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Course Title: World History 9 Subject: Social Studies Grade Level: 9 Duration: 1 year Prerequisite: Social Studies 8 Elective or Required: Required Department Mission Statement: The mission of Social Studies in the Glen Ridge schools is to ignite students’ passion to become responsible, productive, and active citizens within a democratic society. The Social Studies curriculum will develop the students’ understanding of themselves and their environment, encompassing an awareness of the United States as part of a global society. The curriculum stresses an educational environment which teaches respect for cultural, political, gender, racial and ethnic diversity. Authentic learning opportunities will empower students with critical thinking, problem-solving, thoughtful decision-making, communication, and leadership skills. Students will study historical, geographical, social, political and economic issues that shape the world. The Social Studies program will provide students with the knowledge and understanding of the past which is essential for successfully navigating the present and future. Course Description: This is a full year course that covers the period of time from the Early Modern Era to the present including major events such as the Renaissance, Reformation, Age of Exploration, Absolutism, Scientific Revolution, Enlightenment, French Revolution, Industrial Revolution, Imperialism, nationalism, and the world wars. The course examines the past through the social study lenses of: political, social, cultural, economic, religion, gender, technology and the arts. An emphasis on geography is achieved through some regional study within these time periods. Students will complete projects, conduct research, analyze the textbook, primary sources, and secondary sources to enhance their critical thinking skills and understanding of world history. A special emphasis on writing is achieved through a variety of smaller and larger writing activities including extended

responses, journal/diary entries, letters, 5 paragraph essays and a concluding research paper. Author: Constance Kontos Date Submitted: Summer 2013 World History 9 Unit 1: Connecting Hemispheres 500-1800 (Ch 1-4) Approximate # Of Weeks: 9 weeks Essential Questions: What new ideas and values led to the Renaissance and the Reformation? (Ch 1) How can trade led to economic prosperity and political power? (Ch 1) How can ideas be reflected in art, sculpture and architecture? (Ch 1) What conditions can encourage the desire for reform? (Ch 1) What were the causes of the rise and decline of Muslim empires from 1300-1700? (Ch 2) What factors help unify an empire? (Ch 2) What fueled the age of exploration and why did China and Japan withdraw into isolation? (Ch 3) What was the impact of European exploration and colonization of the Americas? (Ch 4) What social, political, and economic opportunities and problems arise when cultures interact? ( Ch 4) Upon completion of this unit students will be able to:

Relate the geographic location of Italian city-states to the fact that Italy was the center of the Renaissance. (6.2.12.B.2.a)

Determine the factors that led to the Renaissance and the impact on the arts. (6.2.12.D.2.a)

Justify how innovations from Asian and Islamic civilizations, as well as from ancient Greek and Roman culture, laid the foundation for the Renaissance. (6.2.12.D.2.c)

Describe the artistic breakthroughs and achievements of Renaissance artists.

Summarize influential literary works and techniques of key Renaissance writers. (MACHIAVELLI)

Assess the impact of the printing press and other technologies developed on the dissemination of ideas. (6.2.12.D.2.e)

Contrast the Northern Italian Renaissance to the Northern Renaissance. (6.2.12.D.2.a)

Determine the factors that led to the Reformation and the impact on European politics. (6.2.12.D.2.b)

Trace the reforms of the Catholic Church

Compare and contrast the motivations for and methods by which various empires (e.g., Ming, Qing, Spanish, Mughal, or Ottoman) expanded, and assess why some were more effective than others in maintaining control of their empires. (6.2.12.A.1.a)

Summarize the rise and fall of the Safavid empire (6.2.12.A.1.a)

Analyze the achievements of Akbar

List the triumphs and failures of Akbar’s successors (6.2.12.A.1.a)

Determine the role of natural resources, climate, and topography in European exploration, colonization, and settlement patterns. (6.2.12.B.1.b)

Determine the extent to which various technologies, (e.g., printing, the marine compass, cannonry, Arabic numerals) derived from Europe’s interactions with Islam and Asia provided the necessary tools for European exploration and conquest. (6.2.12.C.1.e)

Explain major changes in world political boundaries between 1450 and 1770, and assess the extent of European political and military control in Africa, Asia, and the Americas by the mid-18th century. (6.2.12.B.1.a)

Compare and contrast the economic policies of China and Japan, and determine the impact these policies had on growth, the desire for colonies, and the relative positions of China and Japan within the emerging global economy. (6.2.12.C.1.a)

Describe life in Ming and Qing China.

Summarize how three powerful daimyo succeeded in unifying feudal Japan.

Describe Japanese society and culture during the Tokugawa Shogunate.

Explain the purpose and effect of Japan’s closed country policy.

Describe the voyages of Columbus and his contemporaries

Identify the effects of Spanish colonization on the Americas (6.2.12.D.1.d)

Explain how the new social stratification created by voluntary and coerced interactions among Native Americans, Africans, and Europeans in Spanish colonies laid the foundation for conflict. (6.2.12.D.1.d)

Summarize competing claims in North America

Analyze the political, cultural, and moral role of Catholic and Protestant Christianity in the European colonies. (6.2.12.D.1.f)

Analyze various motivations for the Atlantic slave trade and the impact on Europeans, Africans, and Americans. (6.2.12.D.1.c)

Compare slavery practices and other forms of coerced labor or social bondage common in East Africa, West Africa, Southwest Asia, Europe, and the Americas. (6.2.12.D.1.b)

Assess the impact of economic, political, and social policies and practices regarding African slaves, indigenous peoples, and Europeans in the Spanish and Portuguese colonies. (6.2.12.D.1.e)

Explain the triangle trade (6.2.12.C.1.b)

Trace the movement of essential commodities (e.g., sugar, cotton) from Asia to Europe to America, and determine the impact trade on the New World’s economy and society. (6.2.12.C.1.b)

Assess the political, social, and economic impact of the Columbian Exchange of plants, animals, ideas, and pathogens on Europeans and Native Americans. (6.2.12.D.1.a)

Assess the role of mercantilism in stimulating European expansion through trade, conquest, and colonization. (6.2.12.C.1.c)

Interdisciplinary Standards (njcccs.org)

Standard 8.1 – Computer and Information Literacy

All students will use computer applications to gather and organize information and to solve problems.

