Download World History Honors

PASSAIC COUNTY TECHNICAL INSTITUTE
World History Honors
2011
I.
Course Description
World History Honors is a full-year course. Students will study the major events and issues, which
shaped western history. This course is a comprehensive study of world history and human interaction
from The Emergence of the First Global Age (1350-1770) to the 20th Century (1945-Today). Students
will analyze world history, geography, and cultures through in-depth analyses of the evolution of our
modern world and its political and economic framework. Students are expected to read related literacy
selections, evaluate primary resources via document-based questions, and engage in critical analyses and
cultural comparisons. Research and writing skills are emphasized with an interdisciplinary approach that
addresses the state core content standards in social studies and language arts.
This course aimed at the more advanced students and is intended to deepen the student’s historical
perspective of the contemporary world and their appreciation of the present as part of a historical process.
The students will learn to distinguish major historical process. The students will learn to distinguish
major historical periods and recognize key characteristics of each period. Supervisor approval is required
for this course.
To be successful in the 21st century students need to learn how to adapt and change and rely on process
rather than prior knowledge. In order to meet the needs of today’s ever-changing society, students will
learn more than static knowledge, they will “learn how to learn.” Students will learn how to think
critically. This program will challenge students to go beyond comprehension and apply, evaluate and
synthesize what they have learned. Students will be challenged to solve problems, work collaboratively
with partners and teams and then present oral and documented conclusions.
Students will analyze and evaluate historical and current events with regard to European and American
history. This will include, but not be limited to, researching and writing papers and projects, and reading
related books, journals, and periodicals. In doing so, students will complete authentic learning
experiences to apply what they have learned, develop citizenship skills, and learn from other people and
cultures around the world. Through the integration of technology students will overcome geographic
borders, analyze historical questions and contemporary issues, and appreciate cultural diversity in
America and around the world. Students will also learn about people, places and events of significance
through the examination of primary sources. The regular use of technology will include the many tools
available at PCTI, such as the many educational websites to which the district subscribes, guided use of
the Internet, and software such as MS. Word, PowerPoint, etc.
Lastly, this course will regularly address issues of bias, prejudice, and bigotry, including
bullying. Specifically, students will learn about the Holocaust as well as past and present examples of
genocide around the world. In doing so, students will develop a strong appreciation for the diversity in
the United States and around the world.
II. Course Objectives / Outline
6.2 World History: Global Studies:
The Emergence of the First Global Age: Global Interactions and Colonialism (1350-1770)
The students will be able to:
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determine the role of natural resources, climate, and topography in European exploration,
colonization, and settlement patterns. (6.2.12.B.1.c)
trace the movement of essential commodities (e.g., sugar, cotton) from Asia to Europe to
America, and determine the impact trade on the New World’s economy and society.
(6.2.12.C.1.b)
assess the role of mercantilism in stimulating European expansion through trade, conquest, and
colonization. (6.2.12.C.1.c)
determine the extent to which various technologies, (e.g., printing, the marine compass, cannonry,
Arabic numerals) derived from Europe’s interactions with Islam and Asia provided the necessary
tools for European exploration and conquest. (6.2.12.C.1.e)
assess the political, social, and economic impact of the Columbian Exchange of plants, animals,
ideas, and pathogens on Europeans and Native Americans. (6.2.12.D.1.a)
analyze various motivations for the Atlantic slave trade and the impact on Europeans, Africans,
and Americans. (6.2.12.D.1.c)
explain how the new social stratification created by voluntary and coerced interactions among
Native Americans, Africans, and Europeans in Spanish colonies laid the foundation for conflict.
