Download World History - Escondido Union High School District

Escondido Union High School District
World History
Course Length: One Year
UC/CSU Requirement:
Grade Level: 10
Graduation Requirement:
This course meets the “g” level UC
requirement for Sheltered, College Preparatory,
and Honors levels.
This course fulfills one (1) year of EUHSD
History/Social Science graduation requirement.
This course does not meet the “g” level UC
requirement for the Basic level.
Course Number Semester 1 & 2: 3418/3419 (P)
5424/5425 (H)
4359/4360 (SE)
3196/3198 (B)
Transcript Abbreviation: WORLD HISTORY A/B P
WORLD HISTORY A/B (H)
WRLD HIST A/B P SE
WRLD HISTORY A/B BAS
Number of Credits: 5 Credits Per Semester – Total 10 for Year
Prerequisite/s Required: No Required Prerequisite
Prerequisite/s Recommended: No Recommended Prerequisite
Meets EUHSD World History Requirement
Board Approved Date: 5/11/10
District Approved Instructional Materials/Textbook Students (include ISBN, Publisher,
Author, Edition, and Copyright): California Edition Prentice Hall World History “The Modern
World” by Ellis & Esler. Copyright 2007 ISBN: 0-12-129977-8
Course Description: Students in grade ten study major turning points that shaped the modern
world, from the late eighteenth century through the present, including the cause and course of the
two world wars. They trace the rise of democratic ideas and develop an understanding of the
historical roots of current world issues, especially as they pertain to international relations. They
extrapolate from the American experience that democratic ideals are often achieved at a high
price, remain vulnerable, and are not practiced everywhere in the world. Students develop an
understanding of current world issues and relate them to their historical, geographic, political,
economic, and cultural contexts. Students consider multiple accounts of events in order to
understand international relations from a variety of perspectives.
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World History
Instructional Unit Sequence Guide
Sequence Guide Instructions: Teachers in the EUHSD are expected to follow the approved
sequence course of study.
Semesters 1 & 2
Unit 1 Development of Modern Political Thought
Unit 2 Industrial Expansion & Imperialism
Unit 3 Causes & Effects of the First World War
Unit 4 Causes & Effects of the Second World War
Unit 5 International Development in the Post-War World
Length of Study
6 weeks
6 weeks
6 weeks
6 weeks
6+ weeks
California Department of Education
State Standards/Overarching Strands
Historical and Social Science Analysis Skills

The intellectual skills noted below are to be learned through, and applied to, the content
standards for grades nine through twelve. They are to be assessed only in conjunction with
the content standards in grades nine through twelve.

In addition to the standards for grades nine through twelve, students demonstrate the
following intellectual, reasoning, reflection, and research skills.
Chronological and Spatial Thinking

Students compare the present with the past, evaluating the consequences of past events
and decisions and determining the lessons that were learned.

Students analyze how change happens at different rates at different times; understand that
some aspects can change while others remain the same; and understand that change is
complicated and affects not only technology and politics but also values and beliefs.

Students use a variety of maps and documents to interpret human movement, including
major patterns of domestic and international migration, changing environmental
preferences and settlement patterns, the frictions that develop between population groups,
and the diffusion of ideas, technological innovations, and goods.

Students relate current events to the physical and human characteristics of places and
regions.
Historical Research, Evidence, and Point of View

Students distinguish valid arguments from fallacious arguments in historical
interpretations.

Students identify bias and prejudice in historical interpretations.
2
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Students evaluate major debates among historians concerning alternative interpretations of
the past, including an analysis of authors' use of evidence and the distinctions between
sound generalizations and misleading oversimplifications.

Students construct and test hypotheses; collect, evaluate, and employ information from
multiple primary and secondary sources; and apply it in oral and written presentation.
Historical Interpretation

Students show the connections, causal and otherwise, between particular historical events
and larger social, economic, and political trends and developments.

Students recognize the complexity of historical causes and effects, including the
limitations on determining cause and effect.

Students interpret past events and issues within the context in which an event unfolded
rather than solely in terms of present-day norms and values.

Students understand the meaning, implication, and impact of historical events and
recognize that events could have taken other directions.

Students analyze human modifications of landscapes and examine the resulting
environmental policy issues.