Standard 8.2 – Technology Education

All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world as they relate to the individual, society, and the environment.

Standard 9.1 21st-Century Life & Career Skills

All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures

CCSS.ELA-Literacy.RH.9-10.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

CCSS.ELA-Literacy.RH.9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

CCSS.ELA-Literacy.RH.9-10.6 Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.

CCSS.ELA-Literacy.RH.9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources.

http://www.corestandards.org/ELA-Literacy/RH/9-10/1/




CCSS.ELA-Literacy.W.9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Activities – include 21st Century Technologies:

Read, outline, and answer related text questions

Take notes

Successfully compete a quiz or test

Complete a cause/ effect graphic organizer to identify the conditions in Italy that gave rise to the Renaissance

Research Renaissance painters, sculptures, architects, politicians, and writers for Renaissance Baseball Card project

Analyze “The Prince” by Niccolo Machiavelli to determine the main idea of the passage/ his views on how to obtain and keep political power

Complete a cause/ effect graphic organizer to identify the causes of the Protestant Reformation

Create a chart of English monarchs, their religious beliefs, and reason for religion beliefs

Make a class list of Suleyman’s accomplishments then in small groups organize the accomplishments in different categories

Create a “Postcard from the Past” for one of the Muslim empires to persuade someone to visit that empire including at least 3 historical facts from the chapter

List the factors that led European exploration overseas

Chart the routes of European exploration on a world map (“Map Exercise: Europe Trade with the West” from Creative Lessons on World History Part 4)

Write a mock travel log of one of the European voyages to Asia and research details such as weather, sailing equipment and technology, and the people the Europeans encountered.

Create an advertisement for one of the Asian products (spices, silk, tea, porcelain) Europeans obtained through trading post empires in Asia. Include an image of the product, a slogan, identify where the good came from, how the item might be used.

View “Deadliest Warrior Samurai vs Viking” to analyze samurai culture and fighting tactics

Write a haiku

Compare and contrast Japanese and European feudal societies

Analyze “The Journal of Christopher Columbus” primary source to determine the main idea of the passage

Research primary sources Columbus’s letters and write a short news report about Columbus’s groundbreaking voyage for either radio, newspaper, television.

http://www.corestandards.org/ELA-Literacy/W/9-10/3/

Read “The Legacy of Columbus” to explore the legacy of Columbus’s voyages from different points of view (both primary and secondary sources)

Report Card: As a class determine at least 4 “subjects” or categories Columbus could be graded on and then explain why you gave that grade using at least 3 complete sentences and including historical facts

Compare and contrast the English colonies of Jamestown and Massachusetts Bay including who settled the colony, reasons for settling, and conditions of their colony

Create a timeline to understand the growth of the slave trade over time

Gallery Walk: in writing respond to various images from the Middle Passage or slave trade

Analyze “The Interesting Narrative of the Life of Olaudah Equiano” primary source through Text on Text Activity: student will response in writing to quotes from the document around the room

Create an “Old World” or “New World” menu only using foods found in their assigned hemisphere before the Columbian Exchange trade route began

Play “The Game of Mercantilism” from Creative Lessons on World History Part 4

Enrichment Activities:

Research a non European example of a “Renaissance” (or period of great artistic and technological advancement) and compare it to the Italian Renaissance. What similarities did each share? What differences are apparent?

Compare and contrast the causes of the breakdown of Japanese and European feudal societies

Evaluate the characteristics of the four governments studied in Unit 1 (Incan, Italian City States, Tokugawa Japan, and the Ottoman Empire) and write an essay indicating which empire you would have preferred to live in a why.

Methods of Assessments/Evaluation:

Chapter tests and quizzes

Revisit Essential Question

Exit Slips (written/oral)

Think Pair Share

Moving Multiple Choice – make each wall of the classroom an answer to a question , students then move to the wall with the correct response

3-2-1 ( 3 = interesting, 2- what you learned, 1 question you have)

Assessment of Renaissance Baseball Card project

Assessment of “Map Exercise: Europe Trades With the West”

Assessment of advertisement of Asian product

Assessment of mock travel log of European explorers

Assessment of Christopher Columbus “Report Card” assignment

Assessment of Columbus “News report” assignment

Assessment of Old World or New World Menu project

Resources/Including Online Resources

Online Textbook Information: hmhsocialstudies.com

Teacher Webpage

Primary Source excerpt: Niccolo Machiavelli “The Prince”

Online resources related to the Renaissance

“Map Exercise: Europe Trade with the West” from Creative Lessons on World History Part 4

Online resources related to the European voyages to the New World or Asia

Deadliest Warrior DVD season 1

Primary Source Excerpt: Christopher Columbus “The Journal of Christopher Columbus”

Online resources related to Christopher Columbus letters

Primary Source Excerpt: Olaudah Equiano “The Interesting Narrative of the Life of Olaudah Equiano”

Online resources related to the Columbian Exchange

“The Game of Mercantilism” from Creative Lessons on World History Part 4

“The Legacy of Columbus” from Holt McDougal Modern World History pg 126

Unit 2: Absolutism to Revolution 1500- 1900 ( Ch 5-8) Approximate # Of Weeks: 6 Essential Questions: What were the causes of and effects of absolute monarchies in Europe from 1500- 1800? ( Ch 5) What are the benefits and drawbacks of having an absolute ruler? ( Ch 5) What led Enlightenment scientists and thinkers to question old ideas? (Ch 6) How do new ways of thinking affect the way people respond to their surroundings? ( Ch 6) What causes revolution? (Ch 7) What was the impact of the French Revolution, the rise and fall of Napoleon, and the Congress of Vienna? (Ch 7)

