala of Hindu Beliefs HA! (6.3) Act 2.3 Discovering the Buddha’s Path to Enlightenment HA! (7.2) Act 1.2 The Prophet Muhammad HA! (10.3) Act 1.1 Designing Character Collages of Chinese Belief Systems Website – BBC Guide to the Religions of the World www.bbc.co.uk/worldservice/people/features/world_religions/

Location and importance of world religions in 1500 A.D. (C.E.) � Judaism—Concentrated in Europe

and the Middle East � Christianity—Concentrated in

Europe and the Middle East � Islam—Parts of Asia, Africa, and

southern Europe � Hinduism—India and part of

Southeast Asia � Buddhism—East and Southeast

Asia

Unit 1 (Religions Review) 2 blocks note: This SOL can be taught in conjunction with 14 a Point in Year: Early September

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STANDARD WHII.2b

The student will demonstrate an understanding of the political, cultural, geographic, and economic conditions in the world about 1500 A.D. (C.E.) by b) describing artistic, literary, and intellectual ideas of the Renaissance.

Essential Understandings Resources Essential Knowledge Suggested Time New intellectual and artistic ideas that developed during the Renaissance marked the beginning of the modern world. __________________________

Essential Questions __________________________ What were the artistic, literary, and intellectural ideas of the Renaissance?

Just the Facts Video: The Renaissance Textbook Supplements: Chapter 1 pp34-47 Arts and Letters Biography Video: Michelangelo Arts and Letters Biography Video: Leonardo da Vinci HA! (7.5) Act 1.2 Europe’s Transition form the Middle Ages to the Renaissance HA! (7.5) Act 1.3 Rediscovering the Classical Tradition through Art HA! (7.5) Act 2.3 A Renaissance Ball Suggested Readings The Prince: Machiavelli A World Lit Only by Fire: William Manchester

Renaissance � “Rebirth” of classical knowledge,

“birth” of the modern world � Spread of the Renaissance from the

Italian city states to northern Europe

Contributions of the Renaissance � Accomplishments in the visual

arts—Michelangelo, Leonardo da Vinci

� Accomplishments in literature (sonnets, plays, essays)—Shakespeare

� Accomplishments in intellectual ideas (humanism)—Erasmus

Unit 2 (Renaissance) 2 blocks Point in Year: Early to Mid September

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STANDARD WHII.3a

The student will demonstrate knowledge of the Reformation in terms of its impact on Western civilization by a) explaining the effects of the theological, political, and economic differences that emerged, including the views and actions of Martin Luther, John Calvin,

and Henry VIII, and Elizabeth I;

Essential Understandings Resources Essential Knowledge Suggested Time For centuries, the Roman Catholic Church had little competition in religious thought and action. The resistance of the church to change led to the Protestant Reformation, which resulted in the birth of new political and economic institutions. ________________________________

Essential Questions

__________________________ What were the problems and issues that provoked religious reforms in Western Christianity? What were the beliefs of Martin Luther, John Calvin, Henry VIII, and Elizabeth I?

HA! (7.5) Act 3.1 Purchasing Homework Indulgences HA! (7.5) Act 3.2 The Spread of Protestantism HA! (7.5) Act 3.3 Creating Spoke Diagrams on the Religions of the Reformation Video excerpts A Man for All Seasons Textbook Supplements: Chapter 1 pp48-59

Conflicts that challenged the authority of the Church in Rome � Merchant wealth challenged the

Church’s view of usury. � German and English nobility

disliked Italian domination of the Church.

� The Church’s great political power and wealth caused conflict.

� Church corruption and the sale of indulgences were widespread and caused conflict.

Martin Luther (the Lutheran tradition) � Views—Salvation by faith alone,

Bible as the ultimate authority, all humans equal before God

� Actions—95 theses, birth of the Protestant Church

John Calvin (the Calvinist tradition) � Views—Predestination, faith

revealed by living a righteous life, work ethic

� Actions—Expansion of the Protestant Movement

Unit 5 (Reformation) 4 blocks Point in Year: Mid to Late September

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STANDARD WHII.3a (continued)

The student will demonstrate knowledge of the Reformation in terms of its impact on Western civilization by a) explaining the effects of the theological, political, and economic differences that emerged, including the views and actions of Martin Luther, John Calvin,

and Henry VIII and Elizabeth I;

Essential Understandings Resources Essential Knowledge Suggested Time

King Henry VIII (the Anglican tradition) � Views—Dismissed the authority of

the Pope in Rome � Actions—Divorced; broke with

Rome; headed the national church in England; appropriated lands and wealth of the Roman Catholic Church in England

Queen Elizabeth I

Anglican Church Tolerance for dissenters Expansion and colonialism Victory over the Spanish Armada

(1588)

Point in Year: Mid to Late September

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STANDARD WHII.3b

The student will demonstrate knowledge of the Reformation in terms of its impact on Western civilization by b) describing the impact of religious conflicts, including the Inquisition, and Catholic Reformation, on society and government actions.

Essential Understandings Resources Essential Knowledge Suggested Time The Reformation had its roots in theology, but it led to important economic and political changes. Religious differences and hatreds caused war and destruction. __________________________

Essential Questions __________________________ What were the major economic, polical, and theological issues involved in the Reformation?

A&E video: The Inquisition Textbook: Chapter 1 pp 48-59

Reformation in Germany � Princes in Northern Germany

converted to Protestantism, ending authority of the Pope in their states.

� The Hapsburg family and the authority of the Holy Roman Empire continued to support the Roman Catholic Church.

� Conflict between Protestants and Catholics resulted in devastating wars (e.g., Thirty Years’ War).

Reformation in England � Anglican Church became a national

church throughout the British Isles under Elizabeth I.

� The Reformation contributed to the rise of capitalism.

Reformation in France � Catholic monarchy granted

Protestant Huguenots freedom of worship by the Edit of Nantes (later revoked).

� Cardinal Richelieu changed the focus of the Thirty Years’ War from a religious to a political conflict.

Point in Year: Mid to Late September _______________________________

Essential Skill __________________________ *Refer to SS1 Skill in the Social Science Articulation Document

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STANDARD WHII.3b (continued)

The student will demonstrate knowledge of the Reformation in terms of its impact on Western civilization by b) describing the impact of religious conflicts, including the Inquisition, and Catholic Reformation, on society and government actions.


Catholic Counter Reformation � Reformers Dissenters prior to Luther - Huss, Wycliffe

Counter Reformation - The Council of Trent

Reaffirmed most Church doctrine and practices.

- Catholic Church mounted a series of reforms and reasserted its authority. - The Society of Jesus (The

Jesuits) was founded to spread Catholic doctrine around the world.

- The Inquisition was established used to reinforce Catholic doctrine.


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STANDARD WHII.3c

The student will demonstrate knowledge of the Reformation in terms of its impact on Western civilization by c) describing changing cultural values, traditions, and philosophies, and assessing the role of the printing press.

Essential Understandings Resources Essential Knowledge Suggested Time At first the Reformation divided the countries of Europe on religious principles, leading to religious intolerance. Power in most European states was concentrated in the monarch. Gradually religious toleration emerged. along with democratic thought. __________________________

Essential Questions __________________________ What were some of the changing cultural values, traditions, and philosophies during the Reformation? What was the role of the printing press in the spread of new ideas?

Textbook Chapter 1 pp 46-47 Video A+E Top 100 people of the Milenium –focus on Johan Gutenberg Suggested Reading Utopia Thomas More HA! (7.5) Act. 2.1 Experiencing the Power of the Press

Changing cultural values, traditions, and philosophies � Growth of secularism � Growth of individualism � Eventual growth of religious

tolerance Role of the printing press � Growth of literacy was stimulated

by the Gutenberg printing press. � The Bible was printed in English,

French, and German. � These factors had an important

impact on spreading the ideas of the Reformation and Renaissance.


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STANDARD WHII.5a

The student will demonstrate knowledge of the status and impact of global trade on regional civilizations of the world after 1500 A.D. (C.E.) by a) describing the location and development of the Ottoman Empire.

Essential Understandings Resources Essential Knowledge Suggested Time The Ottoman Empire emerged as a political and economic power following the conquest of Constantinople. The Ottomans brought much of Muslim territory in Southwest Asia and North Africa under their rule. __________________________

Essential Questions __________________________ Where was the Ottoman Empire located and how did it expand?

Textbooks Supplements: Chapter 2 pp 60-67 History Turning Points Video: Seige of Constantinople HA! (10.6) Act 1.3 Constructing a Timeline of Middle Eastern History

Original location of the Ottoman Empire � Asia Minor Expansion and extent of the Ottoman Empire � Southwest Asia � Southeastern Europe, Balkan

Peninsula � North Africa Development of the Ottoman Empire � Capital at Constantinople renamed

Istanbul � Islamic religion as a unifying force

that accepted other religions � Trade in coffee and ceramics

Unit 3 (Eastern/Western Empires of 1500) 1/2 block Point in Year: Late September __________________________

Essential Skills __________________________ *Refer to WH2 Skill in the Social Science Articulation Document

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STANDARD WHII.5b

The student will demonstrate knowledge of the status and impact of global trade on regional civilizations of the world after 1500 A.D. (C.E.) by b) describing India, including the Mughal Empire and coastal trade.

Essential Understandings Resources Essential Knowledge Suggested Time Descendants of the Mongols, the Muslim Mughal (Mogul) rulers established an empire in northern India. The Mughal Empire traded with European nations. Much of southern India remained independent and continued international trade. __________________________

Essential Questions __________________________ What were the contributions of the Mughal emperors of India? How did the Mughal Empire trade with European nations? What did soughern India trade?

Textbooks Supplements: Chapter 2 pp 71-77

Location of the Mughal Empire � North India Contributions of Mughal rulers � Spread of Islam into India � Art and architecture—Taj Mahal � Arrival of European trading

outposts � Influence of Indian textiles on

British textile industry Trade with European nations � Portugal, England, and the

Netherlands competed for the Indian Ocean trade by establishing Coastal ports on the Indian sub-continent.

Southern India traded silks, spices, and gems.

½ block Point in Year: Late September __________________________

Essential Skills __________________________ *Refer to WH2 Skill in the Social Science Articulation Document

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STANDARD WHII.5c

The student will demonstrate knowledge of the status and impact of global trade on regional civilizations of the world after 1500 A.D. (C.E.) by c) describing East Asia, including China and the Japanese shogunate.

Essential Understandings Resources Essential Knowledge Suggested Time China and Japan sought to limit the influence and activities of European merchants. __________________________

Essential Questions __________________________ How did the Chinese and Japanese attempt to limit the influences of European merchants?

Textbook Supplements: Chapter 3 pp 89-99 Suggested Reading--excerpts Shogun HA! (7.4) Act 1.4 Dynastic Rule from the Sui to the Ming HA!(7.4) Act3.2 The Development of Feudalism in Japan HA!(7.4) Culminating Project: Comparing Imperial China and Feudal Japan

China � Creation of foreign enclaves to

control trade � Imperial policy of controlling

foreign influences and trade � Increase in European demand for

Chinese goods (tea, porcelain) Japan � Characterized by powerless

emperor ruled controlled by military leader (shogun)

� Adopted policy of isolation to limit foreign influences

1 block Point in Year: Late September

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STANDARD WHII.2d

The student will demonstrate an understanding of the political, cultural, geographic, and economic conditions in the world about 1500 A.D. (C.E.) by d) analyzing major trade patterns.

Essential Understandings Resources Essential Knowledge Suggested Time By 1500, regional trade patterns had developed that linked Africa, the Middle East, Asia, and Europe. ________________________________

Essential Questions

__________________________ What were the regional trading patterns around 1500 A.D. (C.E.)? Why were the regional trading patterns important?

Textbook Supplements: Chapter 2 and 3 HA! (7.5) Act. 1.1 Mapping the Land and Emerging Cities of Europe

Traditional trade patterns linking Europe with Asia and Africa � Silk roads across Asia to the

Mediterranean basin � Maritime routes across the Indian

Ocean � Trans-Saharan routes across North

Africa � Northern European links with the

Black Sea � Western European sea and river

trade � South China Sea and lands of

Southeast Asia Importance of trade patterns � Exchange of products and ideas

Unit 4 (Trade Routes) 1 block Point in Year: Early October

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STANDARD WHII.2e

The student will demonstrate an understanding of the political, cultural, geographic, and economic conditions in the world about 1500 A.D. (C.E.) by e) citing major technological and scientific exchanges in the Eastern Hemisphere.

Essential Understandings Resources Essential Knowledge Suggested Time By 1500 A.D. (C.E.), technological and scientific advancements had been exchanged among cultures of the world. __________________________

Essential Questions __________________________ What technological and scientific advancements had been made and exchanged by 1500 A.D. (C.E.)?

HA! (7.4) Act 2.2 Celebrating Chinese Ingenuity

Advancements exchanged along trade routes � Paper, compass, silk, porcelain

(China) � Textiles, numeral system (India

and Middle East) � Scientific transfer—Medicine,

astronomy, mathematics

Point in Year: Early October

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STANDARD WHII.6a

The student will demonstrate knowledge of scientific, political, economic, and religious changes during the sixteenth, seventeenth, and eighteenth centuries by a) describing the Scientific Revolution and its effects.

Essential Understandings Resources Essential Knowledge Suggested Time With its emphasis on reasoned observation and systematic measurement, the scientific revolution changed the way people viewed the world and their place in it. __________________________

Essential Questions __________________________ What were some new scientific theories and discoveries? What were some of the effects of these new theories?

Textbook Supplements: Chapter 6 pp 162-170 HA! (7.5) Act 4.1 Charting Scientific Breakthroughs A+E Biography: Sir Isaac Newton Video

Pioneers of the scientific revolution � Nicolaus Copernicus: Developed

heliocentric theory � Johannes Kepler: Discovered

planetary motion � Galileo Galilei: Used telescope to

support heliocentric theory � Isaac Newton: Discovered Laws of

Gravity � William Harvey: Discovered

circulation of the blood Importance of the scientific revolution � Emphasis on reason and systematic

observation of nature � Formulation of the scientific

method � Expansion of scientific knowledge

Unit 7 (Scientific Revolution) 1 block Point in Year: Early October __________________________

Essential Skills __________________________ *Refer to CG19 Skill in the Social Science Articulation Document

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STANDARD WHII.4a

The student will demonstrate knowledge of the impact of the European Age of Discovery and expansion into the Americas, Africa, and Asia by a) explaining the roles and economic motivations of explorers and conquistadors.

Essential Understandings Resources Essential Knowledge Suggested Time The expanding economies of European states stimulated increased trade with markets in Asia. With the loss of Constantinople in 1453, European nations fronting the Atlantic sought new maritime routes for trade. __________________________

Essential Questions _________________________ Why were Europeans interested in discovering new lands and markets? Who were some important explorers?

Textbook Supplements Chapter 3 pp 80-88. Suggested Readings Journal of Christopher Columbus HA! (7.5) Investigating a Sunken Ship: Motives for Exploration HA! (7.5) Creating Monuments to Exploration: Two Perspectives

Factors contributing to the European discovery of lands in the Western Hemisphere � Demand for gold, spices, and

natural resources in Europe � Support for the diffusion of

Christianity � Political and economic competition

between European empires � Innovations in navigational arts

(European and Islamic origins) � Pioneering role of Prince Henry the

Navigator Establishment of overseas empires and decimation of indigenous populations � Portugal—Vasco da Gama � Spain—Christopher Columbus,

Hernando Cortez, Francisco Pizarro, Ferdinand Magellan

� England—Francis Drake � France—Jacques Cartier

Unit 6 (Age of Discovery) 3 blocks Point in Year: Early to Mid October __________________________

Essential Skills __________________________ *Refer to SS2 Skill in the Social Science Articulation Document

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STANDARD WHII.4d

The student will demonstrate knowledge of the impact of the European Age of Discovery and expansion into the Americas, Africa, and Asia by d) defining describing the Columbian Exchange and including its impact on native populations;

Essential Understandings Resources Essential Knowledge Suggested Time The discovery of the Americas by Europeans resulted in an exchange of products and resources between the Eastern and Western Hemispheres. __________________________

Essential Questions _________________________ What was the impact of the Columbian Exchange between European and indigenous cultures?

Textbook Chapter 4 pp 120-123

Columbian Exchange � Western Hemisphere agricultural

products such as corn, potatoes, and tobacco changed European lifestyles.

� European horses and cattle changed the lifestyles of First Americans.(American Indians)

� European diseases like smallpox killed many First Americans. (American Indians)

Impact of the Columbian Exchange � Shortage of labor to grow cash

crops led to the use of African slaves.

� Slavery was based on race. � European plantation system in the

Caribbean and the Americas destroyed indigenous economics and damaged the environment.

Point in Year: Early to Mid October __________________________

Essential Skills _________________________

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STANDARD WHII.4e, f

The student will demonstrate knowledge of the impact of the European Age of Discovery and expansion into the Americas, Africa, and Asia by e) mapping and explaining the triangular trade; f) describing the impact of precious metal exports from the Americas.

Essential Understandings Resources Essential Knowledge Suggested Time The European nations established a trade pattern known as the triangular trade and exported precious metals from the Americas. __________________________

Essential Questions _________________________ What was triangular trade? What was the impact of precious metal exports from the Americas?

