Download World History - Rahway Public Schools

CURRICULUM
FOR
WORLD
HISTORY
GRADE 11
This curriculum is part of the Educational Program of Studies of the Rahway Public Schools.
ACKNOWLEDGMENTS
Tiffany Lynch, Program Supervisor of Literacy
The Board acknowledges the following who contributed to the preparation of this curriculum.
Donna Gerardo
Stephen Radler
Subject/Course Title:
World History
Grade 11
Date of Board Adoptions:
August 30, 2011
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Social Studies
Unit Title: Renaissance and Exploration
Target Course/Grade Level: World History- Grade 11
Unit Summary This unit will introduce students to the Italian Renaissance. Students will understand how the reformation helped to shape the
development of Europe. Students will understand how exploration and expansion lead to a new commercial economy for many countries such as Spain.
Approximate Length of Unit: 4 weeks
Primary interdisciplinary connections: Language Arts, Mathematics, Science, Art
LEARNING TARGETS
Standards:
6.2 World History/Global Studies:
All students will acquire the knowledge and skills to think analytically and systematically about how the past interactions of people, cultures, and
the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and
ethically responsible world citizens in the 21st century.
Content Strand
6.2.12.D.1.f- Analyze the political, cultural, and moral role of Catholic and Protestant Christianity in the European colonies.
6.2.12.A.2.a- Determine the principle ideas of the Enlightenment altered political thought in Europe, and trace the ideas over time.
6.2.12.B.2.a- Relate the geographic location of Italian city-states to the fact that Italy was the center of the Renaissance.
6.2.12.B.2.b- 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.D.2.a- Determine the factors that led to the Renaissance and the impact on the arts.
6.2.12.D.2.b- Determine the factors that led to the Reformation and the impact on Europeans politics.
6.2.12.D.2.c- Justify how innovations from Asian and Islamic civilizations, as well as from ancient Greek and Roman culture, laid the foundation for the
Renaissance.
Common Core Content Standards: History/ Social Studies Grades 11-12
RH.11-12.3- Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging
where the text leaves matters uncertain.
RH.11.-12.6- Evaluate authors’ differing points of view on the same historical event or issue by assessing the author’s claims, reasoning, and evidence.
RH.11-12.9- Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting
discrepancies among sources.
21st Century Life & Career Skills:
9.1.12.C.3- Explain why some current and/or past world leaders have had a greater impact on people and society than others, regardless of their
countries of origin.
9.1.12.D.2- Determine the immediate and long-term effects of cross-cultural misconceptions or misunderstandings resulting from past or current
international issues or events.
Unit Understandings
Students will understand that…
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The Renaissance began in Italy in the 1300s and later spread to northern Europe.
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By the 1600s Europe was split across religious lines.
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The Renaissance was a time that art, literature, and humanists thought flourished.
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The Scientific Revolution, which occurred during the 1500s and 1600s, profoundly changed the ways people thought about the world.
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Scientists made important discoveries in astronomy, medicine, physics, and other fields.
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European exploration turned to colonization and the development of the slave trade.
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Spain created an empire in the Americas.
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The Dutch set up trading colonies in Asia and the Americas.
Unit Essential Questions
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What were the main values that generally characterized the Italian humanists?
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What new painting styles and techniques developed during the Italian Renaissance?
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How did northern Europeans learn about the Italian Renaissance?
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How did northern Renaissance writers differ from the writers of the Italian Renaissance?
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What role did the sale of indulgences by the church play in the Reformation?
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Who was Martin Luther?
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In what ways did Protestantism spread?
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What actions did the Catholic Church take during the Counter- Reformation?
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How did the Reformation and Counter- Reformation affect education?
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Why did Europeans believe in superstitions?
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What factor was mainly responsible for the decline of traditional culture?
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How did the study of nature change during the Scientific Revolution?
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What were some of the important scientific discoveries made during this period?
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What kinds of changes in science and economics made European exploration possible?
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What role did mercantilism play in the way European countries dealt with their colonies?
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What new knowledge did early Portuguese explorers provide that increased successful exploration?
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How did the voyages of Christopher Columbus influence the world?
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What were some of the factors leading to the Atlantic slave trade?
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What led to the successful rise of the Dutch exploration in the 1600s?
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What factors led to the decline of the Spanish Empire?
Knowledge and Skills
Students will know…
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Key terms: Renaissance, humanists, Reformation, Counter-Reformation, broadsides, standard of living, heliocentric theory, mercantilism,
tariffs, triangular trade, Middle Passage.
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Key people: Niccolo Machiavelli, Leonardo da Vinci, Johannes Gutenberg, Martin Luther, Galileo Galilei, Christopher Columbus,
Hernan Cortes, Phillip II.
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The printing press spread through Europe quickly due to the fact that books could be printed quickly and economically.
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John Calvin’s views differed from the Catholic Church in that he believed in predestination of the elect.
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Catholic leaders launched the Counter-Reformation because they realized that Protestantism posed a threat to the Catholic Church.
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Europeans lives improved during the 1500s due to better diet, movement from country to city, and progress in education.
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Communication advances in Europe were made due to the printing press.
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The Spanish expanded their empire by conquering the Aztecs and Incas and establishing settlements.