Students conduct cost-benefit analyses and apply basic economic indicators to analyze the
aggregate economic behavior of the U.S. economy.
10.1 Students relate the moral and ethical principles in ancient Greek and Roman philosophy, in
Judaism, and in Christianity to the development of Western political thought.
10.2 Students compare and contrast the Glorious Revolution of England, the American
Revolution, and the French Revolution and their enduring effects worldwide on the political
expectations for self-government and individual liberty.
10.3 Students analyze the effects of the Industrial Revolution in England, France, Germany,
Japan, and the United States.
10.4 Students analyze patterns of global change in the era of New Imperialism in at least two of
the following regions or countries: Africa, Southeast Asia, China, India, Latin America, and the
Philippines.
10.5 Students analyze the causes and course of the First World War.
10.6 Students analyze the effects of the First World War.
10.7 Students analyze the rise of totalitarian governments after World War I.
10.8 Students analyze the causes and consequences of World War II.
10.9 Students analyze the international developments in the post-World War II Era.
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10.10 Students analyze instances of nation-building in the contemporary world in at least two of
the following regions or countries: the Middle East, Africa, Mexico and other parts of Latin
America, and China.
10.11 Students analyze the integration of countries into the world economy and the information,
technological, and communications revolutions (e.g., television, satellites, and computers).
Unit 1
Development of Modern Political Thought
Length of Study: 6 weeks
Topics Covered:
Skills Covered:
 Evolution of democracy, including the
 Identifying similarities and differences
emergence of specific principles
 Summarizing and note taking
 Nonlinguistic representations
 Reading strategies
 Ques, Questions, and the Use of
advanced organizers
 Higher order thinking skills
 Generating and Testing Hypotheses
Important Resources:
 Teacher’s Edition (TE) of textbook
 All in One Teaching Resources, Unit 1
 Skills Handbook (includes rubric)
 Witness History Audio CD
 Witness History Video Program
http://sites.google.com/site/euhsdwhysdaie/sdaieinformationandarticles
Unit 1
Development of Modern Political Thought
Instructional Standards
10.1 Students relate the moral and ethical principles in ancient Greek and Roman
philosophy, in Judaism, and in Christianity to the development of Western
political thought.
1. Analyze the similarities and differences in Judeo-Christian and Greco-Roman views of
law, reason and faith, and duties of the individual.
2. Trace the development of the Western political ideas of the rule of law and illegitimacy of
tyranny, using selections from Plato's Republic and Aristotle's Politics.
3. Consider the influence of the U.S. Constitution on political systems in the contemporary
world.
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10.2 Students compare and contrast the Glorious Revolution of England, the
American Revolution, and the French Revolution and their enduring effects
worldwide on the political expectations for self-government and individual liberty.
1. Compare the major ideas of philosophers and their effects on the democratic revolutions
in England, the United States, France, and Latin America (e.g., John Locke, Charles-Louis
Montesquieu, Jean-Jacques Rousseau, Simón Bolívar, Thomas Jefferson, and James
Madison).
2. List the principles of the Magna Carta, the English Bill of Rights (1689), the American
Declaration of Independence (1776), the French Declaration of the Rights of Man and the
Citizen (1789), and the U.S. Bill of Rights (1791).
3. Understand the unique character of the American Revolution, its spread to other parts of
the world, and its continuing significance to other nations.
4. Explain how the ideology of the French Revolution led France to develop from
constitutional monarchy to democratic despotism to the Napoleonic Empire.
5. Discuss how nationalism spread across Europe with Napoleon but was repressed for a
generation under the Congress of Vienna and Concert of Europe until the Revolutions of
1848.
Unit 1
Development of Modern Political Thought
Instructional Outline
Student Learning Goal:
Suggested Activity/Skill:
Suggested Resources:
Student will be able to identify
and cite key textbook and
ancillary materials features and
use.
Students will be able to state
the ideas of Greek democracy
(10.1.1).
Teacher will review instructional
materials, including textbook
features for students.
Students will read relevant
sections of information from text
and will discuss academic
vocabulary – including examples
of what democracy looks like
today (compare and contrast
activity).
Students will be able to explain Students will read the excerpts
the ideas of Plato’s Republic
from the text (Plato- p. 18,
and Aristotle’s Politics (10.1.2). Aristotle- p. 19) and work with a
small group to construct an
editorial from Plato and/or
Aristotle in which the
philosopher gives advice on
government to a modern-day
audience.
 Textbook
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Create a Word Bank
(TE, p. 6d)
Double bubble map
that identifies key traits
of a democracy shared
by ancient Greece &
the USA
Teaching Resources:
Skills Handbook for
rubrics on writing and
group work
TE, p. 18-19
5
Students will read relevant
sections of information from the
text related to Greco-Roman and
Judeo-Christian views of law,
reason and/or faith, and duties of
the individual. They will analyze
the differences through a graphic
organizer and synthesize the
influence on modern-day
democracies through a reflective
journal entry.
Students will be able to identify Distribute approximately. five
and explain the reasons for the
scenarios to five students in
American Revolution and
which the colonists’ rights were
major ideas of the US
being violated (e.g. William
Declaration of Independence
Bradford arrested for printing an
and Bill of Rights (10.2.2,
article in his newspaper that
10.2.3).
criticized the governor). The
students read the scenarios and/or
create a scene to describe their
situation. The rest of the class
must determine which right(s)
was violated, why that right (s) is
important enough to fight a war,
and where that right is addressed
in the Declaration of
Independence and the Bill of
Rights.
Students will be able to link the Students read relevant sections
ideas of John Locke to the ideas regarding Locke (p. 55) and his
of Thomas Jefferson (10.2.1).
Two Treatises of Government. As
students read, they should create
a list of Locke’s ideas on
government in their small
groups. As a whole class,
compare the lists and synthesize
to create one class list. Then,
read through the Declaration of
Independence and have students
highlight the ideas of Locke that
are incorporated by Jefferson in
the DOI. In their small groups,
students discuss which ideas they
highlighted and why. To close,
students write a reflective
summary in their journals.
Students will be able to identify
specific characteristics of
Greco-Roman and JudeoChristian traditions (10.1.1).
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Textbook
Graphic organizer, such
as semantic map
Student journals
Textbook
Approx. five strips of
paper that detail
violations of rights
Student journals
Textbook
Handout of Declaration
of Independence
Student journals
6
Students will create a graphic
organizer of the key features of
the issues of the American
Revolution and the way in which
the US Constitution resolved
those issues. To understand the
influence of American
Constitutionalism, students will
find and/or create two examples
and one non-example of how
other nations in history have (1)
fought in similar revolutions and
(2) adopted specific elements of
the US Constitution.
Students will explain the
Using Jacques-Louis David’s
reasons for the outbreak of the
Woman of the French Revolution
French Revolution (10.2.4).
painting (p.110) and either Marie
Antoinette en Chemise by
Elisabeth Vigée-Lebrun (p. 116)
or Portrait of Marie Antoinette,
Queen of France by JacquesFabien Gautier d'Agoty
(available online), have students
identify the characteristics of
each painting, one at a time
(careful not to reveal the identity
of the ladies). Ask them to write
a character sketch, deducing
socio-economic status, career,
priorities, etc. Then, place the
images side by side and ask
students to compare them. Then,
reveal the identities of the ladies
and ask students to anticipate the
reasons for the outbreak of the
French Revolution. Finally, ask
students to read relevant sections
from the text and create their
own images of a peasant woman
and Queen Marie Antoinette.
Next to their drawings, they will
write 3-6 words that help identify
the life of each woman.
Students will explain the major Using the traditional jigsaw
events of the French Revolution method of grouping, assign
(10.2.4).
students to Home Groups and
Expert Groups. When students
Students will be able to
demonstrate understanding of
the character of the American
Revolution and the influence of
American Constitutionalism
(10.2.3).
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Textbook
Computer access
List of helpful websites
Student journals
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Textbook
Student journals
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Textbook
Student journals
Images from French
7
Students understand the spread
of nationalism (10.2.5).
have moved from their Home
Groups into Expert Groups, give
each Expert Group an image
related to the course of the
French Revolution (e.g. image of
Tennis Court Oath, Louis XVI’s
execution, etc). In their Expert
Groups, students discuss what is
in the image. They formulate an
oral summary that they will give
to their Home Groups. When it is
time to move back into Home
Groups, the teacher collects the
images from the Expert Groups.
In their Home Groups, students
take turns explaining their
images. As a group, they discuss
the meaning of all of the images
and formulate a 3-5 sentence
summary. Groups present their
summaries to the class. Then,
students will read relevant
sections from the text to assess
their summaries and reflect on
the major events of the French
Revolution.
Students will use the four-square
strategy to define nationalism:
define, create an image, use it in
a sentence, and identify a nonexample. From this point, select
relevant sections from the text
(such as “Revolution Ignites
South America,” p. 158-160) and
have students read. They will
then compare the examples of
nationalism to the French
Revolution: how were they
similar? Different? Unique?
Why? Students will create a
bubble map that shows how
nationalism looked in various
places as it spread throughout the
world in the 19th century.

Revolution (easily
found online)
Oral Language Jigsaw
at
http://sites.google.com/sit
e/euhsdwhysdaie/sdaieinf
ormationandarticles

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Textbook
Student journals
8
Unit 1
Development of Modern Political Thought
Academic Terminology
Key Academic Vocabulary
city-state, monarchy, democracy, tyrant, legislature, republic, dictator, veto, covenant, ethics,
tolerance, illegitimate, rule of law, popular sovereignty, absolute monarch, habeas corpus, limited
monarchy, natural law, social contract, natural right, enlightened despot, censorship, federal
republic, universal suffrage
Key Historical Documents: Republic, Politics, Magna Carta, English Bill of Rights, US
Declaration of Independence, US Bill of Rights, French Declaration of the Rights of Man
Key Historical Events: Enlightenment, American Revolution, French Revolution & Napoleon
Key Historical Figures: Plato, Aristotle, John Locke, Charles-Louis Montesquieu, Jean-Jacques
Rousseau, Thomas Jefferson, James Madison, King Louis XVI, Napoleon Bonaparte, Simón
Bolívar
Unit 1
Development of Modern Political Thought
Assessment Focus
Students will be assessed through a variety of measures, including but not limited to: class
discussion, question/answer, quizzes, projects, unit tests, homework, benchmark assessments
(both summative and formative), etc.
Unit 2
Industrial Expansion and Imperialism
Length of Study: 6 weeks
Topics Covered:
Skills Covered:
 Industrial Revolution
 Identifying similarities and differences
 Imperialism
 Summarizing and note taking
 World-wide competition for political and
 Nonlinguistic representations
economic power
 Reading strategies
 Ques, Questions, and the Use of
advanced organizers
 Higher order thinking skills
 Generating and Testing Hypotheses
Important Resources:
 Teacher’s Edition (TE) of textbook
 All in One Teaching Resources, Unit 2
 Skills Handbook (includes rubric)
 Witness History Audio CD
 Witness History Video Program
 http://sites.google.com/site/euhsdwhysdaie/sdaieinformationandarticles
9
Unit 2
Industrial Expansion and Imperialism
Instructional Standards
10.3 Students analyze the effects of the Industrial Revolution in England, France,
Germany, Japan, and the United States.
1. Analyze why England was the first country to industrialize.
2. Examine how scientific and technological changes and new forms of energy brought
about massive social, economic, and cultural change (e.g., the inventions and discoveries
of James Watt, Eli Whitney, Henry Bessemer, Louis Pasteur, and Thomas Edison).
3. Describe the growth of population, rural to urban migration, and growth of cities
associated with the Industrial Revolution.
4. Trace the evolution of work and labor, including the demise of the slave trade and the
effects of immigration, mining and manufacturing, division of labor, and the union
movement.
5. Understand the connections among natural resources, entrepreneurship, labor, and capital
in an industrial economy.
6. Analyze the emergence of capitalism as a dominant economic pattern and the responses to
it, including Utopianism, Social Democracy, Socialism, and Communism.
7. Describe the emergence of Romanticism in art and literature (e.g., the poetry of William
Blake and William Wordsworth), social criticism (e.g., the novels of Charles Dickens),
and the move away from Classicism in Europe.
10.4 Students analyze patterns of global change in the era of New Imperialism in at
least two of the following regions or countries: Africa, Southeast Asia, China,
India, Latin America, and the Philippines.
1. Describe the rise of industrial economies and their link to imperialism and colonialism
(e.g., the role played by national security and strategic advantage; moral issues raised by
the search for national hegemony, Social Darwinism, and the missionary impulse; material
issues such as land, resources, and technology).
2. Discuss the locations of the colonial rule of such nations as England, France, Germany,
Italy, Japan, the Netherlands, Russia, Spain, Portugal, and the United States.
3. Explain imperialism from the perspective of the colonizers and the colonized and the
varied immediate and long-term responses by the people under colonial rule.
4. Describe the independence struggles of the colonized regions of the world, including the
roles of leaders, such as Sun Yat-sen in China, and the roles of ideology and religion.
10
Unit 2
Industrial Expansion and Imperialism
Instructional Outline
Student Learning
Suggested Activity/Skill:
Goal/Expected Student
Outcome:
Students will explain the
Students will read relevant
reasons that the Industrial
sections from the text and create
Revolution began in Britain
a list of the reasons for Britain
(10.3.1).
being the first country to
industrialize. Then, students will
use the strategy “Content
Curiosities” to analyze the
reasons and choose what they
believe to be the most important.
Students will summarize their
findings in a report, explaining
why some would conjecture one
reason to be more important than
others.
Students will identify James
Students will read relevant
Watt’s improvements to the
sections from the text and
steam engine as a harbinger for brainstorm the ways in which the
massive change (10.3.2).
steam engine led to greater
developments/inventions in
transportation technology (e.g.
automobile). They will create a
rough timeline in which they take
their brainstorming and plot the
order in which they believe those
inventions occurred. With each
invention, they will write 2-3
sentences explaining how that
invention affected change.
Students will then use textbook
and/or other resources to check
their accuracy and record the
precise years.
Students will describe the
Using the Anticipation Guide
growth of cities as a result of
strategy, students will estimate
increasing demand for workers the reasons for the growth of
in the factories (10.3.3).
cities in the industrial era. Then,
students will check their work by
reading the corresponding
sections in the text. To extend,
have students read to understand
what life was like for those who
Suggested Resources:

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
Textbook
Student journals
Content Curiosities at
http://sites.google.com/sit
e/euhsdwhysdaie/sdaieinf
ormationandarticles
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Textbook
Student journals
Encyclopedia
Internet
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Textbook
Student journals
Anticipation Guide at
http://sites.google.com/sit
e/euhsdwhysdaie/sdaieinf
ormationandarticles
11
moved to the cities to work in the
factories. Finally, ask students to
create a comic strip with 4-6 cells
that shows a person moving to
the city for a job in the factory
and the outcome of his/her life in
the city.
Students will explain the
origins and accomplishments of
the union movement (10.3.4).
Students will demonstrate
knowledge of Big Business and
the link to government
regulation (10.3.5).
Ask students to complete a Quick
Write explaining the reasonable
expectations that an employee
may have of their employer (e.g.
length of shift, pay, and benefits).
Ask students to think of reasons
why these expectations
exist/where did they come from.
Show students the video segment
on Upton Sinclair’s “The
Jungle,” asking students to pay
attention to see which of their
reasonable expectations are being
upheld in the meat factory.
Students will then create a Tchart that shows the conditions of
the workers before the reforms
advocated by the union
movement and after the reforms
advocated by the union
movement. To accomplish this,
students will read relevant
sections from the text. Then,
students will write a letter to a
friend from the point of view of
an industrial worker, explaining
the impact of the union
movement on his/her life.
Students will read relevant
sections from the text and
participate in the simulation
“Monopolies: Is the Law Being
Broken?” Use the Human
Multiple Choice strategy to
assess key elements of capitalism
and the role of government in the
economy.
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Textbook
Student Journals
Witness History Video
Program
Writing Rubric
Textbook
Student journals
All in One Teaching
Resources, Unit 2 (p.
123-126)
Human Multiple
Choice strategy at
http://sites.google.com/sit
e/euhsdwhysdaie/sdaieinf
ormationandarticles
12
Students will analyze the
responses to capitalism
(10.3.6).
Students will describe the
emergence of Romanticism
(10.3.7).
Students will be able to link
industrial expansion to
imperialism (10.4.1)
Students will read relevant
sections from the text and discuss
academic vocabulary. After
reading the Infographic on p.
186, ask students to compare the
images of people living in the
slums and those in New Lanark.
Then, students will create an
image to represent the visions of
Jeremy Bentham and Karl Marx.
Next to those images, students
will record advantages and
disadvantages of each.
Ask students to define the term
“romanticism.” Then, have
students check their definitions
with the explanation in their text
on p. 217. Have students read the
relevant sections to learn more
about Romanticism. In small
groups, distribute one example of
a Classist painting and one
example of a Romantic painting.
Students should list what they
see in each (subject, style, colors,
etc.) and then summarize how
Romanticism was a new form of
art. Then, students will read the
sections regarding Romantic
literature and heroes. Hold a
Romantic Hero contest: students
will work in their small groups to
create a Romantic hero and
defend their hero by giving
reasons why he is the best
embodiment of the Romantic
ideals. The teacher may judge, or
a small panel of other teachers
and/or students.
Students will examine the photo
on p. 284-285 and listen to the
audio selection to understand the
rationale for imperialism by the
Western imperial powers. Then,
students will read the topic
“Motives Driving the New
Imperialism.” Student groups
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
Textbook
Create a Word Bank
Student journals
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Textbook
www.Artchive.com for
Classic and Romantic
art pieces
Rubric from Skills
Handbook
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
Textbook
Witness History Audio
Rubric from Skills
Handbook
13
Students will map and identify
the locations of colonial rule
(10.4.2).
Students will explain how the
Indian people, led by Gandhi,
struggled to end British
imperial rule in India (10.4.3,
10.4.4).
Students will be able to
describe imperialism in China
from the perspective of the
will be assigned one of the
motives. Their goal is to create a
poster that illustrates the motive
and write a summary that
explains how their motive is
linked to industrialization.
Groups will present to the whole
class.
Distribute a blank world outline
map and colored pencils to each
student. Direct students to
identify all the colonized
nations/regions, coloring them in
according to which nation
colonized them (e.g. British
colonies are red, French colonies
are blue, etc.). On the back,
students are to select one country
that was colonized by each
imperial power and write a
description of imperial rule as
executed by that imperial nation
(e.g. British imperialism in India,
French imperialism in Algeria,
Belgian imperialism in the
Congo…).
Students will read relevant
sections in the text and create a
list of ways that Gandhi and the
Indian people resisted British
imperialism. Show selected
scenes from the film “Gandhi” to
enrich student understanding of
the struggle by the Indian people.
Then, students will work with
small groups to draw a scene that
they thought was the most
significant and explain why.
Furthermore, students will list
the other scenes that they valued
and explain to the class how the
direction of the film affected
their understanding of Indian
resistance.
Use the Windowpane strategy to
teach students about the
economics of imperialism in
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Textbook
Internet sources and/or
books on imperial rule
Textbook
“Gandhi” film
Rubric from Skills
handbook
Textbook
Windowpane at
http://sites.google.com/sit
14
colonizers and the colonized
(10.4.3, 10.4.4).
China. Then, have students read
relevant sections and create a
graphic organizer that shows the 
attempts at reform by the
Chinese and the increasing power
and influence of industrialized
nations.
e/euhsdwhysdaie/sdaieinf
ormationandarticles
Graphic organizer
Unit 2
Industrial Expansion and Imperialism
Academic Terminology
Key Academic Vocabulary
industrialization, capital, enterprise, entrepreneur, urbanization, tenement, labor union, utopia,
capitalism, utilitarianism, socialism, communism, romanticism, imperialism, nationalism, Social
Darwinism, colonialism, ideology, sphere of influence
Key Historical Documents: Excerpt from Mary Barton, excerpt from Hard Times, Excerpt from
The Jungle, “White Man’s Burden,” Two Views on Imperialism in Africa, “Exhortation to
Study,” Documents on German and Italian Unification (found at Fordham University’s Internet
Modern History Sourcebook)
Key Historical Events: Industrial Revolution, The New Imperialism, unification of Germany and
Italy, struggles of colonial people
Key Historical Figures: James Watt, Eli Whitney, Louis Pasteur, Thomas Edison, Otto von
Bismarck, Adam Smith, Karl Marx, Mohandas Gandhi, Sun Yat-sen
Unit 2
Industrial Expansion and Imperialism
Assessment Focus
Students will be assessed through a variety of measures, including but not limited to: class
discussion, question/answer, quizzes, projects, unit tests, homework, benchmark assessments
(both summative and formative), etc.
Unit 3
Causes and Effects of the First World War
Length of Study: 6 weeks
Topics Covered:
Skills Covered:
 World War I and the Treaty of Versailles
 Identifying similarities and differences
 Summarizing and note taking
 Nonlinguistic representations
 Reading strategies
 Ques, Questions, and the Use of
advanced organizers
 Higher order thinking skills
 Generating and Testing Hypotheses
15
Important Resources:
 Teacher’s Edition (TE) of textbook
 All in One Teaching Resources, Unit 3
 Skills Handbook (includes rubric)
 Witness History Audio CD
 Witness History Video Program
 http://sites.google.com/site/euhsdwhysdaie/sdaieinformationandarticles
Unit 3
Causes and Effects of the First World War
Instructional Standards
10.5 Students analyze the causes and course of the First World War.
1. Analyze the arguments for entering into war presented by leaders from all sides of the
Great War and the role of political and economic rivalries, ethnic and ideological
conflicts, domestic discontent and disorder, and propaganda and nationalism in mobilizing
the civilian population in support of "total war."
2. Examine the principal theaters of battle, major turning points, and the importance of
geographic factors in military decisions and outcomes (e.g., topography, waterways,
distance, and climate).
3. Explain how the Russian Revolution and the entry of the United States affected the course
and outcome of the war.
4. Understand the nature of the war and its human costs (military and civilian) on all sides of
the conflict, including how colonial peoples contributed to the war effort.
5. Discuss human rights violations and genocide, including the Ottoman government's
actions against Armenian citizens.
10.6 Students analyze the effects of the First World War.
1. Analyze the aims and negotiating roles of world leaders, the terms and influence of the
Treaty of Versailles and Woodrow Wilson's Fourteen Points, and the causes and effects of
the United States’ rejection of the League of Nations on world politics.
2. Describe the effects of the war and resulting peace treaties on population movement, the
international economy, and shifts in the geographic and political borders of Europe and
the Middle East.
3. Understand the widespread disillusionment with prewar institutions, authorities, and
values that resulted in a void that was later filled by totalitarians.
4. Discuss the influence of World War I on literature, art, and intellectual life in the West
(e.g., Pablo Picasso, the Lost Generation of Gertrude Stein, Ernest Hemingway).
16
Unit 3
Causes and Effects of the First World War
Instructional Outline
Student Learning
Suggested Activity/Skill:
Suggested Resources:
Goal/Expected Student
Outcome:
Students will be able to
Students complete a Quick
 Textbook
explain the arguments for
Write, answering the broad
 Student journals
entering the war,
question “Why do people
differentiating between Allied fight?” They then engage in
and Central Powers
discussion with their small
objectives (10.5.1).
groups, moving from “why do
people fight?” to “Why do
nations go to war?” Groups
come up with a short list that
they present to the class.
Students read relevant sections
in the text to determine the
reasons for the European
nations to enter into WWI.
Students compare their reasons
with those given in the text.
Students then examine the
cartoon on p. 356, drawing it
in their student journals. After
drawing the cartoon, students
create talking bubble for each
nation that addresses the
reason(s) they entered the war.
Students will be able to
On a blank outline map of
 Textbook
illustrate the principal
Europe 1914, students will
 Rubric from Skills
theaters of war (10.5.2).
identify the Allies and Central
handbook
Powers using one color for
each. Then, students will mark
the areas of warfare on the
Western and Eastern Fronts. At
the bottom of the map, they
will describe how the war was
fought on the west and the
east.
Students will be able to
Students read relevant sections  Textbook
explain how the US entry
and identify the ways in which  Student journal
helped the Allies win the war the US entry helped the Allies  Rubric from Skills
on the West (10.5.3).
to win the war. Then, students
handbook
will create a timeline of the
 Examples of WWI
war on the west, charting the
17
Students will be able to
analyze the costs of war
(10.5.4).
course from 1914-1918. For
each year, students should
create a mini-propaganda
poster that symbolizes the war
in that year.
Students examine the charts on
p. 371 and read the
corresponding text. Students
will define “human cost” and
“financial cost.” Then, students
will anticipate the effects of
these costs on the future of the
European nations. To illustrate
both human and financial
costs, students will draw a
family dinner, including details
such as the kind of food that
would be served (to show
expense of necessities such as
food) and the family
member(s) that either died or
were wounded. A summary of
their drawing will explain the
way in which the family’s life
has changed as a result of the
war.
propaganda posters




