Download world history, culture and geography: the modern world

WORLD HISTORY, CULTURE AND GEOGRAPHY: THE MODERN WORLD
Mrs. Bruhnke, San Pedro HS - Room 151, [email protected]
COURSE DESCRIPTION:
The major emphasis of this course is to provide a survey of the geographic, economic,
political, social and cultural changes that have shaped the modern world, from the mid1700’s to the present. The course begins with a brief geography review and then
continues with content focusing on the expansion of the West spurred on by the Industrial
Revolution, imperialism and colonization, World War I, World War II, and nationalism
among modern nation states. The course closes with an examination of current world
issues and unresolved problems. Honors World History is considered a college
preparatory course, and therefore will also provide opportunities to learn valuable
“college-prep” skills, including note-taking, creating outlines, presentations, reading
comprehension and essay writing. This subject matter will also be used as a means to
teach important life skills, such as responsibility, decision-making, punctuality, etc.
COURSE OBJECTIVES: Upon completing this course, students will be able to:
 Analyze the major political, economic and social developments that have shaped
the history of contemporary countries in the world
 Evaluate the influence of major belief systems (philosophy, religion) on the
development of contemporary countries around the world
 Analyze the impact of geographic factors on the development of social systems
 Analyze the relationship between the ideals and actions of historical figures,
groups and individuals and their impact on the modern world
 Analyze democratic principles and evaluate how those principles are evident in
national and international issues and events
 Make sound historical interpretations by asking historical questions, evaluating
data, and analyzing different points of view
 Describe how major historical events of the 20th century are related to each other
in time distinguishing between cause and effect, sequence, and correlation
METHODOLOGY:
Various teaching methods will be employed, including lecture and note-taking, projects
and presentations, participation and group interaction, to actively engage students in the
learning process.
TEXT/MATERIALS:
 World History, Modern Times, by Jackson Spielvogel. All students will be
assigned one textbook for which they will be held responsible ($100.00 value).
Students are required to bring their covered textbook to class on time every day.
 3-ring binder, organized and in class every day.
 spiral notebook for class lecture notes.
 Paper, pens, pencils, highlighter, and any assigned work.
HOMEWORK:
Homework will be assigned approximately three nights a week, thus allowing for review
of class presentations and preparation for class interactions. No incomplete work will be
accepted. No late work will be accepted for full credit, unless due to an excused absence.
(NOTE: School activities are not considered an “absence”, and therefore are not an
acceptable reason for work to be turned in after its due date.) Work missed due to
truancy will not be available for makeup. Late assignments will be accepted for half
credit only during the unit to which it applies.
ATTENDANCE AND PARTICIPATION:
Students will be held accountable to the SPHS attendance policy, and will also be
expected to arrive on time to class each day. Class attendance is very important, not only
for class notes taken for test preparation, but also because active participation is an
important step in the learning process. Participation activities will occur several times a
week, for which attendance is mandatory, and may not be made up.
TESTS:
Tests are given upon completion of each unit, approx. every 3 weeks. Tests will always
be announced, and a study guide will be provided to aid students in their preparation.
GRADING:
Tests and quizzes will comprise approximately 50% of the student’s grade. Homework,
class work, projects and participation will make up the other 50%. Test grades and final
grades will be figured based on points, on the standard grading scale, below:
A 100-90%
B 89-80%
C 79-70%
D 69-60%
F 59-00%
All students will be required to keep an assignment sheet in their notebook at all times, so
as to always be aware of their progress in class.
CLASSROOM DEPORTMENT:
All students are required to uphold LAUSD and SPHS policies of proper dress and
behavior. Students will be given a copy of the SPHS Honor Code and will be expected to
adhere to its guidelines. In addition, punctuality, preparation, courtesy and respect will of
course be expected, and will affect work habits and cooperation grades.
COMMUNICATION WITH PARENTS/GUARDIANS:
Students will be required to take home progress reports at the end of each unit, to be
signed by parents/guardians, so as to facilitate parent awareness of their progress in class.
Parents can also access grades by using the link: https://jupitergrades.com
_____________________________ ________________________________ _________
(Student Signature)
(Parent Signature)
(Date)
INSTRUCTIONAL UNITS – SEMESTER 1:
Unit 1 – Rise of Democratic Ideas (8-10 weeks)
Standards:
10.1 Students will relate the moral and ethical principles in ancient Greek, Roman and
Judeo-Christian philosophies to the development of Western political thought.