Students will be able to…
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Understand the main features of Renaissance humanist thought were
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Contrast the differences between Renaissance and medieval art
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Contrast how Erasmus and More differed from Italian humanists in their outlooks on life
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Explain how realism was an important element in northern Renaissance art
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Explain the events that led to the development of Protestantism
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Explain the role that John Calvin and Calvinism played in the Reformation
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Identify how religious conflicts changed life in Europe in the 1500s
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Identify how concerns about events in daily life led to a belief in superstitions
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Contrast the way that life in Europe changed during the Renaissance
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Explain how the study of nature changed during the 1500s and the 1600s
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Explain why so many important scientific advances took place in such a brief period of time
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Understand how technological advances made sailors more able to explore distant lands
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Understand why so many Europeans were willing to explore and colonize distant lands
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Understand how the relative size of Portugal and Spain influenced their success in expansion and colonization
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Identify the factors that allowed so few Europeans to conquer large numbers of peoples in the Americas
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Explain the major problems that led to the decline of the Spanish Empire
EVIDENCE OF LEARNING
Assessment
What evidence will be collected and deemed acceptable to show that students truly “understand”?
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Chapter Quizzes
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Chapter Tests
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Project- Create a who is who poster on leading people of the Renaissance and Reformation.
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HSPA Open Ended Question
Learning Activities
What differentiated learning experiences and instruction will enable all students to achieve the desired results?
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Map Activity- label a map of Europeans Religions in 1600, identifying which religions can be found in what parts of Europe.
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Map Activity- label a map showing the route of the slave trade.
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Flow chart- Illustrate the chain of events that led up to and occurred during the Reformation.
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Venn Diagram- Show which characteristics the Italian Renaissance and the northern Renaissance shared and which were unique to each.
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Web Diagram- show what factors led to the scientific revolution and what contribution each of the major scientists made.
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Map Activity- label a map of European exploration between the years of 1487-1682.
RESOURCES
Teacher Resources:
Video/DVD
Various online pages and activities
Various Primary Source documents
Textbook- World History the Human Journey
Equipment Needed:
Computers
Television
DVD player
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Social Studies
Unit Title: Asia in Transition
Target Course/Grade Level: World History- Grade 11
Unit Summary: Students will examine Asia’s transition and how Islamic Empires came into Asia. Students will analyze the impact of the Ming, and
Qing Dynasties in Asia.
Approximate Length of Unit: 3 weeks
Primary interdisciplinary connections: Language Arts, Mathematics, Science, Art
LEARNING TARGETS
Standards:
6.2 World History/Global Studies:
All students will acquire the knowledge and skills to think analytically and systematically about how the past interactions of people, cultures, and
the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and
ethically responsible world citizens in the 21st century.
Content Strand
6.2.12.A.1.a- Compare and contrast the motivations for and methods by which various empires (e.g., Ming, Qing, Spanish, Mughal, or Ottoman)
expanded, and assess why some were more effective that others in maintaining control of their empires.
6.2.12.B.1.a- Explain major changes in world political boundaries between 1459 and 1770, and assess the extent of European political and military
control in Africa, Asia, and the Americas by the mid-18th century.
6.2.12.C.1.a- Compare and contrast the economic policies of China and Japan, and determine the impact these policies had on growth, the desire for
colonies, and the relative positions of China and Japan with the emerging global economy.
6.2.12.C.1.c- Assess the role of mercantilism in stimulating European expansion through trade, conquest, and colonization.
Common Core Content Standards: History/ Social Studies Grades 11-12
RH.11-12.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the
relationships among the key details and ideas.
RH.11-12.8. Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.
21st Century Life and Career Skills:
9.1.12.C.2- Analyze the common traits of effective state, national, or international leaders.
9.2.12.A.7- Analyze how different forms of currency, how currency is used to exchange goods and services, and how it can be transferred from one
person’s business to another.
Unit Understandings
Students will understand that…
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The Dutch set up trading colonies in Asia and the Americas.
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Two powerful dynasties, the Ming and the Qing, ruled China as a self- sufficient state for more than 500 years.
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The Ming and the Qing dynasties lead China to increase internal trade, population growth, and the development of popular culture.
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European influence began to impact Japan.
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During the 1300s and 1400s the Ottomans built a strong empire in the area of present- day Turkey.
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The Mongols attacked Turkish Muslim in the 1500s to establish a Mughal Empire.
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The Mughals unified a vast and diverse Muslim empire.
Unit Essential Questions
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Why did the Chinese abandon overseas exploration?
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How did the Chinese economy change under the Ming and Qing emperors?
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How did government corruption affect the Qing dynasty?
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Why did the Chinese resist free trade with Great Britain?
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What were the effects of the Opium war on China?
What generally were the terms of the “unequal” treaties?
How did the Tokugawa shogunate weaken daimyo power?
Why did the Japanese rulers see the Jesuits as a threat?
Why did the Japan open ports to American ships?
What territory was included in the Ottoman Empire at its height?
Why were the Janissaries important to the Ottoman sultans?
How did the Ottoman Turks maintain peace among the various ethnics groups within their widespread empire?
What role did the Shi’ah religion play in the strengthening of the Safavid Empire and in the empire’s relations with its neighbors?
How did the Shi’sh affect the Persians’ ideas about themselves?
Why did the Persians of the Safavid Empire call ‘Abbas “the Great”?
What event marks the beginning of the Mughal Empire?
What were Akbar’s most important accomplishments?
How did Aurangzeb’s approach to government spending differ from Shah Jahan’s?
Knowledge and Skills
Students will know…
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Key terms: free trade, Treaty of Nanjing, extraterritoriality, “unequal” treaties, Taiping Rebellion, Treaty of Kanagawa, consulates,
millets
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Key people: Hsuan-yeh, Tokugawa Ieyasu, Matthew Perry , Shah Jahan, Babur, Akbar.
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The Spanish expanded their empire by conquering the Aztecs and Incas and establishing settlements.
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Growth of cities in China led to increased trade, increased population, growth of popular culture and scholarships.
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The Portuguese influenced the Chinese by opening trade and introducing Christianity.
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Military reform under Abbas led to a regaining of all territories lost to the Ottomans and Uzbeks.