Textbook
Student journal
Rubric from Skills
handbook
Internet sources
18
Students will be able to
synthesize the acts of
genocide committed against
the Armenians by the
Ottoman empire (10.5.5).
Students are able to articulate
the issues of the Treaty of
Versailles and explain the
arguments for and against the
US decision to join the
League of Nations (10.6.1).
Students will be able to
illustrate the changing
borders of Europe and the
Middle East after WWI
(10.6.2).
Students will be able to
explain the disillusionment
that characterized post-WWI
society (10.6.3, 10.6.4).
Students will begin watching a
video news clip from ABC
News that introduces them to
the Armenian genocide. Then,
students will get into small
groups and review several
documents from US diplomats
that discuss the atrocities that
they are witnessing. Groups
will examine one doc at a time
(give a time limit for each
rotation), and determine (a)
what the doc is saying, (b)
date, and (c) what the role of
the US should be in response
to the reports. Pretending that
they are Cabinet advisors, each
group formulates American
policy in response to the
Armenian genocide. Groups
present their proposals to the
class.
Students will read, interpret,
argue and reflect through the
Choices mini-unit “To End All
Wars: World War I and the
League of Nations Debate.”
Students will label a blank
outline map of Europe and the
Middle East on the eve of
WWI and Europe and the
Middle East in 1920. Students
will color in the new nations;
with another color, identify the
mandates. Students will write a
paragraph that explains the
new political borders and the
mandate system.
Students will read relevant
sections of text, including
excerpts from Hemingway and
Eliot. Students will then
examine images of young men
and women before the war and
contrast them with young men
and women from the 1920s. In



Student journals
www.theforgotten.org for
the ABC News clip and
other facts related to
Armenian genocide
http://www.armeniangenocide.org for primary
documents and other facts

See Sara Zaleski (EHS) for
instructions on how to
obtain this all-inclusive
unit.


Textbook
http://www.ismi.emory.edu/
images/sanremo1920lg.png
for the Middle East in 1920
http://www.ismi.emory.edu/
images/mecirca1914lg.png
for the Middle East in 1914
Student journals
Rubric from Skills
Handbook