Chapter 4 pp 115-119 The triangular trade linked Europe, Africa, and the Americas. Slaves, sugar, and rum were traded. Export of precious metals � Gold and silver (exported to

Europe and Asia) � Impact on indigenous empires of

the Americas � Impact on Spain and international

trade


Essential Skills _________________________

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STANDARD WHII.5d

The student will demonstrate knowledge of the status and impact of global trade on regional civilizations of the world after 1500 A.D. (C.E.) by d) describing Africa and its increasing involvement in global trade.

Essential Understandings Resources Essential Knowledge Suggested Time The exportation of slaves and demand for imported goods began to alter traditional economic patterns in Africa. __________________________

Essential Questions _________________________ How did Africa become involved in foreign trade?

Textbook Supplements: Chapter 4 pp 115-125

African exports � Slaves (triangular trade) � Raw materials (ivory, gold) African imports � Manufactured goods from Europe,

Asia, and the Americas � New food products (corn, peanuts)


Essential Skills _________________________ *Refer to SS5 Skill in the Social Science Articulation Document

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STANDARD WHII.4b

The student will demonstrate knowledge of the impact of the European Age of Discovery and expansion into the Americas, Africa, and Asia by b) describing the influence of religion.

Essential Understandings Resources Essential Knowledge Suggested Time One motive for exploration was to spread the Christian religion. __________________________

Essential Questions _________________________ How did expansion of Euorpean empires into the Americas, Africa, and Asia affect the religion in those areas?

History Turning Points Video: Marriage of Pochoanas Suggested Readings: Short Account of the Destruction of the West Indies Bartholome de Las Casas

Means of diffusion of Christianity � Migration of colonists to new lands � Influence of Catholics and

Protestants, who carried their faith, language, and cultures to new lands

� Conversion of indigenous peoples

Point in Year: Early to Mid October

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STANDARD WHII.4c (WHII.4d,e,f are listed ABOVE under “Trade Routes”)

The student will demonstrate knowledge of the impact of the European Age of Discovery and expansion into the Americas, Africa, and Asia by c) explaining migration, settlement patterns, cultural diffusion, and social classes in the colonized areas.

Essential Understandings Resources Essential Knowledge Suggested Time Europeans migrated to new colonies in the Americas, creating new cultural and social patterns. Europeans established trading posts and colonies in Africa and Asia. __________________________

Essential Questions _________________________ What was the effect of European migration and settlement on the Americas, Africa, and Asia?

Textbook Supplements: Chapter 4 pp100-125 HA! (7.6) Act. 4.3 Reenacting Scenes of the Conquest from Two Perspectives HA! (7.6) Act 4.4 Few over Many: The Conquest of the Aztecs and the Inca History’s Turning Points Video: The Conquest of the Incas Roots: Episode I: Video excerpts Suggested Readings Olaudah Equiano

Americas � Expansion of overseas territorial

claims and European emigration to North and South America

� Demise of Aztec, Maya, and Inca Empires

� Legacy of a rigid class system and dictatorial rule in Latin America

� Forced migration of some Africans into slavery

� Colonies’ imitation of the culture and social patterns of their parent country

Africa � European trading posts along the

coast � Trade in slaves, gold, and other

products Asia � Colonization by small groups of

merchants (India, the Indies, China)

� Influence of trading companies (Portuguese, Dutch, British)

Point in Year: Early to Mid October

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STANDARD WHII.5e

The student will demonstrate knowledge of the status and impact of global trade on regional civilizations of the world after 1500 A.D. (C.E.) by e) describing the growth of European nations, including the Commercial Revolution and mercantilism.

Essential Understandings Resources Essential Knowledge Suggested Time European maritime nations competed for overseas markets, colonies, and resources, creating new economic practices, such as mercantilism, linking European nations with their colonies. __________________________

Essential Questions _________________________ What were the roles of the Commercial Revolution and mercantilism in the growth of European nations?

Textbook Supplements: Chapter 4 pp120-125

Terms to know � Mercantilism: An economic

practice adopted by European colonial powers in an effort to become self-sufficient; based on the theory that colonies existed for the benefit of the mother country

Commercial Revolution � European maritime nations

competed for overseas markets, colonies, and resources.

� A new economic system emerged. – New money and banking

systems were created. – Economic practices such as

mercantilism evolved. – Colonial economies were

limited by the economic needs of the mother country.

Unit 11 (Commercial Revolution/Mercantilism) 1 Point in Year: Mid October

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STANDARD WHII.6d

The student will demonstrate knowledge of scientific, political, economic, and religious changes during the sixteenth, seventeenth, and eighteenth centuries by d) explaining the political, religious, and social ideas of the Enlightenment and the ways in which they influenced the founders of the United States.


Enlightenment thinkers believed that human progress was possible through the application of scientific knowledge and reason to issues of law and government. Enlightenment ideas influenced the leaders of the American Revolution and the writing of the Declaration of Independence.

__________________________

Essential Questions _________________________ Who were some Enlightenment thinkers, and what were their ideas? How did philosophers of the Enlightenment influence thinking on political issues? How did the Enlightenment promote revolution in the American colonies?

Textbook Supplements: Chapter 6 pp 171-189 HA! (10.1) Act. 1.2 Debating the Ideal Form of Government: A Meeting of Minds

The Enlightenment � Applied reason to the human world,

not just the natural world � Stimulated religious tolerance � Fueled democratic revolutions

around the world Enlightenment thinkers and their ideas � Thomas Hobbes’ Leviathan—The

state must have central authority to manage behavior. Humans exist in a primitive “state of nature” and consent to government for self protection.

� John Locke’s Two Treatises on Government—People are sovereign; monarchs are not chosen by God. and consent to government for protection of natural rights to life, liberty, and property.

� Montesquieu’s The Spirit of Laws—The best form of government includes a separation of powers.

� Jean-Jacques Rousseau’s The Social Contract—Government is a contract between rulers and the people.

� Voltaire—Religious toleration hould triumph over religious fanaticism; separation of church and state

Unit 9 (Enlightenment) 2 ½ Blocks

Point in Year: Mid to Late October (Enlightenment can be taught in conjunction with Scientific Revolution)

29


STANDARD WHII.6d (continued)

The student will demonstrate knowledge of scientific, political, economic, and religious changes during the sixteenth, seventeenth, and eighteenth centuries by d) explaining the political, religious, and social ideas of the Enlightenment and the ways in which they influenced the founders of the United States.


Influence of the Enlightenment � Political philosophies of the

Enlightenment fueled revolution in the Americas and France.

� Thomas Jefferson’s Declaration of Independence incorporated Enlightenment ideas.

� The Constitution of the United States of America and Bill of Rights incorporated Enlightenment ideas.

Point in Year: Mid to Late October (Enlightenment can be taught in conjunction with Scientific Revolution)

30


STANDARD WHII.6b

The student will demonstrate knowledge of scientific, political, economic, and religious changes during the sixteenth, seventeenth, and eighteenth centuries by b) describing the Age of Absolutism, including the monarchies of Louis XIV, Frederick the Great, and Peter the Great.

Essential Understandings Resources Essential Knowledge Suggested Time The Age of Absolutism takes its name from a series of European monarchs who increased the power of their central governments. __________________________

Essential Questions _________________________ Who were the absolute monarchs? What effect did the absolute monarchs have on their countries?

HA! (710.1) Act. 1.1 The Challenge of Ruling: Formign a Government HA!(7.5) Act. 2.3 A Renaissance Ball (Biographies of Louis XIV and Elizabeth) Textbook Supplements Chapter 5 pp 130-155 Man in the Iron Mask Video and book excerpts

Characteristics of absolute monarchies � Centralization of power � Concept of rule by divine right Absolute monarchs � Louis XIV—France, Palace of

Versailles as a symbol of royal power

� Frederick the Great—Prussia, emphasis on military power

� Peter the Great—Russia, westernization of Russia

Unit 10 (Absolutism) 1 1/2 blocks Point in Year: Late October

31


STANDARD WHII.6c

The student will demonstrate knowledge of scientific, political, economic, and religious changes during the sixteenth, seventeenth, and eighteenth centuries by c) assessing the impacts of the English Civil War and the Glorious Revolution on democracy.

Essential Understandings Resources Essential Knowledge Suggested Time Political democracy rests on the principle that government derives power from the consent of the governed. The foundations of English freedoms included the jury trial, the Magna Carta, and common law. The English Civil War and the Glorious Revolution prompted further development of the rights of Englishmen. __________________________

Essential Questions _________________________ How did the English Civil War and the Glorious Revolution promote the development of the righs of Englishmen?


Development of the rights of Englishmen � Oliver Cromwell and the execution

of Charles I � The restoration of Charles II � Development of political

parties/factions � Glorious Revolution (William and

Mary) � Increase of parliamentary power

over royal power � English Bill of Rights of 1689

Unit 8 (Rise of English Democracy) 1 ½ blocks Point in Year: Late October to Early November

32


STANDARD WHII.6e, f

The student will demonstrate knowledge of scientific, political, economic, and religious changes during the sixteenth, seventeenth, and eighteenth centuries by e) describing the French Revolution; f) identifying the impact of the American and French Revolutions on Latin America.

Essential Understandings Resources Essential Knowledge Suggested Time The ideas of the Enlightenment and French participation in the American Revolution influenced the French people to view their government in new ways. They overthrew the absolute monarchy, and a new government was established. These ideas and examples of the American and French Revolutions influenced the people of Latin America to establish independent nations. __________________________

Essential Questions _________________________ How did the ideas of the Enlightenment contribute to the French Revolution?

Textbook Supplements: Chapter 7 pp 190-203 Chapter 8 pp 220-228 HA! (10.1) Act 1.3 Experiencing the Fervor of the French Revolution HA! (10.1) Act 1.4 Creating a Storybook about the French Revolution

Causes of the French Revolution � Influence of Enlightenment ideas � Influence of the American

Revolution Events of the French Revolution � Storming of the Bastille � Reign of Terror Outcomes of the French Revolution � End of the absolute monarchy of

Louis XVI � Rise of Napoleon Influence of the American and French Revolutions on the Americas � Independence came to French,

Spanish, and Portuguese colonies � Toussaint L’Ouverture—Haiti � Simon Bolivar—South America

Unit 12 (French Revolution and Napoleon)5 blocks Point in Year: Early to Mid Novermber

33


STANDARD WHII.7a (Will become 8a in 2009-2010)

The student will demonstrate knowledge of political and philosophical developments in Europe during the nineteenth century by a) assessing the impact of Napoleon and the Congress of Vienna, including changes in political boundaries in Europe after 1815.

Essential Understandings Resources Essential Knowledge Suggested Time The French Revolution left a powerful legacy for world history: secular society, nationalism, and democratic ideas. Napoleon’s attempt to unify Europe under French domination was unsuccessful. The Congress of Vienna attempted to restore Europe as it had been before the French Revolution and Napoleonic conquests. __________________________

Essential Questions _________________________ What was the legacy of Napoleon? What was the significance of the Congress of Vienna?


Legacy of Napoleon � Unsuccessful attempt to unify

Europe under French domination � Napoleonic Code � Awakened feelings of national

pride and growth of nationalism Legacy of the Congress of Vienna � “Balance of power” doctrine � Restoration of monarchies � New political map of Europe � New political philosophies

(liberalism, conservatism)

Unit 14 (Congress of Vienna/Nationalism) 1 block Point in Year: Late November

34


STANDARD WHII.7b ( Will become 8b in 2009-2010)

The student will demonstrate knowledge of political and philosophical developments in Europe during the nineteenth century by b) describing the influence of revolutions on the expansion of political rights in Europe. b) describing unsuccessful revolutions on the continent and political reform in Great Britain;

Essential Understandings Resources Essential Knowledge Suggested Time The rise of nationalism was a powerful force behind European politics during the nineteenth century. Widespread demands for political rights led to revolutions and legislative actions in Europe. __________________________

Essential Questions _________________________ How did nationalism and democracy influence national revolutions?

Textbook Supplements: Chapter 8 pp 229-238) and 10 pp 276-288

National pride, economic competition, and democratic ideals stimulated the growth of nationalism. The terms of the Congress of Vienna led to widespread discontent in Europe especially in Italy and the German states. Unsuccessful revolutions of 1848 increased nationalistic tensions. In contrast to continental Europe, Great Britain expanded political rights through legislative means and made slavery illegal in the British Empire.

Point in Year: Late November

35


STANDARD WHII.7a NEW – WILL BE TESTED IN 2009 – 2010

The student will demonstrate knowledge of the Latin American revolutions of the nineteenth century by a) describing the colonial system as it existed by 1800:

Essential Understandings Resources Essential Knowledge Suggested Time Latin American revolutions of the nineteenth century were influenced by the clash of European cultures in the development of governments and ruling powers. Spanish and Portuguese governments imposed their religion and economic systems on the native peoples, but brought different colonial languages. Spanish conquests in Latin America saw the rapid decline of native populations and introduction of slaves from Africa. Conquistadors were given governmental authority by the crown becoming know as viceroys. _________________________

Essential Questions _________________________ What were the characteristics of the colonial system in Latin America in the nineteenth century? How di Spain and Portugal maintain control of their Latin American domains?


Characteristics of the Colonial System - Colonial governments mirrored the home governments - Catholicism had a strong influence on

the development of the colonies - A major element of the economy was the mining of precious metals for export. - Hacienda – A Spanish owned

plantation that used native or slave labor

- Encomienda – the right to organize unpaid labor by the earliet Spanish colonists in Latin America.

- Established major cities as outposts of colonial authority

Havana Mexico City Lima Sao Paulo Buenos Aires

Rigid Class Structure

Viceroys/colonial officers Creoles Mestizo

Unit 14 (Congress of Vienna/Nationalism) 1 block Point in Year: Late November

36


STANDARD WHII.7b NEW – WILL BE TESTED IN 2009 – 2010

The student will demonstrate knowledge of the Latin American revolutions of the nineteenth century by b) identifying the impact of the American and French Revolutions on Latin America;

Essential Understandings Resources Essential Knowledge Suggested Time The American and French Revolutions took place in the late 1700s. Within twenty years, the ideas and examples of these revolutions influenced the people of Latin America to establish independent nations, most notably in Haiti and Mexico. _________________________

Essential Questions _________________________ How did the French and American Revolutions influence Latin American independence movements?

Influence of the American and French Revolutions on the Americas

Revolutions in the Americas were led by native born men of European background (except for

French Haiti) who were able to rally the population to the cause of independence.

Slaves in Haiti rebelled, abolished slavery, and won independence.

Father Miguel Hidalgo started the Mexican independence movement.

Independence came to French, Spanish, and Portuguese colonies. Locations of selected countries that gained independence during the 1800s

Mexico Haiti Colombia Venezuela Brazil

2 blocks Point in Year: Early December

37


STANDARD WHII.7c NEW – WILL BE TESTED IN 2009 – 2010

The student will demonstrate knowledge of the Latin American revolutions of the nineteenth century by c) explaining the contributions of Toussaint L’Ouverture and Simon Bolivar;

Essential Understandings Resources Essential Knowledge Suggested Time The contributions of Toussaint L’Ouverture and Simon Bolivar, led to the development of independent states in Latin America in the nineteenth century. _________________________

Essential Questions _________________________ What were the contribution of Toussaint L’Ouverture and Simon Bolivar to the revolutions in Latin America? How did the contributions of L’Ouverture and Bolivar lead to the establishment of independent states in Latin America?

Contributions of Toussaint L’Ouverture

Former slave who led Haitian rebellion against French.

Defeated the armies of three foreign powers: Spain, France, and Britain.

At first, Haiti tasted freedom, but after L’Ouverture’s death, it fell into despotism.

Contributions of Simon Bolivar

Liberated the northern areas of Latin America.

Native-born resident who led revolutionary efforts.

Tried during the 1820s to bring regions together under a federal constitution modeled after that of

the United States. The plan failed because of the differences of the Latin American peoples.

Point in Year: Early December

38


STANDARD WHII.7d NEW – WILL BE TESTED IN 2009 – 2010

The student will demonstrate knowledge of the Latin American revolutions of the nineteenth century by d) assessing the impact of the Monroe Doctrine.

Essential Understandings Resources Essential Knowledge Suggested Time After the American Revolution, the United States wished to prevent foreign interference in America. The Monroe Doctrine was issued in 1823, alerting European powers that the American continents should not be considered for any future colonization. _________________________

Essential Questions _________________________ How did the Monroe Doctrine impact revolutions in Latin America? How did the Monroe Doctrine impact European aspirations for furtrher expansion in the Americas?

Monroe Doctrine was issued by American President, James Monroe in 1823.

The document was backed by the British government as well.

Latin American nations were acknowledged to be independent.

The United States would regard as a threat to its own peace and safety any attempt by European powers to impose their system on any independent state in the Western Hemisphere.

The United States would not interfere in European affairs.

The document continues to be a cornerstone of American foreign policy.

Point in Year: Early December

39


STANDARD WHII.6f

The student will demonstrate knowledge of scientific, political, economic, and religious changes during the sixteenth, seventeenth, and eighteenth centuries by g) f) describing the expansion of the arts, philosophy, literature, and new technology.

