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Roswell Independent School District

Curriculum Map Subject: World History

Standards/Essential Questions July 2006

Performance Standards Activities/Assessments Grade Level: 10

Resources

World History Grade 10 1

1st 9

Weeks

UNIT ONE: REVIEW AND INTRODUCTION Continents, oceans, and nations

of Europe. Compass rose. 9-12 Benchmark I-D—Skills: Use critical thinking skills to understand and communicate perspectives of individuals, groups, and societies from multiple contexts. LOCATING MAJOR STATES AND EMPIRES {I-D-2} By 1500 AD, major states and

empires had developed in various regions of the world.

On the world political map, where were some of the major states and empires located around 1500 AD?

MAJOR TRADE PATTERNS {I-D-2} By 1500, regional trade patterns

had developed that linked Africa, the Middle East, Asia, and Europe.

What were the regional trading patterns around 1500 AD?

UNIT ONE: REVIEW AND INTRODUCTION Locate continents, oceans, and

nations on a modern European map.

Identifying and comparing contemporary political boundaries from 1500 A.D. to the present (I-D-2)

Use compass rose. 2. Apply chronological and spatial thinking to understand the importance of events. LOCATING MAJOR STATES AND EMPIRES (I-D-2) Using maps, globes, artifacts, and pictures to analyze the major states and empires around 1500 AD (I-D-2) Identifying geographic features

important to the study of world history since 1500 AD (I-D-2)

MAJOR TRADE PATTERNS Using maps and globes to identify

regional trading patterns. (I-D-2) Identifying geographic features

important to the study of world history since 1500 AD (I-D-2)

3. Explain and analyze

Map identification. The student will download and identify countries on a world map. Assessment: Label oceans, continents, major types of landforms. What examples can you find of ancient art artifacts? The students will compare and contrast major states of ancient empires using a facts chart. Build a world map complying major trade routes. The students will predict how geographic features have influenced World History by doing a webquest about geographic features. Assessment, Label Oceans, Trade Routes, and Geographic Features.

Assessment Rubrics: www.rubistar.4teacher.org http://www.teach-nology.com/web_tools/rubrics/ www.nces.ed.gov/NCESkids/graphing maps www.worldatlas.com www.eduplace.com//ss/maps/ www.planiglobe.com Timeline help: http://www.cromohs.unifi.it/ Ancient Artifacts: http://www.ancienttouch.com/





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Why were the regional trading patterns important?

9-12 Benchmark I-C—World: Analyze and interpret the major eras and important turning points in world history from the Age of Enlightenment to the present to develop an understanding of the complexity of the human experience. TECHNOLOGICAL AND SCIENTIFIC EXCHANGES {I-C-3} By 1500 AD, technological and

scientific advancements had been exchanged among cultures of the world.

What technological and scientific had been made and exchanged by 1500 AD? Teacher Notes:

revolutions (e.g., democratic, scientific, technological, social) as they evolved throughout the Enlightenment and their enduring effects on political, economic, and cultural institutions, to include: Copernican view of the

universe and Newton’s natural laws

tension and cooperation between religion and new scientific discoveries

impact of Galileo’s ideas and the introduction of the scientific method as a means of understanding the universe

events and ideas that led to parliamentary government (English Civil War, Glorious Revolution)

Enlightenment philosophies used to support events leading to American and French Revolutions

Napoleonic Era (law) Teacher Notes:

Have students select three figures of the scientific revolution that they think should receive a special reward. Have students describe why the award should be given in a written essay. On a sheet of paper, begin a concept web linking the differing scientific disciplines to the scientific revolution. Assessment: In a written essay, categorize the major figures of the Enlightenment. Explain the major influences of the Glorious Revolution.

Scientific Revolution http://web.clas.ufl.edu/users/rhatch/pages/03-Sci-Rev/SCI-REV-Home/ http://www.sparknotes.com/history/european/scientificrevolution/ Scientific Revolution Links http://www.historyteacher.net/APEuroCourse/WebLinks/WebLinks-ScientificRevolution.htm

MAJOR RELIGIONS {I-C-1} RELIGIONS {I-C-1} GEOGRAPHIC DISTRIBUTION OF RELIGIONS {I-C-1} By 1500 AD, the five world

religions had spread to many

MAJOR RELIGIONS {I-C-1} RELIGIONS {I-C-1} GEOGRAPHIC DISTRIBUTION OF RELIGIONS {WHII.14b} Identifying, analyzing, and

interpreting primary and

Create a comparison chart listing the five major world religions. Judaism, Christianity, Hinduism, Buddhism, and Islam.

World Religions http://www.mnsu.edu/emuseum/cultural/religion/





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areas of the Eastern Hemisphere. Five world religions have had a

profound impact on culture and civilization. Five world religions have had a

profound impact on culture and civilization. These religions are found worldwide, but their followers tend to be concentrated in certain geographic areas.

Where were the five world religions located around 1500 AD?

What are some characteristics of the five major world religions?

Where are the followers of the five world religions concentrated?

UNIT TWO: RENAISSANCE RENAISSANCE {I-C-1} New intellectual and artistic ideas

that developed during the Renaissance marked the beginning of the modern world.

What were the artistic, literary, and intellectual ideas of the Renaissance?

secondary sources to make generalizations about the five major world religions. {I-C-1}

Using maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world religions. {I-C-1}

Identifying geographic features important to the study of world religions. {I-C-1}

Identifying and comparing where the followers of the five world religions were concentrated. {I-C-1}

Analyzing trends in human migration and cultural interaction from 1500 AD to the present. {I-C-1}

UNIT TWO: RENAISSANCE RENAISSANCE {I-C-1} Identifying, analyzing, and

interpreting primary and secondary sources to make generalizations about intellectual and artistic ideas that developed during the Renaissance. {I-C-1} Analyzing trends in human

migration and cultural interaction from 1500 AD to the present. {I-C-1}

Create a map displaying the geographic regions of the major world religions. Using research materials graph the overall population density of the major world religions Assessment: Match beliefs with religions Create a presentation of the major

Renaissance artists. Give students a brief description of the motivations of the artist in creating the work, the style of the work, and finally a description of the life of the Artist. Have students create a chart of artists and artwork for use during the presentation.

Assessment Show art images covered in presentation as an art test.

Religion number of members http://www.religioustolerance.org/worldrel.htm Biography of Italian Artists http://library.thinkquest.org/2838/artgal.htm General Renaissance Links http://www.twingroves.district96.k12.il.us/Renaissance/GeneralFiles/RenLinksArt.html Oral Presentation Rubric http://www.teach-nology.com/web_tools/rubrics/

UNIT THREE: REFORMATION, INQUISITION REFORMATION {I-C-1} INQUISITION {I-C-1} CULTURAL VALUES,

UNIT THREE: REFORMATION, INQUISITION REFORMATION {I-C-1} INQUISITION CULTURAL VALUES,

Have students write a brief obituary of Martin Luther. Have students write an essay outlining the Response of the

Marin Luther Biography and links http://www.educ.msu.edu/homepages/laurence/reformation/Luther/Luther.htm





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TRADITIONS {I-C-1} For centuries, the Roman Catholic

Church had little competition in religious thought and action. The resistance of the church to change led to the Protestant Reformation, which resulted in the birth of new political and economic institutions.