Students will be able to…
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Identify why the Ming emperors abandoned oversea expeditions
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Explain the reasons that Qing rulers strived to keep the Chinese and Manchu people separate
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Understand the changes to the Chinese economy during the eras of Ming and Qing rule
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Understand the British attitude toward the Chinese people and Chinese values
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Describe the role religion played in rebellions against the Qing
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Described the military conquests that led to the expansion of the Ottoman Empire
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Understand the problems that the Ottoman Empire faced
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Explain the role Akbar played in the growth of the Mughal Empire
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Identify the difference between the reign of Aurangzeb and the reign of Shah Jahan
EVIDENCE OF LEARNING
Assessment
What evidence will be collected and deemed acceptable to show that students truly “understand”?
•
Chapter Quizzes
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Chapter Tests
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Project- Create a Zann Diagram comparing and contrasting the Ming and Zing rulers as to Chinese economy, exploration and political
issues.
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HSPA - Open Ended Question
Learning Activities
What differentiated learning experiences and instruction will enable all students to achieve the desired results?
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Flowchart- Sequence the events that occurred between China and Britain between 1600s and late 1800s.
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List- Students will list the levels of government and classes in Japan during the era of Tokugawa rule.
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Chart- Organize the major conquests and defeats that the Ottomans experienced between 1300 and 1700.
RESOURCES
Teacher Resources:
Video/DVD
Various online pages and activities
Various Primary Source documents
Textbook- World History the Human Journey
Equipment Needed:
Computers
Television
DVD player
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Social Studies
Unit Title: From Absolutism to Revolution
Target Course/Grade Level: World History- Grade 11
Unit Summary: This unit will introduce students to the Age of Absolutism that occurred in France, Russia, and Central Europe. Students will
understand how the English Revolution challenged the monarchy. Students will understand how the Age of Enlightenment and the American
Revolution ushered in new ideas about government. Students will examine the failure of the French Revolution, and how it leads to the rise of
Napoleon.
Approximate Length of Unit: 6 weeks
Primary interdisciplinary connections: Language Arts, Mathematics, Science
LEARNING TARGETS
Standards:
6.2 World History/Global Studies:
All students will acquire the knowledge and skills to think analytically and systematically about how the past interactions of people, cultures, and
the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and
ethically responsible world citizens in the 21st century.
Content Strand
6.2.12.A.1.a- Compare and contrast the motivations for and methods by which various empires (e.g., Ming, Qing, Spanish, Mughal, or Ottoman)
expanded, and assess why some were more effective that others in maintaining control of their empires.
6.2.12.B.1.a- Explain major changes in world political boundaries between 1459 and 1770, and assess the extent of European political and military
control in Africa, Asia, and the Americas by the mid-18th century.
6.2.12.C.1.a- Compare and contrast the economic policies of China and Japan, and determine the impact these policies had on growth, the desire for
colonies, and the relative positions of China and Japan with the emerging global economy.
6.2.12.C.1.c- Assess the role of mercantilism in stimulating European expansion through trade, conquest, and colonization.
6.2.12.D.1.c- Analyze various motivations for the Atlantic slave trade and the impact on Europeans, Africans, and Americans.
6.2.12.D.1.f- Analyze the political, cultural, and moral role of Catholic and Protestant Christianity in the European colonies.
6.2.12.A.2.a- Determine the principle ideas of the Enlightment altered political thought in Europe, and trace the ideas over time.
6.2.12.B.2.a- Relate the geographic location of Italian city-states to the fact that Italy was the center of the Renaissance.
6.2.12.B.2.b- 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.D.2.a- Determine the factors that led to the Renaissance and the impact on the arts.
6.2.12.D.2.b- Determine the factors that led to the Reformation and the impact on Europeans politics.
6.2.12.D.2.c- Justify how innovations from Asian and Islamic civilizations, as well as from ancient Greek and Roman culture, laid the foundation for the
Renaissance.
Common Core Content Standards: History/ Social Studies Grades 11- 12
RH.11-12.4- Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of
a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
RH.11-12.9- Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting
discrepancies among sources.
21st Century Life and Career Skills:
9.1.12.C.3- Explain why some current and/or past world leaders have had a greater impact on people and society than others, regardless of their
countries of origin.
9.1.12.C.5- Assume a leadership position by guiding the thinking of peers in direction that leads to successful completion of a challenging task or
project.
Unit Understandings
Students will understand that…
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The age of Absolutism was
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The main ideas of the Enlightenment
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How Enlightenment influenced the American Revolution
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What caused the French Revolution
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How Napoleon came to power
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How England’s monarchy affected the ideas of absolutism
Unit Essential Questions
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How did Cardinal Richelieu strengthen France?
In what ways did Louis XV differ from Louis XIV?
How did Peter the Great attempt to end Russian isolation?
What foreign policy successes did Catherine the Great have?
How did the Hohenzollerns strengthen Prussia?
What wars did the Prussian invasion of Silesia trigger?
Why did Philip II of Spain attempt to invade England?
Why did James I clash with the English Parliament?
What were the immediate causes of the English Revolution?
Who in England was likely to oppose the execution of Charles II?
What were the differences between the Tories and the Whigs?
What role did religion play in English politics after the Restoration?
How did England become the dominant naval power in the 1500’s?
What was the British policy of mercantilism?
What ideas did Montesquieu, Voltaire, and Rousseau contribute to political philosophy?
How did Enlightenment thinking affect some people’s views of church and state?
What issues led to the American Revolution?
What were the differences between the Articles of Confederation and the United States Constitution?
What role did the meeting of the Estates General in 1789 play in bringing about the Revolution?
What effect did the Legislative Assembly have on France?