Essential Understandings Resources Essential Knowledge Suggested Time The Enlightenment brought a new emphasis on order and balance in the arts as artists borrowed heavily from classical Greece and Rome, and new forms of literature were established. The sixteenth, seventeenth, and eighteenth centuries brought many changes in the arts, literature, and political philosophy. The Age of Reason witnessed inventions and innovations in technology that stimulated trade and transportation. _________________________

Essential Questions _________________________ Who were some artists, philosophers, and writers of the period? What improved technologies and institutions were important to European economies?

Textbook Supplements: Chapter 6 pp 178-182 HA! (10.1) Act 2.3 Painting, Music, and Literature of the Industrial Era (compares neoclassical, romantic, and realist art)

Representative artists, philosophers, and writers � Johann Sebastian Bach—Baroque

Composer � Wolfgang Amadeus Mozart—

Classical Composer � Eugène Delacroix— Romantic

School Painter � Voltaire—Philosopher � Miguel de Cervantes—Novelist New forms schools of art and forms of literature � Paintings depicted classical

subjects, public events, natural scenes, and living people (portraits)

� New forms of literature evolved—The novel (e.g., Cervantes’ Don Quixote)

Technologies � All-weather roads improved year-

round transport and trade. � New designs in farm tools

increased productivity (agricultural revolution).

� Improvements in ship design lowered the cost of transport.

1 block Point in Year: Early December *This standard can be covered with the Enlightenment Unit

40


STANDARD WHII.8a (Becomes 9a in 2009 – 2010)

The student will demonstrate knowledge of the effects of the Industrial Revolution during the nineteenth century by a) citing scientific, technological, and industrial developments and explaining how they brought about urbanization and social and environmental changes.

Essential Understandings Resources Essential Knowledge Suggested Time The Industrial Revolution began in England, spreading to the rest of Western Europe and the United States. With the Industrial Revolution, came an increased demand for raw materials from the Americas, Asia, and Africa. Advancements in technology produced the Industrial Revolution, while advancements in science and medicine altered the lives of people living in the new industrial cities. Cultural changes soon followed. _________________________

Essential Questions _________________________ Why did the Industrial Revolution originate in England? Why did the spread of industrialism to Europe and the United States accelerate colonialism and imperalism? How did the Industrial Revolution produce changes in culture and society?

Textbook Supplements: Chapter 9 pp 250-275 HA! (10.1) Act 2.1 The Rise of Industrialism

Industrial Revolution � Origin in England, because of its

natural resources like coal, iron ore, and the invention and improvement of the steam engine

� Spread to Europe and the United States

� Role of cotton textile, iron, and steel industries

� Relationship to the British Enclosure Movement

� Rise of the factory system and demise of cottage industries

� Rising economic powers that wanted to control raw materials and markets throughout the world

Technological advances that produced the Industrial Revolution � James Hargreaves - Spinning jenny � James Watt—Steam engine � Eli Whitney—Cotton gin � Henry Bessemer—Process for

making steel

Unit 15 (Industrial Revolution) 3 blocks Point in Year: Early to Mid December _________________________


41


STANDARD WHII.8a continued (Becomes 9a in 2009 – 2010)

The student will demonstrate knowledge of the effects of the Industrial Revolution during the nineteenth century by a) citing scientific, technological, and industrial developments and explaining how they brought about urbanization and social and environmental changes.


Textbook Supplements: Chapter 10 pp 293-301, Chapter 9 pp 250-275

Advancements in science and medicine � Edward Jenner—Developed

smallpox vaccination � Louis Pasteur—Discovered

bacteria Impacts of the Industrial Revolution on industrialized countries � Population increase � Increased standards of living for

many, though not all � Improved transportation � Urbanization � Environmental pollution � Increased education � Dissatisfaction of working class

with working conditions � Growth of the middle class

Point in Year: Early to Mid December

42


STANDARD WHII.8c (Becomes 9c in 2009 – 2010)

The student will demonstrate knowledge of the effects of the Industrial Revolution during the nineteenth century by c) describing the evolution of the nature of work and the labor force, including its effects on families, the status of women and children, the slave trade, and the

labor union movement.

Essential Understandings Resources Essential Knowledge Suggested Time Agricultural economies were based on the family unit. The Industrial Revolution had a significant impact on the structure and function of the family. The Industrial Revolution placed new demands on the labor of men, women, and children. Workers organized labor unions to fight for improved working conditions and workers’ rights. _________________________

Essential Questions _________________________ How did the Industrial Revolution impact the lives of women, children, and the family? How did the Industrial Revolution affect slavery? Why did workers organize into labor unions?

Textbook Supplements: Chapter 9 pp 250-275 HA! Effects of Industrialization

The nature of work in the factory system � Family-based cottage industries

displaced by the factory system � Harsh working conditions with

men competing with women and children for wages

� Child labor that kept costs of production low and profits high

� Owners of mines and factories who exercised considerable control over the lives of their laborers

Impact of the Industrial Revolution on slavery � The cotton gin increased demand

for slave labor on American plantations.

� The United States and Britain outlawed the slave trade and then slavery.

Unit 15 (Industrial Revolution) See WHII.8a

Point in Year: Early to Mid December

43


STANDARD WHII.8c continued (Become 9c in 2009 – 2010)

The student will demonstrate knowledge of the effects of the Industrial Revolution during the nineteenth century by c) describing the evolution of the nature of work and the labor force, including its effects on families, the status of women and children, the slave trade, and the

labor union movement.


Textbook Supplements: Chapter 9 pp 250-275 HA! Effects of Industrialization

Social effects of the Industrial Revolution � Women and children entering the

workplace as cheap labor � Introduction of reforms to end

child labor � Expansion of education � Women’s increased demands for

suffrage The rise of labor unions � Encouraged worker-organized

strikes to increase wages and improve working conditions

� Lobbied for laws to improve the lives of workers, including women and children

� Wanted worker rights and collective bargaining between labor and management

Point in Year: Mid December

44


STANDARD WHII.8b (Becomes 9b in 2009 – 2010)

The student will demonstrate knowledge of the effects of the Industrial Revolution during the nineteenth century by b) explaining the emergence of capitalism as a dominant economic pattern, and subsequent development of socialism and communism.

Essential Understandings Resources Essential Knowledge Suggested Time Capitalism and market competition fueled the Industrial Revolution. Wealth increased the standard of living for some. Social dislocations associated with capitalism produced a range of economic and political ideas, including socialism and communism. _________________________

Essential Questions _________________________ What was the role of capitalism and market competition in the Industrial Revolution? What were some of the theories opposed to capitalism?

HA! (10.1) Act 2.2 Investigating the Effects of the Industrial Revolution HA! (10.2) Act 1.3 Rock, Scissors, Paper: Understanding Marxist Theory Textbook Supplements: Chapter 9 pp267-275

Capitalism � Adam Smith’s Wealth of Nations � Role of market competition and

entrepreneurial abilities � Impact on standard of living and

the growth of the middle class � Dissatisfaction with poor working

conditions and the unequal distribution of wealth in society

Socialism and communism � Karl Marx’s Communist

Manifesto (written with Friedrich Engels) and Das Capital

� Response to the injustices of capitalism

� Importance of redistribution of wealth to the communists

Unit 16 (Economic Systems) 1 block Point in Year: Mid December

45


STANDARD WHII.7c, d (Becomes 8c, d in 2009 -2010)

The student will demonstrate knowledge of political and philosophical developments in Europe during the nineteenth century by c) explaining events related to the unification of Italy and the role of Italian nationalists; d) explaining events related to the unification of Germany and the role of Bismarck.

Essential Understandings Resources Essential Knowledge Suggested Time Italy and Germany became nation-states long after the rest of Europe. _________________________

Essential Questions _________________________ What events led to the unification of Italy? What role did Otto von Bismarck play in the unification of Germany?


Unification of Italy � Count Cavour unified Northern

Italy. � Giuseppe Garibaldi joined southern

Italy to northern Italy. � The Papal States (including Rome)

became the last to join Italy. Unification of Germany � Otto von Bismarck led Prussia in

the unification of Germany through war and by appealing to nationalist feelings.

� Bismarck’s actions were seen as an example of Realpolitik, which justifies all means to achieve and hold power.

� The Franco-Prussian War led to the creation of the German state.

Unit 17 (Unification of Italy and Germany) 1 block Point in Year: Early January

46


STANDARD WHII.8d, e ( Becomes 9d, e in 2009 – 2010)

The student will demonstrate knowledge of the effects of the Industrial Revolution during the nineteenth century by d) explaining the rise of industrial economies and their link to imperialism and nationalism; e) assessing the impact of European economic and military power on Asia and Africa, with emphasis on the competition for resources and the responses of

colonized peoples.

Essential Understandings Resources Essential Knowledge Suggested Time Industrial nations in Europe needed natural resources and markets to expand their economies. These nations competed to control Africa and Asia to secure their economic and political success. Imperialism spread economic, political, and social philosophies of Europe throughout the world. Resistance to imperialism took many forms including armed conflict and intellectual movements. _________________________

Essential Questions _________________________ Why did European countries participate in imperialism and a race for colonies? What were some responses of colonized peoples to European imperialism?

Textbook Supplements: Chapter 11 302-331 HA! (10.1) Act 3.1 The Scramble for Territory HA! (10.1) Act 3.2 The Quest for Empire: Analyzing European Motives HA!(10.5) Act 1.2 Constructing a Timeline of African History Suggested Readings: Heart of Darkness Conrad Things Fall Apart Chinua Achebe Into Africa Dugard King Leopold’s Ghost Adam Hochchild Memoirs of Silk and Straw Junichi Saga History’s Turning Points: Zulu Video History’s Turning Points: Battle for Tuschida Video

Nationalism motivated European nations to compete for colonial possessions. European economic, military, and political power forced colonized countries to trade on European terms. Industrially-produced goods flooded colonial markets and displaced their traditional industries. Colonized peoples resisted European domination and responded in diverse ways to Western influences. Forms of imperialism � Colonies � Protectorates � Spheres of influence Imperialism in Africa and Asia � European domination � European conflicts carried to the

colonies � Christian missionary efforts � Spheres of influence in China � Suez Canal � East India Company’s domination

of Indian states � American opening of Japan to trade

Unit 18 (Imperialism) 5 blocks Point in Year: Early January to Late January (midterms fall inbetween the Imperialism unit, may want to find a good stopping place for review and continue after midterms) ________________________

Essential Skills _________________________ *Refer to SS2, 4, 5 and WH3 Skills in the Social Science Articulation Document

47


STANDARD WHII.8d, e continued (Becomes 9d, e in 2009 – 2010)

The student will demonstrate knowledge of the effects of the Industrial Revolution during the nineteenth century by d) explaining the rise of industrial economies and their link to imperialism and nationalism; e) assessing the impact of European economic and military power on Asia and Africa, with emphasis on the competition for resources and the responses of

colonized peoples.


Suggested Readings The Good Earth Pearl Buck Textbook Supplements: Chapter 12 pp 332-339

Responses of colonized peoples � Armed conflicts (Events leading to

the Boxer Rebellion in China) � Rise of nationalism (first Indian

nationalist party founded in the mid-1800s)

Point in Year: End of January

48


STANDARD WHII.9a, b (becomes 10a, b in 2009 - 2010)

The student will demonstrate knowledge of the worldwide impact of World War I by a) explaining economic and political causes, major events, and identifying major leaders of the war, with emphasis on Woodrow Wilson and Kaiser Wilhelm

II; b) explaining the outcomes and global effect of the war and the Treaty of Versailles.

Essential Understandings Resources Essential Knowledge Suggested Time World War I (1914-1918) was caused by competition among industrial nations in Europe and a failure of diplomacy. The war transformed European and American life, wrecked the economies of Europe, and planted the seeds for a second world war. _________________________

Essential Questions _________________________ What were the factors that produced WW I? What were the major events of the war? Who were the major leaders? What were the outcomes and global effects of World War I? What were the terms of the Treaty of Versailles?

Textbook Supplements: Chapter 13 pp 316-385 HA! (10.1) Act 4.1 The First World War: European Tensions Ignited CBS Video Series: World War I Suggested Reading: All Quiet on the Western Front Erich Marie Remarque

Causes of World War I � Alliances that divided Europe into

competing camps � Nationalistic feelings � Diplomatic failures � Imperialism � Competition over colonies � Militarism

Major events � Assassination of Austria’s

Archduke Ferdinand � United States enters war � Russia leaves the war

Major leaders � Woodrow Wilson � Kaiser Wilhelm II

Outcomes and global effects � Colonies’ participation in the war,

which increased demands for independence

� End of the Russian Imperial, Ottoman, German, and Austro-Hungarian empires

� Enormous cost of the war in lives, property, and social disruption

Unit 19 (WWI/Russian Revolution) 4 blocks Point in Year: Early February _________________________

Essential Skills _________________________ *Refer to SS3 and WH3 Skills in the Social Science Articulation Document

49


STANDARD WHII. 9a, b continued (Becomes 10a, b in 2009 – 2010))

The student will demonstrate knowledge of the worldwide impact of World War I by a) explaining economic and political causes, major events, and identifying major leaders of the war, with emphasis on Woodrow Wilson and Kaiser Wilhelm

II; b) explaining the outcomes and global effect of the war and the Treaty of Versailles.


Treaty of Versailles � Forced Germany to accept guilt for

war and loss of territory and pay reparations

� Limited the German military � League of Nations

Point in Year: Early February _________________________

Essential Skills _________________________ *Refer to SS3-5 Skills in the Social Science Articulation Document

50



The student will demonstrate knowledge of the worldwide impact of World War I by c) citing causes and consequences of the Russian Revolution.

Essential Understandings Resources Essential Knowledge Suggested Time Tsarist Russia entered World War I as an absolute monarchy with sharp class divisions between the nobility and peasants. The grievances of workers and peasants were not resolved by the Tsar. Inadequate administration in World War I led to revolution and an unsuccessful provisional government. A second revolution by the Bolsheviks created the communist state that ultimately became the U.S.S.R. _________________________

Essential Questions _________________________ Why did Russia erupt in revolution while fighting in World War I? How did communism rise in Russia?

Textbook Supplements: Chapter 14 ppo 386-400 History’s Turning Points: Russian Revolution Video CBS Video Series: Revolution in Red Suggested Reading: Doctor Zhivago, (excerpts) by Boris Pasternak HA! (10.2) Act 1.4 The Russian Revolution

Causes of 1917 revolutions � Defeat in war with Japan in 1905 � Landless peasantry � Incompetence of Tsar Nicholas II � Military defeats and high casualties

in World War I Rise of communism � Bolshevik Revolution and civil war � Vladimir Lenin’s New Economic

Policy � Lenin’s successor—Joseph Stalin

Point in Year: Early February (Russian Revolution can also be treated as its own unit)

51


STANDARD WHII.10a ( Becomes 11a in 2009 – 2010)

The student will demonstrate knowledge of political, economic, social, and cultural developments during the Interwar Period by a) describing the League of Nations and the mandate system.

Essential Understandings Resources Essential Knowledge Suggested Time After World War I, international organizations and agreements were established to avoid future conflicts. _________________________

Essential Questions _________________________ What was the League of Nations and why did it fail? Why was the mandate system created?

Textbook Supplements: Chapter 13 pp 380-385 HA! (10.6) Act 2.1 Determining Borders: The Legacy of Colonialism HA! (10.6) Act 2.2 Key Events in the Formation of States

League of Nations � International cooperative

organization � Established to prevent future wars � United States not a member � Failure of League because it did not

have power to enforce its decisions The mandate system � The system was created to administer

the colonies of defeated powers on a temporary basis.

� France and Great Britain became mandatory powers in the Middle East.

� During World War I, Great Britain and France agreed to divide large portions of the Ottoman Empire in the Middle East between themselves.

� After the war, the “mandate system” gave Great Britain and France control over the lands that became Iraq, Transjordan, and

Palestine (British control) and Syria and Lebanon (French control).

The division of the Ottoman Empire through the mandate system planted the seeds for future conflicts in the Middle East.

Unit 20 (1919-1941 – Interwar Years) 4 blocks Point in Year: Mid to Late February (The Mandate System can also be taught in the “Contemporary World” Unit after the Cold War)

52



The student will demonstrate knowledge of political, economic, social, and cultural developments during the Interwar Period by b) citing causes and assessing the impact of worldwide depression in the 1930s.

Essential Understandings Resources Essential Knowledge Suggested Time A period of uneven prosperity in the decade following World War I (1920s) was followed by worldwide depression in the 1930s. Depression weakened Western democracies, making it difficult for them to challenge the threat of totalitarianism. _________________________

Essential Questions _________________________ Why did the world experience depression in the 1930s? What political changes resulted from the worldwide depression?

Textbook Supplements: Chapter 15pp 421-426

Causes of worldwide depression � German reparations � Expansion of production capacities

and dominance of the United States in the global economy

� High protective tariffs � Excessive expansion of credit � Stock Market Crash (1929) Impact of world depression � High unemployment in industrial

countries � Bank failures and collapse of credit � Collapse of prices in world trade � Nazi Party’s growing importance

in Germany; Nazi Party’s blame of European Jews for economic collapse

Point in Year: Mid to Late February _________________________


53



The student will demonstrate knowledge of political, economic, social, and cultural developments during the Interwar Period by c) examining events related to the rise, aggression, and human costs of dictatorial regimes in the Soviet Union, Germany, Italy, and Japan, and identifying

their major leaders, i.e. Joseph Stalin, Adolf Hitler, Benito Mussolini, Hirohito, and Hideki Tojo.

