Download World History District Curriculum Guide 0604

CURRICULUM GUIDE
World History
Social Studies
Objective
ANCIENT GREECE
TLW understand and describe the
characteristics of Greek democracy.
Time
150-200
min
TLW articulate contributions to
philosophy.
TLW describe characteristics of Greek
art, architecture and drama.
TLW explain the importance of
Alexander the Great and the spread of
Hellenistic culture
ROMAN EMPIRE
Materials
Validation
Propositions
Cues
•
Limited to male citizens over age 30
– citizenship was limited, but
expanded by successive reforms
• Effective in Greece because of small
city-states and limits on number of
participants (citizenship)
• Socratic Method, stoicism, Plato,
Socrates, and Aristotle
• Aristotle – balance, harmony,
simplicity are emphasized
Sculpture and art
• Drama – Tragedy – emotional
response to pity or fear leading to
catharsis – emotional response
• History – Importance of reason, logic and
research, also avoid bias in presentation
• Alexander combined best elements of
Persian, Egyptian and Greek culture
• Hellenistic culture produced
advances in math, science, medicine
and philosophy.
150-200
min
TLW explain the importance of
contributions in politics, engineering
and law.
World History District Curriculum Guide 0604
•
Practical application of math and
science to engineering and building
roads, bridges, buildings & aqueducts
• . Roman law assumed innocence,
Page 1 of 29
CURRICULUM GUIDE
World History
Social Studies
Objective
TLW understand the growth and
development of the Republic into an
empire.
Time
TLW understand origins of Christianity
in Empire and why it survived Rome’s
fall.
Materials
Validation
Propositions
used evidence, accused confronted by
accuser, defense of accused
• 3 Punic Wars against Carthage in N.
Africa to gain control of the
Mediterranean Sea
• Julius Caesar was assassinated to
protect republic against monarchy
• 14. Republic became empire from
Britain to N. Africa to middle east
ruled by a succession of emperors
Christianity appealed to wide variety of
people
• Rooted in Jewish traditions of
Messiah and 10 Commandments
• Contained elements of Stoic
philosophy and emphasized love,
forgiveness, justice and service to
others
• Christianity spread
• Faith inspired by martyrs’ example
and the writing and preaching of the
Apostles
•
TLW articulate causes of the fall of the
Roman Empire.
World History District Curriculum Guide 0604
Cues
Survived Fall by building strong hierarchy
separate from political structure of Empire
•
•
Military causes
Germanic invasions and mercenary
armies
• Social causes
• Erosion of traditional Roman virtues
and a declining population
• Political causes
-Corrupt and oppressive government,
Page 2 of 29
CURRICULUM GUIDE
World History
Social Studies
Objective
Time
Materials
Validation
•
BYZANTINE EMPIRE
Cues
55-90
min
•
TLW explain the contributions of the
BE to the preservation of Greek and
Roman culture and the spread of
Christian religion.
•
•
•
TLW recognize the cultural connection
between the BE and the early
development of Russia.
•
•
EUROPE IN THE MIDDLE AGES
Propositions
civil wars and a divided empire
Economic Causes
-Heavy taxation for military and
government bureaucracy
-Reliance on slave labor
150-200
min
TLW recognize how the Roman
Catholic Church was an organizing and
unifying force in medieval society.
TLW describe the system of rights and
World History District Curriculum Guide 0604
Byzantine Empire was the surviving
(Eastern) half of the Roman Empire
Preserved and organized Roman laws
into Justinian Code
Spread Eastern Orthodox Christianity
into Russia
Cyril & Methodius were Greek
Orthodox missionaries who translated
the Bible for the Slavs and Russians.
Russian Orthodox religion was based
on Eastern(Greek) Orthodox
Christianity
Eastern Europe his home to a diverse
mix ethnic and religious mix of people
•
•
Roman Christianity spread
throughout Europe during and after the
Fall of the Roman Empire.
• The feudal leaders in Europe
reinforced their authority by
converting to RC Christianity
• The RC Church had a hierarchy that
impacted social and political life in
Europe
• Vassals provided these services to
Page 3 of 29
CURRICULUM GUIDE
World History
Social Studies
Objective
obligations in the feudal system.
Time
TLW describe the changes that allowed
Europe to emerge from isolation during
the middle ages.
Materials
Validation
•
•
•
•
•
•
•
•
•
TLW describe the development of
Royal power in the high middle ages
and the developing conflicts with the
Roman Catholic Church.
•
•
World History District Curriculum Guide 0604
Propositions
their lords
Lords provided services to vassals
The manor was a self-sufficient
economic unit and because of inherit
dangers, trade was decreased and
movement was limited
New technologies led to increased
agricultural production.
The Crusades exposed feudal Europe
to ideas and products from advanced
cultures.
New commercial practices of
partnerships and banking improved the
economies of medieval villages.
As trade increased, towns wrote
charters freeing them from control by
feudal lords.
Artisans started guild, which
established standards for production of
goods in their town.