(6.2.12.D.1.d)
assess the impact of economic, political, and social policies and practices regarding African
slaves, indigenous peoples, and Europeans in the Spanish and Portuguese colonies. (6.2.12.D.1.e)
analyze the political, cultural, and moral role of Catholic and Protestant Christianity in the
European colonies. (6.2.12.D.1.f)
Suggest Resources:
World History Primary Source Series DBQ’s – Colonialism
Glencoe: World History, Modern Times online resources: Glencoe http://glencoe.mcgrawhill.com/sites/0078745276/
Sheppard Software map games: http://www.sheppardsoftware.com/Geography.htm
McDougal Littell: Writing for Social Studies
PCTI’s Gale Database:
http://find.galegroup.com/menu/commonmenu.do?userGroupName=pcti_main
Renaissance, Reformation, Scientific Revolution, and Enlightenment (1350-1700)
The students will be able to:
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determine how the principle ideas of the Enlightenment (e.g., rationalism, secularism, tolerance,
empiricism, natural rights, contractual government, laissez-faire economics, promotion by merit,
and new theories of education) altered political thought in Europe, and trace the impact of these
ideas over time. (6.2.12.A.2.a)
determine the reasons for, and the consequences of, the rise of powerful, centralized nation states
in Europe (i.e., the French absolute monarchy and the English limited monarchy). (6.2.12.A.2.c)
relate the geographic location of Italian city-states to the fact that Italy was the center of the
Renaissance. (6.2.12.B.2.a)
relate the division of European regions during this time period into those that remained Catholic
and those that became Protestant to the practice of religion in the New World. (6.2.12.B.2.b)
relate the development of more modern banking and financial systems to European economic
influence in the world. (6.2.12.C.2.a)
determine the factors that led to the Renaissance and the impact on the arts. (6.2.12.D.2.a)
determine the factors that led to the Reformation and the impact on European politics.
(6.2.12.D.2.b)
justify how innovations from Asian and Islamic civilizations, as well as from ancient Greek and
Roman culture, laid the foundation for the Renaissance. (6.2.12.D.2.c)
discontent with prevailing economic, political, and social conditions was the impetus for change,
which resulted in revolution or reform. (6.2.12.D.2.e)
Suggested Resources:
World History Primary Source Series DBQ’s – Renaissance, Reformation, Scientific Revolution, and
Enlightenment
Glencoe: World History, Modern Times online resources: Glencoe http://glencoe.mcgrawhill.com/sites/0078745276/
Sheppard Software map games: http://www.sheppardsoftware.com/Geography.htm
McDougal Littell: Writing for Social Studies
PCTI’s Gale Database:
http://find.galegroup.com/menu/commonmenu.do?userGroupName=pcti_main
Age of Revolutions: Political and Industrial Revolutions, Imperialism, Reform, and Global Impact
(1750-1914)
The students will be able to:
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explain how and why various ideals (e.g., liberty, popular sovereignty, natural rights, democracy,
and nationalism) became driving forces for reforms and revolutions. (6.2.12.A.3.a)
assess the extent to which revolutions during this time period resulted in the expansion of
political, social, and economic rights and opportunities. (6.2.12.A.3.d)
analyze the relationship between industrialization and the rise of democratic and social reforms,
including the expansion of parliamentary government. (6.2.12.A.3.e)
compare and contrast the struggles for women’s suffrage and workers’ rights in Europe and North
America, and evaluate the degree to which each movement achieved its goals. (6.2.12.A.3.f)
assess the impact of imperialism by comparing and contrasting the political boundaries of the
world in 1815 and 1914. (6.2.12.B.3.a)
relate the Industrial Revolution to population growth, new migration patterns, urbanization, and
the environment. (6.2.12.B.3.b)
relate the role of geography to the spread of independence movements in Latin America.
(6.2.12.B.3.c)
analyze interrelationships among the Industrial Revolution, nationalism, competition for global
markets, imperialism, and natural resources. (6.2.12.C.3.b)
compare the characteristics of capitalism, communism, and socialism to determine why each
system emerged in different world regions. (6.2.12.C.3.c)
determine how, and the extent to which, scientific and technological changes, transportation, and
new forms of energy brought about massive social, economic, and cultural changes.