What great shifts in thinking altered politics and the arts between 1789 and 1900? (Ch 8) Upon completion of this unit students will be able to:

Determine the reasons for, and the consequences of, the rise of powerful, centralized nation states in Europe (i.e., the French absolute monarchy and the English limited monarchy). (6.2.12.A.2.c)

Determine the effects of increased global trade and the importation of gold and silver from the New World on inflation in Europe, Southwest Asia, and Africa. (6.2.12.C.1.d)

Explain the origins of absolute monarchies (6.2.12.A.2.c)

Describe the Spanish power under Phillip II

Describe major figures from the Gold Age of Spanish Art and literature

Explain Louis XIV’s policies and characterize the style of his court

(6.2.12.A.2.c)

Describe France’s disastrous wars

Describe the Thirty Years’ War

Explain the growth of central European states (6.2.12.A.2.c)

Explain how Russian rulers began to build a stronger Russian state

(6.2.12.A.2.c)

Characterize the differences between Russia and Western Europe

Describe Peter the Great’s reforms on their impact on Russia

(6.2.12.A.2.c)

Identify conflicts between English rulers and Parliament (6.2.12.A.2.c)

Explain the causes and results of the English Civil War (6.2.12.A.2.c)

Describe the Restoration and the Glorious Revolution (6.2.12.A.2.c)

List the circumstances that led to the Scientific Revolution

Summarize the development of the heliocentric model

Describe the scientific method and explain Newton’s law of gravity

Describe the importance of the scientific method in different fields (6.2.12.D.2.d)

Determine how the principle ideas of the Enlightenment (e.g., rationalism, secularism, tolerance, empiricism, natural rights, contractual government, laissez-faire economics, promotion by merit, and new theories of education) altered political thought in Europe, and trace the impact of these ideas over time. (6.2.12.A.2.a)

Analyze the impact of new intellectual, philosophical, and scientific ideas on how humans viewed themselves and how they viewed their physical and spiritual worlds. (6.2.12.D.2.d)

Determine how the principle ideas of the Enlightenment (e.g., rationalism, secularism, tolerance, empiricism, natural rights, contractual government,

laissez-faire economics, promotion by merit, and new theories of education) altered political thought in Europe, and trace the impact of these ideas over time. (6.2.12.A.2.a)

Explain the paradox between the ideology of the Enlightenment and the treatment of women and non-Europeans in European society. (6.2.12.A.2.b)

Describe the women of the Enlightenment (6.2.12.A.2.b)

Explain the legacy of the Enlightenment (6.2.12.A.2.a)

Explain how Enlightenment ideas spread throughout Europe. (6.2.12.A.2.a)

Describe the changes in art, music, and literature during the Enlightenment.

Explain the Enlightenment’s influence on American government

Explain how and why various ideals (e.g., liberty, popular sovereignty, natural rights, democracy, and nationalism) became driving forces for reforms and revolutions. (6.2.12.A.3.a)

Assess the extent to which revolutions during this time period resulted in the expansion of political, social, and economic rights and opportunities. (6.2.12.A.3.d)

Explain how individuals and groups promoted revolutionary actions and brought about change during this time period. (6.2.12.D.3.a)

List the three estates of the Old Regime

Summarize the factors that lead to the French Revolution (6.2.12.D.3.a)

Describe the creation of the National Assembly and the storming of the Bastille

Explain the importance of the Great Fear and the women’s march on Versailles (6.2.12.D.3.a)

Explain how the National Assembly changed France’s government (6.2.12.D.3.a)

Summarize the positions of the three factions that tried to govern France (6.2.12.D.3.a)

Explain how war and the king’s execution affected the Revolution

Describe the events and aftermath of the Reign of Terror (6.2.12.D.3.a)

Explain how Napoleon Bonaparte came to power

Summarize how Napoleon restored order in France

Describe the extent and weakness of Napoleon’s empire

Summarize Napoleon’s defeat, comeback and final downfall

List the results of the Congress of Vienna

Explain how and why various ideals (e.g., liberty, popular sovereignty, natural rights, democracy, and nationalism) became driving forces for reforms and revolutions. (6.2.12.A.3.a)

Determine the extent to which the American, French, and Haitian revolutions influenced independence movements in Latin America. (6.2.12.A.3.b)

Relate the responses of various governments to pressure for self-government or self-determination to subsequent reform or revolution. (6.2.12.A.3.c)

Assess the extent to which revolutions during this time period resulted in the expansion of political, social, and economic rights and opportunities. (6.2.12.A.3.d)

Relate the role of geography to the spread of independence movements in Latin America. (6.2.12.B.3.c)

Determine the extent to which Latin American political independence also brought about economic independence in the region. (6.2.12.C.3.f)

Identify the elements of colonial society that causes unrest in Latin America

Describe the actions of Bolivar, San Martin, Native Americans and mestizos in liberation events.

Identify three schools of political thoughts

Trace the development of nationalism

Summarize how Cavour unified Italy

Describe the unification of Germany and explain shifts in power

Define romanticism give examples of romantic literature and music

Explain the shift to realism and give examples of realists art and literature


CCSS.ELA-Literacy.W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

CCSS.ELA-Literacy.W.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

CCSS.ELA-Literacy.RH.9-10.8 Assess the extent to which the reasoning and evidence in a text support the author’s claims.

CCSS.ELA-Literacy.RH.9-10.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

CCSS.ELA-Literacy.W.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

CCSS.ELA-Literacy.W.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to







maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.




All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures.





Take notes


Make a table of strengthens and weakness of the Spanish Armada and English naval fleet in their battles in the English Channel

Create a flow chart of the causes of the Spanish Empire’s decline

List the causes and effects of absolutism

Think Pair Share: create a list of the benefits and drawbacks of having an absolute ruler and then participate in “Opinion Stance” where students will identify whether they strongly agree or disagree about the benefits and drawback by standing on opposite sides of the room. Students will earn points by convincing “neutral” students to accept their position.