What was the purpose of France’s foreign wars and the Reign of Terror?
What abilities helped Napoleon rise to power?
How did Napoleon build his empire?
How did the Concert of Europe become an instrument of suppression?
Knowledge and Skills
Students will know…
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Key terms: divine right of the kings, Diplomatic Revolution, gentry, Glorious Revolution, habeas corpus, Act of Union, sea dogs,
Enlightenment, Stamp Act, Articles of Confederation, bourgeoisie, radicals, conscription, coup d’ etat, plebiscite
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Key people:
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The ethical issues humanists struggled with during the Italian Renaissance.
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How John Calvin’s views differed from those of the Catholic Church.
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Whether or not life improved for most Europeans during the 1500s.
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How communication advances contributed to learning, discovery, and new scientific methods in Europe.
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The route that the slave trade followed.
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The developments that limited the ability of the Spanish to fully benefit from their vast and rich overseas empire.
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The two ways the Portuguese influenced the Chinese.
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The ways that the strict policies of Aurangzeb represented a return to intolerance in Mughal India.
Students will be able to…
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Understand the main features of Renaissance humanist thought were.
•
Contrast the differences between Renaissance and medieval art
•
Contrast how Erasmus and More differed from Italian humanists in their outlooks on life
•
Explain how realism was an important element in northern Renaissance art
•
Explain the events that led to the development of Protestantism
•
Explain the role that John Calvin and Calvinism played in the Reformation
•
Identify how religious conflicts changed life in Europe in the 1500s
•
Identify how concerns about events in daily life lead to a belief in superstitions
•
Contrast the way that life in Europe changed during the Renaissance
•
Explain how the study of nature changed during the 1500s and the 1600s
•
Explain why so many important scientific advances took place in such a brief period of time
•
Understand how technological advances made sailors more able to explore distant lands
•
•
•
•
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•
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•
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Understand why so many Europeans were willing to explore and colonize distant lands
Understand how the relative size of Portugal and Spain influenced their success in expansion and colonization
Identify the factors that allowed so few Europeans to conquer large numbers of peoples in the Americas
Explain the major problems that led to the decline of the Spanish Empire
Identify why the Ming emperors abandoned oversea expeditions
Explain the reasons that Qing rulers strived to keep the Chinese and Manchu people separate
Understand the changes to the Chinese economy during the eras of Ming and Qing rule
Understand the British attitude toward the Chinese people and Chinese values
Describe the role religion played in rebellions against the Qing
Described the military conquests that led to the expansion of the Ottoman Empire
Understand the problems that the Ottoman Empire faced
Explain the role Akbar played in the growth of the Mughal Empire
Identify the difference between the reign of Aurangzeb and the reign of Shah Jahan
EVIDENCE OF LEARNING
Assessment
What evidence will be collected and deemed acceptable to show that students truly “understand”?
•
Quizzes
•
Tests
•
Project- Students will create a newspaper article to summarize the events of the French Revolution.
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HSPA - Open Ended Question
Learning Activities
What differentiated learning experiences and instruction will enable all students to achieve the desired results?
•
Map Activity- label a map of Europe between 1682-1796, identify the expansion of Russia during this time. Students will use the map to
understand Russia’s desire for more power.
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Chart- Describe how Louis XIV took steps both within and outside of France to strengthen the country.
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List- Students will list the strengths and weaknesses of Peter the Great and Catherine the Great.
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Graphic Organizer- Students will explain the causes and the effects of the Diplomatic Revolution.
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Flowchart- students will list actions taken by the English monarchy over religious divisions and responses to these actions by others.
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Student Activity- Students will use copies of the Instrument of Government and the US Constitution to compare and contrast the two.
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Chart- Students will identify the relationships between the various elements of the British Government.
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Chart- Students will compare and contrast the Articles of Confederation and the Constitution.
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List- the factions in the Legislative Assembly.
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Map Activity- label a map of the Napoleonic Empire between 1805–1815. Students will use this map to understand that Napoleon gained
control over most of Western Europe through a series of conquests and alliances.
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Honors - Readings 1st person comparatives on Locke vs. Hobbes view on government.
RESOURCES
Teacher Resources:
Video/DVD
Various online pages and activities
Various Primary Source documents
Textbook- World History the Human Journey
Equipment Needed:
Computers
Television
DVD player
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Social Studies
Unit Title: Industrialization and Nationalism
Target Course/Grade Level: World History- Grade 11
Unit Summary This unit will introduce students to the Industrial Revolution and how it changed the global economy. Students will understand how the
Age of Reform sought to address problems from the Industrial Revolution. Students will examine how nationalism grew in Europe. Students will
examine the competition between nations for overseas empires.
Approximate Length of Unit: 9 weeks
Primary interdisciplinary connections: Language Arts, Mathematics, Science, Music, Art
LEARNING TARGETS
Standards:
6.2 World History/Global Studies:
All students will acquire the knowledge and skills to think analytically and systematically about how the past interactions of people, cultures, and
the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and
ethically responsible world citizens in the 21st century.
Content Strand
6.2.12.A.3.a- 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.b- Determine the extent to which the American, French, and Haitian revolutions influenced independence movements in Latin America.
6.2.12.A.3.c- Relate the responses of various governments to pressure for self-government or self-determination to subsequent reform or revolution.
6.2.12.A.3.d- Assess the extent to which revolutions during this time period resulted in the expansion, of political, social, and economic reform or
revolution.
6.2.12.A.3.e- Analyze the relationship between industrialization and the rise of democratic and social reforms, including the expansion of parliamentary
government.
6.2.12.A.3.f- 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.g- Analyze the motives for and methods by which European nations, Japan, and the United States expanded their imperialistic practices in
Africa and Asia during this era, and evaluate the impact of these actions on their relations.