Textbook
Student journals
Rubric from Skills
Handbook
Internet sources
19
analyzing the changes,
students will argue that the
generational shift was
inevitable, using historical
evidence to back up their
arguments. Finally, students
will work in small groups to
create a “model” young man
and woman from the 1920s.
They will give them specific
characteristics based on their
age, location, socio-economic
status and personal tastes.
Students will present to the
class.
Unit 3
Causes and Effects of the First World War
Academic Terminology
Key Academic Vocabulary
militarism, ultimatum, mobilize, neutrality, stalemate, U-boat, trench warfare, total war,
conscription, contraband, propaganda, self-determination, armistice, League of Nations,
pandemic, reparations, collective security, mandate, disillusionment, Lost Generation
Key Historical Documents: Soldier-Poets’ View of WWI, Isak Dinesan’s Letters from Africa,
Fourteen Points, T.S. Eliot’s “The Waste Land,” excerpt from The Sun Also Rises, assorted
Picasso paintings, excerpt from All Quiet on the Western Front
Key Historical Events: Formation of alliances pre-1914, assassination of Austrian Archduke
Franz Ferdinand, First Battle of the Marne, Russian Revolution, end of war on the Eastern Front,
sinking of Lusitania, Zimmerman Note, end of war on Western Front, Treaty of Versailles
Key Historical Figures: Kaiser Wilhelm II, Archduke Franz Ferdinand, King George V, Czar
Nicholas II, President Woodrow Wilson, David Lloyd George, Georges Clemenceau
Unit 3
Causes and Effects of the First World War
Assessment Focus
Students will be assessed through a variety of measures, including but not limited to: class
discussion, question/answer, quizzes, projects, unit tests, homework, benchmark assessments
(both summative and formative), etc.
20
Unit 4
Causes and Effects of the Second World War
Length of Study: 6 weeks
Topics Covered:
Skills Covered:
 World War I and the Treaty of Versailles
 Identifying similarities and differences
 Formation and development of the
 Summarizing and note taking
Soviet Union
 Nonlinguistic representations
 World War II and the Holocaust
 Reading strategies
 Ques, Questions, and the Use of
advanced organizers
 Higher order thinking skills
 Generating and Testing Hypotheses
Important Resources:
 Teacher’s Edition (TE) of textbook
 All in One Teaching Resources, Unit 3
 Skills Handbook (includes rubric)
 Witness History Audio CD
 Witness History Video Program
 http://sites.google.com/site/euhsdwhysdaie/sdaieinformationandarticles
Unit 4
Causes and Effects of the Second World War
Instructional Standards
10.7 Students analyze the rise of totalitarian governments after World War I.
1. Understand the causes and consequences of the Russian Revolution, including Lenin's use
of totalitarian means to seize and maintain control (e.g., the Gulag).
2. Trace Stalin's rise to power in the Soviet Union and the connection between economic
policies, political policies, the absence of a free press, and systematic violations of human
rights (e.g., the Terror Famine in Ukraine).
3. Analyze the rise, aggression, and human costs of totalitarian regimes (Fascist and
Communist) in Germany, Italy, and the Soviet Union, noting especially their common and
dissimilar traits.
10.8 Students analyze the causes and consequences of World War II.
1. Compare the German, Italian, and Japanese drives for empire in the 1930s, including the
1937 Rape of Nanking, other atrocities in China, and the Stalin-Hitler Pact of 1939.
2. Understand the role of appeasement, nonintervention (isolationism), and the domestic
distractions in Europe and the United States prior to the outbreak of World War II.
21
3. Identify and locate the Allied and Axis powers on a map and discuss the major turning
points of the war, the principal theaters of conflict, key strategic decisions, and the
resulting war conferences and political resolutions, with emphasis on the importance of
geographic factors.
4. Describe the political, diplomatic, and military leaders during the war (e.g., Winston
Churchill, Franklin Delano Roosevelt, Emperor Hirohito, Adolf Hitler, Benito Mussolini,
Joseph Stalin, Douglas MacArthur, and Dwight Eisenhower).
5. Analyze the Nazi policy of pursuing racial purity, especially against the European Jews;
its transformation into the Final Solution; and the Holocaust that resulted in the murder of
six million Jewish civilians.
6. Discuss the human costs of the war, with particular attention to the civilian and military
losses in Russia, Germany, Britain, the United States, China, and Japan.
Unit 4
Causes and Effects of the Second World War
Instructional Outline
Student Learning
Suggested Activity/Skill:
Suggested Resources:
Goal/Expected Student
Outcome:
Students will be able to identify Students will read relevant
 Textbook
the causes and effects of the
sections from the text and
 Witness History Video
Russian Revolution (10.7.1).
compare the revolution of the
Program
Russian people to the American,  Student journals
French, and 1848 revolutions.
Students will watch the Witness
History video clip “The Fall of
the Tsar” to learn about the end
of tsarist rule. Students will then
create a graphic organizer that
shows the causes and effects of
the Russian Revolution. Students
will choose one character- a
Russian peasant, a member of the
Tsar’s family, a Bolshevik, a
member of the wealthy ruling
class- and compose a letter to a
friend that explains what is
happening in Russia and how it
affects them personally. They
should also address the goals of
building a communist Russia and
how they feel about that issue.
22
Students will use the documents
(printed from the website, Heroes
or Villains) to research how and
why Stalin industrialized the
USSR and analyze its
effectiveness. Students will select
their top five most significant
docs and place them on a piece
of butcher paper. They will also
explain why those docs were
chosen over the others and how
they reveal Stalin’s leadership in
the USSR from 1924-1943.
Finally, students will rate Stalin:
did he accomplish his goal?
Why/why not? At what cost- and
was it worth it?
Students will analyze the rise of Students will read relevant
totalitarianism in Italy, USSR,
sections from the text and create
and Germany (10.7.3).
a definition of a totalitarian
dictator. They will use Mussolini,
Stalin, and Hitler as their case
studies and determine which of
the totalitarian characteristics
they each possess. Finally,
students will choose two of the
leaders and use a double bubble
map to analyze their similarities
and differences.
Students will be able to
Students will read relevant texts
compare the drives for empire
and then create a newspaper in
by Japan, Italy, and Germany
their small groups in which one
(10.8.1).
person writes an article on each
of the following events: Japanese
invasion of China/Rape of
Nanking, Italian invasion of
Ethiopia, German invasion of
Czechoslovakia and Nazi-Soviet
Pact. A final article will focus on
the US response to these
atrocities. Students will write as
objectively as possible,
explaining the reasons for and
against invasion. Groups will
present their newspaper to the
class.
Students are able to explain
how Stalin’s leadership of the
USSR resulted in rapid change,
esp. industrialization (10.7.2).



Textbook
Student journals
Hero or villain site:
http://www.nationalarchives
.gov.uk/
education/heroesvillains/g4/



Textbooks
Student journals
Witness History audio
selections for 13.3,
13.4, and 13.5



Textbook
Student journals
Rubric from Skills
Handbook
Internet sources

23
Students will explain how the
Great Depression led the US to
stay away from European
affairs in the 1930s (10.8.2).
Students will be able to identify
the Allied and Axis Powers on
a map, including the major
theaters and battles (10.8.3).
Students will read relevant
sections in the text. Then,
students will re-enact the scenes
from the photos in the text. The
student actors will explain how it
made them feel to pretend to be
homeless or stand in a breadline.
Then, show students the Witness
History video clip “The Great
Depression and American
Farmers.” Students will draw
editorial cartoons based on the
reading and the video clip to
dramatize the effects of the Great
Depression. Finally, students will
explain to a partner why the US
focused on domestic, rather than
international, affairs during the
1930s.
Students will read relevant
sections from the text. On a
blank world outline map,
students will identify the
principal theaters of war, the
Allied and Axis Powers, the
major battles, and track the
course of fighting with arrows
representing the Allied and Axis
Powers.



Textbook
Student journals
Rubric from Skills
Handbook


Textbooks
Atlases
24
Students will be able to
describe the political leaders of
the war (10.8.4).
Students will be able to explain
the Nazi policy against the Jews
that transformed into the
Holocaust (10.8.5).
Students will work with their
small groups to create a
biography on one of the major
leaders of WWII. They will be
required to write original
literature on the background of
the leader, political career prior
to the war, and political
leadership during the war. A final
assessment will be made on the
influence of that leader on world
history.






Students will read the relevant

sections from the text and discuss 
the reasons why the Nazis

established policies against the
Jews and then moved into fullfledged genocide. Then, read the
excerpts from Diary of a Young
Girl and Night to understand
what it was like to hide and what
it was like to live in a
concentration camp. Have
students create a public service
announcement to educate the
community about the horrors of
the Holocaust, so that in keeping
the history alive, we may prevent
genocide.
Textbook
Student journal
Rubric from Skills
Handbook
Rubric created to
identify key
characteristics of a
well-made biography
(the students can create
this as a class)
Computer lab
Various internet
sources, such as
www.archives.gov,
http://www.fordham.ed
u/halsall/mod/modsboo
k.html, and
http://www.fdrlibrary.
marist.edu/education/st
udents.html
Textbook
Student journals
School admin to find
an avenue in which to
display the PSAs.
25
Students will be able to
describe the human costs of the
war (10.8.6).
Students will read relevant