Research a day in the life of the Sun King and create a movie trailer or skit about a typical day in the life of Louis XIV

Complete Geography Application 5-3: Old Empires and New Powers to understand the power changes in Central and Eastern Europe

Make a trivia board game to help students learn about the English Civil War

Research an absolute monarch and create a facebook page including a biography and image of the monarch, definitions of “absolute monarchy” and ‘divine right” and an explanation of how the monarch’s reign reflected those concepts, and a list of their major accomplishments and legacy

Analyze “The Recantation of Galileo Galilei” to understand the actions of Galileo and the pope

Write a letter from the perspective of Galileo either explaining to your family why you recanted your views or to the Catholic Church explaining why you can not take back your views.

Complete a graphic organizer charting the advances in scientific thought and discovery

Analyze various primary sources related to the causes of the scientific revolution and write a 3 paragraph essay summarizing the causes and identify the cause that was the most influential in causes the Scientific Revolution and why

Create a “Wanted” or “Hero” Poster for an Enlightenment scientist or philosopher

Complete an Anticipation Guide about the 5 core beliefs of the Enlightenment indicating whether or not students agree or disagree with the core beliefs.

Create a chart of the 5 core beliefs of the Enlightenment and give a concrete example for each belief.

Create a “bumper sticker” to illustrate famous Enlightenment quotations

Examine examples of new Enlightenment architectural styles such as baroque, neo classical

Listen to classical music of Bach, Handel, Haydn, Mozart, and Beethoven

Find a current article in newspaper or magazine that reflects Enlightenment ideas and present an oral report to the class summarizing the article, identifies which Enlightenment idea and thinker the article reflects and explain how it does this

Complete a graphic organizer or web of the causes of the French Revolution.

Create a chart of the various governments during the French Revolution including : government name, dates, major domestic policies, international issues faced, and reason for end

Complete “French Revolution Journal” from the assigned perspective of one of the social classes in France (Clergy, noble, bourgeoisie, peasant)

Participate in a Socratic seminar to analyze primary source excerpt “What is the Third Estates?” by Abbé Sieyès

Analyze various political cartoons of the French Revolution and create your own political cartoon illustrating a specific event, cause or effect of the French Revolution

Complete a web quest on Napoleon

View A&E Biography on Napoleon

Class Debate whether or not Napoleon should be remembered as a hero or villain

Think Pair share – What, if anything, could Napoleon have done differently to avoid losing his empire?

In the role of a newspaper editor in the early 1800s, write an editorial (pro or con) on the Congress of Vienna and its impact on politics in Europe

Role Playing – Political Positions of conservatives, liberals, radical. Students will choose one of the revolutions of 1848 and discuss it from their assigned point of view.

Create a pamphlet for one of the three schools of political thought (conservatism, liberals, or rebels)

Make an illustrated timeline for the unification of Italy

Make an illustrated timeline for the unification of Germany

Create campaign materials, including a slogan, for one of the nationalists movements

Analyze various examples of romantic literature and artwork such as Victor Hugo’s “ Les Miserables”, Mary Shelly’s “Frankenstein” or Eugene Delacroix’s “Liberty Leading the People”

Analyze various examples of realism literature and artwork such as Charles Dickens


Research Enlightenment Arts and create a Prezi or Power Point presentation to illustrate how their art form changed during the Enlightenment and who were the most important persons associated with it. Possible topics include: painting and sculpting, architecture, music, literature, and drama.

Read literature excerpt from A Tale of Two Cities

Create a piece of romantic, realist, or impressionist art. Students might choose to write a brief story or poem, create a painting or drawing, or compose music.





Think Pair Share



Opinion Stance – (benefits and drawbacks of Absolute Rulers)

Anticipation Guide (5 core beliefs of the Enlightenment)

Assessment of Absolute Monarch Facebook page

Assessment of Galileo Letter

Assessment of Causes of the Scientific Revolution extended response

Assessment of “Wanted” or “Hero” Poster

Assessment of Absolute Monarch Facebook page

Assessment of Socratic Seminar (“What is the Third Estate?”)

Assessment of Napoleon Web quest

Assessment of editorial about the Congress of Vienna

Assessment of political ideology pamphlet



Teacher Webpage

Online resources related to Louis XIV the Sun King

“Geography Application : Old Empires and New Powers Chapter 5 section 3” from Holt McDougal In Depth Resources : Unit 2

Primary Source Excerpt “The Recantation of Galileo Galilei”

Primary Source Excerpt by abbé Sieyès “What is the Third Estate?”

literature excerpt from A Tale of Two Cities

Literature excerpt of Victor Hugo’s “ Les Miserables”,

Literature excerpt from Mary Shelly’s “Frankenstein”

Artwork of Eugene Delacroix’s “Liberty Leading the People”

Topic/Unit: Industrialism and the Race for Empire 1700-1914 (Ch 9 -12) Approximate # Of Weeks: 6 Essential Questions: How did the Industrial Revolution begin and spread? (Ch 9) How did the Industrial Revolution affect economic, politics, and society? (Ch 9) What impact did democratic ideals have on Western society in the 19th century? (Ch 10) How did technology and science change communication and daily life? (Ch 10) What are the causes and effects of imperialism? (Ch 11) What impact did imperialism, economic instability, and revolution have on developing nations? Upon completion of this unit students will be able to:

Analyze the relationship between industrialization and the rise of democratic and social reforms, including the expansion of parliamentary government. (6.2.12.A.3.e)

Relate the Industrial Revolution to population growth, new migration patterns, urbanization, and the environment. (6.2.12.B.3.b)

Explain how industrialization and urbanization affected class structure, family life, and the daily lives of men, women, and children. (6.2.12.D.3.b)

Determine how, and the extent to which, scientific and technological changes, transportation, and new forms of energy brought about massive social, economic, and cultural changes. (6.2.12.C.3.d)

Explain the beginnings of industrialization in Britain

Describe key inventions that furthered the Industrial Revolution.