Essential Understandings Resources Essential Knowledge Suggested Time Economic dislocations following World War I led to unstable political conditions. Worldwide depression in the 1930s provided opportunities for the rise of dictators in the Soviet Union, Germany, Italy, and Japan. A communist dictatorship was established by Vladimir Lenin and continued by Joseph Stalin in the Soviet Union. The Treaty of Versailles worsened economic and political conditions in Europe and led to the rise of totalitarian regimes in Italy and Germany. Japan emerged as a world power after World War I and conducted aggressive imperialistic policies in Asia. _______________________________

Essential Questions __________________________ Why did dictatorial governments emerge in Germany, Italy, Japan, and the USSR after World War I? How did these regimes affect the world following World War I?

Textbook Supplements Chapter 15 pp 427-437 HA! (US 12.3) Act 1.2 From Versailles to Pearl Harbor HA! (10.2) Act 2.2 The Purges Under Stalin A+E Biography: Rise and Fall of Adolf Hitler Video History in the 20th Century Video Series: Make Germany Pay

U.S.S.R. during the Interwar Period—Joseph Stalin � Entrenchment of communism � Stalin’s policies (five-year plans,

collectivization of farms, state industrialization, secret police)

� Great Purge Germany during the Interwar Period—Adolf Hitler � Inflation and depression � Democratic government weakened � Anti-Semitism � Extreme nationalism � National Socialism (Nazism) � German occupation of nearby

countries Italy during the Interwar Period—Benito Mussolini � Rise of fascism � Ambition to restore the glory of

Rome � Invasion of Ethiopia

Point in Year: Mid to Late February

54


STANDARD WHII. 10c continued (Becomes 11c in 2009 – 2010)

The student will demonstrate knowledge of political, economic, social, and cultural developments during the Interwar Period by c) examining events related to the rise, aggression, and human costs of dictatorial regimes in the Soviet Union, Germany, Italy, and Japan, and identifying

their major leaders, i.e. Joseph Stalin, Adolf Hitler, Benito Mussolini, Hirohito, and Hideki Tojo. Suggested Time


Textbook Supplements Chapter 15 pp 431-437 History in the 20th Century Video Series: Pearl Harbor to Hiroshima HA!(10.3) Act 2.2 The Rise of Modern Japan

Japan during the Interwar Period—Hirohito and Hideki Tojo � Militarism � Industrialization of Japan, leading

to drive for raw materials � Invasion of Korea, Manchuria, and

the rest of China

Point in Year: Mid to Late February

55


STANDARD WHII.11a (Becomes 12a in 2009 – 2010)

The student will demonstrate knowledge of the worldwide impact of World War II by a) explaining economic and political causes, major events, and identifying leaders of the war, with emphasis on Franklin D. Roosevelt, Harry Truman, Dwight

D. Eisenhower, Douglas MacArthur, George Marshall, Winston Churchill, Joseph Stalin, Adolf Hitler, Hideki Tojo, and Hirohito.

Essential Understandings Resources Essential Knowledge Suggested Time Many economic and political causes led toward World War II. Major theaters of war included Africa, Europe, Asia, and the Pacific Islands. Leadership was essential to the Allied victory. _________________________

Essential Questions _________________________ What were the causes of World War II? What were the major events of World War II? Who were the major leaders of World War II?

Textbook Supplements: Chapter 16 438-467 HA! (10.1) Act 4.2 World War II Events: Predicting European Responses HA! (US 12.3) Act 2.1 Winning World War II HA! (US 12.3) Act 2.2 Assessing the Decision to Build and Use the Bomb History’s Turning Points: Decision to drop the Atomic Bomb Video Suggested Reading Hiroshima John Hersey

Economic and political causes of World War II � Aggression by totalitarian powers

(Germany, Italy, Japan) � Nationalism � Failures of the Treaty of Versailles � Weakness of the League of Nations � Appeasement � Tendencies towards isolationism

and pacifism in Europe and the United States

Major events of the war (1939-1945) � German invasion of Poland � Fall of France � Battle of Britain � German invasion of the Soviet

Union � Japanese attack on Pearl Harbor � D-Day (Allied invasion of Europe) � Atomic bombs dropped on

Hiroshima and Nagasaki Major leaders of the war � Franklin D. Roosevelt—U.S.

President � Harry Truman—U.S. President

after death of President Roosevelt

Unit 21 (World War II) 5 blocks Point in Year: Early to Mid March

56


STANDARD WHII. 11a continued (Becomes 12a in 2009 -2010)

The student will demonstrate knowledge of the worldwide impact of World War II by a) explaining economic and political causes, major events and leaders of the war, with emphasis on Franklin D. Roosevelt, Harry Truman, Dwight D.

Eisenhower, Douglas MacArthur, George Marshall, Winston Churchill, Joseph Stalin, Adolf Hitler, Hideki Tojo, and Hirohito.


� Dwight D. Eisenhower—U.S.

general Allied commander in Europe

� Douglas MacArthur—U.S. general � George Marshall—U.S. general � Winston Churchill—British prime

minister � Joseph Stalin—Soviet dictator � Adolf Hitler—Nazi dictator of

Germany � Hideki Tojo—Japanese general � Hirohito—Emperor of Japan

Point in Year: Early to Mid March

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The student will demonstrate knowledge of the worldwide impact of World War II by b) examining the Holocaust and other examples of genocide in the twentieth century.

Essential Understandings Resources Essential Knowledge Suggested Time There had been a climate of hatred against Jews in Europe and Russia for centuries. Various instances of genocide have occurred throughout the twentieth century. _________________________

Essential Questions _________________________ Why did the Holocaust occur? What are the other examples of genocides in the twentieth century?

Textbook Supplements: Chapter 16 pp 451-454 HA! (10.1)Act 4.3 Recounting Stories of Resistance from the Holocaust Suggested Readings: Anne Frank: The Diary of a Young Girl Anne Frank Night Wiesel Mila 18 Leon Uris

Terms to know � Genocide: The systematic and

purposeful destruction of a racial, political, religious, or cultural group

Elements leading to the Holocaust � Totalitarianism combined with

nationalism � History of anti-Semitism � Defeat in World War I and

economic depression blamed on German Jews

� Hitler’s belief in the master race � Final solution—Extermination

camps, gas chambers

Examples of other genocides � Armenians by leaders of the

Ottoman Empire � Peasants, government and military

leaders, and members of the elite in the Soviet Union by Joseph Stalin

� The educated, artists, technicians, former government officials, monks, and minorities by Pol Pot in Cambodia

� Tutsi minority by Hutu in Rwanda � Muslims and Croats by Bosnian

Serbs in former Yugoslavia

Point in Year: Early to Mid March (Examples of other genocides can also be covered under the “Contemporary World” unit later)

58


STANDARD WHII.11c ( Will become 12c in 2009 – 2010)

The student will demonstrate knowledge of the worldwide impact of World War II by c) explaining the terms of the peace, the war crimes trials, the division of Europe, plans to rebuild Germany and Japan, and the creation of international

cooperative organizations and the Universal Declaration of Human Rights (1948);

Essential Understandings Resources Essential Knowledge Suggested Time The outcomes of World War II included the war crimes trials, the division of Europe, plans to rebuild Germany and Japan, and the establishment of international cooperative organizations. The Universal Declaration of Human Rights was issued in 1948 to protect the “inherent dignity and the equal and inalienable rights of all members of the human family….” _________________________

Essential Questions _________________________ What were the outcomes of World War II What were the war crimes trials? How did the Allies promote reconstruction of the defeated powers? What were the international cooperative organizations created after World War II?

Textbook Supplements: Chapter 16 pp 462-467, Chapter 17 pp 472-480 History and Geography Video Series: Formation of NATO

Outcomes of World War II � European powers’ loss of empires � Establishment of two major powers

in the world: The United States and the U.S.S.R.

� War crimes trials � Division of Europe—Iron Curtain � Establishment of the United

Nations � The Universal Declaration of Human Rights � Marshall Plan � Formation of North Atlantic Treaty

Organization (NATO) and Warsaw Pact

Efforts for reconstruction of Germany � Democratic government installed

in West Germany and West Berlin � Germany and Berlin divided

among the four Allied powers � Emergence of West Germany as

economic power in postwar Europe

Point in Year: Early to Mid March _________________________


`

59


STANDARD WHII.11c continued (Will become 12c in 2009 – 2010)

The student will demonstrate knowledge of the worldwide impact of World War II by c) explaining the terms of the peace, the war crimes trials, the division of Europe, plans to rebuild Germany and Japan, and the creation of international

cooperative organizations and the Universal Declaration of Human Rights (1948).


Textbook Supplements: Chapters 16 pp 455-467 and 17 HA!(10.3) Act 2.2 The Rise of Modern Japan

Efforts for reconstruction of Japan � U.S. occupation of Japan under

MacArthur’s administration � Democracy and economic

development � Elimination of Japanese offensive

military capabilities; United States’ guarantee of Japan’s security

� Emergence of Japan as dominant economy in Asia

International Cooperative Organizations

United Nations North Atlantic Treaty Organization

(NATO) Warsaw Pact

The Universal Declaration of Human Rights

Established and adopted by members of the United Nations

Provided a code of conduct for the treatment of people under the

protection of their government

Point in Year: Early to Mid March

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STANDARD WHII.13a, b

The student will demonstrate knowledge of major events and outcomes of the Cold War by a) explaining key events of the Cold War, including the competition between the American and Soviet economic and political systems and the causes of the

collapse of Communism in the Soviet Union and Eastern Europe; b) assessing the impact of nuclear power on patterns of conflict and cooperation since 1945.

Essential Understandings Resources Essential Knowledge Suggested Time Competition between the United States and the U.S.S.R. laid the foundation for the Cold War. The Cold War influenced the policies of the United States and the U.S.S.R. towards other nations and conflicts around the world. The presence of nuclear weapons influenced patterns of conflict and cooperation since 1945. Communism failed as an economic system in the Soviet Union and elsewhere. _________________________

Essential Questions _________________________ What events led to the Cold War? What was the impact of nuclear weapons? What were the causes and consequences of the collapse of the Soviet Union?

Textbook Supplements: Chapter 17 pp 472-501 HA! (10.2) Act 3.1 The Roots of the Cold War HA! (10.2) Act 3.2 Exploring Events of the Cold War in Europe History and Geography Video Series: Formation of NATO History Channel Presents: Korean War A Television History: Vietnam War Video 13 Days - excerpts Video

Beginning of the Cold War (1945-1948) � The Yalta Conference and the

Soviet control of Eastern Europe � Rivalry between the United States

and the U.S.S.R. � Democracy and the free enterprise

system v. dictatorship and communism

� President Truman and the Policy of Containment

� Eastern Europe—Soviet satellite nations; the Iron Curtain

Characteristics of the Cold War (1948-1989) � North Atlantic Treaty Organization

(NATO) v. the Warsaw Pact � Korean Conflict � Vietnam War � Berlin and significance of Berlin

Wall � Cuban Missile Crisis � Nuclear weapons and the theory of

deterrence

Unit 22 (Cold War) 6 blocks Point in Year: Mid to Late March _________________________

Essential Skills _________________________ *Refer to WH2 and CS9 Skills in the Social Science Articulation Document

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STANDARD WHII.12a, b continued (Will become 13a, b in 2009 – 2010)

The student will demonstrate knowledge of major events and outcomes of the Cold War by in the second half of the twentieth century a) explaining key events of the Cold War, including the competition between the American and Soviet economic and political systems and the causes of the

collapse of communism in the Soviet Union and Eastern Europe; b) assessing the impact of nuclear power on patterns of conflict and cooperation since 1945.

Essential Understandings Resources Essential Knowledge Suggested Time Textbook Supplements: Chapter 19 pp

541-550 CNN Presents Video Series: The End of the Cold War HA! (10.2) Act 4.3 Independence Movements: A Photographic Exhibit

Collapse of Communism in the Soviet Union and Eastern Europe (1989-) � Soviet economic collapse � Nationalism in Warsaw Pact

countries � Tearing down of Berlin Wall � Breakup of U.S.S.R. the Soviet

Union � Expansion of NATO

Point in Year: Mid to Late March

62


STANDARD WHII.12c (Will become 13c in 2009 – 2010)

The student will demonstrate knowledge of major events and outcomes of the Cold War by c) describing conflicts and revolutionary movements in eastern Asia, including those in China and Vietnam, and their major leaders, i.e. Mao Tse-tung

(Zedong), Chiang Kai-shek, and Ho Chi Minh.

Essential Understandings Resources Essential Knowledge Suggested Time Japanese occupation of European colonies in Asia heightened demands for independence after World War II. After World War II, the United States pursued a policy of containment against communism. This policy included the development of regional alliances against Soviet and Chinese aggression. The Cold War led to armed conflict in Korea and Vietnam. _________________________

Essential Questions _________________________ How did the Cold War influence conflicts in Eastern Asia after WWII? What was the policy of containment?

Textbook Supplements: Chapter 17 pp 482-495, Chaptaer 19 pp 551-555 History in the 20th Century Video Series HA!(10.3) Act 1.4 Communist Rule in Modern China HA! (10.3) Act 1.3 Shifting Winds of Communist Policies HA! (US12.4) Act 2.2 The Vietnam War: A Visual History

Terms to know � Containment: Policy for preventing

the expansion of communism Conflicts and revolutionary movements in China � Division of China into two nations

at the end of the Chinese civil war � Chiang Kai-shek (Jiang Jieshi)—

Nationalist China (island of Taiwan)

� Mao Tse-tung (Mao Zedong)—Communist China (mainland China)

� Continuing conflict between the two Chinas

� Communist China’s participation in Korean Conflict

Conflicts and revolutionary movements in Vietnam � Role of French Imperialism � Leadership of Ho Chi Minh � Vietnam as a divided nation � Influence of policy of containment � The United States and the Vietnam

War � Vietnam as a reunited communist

country today


63


STANDARD WHII.13d NEW – CONTENT TO BE TESTED IN 2009 -2010

The student will demonstrate knowledge of major events and outcomes of the Cold War by d) describing major contributions of selected world leaders in the second half of the twentieth century including Indira Gandhi, Margaret Thatcher, Mikhail Gorbachev, and Deng Xiaoping.

Essential Understandings Resources Essential Knowledge Suggested Time World leaders made major contributions to events in the second half of the twentieth century. _________________________

Essential Questions _________________________ What role did Indira Gandhi, Margaret Thattcher, Mikhail Gorbachev and Deng Xiaoping each play in major events in the second half of the twentieth century?

Indira Gandhi

Closer relationship between India and the Soviet Union during the Cold War

Developed nuclear program

Margaret Thatcher British Prime Minister Opposed Soviet communism – “Iron

Lady” Free trade and less government

regulation of business Close relationship with United States

and U.S. foreign policy Asserted United Kingdom’s military

power Mikhail Gorbachev

Glasnost and perestroika Fall of the Berlin Wall Last president of Soviet Union Oversaw peaceful transition to

democracy Deng Xiaoping

Reformed communist economy to market economy leading to

rapid economic growth Communist control of government

continued


64


STANDARD WHII.13a (Will become 14a in 2009 – 2010)

The student will demonstrate knowledge of political, economic, social, and cultural aspects of independence movements and development efforts by a) describing the struggles for self-rule, including Gandhi’s leadership in India and the development of India’s democracy.

Essential Understandings Resources Essential Knowledge Suggested Time British policies and the demand for self-rule led to the rise of the Indian independence movement, resulting in the creation of new states in the Indian sub-continent. The Republic of India, a democratic nation, developed after independence. _________________________

Essential Questions _________________________ Who was a leader of the Indian independence movement, and what tactics did he use? What were the outcomes of the Indian independence movement?

Textbook Supplements: Chapter 18 pp 502-511 History of the 20th Century Video Series: India

Regional setting for the Indian independence movement � Indian sub-continent � British India � India � Pakistan (former West Pakistan) � Bangladesh (former East Pakistan) � Sri Lanka (former Ceylon) Evolution of the Indian independence movement � British rule in India � Indian National Congress � Leadership of Mohandas Ghandi � Role of civil disobedience and passive

resistance � Political division along Hindu-Muslim

lines, Pakistan/India � Republic of India - World’s largest democratic nation - Federal system gives many powers to

the state Indian Democracy

Jawaharlal Nehru - a close associate of Gandhi,

supported western style industrialization Ethnic and religious differences caused

problems in the development of India as a democratic

nation New economic development has helped

to ease financial problems of the nation

Unit 23 (Independence Movements) 4 blocks Point in Year: Early to Mid April (spring break falls during this unit) _________________________

Essential Questions _________________________ *Refer to SS4 Skill in the Social Science Articulation Document

65


STANDARD WHII.13b 14.b

The student will demonstrate knowledge of political, economic, social, and cultural aspects of independence movements and development efforts by b) describing Africa’s achievement of independence, including Kenyatta’s leadership of Kenya and Mandela’s role in South Africa;

Essential Understandings Resources Essential Knowledge Suggested Time The charter of the United Nations guaranteed colonial populations the right to self-determination. Independence movements in Africa challenged European imperialism. _________________________

Essential Questions _________________________ Why did independence movements in Africa gain success after World War II? What was Kenyatta’s leadership role in Kenya? What was Nelson Mandela’s leadership role in South Africa?

