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INTRODUCTION
The New York State Social Studies Program requires that our students cover a great body of material in the
course of one year. For example, in grades 7 and 8, our students focus on a chronologically organized study of United
States and New York State history. In the 10th and 11th grades, our students must travel to many different areas of
the world and be aware of the historical, geographical, political, economic and sociological concerns of these
regions. In both the 9th and 11th grade, our students will study the Constitution in depth, as well as examine
America's history and development and the current issues of the nation. Therefore, the onus falls on the
instructor to see that the year's work is completed before the students move on to the next class and the next
teacher.
How can the teacher ensure depth of coverage of the curriculum? We offer the following suggestions to help
you plan the year's work:
1.Spend some time studying the curriculum map for the course you are responsible for teaching.
2.Obtain a copy of the school calendar for the year so that you can anticipate school holidays, school
testing days, Open School Day and Night and other special events which will reduce teaching time.
3.Determine the amount of time you will require to cover the material in each unit or region under
discussion.
4.Select appropriate content material so that each lesson is a discrete topic and can be completed within a
one period time frame. Try not to deviate from the pacing established in the curriculum map. But, if you
fail then you must make every effort to teach the major issues and ideas of the year’s course work.
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Global History and Geography 1
This New York State-developed course is part one of a two-year course in world history. A cumulative Regents
examination will be given at the end of the two-year course. This course is also available at the honors level.
This course deals with teaching students that while historical events are unique, they are often driven by similar, repeated
forces. By studying the history of the world, students will discover significant and recurring themes that show that the
people of Africa, Europe, the Americas, and Asia are similar in their obstacles and goals.
Grade Global History and Geography 21750-the present
This New York State developed course is part two of a two-year study in world history. Successful completion of the 9th
grade segment is a prerequisite for participation in the 10th grade course. A cumulative Regents examination will be given
at the conclusion of tenth grade, the passage of which is a state mandated requirement for graduation. This course is also
available at the honors level.
The second year of Global History is designed to focus on the five social studies standards, common themes that recur
across time and place, and four historical eras. Students will understand that while historical events are unique, they
often are driven by similar, repeated forces, increased interdependence, and increased occurrences of global problems
that transcend national boundaries.
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Global I –Topics of Study Global II –Topics of Study1. Ancient World- Civilizations and Religions (4000 BC-
500 AD)Early PeoplesNeolithic RevolutionClassical CivilizationsThe rise and fall of EmpiresThe emergence and spread of belief systems
2. Expanding Zones of Exchange and Encounter (500 –1200)Gupta EmpireTang and Song DynastyByzantine EmpireMedieval EuropeCrusades
3. Global Interactions (1200 – 1650)Early Japanese HistoryRise and Fall of the MongolsGlobal trade and interactionsRise and Fall of African CivilizationsThe Plague in Eurasia and AfricaRenaissance and HumanismReformation and Counter ReformationRise of Nation-States
4. The First Global Age (1450- 1770)The Ming DynastyOttoman EmpireSpain and PortugalRise of Mesoamerican EmpiresThe EncounterPolitical IdeologiesAbsolutism
1. An Age of Revolutions (1750-1914)The scientific RevolutionEnlightenmentPolitical Revolutions and ReactionGlobal NationalismEconomic and Social RevolutionsImperialism
2. Crisis and Achievement (1900-1945)Scientific and Technological AdvancesWorld War IRevolution and Change in RussiaBetween the WarsWorld War II
3. 20th Century Since 1945Cold War Balance of PowerEconomic RecoveryCommand and Free Market EconomiesThird World EconomiesChinese Communist RevolutionCollapse of European ImperialismConflict and Change in the Middle EastCollapse of Communism
4. Global IssuesUrbanizationInternational OrganizationsGlobal MigrationsScience and TechnologyEnvironmental IssuesPopulation Pressures and PovertyInternational TerrorismStatus of Women
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New York State Dimensions of Teaching and Learning Social Studies
As a prelude to stating the standards which define the overriding goals of social studies, it is important to
follow New York State’s critical dimensions of teaching and learning that should be used to develop
curriculum and instruction based on the standards. These dimensions can be used to establish criteria for
selecting the historic, social, cultural, geographic, economic, and political understandings that students
might investigate. The first two dimensions are the most critical because they define, more explicitly than
the standards, the intellectual skills that students must develop.
The dimensions challenge what we teach, how we teach, and how we assess student learning. To ensure
rich, engaging, and meaningful social studies programs, they should be an integral part of all social studies
curriculum and instruction. The eight dimensions are:
intellectual skills
multidisciplinary approaches
depth and breadth
unity and diversity
multiculturalism and multiple perspectives
patterns to organize data
multiple learning environments and resources
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student-centered teaching, learning, and assessment
New York State Social Studies Standards
The standards define what we want our students to know, be able to do, and/or value. In New York State Learning
Standards these are broad and are the same throughout K-12. Key Ideas provide further elaboration of a given
standard and are also the same for K-12. Performance Indicators are what students will show us to demonstrate
they know, can do, and/or value the Standards.
Standard 1: History of the United States and New York
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes,
developments, and turning points in the history of the United States and New York.
Standard 2: World History
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes,
developments, and turning points in world history and examine the broad sweep of history from a variety of
perspectives.
Standard 3: Geography
Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the
interdependent world in which we live—local, national, and global—including the distribution of people, places, and
environments over the Earth’s surface.
Standard 4: Economics
Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other
societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making
units function in the United States and other national economies, and how an economy solves the scarcity problem
through market and non-market mechanisms.
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Standard 5: Civics, Citizenship, and Government
Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing
governments; the governmental system of the United States and other nations; the United States Constitution; the basic
civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including
avenues of participation.
The global history and geography core curriculum is designed to focus on the five social studies standards, common
themes that recur across time and place, and eight historical units. Each unit lists the content, concepts and themes, and
connections teachers should use to organize classroom instruction and plan for assessment. This curriculum provides stu-
dents with the opportunity to explore what is happening in various regions and civilizations at a given time. In addition,
it enables students to investigate issues and themes from multiple perspectives and make global connections and linkages
that lead to in-depth understanding. As students explore the five social studies standards, they should have multiple
opportunities to explore the content and intellectual skills of history and the social science disciplines.
Concepts and Themes
The Social Studies program has been created as a sequentially developing program from grades K-12. The emphasis is on
the development of concepts and understandings - MAJOR IDEAS - together with the subject content. Concepts and
themes serve as content organizers for the vast amounts of information people encounter every day. Concepts represent
mental images, constructs, or word pictures that help people to arrange and classify fragmented and isolated facts and
information.
A concept is usually abstract, as opposed to concrete and is a product of the analysis and synthesis of facts and
experiences rather than a definition to be learned; constantly subject to change and expansion of meaning and delineation
of detail, as different experiences provide settings and different relationships in new contexts.
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The CONCEPTS to be highlighted in support of the five learning standards are as follows:
History
BELIEF SYSTEMS
CULTURE
EMPATHY
CONFLICT
CHANGE
DIVERSITY
IDENTITY
IMPERIALISMINTERDEPENDENCE
MOVEMENT of PEOPLE and GOODS NATIONALISM
URBANIZATION
Geography
PLACES and REGIONS HUMAN SYSTEMS
PHYSICAL SYSTEMS
ENVIRONMENT WORLD in SPATIAL
TERMS
Economics
ECONOMIC SYSTEMS
NEEDS and WANTS
FACTORS of PRODUCTION
SCARCITY
SCIENCE/ TECHNOLOGY
Civics
JUSTICE
NATION STATE
CITIZENSHIP
CIVIC VALUES
POLITICAL SYSTEMS
HUMAN RIGHTS
POWER
GOVERNMENT
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The major ideas and understandings to be developed derive both from the major concepts and from an analysis of
relationships between elements of the content being considered. These concepts allow the instructor to develop a
focus for the lesson. Most importantly, the concepts can be keys to our students’ understanding of the subject
matter. In planning WHAT will be taught, the teacher should select one or two concepts as the linchpin around which the
lesson is organized. These concepts are repeated in other lessons dealing with other topics being studied and are used to
refer to modern times as well as past history. Such repetition will assist the students in developing a better insight into the
scope and connectivity of the curriculum.
*Introduction, Development and Review of a Concept
Select CHANGE as your concept.
Introduction
Ask the class what they think of when they hear the word change.
Brainstorm responses and chart on the chalkboard.
Accept all answers and, if possible, connect related words and ideas.
Encourage the class to discuss what has been written on the chalkboard.
Restructure the ideas by adding and deleting.
Development
Distribute a reading or select a text passage from which the concept change can be understood and explored.
Apply the diagram on the chalkboard to the reading and ask the following:
1. How is change in the reading similar to the diagram?
2. How is it different?
3. What ideas on the diagram are contained in the reading?
4. What changes occurred to the people in the reading?
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5. Should we add new ideas to our diagram?
6. What assumptions can be made about change?
7. With the class, work out a definition of change.
Review
Choose a different concept such as EMPATHY or TECHNOLOGY.
Review the material studied under change, with a new emphasis on empathy or technology.
Construct a diagram centered on empathy or technology following the steps outlined above.
Note: The class is to keep these definitions. As appropriate materials and new ideas relating to the concept are studied, the
students will be able to compare the ideas presented in the new material with those previously discussed. Students will
analyze the similarities and/or differences.
* Adapted from handout developed by Margaret Docherty, Staff Development Specialist, Social Studies
The Social Studies Lesson:
The Social Studies lesson should include the following:
Key issues which have persisted throughout history:
power relationships between citizens and government
human rights
international relations/politics
Key people who have had significant impact throughout history:
Mahatma Gandhi
Adolph Hitler
Martin Luther King, Jr.
Key systems which have been established to meet human political, geographic, economic and social needs:
political party system
market system
ecological system
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Key interactions among peoples and cultures:
world immigration/migration patterns
contact between European settlers/colonizers and indigenous peoples
western movement of the frontier
Key vocabulary which enables the student to comprehend and communicate with others:
imperialism
capitalism
nation/state
SOCIAL STUDIES SKILLS
Skill development must be a part of all social studies teaching. It is important because it helps students become
more efficient at acquiring and understanding social studies content as well as helping them to learn, practice,
and apply those skills and processes they need as citizens in school today and will need as adult citizens
tomorrow. Skills and content are interrelated. Students need skills to learn content and they need to work with
content to develop skills.
The following skills are intended as outcomes of a social studies program:
The ability to get, organize, process and communicate accurate social studies information and ideas.
The ability to identify and investigate issues, generate and test hypotheses and take and support
position persuasively.
The ability to make appropriate decisions, to identify and solve problems effectively and to initiate
appropriate action.
The ability to form or acquire a set of standards and apply them to the evaluation of assumptions, sources,
evidence, reasoning and arguments (critical thinking) and to the evaluation of beliefs, qualities and behaviors
(valuing)
The ability to determine and understand their rights and responsibilities and decide how they should
be exercised as contributing citizens.
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TEACHING STRATEGIES:
Frontloading (IRA September 1988)
Frontloading is a strategy that prepares the students for the activity or lesson that follows. One of the major purposes of
frontloading is to motivate student's curiosity by asking leading questions that can be answered by analysis of materials
presented (reading, photo, video, etc.) or by highlighting interesting points.
Students learn best when they have adequate background knowledge about a topic. The more the teacher does to help the
students understand the concepts, vocabulary and assignments prior to the activity, the more likely the students will be
involved, active participants. Therefore, it is helpful to ask students what they already know about the subjects to be
studied, to brainstorm, to organize that information into categories and to list questions students might still have about
the topic.
Students learn best when they are actively involved. Turning students from passive to active participants involves asking
students to do something with the information presented to them, such as note-taking, summarizing, writing or
discussing. Students need to learn how to become strategic learners. The teacher's goal is to help students move from
dependence to independence in learning. Students must discover which learning strategies work best
for them and when to apply them.
Frontloading leads to more purposeful and successful learning. Reading or analysis of materials presented becomes the
means to add depth and to elaborate concepts rather than to introduce them. These procedures assist students in
becoming independent learners.
Frontloading strategies include:
Brainstorming
KWL Charts
Prediction
Eliciting Prior Knowledge
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STRATEGY: Brainstorming
Eliciting prior knowledge simply reinforces the obvious, that nothing is learned in a vacuum. New knowledge or
concepts must be anchored or based on prior knowledge. if the essence of comprehension is building bridges between the
known and the unknown, the strategy of eliciting prior knowledge facilitates this process.
Procedure
1. The teacher introduces the subject topic to be taught.
2. Students offer what they know about this topic.
3. The teacher writes the words and ideas on the chalkboard. The teacher may add information not mentioned.
4. Discussion can take place during the brainstorming or after it has been completed. Sometimes one word or detail
opens up a new association of words and ideas.
5. The students are now ready for the text.
The topic to be introduced is Early Slavery in America:
We will be reading about slavery in America. Before we read about this topic let's see how much we already now. Let's
start listing some of the things you already know about slavery.
Teacher lists randomly or in some order. Probable responses could be
Lincoln
Frederick Douglass
Runaways
mistreatment
slave ships
Roots
bought
owned
sold
Civil War
chattel
whites
Sectionalism
Underground railroad auctions
servants
master
Plantation
revolt
Cotton
economics
Harriet Tubman
The South
blacks field hands
Africa tobacco chains slave owners
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The students and teacher define some of these words and concepts.
Now we will read about the early years of slavery in America. Let's see which words appear in the reading.
*STRATEGY: Semantic Webbing
Teacher places core word "EXPLORERS" on the chalkboard.
Explorers
What words come to mind when you see this word?
Elicit words and categories.
Set up a categorized listing.
Florida Fountain
brave
determined
sailors
Henry Hudson
Half Moon England
ships Marco Polo
China
bridge
da Verrazano\n a r r o w sFrance
1524
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2. STRATEGY: PREDICTION
A prediction technique arouses students' interest and comprehension by asking them to predict what is to be learned in
the lesson. As a result of having made the predictions, the anticipated outcome is that students will analyze data (reading,
cartoon, graph, map, etc.) to prove they are correct.
A. Formal Prediction Guides (Journal of Reading, December 1983)
The following samples consist of lists of statements pertaining to the unit to be studied.
Figure 1: Prediction Guide
Directions: In Column A check those statements you think are true concerning the Twenties, the Depression, and the
New Deal. Don't put anything in Column B yet.A B
1. Many Americans were characterized by their optimism, prosperity and materialism at the
beginning of the 20's.2. Women voted for the first time in the 1920 election.
3. After a period of war and tension, people wanted to forget their problems and concentrate on enjoying
themselves.
4. Richard Byrd conquered the South Pole.
5. Since booming business was certain to create a great future for Americans, government policies
tended to leave it alone.
6. Auto makers were thrilled at cars rolling off the assembly lines, but some people felt that this new
invention only invited moral decay for America.
7. Movie theaters thrived on sex appeal, a new American ideal.
8. Television began to play an important role in politics.
9. The role of women changed drastically in the 1920's.
10. Prohibition laws were widely disobeyed.
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In this prediction guide several incorrect statements are included as distractors. Students follow the directions. After
the students have completed either their reading, viewing or listening activity, they are asked to check those
statements when they then believe to be correct. The sample above was used before students viewed a film on U.S. history.
This is a slightly modified formal prediction guide, this time used with a textbook chapter on the U.S. Constitution. This
activity is suitable for students achieving below grade level and includes fewer statements.
Figure 2: Prediction Guide - The U.S. Constitution
Part A. Before reading the chapter, see how well you can predict what you are going to learn from the chapter, in ColumnA, place a check next to every statement that you predict will be proven true in the chapter.