Trace the impact of railroads on British industry

Examine growing tensions between the middle and working class (6.2.12.D.3.b)

Identify positive effects of the Industrial Revolution

Identify the effects of industrialization on the rest of the world

Explain the origins and main concepts of socialism and Marxism

Examine unionization and legislative reform

Describe other reform movements of the late 1800s

Describe the evolution of British democracy (6.2.12.A.3.e)

Compare and contrast the struggles for women’s suffrage and workers’ rights in Europe and North America, and evaluate the degree to which each movement achieved its goals. (6.2.12.A.3.f)

Explain the origin and goals of the woman suffrage movement (6.2.12.A.3.f)

Trace the development of democratic institutions in France (6.2.12.A.3.e)

Trace U.S. expansion in the Pacific (6.2.12.A.3.g)

Describe the inventions of the late 19th century and their impact on daily life

Trace the advances in medicine and science

Describe the emergence of the social sciences

Explain the rise of mass culture

Analyze the motives for and methods by which European nations, Japan, and the United States expanded their imperialistic practices in Africa and Asia during this era, and evaluate the impact of these actions on their relations. (6.2.12.A.3.g)

Assess the impact of imperialism by comparing and contrasting the political boundaries of the world in 1815 and 1914. (6.2.12.B.3.a)

Describe Africa before European domination

Identify groups that clashed in South Africa

Explain the different forms of colonial control

Analyze the extent to which racism was both a cause and consequence of imperialism, and evaluate the impact of imperialism from multiple perspectives. (6.2.12.D.3.d)

Analyze the impact of the policies of different European colonizers on indigenous societies, and explain the responses of these societies to imperialistic rule. (6.2.12.D.3.e)

Summarize African resistance movements

Summarize the decline of the Ottoman Empire

Describe the Crimean War

Analyze Egypt’s reforms

Describe the British takeover of India

Identify positive and negative aspects of British colonialism in India

Trace early nationalist movements in India

Summarize the acquisition of European colonies in South East Asia

Compare and contrast China’s and Japan’s views of and responses to imperialism, and determine the effects of imperialism on the development and prosperity of each country in the 20th century. (6.2.12.D.3.c)

Explain China’s resistance to foreigners

Describe the rebellions that shook China

Summarize the effects of China’s reforms

Explain why Japan ended its isolation (6.2.12.D.3.c)

Trace the growth of Japanese imperialism (6.2.12.D.3.c)

Explain how Latin America’s colonial legacy shaped its history

Document how foreign powers influenced Latin American economies

Trace the effects of the Monroe Doctrine and Roosevelt Corollary

Explain the causes and results of the Mexican Revolution


CCSS.ELA-Literacy.RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

CCSS.ELA-Literacy.W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

CCSS.ELA-Literacy.W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

CCSS.ELA-Literacy.W.9-10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

CCSS.ELA-Literacy.RH.9-10.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.

Standard 6.3 Active Citizenship in the 21st Century

All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world.







Take notes







“Be the Thing” writing assignment from the perspective of one of the new inventions from the Industrial Revolution such as the spinning jenny, water power loom, flying shuttle, steam engine, cotton gin,

Make a chart identifying the causes and effects of the agricultural and Industrial Revolution

Analyze an excerpt from “The Saddler Report” by Michael Thomas Sadler to further understand the working conditions of a child laborer

Write a diary or journal from the perspective of a child laborer

Role play a meeting between workers and factory owners

Research for “ Industrial Revolution Newspaper” project which included the biography of an invention, an investigative news report of major issues during the Industrial Revolution and an editorial about the positive or negative impact of the Industrial Revolution

Participate in a Socratic Seminar to analyze “The Communist Manifesto” by Karl Marx

Play a guessing game to identify historical figures from the early Industrial Age. Students will research the life and ideas of one of the people discussed in the chapter and write a sentence of two describing the person without giving away their identity. The class can ask up to five questions to determine the identity of the person.

Write a 5 paragraph Document Based Question (DBQ) essay about the causes of the Industrial Revolution

Read “The Imperialism Draft” graphic novel to spark interest in imperialism chapter and understand European motives for imperialism

Analyze primary source excerpt “Social Darwinism” by Karl Pearson

Gallery Walk : Students will view and respond to images of Rubber production in the Congo during Belgian rule

List the motives of European colonization in Africa

Analyze political cartoons related to the “Scramble for Africa” or imperialism such as “The Devilfish in Egyptian Waters”

Create a mock trial for King Leopold II of Belgium

Create a map of European Colonial Possession in Africa by 1914

Participate in a Socratic Seminar to analyze “The White Man’s Burden” by Rudyard Kipling

Create a cause and effect chart for the decline of the Ottoman Empire to understand why Muslim states fell to Europeans

Write a 5 paragraph Document Based Question (DBQ) essay about Imperialism in India to evaluate the positive and negative effects of imperialism for India and Great Britain

Create a chart about the internal and external problems faced by China in the 1800s and early 1900s

“Geography of the Opium Wars” to practice reading maps and graphs to improve understanding of causes of the Opium Wars


Research the Great Exhibition of 1851 and plan an industrial fair that compares today’s products with those displayed in London’s exhibition. Be sure to include the following in your description of each exhibit: reasons the featured technology or product was chosen, link/connection between the Industrial Revolution and the industries of today

Research information about socialist, Marxist, and utopian societies to find out about countries that used either of these forms of government. Learn how it was implemented, what happened as a result, and if any country still practice these methods. Share your findings with the class orally and respond to questions from students.

Read a literature excerpt from “Things Fall Apart” by Chinua Achebe to appreciate an African author’s view of imperialism.