The Black Death in Europe was part
of a global epidemic
Inflation as worker wages increased,
rebirth of religious fervor and
persecution of the Jews, and people left
villages to move to towns
Strong monarchs emerged in England
using bureaucracies to organize their
rule.
-Norman Conquest
-development of common law
-jury system and the Magna Carta
English and French monarchs
Cues
Page 4 of 29
CURRICULUM GUIDE
World History
Social Studies
Objective
ISLAM AND THE ARABIC
EMPIRE
TLW explain the origins and central
beliefs of the Islamic religion.
Time
90-120
min
TLW differentiate between various
movements within Islam.
TLW recognize the contributions to
Western Civilization made during
Arabic Empire’s “Golden Age”.
World History District Curriculum Guide 0604
Materials
Validation
Propositions
contested the power of the RC pope.
• The Estates General in France lacked
the power of the purse
• The Holy Roman Empire after
Charlemagne was a loose union of
independent states.
• Conflicts between French and
English monarchs resulted in the
Hundred Years’ War
•
Cues
•
Muhammad’s visions of the angel
Gabriel led to the Muslim holy book,
the Koran (Quran)
• 5 Pillars (basic duties)
-Declaration of faith
-Daily prayer
-Almsgiving (Charity to the poor)
-Fasting during month of Ramadan
(sunrise to sunset)
-Hajj – pilgrimage to holy city of Mecca
during lifetime
• Sunni Muslims – Caliph chosen as
political leader, not religious authority
• Shiite Muslims – Caliph as religious
authority, descendant of Muhammad,
divinely inspired to lead
• Sufi Muslims – Mystical sect who
seek communion with God through
fasts and rituals
• Islam spread rapidly from the Middle
East west to Spain and east to India
and throughout N. Africa.
Page 5 of 29
CURRICULUM GUIDE
World History
Social Studies
Objective
Time
THE RENAISSANCE AND
REFORMATION
TLW develop an understanding of how
the Renaissance began in Italy.
350-500
min
TLW realize how the new ideas and art
of the Renaissance spread from Italy to
Northern Europe.
TLW comprehend the reasons that
caused new Protestant thinkers to reject
the establish church.
World History District Curriculum Guide 0604
Materials
Validation
Propositions
• Valued education and built centers
for learning and collection of scholars
in various cities
• Made significant advances in science,
math, medicine, philosophy and
astronomy
Cues
•
The Renaissance began in Italy b/c of
Prosperous city states, a wealthy
merchant class, heritage of ancient
Rome, Medici family in Florence
• Characteristics of the Renaissance
Humanism included:
-Reawakening of interest in classical
learning of Greeks & Romans
-Wider world view/awareness of other
peoples and cultures
-Focus on individual achievement and the
present
-Spirit of adventure
• Dominant art forms affected by
renaissance included literature,
painting, sculpture, architecture,
engraving and politics
• Northern Europe recovered slowly
after the Black Death because of
smaller population, less trade and
limited wealth of merchant class.
• Moveable type printing press, and
use of vernacular languages
Protestant reformation resulted from
-RC Church abuses
-worldly lives of clergy
Page 6 of 29
CURRICULUM GUIDE
World History
Social Studies
Objective
Time
Materials
Validation
Propositions
Cues
-indulgences
• Martin Luther’s ideas
-faith over works
-the Bible as sole authority
-community of believers w/o hierarchy
• Other reformers
-John Calvin in Switzerland – Calvinism
-Henry VIII (Tudor) in England –
Anglicanism
-Catholic (Counter) Reformation
-Persecution and legal restriction faced
by Jews and Muslims in Spain and Italy
• Scientific Method develops from
Humanism and experimentation with new
techniques and ideas.
• Observation and experimentation
become foundation from which to
discover truth.
• Revised and built upon ideas about
medicine, chemistry, math from
ancient Greeks
TLW know how the ideas of Luther
spread beyond Germany and the
reactions of the church.
TLW recognize the impact the new
scientific discoveries of the 16th century
had.
AGE OF ABSOLUTISM
350-500
min
TLW be able to explain how
Renaissance ideas about the individual,
religion, humanism and adventure
contribute to European exploration
around the globe in the 1500’s
World History District Curriculum Guide 0604
•
Catholic Spain’s power increased in
15-1600s by absolute monarchs who
ruled by divine right.
• 1550-1650 – Golden Age of Spanish
art, literature, science and math.
• Spanish decline resulted from
overseas wars, taxation of middle
class, weak rulers, hyperinflation and
the expulsion of Jews and Muslims
Page 7 of 29
CURRICULUM GUIDE
World History
Social Studies
Objective
TLW recognize the factors that resulted
in the consolidation of the royalty in
France under the Bourbon kings.
Time
TLW derive an understanding of the
events in Tudor and Stuart England that
resulted in the triumph of parliamentary
democracy.
TLW identify the causes that led to the
emergence of Austria and Prussia as
major European powers and develop an
understanding of how Russia
progressed from a medieval state to a
modern power.