The Reformation had its roots in theology, but it led to important economic and political changes. Religious differences and hatreds caused war and destruction.

At first, the Reformation divided the countries of Europe on religious principles, leading to religious intolerance.

Power in most European states was concentrated in the monarch.

Gradually religious toleration emerged, along with democratic thought.

What were the problems and issues that provoked religious reforms in Western Christianity?

What were the beliefs of Martin Luther, John Calvin, and Henry VIII?

What were the major economic, political, and theological issues involved in the Reformation?

What were some of the changing cultural values, traditions, and philosophies during the Reformation?

What was the role of the printing press in the spread of new ideas?

TRADITIONS Identifying, analyzing, and

interpreting primary and secondary sources to make generalizations about major economic, political, and theological issues involved in the Reformation. {I-C-1} Using maps, globes, artifacts, and

pictures to analyze the physical and cultural landscapes of the world and to interpret the past since 1500 AD {I-C-1} Identifying and comparing

contemporary political boundaries with the location of civilizations, empires, and kingdoms from 1500 AD to the present. {I-C-

1} Analyzing trends in human migration

and cultural interaction from 1500 AD to the present. {I-C-1}

2. Analyze and evaluate the actions of competing European nations for colonies around the world and the impact on indigenous populations.

Roman Catholic Church to Martin Luther’s 95 thesis. Ask students to create a political cartoon that illustrates a religious conflict that marked the Reformation. Assessment Essay The students will analyze the reasons behind the Reformation by listing the causes for the internal turmoil in and weakening of the Catholic church The students will complete a webquest to identify five ideas taught by John Calvin Create a chart comparing the beliefs of Martin Luther, John Calvin, John Knox. List the major changes in society due to the introduction of the printing press. Have students create a diagram showing how a printing press operates. Assessment: Drawing of the printing press and label major parts.

Counter Reformation http://www.wsu.edu/~dee/REFORM/COUNTER.HTM John Calvin Webquest: http://wappingersschools.org/JohnJayHS/departments/english/teachers/searle/ John Calvin Biography http://www.historylearningsite.co.uk/John_Calvin.htm John Knox http://www.creeds.net/bios/jknox.htm Information on Printing Press http://www.ideafinder.com/history/inventions/story039.htm





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UNIT FOUR: EXPLORATION & COMMERCIAL REVOLUTION EXPLORERS AND CONQUISTADORS {I-C-2} The expanding economics of

European states stimulated increased trade with markets in Asia. With the loss of Constantinople in 1453, European nations fronting the Atlantic sought new maritime routes for trade.

Why were Europeans interested in discovering new lands and markets?

Who were some important explorers?

INFLUENCE OF RELIGION {I-C-1} MIGRATION, SETTLEMENT PATTERNS, CULTURAL DIFFUSION, SOCIAL CLASSES One motive for exploration was to

spread the Christian religion. Europeans migrated to new

colonies in the Americas, creating new cultural and social patterns. Europeans established trading

posts and colonies in Africa and Asia.

How did the expansion of European empires into the Americas, Africa, and Asia affect the religion in those areas?

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

UNIT FOUR: EXPLORATION & COMMERCIAL REVOLUTION EXPLORERS AND CONQUISTADORS {I-C-2} Using maps, globes, artifacts, and

pictures to analyze exploration in 1500 AD {I-C-2} Identifying geographic features

explored by early explorers and conquistadors. {I-C-2} Analyzing trends in human


INFLUENCE OF RELIGION {I-C-1} MIGRATION, SETTLEMENT PATTERNS, CULTURAL DIFFUSION, SOCIAL CLASSES (I-C-1) Using maps, globes, artifacts, and pictures to analyze the new colonies and trading posts.{I-C-1} Analyzing trends in human


INFLUENCE OF RELIGION {I-C-2} MGRATION, SETTLEMENT

Create a map identifying the major routes of European Explorers. Create a city plan of the Aztec capital of Tenochtitlan Analyze the reasons for the conquest of the Americas by the Spanish by completing webquest about Spanish exploration Compare native technologies of Europe and the Americas using a Venn diagram. List the social, cultural, and governmental differences between Penninsulares, Creoles, Mestizos, Mulatoes, Native Americans and Africans by using a facts chart. Have students design a map showing the process of Triangular Trade. Focus on the following peoples and items. Manufactured Goods, Rum, Tobacco, Cotton, Molasses, Slaves, Gold.

List of Links for Era of Exploration http://edtech.kennesaw.edu/web/explorer.html Website listing of explorers and technologies of exploration. http://pw1.netcom.com/~wandaron/eur.html Spanish exploration webquest: http://score.rims.k12.ca.us/activity/aztecs_spanish/





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COLUMBIAN EXCHANGE {I-C-2} The discovery of the Americas by

Europeans resulted in an exchange of products and resources between the Eastern and Western Hemispheres.

What was the impact of the Colombian Exchange between European and indigenous cultures?

TRIANGULAR TRADE {I-C-2} The European nations established

a trade pattern known as the triangular trade and exported precious metals from the Americas.

What was the triangular trade? PRECIOUS METALS {I-C-2} The European nations established

a trade pattern known as the triangular trade and exported precious metals from the Americas.

What was the impact of precious metal exports from the Americas?

COMMERCIAL REVOLUTION AND MERCANTILISM {I-C-2} European maritime nations

competed for overseas markets, colonies, and resources, creating new economic practices, such as mercantilism, linking European nations with their colonies.

What were the roles of the

PATTERNS, CULTURAL DIFFUSION, SOCIAL CLASSES {I-C-2} Using maps, globes, artifacts, and

pictures to analyze the new colonies and trading posts.{I-C-2}


TRIANGULAR TRADE {I-C-2} PRECIOUS METALS {I-C-2} Using maps, globes, artifacts, and

pictures to analyze triangular trade. {I-C-2}

COMMERCIAL REVOLUTION AND MERCANTILISM {I-C-2} Using maps, globes, artifacts, and

pictures to analyze mercantilism and the growth of European nations. {I-C-2} Identifying and comparing

contemporary political boundaries with the location of civilizations,

Construct a web which lists the major products imported and exported by Europe in the economic system known as Mercantilism. Assessment: Students should construct a chart illustrating the reasons for the Spanish conquest of the Americas. Students should create the trade routes found in Triangular Trade in a map format. Finally students should identify the major products imported and exported by Europe in the economic system known as Mercantilism

Triangular Trade http://members.tripod.com/lylesj/trade/tritrade.html Quick Quiz on Triangular Trade http://www.historyonthenet.com/Slave_Trade/triangulartradequickquiz.htm Muslim Facts: http://www.personal.psu.edu/faculty/j/a/jab63/islam.facts.html Ottoman empire facts: http://www.infoplease.com/ce6/history/A0860176.html





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Commercial Revolution and mercantilism in the growth of European nations?