Think Pair Share



Assessment of Socratic Seminar on “The Communist Manifesto” by Karl Marx

Assessment of “Industrial Revolution Newspaper” Assignment

Assessment of “Be the Thing” writing assignment

Assessment of Document Based Essay on the causes of the Industrial Revolution

Assessment of Document Based Essay on the positive and negative effects of imperialism for India and Great Britain

Assessment of mock trial of King Leopold II

Assessment of Socratic Seminar of “The White Man’s Burden” by Rudyard Kipling



Teacher Webpage

Primary Source Excerpt “The Sadler Report” by Michael Thomas Sadler

Primary Source Excerpt “The Communist Manifesto” by Karl Marx

“Be the Thing” Project Assignment (teacher created)

“Industrial Revolution Newspaper” Project Assignment (teacher created)

“DBQ 12: The Industrial Revolution: Beginnings” assignment from “Document Based Assessment for Global History” Resource book

Primary Source Excerpt “Social Darwinism” by Karl Pearson

“African Colonies 1914” from “World History Map Activities” Resource Book

“Theme 7: Imperialism Draft” graphic novel from “Glencoe World History in Graphic Novel” Resource book

Primary source images of colonization in the Congo

Political cartoons related to the “Scramble for Africa”

“The White Man’s Burden” poem by Rudyard Kipling

Literature excerpt “Things Fall Apart” by Chinua Achebe from “In Depth Resources Unit 3” Holt McDougal

“DBQ 16: Imperialism in India: An Evaluation” assignment from “Document Based Assessment for Global History” Resource book

“12.1 Geography of the Opium Wars” from In-Depth Resources Unit 3 Holt McDougal

The World At War 1900- 1914 (Ch 13-16) Approximate # Of Weeks: 7 Essential Questions: What were the causes, events, and effects of WWI? (Ch 13) What were the results of the political upheavals that swept through Russia, China, and India before, during, and after WWI? (Ch 14) What were the economic, political, social, and scientific changes that brought the world to the brink of a second world war? (Ch 15) What were the causes and results of World War II? ( Ch 16) Upon completion of this unit students will be able to:

Analyze the extent to which nationalism, industrialization, territory disputes, imperialism, militarism, and alliances led to World War I. (6.2.12.D.4.a)

Identify the political and military forces at work in Europe in the late 1800s

List the countries that made up the Triple Entente and Triple Alliance

Summarize the events that set World War I in motion

Summarize military events on the Western Front

Explain the development of the war on the Eastern Front

Describe the spread of WWI

Identify how governments established wartime economies

Summarize the Allies push to victory

Assess the short- and long-term demographic, social, economic, and environmental consequences of the violence and destruction of the two World Wars. (6.2.12.C.4.c)

Analyze the ways in which new forms of communication, transportation, and weaponry affected relationships between governments and their citizens and bolstered the power of new authoritarian regimes during this period. (6.2.12.C.4.d)

Analyze the role of nationalism and propaganda in mobilizing civilian populations in support of “total war” (6.2.12.D.4.g)

Explain the events that lead to the Treaty of Versailles

Analyze the Treaty of Versailles and the League of Nations from the perspectives of different nations. (6.2.12.D.4.b)

Determine the geographic impact of World War I by comparing and contrasting the political boundaries of the world in 1914 and 1939. (6.2.12.B.4.a)

Explain how the disintegration of the Ottoman empire and the mandate system led to the creation of new nations in the Middle East. (6.2.12.B.4.c)

Assess the causes of revolution in the 20th century (i.e., in Russia, China, India, and Cuba), and determine the impact on global politics. (6.2.12.D.4.c)

Summarize the causes of the Bolshevik Revolution and its outcome (6.2.12.D.4.c)

Explain Lenin’s reforms and the rise of Stalin

Define totalitarianism

Summarize Stalin’s state controlled economic programs

List the problems the new Republic of China faced

Trace the rise of communism in China (6.2.12.A.4.a)

Trace nationalist activity in India (6.2.12.A.4.b)

Summarize Gandhi’s nonviolent tactics

Explain how India’s self rule heightened conflicts between Muslims and Hindus

Analyze how the social, economic, and political roles of women were transformed during this time period. (6.2.12.D.4.j)

Analyze how the arts represent the changing values and ideals of society. (6.2.12.D.4.k)

Describe how the brutality of war prompted philosophers and writers to explore new ideas (6.2.12.D.4.k)

Identify the problems faced by the Weimar Republic

Trace the events that led to the financial collapse of the U.S. economy

Analyze government responses to the Great Depression and their consequences, including the growth of fascist, socialist, and communist movements and the effects on capitalist economic theory and practice. (6.2.12.C.4.a)

Analyze the worldwide effects of the Great Depression

Describe Mussolini’s creation of a fascist state in Italy(6.2.12.A.4.a)

Discuss the rise of Hitler, the Nazis and the extension of Hitler’s power (6.2.12.A.4.a)

Trace the shift from democratic governments to dictatorships in Eastern Europe (6.2.12.A.4.a)

Describe Japan’s attempts to build an empire

Trace the moves of European Fascist in seeking world power

Compare how Allied countries responded to the expansionist actions of Germany and Italy. (6.2.12.D.4.e)

Summarize the events that lead to WWII

Analyze the extent to which the legacy of World War I, the global depression, ethnic and ideological conflicts, imperialism, and traditional political or economic rivalries caused World War II. (6.2.12.D.4.d)

Describe the fall of France and the Battle of Britain

Explain the conflicts in the Mediterranean and on the Eastern Front

Describe the U.S. aid to the allies

Determine how geography impacted military strategies and major turning points during World War II. (6.2.12.B.4.b)

Explain how Japanese expansionism led to war with Allies in Asia

Describe Japan’s early battle successes

Explain how the Allies were able to stop Japanese expansion

Trace the course of the persecution of Jews by the Nazis (6.2.12.A.4.c)

Analyze the motivations, causes, and consequences of the genocides of Armenians, Roma (gypsies), and Jews, as well as the mass exterminations of Ukrainians and Chinese. (6.2.12.A.4.c)

Assess government responses to incidents of ethnic cleansing and genocide. (6.2.12.A.4.d)

Compare and contrast the actions of individuals as perpetrators, bystanders, and rescuers during events of persecution or genocide, and describe the long-term consequences of genocide for all involved. (6.2.12.D.4.i)

Describe the Allied strategy in Europe

List efforts made on the home front

Summarize the events the led to the surrender of Germany and of Japan

Assess the short- and long-term demographic, social, economic, and environmental consequences of the violence and destruction of the two World Wars. (6.2.12.C.4.c)

Compare and contrast World Wars I and II in terms of technological innovations (i.e., industrial production, scientific research, war tactics) and social impact (i.e., national mobilization, loss of life, and destruction of property). (6.2.12.C.4.b)

Describe the conditions in Europe in 1945

Identify the political consequences of the Allied victory in post war Europe

Summarize how defeat and occupation affected political and civic life in Japan


CCSS.ELA-Literacy.RH.9-10.5 Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.