World History District Curriculum Guide 0604
Materials
Validation
Propositions
• Religious conflicts between Catholics
and Protestants threatened unity of
France.
Reunited under divine right absolute
monarchs Henry IV, Louis XIV
-Created large and efficient government
bureaucracy
-Excluded Estates-General from
participating in government
-Louis XIV made France center of
political and social power in Europe.
• Created alliances and agreements to
balance power among European
nations
• Protestant Tudors governed
effectively with Parliament
• Catholic Stuarts invoked divine right,
which leads to conflict with Parliament
over religion and power of monarch.
• English Rev – Parliament legally
executes king for treason; Cromwell
rules as Lord Protector during
Commonwealth
• Glorious Rev – King &Queen placed
on English throne at Parliament’s
request – power of Parliament
• The 30 Years War involved all of
Europe and ended with a series of
treaties called Peace of Westphalia.
• Austria becomes a strong Catholic
nation under Maria Theresa – Austria
Hapsburgs
• Prussia becomes strong Protestant
Cues
Page 8 of 29
CURRICULUM GUIDE
World History
Social Studies
Objective
THE ENLIGHTENMENT
Time
Materials
Validation
Propositions
nation under Hohenzollerns.
• By 1750 the great powers of Europe
are Austria, England, France, Prussia
and Russia.
150-300
min
•
TLW develop an appreciation of how
progress and reason influenced the new
political ideas of enlightened
philosophers.
•
•
•
•
TLW understand how new political
ideas impacted the monarchies of
France, Austria, Prussia and Russia.
•
•
TLW appreciate the further evolution
of democratic development in England
during the 18th century.
AMERICAN REVOLUTION
Cues
The Scientific Rev. laid the foundation
for advances in political philosophy.
Key concepts embraced by the
philosophies included natural rights, Social
Contract, and the separation of powers
Women thinkers embraced
Enlightenment ideas in pursuit of equality
for women.
Physiocrats rejected mercantilist
ideas about a favorable balance of
trade in favor of free trade and laissezfaire government policies, which
become the foundation for Adam
Smith’s Capitalism
Enlightenment ideas spread rapidly and
effected changes throughout European
society.
Some absolute monarchs embraced parts
of enlightenment philosophy as
“enlightened despots”.
The daily lives of most Europeans
were unaffected by Enlightenment
ideas
•
30-50
World History District Curriculum Guide 0604
•
Democracy was enhanced in Britain by
Page 9 of 29
CURRICULUM GUIDE
World History
Social Studies
Objective
Time
min
THE FRENCH REVOLUTION
AND NAPOLEON
TLW recognize the social and
economic conditions in France that led
to revolutionary change.
350-500
min
TLW understand how the events of
1789 resulted in the establishment of a
new popular moderate government.
TLW appreciate why moderate
reformers failed and how radical
groups came to control the revolution.
World History District Curriculum Guide 0604
29
Materials
Validation
Propositions
constitutional government, and
development of Cabinet and Prime
Minister positions.
• The American revolution came about
because of
-Growing wealth in the colonies and rebellion
against Parliamentary taxation
-Spread and acceptance of European
enlightenment ideas
-Economic and military ties to France against
British
• The American Revolution led to the
creation of a federal republic in the
Constitution and Bill of Rights
Cues
•
French social structure included 3 Estates
– Clergy, Nobles, Middle Class and
Pheasants
France faced series of difficulties in later
1700s – debts from foreign wars, poor
harvests, and the inability to reform tax
burden
• Significant events in the 1789
-Tennis Court Oath
-Storming of the Bastille
-Declaration of the Rights of Man and Citizen
-Women’s March on Versailles
-National Assembly Reforms – Constitution
of 1791, Sale of RC Church lands, and
Declaration of Religious freedom
• As the revolution was “threatened” by
conservatives and moderates in France and
by absolute monarchs outside, the National
Page 10 of
CURRICULUM GUIDE
World History
Social Studies
Objective
Time
TLW gain knowledge of the factors
that gave rise to Napoleon and his
impact on the face of Europe.
World History District Curriculum Guide 0604
29
Materials
Validation
Propositions
Assembly became dominated by Radical
forces like the Jacobins and Robespierre.
• In 1792 the monarchy was abolished, the
King executed and the Committee for
Public Safety began the Reign of Terror as
the French Republic went to war against
monarchies all over Europe.
• After the Reign of Terror a 5-man
Directory governed France from 17951799.
• In successive elections Napoleon gained
power as 1st Consul, Consul for Life, as
Emperor and as a Military Dictator
• Napoleon’s reforms included:
-Making peace with the Catholic Church
-Restored order helping middle-class
businesses
-Recognized peasant purchases of Church
lands
-Controlled prices and encouraged new
industry
-Built infrastructure –roads, bridges, canals
-Instituted merit system in government jobs
-Established government-controlled public
schools
-Revised French laws in the Napoleonic Code
• Waged war against European monarchies
to spread Revolutionary ideas of Liberty,
Equality and Brotherhood.