sections from the text and chart

out the human cost of the war by 
using a line, bar, or pie graph.
Students will also create
interpretive and evaluative
questions that correspond to their
graphs. Finally, students will
choose one nation- USSR, China,
Germany or Japan- and write a
diary entry from the point of
view of a teenager from that
nation. How do they feel about
the future? How will they
recover from the devastation of
the war?
Textbook
Student journal
Rubric from Skills
Handbook
Unit 4
Causes and Effects of the Second World War
Academic Terminology
Key Academic Vocabulary
proletariat, soviet, Black Shirts, totalitarian regime, fascism, command economy, kulaks, Gulag,
russification, Comintern, Third Reich, lebensraum, Gestapo, Nuremberg Laws, appeasement,
pacifism, Anschluss, blitzkrieg, island-hopping, kamikaze, Manhattan Project
Key Historical Documents: Treaty of Versailles, Mein Kampf, Nazi-Soviet Pact, Atlantic
Charter, excerpts from Night and The Diary of a Young Girl, Lend-Lease Act
Key Historical Events: Munich Agreement, German invasion of Poland, Japanese invasion of
China, Rape of Nanking, German takeover of France, Britain fighting alone, War in Africa,
German invasion of Soviet Union, Pearl Harbor bombing, Bataan Death March, key battles:
Stalingrad, Midway, El-Alamein, D-Day, Yalta Conference, Potsdam Conference, bombing of
Japan
Key Historical Figures: Benito Mussolini, Vladimir Lenin, Joseph Stalin, Adolf Hitler, Gen.
Erwin Rommel, Winston Churchill, President Franklin Roosevelt, Admiral Isoroku Yamamoto,
Gen. Tojo Hideki, Gen. Dwight Eisenhower, Gen. Douglas MacArthur, President Harry Truman,
Emperor Hirohito, Clement Atlee
Unit 4
Causes and Effects of the Second World War
Assessment Focus
Students will be assessed through a variety of measures, including but not limited to: class
discussion, question/answer, quizzes, projects, unit tests, homework, benchmark assessments
(both summative and formative), etc.
26
Unit 5
International Developments in the Post World War II Era
Length of Study: 6+ weeks, with end-of-course project to correspond to 10.11
Topics Covered:
Skills Covered:
 Cold War, including major conflicts
 Identifying similarities and differences
associated
 Summarizing and note taking
 Post-Cold War issues
 Nonlinguistic representations
 Reading strategies
 Ques, Questions, and the Use of
advanced organizers
 Higher order thinking skills
 Generating and Testing Hypotheses
Important Resources:
 Teacher’s Edition (TE) of textbook
 All in One Teaching Resources, Unit 4
 Skills Handbook (includes rubric)
 Witness History Audio CD
 Witness History Video Program
 http://sites.google.com/site/euhsdwhysdaie/sdaieinformationandarticles
Unit 5
International Developments in the Post World War II Era
Instructional Standards
10.9 Students analyze the international developments in the post-World War II Era
1. Compare the economic and military power shifts caused by the war, including the Yalta
Pact, the development of nuclear weapons, Soviet control over Eastern European nations,
and the economic recoveries of Germany and Japan.
2. Analyze the causes of the Cold War, with the free world on one side and Soviet client
states on the other, including competition for influence in such places as Egypt, the
Congo, Vietnam, and Chile.
3. Understand the importance of the Truman Doctrine and the Marshall Plan, which
established the pattern for America's postwar policy of supplying economic and military
aid to prevent the spread of Communism and the resulting economic and political
competition in arenas such as Southeast Asia (i.e., the Korean War, Vietnam War), Cuba,
and Africa.
4. Analyze the Chinese Civil War, the rise of Mao Zedong, and the subsequent political and
economic upheavals in China (e.g., the Great Leap Forward, the Cultural Revolution, and
the Tiananmen Square uprising).
27
5. Describe the uprisings in Poland (1952), Hungary (1956), and Czechoslovakia (1968) and
those countries' resurgence in the 1970s and 1980s as people in Soviet satellites sought
freedom from Soviet control.
6. Understand how the forces of nationalism developed in the Middle East, how the
Holocaust affected world opinion regarding the need for a Jewish state, and the
significance and effects of the location and establishment of Israel on world affairs.
7. Analyze the reasons for the collapse of the Soviet Union, including the weakness of the
command economy, burdens of military commitments, and growing resistance to Soviet
rule by dissidents in satellite states and the non-Russian Soviet republics.
8. Discuss the establishment and work of the United Nations and the purposes and functions
of the Warsaw Pact, SEATO, NATO, and the Organization of American States.
10.10 Students analyze instances of nation-building in the contemporary world in
at least two of the following regions or countries: the Middle East, Africa, Mexico
and other parts of Latin America, and China.
1. Understand the challenges in the regions, including their geopolitical, cultural, military,
and economic significance and the international relationships in which they are involved.
2. Describe the recent history of the regions, including political divisions and systems, key
leaders, religious issues, natural features, resources, and population patterns.
3. Discuss the important trends in the regions today and whether they appear to serve the
cause of individual freedom and democracy.
10.11 Students analyze the integration of countries into the world economy and
the information, technological, and communications revolutions (e.g., television,
satellites, and computers).
Unit 5
Instructional Outline
International Developments in the Post World War II Era
Student Learning
Suggested Activity/Skill:
Suggested Resources:
Goal/Expected Student
Outcome:
Students will be able to discuss Students will read relevant
 Textbook
the different political and
sections from the text and the
 Student journal
economic ideologies of the US primary source “Competing
 Examples of interview
and USSR during the Cold War Economic Systems.” With their
questions
(10.9.1).
small groups, students will create  Rubric from Skills
a talk show in which a host(s)
Handbook
interviews Truman and Stalin on
their political and economic
views. Other “guests” on the
show could include ordinary
citizens from each nation, Mao
Zedong, Clement Atlee, and
28
Students will be able to identify
the US allies and Soviet allies
as well as link their alliances to
both nations’ desire for security
(10.9.2, 10.9.8).
Students will be able to
describe the significance of the
Marshall Plan to the rebuilding
of Western Europe (10.9.3).
other leaders. Interview questions
and answers should be preapproved by the teacher. If
possible, work with the Video
Production teacher/class to film
the talk shows.
Students will brainstorm how the
US secures herself today (e.g.
airport screening, CIA
operations, etc.). Have students
work in small groups to create a
list of the weapons that the US
possesses and the advantages and
disadvantages of weapon
ownership. Then, ask students to
read relevant sections related to
security in the Cold War era.
Students should evaluate whether
they believe that the alliances,
such as NATO, and the weapons,
such as ABMs, were effective
during the Cold War and if they
still are relevant today. Students
will then complete a map in
which they identify the US and
its allies, NATO members, the
USSR and its allies, and
members of the Warsaw Pact.
Show students various images of
Europe in the aftermath of the
war, emphasizing the destruction
and need to rebuild. Ask students
to brainstorm the work that
would need to be done in order to
build a modern city/nation (e.g.
infrastructure, electricity,
schools, hospitals, etc). Ask
students to determine how and
why the US would have an
interest in helping Western
Europe to rebuild. Students
should form a hypothesis, then
read the relevant sections in the
text (note that this requires
sections from Ch. 14 and 15) to
see if their hypothesis can be
proven. Finally, students write a








Textbook
Student journal
Rubric from Skills
Handbook
Other Cold War
reference books
Textbook
Student journals
Rubric from Skills
Handbook
For images:
http://www.uncp.edu/
home/rwb/hst430_p3.htm
29
Students will be able to trace
the development of
communism in China (10.9.4).
Students will be able to analyze
the uprisings in Poland,
Hungary, and Czechoslovakia
(10.9.5).
summary that describes the
significance of the Marshall Plan
to the people of Western Europe
and the US.
Students will read relevant
sections of the text and plot the
major events on a timeline. For
each event, students should also
create two newspaper headlines:
one that would appear in the
USSR and one that would appear
in the US. Finally, students
should write an obituary for Mao
Zedong- but assign students to
take on various perspectives
(peasant, bourgeois, Chinese
government official, US
diplomat, Soviet diplomat, other
Southeast Asian diplomat).
Use the Oral Language Jigsaw
(described in Unit 1, 10.2.4
lesson) to introduce students to
the uprisings of people against
the oppression of the USSR,
particularly those known as
“satellite states.” Use political
cartoons that address the Polish,
Hungarian, and Czechoslovakian
uprisings as the visual image
component. Then, ask students
to read relevant sections from the
text and create a graphic
organizer that reflects the ways
in which the three nations rose up
against the USSR. If desired, the
teacher may also include East
Germany and/or the Baltic
nations.