Textbook Supplements: Chapter 18 pp 516-520 Chapter 19 pp 536-540 HA!(10.5) Act 2.3 A Conference on Independence: Planning Nigeria’s Future HA!(10.5) Act 3.1 Understanding the System of Apartheid HA!(10.5) Act 3.2 Discovering the Roots of Apartheid in South African History Suggested Reading A Man of the People, Achebe Poisonwood Bible Barbara Kingsolver

The independence movement in Africa � Right to self-determination (U.N.

charter) � Peaceful and violent revolutions

after World War II � Pride in African cultures and

heritage � Resentment toward imperial rule

and economic exploitation � Loss of colonies by Great Britain,

France, Belgium, and Portugal Influence of superpower rivalry during the Cold War

Examples of independence movements and subsequent development efforts � West Africa—Peaceful transition � Algeria—War for Independence

from France � Kenya (Britain)—Violent struggle

under leadership of Kenyatta � South Africa—Black South

Africans’ struggle against apartheid led by Nelson Mandela, who became the first black President of the Republic of South Africa.

Point in Year: Early to Mid April (spring break falls during this unit) _________________________


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The student will demonstrate knowledge of political, economic, social, and cultural aspects of independence movements and development efforts by c) describing the end of the mandate system and the creation of states in the Middle East including the role of Golda Meir and Gamal Abdul Nasser.

Essential Understandings Resources Essential Knowledge Suggested Time The mandate system established after World War I was phased out after World War II. With the end of the mandates, new states were created in the Middle East. _________________________

Essential Questions _________________________ What were the results of the United Nations’ decision to end the mandate system--in terms of states created (locations) and their subsequent problems?

Textbook Supplements: Chapter 18 pp 521-527 History of the 20th Century Series: Israel/Arab Conflict Suggested Readings: Exodus, Leon Uris HA! (10.6) Act 2.1 Determining Borders: The Legacy of Colonialism HA! (10.6) Act 2.2 Key Events in the Formation of States HA! (10.6) Act 2.3 Negotiating for Oil: Who Will Profit? HA! (10.6) Act 3.1 Jews and Palestinians: Two Claims to Palestine HA! (10.6) Act 3.2 United Nations Responses to the Arab-Israeli Conflict HA! (10.6) Act 3.3 Attending a Conference on the Israeli-Palestinian Conflict

Mandates in the Middle East � Established by the League of Nations � Granted independence after World

War II � Resulted in Middle East conflicts

created by religious differences French Mandates in the Middle East � Syria � Lebanon British Mandates in the Middle East � Jordan � Palestine (part became independent

as the State of Israel) Golda Meir

Prime Minister of Israel Led Israel to victory in Yom

Kippur War Sought support of United States

Gamal Abdul Nasser

President of Egypt Won Suez Canal from Britain Established relationship with

Soviet Union Built Aswan High Dam

Point in Year: Early to Mid April (spring break falls during this unit) _________________________

Essential Questions _________________________ *Refer to SS3-5 Skills in the Social Science Articulation Document

67



The student will demonstrate knowledge of the influence of Judaism, Christianity, Islam, Buddhism, and Hinduism in the contemporary world by a) describing their beliefs, sacred writings, traditions, and customs.

Essential Understandings Resources Essential Knowledge Suggested Time Five world religions have had a profound impact on culture and civilization. _________________________

Essential Questions _________________________ What are some characteristics of the five major world religions?

Textbook: World Religions pp 612-627 Knowledge Unlimited Inc. video: Faith and Belief: Five Major World Religions Schlessinger video: Judaism HA! (6.3) Act 2.1 Creating a Mandala of Hindu Beliefs HA!(6.3) Act 2.3 Discovering the Buddha’s Path to Enlightenment HA! (10.6) Act 1.2 Understanding Christianity, Islam, and Judaism Schlessinger video: Buddhism Hinduism

Judaism � Monotheism � Ten Commandments of moral and

religious conduct � Torah—Written record and beliefs

of Hebrews Christianity � Monotheism � Jesus as Son of God � Life after death � New Testament—Life and

teachings of Jesus � Establishment of Christian doctrine

by early church councils Islam � Monotheism � Muhammad the prophet � Quran / Koran � Five Pillars of Islam � Mecca and Medina

Unit 25 (Contemporary World) 6 blocks Point in Year: Mid to Late April Note: This SOL can be taught in conjunction with SOL 2c in September

68


STANDARD WHII. 14a continued (Will become 15a in 2009 – 2010)

The student will demonstrate knowledge of the influence of Judaism, Christianity, Islam, Buddhism, and Hinduism in the contemporary world by a) describing their beliefs, sacred writings, traditions, and customs.


Suggested Readings Siddhartha, Hermann Hesse Stolen Lives: Twenty Years in a Desert Jail Malika Oufkir Bhagavad Gita Stephen Mitchell (translator)

Buddhism � Founder—Siddhartha Gautama

(Buddha) � Four Noble Truths � Eightfold Path to Enlightenment � Spread of Buddhism from India to

China and other parts of Asia, resulting from Asoka’s missionaries and their writings

Hinduism � Many forms of one deity � Caste system � Reincarnation � Karma—Future reincarnation

based on present behavior

Point in Year: Mid to Late April Note: This SOL can be taught in with conjunction with SOL 2c

69


STANDARD WHII.14b (Will become 15b in 2009 – 2010)

The student will demonstrate knowledge of the influence of Judaism, Christianity, Islam, Buddhism, and Hinduism in the contemporary world by b) locating the geographic distribution of religions in the contemporary world.

Essential Understandings Resources Essential Knowledge Suggested Time Five world religions have had a profound impact on culture and civilization. These religions are found worldwide, but their followers tend to be concentrated in certain geographic areas. _________________________

Essential Questions _________________________ Where are the followers of the five world religions concentrated?

Geographical distribution of world’s major religions � Judaism—Concentrated in Israel

and North America � Christianity —Concentrated in

Europe, North and South America � Islam—Concentrated in the Middle

East, Africa, and Asia � Hinduism—Concentrated in India � Buddhism—Concentrated in East

and Southeast Asia

Note: This SOL can be taught in conjunction with 2c in Early September Point in Year: Mid to Late April

70



The student will demonstrate knowledge of cultural, economic, and social conditions in developed and developing nations of the contemporary world by a) identifying contemporary political issues, with emphasis on migrations of refugees and others, ethnic/religious conflicts, and the impact of technology,

including chemical and biological technologies.

Essential Understandings Resources Essential Knowledge Suggested Time Both developed and developing nations face many challenges. These include migrations, ethnic and religious conflict, and new technologies. _________________________

Essential Questions _________________________ What are some challenges faced by the contemporary world? What new technologies have created opportunities and challenges?

Textbook Supplements: Chapter 18 pp 512-527 and 19 pp 528-540 and 20 pp 558-583 HA! (10.6) Act 3.1 Jews and Palestinians: Two Claims to Palestine HA! (10.6) Act 3.3 Attending a Conference on the Israeli-Palestinian Conflict

Migrations of refugees and others � Refugees as an issue in

international conflicts � Migrations of “guest workers” to

European cities Ethnic and religious conflicts � Middle East � Northern Ireland � Balkans � Horn of Africa � South Asia Impact of new technologies � Widespread but unequal access to

computers and instantaneous communications

� Genetic engineering and bioethics

Point in Year: Mid to Late April _________________________

Essential Skills _________________________ *Refer to WH3 Skill in the Social Science Articulation Document

71


STANDARD WHII.15b (Will become 16b in 2009 – 2010)

The student will demonstrate knowledge of cultural, economic, and social conditions in developed and developing nations of the contemporary world by b) assessing the impact of economic development and global population growth on the environment and society, including an understanding of the links

between economic and political freedom.

Essential Understandings Resources Essential Knowledge Suggested Time Developed and developing nations are characterized by different levels of economic development, population characteristics, and social conditions. Economic development and the rapid growth of population are having an impact on the environment. Sound economic conditions contribute to a stable democracy, and political freedom helps foster economic development. _________________________

Essential Questions _________________________ How does the developing world compare with the developed world in terms of economic, social, and population characteristics? What impact are economic development and rapid population growth having on the environment? What are the links between economic development and political freedom?

Textbook Supplements: Chapter 20 pp 558-583 and Epilogue pp 584-611

Contrasts between developed and developing nations � Geographic locations of major

developed and developing countries

� Economic conditions � Social conditions (literacy, access

to health care) � Population size and rate of growth Factors affecting environment and society � Economic development � Rapid population growth Environmental challenges � Pollution � Loss of habitat � Ozone depletion � Global climate change Social challenges � Poverty � Poor health � Illiteracy � Famine � Migration

Point in Year: Mid to Late April

72


STANDARD WHII.15b continued (Will become 16b in 2009 – 2010)

The student will demonstrate knowledge of cultural, economic, and social conditions in developed and developing nations of the contemporary world by b) assessing the impact of economic development and global population growth on the environment and society, including an understanding of the links

between economic and political freedom.


Relationship between economic and political freedom � Free market economies produce

rising standards of living and an expanding middle class, which produces growing demands for political freedoms and individual rights. Recent examples include Taiwan and South Korea.

Point in Year: Mid to Late April

73



The student will demonstrate knowledge of cultural, economic, and social conditions in developed and developing nations of the contemporary world by c) describing economic interdependence, including the rise of multinational corporations, international organizations, and trade agreements.

Essential Understandings Resources Essential Knowledge Suggested Time The countries of the world are increasingly dependent on each other for raw materials, markets, and financial resources, although there is still a difference between the developed and developing nations. _________________________

Essential Questions _________________________ How is economic interdependence changing the worrld?


Economic interdependence � Role of rapid transportation,

communication, and computer networks

� Rise and influence of multinational corporations

� Changing role of international boundaries

� Regional integration (European Union)

� Trade agreements—North American Free Trade Agreement (NAFTA), World Trade Organization (WTO)

� International organizations— United Nations (UN), International Monetary Fund (IMF)

Point in Year: Late April

74


STANDARD WHII.15d 16d

The student will demonstrate knowledge of cultural, economic, and social conditions in developed and developing nations of the contemporary world by d) analyzing the increasing impact of terrorism.

Essential Understandings Resources Essential Knowledge Suggested Time Both developed and developing nations of the world have problems that are brought about by inequities in their social, cultural, and economic systems. Some individuals choose to deal with these unequal conditions through the use of terrorist activities. Terrorism is the use of violence and threats to intimidate and coerce for political reasons. A major cause of terrorism is religious extremism.

Examples of International Terrorism

Munich Olympics Terrorist attacks in the United States (9/11/2001) – motivated by extremism (Osama bin Laden). Car bombings Suicide bombers Airline hijackers

Selected regions that have experienced terrorist activities

Middle East Europe North America

Governmental responses to terrorist activities

Surveillance and privacy rights Security at ports and airports Identification badges and photos

Point in Year: Late April

75

PART II: Concept Maps

76

The Concept Maps that follow are offered as sample organizing structures for our history and social science instruction. They are included because both brain research and cognitive science are pointing to the following conclusion: Students will better comprehend and integrate the facts of history and social science if they are offered a structured set of ideas to frame those facts, and if they are guided into making their own similar knowledge “structures.” Concept Maps have been developed for this curriculum to help teachers build their own understandings, to encourage teachers to conceptually organize their instructional planning, and ultimately, to have students develop concepts in social science as a matter of habit. The specific maps included here are meant to possess an approximate correspondence to particular units of study in our curriculum. If teachers have different organizational structures for the historical ideas to be developed from our curriculum, we encourage teachers to modify these concept maps to fit their own cognitive plans. Electronic copies of these maps are available from your Social Science Department Chair.

77

1500 A.D.WHII.2a-e

Spiritual/Artistic Yearning

Judaism

Christianity

Islam

Hinduism

Buddhism

Economic and/or

Geographic Connection

States and Empires

Eastern Hemisphere

Drive Towards Knowledge

and Advancement

Humanism (Erasmus)

Renaissance:Rebirth of classical

knowledge and art

Trade pattens link Europe

with Asia and Africa

Europe/Middle East

East and Southeast Asia

Europe and the Middle

East

India and part of Southeast

Asia

Parts of Asia, Africa and southern Europe

Renaissance spreads from Italian city states to northern Europe

Literature and intellectual

ideasWestern

Hemisphere

Inca, Mayan and Aztec Empires

England, France, Spain, Russia, Ottoman Empire, Persia,

China, Mughal India, Songhai Empire

78

REFORMATIONWHII.3a-c


Martin Luther(Lutheran Tradition)

John Calvin(Calvinist Tradition)

Economic and/or


England


and Advancement

Growth of Religious Tolerance

Conflicts in the Church of

Rome

Germany

King Henry VIII

(Anglican Tradition)

Catholic Counter-

Reformation

France

Growth of Individualism

Growth of Secularism

Impact of Printing Press

79

AGE OF DISCOVERY

WHII.4a-f

Intolerance of Class/Cultural

Differences

Lust for Wealth and

Power

Spiritual and Artistic

Yearning

Drive towards Knowledge

and Advancement

Geography and Economic Connections

Triangular Trade

Columbian Exchange

Trade Patterns/Triangular

Trade

Search for Gold and Silver

Treatment of Native

Populations

Spices

Land - Additions to the Empire

Spread the Holy Message of Christianity

Sailing Technology

Curiosity about new people and

places

The Search for Additional

Natural Resources

Expansion into the Americas,

Africa and Asia

Columbian Exchange

80

Regional Civilizations (Ottoman and Mughal

Empires)WHII.5a, b

India and The

Mughal Empire

Ottoman Empire

Economic and/or Geographic

Connection


Connection


Islamic religion unifying force

Trade in coffee and ceramics

Capitol at Constantinople

renamed IstanbulOriginal Location

Asia MinorExpansionSouthwest

Asia, Southeastern

Europe, Balkan

Peninsula, North Africa

Location North India

Trade with European Nations


Spread of Islam into India

Art and Architecture

Indian Textiles

81

Regional Civilizations (China

and Japan)WHII.5c

JapanChinaEconomic and/or Geographic

Connection


Connection

Lust for Wealth and Power

Imperial policy of controlling foreign

influence

Foreign enclaves to control trade

Increase in European demand for Chinese

goods

Adopted policy of Isolation


Powerless Emperor ruled by military

leader

Africa

Intolerance of Cultural/Racial

Difference

Slavery


Connection

Raw Materials for trade

Drive Towards Knowledge and advancement

New food products

82

Commercial and Scientific

RevolutionsWHII.5e, 6a

Scientific Revolutions

Pioneers

Johannes Keplar(planetary motion)

Nicolaus Copernicus(heliocentric theory)

Galileo Galilei(telescope)

Commercial Revolution

Drive Towards Knowledge and Advancement

Economic/geographic connections

MercantilismEuropean maritime nations compete for

markets

New money and banking systems

Emphasis on reason

Formulation of scientific method

83

Sixteenth, Seventeenth and Eighteenth Centuries

WHII.6a-g

Propensity for Violence

And Warfare

French Revolution

Economic and/or


Unsuccessful attempt to

unify Europe under French Domination


and Advancement

American Revolution

The Enlightenment

Development of the Rights of

Englishmen

Lust for Wealth and

Power

Age of Absolutism

Louis XI, Frederick the Great, Peter the

Great

Centralization of power

Concept of Divine Right

Political Parties

Glorious Revolution

English Bill of Rights

Increase of Parliamentary

power

Thinkers

Hobbies, Locked, Mounties

Rousseau, Voltaire

Spiritual/Artistic

Yearning

Artists, philosophers,

writers

Bach, Mozart, Declare,

Voltaire, de Cerates

Growth of Nationalism

Congress of Vienna

English Civil War

Technology

All-weather roads, farm tools, new ship design

84

Nineteenth CenturyWHII.7a-8c

Economic and/or



and Advancement

Lust for Wealth and

Power

Great Britain made slavery

illegal

Advancements in Science and

MedicineInventions

Expansion of Political Rights

Industrial Revolution

Technological Advances

Capitalism

Socialism and Communism

Increased the need for slaves

Rise of Labor Unions

Social Effects

Legacy of Napoleon

Unsuccessful attempt to

unify Europe under French domination

Napoleonic Code

Growth of Nationalism

and Imperialism,

Congress of Vienna

Restoration of Monarchies

New Political map of Europe

New political philosophies

Economic Competition

Rise of factory system

English origins

Competition for colonies

Acquisiton of colonies

Propensity for violence and warfare

The U.S. Civil War

Franco-Prussian War

Spanish-American War

Intolerance of Cultural /

Racial/gender

difference

Slaves, Women, Apartheid,

native poplations of

colonies

Desire for Freedom

Armed conflicts of colonized

peop;e

85

World War IWHII.9a, b, c

Economic and/or



and Advancement

Lust for Wealth and

Power

Militarism Nationalistic Feelings

League of Nations

Enormous cost of war impacts

world economies

Imperialism

Propensity for Violence and Warfare

Assassination of Austria's Archduke Ferdinand

Onset of WWI

Desire for Freedom

Increased demands for

Colonial independence

Russian Revolution

End of Ottoman,

German and Austro-

Hungarian empires

Treaty of Versailles

Rise of Communism

Mandate system

Created modern day

conflict in the Middle East over religious

differences

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World Wide Depression

WHII.10b

Economic and/or


ImpactCausesGerman Reparations

High protective

tariffs

Stock Market Crash

US dominance of World Economy

Excessive credit

High unemployment

Bank failures, collapse of

credit

Collapse of prices in world

trade

Nazis blame Jews for economic collapse

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Rise of Dictatorships

WHII.10c

JapanU.S. S. R.