• Napoleon’s attempt to unify Europe
in his Grand Empire sparks
nationalism in diverse groups and
defensive reactions from European
Cues
Page 11 of
CURRICULUM GUIDE
World History
Social Studies
Objective
Time
TLW comprehend how the events that
led to the fall of Napoleon resulted in
reactionary change throughout
European governments and society.
THE INDUSTRIAL REVOLUTION
Materials
Validation
Propositions
rulers.
• Napoleon was defeated in Russia and
then finally at the Battle of Waterloo. His
exile to St. Helena marked the end of the
French Revolution period.
• Congress of Vienna, reactionary
forces met to restore European
monarchies to create a lasting peace,
stop revolutions, and balance power in
Europe.
Cues
300-500
min
TLW understand the factors that led to
the foundations of the Industrial
Revolution and its impact on Western
European development.
TLW identify the conditions that
existed in Britain that resulted in its
leading role.
TLW appreciate the dramatic effects
and changes early industrialization had
on urban life.
World History District Curriculum Guide 0604
29
•
An agricultural revolution initiated the
industrial revolution – new methods of
farming, farming techniques, population
growth from rising food supply, and the
use of water power
• IR as of series of Revs –
Communication, Transportation,
Technology
• The IR began in Britain:
-Coal and iron ore
-Large supply of skilled labor
-Culture of hard work, frugality and creating
practical machines
-Wealthy merchants become venture
capitalists in new businesses
-Stable government supported economic
growth, navy to protect trade
-Large demand for new goods and
services
• Industrialization and Urbanization occur
together as industrial workers are crowded
together into cities.
Page 12 of
CURRICULUM GUIDE
World History
Social Studies
Objective
Time
TLW comprehend how
industrialization resulted in new social
and economic ways of thinking.
REVOLUTIONS IN EUROPE
150-300
min
TLW appreciate the dramatic effects
and changes early industrialization had
on urban life.
World History District Curriculum Guide 0604
29
Materials
Validation
Propositions
• Rural life is dramatically different from
life in the cities:
-less income potential and fewer social
opportunities
-freedom to select and schedule tasks and
healthier working conditions
• Entrepreneurs develop as a new
middle class pursuing wealth and selfsufficiency.
• Middle class values create new standards
of social behavior
• Working classes begin organizing
together to match the power of business
owners with the power of labor.
• Economic Theories:
-Laissez-faire Economics – Ricardo, Malthus,
Adam Smith
-Utilitarianism – Betham and J.S. Mill
-Socialism – Government control of means of
production
-Utopian Communities
-Communism and the theory of history –
Marx and Engels
•
Cues
•
The conservatives guiding the Congress
ignored cultural boundaries they redrew
the map of Europe to contain France
• Nationalism – idea that each cultural
group in Europe should be recognized and
represented in the European community.
• Liberalism – embraced ideas of the
Capitalism, French Revolution and limited
government powers – Bourgeoisie and
Page 13 of
CURRICULUM GUIDE
World History
Social Studies
Objective
Time
Materials
Validation
•
•
•
TLW identify and evaluate the
conditions and events that led to
revolutions in 1830 and 1848 and why
they failed.
•
•
LIFE IN THE INDUSTRIAL AGE
Propositions
middle class
Conservatism - maintain status quo –
church officials, nobles and monarchs,
peasants afraid of change.
Numerous revolts against established
powers occurred throughout 1800s.
The Revolution of 1830 replaced
absolutist Charles X with more liberal
Louis Philippe whose policies still favored
the upper classes.
Causes of the Revolution of 1848 –
government corruption, limited suffrage,
recession and poor harvests
Results included - creation of 2nd
Republic, suffrage to all adult male
citizens, election of Louis Napoleon as
Napoleon III, revolutionary ideas spread to
other parts of Europe: Belgium, Poland,
Austria, Italy, Germany
Cues
300-400
min
TLW recognize how science and
technology promoted industrial growth
and new ways of doing business.
•
•
•
•
•
World History District Curriculum Guide 0604
29
Technology improved efficiency of
production and quality of products –Steel,
electricity & chemicals.
Interchangeable parts and assembly
line leads to mass production
Transportation revolutionized by
steamboats, railroads, automobile and
airplane
Communication improved with
telegraph and Morse code, later telephone.
Expanded stock ownership and growth of
giant corporations revolutionized
Page 14 of
CURRICULUM GUIDE
World History
Social Studies
Objective
Time
TLW comprehend how advances in
medicine and social change affected
urban life in the latter 19th century.
TLW understand the effect that
changes caused by the industrial age
had on social and cultural attitudes and
values.
TLW become familiar with the art,
music and literature that developed in
World History District Curriculum Guide 0604
29
Materials
Validation
Propositions
business.
• Monopoly and cartel control of products
and prices leads to increased government
regulation of business.
• Medical advances include germ theory,
vaccines, sanitation, improvements in
nursing, surgery and hospital care.
• Urban planning in large cities included
public buildings, sewer projects, urban
renewal and skyscrapers.