Textbook
Student journals
Rubric from Skills
Handbook



Textbook
Student journals
Political cartoons at
Library of Congress:
http://www.loc.gov/rr/p
rint/catalog.html
Oral Language Jigsaw
at

http://sites.google.com/sit
e/euhsdwhysdaie/sdaieinf
ormationandarticles
30
Students will be able to identify
Israel-Palestine on a map,
discuss the Arab-Israeli
conflict, and link that conflict to
world affairs (10.9.6).
Students will be able to
describe the reasons for the
collapse of the USSR (10.9.7).
Students will be able to explain
the establishment and work of
the UN, Warsaw Pact, NATO,
SEATO, and the OAS (10.9.8).
Students will read relevant
sections in the text related to the
creation of Israel in the Middle
East. Then, students will begin to
complete a graphic organizer that
shows (1) the reasons supporting
a Jewish homeland in Palestine,
(2) the events of the Arab-Israeli
conflict, and (3) the significance
of the Arab-Israeli conflict on
world affairs. After reading
additional sections to complete
the graphic organizer, students
will participate in the Content
Curiosities activity (described in
Unit 2, 10.3.1) in which they will
survey their peers to determine
the answer to the question “To
what do you attribute the ongoing Arab-Israeli conflict?”
Finally, students will complete a
map of Israel-Palestine that
reflects the changing borders,
1948-present.
Students will begin by reading
the biography on Mikhail
Gorbachev. Ask them to create a
political cartoon from the
perspective of either a hard-line
communist or a Reformer. Then,
have students compare their
cartoon to the one in the book on
p. 538. Students will go on to
read relevant sections and create
a graphic organizer of their
choice that shows the fall of the
Soviet Union. Their graphic
organizers must include the
following: command economy,
Mikhail Gorbachev, glasnost,
perestroika, and free market.
Students will read relevant
sections from the text and then
go to the directed websites.
Students will write a job
description for each of the
following world organizations:



Textbook
Student journals
Content Curiosities at
http://sites.google.com/sit
e/euhsdwhysdaie/sdaieinf
ormationandarticles

“Israel and the
Occupied Territories”
map is in the All-inOne Teaching
Resources, Unit 4



Textbook
Student journals
Mikhail Gorbachev is
in the All-in-One
Teaching Resources,
Unit 4



Textbook
Student journals
Rubric from Skills
Handbook
Computer access

31
Students will be able to discuss
the challenges of developing
nations in Latin America
(10.10.1).
United Nations (UN), Warsaw
Pact, SEATO, NATO, and
Organization of American States
(OAS). Include why it was
established, its purpose, and the
work that it is currently doing.
With SEATO, only discuss why
it was established, who the
members were, and why it is no
longer in existence.
For enrichment, students can
create an ad for a job for one or
more of the agencies.
Students will read relevant
sections in the text (note that this
includes sections from Ch. 16
and 18). As students read, they
should identify key vocabulary
words and write their own
definition in their journals, also
marking where in the text that
word appears. Students will work
with their small groups to
complete a chart that lists the
economic changes, obstacles, and
changes in life patterns for
developing nations. Then,
students will move into one of
three stations (stations will be
replicated to adjust for class
size). At each station, students
will be given a set time to
complete the following activities:
(1) map of Latin American
nations, (2) read and discuss two
views of democracy in Latin
America, and (3) read and reflect
on the biography of Pablo
Neruda. When all students have
completed the stations, they will
return to their seats and write a
reflection on their learning.




Websites:
http://www.un.org/
http://www.fordham.ed
u/halsall/mod/1955war
sawpact.html
http://www.nato.int/

http://www.state.gov/r/pa
/ho/time/lw/88315.htm

http://www.oas.org/



Textbook
Student journal
Rubric from Skills
Handbook
All handouts are found
in the All-in-One
Teaching Resources,
Unit 4

32
Students will be able to
describe the recent history of
South Africa (10.10.2).
Students will be able to discuss
the economic dominance of
China and the human rights
issues that define the nation
(10.10.3).
Students will watch the Witness
History Video selection “Nelson
Mandela and the End of
Apartheid.” Students will discuss
with a partner how Mandela and
the ANC helped to bring an end
to apartheid. Then, students will
read relevant sections from the
text on recent issues in South
African history (sections will be
in Ch. 16-19), esp. the
environment. Students will create
a chart that shows the recent
history and issues in Africa;
including political divisions and
systems, key leaders, religious
issues, natural features,
resources, and population
patterns. Finally, students will
read the two views on saving
Africa’s environment and draft a
position on the issue. Use the
strategy Take a Stand to have a
whole-class debate on how best
to save Africa’s environment.
Students will read relevant
sections from the text (sections
will be in Ch. 16-19), focusing
on the development of China in
the second-half of the 20th
century. With a partner, students
should create a list of the top 5
issues that are linked to Chinese
development. Then, with their
small groups, students should
create a list of the top 3 issues.
This will require students to
argue for/against certain issues,
backing up their assertions with
relevant evidence. Then, groups
will present their top 3 to the
class and create a master list that
reflects the most common issues.
Then, students will read about
one of the key issues in China,
human rights, in the handout
“China and Human Rights.”