10.2 Students will compare and contrast the Glorious Revolution of England, and the
American and French Revolutions, and their enduring effects worldwide on the political
expectations for self-government and individual liberty.
Main Concepts:
 Contributions of Greek, Roman, Judeo-Christian traditions:
-moral/ethical principles, their impact on Western democracy (equality, dignity of
individual, free will, consequences for actions, duty to fight oppression)
-Greek and Roman philosophical concepts, impact on modern democracies (natural
law, law based on justice and reason; first republic; importance of citizenship)
 Features of Democracy: representative government, rule of law, individual rights
(civil rights, civil liberties)
 Democratic Revolutions:
-Democratic developments in England (Magna Carta, creation of Parliament, Petition
of Right, English Civil War, Glorious Revolution, English Bill of Rights)
-American Revolution/Declaration of Independence (ex.of democratic rev.: causes,
influence of Enlightenment, concept of natural rights, features of new republic)
-French Revolution (causes, major events, Declaration of the Rights of Man, radicals,
results of revolution, Napoleon’s rule and impact)
-Latin American Revolutions (causes, influence of Enlightenment, American/French
revolutions, results)
Unit 2 – Industrial Revolution (4-5 weeks)
Standard: 10.3 Students will analyze the effects of the Industrial Revolution.
Main Concepts:
 Changes in Agriculture (farming methods and machinery)
 Revolution in Textile Industry – England case study (inventions, switch to factory
system, mass production, changes in standard of living)
 Changes in transportation (steam engine), communication (telegraph, telephone, etc.)
 Advances in science and medicine (vaccines, pasteurization, antiseptics, electric
generators, xrays, theory of relativity, evolution, genetics, social sciences)
 Trends in art (impressionism, expressionism, cubism, realism
 Impact of industrialization (urbanization, working conditions in factories, rise of
working class, unionization)
 Economic theories (laissez-faire capitalism, utopian socialism, Marxism)
 Reform movement (democratic reforms, factory reform laws, activities of unions,
education, new political parties, social services)
Unit 3 – Imperialism (3-4 weeks)
Standard: 10.4 Students will analyze patterns of global change in the era of New
Imperialism.
Main Concepts:
 Causes (link to industrialization, need for resources and markets, nationalism,
ethnocentrism)
 European exploitation of Asia, Africa (atleast 2 case studies in depth: i.e.: British
Imperialism in India, Opium War in China, etc.)
 U.S. imperialism in Latin America (Monroe Doctrine, Roosevelt Corollary)
 Impact/aftermath of colonialism (economic, political, social)
Unit 4 – WWI (3-4 weeks)
Standards: 10.5,6 Students will analyze the causes, course and effects of World War I.
Main Concepts:
 Causes (imperialism, nationalism, militarism, alliances)
 Role of propaganda and nationalism in mobilizing the civilian population
 Major events of war, turning points
 Changes in warfare, its human costs (new weaponry, trench warfare, submarine
warfare, total war)
 Impact of the Russian Revolution and entry of U.S. on the course and outcome of
the war
 Consequences of war (Versailles Treaty, League of Nations, economic impact,
geo-political changes, disillusionment with pre-war institutions/values, influence
on literature/art)
INSTRUCTIONAL UNITS – SEMESTER 2:
Unit 1 – World Between Wars (5-6 weeks)
Standard: 10.7 Students analyze the rise of totalitarian governments after WWI
Main Concepts:
 Russian Revolution:
-causes (life under czars, lack of industrialization, loss of Russo-Japanese War, WWI)
-major events (Rev. of 1905, October Manifesto, WWI, March Rev., czar's
abdication, Provisional Govt., Russian Rev., Treaty of Brest-Litovsk, Civil War)
-results (Lenin’s govt., Stalin’s rule, nationalization, collectivization, totalitarianism,
industrialization, Great Purge)
 Rise of Dictatorship:
-rise of fascism in Italy (effects of WWI, fascism's features/appeal, rise of Mussolini)
-rise of fascism in Germany (effects of WWI, Treaty of Versailles, Weimar Republic,
rise of Nazi Party/Hitler, Anti-Semitism, appeal of fascists, totalitarianism)
-failure of new democracies in E. Europe (causes, rise of authoritarian govts.)