GermanyIntolerance of Cultural/Racial

Differences

Lust for Wealth and/or Power

Propensity for Violence and

Warfare


ItalyPropensity for Violence and

Warfare


Lust for Wealth and/or Power


Warfare


Warfare

Great Purge

Entrenchment of Communism

Joseph Stalin's policies

Invasion of Ethiopia

Benito Mussolini's ambition to restore the

glory of Rome

Rise of Fascism

Militarism

Drive to find natural

resources

Invasion of Korea,

Manchuria and China

Hirohito and Hideki Tojo

Adolf Hitler and National

Socialism (Nazism)

Anti-Semitism

Occupation of nearby

countries88

World War IIWHII.11a, b, c Economic

and/or Geographic Connection


and Advancement

Lust for Wealth and

Power

United Nations

Marshall Plan


Aggression of totalitarian

powers

German invasion of

Poland, France,

Russia, Battle of Britain

Intolerance of Cultural/Racial/Class difference

Holocaust/Genocide

Internment camps

NATO

West Germany and Japan emerge as economic

powers

Division of Europe - Iron

Curtain

U.S. and Soviet Union emerge

as world powers

Attack by Japan on Pearl

Harbor and other islands in the Pacific

New weapons

Atomic Bomb

Creation of Atomic bomb

Two major powers emerge

War crimes trials

89

The Cold War

WHII.12a, b,

Economic and/or



and Advancement

Lust for Wealth and

Power

Rivalry between U.S.

and Soviet Union

Truman policy of containment

United Nations

Economic burden of

weapons race between U.S.

and Soviet Union


Korean Conflict

Nuclear Weapons deterrence

Berlin Wall Democracy and free enterprise v. dictatorship

and communism

NATO v. Warsaw Pact

Vietnam War

Cuban Missile Crisis

Economic and political

collapse of Soviet Union

Expansion of NATO

90

20th Century Revolutionary

MovementsWHII.11a, b, c


Chinese Civil War

Division of China into two

nations

Vietnam throws off French yoke

Vietnam as a divided nation

Vietnam war with U.S.

Vietnam as a reunited communist country

Indian independence from Great

Britain

Political Division of

India/Pakistan

African Revolutions

Algerian independence from France

Desire for Freedom

West Africa - peaceful transition

Kenyan independence

from Great Britain

South African rebellion against

apartheidBlacks in South Africa

(Apartheid)

Civil Rights movement in

the US

Women's suffrage

Lust for Wealth and

Power

Mandates

British Mandates

French Mandates

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Contemporary Issues

WHII.15a, b, c


and Advancement

New Technologies


Lust for Wealth and

Power

Desire for Freedom

Migration of refugees

Ethnic and religious conflicts

Darfur, Bosnia, Tutsi

CambodiaMiddle East

Northern Ireland

Economic/Geographic Connections

Rising standards of living in Free

market economies

Economic interdependence

Recognizing challenges

Environmental - Pollution,

ozone depletion, etc.

Social - Poverty, illiteracy,

famine, etc.

Intolerance of Cultural/

Racial differencesDarfur,

Bosnia, Tutsi

CambodiaMiddle

EastNorthern Ireland

South African black people

The "Euro"

Terrorism

Gulf war

War in Iraq

Impact of new technologies

Middle East conflicts

92

Contemporary World Religions

WHII.11c

Judaism

Christianity

Islam

Buddhism

Hinduism

Geography and Economic

Connection

Concentrated in Israel and

North America


Connections

Concentrated in Europe, North and

South America

Geography and economic

Connections

Concentrated in East and

Southeast Asia


Connections

Concentrated in India


Connections

Concentrated in the Middle East, Africa

and Asia

Monotheism/Torah

Monotheism/Bible

Four Noble Truths

Many forms of one deity

Monotheism/Koran

93

SOCIAL SCIENCE SKILLS ARTICULATION DOCUMENT for GRADE 10

LOUDOUN COUNTY PUBLIC SCHOOLS 2005

Dr. Edgar B. Hatrick, Superintendent

Sharon D. Ackerman, Assistant Superintendent for Instruction Peter R. Hughes, Director, Curriculum and Instruction

William F. Brazier, Curriculum Supervisor, Social Sciences

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This is our foundational document as we begin to undertake an articulation of skills for Social Science in Loudoun County Public Schools. This is the first step in our first stage of this process. Our aim with this document is to provide a statement of where students should be in grade 10—the last before they become high school “upperclassmen/women”—so that documents for grades 9, 8, 7, and 6 can be constructed with the important “building blocks” of skills outlined in methodical, progressive fashion. Once this first stage of articulation is completed, we will assess our progress, and, if we are satisfied with it, proceed to stage two: the articulation of Social Science Skills for the elementary grades. Combined with our paced Framework documents, skill articulations such as this are meant to refocus our teaching to include skills instruction as an everyday component of classroom activity, complementing the content instruction. This document, combined with the paced Framework document and Standards of Learning, will comprise our curriculum in Social Science for grade 10. The organization of this document is as follows: First, there is a straightforward list of skills that the teacher committee determined to be essential to grade 10 success in Social Science. These skills were culled from the Virginia Standards of Learning, the PSAT list of relevant skills, and the College Board’s skill articulation contained in the AP World History “Acorn” book. The second section, is a table suggesting a breakdown of skills into component parts, the estimated times for coverage in the course and their mastery by students. The third part of the document is a collection of practical lesson plans and suggestions for teachers to use as they plan instruction in particular skills. Those skills that are supplemented with lesson plans in section three are given an asterisk mark in the table of skill components in section two. We hope these lessons prove to be helpful to teachers as they plan. Many thanks to the high school teachers of Loudoun County Public Schools who served on the committee and helped put this document together: Ed Brosh Potomac Falls HS Steve Celio Broad Run HS Linda Gross Dominion HS Michiko Jarrett Loudoun County HS Amy Oldknow Heritage HS Jeff Rounsley Park View HS Kent Staneart Loudoun Valley HS Stephanie Turek Stone Bridge HS William F. Brazier, Social Science Curriculum Supervisor 2005

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Loudoun County Public Schools Skills Articulation for Grade 10 Social Science: World History, 1450/1500 to the Present Part I: Identification of skills Social Science Skills 1. Constructing and evaluating arguments 2. Using document, other primary data, and secondary sources to identify and analyze point of view, context, change over time, bias and main

idea as well as to interpret and form generalizations. 3. Using map, globes, artifacts, and pictures to interpret the past, analyze the physical and cultural landscape as well as changes to that

landscape, and identify important geographic features 4. Identifying and comparing political boundaries with historical predecessors 5. Analyzing and evaluating trends in human movement World History Skills 1. Identifying and analyzing global patterns over time as well as connect local and global patterns 2. Comparing societies 3. Recognizing universal commonalities without erasing cultural uniqueness Cognitive Skills 1. Understanding main ideas in a reading passage 2. Understanding tone 3. Comparing and contrasting ideas presented in two passages 4. Understanding the use of examples 5. Recognizing the purpose of various writing strategies 6. Applying ideas present in a reading passage 7. Determining an author’s purpose or perspective 8. Making connections between information in different parts of a passage 9. Distinguishing conflicting viewpoints

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Part I: Identification of skills--Cognitive (cont.) 10. Understanding difficult vocabulary 11. Understanding how negative words, suffixes and prefixes affect sentences 12. Understanding complex sentences 13. Recognizing connections between ideas in a sentence 14. Recognizing words that signal contrasting ideas in a sentence 15. Recognizing a definition when it is presented in a sentence 16. Understanding sentences that deal with abstract ideas 17. Understanding and using a word in an unusual context 18. Choosing a correct answer based on the meaning of the entire sentence 19. Understanding sentences that deal with scientific ideas 20. Organizing and managing information to solve multistep problems 21. Being precise and clear in your writing 22. Following conventions in writing 23. Recognizing logical connections within sentences and passages

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Part II: Calendar for Skill Attainment: Grade 10 World History

Skill September January JuneSS1: Constructing and evaluating arguments.

Identifying the argument and supporting examples.

Students model the identified structure to organize their own arguments and pieces of evidence.

Students evaluate the success and effectiveness of arguments.

SS2: Using documents, other primary data and secondary sources to identify and analyze viewpoint, context, change over time, bias, and main idea as well as to interpret and form generalizations.

Be able to identify type, main idea, and the context of the source being used

Be able to identify point of view of a source, and put it into student’s own words

Be able to form generalizations and categorize contexts and biases to analyze and characterize changes over time in student’s own words.

SS3: Using maps, globes, artifacts and pictures to interpret the past, analyze the physical and cultural landscape as well as changes to that landscape, and identify important geographic features

Recognize the potential information that can be gathered from each type of source; practice map and globe skill such as direction, using a key, latitude & longitude

Use geographic information to interpret cultures and events; recognize the connection between geographical features (climate, landforms, etc.) and culture

Analyze artifacts and pictures to make predictions/generalizations about the cultures of past and current societies; see connections between information gathered from charts and maps and manifestations of culture.

SS4: Identifying and comparing political boundaries with historical predecessors *Lesson Plans

Commit to memory the current political boundaries of relevant world regions. With each unit, commit to memory the historical boundaries of global regions.

Draw analytical comparisons between political boundaries historical regions and their current configurations.

Identify the historical changes that create new political boundaries. Evaluate the impact of the boundary changes.

SS5: Analyzing and evaluating trends in human movement

Identify reasons for why specific migrations have taken place. Generate lists of effects of mass migrations.

Compare and contrast, and analyze the causes and effects of different global migrations.

Describe the causes and effects of the trends of human movement. Predict problems that will be faced due to the trends of human movement.

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WH1: Identify and analyze global patterns over time and connect local and global patterns.

Describe the characteristics of a pattern or trend. Identify a local trend and a global trend.

Find supporting evidence of local and global trends. Explain causal connections between evidence and the trends.

Compare and contrast local and global trends and changes in the trends over time. Explain why global and local trends may differ.

WH2: Comparing Societies Identify essential elements in a social order.

Compare aspects of a social order which either support or work against its maintenance.

Explain why some societies have different components or essential elements.

WH3: Recognizing universal commonalities without erasing cultural uniqueness *Lesson Plans

Identify environmental and historical determinants of culture.

List reasons for why some cultures have similar characteristics or features.

Understanding the underlying causes for similarities and difference among societies (wealth, geography, etc.) Give reasons for why cultures that have commonalities developed differently.

CS1: Understanding main ideas. Identify the main idea. Identify subordinate and supporting ideas.

Add supporting ideas to enhance the main idea. Describe connections between them.

CS2: Understanding tone. Identify the author, place, and time of the writing.

Analyze and evaluate author’s word choice and order of ideas.

Explain how knowing who the author is, when he/she wrote and how he/she wrote allows us to interpret tone.

CS3: Comparing and contrasting ideas presented in two passages.

Create a T-chart and list the main ideas and supporting evidence for each passage.

Create a Venn Diagram to further organize the information and identify similarities and differences.

Compare and contrast the two passages in discussion and writing.

CS4: Understanding the use of examples.

Identify the evidence used to support a point/argument/main idea.

Explain the reason that particular information was used to explain the point/argument/idea.

Contribute additional examples to an existing argument or main idea.

CS5: Recognizing the purpose of various writing strategies.

Identify purpose in various sample writings through awareness of historical context, word choice, background of author, and audience.

Understand the role of purpose in writing by deconstructing the assignment or question given.

Select appropriate writing strategy to fit the question.

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CS6: Applying ideas present in a reading passage

Pick topic sentences and main ideas out of a reading passage.

Summarize main ideas and meanings

Make predictions or logical extensions based on interpreted meanings.

CS7: Determining an author’s purpose and perspective *Lesson Plans

Understand difference between primary and secondary sources

Understand bias and reasons for author bias

Make summative statements assessing authors’ views.

CS8: Making connections between information in different parts of a passage

Identify key points of a passage and specific facts cited by the author.

Categorize specific pieces of information according to the points they support.

Supply additional facts or information that would support the authors’ points.

CS9: Distinguish conflicting viewpoints Be able to identify viewpoints in a reading passage.

Identify and list specific points on which authors differ.

Apply conflicting viewpoints to the course of study, debates, and essays by making predictions and general summary statements.

CS10: Understanding difficult vocabulary

Read, pronounce and spell new and difficult words.

Define new terms in own words. Use terms correctly in arguments and writing.

CS11: Understanding how negative words, suffixes, and prefixes affect sentences.

Memorize word meanings and their opposites when suffixes, prefixes are used.

Describe similarities between word meanings that use the same suffixes, prefixes. (Categorize!)

Change meanings in assigned sentences by adding negative terms, suffixes, prefixes.

CS12: Understanding complex sentences

Define new or complex terms, identify nouns, verbs, adjectives and adverbs in a sentence.

Break sentences down into component parts. Put these parts or phrases into own words.

Rephrase complex sentences in own words

CS13: Recognizing connections between ideas in a sentence

Define key words and concepts using a source other than the teacher (dictionary, glossary, etc.)

Identify the main idea in sentences Explain the connection between main ideas in own words

CS14: Recognizing words that signal contrasting ideas in a sentence

Identify words that signal contrasting ideas such as “while,” “however,” etc.

Rephrase and rewrite sentences that include contrasting ideas, utilizing different contrast words

Write sentences (or essays) that have contrasting ideas, utilizing appropriate contrast words

CS15: Recognizing a definition when it is presented in a sentence *Lesson Plans

Identify definitions found in reading selections or textbook

Rephrase and rewrite sentence that include definitions

Write sentences that include definitions, but that are not specifically definition.

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CS16: Understanding sentences that deal with abstract ideas

Distinguish between concrete and abstract vocabulary.

Explain abstract ideas in own words Develop examples that illustrate abstract ideas, such as simile, metaphor, and symbolic language.

CS17: Understanding and using a word in an unusual context

Identify words which seem inconsistent with tone or purpose of a reading passage.

Give parallel examples of the symbolic term’s meaning in another context.

Use comparative illustrative language and phrases in writing and discussion.

CS18: Choosing a correct answer based on the meaning of the entire sentence

Distinguish between different types of reading and writing: factual vs. creative vs. interpretive vs. persuasive, etc.

Identify the point of an author’s writing sample.

Rephrase reading passages and written statements into own words.

CS19: Understanding sentences that deal with scientific ideas

Memorize scientific vocabulary. Use scientific terms in speech and writing.

Explain scientific theories and conclusions in students’ own words.

CS20: Organizing and managing information to solve multistep problems

Organize information into graphic organizers provided by the teacher. Identify key directive words and their corresponding graphic organizer.

Students create their own organizers to match the question and its sub-questions.

Categorize the information and arrange it into a sequential presentation building to a conclusion.

CS21: Being precise and clear in your writing

Understand the basic principles of grammar (subject and verbs). Use vocabulary in correct context.

Write sentences with relevant vocabulary and an economy of words.

Express thoughts in coherent, factual sentences that build upon and support each other.

CS22: Following conventions of writing

Understand the basic principles of grammar and paragraphing by outlining reading passages.

Create outlines for students’ own writing.

Internalize the core structure (thesis statement, supporting paragraphs, and a conclusion)—display understanding through organized writing.

CS23: Recognizing logical connections within sentences and passages *Lesson Plans

Explain and summarize an author’s point in a paragraph, passage, or statement based on language, structure and the reader’s content knowledge.

Make predictions about what succeeding sections of a passage will contain given previous points and ideas in earlier statements and phrases in the passage.

Write with a consistent point using non-conflicting pieces of evidence.

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SKILLS ARTICULATION FOR GRADE 10 SOCIAL SCIENCE

Part III: Lesson Plans and Ideas

102

Mughal Empire

Time of year: September/October Length of lesson: 45 min. with map, 20 min. without map Social Science Skill #4: The students will be able to identify and compare political boundaries with historical predecessors by committing to memory the current political boundaries of relevant world regions. With each unit, commit to memory the historical boundaries of global regions. SOL Objective(s): The student will demonstrate knowledge of the status and impact of global trade on regional civilizations of the world after 1500 CE by describing India, including the Mughal Empire and coastal trade.

Essential Question(s): • What were the social, economic, and political contributions of the Mughal emperors of

India? • How did the Mughal Empire trade with European nations? What was the scope and

volume of that trade? How did traders get back and forth between the regions? Materials: • Map of India and colored pencils (created by teacher) * • Mughal Empires reading guide (SOL coach book)** • Highlighters • The Story of the Taj Mahal reading (Profiles in History Enrichment Activities: World History: People

and Nations – Holt, Rinehart and Winston)*** • CNN’s Millennium VT**** Procedures: 1. Hand out the map of India and have students complete. (This can be given out the night

before as a homework assignment, or depending on the class – such as a basic class - start the lesson with this.)

2. Review religion – India as a predominantly Hindu nation; the rise of the Muslim Empire. 3. Show the Mughal Empire VT clip to introduce how the Mughal Empire took over India. (@

8 min). 4. Hand out The Mughal Empire reading guide and highlighters, if students don’t have their

own. Read the reading guide aloud together as a class and discuss. 5. Break students into pairs. Have them find 5 important contributions or influences from the

Mughal Empire. 6. Have each pair list their answers on the board. Discuss. 7. Hand out the Taj Mahal reading and read as a class.