A B
1. Before the Constitution was written, the states made most of the laws.
2. There was only one kind of paper money in the U.S. before the Constitution.3. Shay's rebellion was the farmers against the government.4. Benjamin Franklin was the youngest signer of the Constitution.5. State governments can now declare war.
Part B. After reading, put a check in Column B by all the statements you believe are true. How much did you improveyour knowledge from your reading?
Part C: Rewrite each statement which is not correct in order to make it correct. Use complete sentences. You may useyour textbook.
B. Informal Prediction Guides
Informal prediction requires little effort on the part of the teacher. It usually results in reduced teacher workand increased student involvement and productivity. Generally, teachers provide minimal guidance on the chalkboardand then students work individually or in groups to generate predictions.
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Example I:
The teacher writes the first sentence or major heading of a chapter on the chalkboard and then asks studentsto develop five to ten questions based on the sentence or heading which they predict will be answered in the chapter.Then they read the chapter to determine how many of their questions were actually answered.
Example 2:
Have students survey the chapter before making predictions. The teacher presents the following paragraph
frame. Students then examine the chapter to verify their predictions.
After surveying the chapter,
I believe the major figure(s) will be _________________
Some major events will be __________________________
Some important dates appear to be ___________________
Example 3:
Photographs are used in this prediction strategy. Students are asked to look at photographs either in the textbook or
viewed via an overhead projector. Based on the photograph, the class is asked to make predictions about important
events or people they think they will encounter in the chapter or the lesson.
Example 4:
If you are teaching Global Studies, ask students to make predictions about the people, industry, climate, food and
customs of the area you are introducing.
Some tips in using Prediction Guides
Wait time is important. Give the students time to think about their answers.
Ask three key questions:
-What do you think?
-Why do you think so?
-Can you prove it?
Encourage students to comment on each other's-responses.
Teach vocabulary holistically within the lesson.
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3. ELICITING PRIOR KNOWLEDGE
Prior knowledge is the base upon which new knowledge is built. Reading is a process in which information from the text
and the knowledge passed by the reader connects to produce new meaning.
A clear finding from research of the past decade is that young readers, and poor readers of every age, do not
consistently see relationships between what they are reading and what they already know. Useful approaches to
building background knowledge prior to the reading lesson focus on the concepts that will be central to
understanding the upcoming material, concepts that students either do not possess or may not think of without
prompting.
Several studies indicate that using instructional time to build background knowledge pays dividends in
comprehension. Systematic classroom observation reveals that preparation for reading is the phase of the reading
lesson that is most often slighted, or even skipped altogether. More focused attention must be given to developing
the background knowledge that will be required to understand a reading selection.
Expected Classroom Behaviors
Teachers provide or utilize their own and their students' experiences as a basis for the comprehension of new
information.
Teachers develop a background for reading, utilizing students' and their own prior knowledge of the subject.
Teachers' plans allow for exploring students' own ideas/experiences in learning new concepts.
Teachers use techniques such as brainstorming and semantic mapping to focus students' awareness of their own
background knowledge.
Using Visuals
Today's students are a visual generation. One of the best ways to motivate a lesson is with a visual: a photograph, a
drawing, a cartoon. In order to make the most of the visuals as learning tools, it is vital to provide the opportunity for
students to use thinking skills at all levels. The following questions are offered as samples for use with visuals.
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RecallWhat information do you get from this visual?What do you think the artist is trying to tell us?
ComprehensionWhat do you see in this picture?
What creates the mood you think is expressed?
Why do you think the artist chose this site? Why do you think the artist chose these
colors? Do you see any symbols? Explain.
Does the title affect how you view the picture?
Analysis
Synthesis
What do you think was the artist's purpose in painting this picture?
What title would you give this picture?
What can we learn about__________ from this picture?
Hypothesis
Evaluation
On the basis of this picture, do you think that this artist would probably favor
____________
Does this piece of art reflect the spirit of the times? Would you buy this painting?
Would you want this painting in your home?
RecallWhat information do you get from this visual?What do you think the artist is trying to tell us?
What title would you give this cartoon?
ComprehensionThe_________in the cartoon represents________________.
Why do you think the cartoonist used _________________
in the picture?
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Analysis
Synthesis
The problem illustrated in the cartoon was caused by _____________.
The data in the cartoon reflects the recent change in _______________.
What do you think was the artist's purpose in drawing this cartoon?
What do you think the cartoonist implies about _______________?
A valid conclusion that can be drawn about the cartoonist's viewpoint is
_____________.
According to the cartoonist, what was the cause of ________________?
Hypothesis
Evaluation
What action(s) would be most effective in changing the situation in the cartoon?
If the cartoonist's viewpoint is correct„ what effect will it have on
___________________?
Do you agree with the cartoonist's viewpoint?
How would you draw the cartoon?
Teaching Reading in Social Studies
Social Studies is a reading subject. Students receive most of the content material through reading. Therefore, it is
important for the social studies teacher to develop the role of being a reading teacher. Students may have difficulty in
reading textbooks, classroom data, newspapers, homework assignments, etc. It is the role of the teacher to make reading
comprehensible through pre reading strategies.
Pre-reading
Establish goal for reading
Skim text for titles, headings, captions, graphics, etc. to predict focus. Identify and predefine unfamiliar vocabulary and concepts.
Obtain background information from an outside source.
During Reading
Reread
Paraphrase difficult sentences and passages from the complex to the simple.
Restate or rephrase unfamiliar words or phrases.
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Look for relationships of ideas. Focus on important ideas. Identify organizational pattern or patterns.
Read ahead for clarification.
Backtrack to last point of text to clarify or understand.
Relate new ideas to prior knowledge. Periodic self-assessment and monitoring to measure understanding.
Insert references such as nouns for pronoun clarification.
Other Strategies
Sub-vocalizing - normally silent reading becomes audible.
Reading aloud - to hear text that is difficult.
Fragmentation of text - reading a selection in more digestible units of information.
Adjust reading rates - slower for more difficult; faster for less difficult or recreational reading
Modeling the Reading Process
The teacher should read selections aloud or with the class. The teacher can say:
Based on the title, I think this selection will be about....
Based on the subtopics and headings, I think Looking at the illustration, maps and charts, I can tell
Reading the captions under the photographs or illustrations, I think
After scanning the selection, I see a few words that are not familiar.... I will predefine them or identify a synonym for each word. I will write these definitions and/or synonyms on a sheet of paper.
- I will refer to the sheet as I read.
- Before I begin reading the selection, I ask myself: What do I already know about this subject? (Prior knowledge)
- I am now ready to read the first paragraph. In the first paragraph I expect to learn more about the focus of this
selection.
- Upon reading the first paragraph, I ask myself: What did I learn about? Do I have a clearer understanding of the
selection?
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- I now compose one question about this paragraph and answer it.
- I also write a summary sentence.
- For some paragraphs, a second sentence may be necessary.
- I will repeat this process - one question and answer and a summary statement for each paragraph I will read.
MetacognitionMetacognition, as it is generally described in the literature on teaching, means the knowledge learners have about reading
strategies and the ability they have to use that knowledge to monitor their own reading. When self- knowledge and self-
monitoring can be combined, then readers will be able to assume the responsibilities for their own learning which is
characteristic of the mature reader.
Metacognitive theory leads us to believe that student-generated questions can lead to improved comprehension since
these questions entail deep processing of the text. When students ask questions of themselves, it enables them to develop
an inquiring, investigative frame of mind. All too often, students rely on teachers and/or appropriate textbooks to ask the
questions. They have not learned to ask appropriate questions of themselves. They have not learned to monitor their own
reading.
The following activity is a step-by-step approach to helping students develop their own questions to guide them through
a prereading or reading assignment.
GENERATING STUDENT QUESTIONS
Students read a portion of the text from the beginning of a selection.
Ask students to write five to 10 questions that they think will be answered in the remainder of the
text.
Discuss some of the questions asked by students before reading. Write them on the chalkboard.
Students read to see if their questions are answered.
After reading the teacher leads a discussion to determine which questions were answered, which were not and
why.
* Based on Material Developed by Hazel Greenberg, New York and the World
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Literacy strategies students need to apply in a DBQ:
Text-to-Self or Document-to-Self
** Teacher role is to aid students in determining what is important and relevant
** Student role is to question him/herself:
What do I already know about this topic?
What do I anticipate learning from this text/document?
What am I learning that is new?
How does this text/document change my understanding?
Text-to-Text or Document-to-Document
** Teacher role is to help students realize how different texts deepen understanding.
** Student role is to question him/herself:
What other text/document have I read on this topic?
What did I learn when I read other texts/documents?
What is the relationship between the texts/documents?
How does this text/document change my understanding?
Text-to-World or Document-to-World
** Teacher role is to aid students in determining what is important and relevant
** Student role is to question him/herself:
What have I heard on the news and media that is relevant to this text/document?
What places have I traveled to that are relevant to this text/document?
What discussions have I had with my family and others relevant to this text/document?
What have I learned in school that is relevant to this text/document?
How does this text/document change my understanding?
Unpack the question (Learn to Read the Question)
** Teacher role is to aid students in learning to read and analyze the question/
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controlling idea.
** Student role is to question him/herself:
What does the Historical Background tell me about the topic and purpose of the task?
What is the question in the box asking me to do?
What is the connection between the Historical Background and the question in the box?
What information do I need to find?
What key words and phrases in questions, directions, and reading selections should I highlight?
Document-to-Task on a DBQ
** Teacher role is to help students understand how different texts deepen
understanding and are related to the questions/ controlling idea.
** Student role is to question him/herself:
What is the question in the box telling me about the purpose of each document?
As I preview each document I ask myself, “How does this document connect to the question in the box?”
As I read and look at each document, what is the connection (relationship) between the documents?
Why have these documents been provided to answer this question?
How do the documents and the historical background work together to help me form my interpretation?
DOCUMENT ANALYSIS
Analyze documents according to the following criteria: attribution, point of view, reliability, intent or purpose,
audience, and tone.
- Attribution includes knowing who the author is and his or her personal background such as social class, occupation,
religion, and education.
- Point of view is the result of attribution. It is a neutral way of identifying bias, prejudice, or personal perspective about
the topic.
- Historians must question every author’s reliability.
- Audience is critical to history. Knowing to which group a politician is speaking or the ruler is writing clarifies intent.
This is important because famous people slant what they say to fit the audience or purpose. This affects reliability and
engenders bias.
- Tone is the color of the language and the overall feeling created by the document.
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STATISTICAL ANALYSIS, CHARTS, AND GRAPHS
Use visual data to perform statistical analysis and support conclusions.
Pie charts show portions relative to the whole.
Bar graphs compare different types of data in columns with percentages or relationships over time.
Tables display related bits of data in columns and rows.
*Primary Source Analysis ( from Spotsylvania School District)
Following is a heuristic device helpful in the analysis of primary source documents:
APPARTS (Primary Source Analysis):
Author: Who created the source?
Place and Time: Where and when was it created?
Prior Knowledge: What do you already know about it?
Audience: For whom was the source created?
Reason: Why was this source produced?
The Main Idea: What point is it conveying?
Significance: Why is this source important?
NOTETAKING
T-outline: place reading notes in the larger, right-handed column, in the left column, write teacher notes on the same
topic.
Read each separate section and then go back and outline it.
Summarize.
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BASIC ESSAY TASKS IN SOCIAL STUDIES
- Students must know the meaning of the following basic essay tasks: analyze, assess, evaluate, compare, contrast,
describe, discuss, enumerate and explain.
ESSAYS
1. THE DOCUMENT-BASED QUESTION
(DBQ)
Not primarily designed to test a student’s knowledge about world history, but rather the student’s ability to use
documentary evidence to make and to support an argument.
- An acceptable thesis requires a simple thesis stating the point of argument.
- An expanded thesis and additional points require a comprehensive thesis statement, such as the preceding example.
- Students need to use all or all but one of the documents. Use is defined as citing, quoting, listing, summarizing,
mentioning, analyzing, interpreting, or critiquing the documents.
- Students must understand the basic meaning of the documents cited in the essay.
- Students must analyze point of view or bias in at least two or three documents, depending on the essay that year.
- Students must analyze documents by grouping them in NO LESS THAN three ways.
- Students will be asked to identify one additional type of document they could have used to support the essay prompt.
2. CHANGE OVER TIME ESSAY
The Change Over Time essay asks students to access how larger global issues and themes such as gender, trade,
technology, and environment changed, and remained the same, over time.
Students will not only have to identify areas of change, but also areas of continuity across chronological periods, and will
have to compare two or more chronological periods within one geographic area.
26
Assessment of Students’ Mastery of the Exit Outcomes and Grade Level Content Expectations
Verification that students have achieved the given outcomes will be done through ongoing assessments and data gathering.
Evidence of proficiency may take many different forms that are aligned to the State Standards, performance indicators and
grade level content expectations.
All students are expected to know and be able to:
Write Document Based Essay Questions using a variety of primary source documents and incorporating outside information.
The essay will include a clear thesis statement, supporting proofs and a conclusion
Write a Change over time essay. The Change Over Time essay asks students to access how larger global issues and themes
such as gender, trade, technology, and environment changed, and remained the same, over time. Students will not only have
to identify areas of change, but also areas of continuity across chronological periods, and will have to compare two or more
chronological periods within one geographic area.
Write a Thematic essay. The Social Studies and English Departments will work collaboratively to teach students how to write
a "power" essay. It should include the following elements: thesis statement, expositions, synthesis, summary and conclusion.
Complete Constructed Response Questions.
Complete Performance Based Activities.
Analyze and utilize visual data to perform statistical analysis and support conclusions.
Create, collect and present Portfolios of exemplary work.
Complete Computer Research Projects
Demonstrate Social Studies Research and Presentational Skills.
Analyze documents according to the following criteria: attribution, point of view, reliability, intent or purpose, audience, and
tone.
27
Rubric
A rubric is a set of evaluative criteria, often displayed in a table format that summarizes levels of proficiency. Rubrics
support an objective approach to evaluation and allow students to see qualitative differences in the range of proficiencies.
Rubrics are to be used to score the Thematic Essay, the Document Based Essay, and the Constructed Response that will be
included in the formal assessments of the content being taught.