6.2.12.B.3.a- Assess the impact of imperialism by comparing and contrasting the political boundaries of the world in 1815 and 1915.
6.2.12.B.3.b- Relate the Industrial Revolution to population growth, new migration patterns, urbanization, and the environment.
6.2.12.B.3.c- Relate the role of geography to the spread of independence movements in Latin America.
6.2.12.C.3.a- Analyze interrelationships among the “agricultural revolution,” population growth, industrialization, specialization of labor, and patterns
of land-holding.
6.2.12.C.3.b- Analyze interrelationships among the Industrial Revolution, nationalism, competition for global markets, imperialism, and natural
resources.
6.2.12.C.3.c- Compare the characteristics of capitalism, communism, and social to determine why each system emerged in different world regions.
6.2.12.C.3.d- 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.e- Assess the impact of imperialism on economic development in Africa and Asia.
6.2.12.C.3.f- Determine the extent to which Latin America political independence also brought about economic independence in the region.
6.2.12.D.3.a- Explain how individuals and groups promoted revolutionary actions and brought about change during this time period.
6.2.12.D.3.b- Explain how industrialization and urbanization affected class structure, family life, and the daily lives of men, women, and children.
6.1.12.D.3.c- Compare and contrast China’s and Japan’s views of and responses to imperialism, and determine the effects of imperialism on the
development and prosperity of each country in the 20th century.
6.2.12.D.3.d- 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.e- Analyze the impact of the policies of different European colonizers on indigenous societies to imperialistic rule.
Common Core Content Standards: History/ Social Studies Grades 11-12:
RH.11-12.2- Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the
relationships among the key details and ideas.
RH.11-12.4- Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of
a key term over the course of a text.
21st Century Life and Career Skills:
9.2.12.A.3 Analyze how the economic, social, and political conditions of a time period can affect starting a business and can affect a plan for
establishing such an enterprise.
9.2.12.A.8 Analyze how personal and cultural values impact spending and other financial decisions.
9.2.12.A.10 Explain the relationship between government programs and services and taxation.
Unit Understandings
Students will understand that…
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The discoveries during the Scientific Revolution led people to apply scientific advances in a practical way.
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New machines and land practices led to the Agricultural Revolution in the 1700s.
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The Industrial Revolution followed with advances in industry, transportation, and communication.
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Cities grew as people flocked to the thriving new centers of industry.
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Lifestyles and living standards changed as a result of the Industrial Revolution.
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Advances such as electricity, the telephone, and the combustible engine transformed the ways in which people lived, worked, and
thought.
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Changes in occupation and living conditions brought more leisure time as well as new social problems.
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Interest in a new field of study, the social sciences, grew.
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Great Britain became more Democratic during the 1800s.
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Grounded in a political philosophy of the Enlightenment, the government moved toward the protection of individual rights and civil
liberties.
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The United States expanded its territory fought a Civil War.
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Changes in France led to a republic governed by a coalition of parties.
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Latin American countries won independence from Spain.
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Nationalism became a driving force for change in European regions during the 1800s.
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Italy, unified for a time under Napoleon.
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Nationalists began a campaign for liberation and unification.
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Both Italy and Germany was unified by the late 1800s.
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Growing industries created competition for new sources of raw materials.
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The Age of Imperialism was at its height between the years of 1870-1914.
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Europe, Japan, and the United States controlled a large part of the world by 1914.
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Nationalism swept through Europe and lead to countries that accepted it becoming stronger and more unified.
Unit Essential Questions
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What were some of the important inventions and scientific discoveries of the Industrial Revolution?
How did the lives of women change during the Industrial Revolution?
How did methods of production change during the Industrial Revolution?
What role did unions play in improving wages and working conditions?
What led to the development of socialism and communism?
Why did Orville and Wilbur Wright succeed where others failed?
What progress was made in the area of biological sciences?
What advances were made in atomic theory?
How did Darwin’s theory of evolution influence the field of sociology?
What factors led to the rapid growth of cities in the 1800s?
What effect did improved food storage have on population growth?
How did the work of the postimpressionist sculptors and painters step away from realism?
What were some of the governmental and economic changes that took place in Great Britain in the 1800s and 1900s?
How did European settlement change the lifestyles of the original inhabitants of New Zealand and Australia?
After 1783, how did the United States acquire most of its territory?
What factors led to the Civil War?
In what ways were French republicans and monarchists different?
What helped the Third Republic last for about 70 years despite its many problems?
Why did creoles want independence from Spain?
What benefits and what problems resulted from independence?
Who were some of the important leaders in Italy’s fight for unification, and what did they do to achieve the goal of Italian unity?
What were some of the problems faced by Italy after unification?
What actions allowed Prussia to replace Austria as the leading German state in Europe?
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What changes in German government occurred as a result of unification?
What problems did Bismarck have to overcome as chancellor of the German Empire?
What factors led to Bismarck’s decline in power and to his subsequent resignation?
Why did the liberal movement make little progress in Russia during the 1800s?
How did the Russian government deal with reform movements?
What were the strengths and weaknesses of the Dual Monarchy?
Why were the early 1900s filled with tension among nations of Europe?
Why did the imperialists want to control regions with raw materials?
Why were coaling stations important to the imperialists?
How would British control of the Suez Canal affect world trading patterns?
What role did the al- Mahdt play in the history of the Sudan?
Why was Leopold’s rule in the Congo an example of imperialism at its worst?
What role did Cecil Rhodes play in South Africa?
What effect did British schools have in India?
What did the Japanese do to industrialize their country?
Why did Venustiano Carranza lead a revolt in Mexico?