UNIT FIVE: AFRICA & ASIA, c.1500 OTTOMAN EMPIRE {I-C-7} The Ottoman Empire emerged as

a political and economic power following the conquest of Constantinople. The Ottomans brought much of

Muslim territory in Southwest Asia and North Africa under their rule.

Where was the Ottoman Empire located, and how did it expand?

UNIT SIX: EUROPEAN ABSOLUTISM AGE OF ABSOLUTION {I-C-3} The Age of Absolutism takes its

name from a series of European monarchs who increased the power of their central governments.

Who were the absolute monarchs?

What effect did the absolute monarchs have on their countries?

empires, and kingdoms from 1500 AD to the present. {I-C-2}

(I-C-7) rise of ethnic and ideological conflicts (e.g., the Balkans, Austria-Hungary, decline of the Ottoman Empire)

UNIT FIVE: AFRICA & ASIA, c.1500 OTTOMAN EMPIRE {I-C-7} Use maps, globes, artifacts, and

pictures to analyze the physical and cultural landscapes of the world and to interpret the Ottoman Empire.

(I-C-3)Enlightenment philosophies used to support events leading to American and French Revolutions UNIT SIX: EUROPEAN ABSOLUTISM AGE OF ABSOLUTISM {WHII.6b} Identifying and comparing political boundaries during the Age of Absolutism.

Students create a map displaying the growth and decline of the Ottoman empire by Year. Have students write an essay to describe the link between Islam and expansion of the ottoman empire. Assessment The students will identify the major advancements credited to Muslims by completing an Islam webquest. Using a flow chart, identify the characteristics of an absolute ruler. List the major absolute monarchs of Europe. Have students produce a newspaper about France during the reign of Louis XIV. Students might be assigned to any of the following departments: national news, international news, the arts, literature, the economy, or editorial. Students create a journal describing a day at the palace of Versailles.

Islam webquest: http://www.taleb.net/islamwq/index.html Lesson Plans on Ottoman Empire http://www.mcps.k12.md.us/curriculum/socialstd/MWH/1101.html Map introduction to the Ottoman Empire http://berclo.net/page03/03en-notes-ottoman.html Muslim Contributions to Science and Math http://www.netmuslims.com/info/inventions.html Links to European Absolutism http://www.multcolib.org/homework/eurohist.html#abcon Informational site on Louis XIV and France in the Age of Absolutism http://www.louis-xiv.de/louisold/louisxiv.html





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2nd

Nine Weeks

UNIT SEVEN: ENLIGHTENMENT & SCIENTIFIC REVOLUTION SCIENTIFIC REVOLUTION {I-C-3} With its emphasis on reasoned

observation and systematic measurement, the scientific revolution changed the way people viewed the world and their place in it.

What were some new scientific theories and discoveries?

What were some of the effects of these new theories?

ENLIGHTENMENT AND INFLUENCE ON UNITED STATES {I-C-7} Enlightenment thinkers believed

that human progress was possible through the application of scientific knowledge and reason to issues of law and government. Enlightenment ideas influenced

the leaders of the American Revolution and the writing of the Declaration of Independence.

Who were some Enlightenment thinkers, and what were their ideas?

How did philosophers of the Enlightenment influence thinking on political issues?

How did the Enlightenment promote revolution in the American colonies?

UNIT SEVEN: ENLIGHTENMENT & SCIENTIFIC REVOLUTION SCIENTIFIC REVOLUTION {I-C-7} Analyzing trends in human

migration and cultural interaction brought about by the Scientific Revolution. {I-C-7}

ENLIGHTENMENT AND INFLUENCE ON UNITED STATES {I-C-3} Identifying, analyzing, and

interpreting primary and secondary sources to make generalizations about the Enlightenment. {I-C-3} Analyzing trends in human


Identify the major figures of the scientific revolution and the contributions of each by doing a powerpoint presentation. Have students write an essay describing the discoveries of the scientific revolution. Have students create a chart listing the major figures of the enlightenment, their ideas, and find those ideas within the U.S. Declaration of Independence and Constitution. Have students design a public building in the style of the Enlightenment. Create a chart listing the Artists, philosophers, writers of the Enlightenment and the accomplishment of each.

http://www.historesearch.com/enlightenment.html Enlightenment defined and major grouping of web links. Influence of the Enlightenment on the major documents of the American Revolution. http://encarta.msn.com/related_761563503/John_Locke.html Architecture thought time. http://en.wikipedia.org/wiki/Architectural_history Biography of Oliver Cromwell http://en.wikipedia.org/wiki/Oliver_Cromwell Comprehensive listing of Enlightenment web links http://www.historyteacher.net/APEuroCourse/WebLinks/WebLinks-AgeOfEnlightenment.htm





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EXPANSION OF THE ARTS, PHILOSOPHY, LITERATURE, TECHNOLOGY{I-C-3} The Enlightenment brought a new

emphasis on order and balance in the arts as artists borrowed heavily from classical Greece and Rome, and new forms of literature were established.

The Age of Reason witnessed inventions and innovations in technology that stimulated trade and transportation.

Who were some artists, philosophers, and writers of the period?

What improved technologies and institutions were important to European economies?

UNIT EIGHT: REVOLUTIONS OF EUROPE/EXPANSION OF RIGHTS ENGLISH CIVIL WAR AND GLORIOUS REVOLUTION {I-C-3} Political democracy rests on the

principle that government derives power from the consent of the governed. The foundations of English freedoms included the jury trial, the Magna Carta, and common law. The English Civil War and the Glorious Revolution prompted further development of the rights of Englishmen.

How did the English Civil War and

EXPANSION OF THE ARTS, PHILOSOPHY, LITERATURE, TECHNOLOGY{I-C-3} Using maps, globes, artifacts, and

pictures to analyze the physical and cultural landscapes of the world and to interpret the past since 1500 AD {I-C-3} Analyzing trends in human


UNIT EIGHT: REVOLUTIONS OF EUROPE/EXPANSION OF RIGHTS ENGLISH CIVIL WAR AND GLORIOUS REVOLUTION {I-C-3} Identifying, analyzing, and

interpreting primary and secondary sources to make generalizations about the English Civil War and the Glorious Revolution. {I-C-2} Analyzing trends in human


Have students create a news article covering the following events: James I addressing Parliament on the divine right of kings, the execution of Charles I and Cromwell declaring himself Lord Protector. You may wish to assign other significant events as well.

National Achieves Link explaining the impact of the Magna Carta. http://www.archives.gov/exhibit_hall/featured_documents/magna_carta/ Basic Information on the Glorious Revolution http://www.bartleby.com/65/gl/Glorious.html http://www.pinkmonkey.com/studyguides/subjects/euro_his/chap2/e0202a01.htm





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the Glorious Revolution promote the development of the rights of Englishmen?