• Public and private aid societies and
rising living standards improved cities.
• Industrialization increased the
complexity of social structures as middle
class grew
• Cult of domesticity defined women’s
roles within the home and the relationship
between the sexes.
• Women improved society in the
Abolition, Suffrage and Temperance
movements.
• Education reforms expanded free public
education and university offerings.
• Science advances - Atomic Theory,
Geology, Evolution and Natural selection
• Social Darwinism used to justify
discrimination, segregation and racial
superiority.
• The social gospel encouraged Christians
to reform health care, education and
housing.
• Artistic trends in the 1800s
-Romanticism – emotional appeal, reaction to
Cues
Page 15 of
CURRICULUM GUIDE
World History
Social Studies
Objective
this new culture.
NATIONALISM TRIUMPHS
Time
Materials
Validation
Propositions
Enlightenment reason and progress
-Realism – represent the world as
experienced by people
-Impressionism – painting style using
unblended brushstrokes of color, mind blends
colors to create image
Cues
450-500
min
TLW gain knowledge of how the
German states unified into a modern
nation under the policies initiated by
Bismarck.
•
•
•
TLW recognize the policies of the
German government that transformed
the German economy.
•
•
TLW comprehend how Italian leaders
overcame longstanding problems and
established Italian unification
•
•
TLW identify the differences and
dilemmas that affected the AustrianHungarian empire and the peoples in
the Balkans.
World History District Curriculum Guide 0604
29
•
German Nationalism developed under
Prussian “Iron Chancellor” Otto von
Bismarck.
Bismarck practiced realpolitik, fighting
wars and annexing territory
After German victory in the FrancoPrussian War, the 2nd Reich (empire)
began 1871.
Germany led Europe by industrializing
rapidly due to large resources of iron and
coal.
Bismarck implemented socialist policies
and improved the conditions of the
working classes
Italian nationalism was hindered by
political divisions created by the Congress
of Vienna.
The efforts of secret societies and leaders
like Mazzini, Cavour and Garibaldi
eventually unified Italy in 1870
Austria-Hungary became a dual
monarchy to accommodate problems from
diverse nationalist groups, socialists,
Page 16 of
CURRICULUM GUIDE
World History
Social Studies
Objective
Time
TLW understand how the reactionary
views of the czars resulted in Russia’s
political backwardness and ultimately
led to revolution.
WESTERN DEMOCRACIES
Materials
Validation
Propositions
discontented workers and industrial
growth.
• Russia struggled to industrialize because
its autocratic czars and nobles did not
pursue economic and tax reforms.
• Russian practice of violently repressing
dissent culminated in the Bloody Sunday
Massacre.
Cues
250-300
min
TLW be able to trace and analyze the
political developments that occurred in
England during the 19th century.
TLW appreciate the impact political
changes has upon the social and
economic conditions that improved the
lives of the working class
World History District Curriculum Guide 0604
29
•
English political reforms to democratize
constitutional monarchy
-Voting rights to Catholics and non-Anglican
Protestants
-Successive expansion to include universal
male suffrage by 1900 and woman suffrage
1918-1928
-Limits on veto power of House of Lords and
the expansion of powers of the House of
Commons
• Economic and labor reforms
-Free trade laws and the expansion of laissezfaire capitalism
-Regulation of child and women labor,
improved workplace safety, minimum wage
and maximum labor day, and legalized union
membership
• Social and Legal Reforms
-Ending slavery
-Decrease the number of capital offenses and
create penal colonies in Australia and New
Zealand
-Free public education and old age, accident,
health and unemployment insurance
Page 17 of
CURRICULUM GUIDE
World History
Social Studies
Objective
Time
Materials
Validation
•
•
TLW understand how France evolved
from the Second Empire into the Third
Empire.
•
•
•
•
WORLD WAR I AND ITS
AFTERMATH
TLW distinguish the factors that led to
rivalries among the European powers
and set the stage for conflict.
Propositions
“Irish problem” continues as Irish pursue
“home rule” from British control
The capture of Napoleon III and France’s
defeat in the Franco-Prussian war ended
the 2nd Empire
Republicans in Paris established a
provisional government that became the
3rd Republic
The Dreyfus Affair illustrated AntiSemitism in Europe and prompted the
Zionist call for a Jewish state
3rd Republic Reforms – limiting role of
the Roman Catholic in government and
education, laws regulating working
conditions, hours and wages and
establishing free public elementary schools
Women in France did not get the right to
vote until after World War II
Cues
350-500
min
TLW comprehend how events in the
Balkans led unwittingly to the start of
World War I.
World History District Curriculum Guide 0604
29
•
Factors that increased the possibility of
war in Europe in the 1800s
-Pacifism – women’s suffrage movement,
modern Olympic games, Nobel Peace Prize
-Aggressive nationalism and military arms
race
-Conflict over Imperial colonies and desire
for national supremacy
-Alliances that created two rival groups in
Europe
• Nationalism in the Balkan states led to
rebellion against Austria and the
assassination of Francis Ferdinand
Page 18 of
CURRICULUM GUIDE
World History
Social Studies
Objective
Time
TLW recognize the role modern
technology had on the battlefield and
its devastating effects.