Essential Questions
give focus to instruction and to programs, courses, units of study and lessons
engage students
promote questioning and lead to attempts at verification
are asked over and over across the curriculum (horizontally) and over the years (vertically)
should be linked closely to assessment
provide a means to prioritize content
can not be easily answered
28
EXIT OUTCOMES
Global Studies I and II
By the end of the year, students will be able to:
define culture and civilization, explaining how they developed and changed over time.
investigate the various components of cultures and civilizations including social customs, norms, values, and traditions;
political systems; economic systems; religions and spiritual beliefs; and socialization or educational practices
understand the development and connectedness of Western civilization and other civilizations and cultures in many areas of
the world and over time
analyze historic events from around the world by examining accounts written from different perspectives
understand the broad patterns, relationships, and interactions of cultures and civilizations during particular eras and across
eras
analyze changing and competing interpretations of issues, events, and developments throughout world history.
analyze the roles and contributions of individuals and groups to social, political, economic, cultural, and religious practices
and activities
explain the dynamics of cultural change and how interactions between and among cultures has affected various cultural
groups throughout the world
examine the social/cultural, political, economic, and religious norms and values of Western and other world cultures.
identify historical problems, pose analytical questions or hypotheses, research analytical questions or test hypotheses,
formulate conclusions or generalizations, raise new questions or issues for further investigation
interpret and analyze documents and artifacts related to
significant developments and events in world history
plan and organize historical research projects related to regional or global interdependence
analyze different interpretations of important events, issues, or developments in world history by studying the social,
political, and economic context in which they were developed; by testing the data source for reliability and validity,
credibility, authority, authenticity, and completeness; and by detecting bias, distortion of the facts, and propaganda by
omission, suppression, or invention of facts.
understand how to develop and use maps and other graphic representations to display geographic issues, problems, and
questions
describe the physical characteristics of the Earth’s surface and investigate the continual reshaping of the surface by physical
processes and human activities
investigate the characteristics, distribution, and migration of human populations on the Earth’s surface (Taken from National
Geography Standards, 1994)
29
understand the development and interactions of social/cultural, political, economic, and religious systems in different regions
of the world
analyze how the forces of cooperation and conflict among people influence the division and control of the Earth’s surface
(Taken from National Geography Standards, 1994)
explain how technological change affects people, places, and regions.
plan, organize, and present geographic research projects
locate and gather geographic information from a variety of primary and secondary sources (Taken from National Geography
Standards, 1994)
select and design maps, graphs, tables, charts, diagrams, and other graphic representations to present geographic information
analyze geographic information by developing and testing inferences and hypotheses, and formulating conclusions from
maps, photographs, computer models, and other geographic representations (Adapted from National Geography Standards,
1994)
develop and test generalizations and conclusions and pose analytical questions based on the results of geographic inquiry.
analyze the effectiveness of varying ways societies, nations, and regions of the world attempt to satisfy their basic needs and
wants by utilizing scarce resources
define and apply basic economic concepts such as scarcity, supply/demand, opportunity costs, production, resources, money
and banking, economic growth, markets, costs, competition, and world economic systems
understand the nature of scarcity and how nations of the world make choices which involve economic and social costs and
benefits
describe the ideals, principles, structure, practices, accomplishments, and problems related to the United States economic
system
compare and contrast the United States economic system with other national economic systems, focusing on the three
fundamental economic questions
explain how economic decision making has become global as a result of an interdependent world economy
understand the roles in the economic system of consumers, producers, workers, investors, and voters.
identify, locate, and evaluate economic information from standard reference works, newspapers, periodicals, computer
databases, monographs, textbooks, government publications, and other primary and secondary sources
use economic information by identifying similarities and differences in trends; inferring relationships between various
elements of an economy: organizing and arranging information in charts, tables, and graphs; extrapolating and making
conclusions about economic questions, issues, and problems
apply a problem-solving model to identify economic problems or issues, generate hypotheses, test hypotheses, investigate
and analyze selected data, consider alternative solutions or positions, and make decisions about the best solution or position
30
present economic information and conclusions in different formats, including graphic representations, computer models,
research reports, and oral presentations.
analyze how the values of a nation and international organizations affect the guarantee of human rights and make provisions
for human needs
consider the nature and evolution of constitutional democracies throughout the world
compare various political systems with that of the United States in terms of ideology, structure, function, institutions,
decision-making processes, citizenship roles, and political culture
identify and analyze advantages and disadvantages of various governmental systems.
31
Collaborative Curriculum Map 2006-2007
Mount Vernon City School District
Global History I / Grade 9
Units Essential Questions Content / Strategies Knowledge/Skills Assessment Resources &
Materials
Orientation to
Global
History, The 5
Standards,
(Week 1, 2
Weeks)
Belief systems
Change
Conflict
Cultural Life
Diversity
Human
Rights
Interdependen
ce
Imperialism
Urbanization
Nationalism
Why should we study
history?
What do we mean by
"Global History?"
Why is Global Studies
important?
How are events
connected across time
and space?
How does the
environment play a role
in History?
How has geography
influenced the course of
history?
Have people adjusted to
their environment or
have they tried to modify
it?
-What are the methods
used to collect and
evaluate information?
Describe the Orientation and
Methodology of Global History
The 5 N.Y.S. Standards of Social
Studies:
-History of the United States and
New York
-World History
-Geography
-Economics
-Civics, Citizenship and
Government
A. History
1. Skills of historical analysis
a. Investigate differing and
competing interpretations of
historical theories—multiple
perspectives
b. Hypothesize about why
interpretations change
over time
c. Explain the importance of
historical evidence
2. Understand the concepts of
change and continuity over
time
3. The connections and
interactions of people across
time and space
4. Time frames and periodization
Students will know
and be able to:
-Probe ideas and
assumptions
Pose and answer
analytical questions
-Assume a skeptical
attitude toward
questionable political
statements
-Evaluate evidence
and forming rational
conclusions
-Develop
participatory skills
-Read and interpret
maps
Analyze charts and
graphs
Distinguish between
Fact and Opinion
Analyze
geographic
information to
answer questions
Pre-Assessment
Test
Vocabulary Quiz
Map Reading Skill
Examination
Map Project
Reflective Essay:
Discuss what types
of historical events
you would like to
learn about:
Victories or Defeats
Social Movements
Cultural
Achievements
Technological
Advances
Project on cultural
diffusion:
Have students
work in groups to
complete flows,
N.Y.S. Regents
Website
Textbooks:
World History
People and
Nations
Connection to
Today
World History
Map Skill
Workbook
Selected
Handouts
National
Geographic
Magazine
Computer
Websites on
various
regions of the
world
Key
32
5. Roles and contributions of
individuals and groups
6. Oral histories
B. Geography
1. Elements of geography
a. Human geography
b. Physical geography
c. Political geography
d. Migration
e. Trade
f. Environment and society
g. The uses of geography
2.. Identifying and defining world
regions
Key Ideas
Using a variety of sources
supports the process of
geographic inquiry.
Latitude and longitude define
absolute location.
Relative location describes the
spatial relationships between and
among places.
Areas can be represented using a
variety of scales.
The amount of detail shown on a
map is dependent on the scale
used.
Compass rose (directional
indicator) identifies map
orientation.
C. Economics
a. Major economic concepts
(scarcity, supply! demand,
opportunity costs, production,
concerning land
use, economic
development,
population shifts,
and transportation
networks
linkages, and
interactions project
in which students
map the spread of a
development (i.e.,
Coca-Cola, color
television, or a
disease) over time.
Map Project
Create a map of
the classroom, the
school, or your
bedroom to scale.
Compare sketch
maps to maps in
atlases or other
resources.
Describe the
location of places
in terms of
reference points
(e.g., the equator,
prime meridian).
Describe the
location of places
in terms of
geographic
features and
landforms (e.g.,
west of the
Mississippi River,
north of the Gulf
of Mexico).
Vocabulary
List
Suggested
Documents
books and
monographs
newspapers,
periodicals,
magazines, and
scholarly
journals
government
documents
manuscripts,
archival
materials,
journals,
diaries, and
autobiographie
s
maps; visual
materials
(paintings,
drawings,
sculptures,
architectural
drawings,
films, posters,
prints,
engravings,
photographs,
etc.)
music
artifacts.
33
resources)
b .Economic decision making
c. The interdependence of
economics and economic systems
throughout the world
d. Applying critical thinking skills
in making informed and well-rea-
soned economic decisions
Key Ideas
Resources are not equally
distributed.
The use of a resource depends on
a nation's culture, values, access
to technology, and governmental
priorities as they change over
time.
Availability of resources, cultural
values, economic philosophies,
and levels of supply and demand
for goods and services influence
economic activities.
No country has all of the
resources it needs to survive and
grow.
D. Political science
1.The purposes of government
2.Political systems around the
world
3. Political concepts of power,
authority, governance, and law
4.Rights and responsibilities of
citizenship across time and
space
34
Vocabulary: periodization, periods,
chronology, civilization,
ethnocentrism
35
Pre-History-
Origins of
Humans
(Week 2, 2
Weeks)
Standards
3,4,5
Human/Physic
al Geography
Movement of
People and
Goods
Environment
and Society
Needs and
Wants
Culture
What is Pre-History?
What is meant by the
Origins of Humans?
What was the
relationship between
early peoples and their
environment?
What reasons can you
pose to explain why early
peoples migrated from
place to place?
Can a Revolution occur
without weapons?
Why was the introduction
of agriculture referred to
as the Neolithic
Revolution?
Why was this a turning
point?
How was the rise of cities
related to the Neolithic
Revolution and the
development of early
civilizations?
Pre-History:
Ca. 3,700,000 B.C./B.C.E.-1,200
A.D./C.E.
Anthropology
Archaeology
Carbon Dating
Australopithecus to Modern
Humans
The Three Ages:
Paleolithic
Mesolithic
Neolithic
The Ice Age:
Ice Bridge
Migration
Hunters and Gatherers
Nomads
A.Early peoples
1. Human and physical
geography
2. Hunters and gatherers—
nomadic groups
3. Relationship to the
environment
4. Migration of early
human populations
Out of Africa
Other theories
5. Early government
a. Purposes
Students will know
and be able to:
Classify data
Analyze primary
sources and
documents
Demonstrate Note
taking and
organizational skills
Generalize from data
Read and interpret a
time line
Understand the value
of learning different
languages
Vocabulary
Quizzes
Thematic Essay –
Early Humans
and the
Paleolithic and
Neolithic periods
Data Based
Questions (DBQ)
Unit Exam (NYS
Regents Social
Studies Test
Format)
Multiple Choices
Time Line Project
Textbooks:
World History:
People and
Nations
Connecting to
Today
World History
Artifacts
Field Trip:
Museum of
Natural History
Excerpts from
The
Autobiographies
of the Leakey's
and D.C.
Johanson
Pictures of Cave
Art
36
b. Decision making
c. Move toward more
complex government
systems
B. Neolithic Revolution and early
river civilizations
Compare and contrast
(Mesopotamia, Egypt, the Indus
Valley, and Yellow River
civilizations)
Human and physical
geography of early river
civilizations
Identify demographic patterns of
early civilizations and movement
of people—Bantu migration (500
BC - 1500 AD)
Concepts/Terms
Paleolithic, Neolithic Revolution,
nomad, domestication, artifacts,
archaeologists, prehistory, history,
belief systems
Unit Concepts and
Understandings
o The tools/evidence historians
use to study the past
o The similarities and
differences of the Paleolithic
and Neolithic periods
o The political, economic,
geographic and social changes
brought about as a result of the
Neolithic Revolution
37
The First
Civilizations
Begin in 4
River Valleys
(Week 4, 2
Weeks)
Standards
2,3,4,5
Cultural/
Intellectual
Life
Political
Systems
Human/
Physical
Geography
Citizenship
What is a civilization?
What events in World
History can be
considered a turning
point?
What is meant by "The
Rivers of Life?"
What political systems
developed in early river
civilizations?
What role does
Technology play in the
development of
civilization? Can there be
progress without
Technology?
Did humans shape their
environment or did the
environment shape the
humans?
What does it mean to be
civilized?
Why do we have belief
systems?
Why are some places
better to live than others?
The 5 Main Characteristics of a
Civilization:
6,000 B.C./B.C.E.-586 B.C./B.C.E.
Technical Skill
Cities and Government
Division of Labor
Concept of Time/Calendar
Communication/Writing
The 4 River Valleys:
Nile River Valley
Tigris-Euphrates River Valley
Indus River Valley
Huang He River Valley
Principles of Civilizations:
Use of Metals
Methods of Irrigation
Artisans
Language
Time/Calendar
Family
Trade/Cultural Diffusion
Concepts/Terms
Civilization, polytheism, Fertile
Crescent, traditional economy,
cultural diffusion, empire,
specialization, Hammurabi’s Code,
social class structure, belief systems
Students will be able
to:
-Define culture and
civilization,
explaining how they
developed and
changed over time.
-Investigate the
various components
of cultures and
civilizations
including social
customs, norms,
values , and
traditions; political
systems,; economic
systems; religions
and spiritual beliefs;
and socialization or
educational practices.
-Identify, analyze,
and interpret primary
and secondary
sources to make
generalizations about
social, political and
economic patterns of
ancient river
civilizations
-Analyze the roles
and contributions of
Quizzes
Multiple Choice
In Class
Cooperative
Learning Project
WRITING
TASKS:
DBQ – Early
Civilizations
DBQ Seminar –
Achievements of
the ancient world
affect us today
Textbooks:
World History:
People and
nations
Connecting to
Today
World History
Selected
Handouts
Photographs of
River Valleys
Suggested
Documents:
Timelines, pho-
tographs or
models of
temples,
pictures of
artifacts,
palaces,
neo-lithic
villages;
record-keeping
systems; creation
stories such as
The Epic of
Gilgamesh
Hammurabi’s
Code, Hebrew
law, the Twelve
Tables of Rome
38
What is justice?
Why do people trade?
Does cultural diffusion
promote or destroy
culture?
What causes a society to
rise or fall?
How was this time
period a major turning
point in Global History?
Do the arts reflect society
or does society influence
the arts?
Unit Concepts and
Understandings
o The major characteristics of
civilization
o The influence of geographic
factors on the development of
early civilizations
o The achievements of major
early civilizations in science
and technology, law and
justice, and art and
architecture
o Origins/basic beliefs/practices
of the world’s major religions/
philosophies
individuals and
groups to social,
political, economic,
cultural, and
religious practices
and activities.
-Investigate the
characteristics,
distribution, and
migration of human
populations on the
Earth’s surface.
-Understand the
development and
interactions of
social/cultural,
political, economic,
and religious systems
indifferent regions of
the world.
-Explain how
technological change
affects people, places,
and regions.
Understand cause
and effect
Draw conclusions
Interpret
photographs: past
and present
39
Egypt:
Civilization of
the Nile River
Valley
(Week 5, 2
Weeks)
Standards
2,3,4
Human/
Physical
Geography
Urbanization
Technology
Economic
System
Can a River and/or
Desert be an Obstacle or
an Asset or Both?
Can Pictures and
Drawings tell a Story?
Hatshepsut: Reformist or
Activist or Both?
Egypt:
6,000 B.C./B.C.E.-586 B.C./B.C.E.
Nile River
Desert
The Three Kingdoms:
Old
Middle
New
Hieroglyphics
Rosetta Stone
Pyramids
Pharaohs
Dynasties
Empire
Hatshepsut
Polytheism versus Monotheism
Interpret and
understand pictures,
characters and
symbols
-Identify, analyze,
and interpret primary
and secondary
sources to make
generalizations about
language and writing
-pictograms (earliest
written symbols),
hieroglyphics
(Egypt), cuneiform
(Sumer), alphabet
(Phoenicians).
Quizzes
Multiple Choice
Thematic Essay
Create a Time
Line
Write a Historical
Research Paper
Make a poster
containing a
drawing of the
Rosetta Stone,
with three
languages, a
paragraph
explaining the
Rosetta Stone, its
importance in
understating
Egyptian
hieroglyphics
and ancient
Eastern culture.
Textbooks:
World History:
People and
Nations
Connecting to
Today
World History
MVHS History
Department
Wing
Excerpts from the
Diary of the
Excavation of
King
Tutankhamen's
Tomb
Segments from
the History
Channel
Documentary on
the Building of
Pyramids
Fertile
Crescent:
Civilization of
the Tigris-
Euphrates
(Week 6, 3
Weeks)
Can Civilizations have
Similarities even though
they are Miles Apart?
How does each new City-
State add to the
Fertile Crescent:
6,000 B.C./B.C.E.-586 B.C./B.C.E.
Mesopotamia
Tigris-Euphrates River Valley
Make connections
from various sources
Understand the
Interclass
Jeopardy Game
Quizzes
Multiple Choice
Textbooks:
World History:
People and
Nations
Connections to
Today
40
Standards
2,3,4
Human/
Physical
Geography
Urbanization
Technology
Economic
System
Advancement of
Civilization?
Do Civilizations have to
take a Step Back in order
to Advance Two Steps
Forward?
Does the Sea play a role
in Civilizations?
Formation of City-States and
Empires:
Sumerian
Akkadians
Babylonians
Hittites
Assyrians
Chaldeans
Persian Empire
Cuneiform
Ziggurats
Hanging Gardens of Babylon
Code of Hammurabi
Rise of the Military
Phoenicians
Lydians
Hebrews
concepts of compare
and contrast
Draw inferences from
data
DBQ Essay World History
Field Trip:
Museum of
Metropolitan Art
Hammurabi's
Code of Law and
the U.S.