CCSS.ELA-Literacy.RH.9-10.10 By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently.

CCSS.ELA-Literacy.WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

CCSS.ELA-Literacy.WHST.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.











Take notes


Complete a graphic organize of the “MAIN” long term causes of WWI



http://www.corestandards.org/ELA-Literacy/WHST/9-10/2/

http://www.corestandards.org/ELA-Literacy/WHST/9-10/7/

Class debate/ Friendly controversy: “Which long term causes do you think contributed most to the outbreak of WWI and why?”

Complete PBS web quest “WWI Battles” to further understand the geography and major battles of WWI

Create an advertisement for one of the new weapons of WWI. Possible weapons include: poison gas, machine gun, tank, submarine

Read a literature excerpt from “All Quiet on the Western Front” by Erich Maria Remarque to further understand the personal experience and effects of WWI

Write a letter home from the perspective of a soldiers in the trenches of WWI

Create a propaganda poster

Create a chart identifying national interests of each country leading up to the Paris Peace Conference

Create a chart analyzing the causes of Unrest in Russia to clarify the political crisis in Russia

In small groups, students will create a fictional totalitarian state. They should invent a name for the state, identify its location, make up a name for the dictator, and list the effects of totalitarianism on individual lives. Each group should write a detailed description of the state and include how the leader would go about changing it from a democratic free country to one led by a dictator.

Analyze propaganda visuals from the Soviet Union including low cost posters, paintings, and altered photographs

Write a journal entry from the perspective of a soldier who participated in a specific aspect of the Long March. Students should include the conditions of the journey, what the soldiers did to survive and cross the terrain and 3-4 obstacles they faced from battling the Nationalist army.

In pairs, students will research and find a modern organization or movement that is dedicated to the principles of nonviolence. Students should focus on the goals of the organization or movement and the methods used to achieve their goals. Students should cite specific examples of nonviolent tactics. Then, they should compare the movement to Gandhi’s nonviolent tactics for battling injustices using a Venn diagram.

Class debate/ Friendly Controversy: Is civil disobedience a more successful method than violence?

Write an editorial either in support or against the use of nonviolent resistance.

Create a poster protesting the way the Indians were treated by the British government. Students should use photographs, drawings, captions to persuade others to join the independence movement.

Make a flow chart about inflation to clarify Germany’s economic problems

Create a timeline of events that lead to the collapse of the U.S economy/ the Great Depression

View excerpts from the PBS documentary “The Crash of 1929”

Read primary source excerpts from “Dear Mrs. Roosevelt, letters from Children of the Great Depression” to further understand how the Great Depression affected all aspects of society

In small groups, create a chart comparing international responses to the depression and how effective the response was. Each group should be responsible for one of the following global areas: Britain, France, Scandinavia, and the United States.

Use a Venn Diagram to compare and contrast Hitler and Mussolini’s rise to power and their goals

Analyze primary source excerpt “ Kristallnacht”

Complete 15.1 “Fascism Rises in Europe” guided reading to identify the causes and effects leading to the rise of power of Hitler and the Nazi Party

Create an “Introduction Speech” for either Mussolini or Hitler. Be sure to include at least 4-5 key details or facts about the person, be inspiring, and at least 2 paragraphs in length.

Research personal accounts of WWII to familiarize students with oral history as an important form of primary sources/historical study. Students will create a list of questions they would as a WWII veteran and submit questions to a moderate online forum where veterans, academics and other experts can response to the questions.

In small groups create a Magazine Cover for 16.1 “Hitler’s Lightning War”. Be sure to include: The title of the section, at least 5 key terms and their definitions, the main people involved in this section and what they did, 2 questions you make up that are answered in the section, at least 2 graphics, a personal response/opinion - a comment, a connection, or an interpretation. (This reminds me of… I feel that… This makes me think…)

Complete “Major Battles of WWII” map activity

Create an illustrated timeline of events that led up / made up the Holocaust

View opening scene of the Battle for Stalingrad (about first 20 minutes) from the film “Enemy at the Gates” to further understand the destruction of property, violence, and loss of life during WWII

In pairs complete 16.5 “Connections Across Cultures Two World Wars” to compare and contrast WWI and WWII

Create a photo- essay for one of the new technologies or a major battle of WWII. Students should find at least 10 images showing the technology in use or course of the battle. Each image should have a caption explaining the image and putting it in context.

Conduct research on a topic of choice from any Unit or Chapter studied in the curriculum and write a 5 page research paper


Participate in a Socratic Seminar to analyze “The Peasants of Hunan” by Mao Zedong to formulate opinions about Mao’s motives and results

Analyze and compare literature from “the Lost Generation” and “The Great Gatsby” to identify ways in which literature reflected society’s concerns of uncertainty following WWI.

Research the life of another dictator then compare and contrast his leadership to one of the European dictators discussed in Unit 4 (Stalin, Hitler, Mussolini)

Research how other countries responded to the news of Japanese imperialism in eastern Asia.