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Assessment: Map of India (if given for homework) * This map worksheet is attached to the end of this lesson plan. ** The SOL coach book can be ordered by Social Science Departments. ***This was extra from a textbook adoption. It can be ordered from Holt. ****This is my own video series, but if the library has extra $, they can order it, we did.

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Map of India Name______________________ Date____________Block______ Directions: Using pages 322 and A18 in the text, draw a freehand map of India using the space provided below. Be sure to color the map and label the following: Bodies of Water Cities Miscellaneous Arabian Sea Delhi Sri Lanka (Ceylon) Indian Ocean Bombay Himalayas Bay of Bengal Hindu Kush Mts. Ganges River Nepal Indus River Pakistan

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The Russian Revolution Time of year: February/March Length of lesson: 1 – 1 ½ blocks Social Science Skill #4: The students will be able to identify and compare political boundaries with historical predecessors by drawing analytical comparisons between political boundaries, historical regions, and their current configurations. SOL Objective(s): Students will be able to demonstrate knowledge of the worldwide impact of World War I by citing causes and consequences of the Russian Revolution. Materials: Map of Russia during WWI (This can be found online or from any map workbook) Map of Europe after WWI (This can be found online or from any map workbook) Vladimir Lenin: Russian Revolutionary reading (McDougal-Little Historymakers resource book) Nicholas and Alexandra video or History’s Turning Points: Volume 12, The Russian Revolution (School library – Ambrose Video Publishing) Highlighters Procedures: 1. Hand out map of Russia during WWI and have students complete. (This can be given out the night

before as a homework assignment, or depending on the class – such as a basic class – start the lesson with this.)

2. Discuss how the internal events of the Russian Revolution will force Russia to pull out of the war. This will have an impact on Europe in terms of new countries being formed (Remind students of our learning objective). Go over the map of Russia during WWI.

3. Review the problems Russia was having during WWI (not enough equipment for the soldiers, grievances of Russian workers and peasants, the division between the classes, the obliviousness of the czar concerning Russia’s problems, etc.)

4. Watch clip from Nicholas and Alexandra about the czar’s lavish lifestyle and the workers’ conditions in the factories…leads to protest and “Bloody Sunday.” (@ :10 for czar, :10 for peasants)

5. Give notes on causes leading up to the Russian Revolution (Czar Nicholas, Bloody Sunday, Rasputin, and the March Revolution)

6. Pass out the Vladimir Lenin: Russian Revolutionary reading and read with class – can “bump” around the room. Have students underline or highlight the important passages.

7. Have students get into pairs and list main ideas of communism and brainstorm answers to the question, “What is there about the Bolshevik program and campaign that would have been attractive to the Russian people?”

8. Have one person from each pair list a couple of their ideas on the board and discuss.

106

9. Show clip from Nicholas and Alexandra where the family is under house arrest and then executed. (@ :20)

10. Refer back to the reading and discuss the last two paragraphs dealing with the Treaty of Brest-Litovsk and how the borders of Russia and Eastern Europe changed.

11. Hand out map of Europe after WWI. Have students label (can do this for homework). Compare the two maps. If this is an AP or honors class, the class can write an essay on the political boundary changes that occurred in Europe due to the Russian Revolution.

Assessment: Maps Essay

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The Berlin Airlift Time of year: April/May Length of lesson: ½ block Social Science Skill #4: The students will be able to identify and compare political boundaries with historical predecessors by identifying the historical changes that create new political boundaries and evaluating the impact of the boundary changes. SOL Objective(s): Students will be able to demonstrate knowledge of major events and outcomes of the Cold War. (SOL WHII1.12a). Materials: The Century: the 40’s videotape (produced ABC and the History Channel) The Berlin Airlift, 1948-1949 overhead (McDougal Littell resource packet) The Berlin Airlift reading (Holt, Rinehart and Winston: Profiles in History) Powerpoint of pictures of the Berlin Airlift (internet) Procedures: 1. Review from previous class the causes of the Cold War and the Iron Curtain. 2. Discuss the division of Germany and Berlin (be sure to mention how Berlin was located in East

Germany) between the USSR, France, England, and the US, and how France, England, and the US joined their sectors. This joining of the sectors infuriated the USSR. There now becomes an obvious division of East and West Germany and East and West Berlin.

3. Out of fear of a strong Germany with the joining of the Allied sectors and another invasion, the USSR blockaded the Allied sectors. Truman quickly responded with the Berlin Airlift. Put up The Berlin Airlift, 1948-1949 overhead to show placement geography of the airlift.

4. Show The Century clip (6 min) on the Berlin Airlift. 5. Pass out The Berlin Airlift reading. Have students answer the ”Interpreting Ideas, Evaluating Ideas,

and Forming an Opinion” questions. Discuss. Assessment: Provide students with two maps: one outline map of Europe in 1944, and one in 1948. Have them write paragraph answers to the following questions:

1. Pick any two differences between the 1944 map and 1948 map. Explain why those two differences appear on the post-war map.

2. Make 2 predictions about what those changes might cause. What could happen in Germany/Europe because of these changes?

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Lesson Plan for: WH3: Recognizing universal commonalities without erasing cultural uniqueness. Identify environmental and historical determinants of culture. List reasons for why some cultures have similar characteristics or features. Time frame in school year: September Amount of time: 60-90 minutes Lesson Objective: Students will be able to…

Inductively reason and hypothesize current characteristics of a particular culture based on the culture’s geographic and historical background.

Analyze cause and effect relationships by connecting geographic features with their potential effects on a society.

Support any claim with appropriate historical or geographic evidence. Compare and contrast their conclusions to those of a peer group given the same geographic and

historical background. Persuasively present their work and findings with proper communication and presentation skills.

Text/Materials Used:

Hypothetical or real geographic and historical background information on four or more cultures/areas. Use National Geographic World Geography books (green sets in every school) or desk and wall maps in classrooms.

Potentially a computer lab for creation of power point presentations Procedures/Activities:

Explain to the students that they are real estate developers. Their current job is to solicit investors for a rehabilitation project of a specific plot of land. (Choose one from history or make up your own). They must convince the investors to invest their money by showing—with evidence--what this plot could develop into in 50-100 years. The development team members must cite historical and geographic evidence for their reasoning.

The students are to work in cooperative groups. Each “development team” is to be given information on a particular region’s geographic features (water sources, mountains, mineral deposits and other natural resources, mountains, deserts and any other pertinent topographic information) and historical factors (level of technology, whether they have been conquered or conquerors, economic activities, etc…).

o Two groups should have the same historical and geographic information, as this can further drive home the concept of simultaneous cultural uniqueness and underlying similarities. (See the follow up lesson for rationale)

In their groups the students will take the information and project how this society will grow based upon the given historical and geographic information. They should frame their work around questions such as:

o What type of society could you build here? Why? Political structure: who holds the power, organization Social structure: social classes (based on what?), gender roles Economic structure: how is wealth defined, economic activities Religion: main beliefs, presence in daily life, rituals, traditions Technology: level of development, function, transportation Intellectual: art, writing, communication

Once in their groups the students should choose roles: o Team Lead: in charge of managing the team, ensuring productivity and a co-author of the written

portion of the presentation o Creative Director: in charge of visual structure and artistic concept of presentation as well as

incorporation of content

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o Human Resources: in charge of actually presenting the group’s rehabilitation strategy--including creating the “development materials” for the investors

o Principal Research Manager: in charge of the logical sequencing of the presentation and co-author of the written portion of the presentation.

Summary: The students will work in groups to analyze geographic and historical data about a region to hypothesize how this area will be structured politically, economically, socially and so on in the future. The students will act as “Developers” and create a presentation on their given region to potential “investors.” After the student presentations, the teacher should give a short presentation of the real geographic/historical context the class is currently studying or about to study. There should be class discussions and maybe reaction paragraphs written about how their predictions for their plots of land mirror or contradict the real historical situation presented by the teacher. Evaluation/Assessment: This lesson will be assessed through the students’ presentations. The presentations need to include a visual element (power point or poster) as well as handouts to be given to the potential “investors.” The handouts need to include why the development team has made these projections. Assessment can also be done through a reading of the student paragraphs on their “predictions” and the real development of a historical society. Follow-Up Assignment: (Depending on the skill development of the class and the time available). Combine the two groups that had the same background information and have the students compare and contrast their presentations. The students should discuss why two groups given the same information arrived at both similar and different conclusions about their societies and hypotheses for that society’s growth.

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Lesson Plan for: WH3: Recognizing universal commonalities without erasing cultural uniqueness: Understanding the underlying causes for similarities and differences among societies and cultures. Time frame in school year: January Amount of time: 60 minutes Lesson Objective: Students will be able to…

Comprehend and summarize textual readings Visually represent the meaning of the word “nationalism” Organize and categorize historical information Compare and contrast Italian and German unification


McDougal Littell Modern World History Chapter 8 Section 3 German and Italian unification student handouts and completed overhead

Procedures/Activities:

Begin class having the students create a pictograph for the word nationalism – meaning the students write the word nationalism in a manner that its meaning is evident. For example the students could capitalize “nation” in nationalism and create a flag on the l.

Explain/discuss the connection between feelings of nationalism and the desire for self-determination/independence.

Distribute the student handouts and have the students use their text pages 235-238 to complete the handout. (This can be done individually or in pairs)

Using the overhead of the completed handout discuss German and Italian unification. Have the students look at the maps on page 235 and 237 while you discuss. Teacher and students should address the following question(s) together: 1. Why were the countries we know as Italy and Germany today not unified in the early 1800s? 2. What cultural similarity had prevented them from becoming unified as nation-states during the early part of the 19th Century?

Bring two to four students together and have them analyze the data on unification and each list 5 differences and similarities between German and Italian unification.

On the board have the students record the similarities and differences. Do not let students repeat characteristics. Have students in pairs explain why the similarities and differences occur and then come back together as a class to share.

Summary: Students will take notes on German and Italian unification and solidify their knowledge of these historical events through a comparison of the two unification processes. Evaluation/Assessment: Give each pair an opportunity to participate during the discussion portion to assess comprehension. Collect one list from each group of similarities and differences. Evaluate responses during the class activity explaining why there are similarities and differences. For example, if both countries used war as a unifying agent, discuss why they used this method; analyze the effectiveness of war as a method; connect the use of war to encouraging nationalism. Follow-Up Assignment: During study of the interwar period, again compare Germany and Italy – this time in terms of Hitler and the Nazis vs. Mussolini and the Fascists.

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ITALY GERMANY Situation Before Unification

Leaders (with dates and position)

1) 1848: Mazzini created Young Italy 2) 3)

1) 1861: Wilhelm I – king of Prussia 2)

Methods (for achieving unification)

1) Mazzini and Young Italy: focused on youth (under 40) and led revolts 2) 3)

1) 2)

Results 1) Mazzini inspired others, led Republican government in Rome 2) 3)

1) 2)

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ITALY GERMANY Situation Before Unification

Italy divided into 4 parts: *Northern Italy ruled by Austria *Southern Italy ruled by France (Kingdom of Two Sicilies) *Papal States *Piedmont-Sardinia

German Confederation of 39 states led by the Empire of Austria-Hungary and Prussia (strongest) 1848: unsuccessful revolutions (as did Italy)

Leaders (with dates and position)

1) 1848: Mazzini created Young Italy 2)1852: Cavour led Piedmont-Sardinia 3)1860: Garibaldi led Southern Italian nationalists known as the Red Shirts

1) 1861: Wilhelm I – King of Prussia 2)1862: Otto von Bismarck - Prime Minister of Prussia who led unification effort

Methods (for achieving unification)

1) Mazzini and Young Italy: focused on youth (under 40) and led revolts 2)Cavour used diplomacy, alliances (one with France against Austria and helped Garibaldi in the Southern Italy), and war (against Austria) 3)Garibaldi and the Red Shirts used war

1)Wilhelm I strengthened military and chose Bismarck to be Prime Minister 2) Bismarck used realpolitik (“any means necessary”) to unite Germany. a. allied with Austria to defeat Dutch b. intentionally started the 7 Weeks War with Austria to gain control of Northern Germany c. intentionally started another war with France (Franco-Prussian War) to unite all areas of Germany in common enemy (use of nationalism)

Results 1) Mazzini inspired others, led Republican government in Rome (but his 1848 revolts largely unsuccessful) 2)Cavour’s first goal was to strengthen Piedmont-Sardinia and in the process he ended up unifying Italy! 3) Garibaldi successfully united Southern Italy and agreed to unite Southern Italy with Cavour’s Northern Italy. Mixed Results: Italy unified, but suffered socially, politically and economically

1) Wilhelm I obviously chose the right man to unify! 2) Bismarck’s policies were successful: a. defeated Dutch and split land with Austria b. Beat Austria to claim all of Dutch land and Northern Germany – thus uniting E, W, and N Germany c. Beat France to inspire Southern Germany to join E,W, and N Germany. TOTAL Success: One of the great European powers (along with Great Britain) thus, defeat Congress of Vienna’s plan of balancing power!

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Lesson Plan for: WH3: Recognizing universal commonalities without erasing cultural uniqueness. Give reasons for why cultures that have commonalities developed differently. Time frame in school year: June Amount of time: 90 – 120 minutes Lesson Objective: Students will be able to…

Summarize the impact of imperialism on the African continent Identify unique characteristics of African nations and the causal agents behind that uniqueness Assess reasons for the differences among Kenyan, Algerian, Congolese, South African, and Ghanaian

independence Analyze similarities among aforementioned newly independent African nations


McDougal Littell Modern World History Chapter 18 Section 3 and Chapter 19 Section 2 Internet Computer lab

Procedures/Activities:

Students are present day investigative reporters with an assignment of global significance. They are to research an African nation’s struggle for independence after domination by imperialist countries using their text as the foundation and the internet for additional information. As a class and under teacher direction, students should fill in a matrix of comparison on the African nations listed in this lesson. They should list characteristics of all 5 nations under the categories of “colonial history,” “music, art, religion,” “political/economic organization,” and “social structure.”

o They must then write an article including the following: An outline of the nation’s path to independence An identification of the nation’s unique cultural qualities An explanation for why this uniqueness persisted despite foreign oppression/influence

Compile all of the articles together to create a class newspaper on African independence and culture. Students are to individually read the newspaper and write a letter to the editor discussing how nations

with a common background of imperialism developed differently and uniquely. These letters to the editor will also be compiled and added to the newspaper.

Summary: Students will write an article explaining the unique features of their African nation and the route their nation took to gain independence to create a whole class newspaper. Students will then read the class newspaper and individually write a letter to the editor explaining how nations with a common background of imperialism developed differently and uniquely. Evaluation/Assessment: Newspaper articles as essay, short answer quiz for whole class on contents of entire newspaper. Follow-Up Assignment: Students will write a free-write on the concept of a global society. The following prompts will be used: How can a society be both global and individual? What are global values and traditions? How can you retain your national uniqueness and share in the global society? What are values/traditions/customs unique only to your culture?

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Lesson Plan for: CS7: Understand difference between primary and secondary sources. Time frame in school year: September (first day of school) Amount of Time: 60-90 minutes Lesson Objective Students Will Be Able To:

Create primary sources relating to their own lives. Investigate and analyze historical evidence. Comprehend the difference between primary and secondary sources. Discuss the benefits and limitations of primary and secondary sources.


1. Information from the Library of Congress’ “What are Primary Sources?” available at: http://memory.loc.gov/learn/lessons/psources/source.html

2. Student Activity and Evidence Worksheet 3. Analyzing Evidence Worksheet

Procedures:

1. On the Activity and Evidence Worksheet, instruct students to brainstorm a list of significant activities and events from their lives. As they brainstorm the list, ask students to also think about the evidence they might leave behind from that activity (for example, if they enjoy basketball, they might leave behind a ball or a net).

2. Students should then assemble 5-7 pieces of evidence that they feel represents their beliefs, motivations, interests, or ideas. Explain to students that they are to imagine a horrible catastrophe has struck the earth and this evidence will be the only evidence of their existence. This assignment may be completed for homework.

3. The next day, students should exchange their evidence with another member of the class. Students should independently complete the Analyzing Evidence worksheet.

4. Ask students to introduce their partner to the class by reading the biography completed on the Analyzing Evidence worksheet. Ask students to correct any incorrect information shared by their partner.

5. Using the activity as a springboard, introduce students to the idea of primary and secondary sources. Focus questions might include:

Give an example of a primary source you encountered during this activity. How did you guess what the meaning of the primary source might be? Did the secondary or primary sources prove to be more reliable? Were there any advantages to the secondary sources?

Summary: This lesson could be used as an icebreaker activity on the first day of school. The purpose of the activity is to let students see how easily the meanings of primary sources can be distorted when others have the opportunity to interpret their meanings. Evaluation/Assessment: The quality of the evidence submitted by students, along with the Analyzing Evidence worksheet. Follow-Up Assignment: As a review, ask students to create evidence for a historical figure from the Renaissance. Students should construct the evidence and include it as part of a Renaissance time capsule. As a class, “excavate” the time capsule and attempt to identify the historical figure that would have left the evidence behind, categorize the important figures, and ascertain the significance of each artifact.