Constitution
Excerpts from the
"Epic of
Gilgamesh"
Periodicals and
Newspapers
India: The
Civilization of
the Indus
River Valley
(Week 9, 2
Weeks)
Standards
2,3,4,5
Human/
Physical
Geography
Belief system
Needs and
Wants
Culture
Economic
Why is India considered
a Sub-Continent?
Can Weather play a role
in the development of a
Civilization?
What impact did
monsoons have on the
historic and economic
development of the sub-
continent?
How did Economical and
Political conditions lead
to Social Changes?
India:
2,500 B.C./B.C.E.-535 B.C./B.C.E.
4. Indian (Maurya) Empire
a. Human and physical
geography (monsoons)
b. Contributions—
government system
Indus River Valley
Indus and Ganges Rivers
Monsoons
Himalayas
Khyber Pass
Vedic Age:
Read and interpret
physical maps
Develop and use
maps and other
graphic
representation to
display geographic
issues, problems, and
questions.
Use graphic
organizers to com-
pare and contrast
civilizations
Textbooks:
World History:
People and
Nations
Connections to
Today
World History
Selected
Handouts and
Documents
Works of Art
Eightfold Path
Four Noble
Truths
41
System World Map: Aryan
Sanskrit
Caste System
Epic Age:
Animism
Hinduism
Buddhism and Buddha
Asoka and Gupta Rulers
Concepts/Terms
Subcontinent, plateau, Himalayas,
seasonal monsoons, Ganges River,
Thar Desert (Great Indian Desert),
caste system,
untouchables/outcastes, Hinduism,
dharma, karma, moksha,
reincarnation, Buddhism, nirvana,
enlightenment, shrine, stupa,
pilgrimage, Silk Route, Indo-
European language family, Gupta
Empire
Unit Concepts and
Understandings
o The effects of geography
(monsoons/Himalayas)
o The origins, beliefs,
practices, and impact of
Hinduism and Buddhism
on Indian culture
o The achievements in
Indian literature, art,
science and mathematics
(legacy concept)
Analyze charts and
graphs
Understand cause
and effect
Understand the
relationships between
history, population,
and resources and the
current status of a
region
The Sermon at
Benares
Ashoka’s Edicts
Chinese Traveler
in India
Gupta Empire
Map
Herodotus on
India
Mauryan Empire
Map
Tales From
Ancient India
The Arthashastra
Ramayana
The Bhagavad Gita
The Upanishads
42
China: The
Civilization of
the Huang He
River Valley
(Week 11, 2
Weeks)
Standards
2,3,4,5
Human/
Physical
Geography
Economic
System
Belief system
Needs and
Wants
Culture
Is Isolation a Positive or
Negative factor in the
Development of
Civilizations?
Why do People gain or
Lose Faith in
Government?
What role does the Silk
Road play in the
Advancement of
Civilizations?
What was the Mandate of
Heaven? Why did the
Chinese define their his-
tory in terms of dynastic
cycles?
China:
5,000 B.C./B.C.E.-589 B.C./B.C.E.
1. Chinese civilization
a. Human and physical
geography
b. Chinese contributions
(engineering, tools,
writing, silk, bronzes,
government system)
c. Dynastic cycles
d. Mandate of Heaven
Huang He River River
Monsoons
Gobi Desert
Isolationism from the West
Dynasties:
Shang Dynasty
Dynastic Cycle
Mandate of Heaven
Zhou Dynasty
Qin Dynasty
Great Wall of China
Han Dynasty
Civil Service Examination System
Calligraphy-Characters
Silk Road
The Role of the Family
Confucianism-Daoism
Buddhism-Legalism
Unit Concepts and
Understandings
The effects of geography on the
cultural development of China
Develop timelines
and maps to illustrate
the parallel
development of
classical civilizations
Explain the
geographic features
of China that made
governance and the
spread of ideas and
goods difficult and
served to isolate the
country from the rest
of the world.
Cite the significance
of the trans-Eurasian
“silk roads” in the
period of the Han
Dynasty and Roman
Empire and their
locations.
Describe the
diffusion of
Buddhism northward
to China during the
Han Dynasty.
Know about the life
of Confucius and the
fundamental
teachings of
Confucianism and
Taoism.
Writing Tasks:
Thematic Essay—
Geography and
Society
Thematic Essay—
Belief Systems
DBQ – Chinese
Culture, Life,
Government, and
Philosophy
Quizzes
Time Line
Plotting Trade
Routes on a Map
Textbooks:
World History:
People and
Nations
Connections to
Today
World History
Internet: Chinese
Spoken/Written
Language
Excerpts from
"The teachings of
Confucius"
Peking Man
Chinese
Language and
Pronunciation
Sun Tzu
The Legalist
Policies of the
Qin
Legalist views on
good government
Dao De Jing
Selections
Daoism
Taoism Quotes
Yin Fu King
Picture of
Confucius
43
Chinese ethical and governing
systems
The dynastic cycle and Mandate of
Heaven
Chinese technology, commerce,
exploration and culture
Achievements of the Golden Age
Tang and Sung Dynasties
Gender issues in traditional China
Importance of land and sea routes
(Silk Route)
Concepts/Terms
Yellow River (Huang He), China’s
Sorrow, Yellow Sea, Gobi Desert,
Yangtze River, Middle Kingdom,
isolationism, loess (silt),
ethnocentrism, dynastic cycle,
Mandate of Heaven, feudalism,
Confucianism, Legalism, Taoism
(Daoism), Four Virtues, Five
Relationships, terrace farming (step
farming), filial piety, bureaucracy,
Great Wall, Q’in Dynasty, Former
Han Dynasty, civil service exam
(merit), silk (Silk Route),
assimilation, tribute, gentry, scholar
(Social Structure), Great Wall
Identify the political
and cultural
problems prevalent
in the time of
Confucius and how
he sought to solve
them.
Detail the political
contributions of the
Han Dynasty to the
development of the
imperial bureaucratic
state and the
expansion of the
empire.
The Analects of
Confucius
The Great
Learning
Terra Cotta
Warriors
Chinese Art
Chinese Poems
Great Wall
Pictures
Images of Early
Chinese Leaders
Chinese Food
Li Po Poem
Liu Hsun Poem
Map of China
Dynasty
Map of the Great
Wall
Timeline of
Chinese
Dynasties
Greece and the
Mediterranean
World
(Week 13, 2
Weeks)
What have been the
contributions of classical
civilizations to the
history of humankind?
Greece:
2,000 B.C./B.C.E.-404 B.C./B.C.E.
Balkan Peninsula
Develop timelines
and maps to illustrate
the parallel
development of
classical civilizations
Quizzes
Multiple Choice
Political Debate:
Textbooks:
World History:
People and
Nations
44
Standards
2,3,4,5
Belief system
Needs and
Wants
Culture
Human/
Physical
Geography
What forces caused the
rise and fall of classical
civilizations?
What were the status and
role of
women in these
civilizations?
How does the Sea make a
Civilization into a Super
Power?
What is meant by: "I
found you
Agamemnon?"
Can Public Opinion
shape a Civilization?
Does Debating and/or
Civil War Solve Issues?
How did the institution
of slavery fit within the
Athenian concept of
democracy?
Islands of the Aegean, Ionian and
Mediterranean Seas
Minoan Civilization
Knossos, Crete
Mycenaean Civilization
Greek Alphabet
Dorian Invasion:
"The Dark Ages"
The Rise of City-States: "The Polis"
Greek civilization
a. Human and
physical
geography
b. The rise of city-
states— Athens,
Sparta
c. Contributions: art,
architecture, philosophy,
science—Plato, Socrates,
Aristotle
d. Growth of democracy in
Athens versus the Spartan
political system
e. Alexander the Great
and Hellenistic
culture—cultural
diffusion
Note taking
Linking the past to
the present
Learning about the
past using visual aids
Debate: Participate in
individual and group
planning,
understanding the
rules of debating,
listening, self-control
and time
management
Pro and Cons of
Alliances and
War
Reflection Paper
on the Debate
DBQ –
Achievements of
Ancient Greece
Connections to
Today
World History
Segments from
the movie: "Troy"
Excerpts from the
Iliad, Odyssey
and Pericles’
Funeral Oration
Segments from
the movie: "Clash
of the Titans"
Amphitheater
Epidauros
Persian Rejection
of Democracy
Pericles’ Last
Speech
Antigone
Excerpts
Greek Pottery
Parthenon
The Persians by
Aeschylus
Xenophon on
Socrates
Xenophon on the
Spartans
Pericles Funeral
Oration
Empire of
Alexander the
What is meant by: "The
Golden Age?"
Macedonia, Greece, Asia Minor and
the Mediterranean Region:
Scaffolding ideas Vocabulary
Quizzes
Textbooks:
45
Great: The
Hellenistic Age
(Week 14, 2
Weeks)
Standards
2,3,4,5
Belief system
Needs and
Wants
Culture
Human/
Physical
Geography
Why is: Art, Architecture,
Music, Math, Medicine,
Philosophy Drama,
Theater and History
Important to a
Civilization?
Can one Person run an
Empire?
478 B.C./B.C.E.-146 B.C./B.C.E.
Golden Age:
Sculpture-Myron and Phidias
Philosophy-Socrates, Plato and
Aristotle
History-Herodotus and Thucydides
Drama-Aeschylus and Sophocles
Medicine-Hippocrates
Math-Pythagoras
Empire of Alexander the Great
Conquest of the Known World
Use of New Military Tactics
Decline of Alexander the Great's
Empire
Cultural Diffusion
Concepts/Terms
City-state, democracy, direct
democracy, aristocracy, monarchy,
oligarchy, Athens, Sparta,
Hellenistic, republic, Twelve Tables,
Analyze famous
quotes and passages
Importance of
interdisciplinary
studies
Project: research,
Design and Build
a Structure from
an Ancient
Civilization
Take Home
Packet: DBQ and
Essay
World History:
People and
Nations
Connections to
Today
World History
Segments from
the movie:
"Alexander the
Great"
Excerpts from
Primary
Documents and
Books
Rome: and the
Roman
Republic
(Week 16, 3
Weeks)
Do Civilizations Copy
from Previous
Civilizations?
What is meant by: "Rome
Rome:
1000 B.C./B.C.E-476 B.C./B.C.E.
Roman Republic
a. Human and physical
Develop timelines
and maps to
illustrate the parallel
development of
classical
Multiple Choice
Quizzes
Interviews
Textbooks:
World History:
People and
Nations
46
Standards
2,3,4,5
Belief system
Needs and
Wants
Culture
Human/
Physical/
Geography
was not Built in a Day?"
How do Romans give a
new meaning to: "Law &
Order?"
How are contemporary
democratic governments
rooted in classical
traditions?
geography
b. Contributions—law
(Twelve Tables),
architecture, literature,
roads, bridges
Italian Peninsula
Latins-Latin
Etruscans
Tiber River
Rome and the Romans:
509 B.C./B.C.E.-31 B.C./B.C.E.
Republic
SPQR
Patricians and Plebeians
Roman Legions
3 Punic Wars/Carthage
Spartacus/Slave Revolt
Triumvirates
Julius Caesar-Civil War
End of the Republic/Start of the
Empire
civilizations
Compare and
Contrast
Multiple Resources
Linking the past to
the present
Solving conflicts
Thematic Essay –
Eulogy for the
Roman Empire
Connections to
Today
World History
Selected
Handouts and
Documents
Guest Speakers
Segment from the
movie:
"Spartacus"
Rome: and the
Roman Empire
(Week 18, 3
Weeks)
Standards
2.3.4.5
Human/
Physical
Geography
Urbanization
What was "Pax Romana"
Was there really Peace?
How do Empires Rise
and Fall?
Does History Repeat
Itself?
Rome:
31 B.C./B.C.E.-476 A.D./C.E.
The Empire
Lands from Spain, Britain to
Mesopotamia and from North Africa
to the Danube River and the
Mediterranean World:
Concepts/Terms
Analyze the causes
and effects of the
vast expansion and
ultimate
disintegration of the
Roman Empire.
Cooperative
Learning Lessons
Review
Mid-term
Examination
Textbook:
World History:
People and
Nations
Connections to
Today
World History
Selected
Handouts,
47
Technology
Economic
System
Pax Romana, golden age, dictator,
Christianity, eastern and western
Roman Empires, monotheism, belief
systems
mperors
Law-Government
Military
Trade
Transportation
Public Works
Architecture
Amusement
Education
Art & Literature
Science
Engineering
Paganism-Judaism-Christianity
Barbarians/Invasions
decline and Fall of the Roman
Empire
Documents and
Manuscripts
Photographs and
Drawings
Byzantine
Empire: The
Eastern
Empire
(Week 21, 2
Weeks)
Standards
2,3,4
Human/
Physical
Geography
Economic
System
What role did the
Byzantine Empire play in
the preservation and
transmission of Greek
and Roman knowledge
and culture? of Roman
concept of law?
What impact did the
Byzantine Empire have
in the development of
historical Russia? of
Russia today?
Byzantine Empire:
395 A.D./C.E.-1589 A.D./C.E.
C. Byzantine Empire (330-1453 AD)
1. Human and physical
geography
2. Achievements (law—
Justinian Code, engineering,
art, and commerce)
3. The Orthodox Christian
Church
4. Political structure and
Justinian Code
5. Role in preserving and
transmitting Greek and
Understand the
development and
connectedness of
civilizations and
cultures.
Make inferences
Comparing events
from the past and
present
Use Listening and
note taking skills
Writing Tasks
DBQ – Greco-
Roman /
Byzantine culture
(art and
architecture)
DBQ – Codes of
Law
Interpreting
Mosaics and
Paintings
Multiple Choice
Textbooks:
World History:
People and
Nations
Connections to
Today
World History
Selected
Handouts
Art Book:
Byzantine Art
48
Diversity
Justice
Belief System
To what extent was this
event a turning point in
global history?
Why did the Byzantine
Empire Survive while the
Roman Empire fell?
What was the Role of the
Emperors.and Empresses
and Eastern Orthodox
Church in the Byzantine
Empire?
What is meant, "From
Rome to Constantinople
to Moscow?"
Roman cultures
6. Impact on Russia and Eastern
Europe
Byzantium/Constantinople
Eastern Europe
Asia Minor
Russia
Black and Mediterranean Seas
Constantinople:
Greek Alphabet
Constantine the Great
Justinian Codes
Eastern Orthodox Church/Patriarch
Hagia Sophia/Mosaics
Preserved the Greco-Roman Culture
Kiev Rus:
Steppe of Russia
Cyrillic Alphabet
Slavs and Vikings
Czar-Tsar
Decline of the Byzantine Empire
Seljuk Turks and the Rise of the
Ottoman Empire
Code of Justinian
Concepts/Terms
Hagia Sophia, monastery, khanates,
excommunication, patriarch, pope,
icon, iconoclast, dogma, schism,
Slavs, Cyrillic alphabet, steppe, Black
Sea, tribute, pastorialist, clan, Golden
Define culture and
civilization,
explaining how they
developed and
changed over time
Investigate key
events and
developments and
major turning points
in world history
Thematic Essay
Listening and
Note taking Test
Replicas of
Artifacts and
Relics
Suggested
Documents:
Justinian Code,
pictures of Hagia
Sophia, mosaics,
reservoirs, etc
49
Horde, Pax Mongolia, Silk Route,
Kiev, Constantinople
Unit Concepts and Understandings
o The Schism of 1054 C.E.
o The effect of Mongol Influence on
Russia
o The extent, rule, and
contributions of the Mongol Empire
o The fall of the Byzantine Empire
o Orthodox Christianity
o Byzantine influence on Russia
o The preservation of Greco-
Roman culture
Medieval
History: The
Middle Ages
Pt. I
432 A.D./C.E.-
1328 A.D./C.E..
(Week 22, 3
Weeks)
Standards
2,3,4,5
Belief system
Needs and
Wants
Culture
Human/
Physical
Geography
Factors of
Production
Conflict
Why is it called "The
Middle Ages?"