(6.2.12.C.3.d)
assess the impact of imperialism on economic development in Africa and Asia. (6.2.12.C.3.e)
determine the extent to which Latin American political independence also brought about
economic independence in the region. (6.2.12.C.3.f)
explain how individuals and groups promoted revolutionary actions and brought about change
during this time period. (6.2.12.D.3.a)
explain how industrialization and urbanization affected class structure, family life, and the daily
lives of men, women, and children. (6.2.12.D.3.b)
analyze the extent to which racism was both a cause and consequence of imperialism, and
evaluate the impact of imperialism from multiple perspectives. (6.2.12.D.3.d)
Suggested Resources:
World History Primary Source Series DBQ’s – Political Revolutions, Industrial Revolution, and
Imperialism
Glencoe: World History, Modern Times online resources: Glencoe http://glencoe.mcgrawhill.com/sites/0078745276/
Sheppard Software map games: http://www.sheppardsoftware.com/Geography.htm
McDougal Littell: Writing for Social Studies
PCTI’s Gale Database:
http://find.galegroup.com/menu/commonmenu.do?userGroupName=pcti_main
A Half-Century of Crisis and Achievement: The Era of the Great Wars (1900-1945)
The students will be able to:
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analyze how the arts (i.e., painting, and sculptures) represent the changing values and ideals of
society. (6.2.12.D.4.k)
explain the rise of fascism and spread of communism in Europe and Asia. (6.2.12.A.4.a)
assess government responses to incidents of ethnic cleansing and genocide. (6.2.12.A.4.d)
determine the geographic impact of World War I by comparing and contrasting the political
boundaries of the world in 1914 and 1939. (6.2.12.B.4.a)
determine how geography impacted military strategies and major turning points during World
War II. (6.2.12.B.4.b)
compare and contrast World Wars I and II in terms of technological innovations (i.e., industrial
production, scientific research, war tactics) and social impact (i.e., national mobilization, loss of
life, and destruction of property). (6.2.12.C.4.b)
evaluate the short- and long-term demographic, social, economic, and environmental
consequences of the violence and destruction of the two World Wars. (6.2.12.C.4.c)
analyze the extent to which nationalism, industrialization, territory disputes, imperialism,
militarism, and alliances led to World War I. (6.2.12.D.4.a)
analyze the Treaty of Versailles and the League of Nations from the perspectives of different
nations. (6.2.12.D.4.b)
assess the causes of revolution in the 20th century (i.e., in Russia, China, India, and Cuba), and
determine the impact on global politics. (6.2.12.D.4.c)
summarize the extent to which the legacy of World War I, the global depression, ethnic and
ideological conflicts, imperialism, and traditional political or economic rivalries caused World
War II. (6.2.12.D.4.d)
evaluate the role of nationalism and propaganda in mobilizing civilian populations in support of
“total war” (6.2.12.D.4.g)
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compare and contrast the actions of individuals as perpetrators, bystanders, and rescuers during
events of persecution or genocide, and describe the long-term consequences of genocide for all
involved. (6.2.12.D.4.i)
discuss how the social, economic, and political roles of women were transformed during this time
period. (6.2.12.D.4.j)
evaluate the cultural impact of World War I, the Great Depression, and World War II.
(6.2.12.D.4.l)
Suggest Resources:
World History Primary Source Series DBQ’s – World War I and The Great Depression
Glencoe: World History, Modern Times online resources: Glencoe http://glencoe.mcgrawhill.com/sites/0078745276/
Sheppard Software map games: http://www.sheppardsoftware.com/Geography.htm
McDougal Littell: Writing for Social Studies
PCTI’s Gale Database:
http://find.galegroup.com/menu/commonmenu.do?userGroupName=pcti_main
The 20th Century Since 1945: Challenges for the Modern World (1945-Today)
The student will be able to:
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explain how and why differences in ideologies and policies between the United States and the
USSR resulted in a cold war, the formation of new alliances, and periodic military clashes.
(6.2.12.A.5.a)
analyze the structure and goals of the United Nations and evaluate the organization’s ability to
solve or mediate international conflicts. (6.2.12.A.5.b)
discuss the progress of human and civil rights around the world since the 1948 U.N. Declaration
of Human Rights. (6.2.12.A.5.e)
determine the impact of geography on decisions made by the Soviet Union and the United States
to expand and protect their spheres of influence. (6.2.12.B.5.a)
analyze the reasons for the Cold War and the collapse of the Soviet Union, and evaluate the
impact of these events on changing national boundaries in Eastern Europe. (6.2.12.B.5.b)
assess the role of boundary disputes and limited natural resources as sources of conflict.