TLW identify and explain the impact
the war had on involved nations and the
factors that led to American entry.
TLW derive an understanding of the
outcome of World War I upon both the
victors and the vanquished and how it
set the stage for future conflict.
World History District Curriculum Guide 0604
29
Materials
Validation
Propositions
• The system of alliances and ties between
nations escalated the conflict into war
involving many European nations
• The Schlieffen Plan described how
Germany could fight a war to control
Europe without fighting on 2 fronts.
• Modern technology made the Great War
a stalemate and war of attrition – trench
warfare and “no mans land”, machine gun,
airplanes and zeppelins, poison gas and
submarines (U-boats)
• Numerous battles illustrated the futility
and horror of the first modern war – the
Marne, the Somme, Gallipoli, etc. .
• The war extended beyond Europe into
the colonies in Africa and Asia
• WWI was the first “total war” –
propaganda, rationing and conscription,
war technology, and attacks against
civilian support systems for waging war
• Forces and events pushing U.S. into war
– Russian Revolution, German
submarine warfare, Zimmermann note,
and propaganda
• U.S. entry makes Great War the War for
Democracy (against aggressor monarchies)
• U.S. involvement resolves stalemate
leading to Armistice (Wilson - 14 Points to
Peace without Victory)
• Deadliest and most expensive war to date
• Treaty of Versailles
-Punish Germany with guilt clause and huge
reparations
Cues
Page 19 of
CURRICULUM GUIDE
World History
Social Studies
Objective
REVOLUTION IN RUSSIA
Time
Materials
Validation
Propositions
-Some self-determination of national
boundaries
-Creation of League of Nations
• Most nations dissatisfied with peace
Cues
150-300
min
TLW analyze why the czarist state in
Russia collapsed and how the
Bolsheviks cane to power.
TLW gain knowledge about how
Communism in Russia evolved from
Lenin to Stalin and the effects of
Stalin’s policies.
World History District Curriculum Guide 0604
29
•
Russian revolutionaries focused on
problems in Russia
-Autocratic rule of Czar Nicholas II and
ineffectuality of elected Duma
-Unrest among growing class of factory and
railroad workers
-Internal problems caused by inability to
provide food and materials to fight in WWI
• Provisional government did not solve
concerns for land and bread, did not end
Russian involvement in War
• Bolsheviks led by Marxist Vladimir
Lenin overwhelm provisional government
leading to civil war between Reds
(communists) and Whites (loyal to czar)
• Communist victory left Russian economy
in chaos
• U.S.S.R. created in 1922 with a
constitution that appeared both socialist
and democratic, but real power held by
Communist party and Russia, the largest
republic.
• Power struggles between Trotsky and
Stalin left Stalin in power by 1929
• Stalin’s reforms
-Command economy where government
makes all basic economic decisions
-5 year plans for agricultural (using
Page 20 of
CURRICULUM GUIDE
World History
Social Studies
Objective
Time
Materials
Validation
Propositions
collectives) and industrial (heavy industry
and transportation) production
-Ruthless policies of control over citizens and
the Great Purge of opposition to Communist
control
• Comintern (Communist International) policy of aiding revolutions against
capitalism worldwide
•
TLW understand and evaluate how life
in a totalitarian state impacts its
society.
•
•
•
•
NATIONALISM AND
REVOLUTION IN CHINA AND
JAPAN(1910-1939)
TLW become familiar with the
problems that existed in interwar China
and the effect upon it of Japanese
aggression.
Cues
Totalitarian state tools to keep control of
populace
Terror though purges, censorship, secret
police, forced labor camps
Propaganda and control of media
(movies) showed benefits of Communism
and evils of capitalism
Atheism leads to war on religions,
replaced with Communist ideology
Communist Party members make up
small % of population
90-120
min
World History District Curriculum Guide 0604
29
• Problems in China 1910-1939
-Disorder after abdication of president in
1912 to military general
-Local warlords seize power and battle
amongst each other
-Economic collapse
-Foreign imperialism from merchants,
missionaries and soldiers
-Treaty of Versailles gives Japanese control
over German possessions in China
Page 21 of
CURRICULUM GUIDE
World History
Social Studies
Objective
Time
Materials
Validation
•
•
•
•
•
•
TLW identify the conditions and causes
that resulted in Japan’s movement from
a liberal government to a militaristic
state.