What assumptions did
medieval Europe make
regarding power, author-
ity, governance, and law?
How did the roles of men
and women differ in
medieval society?
What role did individual
citizens play in feudal
society?
How were decisions
made about the use of
scarce resources in
medieval Europe?
What principles were the
Western Europe:
Medieval Europe (500-1400)
1. Human and physical
geography
2. Frankish Empire—
Charlemagne
3. Manorialism
4. Feudalism
a. Social hierarchy and
stratification
b. Role of men and women
5. Spiritual and secular role of the
Church
6. Monastic centers of learning
7. Anti-Semitism
8. Art and architecture
The Medieval Church:
Unity, Stability, Uniformity of
Thought and Expression
Anti-Semitic Law and Segregation
Understanding
cause and effect
Concept of action
and reaction
Understand and
interpret charts and
graphs
Interpret primary
manuscripts
Identify the reasons
for the spread of
Christianity and
Islam throughout
world history
Writing Tasks:
DBQ – Cultural
Diffusion /
Crusades
Thematic Essay –
Power of the
Catholic church
on all facets of
Medieval life
Vocabulary
Quizzes
DBQ Test
Role Playing
Design Charts
and Graphs
based on Data
Textbooks:
World History:
People and
Nations
Connections to
Today
World History
Segments from
the movie:
"Knight's Tale"
Excerpts from
Chaucer's: "The
Canterbury
Tales"
50
basis of these decisions?
What is Feudalism?
Pope or Emperor:
Separate or One?
What is the Holy Roman
Empire?
Policies Resulted in Persecution and
Migration
1. Church laws segregated
Jews
2. Leaders exploited and
frequently expelled Jews
from their nations
Major Ideas
In a highly fragmented world, the
church provided a sense of stability
and order and became the major
unifying force.
Religious zeal, negative stereotyping,
and popular distaste for different
CULTURES, paved the way for gross
violations of the HUMAN RIGHTS
of Jews in medieval Europe.
By losing CITIZENSHIP RIGHTS,
Jews lost the political POWER to
protect their choice of livelihoods
and their right to remain in their
own countries.
Medieval
History: The
Middle Ages
Pt. 2
1000 A.D./C.E.-
1500 A.D./C.E.
(Week 25, 3
Weeks)
Does religion change
culture or does culture
change religion?
What is a Crusade?
Crusades: Religious or
Economical or Political or
all 3?
Crusades:
A. Effects of Cross-Cultural Contacts
1. The Crusades
a. Religious and
political causes
b. Effects of increased
European contact
with Islam and
Byzantium
Analyze the causes
of the Crusades and
their impact.
Understand the
diverse ways
Muslims,
Byzantines, and
Christians viewed
Vocabulary
Quizzes
Notebook Check
Writing Project:
Have students
examine the
following list,
choose a single
Textbooks:
World History:
People and
Nations
Connections to
Today
World History
51
What is meant by: "From
Decline to Normalcy to
Total Devastation to
Rebirth?
Key individuals—Urban II, Saladin,
and Richard the Lion-Hearted
Europe-North Africa-Asia
Christianity and Islam
Rise of Trade
Cultural Diffusion
Growth of Towns and
Cities/Urbanization
Bubonic Plague: The Black Death"
Guilds
Vernacular Language
Romance Languages
Germanic Languages
Normans versus Anglo-Saxons:
William the Conqueror
King John/Magna Carta
Hundred Years War/War of the
Roses:
Joan of Arc/Louis XI
Patriotism
Rise of Nationalism
The effects of Germanic invasion on
Roman Empire
Unit Concepts and Understandings
o The Rule of Charlemagne
o The structure, effect, and
decline of the Feudal System on
Europe
o The rise of towns and
this period
Read a time line
Classify data
Generalize from
data
Scrutinize possible
consequences of
alternative course of
action
Map skills
item or a group
of items, and
write an analysis
of how the item
changed the
standard of living
in Europe:
windmill,
apricots, ginger,
nutmeg, carpets,
pointed arches,
velvets, sofas,
slippers, mirrors,
makeup, dyes,
sugar cane,
damsons, pepper,
mace, cloves,
silks, colonnades,
cushions,
turbans, Turkish
baths, Damascus
swords, and
perfumes.
DBQ
Segments from
the movie:
"Kingdom of
Heaven"
Segments from
the movie: "Robin
Hood"
Multi-Language
Dictionary/Based
on the Romance
Languages
52
commerce
o Manorialism
o The causes and long-term
effects of the Crusades
o Church structure, influence,
and power
o The development of limited
monarchy in England and France
o Hundred Years’ War
Concepts/Terms
Feudalism, rigid social class
structure, serf, vassal, lord, tithe,
nobles, self-sufficiency, manor, three
field system, chivalry, fief, stirrup,
longbow, clergy, sacraments, canon
law, interdict, Gothic, flying buttress,
jihad, crusade, heresy, fallow field,
guild, usury, urbanization,
vernacular, parliament, Hundred
Years’ War, Treaty of Verdun,
Inquisition
Major Ideas
CULTURAL diffusion of a more
advanced Muslim CULTURE and the
rediscovery of lost Greek and Roman
learning were two major results of the
Crusades.
The Crusades created a demand for
goods previously unavailable to
Europeans and thus stimulated trade.
Islam: The
Islamic Empire
(Week 28, 2
Weeks)
Standards
2,3,4,
What is Islam?
Islam: Religious or
Political Movement or
Both?
Arabia:
570 A.D./C.E.-1761 A.D./C.E.
Islamic Empire
The spread of Islam to Europe, Asia,
Interpreting music,
poetry and art
Use of primary
sources
Interdisciplinary
Lesson with
Art/Music/Langu
age Arts/Math
Department
Textbooks:
World History:
People and
Nations
Connections to
53
Belief system
Needs and
Wants
Culture
Human/
Physical
Geography
Science and
Technology
How, Where and Why
does Islam Spread?
Can 1 City be declared a
Holy Site by 3 different
Religions?
What is the impact of the
Islamic Faith?
What contributions did
Islamic culture make to
global history?
What was the status of
women under Islamic
law?
How did Islam link
Eastern and Western
cultures?
What was the role of
Islamic missionaries in
Africa? in other regions?
How did Islam art and
architecture reflect a
blend of many different
cultures?
and Africa
1. Human and physical
geography
2. Organizational structure
The development of Islamic law and
its impact
3. Social class: women and slavery in
Muslim society
4. Position of “people of the book”
5. The golden age of Islam
a. Contributions to mathematics,
science, medicine, art, architec-
ture, and literature
b. Role in preserving Greek and
Roman culture
c. Islamic Spain
7. Trade
Concepts/Terms
Islam, monotheism, Arabian
peninsula, Persian Gulf, Red Sea,
Tigris/Euphrates Rivers, Mecca,
Ka’aba, pilgrimage/hajj, Allah, 5
Pillars, Ramadan, Muslim,Qur’an,
Hijrah, jihad, Dome of the Rock,
mosque/minaret, Shariah, “people of
the book,” Caliph, Sunni,
Shi’a/Shi’ite, Sufi, Imam, polygamy,
purdah/burka, House of Wisdom,
calligraphy, Taj Mahal, Mughal
Dynasty
Unit Concepts and Understandings
How Muhammad unified the
peninsula under Islam
Interpreting photos
Prepare written
essay
Comparison
Thematic Essay
Research Paper
Quizzes
Today
World Today
Excerpts from:
"The Book of One
Thousand and
One Nights"
Segments from
the movies: Ali
Baba and the
Forty
Thieves/Alladin's
Lamp/Voyages of
Sinbad/Malcolm
X
54
The basic beliefs, practices, and
cultural effects (art, architecture,
gender issues) of Islam
The effect of geography on cultural
development
The conquest of the Byzantine
empire by the Ottoman empire
Empires and
Cultures of
Asia Pt. 1
(Week 30, 2
Weeks)
What are the effects of
Muslim Rule in India?
Did Hindus and Muslims
Clash? Why or Why Not?
What Role do New
Inventions Play in
Chinese Civilizations?
Mongols or Moguls are
they the Same?
What is Eurasia?
Who was Marco Polo?
India/A Sub-Continent in Asia:
1526 A.D./C.E.-1707 A.D./C.E.
Mogul Empire
Taj Mahal
Asia/China:
Sui Dynasty
Tang Dynasty
Sonj Dynasty
Jin Dynasty
New Inventions:
Grand Canal
Gunpowder
Printing
Civil Service Examinations
Mongols:
1294 A.D./C.E.-1500 A.D./C.E.
Use a time line to
track the progress of
various events
Group planning and
discussion
Mapping
Reading journal
entries
Quizzes
Cooperative
Learning Lesson:
Develop and
Design a Civil
Service
Examination
Plot Trading
Routes on Maps
Textbooks:
World History:
People and
Nations
Connections to
Today
World History
Selected
Handouts
Excerpts from: "A
Visit to Kublai
Khan's Palace"
Video Game:
"Adventures of
Marco Polo"
55
The Mongol Empire's influence on
Europe
a. Increased trade by land and
sea within a vast unified
Eurasian
empire
b. Increased geographic
knowledge of areas
previously little known
Central Asia
Steppe
Gobi Desert
Nomadic Tribes
Golden Horde
Genghis Khan
Kublai Khan
Decline of the Nomadic Tribes
Seljuk Turks:
1400 A.D./C.E.-1917 A.D./C.E.
Ottoman Empire
Sultans
Byzantium/Constantinople/Istanbul
Empires and
Cultures of
Asia Pt. 2
(Week 31, 2
Weeks)
What is Southeast Asia?
Can an Island have a
Civilization and be a
Nation?
Can Civilizations Mirror
each other over
Thousands of Miles and
Indochina:
100 A.D./C.E/-1644 A.D./C.E.
Cambodia
Khmer
Laos
Vietnam
Thailand
Sequencing
Analyzing multiple
resources
Interpret charts and
graphs
Role play
Fact and Opinion
Test
Multiple Choice
Thematic Essay
Skit
Textbooks:
World History:
People and
Nations
Connections to
Today
World History
56
Years? Malaysia
Myanmar(Burma)
Ruins of Angkor Thom
Japan:
100 A.D./C.E.-1644 A.D./C.E.
Pacific Ocean
Island Nation
Feudalism
Emperor
Shogun
Daimyos
Samurai/Bushido
Farmers
Zen
Buddhism
Shinto
Korea:
Peninsula
Selected
Handouts
Segment from the
movie: "The Last
Samurai"
Africa: The
Early
Civilizations
(Week 33, 2
Weeks)
What role did African
kingdoms play in
overland and maritime
trade routes of the era?
What impact did Islam
have on these kingdoms?
What forces contributed
to the rise and fall of
African kingdoms? How
did they compare with
the rise and fall of other
Africa:
200 B.C./B.C.E.-1500 A.D./C.E.
Egyptian Civilization
Islamic Influence in North Africa
Sub-Sahara Africa:
Sahara desert
Plateau
Basins
Rift Valley
Organizing data
Chronological order
Map reading
Understanding the
concept of oral
tradition
Connection to
Current Events
Research Paper
Storytelling
Textbooks:
World History:
People and
Nations
Connections to
Today
World History
Excerpts from the
"Pilgrimage of
Mansa Musa"
57
empires?
How did traditional art
reflect the beliefs of
African kingdoms?
What is meant by: "Sub-
Sahara Africa?
"Gold or Salt": Which
was Worth more?
In the Middle of
Nowhere a Cultural
Center: "Timbuktu"
How?
Sahel
Savannas
Mt. Kilamanjaro
Kalahari desert
Victoria Falls
Niger River
Dynasties:
Kush
Nubia/Sudan
Axum/Ethiopia
Nok
Ghana/Asante
Mali
Songhai
Benin
Nigeria
West Africa:
Timbuktu
Niger River Delta and System
Bantu Culture
East Africa:
Swahili
Bantu Migration
Central Africa
South Africa
Great Zimbabwe-Karanga
Unit Concepts and Understandings
How humans have adapted to
geography of Africa
The cultural and religious practices
and beliefs
Segments from
the movie/t.v.
series: "Roots"
Segments from
the PBS series:
"Early African
Civilizations"
Suggested
Document: Leo
Africanus;
Description of
Timbuktu from
The Description of
Africa see http:! !
www.ws
u.edu:8080!
~wldciv! world
civ reader! world
civ reader 2!leo
africanus.html
58
The effects of maritime and trans-
Saharan trade
The causes and effects of human
migration
The cultural achievements of African
kingdoms
Concepts/Terms
Desert, desertification, savanna,
Mediterranean climate, Nile River,
tropical rainforest, terrace farming,
Great Rift Valley, Timbuktu,
pastorialists, Sub-Saharan,
traditional economy, clan, extended
family, oral tradition, Animism,
matrilineal/patrilineal societies,
migration, Bantu language family,
gold-salt-slave trade, trans-Saharan
trade, caravan, nomad, Islam,
mosque, Hajj, maritime trade,
Ghana, Songhai, Mali, Axum
Americas: Old
and New
(Week 34, 2
Weeks)
What is an "Ice Age?"
To what extent can the
Aztec and Incan empires
be compared to earlier
Afro-Eurasian classical
civilizations in terms of
their organization and
achievements?
How widespread were
Aztec and Incan trade?
Who were the 1st Real
Asia-Americas:
"Ice Bridge"
Migration
.The rise of Mesoamerican empires:
Aztec and Incan empires before 1500
1. Human and physical
geography
2. Organizational structure
3. Contributions
4. Trade
North America:
Examine accounts of
the Columbian
Encounter from
both Spanish and
Native-American
points of view
Gather information
Analyze data
Critical thinking
Writing Tasks:
DBQ – the
Encounter
Project on
creating a resume
for an absolute
monarch
Project: create a
newspaper the
describes the
social, political
and economic
Textbooks:
World History:
People and
Nations
Connections to
Today
World History
Field Trip:
United Nations
Segments from
the movie:
59
Americans?
Where did the Central
and South American
Civilizations Go?
Explorers: Heroes or
Destroyers? Neither? or
Both?
Was Columbus a hero or
a villain?
Do more technologically
advanced nations have
the right to take what
they need from less
technologically
advanced nations?
1400 A.D./C.E.-1880 A.D./C.E.
Eastern Woodlands Indians
Great Plains Indians
Northwestern Indians
Southwestern Indians
Central and South America:
200 A.D./C.E.-1500 A.D./C.E.
Olmecs
Aztec
Maya
Toltecs
Inca/Macchu Pichu
The Age of European Exploration
. The encounter between Europeans
and the peoples of Africa, the
Americas, and Asia
Case study: The Columbian
exchange
1. Human and physical
geography
2. European competition for
colonies in the Americas,
Africa, East Asia, and
Southeast Asia—The “old
imperialism”
3. Global demographic shifts
Case study: The triangular trade and
slavery
4. The extent of European
expansionism
Decision making
Drawing
conclusions
aspects of this
time period for
Europe, Asia,
Africa, and
America societies
Debate: “Was
Columbus a hero
or a villain?”