(6.2.12.B.5.e)
explain how and why Western European countries and Japan achieved rapid economic recovery
after World War II. (6.2.12.C.5.a)
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compare and contrast free market capitalism, Western European democratic socialism, and Soviet
communism. (6.2.12.C.5.b)
assess the impact of the international arms race, the space race, and nuclear proliferation on
international politics from multiple perspectives. (6.2.12.C.5.c)
evaluate the impact of Gandhi’s methods of civil disobedience and passive resistance in India, and
determine how his methods were later used by people from other countries. (6.2.12.D.5.b)
discuss the influence of television, the Internet, and other forms of electronic communication on
the creation and diffusion of cultural and political information, worldwide. (6.2.12.D.5.c)
analyze how feminist movements and social conditions have affected the lives of women in
different parts of the world, and evaluate women’s progress toward social equality, economic
equality, and political equality in various countries. (6.2.12.D.5.d)
Suggested Resources:
World History Primary Source Series DBQ’s – World War II, Cold War, and Civil Rights Movement
Glencoe: World History, Modern Times online resources: Glencoe http://glencoe.mcgrawhill.com/sites/0078745276/
Sheppard Software map games: http://www.sheppardsoftware.com/Geography.htm
McDougal Littell: Writing for Social Studies
PCTI’s Gale Database:
http://find.galegroup.com/menu/commonmenu.do?userGroupName=pcti_main
Contemporary Issues
The students will be able to:
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analyze why terrorist movements have proliferated, and evaluate their impact on governments,
individuals, and societies. (6.2.12.A.6.c)
assess the effectiveness of responses by governments and international organizations to tensions
resulting from ethnic, territorial, religious, and/or nationalist differences. (6.2.12.A.6.d)
determine the global impact of increased population growth, migration, and changes in urbanrural populations on natural resources and land use. (6.2.12.B.6.a)
determine how the availability of scientific, technological, and medical advances impacts the
quality of life in different countries. (6.2.12.C.6.d)
evaluate the role of increased personal and business electronic communications in creating a
“global” culture, and evaluate the impact on traditional cultures and values. (6.2.12.D.6.a)
Suggested Resources:
http://www.cnn.com/
http://www.bbc.co.uk/
http://www.foxnews.com/
PCTI’s Gale Database:
http://find.galegroup.com/menu/commonmenu.do?userGroupName=pcti_main
III.
Methods of Student Evaluation
Tests – objective and essay
Quizzes
Classroom Projects and activities – oral and written
Formal Essay Response (persuasive)
Written reports
Oral presentations, debates and role playing
Daily notes
Homework
Participation in class discussions and attitude
Maps, charts, and graphs DBQ (Data Based Questions)
Internet DBQ (Data Based Questions) presentations / essays
Attendance
Cooperative based group activities
Basic technology application – word processing, power point, and internet
Oral and documented presentations
Technology and Web-based activities and presentations
Class discussion
IV.
List of Textbooks, Instructional Materials
Glencoe: World History, Modern Times, Spielvogel (2008)
Glencoe: World History, Modern Times Resource Kit
Glencoe: World History, Modern Times Teacher Works Program
Primary Source: Newspaper, Journals, workbooks, and Internet
Passaic County Technical Institute Video Library
Passaic County Technical Institute Media Center
Suggested, Ciciero, Sheppard Software, Discovery History, and Glencoe Online
Passaic County Technical Institute Computer Technology
Suggested, Microsoft Word, Excel, and Power Point
Readings in World History, Holt, Rinehart and Winston
Mastering Social Studies Skills, Second Edition, Gerard Pelisson
McDougal Littell: Writing for Social Studies
Social Studies School Service Internet Document-Based Activities DBQ’s
Suggested, World History Primary Source Series DBQ’s
V.
Instructional Strategies
Various teaching methods are utilized in this course. Meaningful instruction will be given using
worksheets and exercises from the textbook. This will be supplemented by relevant outside resources
and teacher-generated exercise. Cooperative learning activities as well as individual and group research
projects will be required. Debating exercises will be implemented in order to install a respect for
opposing viewpoints. Primary source reading and writing activities will be applied to data based
questions. Including, role play activities which allows the students to identify multiple perspectives.