Think Pair Share



Assessment of PBS webquest “WWI Battles”

Assessment of advertisement of new weapon from WWI

Assessment of Trench Letter

Assessment of World War propaganda poster

Assessment of fictional totalitarian state project

Assessment of Long March journal entry

Assessment of editorial on non violent tactics

Assessment of “Indian Protests and British Responses” Poster

Assessment of “Introduction Speech” for Mussolini or Hitler

Assessment of WWII personal account project

Assessment of 16.1 magazine cover assignment

Assessment of “Major Battles of WWII” Map Activity

Assessment of photo essay

Assessment of research paper Resources/Including Online Resources


Teacher Webpage

“WWI Battles Web quest” Assignment using http://www.pbs.org/greatwar/maps.

13.2 Literature Selection “All Quiet on the Western Front” by Erich Maria Remarque from In Depth Resources: Unit 4

Primary Source excerpt “The Peasants of Hunan” by Mao Zedong from “In Depth Resources Unit 4” Holt McDougal

Online resources related to modern non violence movements

Literature excerpt from “The Great Gatsby” by F. Scott Fitzgerald

http://www.pbs.org/greatwar/maps

Literature excerpt from “This Side of Paradise” by F. Scott Fitzgerald from In Depth Resources: Unit 4 Holt McDougal

PBS documentary “The Crash of 1929” www.pbs.org

Primary source excerpt “Kristallnacht” from In Depth Resources Unit 4 Holt McDougal

Film of “Enemy at the Gates”

“15.1 Fascism Rises in Europe” from In Depth Resources: Unit 4 Holt McDougal

“Dear Mrs. Roosevelt Letters from Children of the Great Depression” by Robert Cohen

Online resources related to personal accounts of WWII

“Major Battles of WWII” Map Activity (teacher created)

16.5 “Connections Across Cultures Two World Wars” from In Depth Resources: Unit 4

Unit 5: Perspectives on the Present 1945-Present (Ch 17-20) Approximate # Of Weeks: 6 Essential Questions: How did the United States and the Soviet Union compete for economic and military superiority in the Cold War era? (Ch 17) What independence movements and political conflicts took place in Africa and Asia as colonialism gave way after WWII? (Ch 18) How did China and nations in Latin America, Africa, and the former Soviet Union bloc struggle for democracy? (Ch 19) How have advances in science and technology made the world more globally interdependent and affected people’s lives? Upon completion of this unit students will be able to:

Explain how and why differences in ideologies and policies between the United States and the USSR resulted in a cold war, the formation of new alliances, and periodic military clashes. (6.2.12.A.5.a)

Analyze the reasons for the Cold War and the collapse of the Soviet Union, and evaluate the impact of these events on changing national boundaries in Eastern Europe and Asia. (6.2.12.B.5.b)

Determine the impact of geography on decisions made by the Soviet Union and the United States to expand and protect their spheres of influence. (6.2.12.B.5.a)

Explain how Soviet domination of Eastern Europe developed

http://www.pbs.org/

Describe U.S. containment of Communist expansion

Compare and contrast free market capitalism, Western European democratic socialism, and Soviet communism. (6.2.12.C.5.b)

Assess the reasons for and consequences of the growth of communism and shift toward a market economy in China. (6.2.12.C.5.e)

Describe how Mao’s Marxist regime transformed China

Summarize the causes of the Vietnam War and describe its aftermath

Explain how the Cold War affected developing nations

Analyze post-independence struggles in South Asia, including the struggle over the partitioning of the subcontinent into India and Pakistan, as well as later tensions over Kashmir. (6.2.12.B.5.d)

Summarize the leadership of Nehru

Summarize the independence struggles in Bangladesh and Sri Lanka

Identify factors affecting the success of African independence efforts

Identify challenges facing the nations of the former Soviet Union

Describe Afghanistan’s struggle for independence and possible role in global terrorism (6.2.12.A.6.c)

Analyze why terrorist movements have proliferated, and evaluate their impact on governments, individuals, and societies. (6.2.12.A.6.c)

Determine how the availability of scientific, technological, and medical advances impacts the quality of life in different countries. (6.2.12.C.6.d)

Identify the effects of expanding global communications

Discuss the effects of technology on the world economy

Define world economy

Describe the environmental impact of global development (6.2.12.B.6.a)

Determine the global impact of increased population growth, migration, and changes in urban-rural populations on natural resources and land use. (6.2.12.B.6.a)

Compare and contrast demographic trends in industrialized and developing nations, and evaluate the potential impact of these trends on the economy, political stability, and use of resources. (6.2.12.C.6.b)

Determine how the availability of scientific, technological, and medical advances impacts the quality of life in different countries. (6.2.12.C.6.d)

Identify ways nations deal with issues of war and peace

Give examples of human rights issues and world health issues

Explain increased migration and discuss its worldwide effects

Evaluate efforts of governmental, nongovernmental, and international organizations to address economic imbalances and social inequalities. (6.2.12.C.6.a)

Evaluate the role of international cooperation and multinational organizations in attempting to solve global issues. (6.2.12.A.6.a)

Analyze how feminist movements and social conditions have affected the lives of women in different parts of the world, and evaluate women’s

progress toward social equality, economic equality, and political equality in various countries. (6.2.12.D.5.d)

Trace the increase in worldwide cultural interaction

Describe influences on world culture










Take notes


Analyze political cartoons about the Cold War

Compare and contrast the League of Nations and the United nations including purpose and accomplishments

Create a political cartoon that shows either capitalism from the Soviet perspective or communism from the American perspective

In small groups script scenes for a Vietnam War Movie. Their script should include descriptive passages, realistic dialogue and should focus on a single dramatic event.

Create a chart of the independence histories of South Asian nations.

Create a chart on the forces that have shaped the global economy

Make a survey of the labels on class member’s clothing and shoes, List countries where these items were produced. Write a short explanation of how the list illustrates the global economy

Create a concept web to understand the causes that led to an improvement in the status of women between 1970 and 2000


Research and write political statements representing different views on the partition of India including Indian National Congress, Muslim League, British government, and Gandhi’s followers.





Assessment of political cartoon

Assessment of Vietnam War Movie script

Assessment of concept web Resources/Including Online Resources


Teacher Webpage

Political cartoons related to the Cold War

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