Vocabulary
Quizzes
Multiple Choice
Thematic Essay
Debate: Pros and
Cons of
Exploration
"Voyages of
Christopher
Columbus"
Segments from
the movie:
"Dances with
Wolves"
Suggested
Documents:
Maps of transat-
lantic trade
showing the
exchange of
goods; various
diaries;
Bartolomé de las
Casas, The
General History of
the Indies
60
5. European mercantilism
6. Spanish colonialism and the
introduction of the
Encomienda system to Latin
America
7. Dutch colonization in East Asia
(Japan and Indonesia)
8. Exchange of food and disease
Concepts/Terms
Mercantilism, mother country,
navigational instruments that aided
in exploration (astrolabe/compass),
Inca, Treaty of Tordesillas, Aztec,
Maya, Mesoamerica, Conquistadors,
social class structure in colonial Latin
America including, Peninsulares,
criollos, mestizos, mulattos, African
slaves and Native-Americans,
Encomienda System
Unit Concepts and Understandings
That before 1492, diverse societies
with, complex civilizations existed in
the Americas
The political, economic and social
motives for European
exploration/colonization
The technological advancements that
made exploration possible
Ways in which the exchange of foods,
plants, animals, diseases, people and
technology affected European, Asian,
African and American societies and
61
economics
The political, economic and social
motives were embodied in imperialism
(old imperialism) (ethnocentrism and
the drive for profit led some Spaniards
to exploit the labor of Native
Americans and Africans and to
understand the brutality embodied in
this labor system).
The variety of ways world monarchs
held and exercised power
The
Renaissance,
Reformation,
Scientific
Revolution
(Week 35, 4
Weeks)
What is meant by: "The
Renaissance" or "Rebirth"
What impact did the
Puritan Revolution
have on the
Enlightenment and
subsequent political
events in Europe and the
Americas?
What is a "Reform"?
What is a Scientific
Revolution?
What is Global II?
Europe:
1350 A.D./C.E.-1700 A.D./C.E.
Political ideologies: global
absolutism
1. Human and physical
geography
2. Thomas Hobbes, The
Leviathan
3. Jacques-Benigne Bossuet:
Absolutism and Divine right
theory
4. Case studies: Akbar the
Great, Suleiman the Magnificent,
Philip II, Louis XIV, Ivan the
Terrible, and Peter the Great
The response to absolutism: The rise
of parliamentary democracy in
England
1. Background—Magna Carta
2. Divine Right of Monarchy—
Stuart rule
3. Puritan Revolution—Oliver
Linking the past to the
present to the future
Review
Test taking skills
Notebook
Check
Portfolio Check
Final
Examination:
Multiple
Choice
Thematic Essay
DBQ
Textbooks:
World History:
People and
Nations
Connections to
Today
World History
Selected
Handouts
Notebooks
Drawings,
Paintings and
Photos of
selected works of
Art
selected excerpts
from: "The
Prince"
62
Cromwell
4. Glorious Revolution—John
Locke and the English Bill of
Rights
Renaissance
Reformation
Scientific Revolution
Humanities:
Artists
Scientists
Philosophers
Italy:
Florence
Rome
Venice
Milan
Naples
The Gutenberg Printing Press
Reform and the Reformation:
Germany:
Martin Luther 95 Thesis
Protestantism
Sects
Anglican Church
Calvin and Calvinism
Counter-Reformation
Concepts/Terms
Reformation, protestant, indulgence,
95 Theses, excommunication,
Scientific
Inventions
63
vernacular, annul, sacraments,
Church of England/Anglican,
theocracy, counter-reformation,
Jesuit
Unit Concepts and Understandings
The religious movements to reform
the Catholic church
The spread of the Protestant faith to
England
The Counter-Reformation/Catholic
Reformation
The effects of the Reformation on
Europe
64
65
66
Collaborative Curriculum Map 2006-2007
Mount Vernon City School DistrictGlobal History II / Grade 10
Units Essential Questions Content / Strategies Skills/Knowledge Assessments Resources & MaterialsUnit 4: TheFirst GlobalAge (1450 -1770)
(Week 1, 4Weeks
CoreCurriculumThe MingDynastyStandards2,3, 4,
Concepts
Human!PhysicalGeography
Cultural andIntellectual life
Conflict
Human Rights
Change
The Ming Dynasty
How did the Mingdynasty mark both thereturn and the end ofChinese rule in China?
What were the Mingachievements in scienceand engineering?
How did the expeditionsof Zheng He showChina’s advancement inmaritime technology?
How did China’s self-concept of the “middlekingdom” affect its politi-cal, economic, andcultural relationships withother societies in Easternand Southeastern Asia?
A. The Ming Dynasty(1368-1644)
1. Human and physicalgeography
2. Restoration of ChineseruleChinese world vision3. The impact of China onEast Asiaand Southeast Asia4. China’s relationshipwith the West5. Contributions6. Expansion of trade(Zheng He,1405-1433)
Students will be ableto
Construct and testhypotheses; collect,evaluate, and employinformation frommultiple primary andsecondary sources;and apply it in oraland writtenpresentations
Describe the role ofConfucian learning inthe Ming Dynasty
Describe theabsolutist governmentand strict law codes ofthe Ming dynasty
WRITING TASKS:
DBQ – ChineseCulture, Life,Government, andPhilosophy
Reflective Essay:
Explain why the Mingdynasty regained andlost Chinese rule inChina.
Persuasive essay:
Assume that you are agovernment advisorfor either China or aEuropean nation.Present the pros andcons of foreignrelations betweenChina and Europe.Based on yourresearch, write apersuasive essayurging either China orEurope on thecurtailment of thoserelations
Basal Textbook: WorldHistory: Connections to thePast, Prentice Hall, 2005
A) Suggested Documents:Photographs of blue andwhite porcelain,map showingvoyages of Zheng He;Excerpts from thetext Journey to the West byMatteo Ricci,
The Art of Printing Web Sitehttp:! ! academic.brooklyn.cuny.edu! core9! phalsall!texts! ric-prt.html
67
Unit 4The FirstGlobal Age(1450-1770)CoreCurriculumThe MingStandards,2,3, 4, 5
Concepts
Human!PhysicalGeography
Movement ofPeople andGoods
Conflict
Human Rights
Change
To what extent wasEurope more interested intrade with China, thanChina was interested intrade with the West?Why?
What factors made theMing turn away fromexpeditions of trade andexploration?
What was the Chineseview toward foreigners?How would this viewcause problems for theChinese?
How was the Mingdynasty affected byConfucian teachings andtraditions?
Major Ideas:
The early Ming was aperiod of militaryresurgence after theperiod of Mongoldomination.
Geographic factorsinfluence thedevelopment of culturalpatterns.
Factors of physical andhuman geographyshaped China'sCULTURALIDENTITY
Key Vocabulary Terms
Expansionist, tribute,autocratic, anti-authoritarian, xenophobia,xenophobic
.Analyze the impactof Confucianteachings andtraditions on the Mingdynasty.
Explain the ways inwhich the Mingdynasty encouragedeconomic growth.
Understand theimportance of bothoverland trade andmaritime expeditionsbetween China andother civilizations inthe MongolAscendancy and MingDynasty.
Evaluate the influenceof ethnocentrism onChina's relationshipwith other cultures.
Describe theachievements of theMing dynasty,including porcelain,painting, drama,astronomy andarchitecture.
Review the ideasfound in theDeclaration ofIndependence. Howdoes the "Mandate"idea differ?
Basal Textbook: WorldHistory: Connections to thePast, Prentice Hall, 2005
http://www.yutopian.com/history/ming.html - timeline ofevents in China and the worldduring Ming Dynasty
Unit 4The FirstGlobal Age(1450-1770)
Ottoman Empire
Were 400 years ofOttoman rule a blessing or
B. The impact of the B.Ottoman Empireon the Middle East andEurope (1300-1650)
Students will be ableto:
Show the importance of
Assessments
-Describe the expansionof Muslim rule through
Basal Textbook: WorldHistory: Connections to thePast, Prentice Hall, 2005
68
CoreCurriculumOttomanEmpireStandards1,2,3, 4, 5
Concepts
Human!PhysicalGeography
Movement ofPeople andGoods
Conflict
Human Rights
Change
a curse for the people ofEastern Europe, theBalkans and the MiddleEast?
Should the OttomanEmpire be placed in thecompany of ImperialRome, Han China, andother “great” empires ofworld history?
To what extent didgeography contribute tothe rise and fall of theOttoman Empire?
What impact did Ottomandomination have onEastern Europe? Whatimpact continues today?
To what extent were thefall of Constantinople tothe Ottomans andColumbus’s voyagesmajor turning points inglobal history?
Why was Suleiman Icalled the Magnificent byWesterners and Lawgiverby Ottomans?
How did Suleiman Icompare to other absoluterulers (Akbar, Louis XIV,Peter the Great)?
1. Human and physicalgeography2. Contributions3. Suleiman I (theMagnificent, theLawgiver)4. Disruption ofestablished traderoutes and Europeansearch fornew ones5. Limits of OttomanEurope
Major Ideas
The Ottoman Empireemerged as a political andeconomic powerfollowing the conquest ofConstantinople.
The Ottomans broughtmuch of Muslim territoryin Southwest Asia andNorth Africa under theirrule.
gunpowder in theTurkish conquest ofConstantinople in 1453.Explain the "Janissary"system and its use inmaintaining theirempire
Trace the historicalorigins of ethic conflictin the Balkans. Showhow the interaction ofTurks, Muslims, Serbs,Bosnians and Albanianscan explain thebitterness in the regiontoday..Describe how the Turksprofited by beingmiddle-men in theEuropean-Asian traderoute
Demonstrate howMuslim law was thebasis of the justicesystem.
Describe the features ofOttoman mosques thatblend elements ofByzantine and Muslimartistic styles
military conquests andtreaties, emphasizingthe cultural blendingwithin Muslimcivilization and thespread and acceptanceof Islam and the Arabiclanguage.
Map Project
-On a map, locate theOttoman Empire’soriginal location in AsiaMinor and showexpansion intoSouthwest Asia,Southeastern Europe,Balkan Peninsula, andNorth Africa. Describethe Ottoman Empire.
69
Unit 4The First
Global Age
(1450-1770)CoreCurriculumSpain andPortugalStandards1,2,3, 4, 5
Concepts
Human!PhysicalGeography
Movement ofPeople andGoods
Conflict
Human Rights
Change
Spain and Portugal onthe eve of theencounterWhy was the Reconquistaa major turning point inSpanish and Europeanhistory?
How did Ferdinand andIsabella use theInquisition to try to bringreligious and politicalunity to Spain?
What effect did theexpulsion of Moors andJews have on Spain?
How did newtechnologies makeEuropean overseasexpansion possible?
How did advances inscience contribute tovoyages of exploration?
.How did competitionamong western Europeanpowers further encouragevoyages of explorationand colonialism?
How did the astrolabe,compass and sextonimprove navigation?
C. Spain and Portugalon the eve of theencounter
1. Human and physicalgeography2. Reconquista underFerdinand andIsabella3. Expulsion of Moorsand Jews4. Exploration andoverseasexpansiona. Columbusb. Magellancircumnavigates theglobe
Key Vocabulary Words
Inquisition, Moors,heretics, interregnum,anarchy, vellum,Reconquista, astrolabe,sexton, compass, miasma,caravel
Skills/Knowledge
Trace the history of thedecline of Muslim rulein the Iberian Peninsulathat culminated in theReconquista and therise of Spanish andPortuguese kingdoms.
Investigate key eventsand developments andmajor turning points inworld history
Understand thedevelopment andinteractions ofsocial/cultural, political,economic, and religioussystems in Spain andPortugal.
Create a flow chart onthe economics ofexploration.
Debate:“Resolved: theexpulsion of the Jewsand the Moors wasdetrimental to Spain.”
Assessments
Research an explorer(Vasco da Gama,Christopher Columbus,Hernando Cortez,Francisco Pizarro,Ferdinand Magellan,Francis Drake, andJacques Cartier) andcreate a poster orbrochure. Write a one-page paper about theperson's childhood,getting ready, journey,and discovery. Map thevoyage and add adrawing or clip art ofthe explorer.
Writing Task
Spain on the eve of theencounter underwentmajor changes thattransformed the nationinto one of the greatEuropean powers.Write an essayevaluating the accuracyof the statement. Referto the documents usedin this unit as well asyour knowledge ofsocial studies to supportyour answer.
Basal Textbook: WorldHistory: Connections to thePast, Prentice Hall, 2005
http://panorama.harrison.k12.co.us/mcdowell/Webpage/explorers.htm - list of websiteson the early Europeanexplorers
http://www.mce.k12tn.net/explorers/explorers.htm - goodchart of the explorers
http://www.mce.k12tn.net/explorers/explorers_start.htm -good site for quizzes
http://www.mariner.org//educationalad/ageofex -biographies, timelines, etc.
http://www.chenowith.k12.or.us/tech/subject/social/explore.html - extensive list ofexplorers associated withsponsoring countries
70
Unit 4The First
Global Age
(1450-1770)
CoreCurriculumRise ofMesoamericanEmpiresStandards1,2,3, 4, 5
Concepts
Human!PhysicalGeography
Movement ofPeople andGoods
Conflict
Human Rights
Change
D.The rise ofMesoamerican empires:Aztec and Incan empiresbefore 1500
How did theMesoamerican Empiresadapt to specificgeographic featureswithin their environment?
How did geographicfeatures influence theagricultural and economicsystems of theMesoamerican Empires?
. How did variations inthe climate influenceMesoamerican Empires?
How did the Olmec,Mayan, Aztec and IncanEmpires control theirpeople and territory?.
How did the religioussystems influence thestructure of their empires?
How were the politicalsystems of Mesoamericanempires organized?
What were the
D. The rise ofMesoamerican empires:Aztec and Incan empiresbefore 1500
1. Human and physicalgeography2. Organizationalstructure3. Contributions4. TradeUnit Concepts andUnderstandings
That before 1492, diversesocieties with, complexcivilizations existed in theAmericas
Skills/Knowledge
Identify the locations,landforms, and climatesof Mexico, CentralAmerica, and SouthAmerica and theireffects on Mayan,Aztec, and Incaneconomies, trade, anddevelopment of urbansocieties.
Analyze the roles ofpeople in eachsociety, includingclass structures,family life, warfare,religious beliefs andpractices, andslavery.
Explain how and whereeach empire arose andhow the Aztec and Incanempires were defeatedby the Spanish.
Describe the artistic and
oral traditions and
architecture in the three
civilizations.
Describe the Meso-Americanachievements inastronomy andmathematics,including thedevelopment of thecalendar and the
Assessment
Writing Tasks
Describe the artistic and
oral traditions and
architecture in the three
civilizations.
Describe the Meso-Americanachievements inastronomy andmathematics,including thedevelopment of thecalendar and theMeso-Americanknowledge ofseasonal changes tothe civilizations’agricultural systems.
Basal Textbook: WorldHistory: Connections to thePast, Prentice Hall, 2005
71
achievements of theOlmec, Mayan, Aztec andIncan Empires?
How did culturaldiffusion allow theEmpires to build upon theachievements of others?
Meso-Americanknowledge ofseasonal changes tothe civilizations’agricultural systems.
Understand theconnections, causal andotherwise, betweenparticular historicalevents and larger social,economic, and politicaltrends anddevelopments
Unit 4The First
Global Age
(1450-1770)
CoreCurriculumThe EncounterStandards1,2,3, 4, 5
Concepts
Human!PhysicalGeography
Movement ofPeople andGoods
Conflict
The encounter
What is the "ColumbianExchange" and what wereits effects on Europe andAmerica?
Why did the creation of aworld economicframework presentchallenges to everycivilization?
Why did the Europeancountries compete amongthemselves for coloniesaround the world?
What is "Triangle Trade",how does it work andwhat are its effects on all
E. The encounterbetween Euro p e a n sand the peoples ofAfrica, the Americas,and Asia
Case study: TheColumbian exchange
1. Human and physicalgeography2. European competitionfor coloniesin the Americas, Africa,East Asia,and Southeast Asia—The“oldimperialism”3 . Global demographicshiftsCase study: The triangulartradeand slavery4. The extent of European
E.Skills/Knowledge
Know the great voyagesof discovery, thelocations of the routes,and the influence ofcartography in thedevelopment of a newEuropean worldview.