Finally, use of specific audio/video and other visual materials will supplement classroom instruction and
activities. Including computer based lessons utilizing the classroom projector, internet, online student
based activities.
VI.
VII.
Scope and Sequence
Pacing Chart
World History Honors
I=Introduced
D=Developed in Depth
R=Reinforced
Chapter(s)
5
6
7
Weeks
3
2
3
Objectives
The Early Modern World, 1350-1850
Renaissance and Reformation
Identify how between 1350-1550, Italian merchants
believed they had entered a new age of human
achievement
Explain why Humanism was an important intellectual
movement off the Renaissance and was reflected in
the works of Renaissance artists
Summarize why in Northern Europe, Christian
humanists sought to reform the Catholic Church, and
Protestantism emerged
Compare how different forms of Protestantism
emerged in Europe as the Reformation spread, and the
Catholic Church underwent a religious rebirth
The Age of Exploration
Identify why Europeans began exploring the world in
the 1400’s, and how several nations experienced
economic heights through worldwide trade
Explain how European expansion affected Africa with
the dramatic increase of the slave trade
Examine how Portugal and Spain reaped profits from
the natural resources and products of their Latin
American colonies
Crisis and Absolutism in Europe
Identify why religious and political conflicts erupted
between Protestants and Catholics in many European
nations
Examine how social, economic, and religious
conflicts challenged the established political order
throughout Europe
Discuss how France became the greatest power of the
seventeenth century. Including how Prussia, Austria,
and Russia also emerged great European powers
Summarize how art and literature reflected people’s
spiritual perceptions and human condition
9
IDR
IDR
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IDR
10
11
12
10
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13
2
3
3
2
Revolution and Enlightenment
Identify how the Scientific Revolution gave
Europeans a new way to view humankind’s place in
the universe
Discuss why Enlightenment thinkers, or philosophes,
believed all institutions should follow natural laws to
produce the ideal society
Summarize why Europe’s individual nations were
chiefly guided by the self-interest of their rulers
Evaluate how The American Revolution and the
formation of the United States of America seemed to
confirm premises of the Enlightenment
The French Revolution and Napoleon
List the social inequalities and economic problems
that contributed to the French Revolution
Explain why radical groups controlled the revolution,
which many people in France and abroad opposed
Examine how Napoleon built his empire across
Europe, and why it spread the revolutionary idea of
nationalism
An Era of European Imperialism 1800-1914
Industrialization and Nationalism
Explain how the Industrial revolution changed the
way people lived and worked
Identify why in 1848, liberals and nationalists rebelled
against many of the conservative governments of
Europe
Examine how in the mid-1800s the Germans and
Italians created their own nations.
Identify why Romanticism was in part a reaction to
the Industrial Revolution, while advances in science
contributed to a new movement called realism
Mass Society and Democracy
Identify how industrialization led to dramatic increase in
productivity and to new political theories and social
movements
Summarize how the Second Industrial Revolution
resulted in an increase urban population, a growing
working class, and an increased awareness of
woman’s rights
Analyze how democracy triumphed in Western
Europe, authoritarianism prevailed in central and
eastern Europe, and industrialization swept the United
States
Evaluate radical changes in the economic and social
structure of the West, and were equally matched by
IDR
IDR
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14
2
dramatic artistic and intellectual changes
The Height of Imperialism
Explain how competition among countries through new
imperialism, including Western controlled territories,
exploited native populations, and opened markets for
European products
Identify how the competition between European nations
led to complete control over the Africa continent
Discuss how the British brought stability to India, but
destroyed native industries and degraded Indians
Summarize how Latin American countries gained their
independence but became economically dependent on
Western powers
16
17
2
2
2
IDR
IDR
IDR
IDR
The Twentieth-Century Crisis 1914-1945
War and Revolution
IDR
Identify how militarism, nationalism, and a crisis in the
Balkans led to World War I
Explain why the stalemate at the Western Front led to a
widening of World War I, and governments expanded their
powers to accommodate the war
Analyze the fall of the czarist regime and the Russian
Revolution, which led to Communists power in Russia
Summarize the defeat of the Germans, peace settlements