How did Enlightenment ideas influence the American Revolution?

What documents evolved from those ideas? FRENCH REVOLUTION {I-C-3} The ideas of the Enlightenment and French participation in the American Revolution influenced the French people to view their government in new ways. They overthrew the absolute monarchy, and a new government was established. These ideas and examples of the

American and French Revolutions influenced the people of Latin America to establish independent nations.

How did the ideas of the Enlightenment contribute to causing the French Revolution?

UNIT NINE: AFTERMATH OF REVOLUTION IMPACT OF REVOLUTION ON LATIN AMERICA {I-C-3} The ideas of the Enlightenment

and French participation in the American Revolution influenced the French people to view their government in new ways. They

FRENCH REVOLUTION {I-C-3} Analyzing trends in human


(I-C-5)Analyze and evaluate the impact of 19th century imperialism from varied perspectives, to include:

clash of cultures British Empire expands

around the world nationalism (e.g., competition and conflict between European nations for raw materials and markets, acquisition of colonies in Africa and Asia, impact on indigenous populations). UNIT NINE: AFTERMATH OF REVOLUTION IMPACT OF REVOLUTION ON LATIN AMERICA {I-C-3} Analyzing trends in human


Have students create a cartoon illustrating the three estates of France before the Revolution and how each related to each other. Have students create a timeline showing the major events in the move toward Latin American independence. Have students create a cartoon on Nationalism in Europe, North America, and Latin America.

Web site on the French Revolution which includes teaching ideas. http://chnm.gmu.edu/revolution/ Basic Information on the effect of the French Revolution on Latin America http://www.fsmitha.com/h3/h39-la.html Information on Simon Bolivar http://www.geocities.com/Athens/Acropolis/7609/eng/bio.html





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overthrew the absolute monarchy, and a new government was established. These ideas and examples of the

American and French Revolutions influenced the people of Latin America to establish independent nations.

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

NAPOLEON, CONGRESS OF VIENNA {I-C-3} The French Revolution left a

powerful legacy for world history: secular society, nationalism, and democratic ideas. Napoleon's attempt to unify

Europe under French domination was unsuccessful. The Congress of Vienna

attempted to restore Europe as it had been before the French Revolution and Napoleonic conquests.

What was the legacy of Napoleon?

What was the significance of the Congress of Vienna?

NAPOLEON, CONGRESS OF VIENNA {I-C-3} Use maps, globes, artifacts, and

pictures to analyze the physical and cultural landscapes of Europe before and after the Congress of Vienna. {I-C-3} Identifying and comparing

contemporary political boundaries before and after the Congress of Vienna. {I-C-3}

(I-C-7). Analyze and evaluate the causes, events, and effects of World War I, to include:

rise of nationalism (e.g., unification of Germany, Otto Von Bismarck’s leadership)

rise of ethnic and ideological conflicts (e.g., the Balkans, Austria-Hungary, decline of the Ottoman Empire)

major turning points and the importance of geographic, military, and

Students create a map identifying the countries of Latin and South America along with the date of independence. Students should shade Latin American countries in the color of the European country they were liberated from. List and describe the major democratic ideas associated with the French Revolution. Create a diagram listing the major components of the Napoleonic Code. In groups create a diagram showing the major components of a British Man-of War during the time period of Napoleon. Students should create a diary showcasing the life of a typical British Sailor. Create a map illustrating the changes in Europe before and after the Congress of Vienna. Assessment Fill in a timeline listing the major events of the French Revolution and Napoleonic Era

Comprehensive website listing the battle tactics of the Napoleonic Era http://web2.airmail.net/napoleon/index.html Naval Diagrams of the Napoleonic Era. http://www.geocities.com/Area51/Shire/6423/Ships/pictures.html Basic information on the Congress of Vienna. http://en.wikipedia.org/wiki/Congress_of_Vienna Comprehensive Lesson Plan on the Congress of Vienna http://killeenroos.com/4/vienna/VIENNAm.htm





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UNIFICATION OF ITALY {I-C-7} Italy and Germany became

nation-states long after the rest of Europe.

What events led to the unification of Italy?

UNIFICATION OF GERMANY {I-C-7} Italy and Germany became

nation-states long after the rest of Europe.

What role did Otto van Bismarck play in the unification of Germany?

political factors in decisions and outcomes

human costs of the mechanization of war (e.g., machine-gun, airplane, poison gas, submarine, trench warfare, tanks)

effects of loss of human potential through devastation of populations and their successive generations

effects of the Russian Revolution and the implementation of communist rule.

UNIFICATION OF ITALY {I-C-7} Using maps, globes, artifacts, and

pictures to analyze the physical and cultural landscapes of Italy. {I-C-7}

Identifying and comparing contemporary political boundaries to Italy in the 1800s. {I-C-7}


UNIFICATION OF GERMANY {I-C-7} Using maps, globes, artifacts, and

pictures to analyze the physical and cultural landscapes of Germany. {I-C-7}

Identifying and comparing contemporary political boundaries

Design a map of Italy showing the major independent states and when they unified. Students should create a map outlining the regions of modern Germany and Italy and when they unified. In an essay format have student describe the Wars of Unification in Germany. Have students record their reaction to the “Blood and Iron” speech by Otto Von Bismark.

Information on Garibaldi http://en.wikipedia.org/wiki/Giuseppe_Garibaldi Quotes of Otto Von Bismarck http://en.wikiquote.org/wiki/Otto_von_Bismarck Information on Otto Von Bismarck http://www.germanculture.com.ua/library/weekly/aa092000a.htm





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UNIT TEN: INDUSTRIAL REVOLUTION & SOCIAL CHANGE INDUSTRIAL REVOLUTION {I-C-4} The Industrial Revolution began in

England, spreading to the rest of Western Europe and the United States. With the Industrial Revolution,

came an increased demand for raw materials from the Americas, Asia, and Africa. Advancements in technology

produced the Industrial Revolution, while advancements in science and medicine altered the lives of people living in the new industrial cities. Cultural changes soon followed.

Why did the Industrial Revolution originate in England?

Why did the spread of industrialism to Europe and the United States accelerate colonialism and imperialism?

How did the Industrial Revolution produce changes in culture and society?

LABOR FORCE {I-C-4} Agricultural economies were

based on the family unit. The Industrial Revolution had a significant impact on the structure

to Germany in 1800's. {I-C-7} Analyzing trends in human


UNIT TEN: INDUSTRIAL REVOLUTION & SOCIAL CHANGE INDUSTRIAL REVOLUTION (I-C-4) Analyze the pattern of historical change as evidenced by the Industrial Revolution, to include:

conditions that promoted industrialization

how scientific and technological innovations brought about change impact of population changes

(e.g., population growth, rural-to-urban migrations, growth of industrial cities, emigration out of Europe)

evolution of work/business and the role of labor (e.g., the demise of slavery, division of labor, union movement, impact of immigration)

political and economic theories of capitalism and socialism (e.g., Adam Smith, Karl Marx) status and roles of women and

minorities. INDUSTRIAL REVOLUTION & SOCIAL CHANGE INDUSTRIAL REVOLUTION {I-C-4} Use maps, globes, artifacts, and

pictures to analyze the physical

. Create list of the factors which allowed the Industrial Revolution to begin in England. Create a list of the major inventors and social reformers of the Industrial Revolution. Students should create a presentation on one major inventor or social reformer who had an impact on Technology or social change in the Industrial revolution. Students should create a map identifying the major regions of the world outside of North America and Europe in which raw materials needed by factories could be obtained. Assessment Compare and contrast the views of Smith and Marx. Describe the differences between capitalism and socialism. In groups of four students should negotiate a new union contract with the management of a factory.