Analyze the exchangesof plants, animals,technology, culture, andideas among Europe,Africa, Asia, and theAmericas in thefifteenth and sixteenthcenturies and the majoreconomic and socialeffects on eachcontinent
Assessment
Writing Tasks
Using the slogan, "God,Gold, Glory, and Gain,"explain the expansionof European empiresinto the Americas,Africa, and Asia. Whatwas the effect of thismigration andsettlement?
Create a two-columnchart on the ColombianExchange: Europe toAmerica and Americato Europe. Cite theproduct exchanged andthe impact of theexchange
Basal Textbook: WorldHistory: Connections to thePast, Prentice Hall, 2005
http://mobiletel2.mobiletel.com/~sal/
http://www.maps.com/reference/history/whistory - varietyof world history maps
www.euratlas.com –historical maps of Europe
http://www.freeeliterature.com/AtripThroughTime/Files%20and%20Maps/A%20Literary%20Trip%20Through%20Time.htm - world history maps
72
Human Rights
Change
parties involved?.
What is "mercantilism",how does it affect themother country and hercolonies respectively?
What is the"encomienda" system anddescribe its effects on thenative population?
expansionism5. European mercantilism6. Spanish colonialismand the introductionof the Encomienda systemto Latin America7. Dutch colonization inEast Asia(Japan and Indonesia)8. Exchange of food anddisease
Classroom StrategyNative Americans had anestablished social andpolitical system whenthey first came intocontact with Europeans.Divide the class into smallgroups of three or fourmembers. Using evidenceto support their point ofview, have the groupsdebate the following:
Why did Europeansassume that NativeAmericans should livelike Europeans? Whathappened to NativeAmerican cultures? DidEuropeans have a right toclaim lands in the NewWorld? Have the groupsargue this situation from theperspectives of bothEuropeans and NativeAmericans. Each groupshould present theirperspectives to the class.
-Distinguish validarguments fromfallacious arguments inhistorical interpreta-tions
Analyze importantevents anddevelopments in worldhistory as reported inliterature, diaries, letters,
debates, art and music,
Describe major changesin world politicalboundaries between1450 and 1770 andassess the extent andlimitations of Europeanpolitical and militarypower in Africa, Asia,and the Americas as ofthe mid-eighteenthcentury
Create a non-linguisticrepresentation oftriangular trade.
Identify the preciousmetals exported fromthe Americas. Explainthe impact of theexportation of preciousmetals from theAmericas
Compare and contrastthe treatment of theNative Americans inthe New World by theEnglish, French,Spanish, and Dutch inrespect to religion,government,economics, andintegration of cultures
73
74
Unit 4The First
Global Age(1450-1770
CoreCurriculumPoliticalideologies:globalabsolutismStandards1,2,3, 4, 5
Concepts
Human!PhysicalGeography
Movement ofPeople andGoods
Conflict
Human Rights
Change
Global Absolutism
How did absolutemonarchs achieve power?
How did they protecttheir power from thepeople?
How might an absolutemonarchy exist andsurvive today?
What advice wouldMachiavelli give anabsolute monarch oftoday?
How was the power of anabsolute monarchsupported by the theory ofdivine right?
Did the system ofabsolute monarchy,strengthen or weaken anation?
What did Hobbes meanby the "social contract"?
Why did Hobbes feel anabsolute monarchy wasthe most desirable form ofgovernment?What did the Stuartsmean by the "divine rightof Kings"?
F. Political ideologies:global absolutism
5. Human andphysical geography
6. Thomas Hobbes,The Leviathan
7. Jacques-BenigneBossuet: Absolutismand Divine righttheory
8. Case studies:Akbar the Great,Suleiman theMagnificent, Philip II,Louis XIV, Ivan theTerrible, and Peter theGreat
Classroom Activity
Provide students with copiesof The Prince to readparticular selections or inentirety. Students shouldthen write an outline ofMachiavelli’s concept ofautocratic government andhow his ideas justifiedabsolute monarchies infeudal Prussia, Russia, andSpain.Ask students to hypothesizeon how an individual orgroup might revolt againstautocratic government andwhy.
Construct a timeline toexplain and analyzehistorical periods inworld history
Prepare case studies onthe reign of Elizabeth Iof England and LouisXIV of France. Theymay identify incidentsor events that embodyprecepts described byMachiavelli in ThePrince
Describe the majorideas of philosophersand their effects on theworld
Compare historicalperiods or historicalconflicts in terms ofsimilar issues, actions,or trends in worldhistory
Assessment
Create a chart depictingand explaining the mostimportant concepts,people, and events ofthe Age of Absolutism:Louis XIV, Frederickthe Great, Peter theGreat.
Develop a chartshowing limits toabsolute power andwhen they developed inEuropean history. Thischart can be used as apoint of reference insubsequent study ofEastern Europe.
Basal Textbook: WorldHistory: Connections to thePast, Prentice Hall, 2005
http://www.constitution.org/mac/prince.txt - The Princeby Machiavelli
http://www.the-prince-by-machiavelli.com – Biographyof Machiavelli
http://history.evansville.net/enlighte.html#People – Goodsite for Age of Enlightenment
75
Key Ideas
The Age of Absolutismtakes its name from aseries of Europeanmonarchs who increasedthe power of their centralgovernments. In the 16thand 17th centuries, themonarchies of WesternEurope sought tocentralize the politicalPOWER of theirrespective POLITICALSYSTEMS.
Unit 5An Age ofRevolution(1750-1914)
CoreCurriculumThe Responseto AbsolutismStandards2,3, 4, 5
Concepts
Human!PhysicalGeography
Movement ofPeople andGoods
How might the rule of anabsolute monarch createmajor politicalrevolution?
Why did the Stuart kingsclash with Parliament?What were the long termand immediate causes ofthe English Civil War?
How was the Englishgovernment profoundlychanged by the "GloriousRevolution" and thepassage of English Bill ofRights?
G.The response toabsolutism: The rise ofparliamentarydemocracy in England
Glorious Revolution—John Locke and theEnglish Bill of Rights1.Background—MagnaCarta2.Divine Right ofMonarchy—Stuart rule3.Puritan Revolution—Oliver Cromwell4.Glorious Revolution—John Locke and theEnglish Bill of Rights
Classroom ActivityWrite the followingquotations on thechalkboard:“All men are created
Compare historicalperiods or historicalconflicts in terms ofsimilar issues, actions,or trends in worldhistory
Research and analyzeMachiavelli's "ThePrince" and apply itsbasic principles ofpolitical realism tovarious historical andcontemporary casestudies.
Ask the class to create agraphic organizer/chartthat compares andcontrasts the following:the importance of theEnglish Bill of Rights
Ask students to readabout the reigns ofFrederick the Great(Prussia), Peter theGreat (Russia), andLouis XIV (France).Using student input,guide discussionillustrating the plight ofpeasants, the power ofnobility, thecentralization ofauthority, militarism,the suppression ofenlightenedphilosophies, and freewill. Create a chartanalyzing thecharacteristics of eachmonarch.
List the principles ofthe Magna Carta, the
Suggested Documents
Documents: Maps of Russianexpansion, other politicalmaps; Extractsfrom Bossuet’s Work onKingship
The Art of PrintingExtracts from Bossuet’sWork on Kingship
76
Conflict
Human Rights
Change
equal.” (Jefferson)“Man is born free andeverywhere he is inchains.” (Rousseau)“I do not agree with thewords you say but willdefend with my life yourright to say them.”(Voltaire)“L’Etat, c’est moi.”(Louis XIV)
Ask students to interpreteach quotation. Ask themto consider how thequotes are similar anddifferent. How do thesequotes relate to our Bill ofRights or the English Billof Rights?
(1688) to theDeclaration ofIndependence (1776),the American Bill ofRights (1789), and theFrench Declaration ofthe Rights of Man andthe Citizen (1789).
English Bill of Rights(1689), the AmericanDeclaration ofIndependence (1776),the French Declarationof the Rights of Manand the Citizen (1789),and the U.S. Bill ofRights (1791).
Unit 5An Age ofRevolution(1750-1914)CoreCurriculumThe ScientificRevolutionStandards1,2,3, 4, 5
Concepts
Human!PhysicalGeography
Movement of
What role did science andtechnology play in thechanges that took place inEurope from 1450 to1770?
To what extent was theScientific Revolution arejection of traditionalauthority?
To what extent does thistension still exist?
To what extent did
A. The ScientificRevolution
1.The development ofscientific methods2.The work ofCopernicus, Galileo,Newton, and Descartes
Getting Information:Identify maps, useglobes & atlases anddevelop a geographicvocabulary related tothe European Age ofExploration, Discoveryand Colonialdomination of the NewWorld, Africa and Asia.
Using Information:Students will be able todistinguish betweenrelevant and irrelevantinformation/events andplace ideas in logical,sequential andchronological order.
Students will be able todemonstratecompetency andeventual mastery of thefollowing assessments:
To write DocumentBased Essay Questionsusing a variety ofprimary sourcedocuments andincorporating outsideinformation. The essaywill include a clearthesis statement,supporting proofs and aconclusion.To write a Thematicessay. The Social
Basal Textbook: WorldHistory: Connections to thePast, Prentice Hall, 2005
Nicolaus Copernicus, On theRevolutions of the HeavenlySpheres;
Galileo Galilei, Letter to theGrand Duchess Christina andDialogue Concerning theTwo Chief World Systems;
René Descartes, Discourseon Method
77
People andGoods
Conflict
Human Rights
Change
Europeans apply thisapproach to traditionalvalues and institutions?
Detectinginconsistencies betweenideology and practice ofabsolute monarchs.
Studies and EnglishDepartments will workcollaboratively to teachstudents how to write a"power" essay. Itshould include thefollowing elements:thesis statement,expositions, synthesis,summary andconclusion.
Unit 5An Age ofRevolution(1750-1914)
CoreCurriculumTheEnlightenmentin EuropeStandards2,3, 4, 5
Concepts
Human!PhysicalGeography
Movement ofPeople andGoods
Conflict
Human Rights
Change
To what extent was theScientific Revolutionrelated to theEnlightenment?What is natural law?
Can humans practicerational thought?
Should these ideas besuppressed underChristendom?
Why are these ideassuppressed under absolutemonarchs?
Why did the Reformationand Renaissance inEngland and France fosterthe application of naturallaw to human behaviorand society?
B. The Enlightenment inEurope
1.The writings of Locke,Voltaire, Rousseau, andMontesquieu2.The impact of theEnlightenmenton nationalism anddemocracy3. The enlighteneddespots—MariaTheresa and Catherine theGreat
Classroom Activity
Ask students to create aseries of timelines from1400–1800, illustratingthe growth of ideas andthe emergence ofrevolutions, such as
events in the Reformationand Counter-Reformationto 1648;
prominent artists and
Describe key featuresof the ScientificRevolution, and theAge of Enlightenment
Getting Information:Identify maps, globes,atlases and vocabulary.
Using sub-questionsand predictingcauses/consequences.
Identifyingrelationships among theparts of a whole topic(westernization inRussia vs. Traditionalforces in RussianSociety)
Students should be ableto speak on the notion"that the ends justifythe means". Europe'smiddle class rejectedthe medieval classstructure which denied
Complete ConstructedResponse Questions.participate inCooperative LearningActivities.Complete PerformanceBased Activities.Create, collect andpresent Portfolios ofexemplary work.Participate inInterdisciplinaryLearning whenever andwherever possible.
Computer Research andPresentation Skills.Study SkillsSocial Studies Researchand Resource Skills.
(B) John Locke, TwoTreatises of Government;Jean-Jacques Rousseau, TheSocial Contract; Voltaire,Treatise on Toleration; RenéDescartes, Discourse onMethod; for writings ofCatherine the Great see http:!! www.ford ham.edu! halsall!mod! 18catherine.html
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musicians to 1800;
prominent scientists to1800;
prominent philosophers to1800; and
revolutions to 1800.
them politic-alPOWER; they insistedupon their RIGHT toparticipate in agovernment controlledby an electedrepresentativelegislature.
Unit 5An Age ofRevolution(1750-1914)
CoreCurriculumPoliticalRevolutionsStandards1,2,3, 4, 5
Concepts
Human!PhysicalGeography
Movement ofPeople andGoods
Conflict
Human Rights
Change
In what ways did theFrench Revolutionoverturn the balance ofpower that had existed inEurope?
To what extent are thestages of the American,French, and LatinAmerican revolutionssimilar? Dissimilar?
C. Political revolutions
1.Human and physicalgeography of revolutions2.American Revolutiona .Impact of theEnlightenment on theAmerican Revolutionb. Impact of the AmericanRevolution on otherrevolutionsFrench Revolutiona. Causesb. Key individuals(Robespierre and LouisXVI)c. Impact on France andother nationsd. Rise to power ofNapoleon and his impact(Napoleonic Code)4. Independencemovements in LatinAmericaCase studies: SimonBolivar, ToussaintL’Ouverture, José de SanMartína. Causesb. Impacts
Recognizing andtolerating differentinterpretations or pointsof view. Review thecase of Galileo andunderstand the price ofintellectual freedom anddissent.
. Initiating Ideas: Is theRenaissance acontinuation of theMiddle Ages or thevortex of a crucialturning point in humanhistory?
Have students usesegments of JohnLocke's Two Treatiseson Government todefine social contract asa basis for government.Have them comparethis with the divineright theory. Using theDeclaration ofIndependence, studentsshould find evidence ofthe influence of Locke
To completeConstructed ResponseQuestions.4. To participate inCooperative LearningActivities.5. To completePerformance BasedActivities.6. To create, collect andpresent Portfolios ofexemplary work.7. To participateInterdisciplinaryLearning whenever andwherever possible.8. Computer Researchand Presentation Skills.9. Study Skills10.Social StudiesResearch and ResourceSkills.
Describe how theAmerican Revolutiondiffered from theFrench Revolution andthe impact both had onworld political
Basal Textbook: WorldHistory: Connections to thePast, Prentice Hall, 2005
(C)Bill of Rights; theDeclaration of the Rights ofMan and of Citizens; EdmundBurke, Reflections on theRevolution in France; SimonBolivar, Message to theCongress of Angosturahttp://www.fordham.edu/halsall/mod / 1819bolivar.html
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Key Ideas
The American and FrenchRevolutions represented abasic CHANGE in theWestern relationshipbetween government andgoverned; with these tworevolutions, the Westmoved toward a moredemocratic system inwhich the equality andHUMAN RIGHTS ofCITIZENS wererecognized
The ideology of theFrench Revolution ledFrance to develop fromconstitutional monarchyto democratic despotismto the Napoleonic empire.
and other philosophersof his day on a politicalleader such as ThomasJefferson.
Development ofeconomic theory ofmercantilism
Promotions of marketeconomy, profit motive,private ownership ofand use of capital(capitalistic system
developments
Compare the AmericanRevolution to theFrench Revolutionregarding the following:
principles andphilosophies underlyingeach Revolution
previous experiencewith governing andgovernments
consequences of bothrevolutions (impact onSouth Americanrevolutions)
Unit 5An Age ofRevolution(1750-1914)
CoreCurriculumReactionAgainstRevolutionaryIdeasStandards1,2,3, 4, 5
Concepts
Human!Physical
What forces led to the19th-century failure ofdemocracy in LatinAmerica and Russia?.
What role did theindividual citizen play inthese revolutions?