that brought political and territorial changes to Europe and
how it created bitterness and resentment in some nations
IDR
The West Between Wars
IDR
Identify why peace and prosperity were short-lived after
World War I as a global depression weakened Western
democracies
Analyze why in1939, many European countries had
adopted dictatorial regimes that aimed to control every
aspect of their citizens’ lives for state goals
Summarize why Hitler’s totalitarian state was widely
accepted , but German Jews and minorities were
persecuted
Evaluate how the destruction of World War I and the
turmoil of the Great Depression profoundly affected the
work of artists and intellectuals
18
IDR
Nationalism around the World
Examine how after World War I, the quest for national
self-determination led to the creation of Turkey, Iran, and
Saudi Arabia. Including the creation of a national Jewish
homeland in Palestine
Identify how Nationalism led the people of Africa and
Asia to seek independence
Describe the impact of Chiang Kai-shek and Mao
Zedong struggle to lead a new Chinese state
Evaluate how in Latin America the Great Depression
IDR
IDR
IDR
IDR
IDR
IDR
IDR
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IDR
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25
3
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2
made politics unstable, and in many cases, military
dictators were the result
World War II
Identify key ambitions of Japan and Germany which
paved the way for the outbreak of World War II
Summarize how allied perseverance, effective
military operations, and axis miscalculations brought
the devastation of World War II to an end
Examine why millions of people were forced to labor
for the German and Japanese war machines
Evaluate how the ending of World War II led to a new
set of Cold War problems for the international
community
Toward a Global Civilization 1945-Preset
Cold War and Postwar Changes
Identify how the Cold War developed between the
United States and the Soviet Union after 1945, diving
Europe
Explain why the Soviet Union faced revolts and
protests in its attempt to gain and maintain control
over Eastern Europe
Discuss how post World War II societies rebuilt their
economies and communities, but not without
upheaval and change
Decline of the Soviet Union
Explain why one of the largest empires in the world
ended when the Soviet Union broke up
Identify how popular revolutions helped end
Communist regimes in Eastern Europe
Summarize how postwar Western societies rebuilt
their communities, including a shift in social structure
Evaluate how trends in contemporary Western society
included science and technology, changes in family
structures, population trends, increased religious
diversity, and shared popular culture among countries
developed
Changing Global Patterns
Identify why today’s societies face many changes, and
how they must balance the costs and benefits of the
technological revolution
Explain how the global economy and new global
threats have prompted organizations and individuals
to work on global problems
IDR
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PASSAIC COUNTY TECHNICAL INSTITUTE
STUDENTS PROFICIENCIES HANDOUT
WORLD HISTORY HONORS
COURSE DESCRIPTION
This course is a comprehensive study of world history and human interaction from the early modern
world to present day. Students will analyze world history, geography, and cultures through in-depth
analyses of the evolution of our modern world and its political and economic framework. Students are
expected to read related literacy selections, evaluate primary resources via document-based questions,
and engage in critical analyses and cultural comparison. Research and writing skills are emphasized with
an interdisciplinary approach that addresses the state core content standards in social studies and
language arts. Supervisor approval is required for this course.
PROFICIENCIES
Upon successful completion of the requirements for this course, students will able to:
A. Identify, locate, and describe physical and cultural characteristics of world regions.
B. Assess the impact of change: social, technological, political, and economic and on our world.
C. Effectively refine social studies skills through the completion of maps, diagrams, debates, charts,
reading and research projects.
D. Apply computer technology in the social studies realm by conducting research.
E. Analyze, interpret, create, and use resources and materials, which include but are not limited to
maps, charts, graphs, political cartoons, art, artifacts, media, and primary source documents.
F. Apply decision-making and problem-solving techniques orally and in writing to historic,
contemporary, and controversial world issues. This includes but is not limited to examining,
understanding, and evaluating conflicting policy viewpoints, and applying conflict resolution
skills.
G. Demonstrate an understanding of the impact of political and economic forces, geography, social
structures and culture on the history of the world.