•
•
•
•
•
CRISIS OF DEMOCRACY
Propositions
May 4th Movement is cultural and
intellectual movement to strengthen China
Communist ideology appeals to Chinese
aided by Soviet Union
Nationalist forces seek to subdue
warlords and limit communist influence
Communist led by Mao Zedong eluded
Nationalist forces in Long March, inspires
later Chinese Communists
Nationalists and Communists eventually
unite against Japanese aggression in
Manchuria
Economic growth from support of Allies
in WWI slowed in 1920s
Socialist ideas supported by rural
peasants and Western fads and fashion
embraced by young people threaten
traditional Japanese values
Ultra nationalists push against
international condemnation of overseas
expansion
Manchurian Incident pushes Japan into
aggression against China
Civilian government forced to accept
control by military which cracks down on
socialists and ends democratic reforms
Japan joins Germany and Italy in WWII
Axis Power alliance
Cues
300-400
min
TLW understand the conditions that
existed in the postwar democracies and
comprehend the impact that the Great
World History District Curriculum Guide 0604
29
• Conditions leading to WWII
• Economic Problems
-German reparations and hyperinflation and
Page 22 of
CURRICULUM GUIDE
World History
Social Studies
Objective
Depression had on the world situation
Time
TLW develop an appreciation of how
new ideas in science and the arts
affected the culture of the period 19001930’s.
TLW be able to trace how Mussolini
came to power in Italy and the
imposition of fascism.
World History District Curriculum Guide 0604
29
Materials
Validation
Propositions
unemployment
-Overproduction leads to low prices
-American Great Depression ripple effect to
rest of world
• Pacifism and disarmament and failure to
enforce Kellogg-Briand and League of
Nations
• England and France differ over enforcing
Treaty of Versailles – Decrease
reparations, build Maginot Line
• FDR tries to end Depression with
spending for New Deal programs to revive
economy
• Advances in Art/Science/Society Abstract and Surrealism, Stream of
Consciousness writing and expatriate
authors, radioactivity, Relativity Theory,
Psychoanalysis
• Increase in popular culture elements –
movies, magazines, youth rebellion,
women’s suffrage, middle class power
• Rise of Mussolini’s Fascist Italy
-Democracy weak and ineffective
-Glory of ancient Rome under strong leader
-State as 1st priority, individual is 2nd –
Mussolini never wrong
-Embraced capitalist “corporate state”
controlled by business and party
-Enemy of communism and socialism
• Totalitarian Regimes Characteristics
-Single party dictatorships
-State control of economy
-Use of police and spies to invoke terror and
Cues
Page 23 of
CURRICULUM GUIDE
World History
Social Studies
Objective
Time
TLW identify the causes that led to a
takeover of power in Germany by
Hitler and to comprehend the effects of
Nazi policies upon the German people
WORLD WAR II AND
AFTERMATH
TLW assess how aggression and
appeasement contributed to the
beginning of World War II.
Materials
Validation
Propositions
enforce will of the state
-Strict censorship and government control of
media
-Use of schools to indoctrinate and mobilize
citizens for national goals
-Unquestioning obedience to single leader.
• Hitler’s rise
-Democratically elected
-Purges of disloyal Nazis
-Social programs to build loyalty and national
fitness, control of arts and media
-Treaty of Versailles: humiliated and
impoverished proud and productive people;
prohibited military
-Spent money on public works projects –
reduce unemployment and hyperinflation
-Attacked churches – replace religious
doctrine with Nazi ideology
-3rd Reich – after Holy Roman Empire and
Bismarck’s 2nd Reich
-Scapegoats for Germany’s problems - Jews
-Nuremburg Laws, Kristallancht,
concentration camps, “Final Solution”
Holocaust
Cues
300-500
min
World History District Curriculum Guide 0604
29
•
Early Rome-Berlin-Tokyo Axis
Aggression – Italy invades Ethiopia, Japan
– Manchuria, Germany reclaims
Rhineland, Anschluss (reunion with
Austria)
• Spanish Civil War as model and practice
for modern warfare
Page 24 of
CURRICULUM GUIDE
World History
Social Studies
Objective
Time
TLW become familiar with the early
successes of the Axis powers in both
Europe and Asia.
TLW recognize the major turning
points of the war on the European
eastern and western fronts.
TLW gain knowledge of what
strategies the Allies adopted that led to
the ultimate defeat of Germany, Italy
and Japan.
World History District Curriculum Guide 0604
29
Materials
Validation
Propositions
• Appeasement – Germany gains
Sudentenlands in Czechoslovakia in
exchange for “Peace in our time”
• 1939 Hitler signs Non-Aggression Pact
with Soviet Union, invades Poland, war
begins
•
• Axis successes in Europe Africa and Asia
-Blitzkrieg – Germany invades and conquers
Norway, Denmark, Belgium and France
-Italian forces and Rommel push back British
in Libya and Egypt, later Italians take Greece
and Yugoslavia
-Bulgaria and Hungary join Axis
• Military technologies – Tanks and troop
carriers, improved submarines and aircraft
with new weapons and bombs, Radar and
Sonar technology, medical advances and
synthetic products
• Operation Sea Lion – London Blitz –
fails to demoralize British and force
surrender
• Operation Barbarossa – Attack on Russia
– Siege of Leningrad
• Japanese attack on Pearl Harbor –
Japanese conquests in Pacific, forces U.S.
into war on side of Allies
• Allies including U.S. embrace total war –
rationing, internment of Japanese and
Germans, women at work in the war effort
• Allied Turning Points
-El Alamein and invasion of Italy
-Battle of Stalingrad
Cues
Page 25 of
CURRICULUM GUIDE
World History
Social Studies
Objective
Time
TLW evaluate the factors that led from
the ending of World War II to the
coming of the Cold War.