Knowledge and Skills
Students will know…
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Key terms: Industrial Revolution, factors of production, capitalism, mass production, laissez-faire, socialism, pasteurization, antisepsis,
social sciences, psychoanalysis, romanticism, realism, suffrage, Northwest Ordinance, total war, Communards, Monroe Doctrine, Young
Italy movement, Social Democratic Party, “Russification”, terrorism, Balkan League, Imperialism, dependent colonies, Fashoda crisis,
paternalism, Maine, Roosevelt Corollary.
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Key people: James Watt, Robert Fulton, Adam Smith, Karl Marx, Alexander Graham Bell, Pierre and Marie Curie, Sigmund Freud, Paul
Cezanne, Queen Victoria, William Gladstone, Louis- Napoleon, Simon Bolivar, Giuseppe Garibaldi, William I, Francis Joseph I,
Leopold II, Venustiano Carranza.
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Key Places: the United States, England, France, Latin America, Spain, Portugal, Italy, Austria, Germany, Russia, Africa, Asia.
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Great Britain was an ideal place for the start of the Industrial Revolution because it provided all three factors of production land, capital,
and labor.
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Women and children were hired increasingly in factories because it allowed owners to produce as much product for as much profit as
possible because they could pay them lower wages then men.
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The use of the assembly line allowed Henry Ford to reach a new level of mass production by having parts made in the same location at a
faster rate.
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Political and economic systems of communism developed from socialists who were influenced by the ideas of Karl Marx and Engles.
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New sources of power assisted in the development of inventions by allowing them to become more mobile and efficient.
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Scientific theories about atoms changed ideas about the universe when many subatomic particles were discovered.
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Pavlov’s ideas were different from Freud’s on the basis of human behavior, because Freud analyzed unconscious motivations, while
Pavlov was interested in responses to outside stimuli.
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People moved from one place to another within Europe due to demand for factory labor and higher wages.
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Music of the 1800s expressed romanticism through intense emotion.
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The South seceded from the Union in 1860 due to sectional difference, concerns that slavery might be abolished, and Lincoln’s election
as president in 1860.
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The Treaty of Frankfurt forced France to legalize trade unions, expand education, and avoided extreme measures such as weakening the
Church, preparing for war, or expanding overseas empire.
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After achieving independence Latin America faced regional rivalries, class conflicts, over role of Catholic Church, rebellions, and
military dictators.
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The French Revolution and the Congress of Vienna led to a new nationalist movement for the unification of Italy.
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Prussia replaced Austria as the leading German state in Europe due to warfare.
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Bismarck’s power as chancellor declined due to opposition from parliament, reformists, Catholics, and a new emperor.
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Russia being landlocked, having diverse languages, and customs made industrialization difficult.
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Undermined power of Austria-Hungary and the Ottoman Empire led to increase tensions in the Balkans towards the end of 1800s.
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Imperialists were taking wealth away from colonized areas which led to dissent among colonized people.
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Imperialism effected Africa with years of war, European control of African trade, forced labor, and improved health care and roads.
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The Japanese were able to reform and industrialize their nation so quickly due to the heavy influence of Western ideas.
Students will be able to…
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Explain why the Industrial Revolution began in Great Britain.
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Understand the enclosure movement and how it led to the development of improved technology in agricultute.
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List the developments in the textile industry and how they led to inventions in steelmaking.
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Explain how the production of goods changed as work became mechanized.
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List some of the principle developments that led to the industrialization in the United States.
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Explain the four factors that generally determined a factory worker’s wages.
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Describe the living conditions of factory workers during the Industrial Revolution.
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Explain how changes in production methods led to an improved standard of living.
List the advantages that corporations have over sole ownerships and partnerships.
Explain how improving education and guaranteeing individual liberty would help the working class.
Explain how democratic socialism differed from communism.
Understand how Thomas Edison’s light bulbs were an improvement over the ones that came before.
Explain how Marconi’s method of communication built on that of Alexander Graham Bell.
Understand how Jenner’s vaccine worked.
List the advances of medicine that helped to fight disease worldwide.
Explain Einstein’s major contributions to physics.
Explain the differences between archaeology, anthropology, and sociology.
List the reasons why people supported free public education and education for women.
Describe the conditions that made the rise of leisure activities possible in the 1800s.
Describe the overall aim of the liberal reforms of the 1800s.
Explain how Parliament changed in the 1900s.
Identify how the original inhabitants of Australia and New Zealand were affected by European settlement.
Describe the ways that the United States acquired western lands.
Explain how the United States changed after the Civil War.
Understand the different groups that divided France during the early 1800s.
Name and describe the actions that Louis- Napoleon took to gain absolute power in France.
Explain the ways in which the French could have avoided war with Prussia.
List the political problems that hurt France during the Third Republic.
Describe the life of peasant and workers in the colonies.
Understand what lead Spanish colonists to think of rebelling against colonial rule.
Describe the efforts of the Italians to nationalize in the first part of the 1800s.
List the factors that influenced Prussia’s rise to power over the German states more that Austria.
Identify how the formation of the Zollverein moved the German states toward economic unity.
Understand the ways that Bismarck acted to undermine the power of Prussia’s parliament.
Explain the ways in which Prussia remained the most powerful force in the German Empire.
Describe why socialists were unable to get reform law passed.
List issues that made industrialization and unification difficult for Russia in the 1800s.
Identify the effects of the Russian government’s actions after the assassination of Alexander II.
Identify how European nations forced Russia to accept changes in the Treaty of San Stefano.
Compare and contrast the similarities and differences among the four ways imperialists controlled their colonies.
Identify how the attitudes and beliefs of Western people affected imperialism.
Name and describe the two main economic motives for Western imperialism.