D. The reaction againstrevolutionary ideas
1.Human and physicalgeography2.Balance of powerpolitics and the Congressof Vienna (Klemens vonMetternich)3.Revolutions of 18484.Russian absolutism:reforms and expansiona. Impact of the FrenchRevolution and Napoleonb.19th-century Russianserfdomc. Expansion of Russiainto Siberia
Have students usesegments of JohnLocke's Two Treatiseson Government todefine social contract asa basis for government.
Have them comparethis with the divineright theory. Using theDeclaration ofIndependence, studentsshould find evidence ofthe influence of Lockeand other philosophersof his day on a politicalleader such as Thomas
Compare and contrastthe Glorious Revolutionof England, theAmerican Revolution,and the FrenchRevolution and theirenduring effectsworldwide on thepolitical expectationsfor self-government andindividual liberty.
List the principles ofthe Magna Carta, theEnglish Bill of Rights(1689), the AmericanDeclaration ofIndependence (1776),
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Geography
Movement ofPeople andGoods
Conflict
Human Rights
Change
Jefferson. the French Declarationof the Rights of Manand the Citizen (1789),and the U.S. Bill ofRights (1791).
Unit 5An Age ofRevolution(1750-1914)
CoreCurriculumWorld War IStandards1,2,3, 4, 5
Concepts
Human!PhysicalGeography
Movement ofPeople andGoods
Conflict
Human Rights
Change
What were theperspectives of varioussocial classes on therevolutions in LatinAmerica?
What role did peasantsplay in the MexicanRevolution?
How successful was thisrevolution?
What role didnationalism play in thisrevolution?
E. Latin America: Thefailure of democracy andthe search for stability
1.Human and physicalgeography2.Roles of social classes:land-holding elite,creoles, mestizos, nativepeoples, and slaves3.Roles of the Church andmilitary4.Role of cash cropeconomies in a globalmarket5.The MexicanRevolution (1910-1930)a. Cause and effectb. Roles of Porfirio Diaz,Francisco “Pancho” Villa,and Emiliano Zapatac .Economic and socialnationalism
Review the definitionof a nation—a peoplesharing culture andlanguage occupying aspecific region. Thenreview the definition ofa state—an areabounded by a singlegovernment. Finally,define nation-state. Askstudents if they canthink of a country thathas more than onenation within itsboundaries. Ask them ifthey can name a nationtoday that does not havea state.
Basal Textbook: WorldHistory: Connections to thePast, Prentice Hall, 2005
Unit 5An Age ofRevolution(1750-1914)
What role did nationalismplay in Europe, EasternEurope, Asia, Africa, and
F. Global nationalism
1.Human and physicalgeography
Understand theconnections, causal andotherwise, betweenparticular historical
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CoreCurriculumGlobalNationalismStandards1,2,3, 4, 5
Concepts
Human!PhysicalGeography
Movement ofPeople andGoods
Conflict
Human Rights
Change
Latin America?
What role doesnationalism play today inthese regions?
2.Role in politicalrevolutions3.Force for unity and self-determinationa. Unification of Italy andGermany (CamilloCavour, Otto vonBismarck)b .Asian and MiddleEastern nationalism1) India (Indian National2) Turkey—Young Turks4.Zionism5.Force leading toconflictsa. Balkans before WorldWar Ib .Ottoman Empire as thepawn of European powers
events and larger social,economic, and politicaltrends anddevelopmentspredicated not upondivine right but uponthe consent of thegoverned.
Development ofeconomic theory ofmercantilism
Promotions of marketeconomy, profit motive,private ownership ofand use of capital(capitalistic system
Unit 5An Age ofRevolution(1750-1914)
CoreCurriculumEconomic andSocialRevolutionsStandards1,2,3, 4, 5
Concepts
Human!Physical
What role did theIndustrial Revolution playin the changing roles ofmen and women
What impact did theIndustrial Revolutionhave on the expansion ofsuffrage throughout thelate-19th and early-20thcenturies?
To what extent did theIndustrial Revolution leadto greater urbanizationthroughout the world?.What geographic factorsexplain why
G. Economic and socialrevolutions
1.Human and physicalgeography2.Agrarian revolution3.The British IndustrialRevolutionCapitalism and a marketeconomyb. Factory systemc. Shift from mercantilismto laissez-faireeconomics—Adam Smith,The Wealth of Nationsd. Changes in socialclassese. Changing roles of men,
Define the termsconservatism,liberalism, democracy,nationalism,reactionary, and reform
Have groups of studentsexamine differentworks of literature andart which reflect bothpositive and negativeaspects of the IndustrialRevolution. Sane
Have students examineexcerpts from AdamSmith's The Wealth ofNations which describehis perception of amarket economy andhis concept of laissez-faire. Have themidentify the ways thathis reasoning reflectedthe scientificrevolution's emphasisupon the natural law
Have students researchand analyze how KarlMarx and FreidrichEngels would correct
(D)Political maps of theserevolutions reflectingadjustments and boundarychanges, before and after theCongress of Vienna
(E)Giuseppe Mazzini, YoungItaly; Carl Schurz, RevolutionSpreads to the German States
(F)Thomas Paine, CommonSense; the Declaration ofIndependence; the Congress,Moslem League)
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Geography
Movement ofPeople andGoods
Conflict
Human Rights
Change
industrialization began inGreat Britain?
How did the Europeanarts respond to theIndustrial Revolution?
In what ways did socialclass impact on the waysvarious groups looked atthe Industrial Revolution?What impact didindustrialization have onthe environment?In what ways did theabuses of the IndustrialRevolution lead to suchcompeting ideologies asliberalism, conservatism,socialism, andcommunism?To what extent is theIndustrial Revolution stilloccurring in the non-Western world?What is meant by post-industrial economy?
women, and childrenf .Urbanizationg. Responses toindustrialization1)Utopian reform—Robert Owen2)Legislative reform3)Role of unions4)Karl Marx andFriedrich Engels andcommand economies5)Sadler Report andreform legislation6)Parliamentaryreforms— expansion ofsuffrage7)Writers (Dickens andZola)8)Global migrations (19thcentury)9)Writings of ThomasMalthus (Essay on thePrinciples of Population)3.Mass starvation inIreland (1845- 1850)a. Growth of Irishnationalismb. Global migration
examples are:
- The Sadler reportand/or other testimonythat led to the FactoryAct of 1833.
- Selections from such19th century novels asEmile Zola's Germinal,Charles Dickens' OliverTwist orDavidCq:perfield,George Eliot's SilasMarner.
The works of WilliamHogarth or KatheKollwitz; bothillustrated the uglierside of the IndustrialRevolution.
Impressionist paintingsthat give a morepositive view.
The IndustrialRevolution, like theNeolithic Revolution,brought radicalCHANGE not only tothe civilization ofEurope but to the natureof human society.
the abuses and miseriesof the IndustrialRevolution. Using TheCommunist Manifesto,students should defineclass struggle, includingthe groups involved,and the role of classstruggle in history.Have students identifythe predictions of theManifesto and assesstheir accuracy. Theeconomic proposalsmay be compared withthose of Colbert andAdam Smith.
Development ofeconomic theory ofmercantilism
Promotions of marketeconomy, profit motive,private ownership ofand use of capital(capitalistic system
(G)Resource maps, SadlerCommission, Report on ChildLabor; Friedrich Engels, TheConditions of the WorkingClass in England; Karl Marxand Friedrich Engels,Communist Manifesto;Thomas Malthus, Essay onthe Principles of Population;Adam Smith, The Wealth ofNations; Charles Dickens,Hard Times and Oliver Twist;Emile Zola, Germinal
Mercantilism is an economicsystem in which the nation-state carefully controls mosteconomic activities,especially the development ofcolonies, in order tostrengthen the nation'seconomic POWER andwealth, which was measuredby gold and
Unit 5An Age ofRevolution(1750-1914)
Core
To what extent is there arelationship betweenindustrialization andimperialism?
H. Imperialism
1.Reasons forimperialism—nationalistic, political,economic, “The White
Identify bias andprejudice in historicalinterpretations ofimperialistic documents
The spirit of
Have students examinestatistical evidence ofconditions resultingfrom the onset of theIndustrial Revolution,such as: British exports
Suggested Documents
Maps of migration, charts,graphs, rural and urbandemographics, maps ofcolonial possessions,
83
CurriculumImperialismStandards2,3, 4, 5
Concepts
Human!PhysicalGeography
Movement ofPeople andGoods
Economicsystem
Political System
Why did Japan turn toimperialism andmilitarism in the late-19thand early-20th centuries?
What was the relationshipbetween nationalism,industrialization, andimperialism?
Man’s Burden”, SocialDarwinism2.Spatial characteristics—“new imperialism”3.British in Indiaa. British East IndiaCompanyb. Sepoy Mutiny4.British, French,Belgians, and Germans inAfricaa. Scramble for Africab. The Congress of Berlinc. African resistance—Zulu Empired. Boer Ware. Cecil Rhodesf.19th-century anti-slavetrade legislation5.European spheres ofinfluence in Chinaa. Opium Wars (1839 -1842 and 1858 - 1860)and the Treaty of Nanjing1)Unequal treaties2)Extraterritorialityb. Boxer Rebellionc. Sun Yat-sen (SunYixian) and the ChineseRevolution (1910- 1911)6. Multiple perspectivestoward imperialisma. immediate/long-termchanges made underEuropean ruleb. Long-term effects inEurope and the rest of theworld
nationalism isfrequently reflected innational anthems. Havestudents examine thelyrics of the nationalanthems of Italy,France, West Germany,and Poland. What dothese songs say aboutthe nation, the nationalspirit, glory, andpatriotism? (Studentswith some backgroundknowledge of Canadawill find it interestingto note that the Frenchand English words for"Canada" have quitedifferent meanings;they may speculate whythis is true.)
in the 18th century; thehours and wages ofmen, women, andchildren; the conversionto steam pacer invarious industries; lifeexpectancy charts
Using a colonial map ofthe world in 1914,students should identifywhich Europeancountries were colonialpowers. Have themdiscuss the effects ofthe IndustrialRevolution andnationalism on the raceto acquire colonies.
Have students readRudyard Kipling' s TheWhite Man's Burdenand identifyresponsibilities that acolonial power shouldhave assumed
journals, writings of peopleand groups showingcontending perspectives onimperialism, Sun Yixian,History of the ChineseRevolution; RudyardKipling’s,“The White Man’sBurden”
A supply and demand chart,production process, andinteractive nature of colonialsystems can be illustratedwith diagrams, pictures, andhands-on
classroom exchanges
Mercantilism is an economicsystem in which the nation-state carefully controls mosteconomic activities,especially the development ofcolonies, in order tostrengthen the nation'seconomic POWER andwealth, which was measuredby gold and
Unit 5An Age ofRevolution
Why did the IndustrialRevolution occur in Japanbefore other Asian and
I. Japan and the Meijirestoration
Understand theconnections, causaland otherwise,
Suggested documents
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(1750-1914)
CoreCurriculumJapan and theMejiRestorationStandards2,3, 4, 5
Concepts
Human!PhysicalGeography
Movement ofPeople andGoods
Conflict
Human Rights
Change
African nations?
What caused the conflictsbetween China, Russia,and Japan?
What impact did theRusso-Japanese War haveon the relative power ofRussia? Japan?
Why did Japan annexKorea? What policies didJapan follow in Korea(1910-1945)?
How does Japaneseimperialism of the pastinfluence Japan’srelations with her Asianneighbors today?
1. Human and physicalgeography2.The opening of Japana. Commodore MatthewPerryb .Impact upon Japan ofTreaty of Kanagawa3.Modernization,industrialization4.Japan as an imperialistpowera .First Sino-JapaneseWar (1894 - 1895)b. Russo-Japanese Warc. Annexation of Koread. Dependence on worldmarket
between particularhistorical events andlarger social,economic, andpolitical trends anddevelopments
Political maps of Japan andEast Asia; Millard Fillmore,Letter to the Emperor ofJapan; Ito Hirobumi,Reminiscence on Drafting ofthe New Constitution; 19th-century Japanese printsshowing contact with theWest
Unit 6Crisis andAchievementIncludingWorld Wars(1900-1945
CoreCurriculumWorld War IStandards1,2,3, 4, 5
What role didnationalism andimperialism play in WorldWar I?
What role did technologyplay?
To what extent were theissues that caused World
A. World War I
1.Europe: the physicalsetting2.Causes3.Impacts4.Effects of scientific &technological advances onwarfare5.Armenian Massacre6.Collapse of the OttomanEmpire7. The war as reflected in
Explain howImperialism and theIndustrial Revolutionare turning Points inWorld History. Describe how
Nationalismcontributed to theoutbreak of WorldWar I. List all the new
weapons and thetechnology of total
Explain howImperialism and theIndustrial Revolutionare turning Points inWorld History. Describe how
Nationalismcontributed to theoutbreak of WorldWar I. List all the new
weapons and thetechnology of total
Suggested Documents
Erich Maria Remarque, AllQuiet on the Western Front;Mustafa Kemal, Proclamationof the Young Turks;videotapes
85
Concepts
Human!PhysicalGeography
Movement ofPeople andGoods
Conflict
Human Rights
Change
War I resolved?
In what ways did WorldWar I raise fundamentalquestions regardingjustice and human rights?
To what extent wereWorld War I and theRussian Revolutionturning points?
What role did womenplay in the war?
To what extent was thecollapse of the OttomanEmpire like the fall of theHan and Roman empiresand the collapse of theSoviet Union?
literature, art, andpropaganda
Big Ideas
The defeat of Germanyand Japan in World WarII had fundamentalimpacts on the futurepolitical development ofboth these powers.Germany’s and Japan’snew constitutions reflectthese wartime and post-wartime experiences.
war and their effecton modern warfare.How were World WarI and the RussianRevolution a "turningpoints" in worldhistory? How did the
Armenian Massacreset the foundation forfuture genocides inthe 20th Century?Why was the OttomanEmpire called "Thesick man of Europe"? How did the
Armenian Massacreset the foundation forfuture genocides inthe 20th Century?Why was the OttomanEmpire called "Thesick man of Europe"?
war and their effecton modern warfare.How were World WarI and the RussianRevolution a "turningpoints" in worldhistory? How did the
Armenian Massacreset the foundation forfuture genocides inthe 20th Century?Why was the OttomanEmpire called "Thesick man of Europe"? How did the
Armenian Massacreset the foundation forfuture genocides inthe 20th Century?Why was the OttomanEmpire called "Thesick man of Europe"?
Unit 6GlobalConnections
CoreCurriculum
Revolution andChangeStandards,2,3, 4, 5
Concepts
What were the causes ofthe Russian Revolution?Why did a communistrevolution occur in Russiarather than a moreindustrialized nation?What steps did theCommunists take toindustrialize the SovietUnion?To what extent were thehuman rights of Russiansand other ethnic andnational groups respected
B. Revolution and changein Russia— causes andimpacts
1.Czar Nicholas II2.The Revolution of 19053.March Revolution andprovisional government4.Bolshevik Revolution5.V.I. Lenin’s rule inRussia6.Stalin and the rise of amodern totalitarian state:industrialization,
Understand theconnections, causaland otherwise,between particularhistorical events andlarger social,economic, andpolitical trends anddevelopments Compare the Soviet
system under Stalinwith the Romanovpolitical system. Notethe ways that each
Propaganda andviolent politicalpersuasion playedimportant roles inestablishing thepolitical supremacy ofthe Bolsheviks. Usinga collection ofpolitical cartoons andBolshevik sloganssuch as "All power tothe Soviets" and"Peace, Land andBread," students
Communist Political postersand art; V.I. Lenin, The Callto Power; Joseph Stalin, TheHard Line; Nikita S.Khrushchev, Address to theTwentieth Party Congress;for the Abdication of NikolaiII see http:! ! www.dur.ac.uk!~d ml0www! abdicatn.html