Listing of major topics of the Unification of Germany http://www.geocities.com/Athens/Rhodes/6916/unification.htm Decorations of the Germany States. http://home.att.net/~david.danner/militaria/states.htm Biographies of the Inventors of the Industrial Revolution http://www.blupete.com/Literature/Biographies/Science/Inventors.htm Comprehensive listing of Industrial Revolution Web Links http://dewey.chs.chico.k12.ca.us/irev.html How Steam Engines Work http://travel.howstuffworks.com/steam1.htm How a boiler works http://travel.howstuffworks.com/steam2.htm Industrial Revolution Game: http://www.bbc.co.uk/history/society_culture/industrialisation/ Overview of Marxism http://www.arthistoryclub.com/art_history/Marxism Women Inventors of the Industrial





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and function of the family. The Industrial Revolution placed

new demands on the labor of men, women, and children. Workers organized labor unions to fight for improved working conditions and workers' rights.

How did the Industrial Revolution impact the lives of women, children, and the family?

How did the Industrial Revolution affect slavery?

Why did workers organize into labor unions?

CAPITALISM, SOCIALISM, COMMUNISM {I-C-4} Capitalism and market

competition fueled the Industrial Revolution. Wealth increased the standard of living for some. Social dislocations associated

with capitalism produced a range of economic and political ideas, including socialism and communism.

What was the role of capitalism and market competition in the Industrial Revolution?

What were some theories opposed to capitalism?

and cultural landscapes of the world and interpret the past. {I-C-4}

Analyze trends in human migration and cultural interaction. {I-C-4}

LABOR FORCE {I-C-4} Analyze trends in human

migration and cultural interaction. {I-C-4}

CAPITALISM, SOCIALISM, COMMUNISM {I-C-4} Identify, analyze, and interpret

primary and secondary sources to make generalizations about events and life in world history. {I-C-4} Identify and compare political

boundaries with the location of civilizations, empires, and kingdoms. {I-C-4}

Analyze trends in human migration and cultural interaction. {I-C-4} (I-C-5)Analyze and evaluate the impact of 19th century imperialism from varied perspectives, to include:


around the world nationalism (e.g., competition

and conflict between European nations for raw

Begin with basic facts on conditions in factories: Describe the changes in life for the Middle classes during the industrial Revolution. Graph the movement of populations to cities during the industrial revolution. In a chart format, list the major reforms of the late industrial revolution. The students will compare and contrast capitalism, socialism, and communism by using a four column chart graphic organizer.

Revolution with Web Links. http://inventors.about.com/od/womeninventors/ Links to the Industrial Revolution http://www.schoolshistory.org.uk/IndustrialRevolution/links.htm Adam Smith Biography http://en.wikipedia.org/wiki/Adam_Smith Overview of the philosophy of Capitalism http://www.wsu.edu:8080/~dee/GLOSSARY/CAPITAL.HTM Biography of Karl Marx http://en.wikipedia.org/wiki/Karl_Marx Fundamental Ideas of Socialism http://en.wikipedia.org/wiki/Socialism





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UNIT ELEVEN: IMPERIALISM & RESPONSES INDUSTRIAL ECONOMIES, IMPERIALISM, NATIONALISM {I-C-5} Industrial nations in Europe

needed natural resources and markets to expand their economies. These nations competed to

control Africa and Asia to secure their economic and political success. Imperialism spread economic,

political, and social philosophies of Europe throughout the world. Resistance to imperialism took

many forms including armed conflict and intellectual movements.

Why did European countries participate in imperialism and a race for colonies?

RESPONSES {I-C-5} Industrial nations in Europe

needed natural resources and markets to expand their economies. These nations competed to

control Africa and Asia to secure their economic and political success.

materials and markets, acquisition of colonies in Africa and Asia, impact on indigenous populations).

UNIT ELEVEN: IMPERIALISM & RESPONSES INDUSTRIAL ECONOMIES, IMPERIALISM, NATIONALISM {I-C-5} Identify and compare political

boundaries during the European race for colonies in Africa and Asia. {I-C-5} Analyze trends in human

migration and cultural interaction. {I-C-5}

RESPONSES {I-C-5} Identify the responses of colonized people to imperialism. {I-C-5} (I-C-5)Analyze and evaluate the impact of 19th century imperialism from varied perspectives, to include:


around the world nationalism (e.g., competition

and conflict between European nations for raw materials and markets, acquisition of colonies in Africa and Asia, impact on indigenous populations).

In class create a map of the major countries taken by the Imperialist powers Britain, France Germany Spain, Italy, Portugal and United States. Students should roll dice to take over counties around the world. Be sure to assign point values to each country. Student with most points wins game. After game have student label and color the world map to show the real European powers that controlled the world. On a map, have student label major resistance movements to imperialism. Assessment In a chart format, have student create a chart listing the benefits and drawbacks of European Imperialism. Students will learn about the 'New Imperialism' carried out by European powers in the 1800's and 1900's. Students will investigate

Overview of Imperialism http://members.aol.com/sniper43/Imperialism.html Internet Web links of European Imperialism http://www.kn.sbc.com/wired/fil/pages/listeuropeanth.html Imperialism, Colonization, Mercantilism http://www.encyclopedia.com/html/section/imperial_ClassicImperialism.asp Imperialism Resources in specific world regions http://www.jlhs.nhusd.k12.ca.us/Classes/Social_Science/Imperialism/Imperialism.html Imperialism Resources: http://www.mcps.k12.md.us/departments/isa/ninvest/imperial/imperialismmainpage.htm





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Imperialism spread economic, political, and social philosophies of Europe throughout the world. Resistance to imperialism took

many forms including armed conflict and intellectual movements.

Why did European countries participate in imperialism and a race for colonies?

What were some responses of colonized peoples to European imperialism?

various readings, maps, graphs, and charts to discover the impact of this 'New Imperialism' on the people of Africa and China. The students will explain the causes and consequences of European and American imperial expansion The students will write an essay as an indigenous African explaining how imposed European culture and ideas have changed your way of life.

3rd 9

Weeks

UNIT TWELVE: WORLD WAR I ERA RUSSIAN REVOLUTION {I-C-7} Tsarist Russia entered World War

I as an absolute monarchy with sharp class divisions between the nobility and peasants. The grievances of workers and peasants were not resolved by the Tsar. Inadequate administration in World War I led to revolution and an unsuccessful provisional government. A second revolution by the Bolsheviks created the communist state that ultimately became the USSR.