Describe how the people of North Africa reacted to French expansion.
Understand the different ways that the British treated the Boers compared to the way they treated Africans.
Describe the effect that European colonization had on African people.
Understand the ways in which Japan responded to Western imperialism.
Identify the effects of the Spanish American War.
Explain how the Panama Canal was important for the United States.
List the main causes of the unrest and revolution in Mexico.
EVIDENCE OF LEARNING
Assessment
What evidence will be collected and deemed acceptable to show that students truly “understand”?
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Chapter Quizzes
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Chapter Tests
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Project- Have students write a persuasive essay justifying the actions of one of the European imperialistic nations.
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HSPA - Open Ended Question
Learning Activities
What differentiated learning experiences and instruction will enable all students to achieve the desired results?
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Web Diagram- list advances made during the industrial revolution.
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Chart- List and contrast the rise of the factory system in the different economic classes.
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Chart- students will diagram the contrast between how Newton and Einstein thought about the universe.
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List- students will list the conditions and reforms in Great Britain in the 1800s and 1900s.
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Time line- students will list three events that helped to expand the borders of the Unites States.
Flowchart- students will list the events that led to Louis- Napoleon becoming Emperor of France.
Map Activity- Label a map of Latin America in 1784, identifying the areas that were controlled by the Spanish, Portuguese, British,
French, and Dutch. Students will use this to understand the amount of territories that these countries controlled and how it shaped Latin
America.
Chart- use a pyramid to explain the social classes that existed in Latin America.
Chart- Identify how each of the wars fought by the Prussians contributed to the unification of Germany.
List- students will list the sequence of actions that led to the loss of territory and power in the Ottoman Empire during the 1800s.
Chart- students will identify the causes and effects of the United States military interventions in Latin America from 1898 to about 1933.
RESOURCES
Teacher Resources:
Video/DVD
Various online pages and activities
Various Primary Source documents
Textbook- World History the Human Journey
Equipment Needed:
Computers
Television
DVD player
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Social Studies
Unit Title: World War in the Twentieth Century
Target Course/Grade Level: World History- Grade 11
Unit Summary This unit will introduce students to how the world’s industrialized powers increased rapidly during the last half of the 1800s. Students
will understand how tension was high in Europe, where nations such as Great Britain, France, and Germany vigorously pursued economic expansion.
Students will understand how the economic damage caused by the war led to the Great Depression and almost total collapse of the global economy.
Students will examine how empires began to crumble as nationalist movements in Asia, Africa, and the Middle East gained momentum. Students will
understand how German aggression increased. Japan and Italy joined Germany in its campaign of fascist aggression, and World War II erupted.
Approximate Length of Unit: 7 weeks
Primary interdisciplinary connections: Language Arts, Science
LEARNING TARGETS
Standards:
6.2 World History/Global Studies:
All students will acquire the knowledge and skills to think analytically and systematically about how the past interactions of people, cultures, and
the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and
ethically responsible world citizens in the 21st century.
Content Strand
6.2.12.A.4.a- Explain the rise of fascism and spread of communism in Europe and Asia.
6.2.12.A.4.b- Compare the rise of nationalism in China, Turkey, and India.
6.2.12.A.4.c- Analyze the motivations, causes, and consequences of the genocides of Armenians, Roma( gypsies), and Jews as well as the mass
exterminations of Ukrainians and Chinese.
6.2.12.A.4.d- Assess government responses to incidents of ethnic cleansing and genocide.
6.2.12.B.4.a- 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.b- Determine how geography impacted military strategies and major turning points during World War II.
6.2.12.B.4.c- Explain how the disintegration of the Ottoman Empire and the mandate system led to the creation of new nations in the Middle East.
6.2.12.B.4.d- Explain the intended and unintended consequences of new national boundaries established by the treaties that ended World War II.
6.2.12.C.4.a- Analyze government responses to the Great Depression and their consequences, including the growth of fascist, socialist, and communist
movements and the effects on capitalist economic theory and practice.
6.2.12.C.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.c- Assess 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.d- Analyze the ways in which new forms of communication, transportation, and weaponry affected relationships between governments and
their citizens and bolstered the power of new authoritarian regimes during this period.
6.2.12.D.4.a- Analyze the extent to which nationalism, industrialization, territory disputes, imperialism, militarism, and alliances led to World War I.
6.2.12.D.4.b- Analyze the Treaty of Versailles and the League of Nations from the perspectives of different nations.
6.2.12.D.4.c- 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.d- Analyze the extent to which the legacy of World War I, the global depression, ethnic and ideological conflicts, imperialism, and
traditional political or economic rivalries causes World War II.
6.2.12.D.4.e- Compare and how Allied countries responded to the expansionist actions of Germany and Italy.
6.2.12.D.4.f- Explain the role of colonial peoples in the war efforts of the Allies and the Central/ Axis Powers in both World Wars.
6.2.12.D.4.g- Analyze the role of nationalism and propaganda in mobilizing civilian populations in support of “ total war”
6.2.12.D.4.h- Assess the extent to which world war, depression, nationalists ideology, communism, and liberal democratic ideals contributed to the
emergence of movements for national self –rule or sovereignty in Africa and Asia.
6.2.12.D.4.i- 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.j- Analyze how the social, economic, and political roles of women were transformed during this time period.
6.2.12.D.4.k- Analyze how the arts represent the changing values and ideals of society.
6.2.12.D.4.l- Assess the cultural impact of World War I, the Great Depression, and World War II.
Common Core Curriculum Standards: History/ Social Studies Grades 11- 12
RH.11-12.1- Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an
understanding of the text as a whole.
RH.11-12.5- Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text
contribute to the whole.