-Spanish Civil War (causes, foreign involvement, results)
 Western Democracies in 1920's-30's: (p. 444-449)
-U.S. (isolationism, Roaring 20's, Stock Market Crash, Depression, FDR)
-Western Europe (postwar problems: economic, colonial, creation of United
Kingdom, Irish problem, French-German relations, fear of fascism, communism)
Unit 2 – WWII (7-8 weeks)
Standard: 10.8 Students analyze the causes and consequences of WWII.
Main Concepts:
 Causes of War (Versailles Treaty, Economic Depression, Worldwide Discontent,
Rise of Dictatorship, Aggressions by Dictators, Appeasement)
 Beginning of war in Europe (Munich Agreement, Nazi-Soviet Pact, Poland,
Phony War, Blitzkrieg, Maginot Line, French surrender, Battle of Britain, LendLease)
 Life Under Hitler/Occupied Europe (New Order, Final Solution, Holocaust,
Resistance to the Nazis)
 The War Spreads (Balkans, Africa, Operation Barbarossa, Siege of Leningrad,
Japanese aggressions, Pearl Harbor, Japanese internment)
 Shift in the War (Atlantic Charter, Coral Sea, Midway, El Alamein, Stalingrad,
Battle of the Bulge, Mussolini surrender, Second Front, Operation Overlord,
DDay, Yalta Conference)
 End of War (V-E Day, FDR death, Manhattan Project, Hiroshima, Nagasaki)
 Results of the War (Potsdam Conference, United Nations, division/occupation of
Germany, creation of satellite nations, beginnings of Cold War, Nuremberg
Trials, cost, technology)
Unit 3 – Post-WWII World (4-5 weeks)
Standard: 10.9 Students analyze the international developments in the post-WWII world.
Main Concepts:
 Cold War:
-Causes (different postwar conditions, different political and economic systems,
development of nuclear weapons, Soviet expansionism, spheres of influence)
-Postwar Germany (Yalta agreement, Berlin Blockade, Airlift, separation of
Germany, Berlin Wall)
-American post-war policy (Truman Doctrine, Marshall Plan, NATO, Arms Race,
Space Race)
-Post-war Soviet policy (Soviet aggressions in E. Europe, Warsaw Pact, Post-Stalin
Soviet Union and Soviet Bloc (Khrushchev, de-Stalinization, U2 spy plane incident,
Cuban Missile Crisis, Brezhnev)
 European Recovery From War:
-East vs. West European economic recovery
-Political changes (France, United Kingdom)
-European Economic Cooperation (ECSC, EEC, EC, EU)
 Changes in Asia:
-Chinese Revolution (rise of Mao Tse-tung, political and economic changes – Great
Leap Forward, Cultural Rev., Tiananmen Square)
-Japanese Recovery from War (U.S. occupation , economic recovery)
-Korean War -ex. of cold war conflict
-Vietnam War - ex. of cold war conflict
 United Nations:
-composition
-roles of General Assembly, United Nations
Unit 4 – Contemporary World (4 weeks)
Standard: 10.10 Students analyze instances of nation-building in the contemporary world.
Main Concepts:
 Challenges/trends in each region below
-recent history, including political divisions and systems, key leaders,
religious issues, resources, population patterns
-geopolitical, cultural, military, economic significance and international
relationships
 Asia – Political Revolutions
-Chinese Revolution (results, econ. changes since, current issues)
-India - independence movements, Gandhi, Nehru, creation of Pakistan, current
challenges
-S.E. Asia – Korea (civil war, causes, results), Vietnam (civil war, causes, results),
Cambodia (communist rev., results), Laos (communist rev., results)
-Philippines
 Middle East:
-Creation of Israel (conflicting claims to territory, Balfour Declaration, Zionism,
Arab-Israeli conflicts, PLO, refugee crisis, current situation)
-Arab Nationalism (Arab League, Pan-Arabism)
-OPEC
-Iran (Islamic Rev., Iran-Iraq War, current issues)
-Afghanistan (war with Soviets, rise/fall of Taliban, Al Qaeda, current situation)
-Iraq (Saddam Hussein’s rule, Persian Gulf War, recent war in Iraq, current situation)
 Africa - Independence Movements, Post-colonial experience
-African nationalism, independence movements
-South Africa (apartheid, post-aparthied society/govt.)
-Challenges faced today (cultural differences, inexperienced leaders, slow econ.
development, food shortages, health issues)