Why did Russia erupt in revolution while fighting in World War I?

How did communism rise in Russia?

UNIT TWELVE: WORLD WAR I ERA RUSSIAN REVOLUTION {WHII.9c} Using maps, globes, artifacts, and

pictures to analyze the physical and cultural landscapes of Russia before World War I. {I-C-7}

Identifying and comparing contemporary political boundaries with the boundaries of Russia in the early 1900s. {I-C-7} I-C-8 Analyze and evaluate the causes, events, and impacts of World War II from various perspectives, to include: failures and successes of the Treaty of Versailles and the League of Nations

Have students identify the major cities waterways and geographic features of the Empire of Russia. Assessment Students should list the major ideas of Communism. In a journal entry students should be able to accurately describe the conditions in Russia for the average peasant.

Comprehensive Web Links on Russian Revolution http://www.barnsdle.demon.co.uk/russ/rusrev.html Links on Nicolas II http://www.russland-deutschland.de/links/russian-tsar.html Russian Revolution Simulation: http://www.spartacus.schoolnet.co.uk/LRUSsimulation.htm





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WORLD WAR I {I-C-7} World War I (1914-1918) was

caused by competition among industrial nations in Europe and a failure of diplomacy. The war transformed European and American life, wrecked the economies of Europe, and planted the seeds for a second world war.

What were the factors that produced World War I?

What were the major events of the war?

Who were the major leaders? TREATY OF VERSAILLES {I-C-8} World War I (1914-1918) was

caused by competition among industrial nations in Europe and a failure of diplomacy. The war transformed European and American life, wrecked the economies of Europe, and planted the seeds for a second world war.

What were the outcomes and global effects of World War I?

What were the terms of the Treaty of Versailles?

LEAGUE OF NATIONS {I-C-8} After World War I, international

organizations and agreements were established to avoid future conflicts.

What was the League of Nations, and why did it fail?

Why was the mandate system created?

WORLD WAR I, TREATY OF VERSAILLES {I-C-8) Using maps, globes, artifacts, and

pictures to analyze the physical and cultural landscapes of the world before and after World War I. {I-C-8} Identifying and comparing political

boundaries before and after World War I. {I-C-8}

LEAGUE OF NATIONS {I-C-8} Identifying and comparing political

boundaries after World War I. {I-C-8}

(I-C-8)Analyze and evaluate the causes, events, and impacts of World War II from various perspectives, to include:

failures and successes of the Treaty of Versailles and the League of Nations

political, diplomatic, and military leadership (e.g., Winston Churchill, Joseph Stalin, Franklin Roosevelt, Emperor Hirohito, Adolf Hitler, Benito Mussolini, Francisco Franco)

principal theaters of battle, major turning points, and geographic factors in military decisions and outcomes (e.g., Pearl Harbor, “island-hopping,” D-Day invasion, Stalingrad, atomic bombs dropped on Japan).

Have students create a timeline of the major events leading to World War I. Students will create a map showing the countries of Europe before and after World War II Assessment In a chart format, have students list Militarism, Imperialism, and Nationalism, define and list examples of each. Assessment Students should diagram trench warfare illustrating machine guns, barbed wire, tanks, poison gas, mines, artillery Students will design a propaganda poster in order to show how governments used information to influence public opinion. Students should design a chart listing the major powers of the League of Nations. Using this information, an essay should be written explaining why the League of Nations failed to avoid world conflicts. Students will write an essay placing themselves in the role of soldiers fighting in World War I. Essays should include a description of conditions facing a typical World War I soldier.

World War I Listing of Links http://www.lib.byu.edu/~rdh/wwi/links.html http://www.firstworldwar.com/index.htm World War I Worksheets http://www.historyonthenet.com/Lessons/worksheets/ww1.htm World War I Picture gallery with worksheets and interactive activities. http://www.schoolshistory.org.uk/firstworldwarpictures.htm Diagramming Trenches http://www.spartacus.schoolnet.co.uk/FWWtrenchsystem.htm League of Nations overview http://en.wikipedia.org/wiki/League_of_Nations League of Nations Question and Answer on the Web http://www.johndclare.net/league_of_nations9.htm





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UNIT THIRTEEN: BETWEEN WORLD WARS: DEPRESSION & AGGRESSION 1930S DEPRESSION {I-C-8} A period of uneven prosperity in

the decade following World War I (1920s) was followed by worldwide depression in the 1930s. Depression weakened Western democracies, making it difficult for them to challenge the threat of totalitarianism.

Why did the world experience depression in the 1930s?

What political changes resulted from the worldwide depression?

AGGRESSION {I-C-8} Economic dislocations following

World War I led to unstable political conditions. Worldwide depression in the 1930s provided opportunities for the rise of dictators in the Soviet Union, Germany, Italy, and Japan. A communist dictatorship was

established by Vladimir Lenin and continued by Joseph Stalin in the Soviet Union. The Treaty of Versailles worsened

economic and political conditions in Europe and led to the rise of totalitarian regimes in Italy and Germany. Japan emerged as a world power

after World War I and conducted aggressive imperialistic policies in Asia.

Why did dictatorial governments emerge in Germany, Italy, Japan,

UNIT THIRTEEN: BETWEEN WORLD WARS: DEPRESSION & AGGRESSION 1930S DEPRESSION {WHII.10b} Identifying, analyzing, and

interpreting primary and secondary sources to make generalizations about events and life during the 1930s depression. {I-C-8}

AGGRESSION {I-C-8} Using maps, globes, artifacts, and

pictures to analyze the physical and cultural landscapes of the world and at the beginning of World War II. {I-C-8} Identifying and comparing

contemporary political boundaries with the political boundaries before World War II. {I-C-8}

Create a timeline listing the major European events since the end of World War I to the beginning of World War II Students should create a cause and effect chart of the worldwide economic depression. Students should create a chart Illustrating the pop culture of the 1920s The students will compare and contrast Fascism and Communism by using a two column flow chart graphic organizer.

Detailed Lesson Plan for the World Between The Wars http://www.mcps.k12.md.us/schools/wjhs/mediactr/socstupathfinder/worwar/ Totalitarianism Defined http://en.wikipedia.org/wiki/Totalitarianism Appeasement Defined with examples http://en.wikipedia.org/wiki/Appeasement Biography of Neville Chamberlain http://www.spartacus.schoolnet.co.uk/PRchamberlain.htm Information on the Great Depression including Links http://www.amatecon.com/greatdepression.html Lesson Plan for Japanese Imperialism http://www.outreachworld.org/resource.asp?curriculumid=258 Links to both world wars http://killeenroos.com/link/war.htm





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and the USSR after World War I? How did these regimes affect the

world following World War I? UNIT FOURTEEN: WORLD WAR II ERA WORLD WAR II {I-C-8} Many economic and political

causes led toward World War II. Major theaters of war included Africa, Europe, Asia, and the Pacific Islands. Leadership was essential to the Allied victory.