PROBLEMS OF THE MODERN
WORLD SINCE 1945
TLW develop an understanding of the
global political conditions and issues
that came into being in the aftermath of
World War II.
Materials
Validation
Propositions
-D-Day invasion and liberation of France
-V-E Day
-Island hopping in Pacific
-Decision to use nuclear weapons to force
Japanese surrender
a. -Save invading soldier’s lives
b. -Impress U.S.S.R. with military
technology and power
c. Justify expense and sacrifice for
program
• Discovery of Holocaust horrors
• End of Fascist threat resulting in conflict
between democratic capitalism and Soviet
communism
-Division of Germany
a. -Berlin Airlift
-Marshall plan to rebuild after war
-Truman Doctrine of Containment
-NATO Alliance v. Warsaw Pact creating
Soviet satellite nations and buffer zone
• Military Arms race and the Cold War
Cues
300-500
min
World History District Curriculum Guide 0604
29
•
Colonialism in Asia and Africa ended
after WWII
• New nations were often labeled
“underdeveloped,” or “developing” as they
sought to modernize and improve the
standard of living of their citizens
• The Cold War goes global as the world is
divided into capitalist (1st World),
communist (2nd World) and unaligned
camps (often developing nations – 3rd
Page 26 of
CURRICULUM GUIDE
World History
Social Studies
Objective
Time
Materials
Validation
•
•
•
•
•
TLW evaluate the economic
development that have occurred since
1945 that are shaping a global
interdependency.
TLW describe the social, political and
economic issues affecting the Western
nations since 1945.
World History District Curriculum Guide 0604
29
Propositions
World)
Hot Spots develop as the Cold War is
fought thru 3rd parties in Korea, Vietnam,
China
World Organizations and Agreements,
United Nations, Nuclear Weapons –
Strategic Arms Limitation Talks
(START),Human Rights
World Health and Pollution
Conflict between national sovereignty
and global interdependence for peace
Terrorism
Cues
•
The world is economically
interdependent, but divided between rich
(global north) and poor nations (global
south)
• Multinational corporations produce and
sell goods all over the globe, usually using
raw materials from developing nations to
provide goods and services to global north
nations.
• Oil Crisis in developed nations
•
• Political Trends
• Steps in the Cold War and the nuclear
threat leading to the collapse of
Communism and redefinition of role of
NATO
• Creation of the European Common
Market => European Union (EU) and
adoption of the euro currency
• Social Trends in Europe, Women’s
Page 27 of
CURRICULUM GUIDE
World History
Social Studies
Objective
Time
TLW demonstrate an appreciation of
the political trends toward democracy
and prosperity in Europe.
TLW understand how the United States
has become the super power is and its
actions and responsibilities on the
world stage.
TLW appreciate the factors that
resulted in the collapse of the Soviet
Union and the creation of the Russian
Republic.
TLW become familiar with the impact
that the fall of communism has had on
the nations of Eastern Europe.
World History District Curriculum Guide 0604
29
Materials
Validation
Propositions
rights, Ethnic diversity
• Demographic changes in families and
their lifestyles
•
• England
• Rise and fall of the welfare state, loss of
colonies, continued problems with Ireland
and Germany
• West Germany miracle v. East German
stagnation under Communism
• Fall of the Berlin Wall
• Challenges of re-unification
•
• U.S. as Superpower
• Cold War v. U.S.S.R.
• Solo Super power
• Civil rights movement
• Immigration policies
• Collapse of the Soviet Union
• USSR after Stalin
• Buffer zone of communist satellites
• Failure of the command economy and the
arms race against the US
• Gorbachev reforms
• Glasnost – Openness – ending censorship
and open discussion of the USSR’s
problems
• Governments in Eastern Europe faced
many challenges as the USSR weakened
• Poland, Germany and Czechoslovakia
have peaceful revolutions toward
democracy
• Romania’s violent revolution overthrows
Cues
Page 28 of
CURRICULUM GUIDE
World History
Social Studies
Objective
Time
EVENTS OUTSIDE EUROPE AND
NORTH AMERICA
Chapter 34, 1-4 East Asia and South
Asia
Chapter 35, 1-4Southeast Asia and the
Middle East
Chapter 36, 1-4 Africa
Chapter 37, 1-4 Latin America
World History District Curriculum Guide 0604
29
Materials
Validation
Propositions
dictator Ceausescu
• Yugoslavia is site of extreme ethnic and
religious violence after Communist dictator
Tito
Cues
TO BE DETERMINED AS TIME ALLOWS
TO BE DETERMINED AS TIME ALLOWS
TO BE DETERMINED AS TIME ALLOWS
TO BE DETERMINED AS TIME ALLOWS
Page 29 of