Textbook
Student journal
Witness History Video
Program
Rubric from Skills
Handbook
All handouts are found
in the All-in-One
Teaching Resources,
Unit 4
Textbook
Student journal
“China and Human
Rights” from the Allin-One Teaching
Resources, Unit 4
For enrichment or an
alternative lesson,
teachers can find
editorial cartoons on
recent Chinese history
at
http://www.globecartoon.
com/china/timeline.html
33
Students will work in their small
groups to draft a policy
recommendation for US
lawmakers.
Unit 5
International Developments in the Post World War II Era
Academic Terminology
Key Academic Vocabulary
superpowers, anti-ballistic missiles, détente, ideology, containment, recession, suburbanization,
welfare state, gross domestic product (GDP), collectivization, Great Leap Forward, Cultural
Revolution, 38th parallel, demilitarized zone, guerrillas, domino theory, Viet Cong, Tet Offensive,
Khmer Rouge, mujahedin, Solidarity, partition, Kashmir, nonalignment, autocratic, coup d’état,
Islamist, secular, kibbutz, theocracy, multiethnic, ethnic cleansing, Kosovo, African National
Congress (ANC), occupied territories, intifada, militia, no-fly zone, weapons of mass destruction,
insurgent, globalization, interdependence, outsourcing, multinational corporation, World Trade
Organization (WTO), protectionism, bloc, sustainability, proliferate, terrorism
Key Historical Documents: Universal Declaration of Human Rights, Truman Doctrine, Marshall
Plan, Warsaw Pact, UN resolutions 194 and 242 (relating to Israel), Vietnamese Declaration of
Independence, excerpts from Mandela’s Long Walk to Freedom
Key Historical Events: Cold War, Chinese Civil War, Korean War, Vietnam War, Cuban
Missile Crisis, détente, uprisings by Poland, Hungary, and Czechoslovakia, Fall of the Berlin
Wall, reunification of Germany, rise of China as economic and political power
Key Historical Figures: Ronald Reagan, Fidel Castro, John Kennedy, Nikita Khrushchev,
Leonid Brezhnev, Mao Zedong, Kim Il Sung, Ho Chi Minh, Pol Pot, Nelson Mandela
Unit 5
International Developments in the Post World War II Era
Assessment Focus
Students will be assessed through a variety of measures, including but not limited to: class
discussion, question/answer, quizzes, projects, unit tests, homework, benchmark assessments
(both summative and formative), etc.
34
Key Academic Vocabulary
Definition
an imaginary line marking 38 degrees of latitude, particularly the line at
38 degrees of latitude north across the Korean Peninsula, dividing Soviet
forces to the north and American forces to the South after World War II
absolute monarch
ruler with complete authority over the government and lives of the people
he or she governs
African National
the main organization that opposed apartheid and pushed for majority
Congress (ANC)
rule in South Africa; later a political party
Anschluss
union of Austria and Germany
anti-ballistic missiles missiles that can shoot down other missiles
appeasement
policy of giving into an aggressor’s demands in order to keep the peace
armistice
agreement to end fighting in a war
autocratic
having unlimited power
Black Shirts
any member of the militant combat squads of Italian Fascists set up under
Mussolini
blitzkrieg
lightning war
bloc
a group of nations acting together in support of one another
capital
money or wealth used to invest in business or enterprise
capitalism
a economic system in which investment in and ownership of the means of
production, distribution, and exchange of wealth is made and maintained
chiefly by private individuals or corporations, esp. as contrasted to
cooperatively or state-owned means of wealth
censorship
restriction on access to ideas and information
city-state
political unit made up of a city and the surrounding lands
collective security
system in which a group of nations acts as one to preserve the peace of
all
collectivization
the forced joining together of workers and property into collectives, such
as rural collectives that absorb peasants and their land
colonialism
the control or governing influence of a nation over a dependent country,
territory, or people
Comintern
Communist International, international association of communist parties
led by the Soviet Union for the purpose of encouraging world-wide
communist revolution
command economy
system in which government officials make all basic economic decisions
communism
form of socialism advocated by Karl Marx; according to Marx, class
struggle was inevitable and would lead to the creation of a classless
society in which all wealth and property would be owned by the
community as a whole
conscription
“the draft,” which required all young men to be ready for military or
other service
containment
the U.S. strategy of keeping communism within its existing boundaries
and preventing its further expansion
contraband
during wartime, military supplies and raw materials needed to make
military supplies that may legally be confiscated by any belligerent
Word
th
38 parallel
35
coup d’état
covenant
Cultural Revolution
demilitarized
demilitarized zone
democracy
détente
dictator
disillusionment
domino theory
enlightened despot
enterprise
entrepreneur
ethics
ethnic cleansing
fascism
federal republic
Gestapo
globalization
Great Leap Forward
gross domestic
product (GDP)
guerrillas
Gulag
habeas corpus
ideology
illegitimate
imperialism
the forcible overthrow of a government
promise or binding agreement
a Chinese Communist program in the late 1960s to purge China of nonrevolutionary tendencies that caused economic and social damage
to deprive of military character; free from militarism; to place under civil
instead of military control
a thin band of territory across the Korean peninsula separating North
Korean forces from South Korean forces; established by the armistice of
1953
government in which the people hold ruling power
the relaxation of Cold War tensions during the 1970s
ruler who has complete control over a government; in ancient Rome, a
leader appointed to rule for up to six months in times of emergency
a freeing or a being freed from illusion or conviction; disenchantment
the belief that a communist victory in South Vietnam would cause
noncommunist governments across Southeast Asia to fall to communism,
like a row of dominoes
absolute ruler who uses his or her power to bring about political and
social change
a business organization in such areas as shipping, mining, railroads, or
factories
person who assumes financial risks in the hope of making a profit
moral standards of behavior
the killing or forcible removal of people of different ethnicities from an
area by aggressors so that only the ethnic group of the aggressors remains
any centralized, authoritarian government system that is not communist
whose policies glorify the state over the individual and are destructive to
basic human rights
government in which power is divided between the national, or federal,
government and the states
secret police in Nazi Germany
the process by which national economies, politics, cultures, and societies
become integrated with those of other nations around the world
a Chinese Communist program from 1958 to 1960 to boost farm and
industrial output that failed miserably
the total value of all goods and services produced in a nation within a
particular year
a soldier in a loosely organized force making surprise raids
in the Soviet Union, a system of forced labor camps in which millions of
criminals and political prisoners were held under Stalin
principle that a person cannot be held in prison without first being
charged with a specific crime
system of thought and belief; value system or perspective
not legitimate; not sanctioned by law or custom; unlawful; illegal
domination by one country of the political, economic, or cultural life of
another country or region
36
industrialization
insurgent
interdependence
intifada
Islamist
island-hopping
kamikaze
Kashmir
Khmer Rouge
kibbutz
Kosovo
kulaks
labor union
League of Nations
lebensraum
legislature
limited monarchy
Lost Generation
mandate
Manhattan Project
militarism
militia
mobilize
monarchy
mujahedin
multiethnic
multinational
corporation
nationalism
natural law
natural right
to introduce industry into (an area) on a large scale
rebel forces
mutual dependence of countries on goods, resources, labor, and
knowledge from other parts of the world
Palestinian Arab uprisings against the Israeli occupation
a person who wants government policies to be based on the teachings of
Islam
during World War II, Allied strategy of recapturing some Japanese-held
islands while bypassing others
Japanese pilot who undertook a suicide mission
a former princely state in the Himalayas, claimed by both India and
Pakistan, which have fought wars over its control
a political movement and a force of Cambodian communist guerrillas that
gained power in Cambodia in 1975
a collective farm in Israel
a province of Serbia with an Albanian ethnic majority that was the site of
an ethnic conflict during the 1990s
wealthy peasant in the Soviet Union in the 1930s
workers’ organization
an international organization to promote world peace and cooperation
that was created by the Treaty of Versailles (1919) dissolved April 1946
additional territory considered by a nation, esp. Nazi Germany, to be
necessary for national survival or for the expansion of trade
lawmaking body
government in which a constitution or legislative body limits the
monarch’s powers
the generation of men and women who came of age during or
immediately following World War I: viewed, as a result of their war
experiences and the social upheaval of the time, as cynical, disillusioned,
and without cultural or emotional stability; a group of American writers
of this generation, including Ernest Hemingway, F. Scott Fitzgerald, and
John Dos Passos
after World War I, a territory administered by a western power
code name for the project to build the first atomic bomb during World
War II
glorification of the military
armed groups of citizen soldiers
prepare military forces for war
government in which a king or queen exercises central power
Muslim religious warriors, in the mountains of Afghanistan
made up of several ethnic groups
company with branches in many countries
a strong feeling of pride in and devotion to one’s country
rules of conduct discoverable by reason
right that belongs to all humans from birth – life, liberty, and property
37
neutrality
no-fly zone
nonalignment
Nuremberg Laws
occupied territories
outsourcing
pacifism
pandemic
partition
popular sovereignty
proletariat
proliferate
propaganda
protectionism
recession
reparations
republic
romanticism
rule of law
russification
secular
self-determination
social contract
Social Darwinism
socialism
Solidarity
soviet
policy of supporting neither side in a war
in Iraq, areas where the United States and its allies banned flights by Iraqi
aircraft after the 1991 Gulf War
political and diplomatic independence from both Cold War powers
laws approved by the Nazi Party in 1935, depriving Jews of German
citizenship and taking some rights away from them
areas controlled by a nation that are part of another entity; Palestinians
use this term for certain lands Israel gained after the 1967 war
the practice of sending work to companies in the developing world in
order to save money or increase efficiency
opposition to all war
spread of a disease across a large area, country, continent, or the entire
world
a division into pieces
basic principle of the American system of government which asserts that
the people are the source of any and all governmental power, and
government can exist only with the consent of the governed
working class
to multiply rapidly
spreading of ideas to promote a cause or to damage an opposing cause
the use of tariffs and other restrictions to protect a country’s home
industries against competition
period of reduced economic activity
payment for war damage, or damage caused by imprisonment
system of government in which officials are chosen by the people
nineteenth-century artistic movement that appealed to emotion rather
than reason
an authoritative legal doctrine, principle, or precept applied to the facts of
an appropriate case rule of law that is most persuasive in light of
precedent, reason and policy
making a nationality’s culture more ethnically Russian
nonreligious
right of people to choose their own form of government
an agreement by which people gave up their freedom to a powerful
government in order to avoid chaos
A theory arising in the late nineteenth century that the laws of evolution,
also apply to society. Social Darwinists argued that social progress
resulted from conflicts in which the fittest or best adapted individuals, or
entire societies, would prevail. It gave rise to the slogan “survival of the
fittest.”
system in which the people as a whole rather than private individuals
own all property and operate all businesses; or a system in which the
government controls parts of the economy
a Polish labor union and democracy movement
council of workers and soldiers set up by Russian revolutionaries in 1917
38
sphere of influence
stalemate
suburbanization
superpowers
sustainability
tenement
terrorism
Tet Offensive
theocracy
Third Reich
tolerance
total war
totalitarian regime
trench warfare
tyrant
U-boat
ultimatum
universal suffrage
urbanization
utilitarianism
utopia
veto
Viet Cong
weapons of mass
destruction
welfare state
World Trade
Organization (WTO)
area in which an outside power claims exclusive investment or trading
privileges
deadlock in which neither side is able to defeat the other
the movement to built-up areas outside of central cities
a nation stronger than other powerful nations
the ability to meet the needs of the present without compromising the
needs of future generations
multistory building divided into crowded apartments
deliberate use of random violence, especially against civilians, to achieve
political goals
a massive and bloody offensive by communist guerrillas against South
Vietnamese and American forces on Tet, the Vietnamese New Year,
1968; helped turn American public opinion against military involvement
in Vietnam
government ruled by religious leaders
official name of the Nazi party for its regime in Germany; held power
from 1933 to 1945
acceptance
channeling of a nation’s entire resources into a war effort
government in which a one-party dictatorship regulates every aspect of
citizens’ lives
combat in which each side occupies a system of protective trenches
in ancient Greece, ruler who gained power by force
German submarine
final set of demands
suffrage for all persons over a certain age, usually 18 or 21, who in other
respects satisfy the requirements established by law
movement of people from rural areas to cities
idea that the goal of society should be to bring about the greatest
happiness for the greatest number of people
any visionary system of political or social perfection
power to block a government action
communist rebels in South Vietnam who sought to overthrow South
Vietnam’s government; received assistance from North Vietnam
biological, nuclear, or chemical weapons
a country with a market economy but with increased government
responsibility for the social and economic needs of its people
international organization set up to facilitate global trade
39