What were the causes of World War II?

What were the major events of World War II?

Who were the major leaders of World War II?

HOLOCAUST {I-C-8} There had been a climate of

hatred against Jews in Europe and Russia for centuries. Various instances of genocide

have occurred throughout the twentieth century.

Why did the Holocaust occur? What are other examples of

genocides in the twentieth century?

POST WORLD WAR II {I-C-9} The outcomes of World War II

included the war crimes trials, the

UNIT FOURTEEN: WORLD WAR II ERA WORLD WAR II {I-C-8} Identifying, analyzing, and interpreting primary and secondary sources to make generalizations about the causes, events and leaders of World War II. {I-C-8) HOLOCAUST {I-C-8} Identifying, analyzing, and

interpreting primary and secondary sources to make generalizations about the Holocaust. {I-C-8}

POST WORLD WAR II {I-C-9} Using maps, globes, artifacts, and

pictures to analyze the outcomes

Students label the major allied and axis countries as well as major battles fought. Arrows should be drawn to show the major Axis advances and Allied advances. Students should create a chart outlining the reasons given by Germany, Italy, and Japan for beginning the Second World War. Students should create a timeline of the major events in the Holocaust. In groups students should pick one event and describe it’s impact. The students will complete a Holocaust webquest to evaluate the death and destruction of the concentration camps. Students should write three generalizations about the start of the Cold War: The neutrals, the

Overview of major events in world war II http://www.encyclopedia.com/html/W/WW12.asp Japanese Internment http://www.geocities.com/Athens/8420/main.html Women in World War II http://www.teacheroz.com/WWIIHomefront.htm Home front America http://americanhistory.si.edu/victory/ Leaders World War II http://www.teacheroz.com/WWIILeaders.htm Holocaust Timeline http://www.historyplace.com/worldwar2/holocaust/timeline.html US Holocaust Museum Links for Teachers http://www.ushmm.org/ Holocaust Webquest: http://home.sullivan.k12.il.us/teachers/lawson/webholocaust1.htm Virtual Enigma Machine: http://www.pbs.org/wgbh/nova/decoding/ Holocaust Website: http://oncampus.richmond.edu/academics/education/projects/webquests/holocaust/intro.html





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division of Europe, plans to rebuild Germany and Japan, and the establishment of international cooperative organizations.

What were the outcomes of World War II?

What were the war crimes trials? How did the Allies promote reconstruction of the defeated Powers?

What were the international cooperative organizations created after World War II?

UNIT FIFTEEN: COLD WAR, REVOLUTION & INDEPENDENCE COLD WAR {I-C-9} Competition between the United

States and the USSR laid the foundation for the Cold War. The Cold War influenced the

policies of the United States and the USSR towards other nations and conflicts around the world. The presence of nuclear weapons

influenced patterns of conflict and cooperation since 1945. Communism failed as an

economic system in the Soviet Union and elsewhere.

What events led to the Cold War? IMPACT OF NUCLEAR POWER {I-C-9} Competition between the United

States and the USSR laid the foundation for the Cold War. The Cold War influenced the

of World War II. {I-C-9} Identifying and comparing

contemporary political boundaries with those after World War II. {I-C-9}

IMPACT OF NUCLEAR POWER {I-C-9} Using maps, globes, artifacts, and

pictures to assess the impact of nuclear power on patterns of conflict and cooperation since 1945. {I-C-9}

UNIT FIFTEEN: COLD WAR, REVOLUTION & INDEPENDENCE COLD WAR {I-C-10} Using maps, globes, artifacts, and

pictures to analyze the relationship between the United States and the USSR since 1945. {I-C-10} Identifying and comparing

contemporary political boundaries with boundaries established after World War II.{I-C-10} Identifying and comparing political

boundaries established after the collapse of communism in the USSR {I-C-10} I-C-10. Evaluate the ideologies and outcomes of independence movements in the emerging third world to include:

French Indochina and the Vietnam War (e.g., the role of Ho Chi Minh)

allies of the Soviet Union and the Western Powers. Create a map showing Europe during the height of the cold war to include: The Soviet Bloc, NATO nations and Non-Aligned nations. List the reasons for the collapse of the Soviet Union: Economic, Social, Political. Debate on the United Nations. Divide students into groups. Students should explore issues related to the problems facing the modern UN. Diagram the Apollo 11 rocket. In your diagram describe the new technologies, which made travel into space possible. Students should be able describe the destructive power of Nuclear Weapons in three categories. Heat, Blast, Radiation. Have students create a map of Roswell diagramming the damage caused by a one mega ton Nuclear

War Crimes Trials http://www.law.umkc.edu/faculty/projects/ftrials/nuremberg/nuremberg.htm The Marshall Plan http://usinfo.state.gov/usa/infousa/facts/democrac/57.htm Warsaw Pact http://en.wikipedia.org/wiki/Warsaw_Pact Nato http://en.wikipedia.org/wiki/NATO Cold War Defined http://www.answers.com/topic/cold-war Nevada Test Site http://www.shundahai.org/nevada_test_site_history.htm Bikini Atoll http://www.bikiniatoll.com/ Collapse of the Soviet Union Lit of Links http://newarkwww.rutgers.edu/guides/glo-sov.html





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policies of the United States and the USSR towards other nations and conflicts around the world. The presence of nuclear weapons

influenced patterns of conflict and cooperation since 1945. Communism failed as an

economic system in the Soviet Union and elsewhere.

What was the impact of nuclear weapons?

What were the causes and consequences of the collapse of the Soviet Union?

REVOLUTIONARY MOVEMENTS {I-C-10} Japanese occupation of European

colonies in Asia heightened demands for independence after World War II. After World War II, the United

States pursued a policy of containment against communism. This policy included the development of regional alliances against Soviet and Chinese aggression. The Cold War led to armed conflict in Korea and Vietnam.

How did the Cold War influence conflicts in Eastern Asia after World War II?

What was the policy of containment?

Mohandas Gandhi’s non-violence movement for India’s independence

apartheid in South Africa and evolution from white minority government (e.g., Nelson Mandela, Desmond Tutu)

Middle East conflicts (Israel, Palestine, Egypt).

REVOLUTIONARY MOVEMENTS {I-C-10} Using maps, globes, artifacts, and

pictures to analyze the conflicts in eastern Asia after World War II. {I-C-10}

Identifying and comparing contemporary political boundaries with the boundaries disputed/established throughout the Cold War. I-C-9. Analyze and evaluate

international developments following World War II, the Cold War, and post-Cold War, to include: war crime trials

Weapon. Students should conduct interviews with veterans of the Korean and Vietnam Wars in order to gain an personal understanding of the conflicts. Students should create a political cartoon on issues related to containment. Compile a chart illustrating the Agriculture, major products, and exports of South East Asia.