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Activities and Evidence Directions: In the column labeled “An activity I enjoy is…,” list 7-10 activities you enjoy or important events in your life. In the column labeled “The evidence for this is…,” list evidence that proves you enjoy the activity or remember the event.

An activity I enjoy is… The evidence for this is…

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Thinking About Historical Evidence

• Did you create any records of your activities (a diary, notes to yourself, a letter to a friend or relative, an e-mail message, a telephone message)?

• Would traces of your activities appear in records someone else created (a friend's diary, notes, or calendar entry; a letter or e-mail from a friend or relative)?

• Would traces of your activities appear in school records? in business records (did you write a check or use a charge card)? in the school or local newspaper? in government records (did you get your driver's license or go to traffic court)?

• Would anyone be able to offer testimony (or oral history) about your activities (who and why)?

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Analyzing Evidence

Directions: Attempt to answer the following questions for each of the pieces of evidence you received. Think about the creator’s purpose and motivations for each object. Object: Who created the

source and why? Was it created

through a spur-of-the-moment act, a routine

transaction, or a thoughtful, deliberate

process?

Was the creator a neutral party, or did

the creator have opinions or interests

that might have influenced what was

recorded?

Was the source meant to be public or

private? Did the recorder have

reasons to be honest or dishonest?

Was the evidence created during the event, immediately after the event, or after some lapse of time? How large a lapse of time?

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Given the evidence left behind by this person, what kind of person was he/she? In the space below, write this person’s biography. Where were they from? What were his/her interests? What were the significant events in his/her life? Why did those events matter? Write at least 5 sentences in the space below. __________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

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Lesson Plan for: CS7: Understand bias and reasons for author bias Time frame in school year: late January-early February Amount of time: 1 ½-2 blocks Lesson objectives: Student will be able to:

Identify important features of the Industrial Revolution Understand bias and reasons for author bias Evaluate and analyze evidence of author bias

Text/Materials Used: Various websites centered on the Industrial Revolution, especially http://www.spartacus.schoolnet.co.uk/Textiles.htm, Memories of Industrialization handout, Pictures from the Industrial Revolution, scissors, glue, construction paper, etc. Procedures/Activities

1. Students should already have some familiarity with the causes of the Industrial Revolution and the changes in society produced by the event. Give each student a copy of the Memories of Industrialization handout and one picture from the Industrial Revolution.

2. Tell students that this picture is to be their inspiration. They are living the life in the picture. Using evidence gathered from texts or from the internet, students are to create a scrapbook of the Industrial Revolution from the perspective of the person or people in their picture. Each scrapbook must contain four pages: size of cities, living conditions, working condition, and emerging social classes.

3. Discuss with students the idea of perspective and bias. How might a wealthy industrialist have a different view of the industrial revolution than textile worker? What different types of evidence might they leave behind to display their opinions?

4. Give students time to research the Industrial Revolution in the library or computer lab. Provide students with a list of helpful links to guide their research.

5. Give students time to assemble their scrapbooks. Encourage students to write newspaper articles that might have appeared at the time, or a journal or diary entry the person in the picture might have written.

Summary This activity encourages students to see that different groups of people can interpret similar events in a multitude of different ways. The activity also allows students to express their creativity through an interactive activity. Evaluation/Assessment: Each scrapbook should contain four pages, each exploring a different facet of the Industrial Revolution. Students should also remain faithful to the depiction of the Industrial Revolution in their assigned pictures. Historical evidence and data should be apparent throughout the scrapbook. Follow-Up Assignment: Ask students to go through their scrapbooks and choose one piece of evidence on each page that they consider the most biased. Ask students to write down the evidence and a short sentence about why they feel the evidence is biased in some way. Students could also hypothesize about less biased evidence that could have been used in place of their original evidence.

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Assignment Your group will be assigned a picture meant to represent an aspect of your life during the Industrial Revolution. Over the next two days, you are to assemble a scrapbook from the

perspective of your picture depicting the person’s experiences during the Industrial Revolution. You will have two days in the

computer lab to complete this assignment. Assignment Specifics Each scrapbook will feature four pages. The four pages will be titled: Size of cities, living conditions, working conditions, and emerging social classes. Below is a chart detailing some the characteristics each page should feature. Effects of Industrialization Size of Cities • Growth of factories, bringing job seekers to cities

• Urban areas doubling, tripling, or quadrupling in size. • Factories developing near sources of energy. • Many new industrial cities specializing in certain industries.

Living Conditions • No sanitary codes or building controls. • Lack of adequate housing, education, and police protection. • Lack of running water and indoor plumbing. • Frequent epidemics sweeping through slums. • Eventually, better housing, healthier diets, and cheaper clothing.

Working Conditions • Industrialization creating new jobs for workers. • Workers trying to keep pace with machines. • Factories dirty and unsanitary. • Workers running dangerous machines for long hours in unsafe

conditions. • Harsh and severe factory discipline. • Eventually, higher wages, shorter hours, and better working

conditions.

Emerging Social Classes • Growing middle class of factory workers, shippers, and merchants. • Upper class of landowners and aristocrats resentful of rich middle

class. • Lower middle class of factory overseers and skilled workers. • Workers overworked and underpaid. • In general, a rising standard of living with some groups excluded.

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Keep in mind that different people will interpret events differently. For example, if you have a picture of wealth gained through the Industrial Revolution, your scrapbook will probably emphasize the new opportunities of the Industrial Revolution (inventions, cheaper prices). If you are someone who suffered because of the Industrial Revolution, your scrapbook will emphasize the drawbacks to industrialization (disease, injury, low pay, long hours). Ideas You will be provided with a list of Internet sites that will help you find information for this project. Remember, you’re creating a scrapbook, therefore, much of what you present will be depicted visually—look for pictures or create your own pictures if necessary. You also need to rely on primary sources. Use the sources to create letters, journals, newspaper articles, &c. List other ideas below:

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Lesson plan for: Make summative statements assessing authors’ views: CS7 Time frame in school year: Early May Amount of time: 1 ½ to 2 blocks Lesson Objective:

Identify various points of view in the Cold War. Compare and contrast the perspectives of various Cold War leaders Compose summative statements assessing the views of Cold War leaders

Text/Materials Used: Modern World History: Patterns of Interaction Chapters 17 and 19, Cold War People worksheet, Cold War Yearbook instructions, access to Microsoft Word or Microsoft Publisher. Procedures/Activities:

1. Introduce students to basic ideas concerning the Cold War. 2. Using chapters 17 and 19 in Modern World History, students should complete the Cold War

People chart, filling in the country, important cold war events, and significance. 3. Give each student a copy of the yearbook directions and assign students one of the cold war

people to research further. 4. Give students time in the computer lab to complete their yearbook page for their persons under

study. Ask each student to print out his/her page once you have verified that it contains all of the elements.

5. Arrange student desks in a circle. Give each student his/her yearbook page. Instruct students that they will now sign each other’s yearbook pages. In order to complete this phase of the project, students must be aware of their person’s beliefs, ideas, motivations, and point of view on major cold war events. Ask students to exchange yearbook pages. From the perspective of their historical figure, students should sign each yearbook with a message that displays the conflict or consensus that the two historical figures would have had.

6. Collect all yearbook pages and make one copy of each for each student. Summary: This assignment forces students to understand multiple points of view on major events from the Cold War. Signing the yearbook requires students to be extremely familiar with their historical figure and to summarize how his ideas fit with another historical actor that may be from another era or belief system. Evaluation/Assessment: Assessment should be based on the quality of the yearbook page and the depth of historical knowledge displayed in the signatures on the page. All information on each yearbook page should remain faithful to the historical experiences of the Cold War leaders. Follow Up Assignment: In addition to looking at the Cold War through the eyes of the individual leaders, ask students to work together to create a page for countries affected by the Cold War. These pages could serve as the “clubs” in the yearbook. Appropriate countries to include might consist of the United States, the Soviet Union, Eastern Europe, Cuba, China, Vietnam, etc. Each group would tell its version of the Cold War from the perspective of the assigned country.

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The Cold War Directions: For each of the following people, find their country, important cold war events in which they were involved, and long term significance.

Harry S. Truman Country: Important Cold War Events: Significance:

George Marshall Country: Important Cold War Events: Significance:

Douglas MacArthur Country: Important Cold War Events: Significance:

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Dwight Eisenhower Country: Important Cold War Events: Significance:

Chiang Kai-Shek Country: Important Cold War Events: Significance:

Mao Zedong Country: Important Cold War Events: Significance:

Ho Chi Minh Country: Important Cold War Events: Significance:

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Kim Il-Sung Country: Important Cold War Events: Significance:

John F. Kennedy Country: Important Cold War Events: Significance:

Nikita Khrushchev Country: Important Cold War Events: Significance:

Fidel Castro Country: Important Cold War Events: Significance:

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Ronald Reagan Country: Important Cold War Events: Significance:

Mikhail Gorbachev Country: Important Cold War Events: Significance:

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Preserve your place in history with a page in the yearbook. Each page features the following:

Your name Your picture Hometown Nickname Activities Superlatives Favorite quotes Last will and testament

Cherish the memories of your

Nuclear Threats forever!!

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Lesson plan for The Renaissance: CS15 Time Frame: Early September Amount of time: 30 minutes Objective: The student will be able to identify definitions found in reading selections or textbook. This will be a useful part of developing overall textbook reading strategies. Materials: Textbook (Modern World History: Patterns of Interaction) Procedures:

1) Explain how texts often include new vocabulary, and in order to help the flow of the writing, authors will include definitions in the text. It should be stressed here that authors often do not explicitly state that they are providing a definition for a term as they have used it. The teacher should pick out 4 or 5 examples of text which show how authors subtly define terms, and explain these examples to the whole class. Then, the teacher should give students a passage containing 2 or 3 subtle definitions, and ask them in pairs to write down these examples.

2) Again, teachers should note that definitions generally immediately precede or follow a vocabulary word, but are not always written out as an actual definition.

3) Have students go to Chapter 1, Section 1 in the textbook (can be done with any section). 4) Have students preview the vocabulary list for the section at the top of the page, and tell

them that these lists are good clues to use if they want to find out which terms the author will likely be defining in the text they are about to read.

5) Have them read the section, copying down any sentences that include subtle definitions 6) Have them underline the definitions 7) Review these sentences with them, asking them for their understandings through discussion

Summary: By the conclusion of this exercise students should be able to explain why definitions are included in sentences, and be able to identify these definitions when they appear. Evaluation/Assessment: Collect the list of sentences and check for accuracy. Follow-up assignment: Assign this as a regular activity throughout the year, e.g. during the Reformation unit (and possibly others). Give students reading selections that include definitions and have them underline the definitions that appear in the selection for January and June activities.

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Lesson plan for French Revolution: CS15 Time Frame: January Amount of time: 30 minutes Objective: The student will be able to rephrase and rewrite sentences that include definitions. Materials: Brief outline of the stages of the French Revolution that includes several sentences with incorporated definitions. Procedures:

1) Explain that understanding involves internalizing information and being able to reformulate it in your own words.

2) Give an example of paraphrasing. 3) Review with students the skills of identifying definitions found in sentences. 4) Give students a selection to read about the French Revolution. 5) Have students underline definitions that appear in the text. 6) Have students rephrase and write out the sentences that include definitions. They can do

this in pairs. Ask them to use two of the new words they have learned in these sentences to define the word subtly, as part of their own, new descriptive text. Example of explicit definition in a text they might see: “ ‘Opportunity Cost’ refers to a situation where a consumer has to give up spending money on one thing in order to acquire another—thus giving up an opportunity to consume.” Example of subtle definition after they rephrase it: “My dad said that if I wanted to go to California for the summer, I would not be getting a new skateboard. So, my opportunity cost for California was missing out on the new wheels.”

Summary: Students will identify definitions that appear in sentences and be able to rephrase them in their own words. Evaluation/Assessment: Collect work and assess. Follow-up assignment: Incorporate this activity on future tests, June activity

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Lesson plan for the modern world (post SOL current events unit): CS15 Time Frame: June Amount of time: 30 minutes Objective: The student will be able to write sentences that include definitions, but that are not specifically definitions. These should include terms that the students have not seen before. Materials: Word list for current events (Ethnic cleansing, genocide, protectionism, trade deficit, fundamentalism, etc.). These can be modified as needed. Procedures: For each word, have students write one paragraph that includes a defining sentence and accurately relates it to world affairs. Summary: Students will share paragraphs with the class to demonstrate different ways that definitions can be presented within text. Evaluation/Assessment: Teacher will either grade oral presentations of paragraphs or collect paragraphs for grading. Follow-up assignment: Include a similar assignment as an essay on the final exam.

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Lesson Plan for : CS23 Recognizing logical connections within sentences and passages.

Explain and summarize an author’s point in a paragraph, passage, or statement based on language, structure and the reader’s content knowledge.

Time frame in school year: September Amount of time: 30 minutes Lesson Objective: SWBAT…

• Evaluate evidence in primary sources for its veracity, bias, and/or origin. • Summarize, in his/her own words, an author’s point in a paragraph


1. World History Unfolding: A MindSparks DBQ and Essay Writing Program World History: 1500 to the Present Lesson One: “Evaluating Evidence and Primary Sources”

2. The AP Vertical Teams: Guide for Social Studies “Improving Student comprehension: Primary Sources” (pages 15-47 explain the APPARTS strategy and page 211 provides the APPARTS worksheet)

Procedures/Activities: The essay-writing program from MindSparks and the AP Vertical Teams Guide hand-out are in every Social Science Department. There are detailed instructions in those books. Summary: This lesson’s intent is to have students read text using critical thinking skills, and to have them develop the “habits of mind” which try to place an author and his/her writing into a historical context. Evaluation/Assessment: On your next quiz/test, use a primary source document(s) and have students assess the reliability of the document or analyze the document using the APPARTS method. Follow-Up Assignment: For homework or “processing out,” find a primary source for today (21st century) and have students assess its reliability—perhaps using the History Alive “skill builder” technique in pairs.

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Make predictions about what succeeding sections of a passage will contain given previous points and ideas in earlier statements and phrases in the passage.

Time frame in school year: December Amount of time: 30 minutes Lesson Objective: SWBAT…

• List clues in vocabulary, tone, or background of the author which may reveal the point of view of an author

• Make hypothoses about what an author will conclude after reading just the first 1-2 paragraphs in a passage


1. World History Unfolding: A MindSparks DBQ and Essay Writing Program World History: 1500 to the Present Lesson Five: “Outlining and Planning Essay Structure”

Procedures/Activities: 1. Distribute document 5 on p. 81 and document 10 on p. 82 to the students. 2. Carry out a “think, pair, share” activity on these two documents, the operative question for them being: After you read ONLY the first sentence from these passages, write down what YOU think the author is going to advocate by the time he/she finishes this passage. 3. The pairs share their ideas together, then ask 4 or 5 students to write their hypothoses on the chalkboard or overhead. 4. Call on those students who wrote their answers on the board to list what clues in the heading or first sentence allowed them to make their hypothesis about what the author was going to advocate. 5. After discussion and listing on the board of “clues” students used, ask them to return to their partner. 6. Now, ask them to come up with ANOTHER hypothesis that could also have been valid given the evidence they listed for each passage. Debrief this activity in discussion. 7. Finally, ask them to consider an issue they feel strongly about, and write an opening sentence to a paragraph where they would express their views on this topic. They are to write ONLY one sentence. 8. When they’ve written their sentence, they should share it with their partner and ask the partner if he/she can identify the position they would espouse on that issue.

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Summary: This lessons intent is to activate a student’s critical thinking by showing them that authors write for a reason, and that there is usually a point an author cares about making in his/her writing. Evaluation/Assessment: For homework, give students a prompt they would likely have an opinion for, such as, “Student Dress Codes.” Their assignment is to write their OPENING SENTENCE only in response to this prompt. This can form the basis of a bell-ringer/paired activity for next class. OR, on your next quiz/test, provide students with an essay topic and documents. Have your students create an outline/graphic organizer of the essay, or provide the first half of a primary source and have the students predict the author’s next arguments based on the given reading.

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Write with a consistent point using non-conflicting pieces of evidence. Time frame in school year: April Amount of time: 30 minutes Lesson Objective: SWBAT…

• Maintain a consistent point throughout a written statement • Provide supportive evidence which supports a point in a written statement


1. World History Unfolding: A MindSparks DBQ and Essay Writing Program World History: 1500 to the Present Lesson Seven: “Writing and Linking Supporting Paragraphs” p. 99

Procedures/Activities: Use the directions on p. 99 of the MindSparks book. Summary: This lessons intent is to develop students’ awareness, comprehension, and use of transitional phrases, and to see those phrases as integral parts of an expressive written statement. Evaluation/Assessment: On your next quiz/test, include an essay that asks students to digest 2-3 documents/sources and draw conceptual links between them. Documents such as those used in the previous lesson, on the Russian and French Revolutions, could be useful for this exercise. Check for consistent, non-conflicting arguments and supportive evidence in their writing. Follow-Up Assignment: For homework or “processing out,” ask students to find and provide two documents that support a belief they have. Then have them write an extended constructed response (more than one paragraph; not necessarily a five paragraph essay) explaining their opinion using non-conflicting pieces of evidence. This could be done in class with week-old newspapers from the library—especially the editorial or news analysis pages.

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