Korean War Timeline http://www.rt66.com/~korteng/SmallArms/TimeLine.htm http://www2.hqmc.usmc.mil/KoreanWar/mckw.nsf/0/5ecb286899d153d68525685500565ed7?OpenDocument Vietnam War Timeline http://www.english.uiuc.edu/maps/vietnam/timeline.htm Overview of Vietnam War http://www.historyplace.com/unitedstates/vietnam/ Containment http://en.wikipedia.org/wiki/Containment





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INDIA {I-C-10} British policies and the demand

for self-rule led to the rise of the Indian independence movement, resulting in the creation of new states in the Indian sub-continent.

Who was a leader of the Indian independence movement, and what tactics did he use?

What were the outcomes of the

creation of the state of Israel and resulting conflicts in the Middle East

rebuilding of Western Europe (e.g., Marshall Plan, NATO)

Soviet control of Eastern Europe (e.g., Warsaw Pact, Hungarian Revolt)

creation and role of the United Nations

Mao Zedong and the Chinese Revolution (e.g., Long March, Taiwan, Cultural Revolution)

national security in the changing world order

technology’s role in ending the Cold War

fluidity of political alliances

new threats to peace reasons for the collapse

of the Soviet Union and the end of the Cold War

use of technology in the Information Age.

INDIA {I-C-10} Using maps, globes, artifacts, and

pictures to analyze the physical and cultural landscapes of India. {I-C-10} Analyzing trends in human

migration and cultural interaction from 1500 AD to the present. {WHII.1e}

Students list the characteristics of passive resistance in India. Provide students with a list of independence leaders with biography. Have students classify which leaders used passive resistance effectively.

Mahatma Gandhi http://www.mahatma.org.in/index.jsp Link guide for British India





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Indian independence movements?

AFRICA {I-C-10} The charter of the United Nations

guaranteed colonial populations the right to self-determination. Independence movements in

Africa challenged European imperialism.

Why did independence movements in Africa gain success after World War II?

MIDDLE EAST {I-C-10} The mandate system established

after World War I was phased out after World War II. With the end of the mandates, new states were created in the Middle East.

What was Kenyatta’s leadership role in Kenya?

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

UNIT SIXTEEN: CONTEMPORARY POLITICAL ISSUES CONTEMPORARY POLITICAL ISSUES {I-C-12} Both developed and developing nations face many challenges. These include migrations, ethnic and religious conflict, and new technologies. What are some challenges faced

AFRICA {I-C-10} Using maps, globes, artifacts, and

pictures to analyze the physical and cultural landscapes of Africa. {I-C-10}

Identifying and comparing contemporary political boundaries with the location of civilizations, empires, and kingdoms from 1500 AD to the present. {I-C-10} MIDDLE EAST {I-C-10} Identifying geographic features

important to the study of the Middle East. {I-C-10} Identifying and comparing states

created with the United Nation’s decision to end the mandate system. {I-C-10}

UNIT SIXTEEN: CONTEMPORARY POLITICAL ISSUES CONTEMPORARY POLITICAL ISSUES {WHII.15a} I-C-12 Explain how world

history presents a framework of knowledge and skills within which to understand the complexity of the human experience, to include:

Using a map of Africa and Asia, list the dates of independence for former European colonies. Students should create a newspaper article describing the process of independence for former European colonies in Africa and Asia. Identify the countries of the Middle East to include dates of independence and types of resources by creating a powerpoint presentation about Middle Eastern countries Create a reading for students on the creation of Israel. Should include wars, resources, religions. After reading have students debate the issues surrounding the creation of Israel. Assessment Have students Compare and contrast how the peoples of India, Africa, and the Middle East achieved independence by using a hyperstudio presentation about each country.

http://www.sscnet.ucla.edu/southasia/History/British/BrIndia.html Links to African Rulers http://www.terra.es/personal2/monolith/0africa.htm Map of Middle East with dates of Independence http://www.jewishvirtuallibrary.org/jsource/History/dates.html Role of the United Nations in the Middle East http://www.historylearningsite.co.uk/united_nations_middle_east.htm Encarta list and links on types of pollution http://encarta.msn.com/related_761566249_49/environmental_damage_%E2%80%93_types_of_pollution.html Link to the World Health





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by the contemporary world? What new technologies have

created opportunities and challenges?

analyze perspectives that have shaped the structures of historical knowledge

describe ways historians study the past

explain connections made between the past and the present and their impact. Using maps, globes, artifacts,

and pictures to analyze contemporary world challenges: migration of refugees and others, ethnic and religious conflicts, impact of new technologies. {I-C-12} Identifying and comparing

contemporary political boundaries with the location of civilizations, empires, and kingdoms from 1500 AD to the present. {I-C-12}

Organization http://www.who.int/en/ Links to new technologies created in the 20th Century http://en.wikipedia.org/wiki/20th_Century Jonas Salk http://www.achievement.org/autodoc/page/sal0bio-1

4th Nine Weeks

UNIT SEVENTEEN: CONTEMPORARY ECONOMIC RELATIONSHIPS ECONOMIC DEVELOPMENT AND GLOBAL POPULATION GROWTH {I-C-10} Different levels of economic

development, population characteristics, and social conditions characterize developed and developing nations. Economic development and the

rapid growth of population are having an impact on the environment. Sound economic conditions

ECONOMIC INTERDEPENDENCE {I-C-12} Identifying, analyzing, and

interpreting primary and secondary sources to make generalizations about economic interdependence. {I-C-12}

Using maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past since 1500 AD {I-C-12}

Identifying and comparing contemporary political boundaries with international boundaries and regional organizations.{I-C-12}

Define overpopulation Graph the increase in population in the major regions of the world Students should create a chart listing the major diseases of the 20th century and how they were eliminated. Include the diseases, which remain uncured. Create a flow chart displaying the link between economic development and political freedom.

www.Nces.ed.gov/NCESKIDS/GRAPHING Overpopulation http://en.wikipedia.org/wiki/Overpopulation In-depth lesson on world population and global inequality. http://www.delmar.edu/socsci/rlong/problems/chap-03.htm





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contribute to a stable democracy, and political freedom helps foster economic development.

How does the developing world compare with the developed world in terms of economic, social, and population characteristics?

What impact are economic development and rapid population growth having on the environment?

What are the links between economic development and political freedom? ECONOMIC INTERDEPENDENCE {I-C-12} The countries of the world are

increasingly dependent on each other for raw materials, markets, and financial resources, although there is still a difference between the developed and developing nations.

How is economic interdependence changing the world?


ECONOMIC INTERDEPENDENCE {I-C-12} Identifying, analyzing, and

interpreting primary and secondary sources to make generalizations about economic interdependence. {I-C-12}

Using maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past since 1500 AD {I-C-12}

Identifying and comparing contemporary political boundaries with international boundaries and regional organizations.{I-C-12}


Create a chart listing environmental problems and their causes.

Economic Interdependence National Geographic http://www.nationalgeographic.com/xpeditions/standards/11/

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