21st Century Life and Career Skills:
9.2.12.A.3 Analyze how the economic, social, and political conditions of a time period can affect starting a business and can affect a plan for
establishing such an enterprise.
9.2.12.A.8 Analyze how personal and cultural values impact spending and other financial decisions.
9.2.12.A.10 Explain the relationship between government programs and services and taxation.
9.2.12.A.11 Explain how compulsory government programs (e.g, Social Security, Medicare) provide insurance against some loss of income and
benefitto eligible recipients.
Unit Understandings
Students will understand that…
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The Great Depression effected countries around the Globe.
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New Political forces emerged in Europe, Africa, Asia, and Latin America.
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World War I and the Russian Revolution occurred leading to changes in political and cultural identities.
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The Great Depression happened due to both economic causes and political developments.
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The Holocaust affected the lives of the people all over the world in many different ways.
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World War II led the world into the dawn of the nuclear age.
Unit Essential Questions
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What was Bismarck’s purpose in forming the Triple Alliance of 1882?
What event exploded the Balkan “ power keg” and began World War I?
How was new technology used in World War I?
What led to the United States to declare war?
What were the conditions in Russia that led to the revolution?
How did signing the Treaty of Brest Litovsk help the Communist regime in Russia?
What were the six general proposals of the Fourteen Points?
What problems did the peacemakers try to solve?
Why was President Wilson disappointed with the Treaty of Versailles?
How was the League of Nations organized?
How did Freud’s notion of the irrational and the subconscious influence postwar literature?
How did technology lead to the advances in architecture?
What was the effect of the U.S. stock market crash in 1929?
What New Deal programs led to reforms in the American economy?
What economic and political problems did Eastern Europe nations face after World War I?
What role did communism play in Mussolini’s rise to power?
How did Hitler turn Germany into a police state after 1933?
What was the goal of the first Five- Year plan?
How did Stalin insure loyalty from government and party officials and from the Soviet people?
What influence did Mohandas Gandhi have on the way the people of India sought independence?
In what ways did World War I change the attitude of Africans about colonial government?
Why was the United States concerned about the influence of imperialist powers in China?
What factors led to the development of communism in China?
Why did Japan pursue a policy of expansionism after World War I?
How did the economies of Latin American countries change after World War I?
Why was the League of Nations unable to keep Japan and Italy from taking over other countries?
How and why did Great Britain and France follow a policy of appeasement with Hitler?
How did the U.S role in World War II change between the late 1930s and the fall of 1941?
What were Japan’s goals in the Pacific and how did they affect the United States?
How did some people try to resist the Holocaust?
How did the Allies win the war with Japan?
Knowledge and Skills
Students will know…
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Key terms: belligerents, Allied Powers, propaganda, Communist Party, armistice, League of Nations, Treaty of Versailles, economic
sanctions, cubism, economic nationalism, general strike, Popular Front, fascism, Third Reich, collective farms, command economy,
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Zionism, passive resistance, Open Door policy, Long March, Treaty of Portsmouth, Good Neighbor Policy, Kellog –Briand Pact, Munich
Conference, Atlantic Charter, genocide, Holocaust, D-Day.
Key people: Woodrow Wilson, Vladimir Lenin, Igor Stravinsky, Franklin Roosevelt, Mohandas Gandhi, Mustafa Kemal, Chiang Kaishek, Mao Zedong, Francisco Franco, Winston Churchill, Hideki Tojo, Dwight D. Eisenhower.
The assassination of Archduke Franz Ferdinand and his wife led to the start of World War I.
Technology was used in World War I to create new weapons.
The Zimmerman note and German naval attacks led to the United States to declare war.
Poverty, suppression of democracy, and weak Duma led to the Russian Revolution.
President Wilson felt that the Treaty of Versailles dealt to harshly with Germany.
The League of Nations was organized as an Assembly, a Council, and a Secretariat.
New building materials led to advances in architecture.
The United States stock market crash in 1929 lead to the start of the worldwide Great Depression.
Stalin insured loyalty from government and party officials through fear and intimidation.
Mohandas Gandhi encouraged the people of Indian to practice passive resistance in their pursuit for independence.
The United State did not want imperialist powers in China for fear that they would be cut off from trading with them.
Foreign domination, suffering of lower classes, and Japanese threat led to the development of Communism in China.
Japan pursued a policy of expansionism for territory and prestige.
Lack of military or enforcement power, and unwillingness to risk war made the League of Nations unable to keep Japan and Italy from
taking over other countries.
Students will be able to…
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Identify the factors that led to World War I
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Describe the principles the United States had for declaring war
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Explain how Lenin and the Bolsheviks came to power in Russia
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Understand the causes of why Russia pulled out of World War I
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Name and describe the problems facing peacemakers
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Explain the aims of the League of Nations
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Understand how people’s social behavior reflect a change in values in many societies
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List the problems that France and Great Britain faced during the years following World War I
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Understand how World War I contributed to the rise of fascism in Italy and Germany
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Explain how the dictators of Italy and Germany used their powers
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Identify the British response to calls for change in other parts of their empire
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List the factors that led to the fall of the Qing dynasty
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Explain the factors that led to the rise of communism in China
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Explain how Japan’s militaristic government was similar to fascist governments in Europe
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List the causes of the Russo-Japanese war
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Explain the causes of change in the economies of Latin American countries after World War I
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Describe how Francisco Franco became a fascist dictator in Spain
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Understand how France and Great Britain tried to avoid war with Hitler
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Describe the reaction of Western Powers to Hitler’s invasion of Poland
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Explain the reason why Japan attacked Pearl Harbor
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Describe the Nazi’s final solution
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Explain the conditions of the concentration camps
EVIDENCE OF LEARNING
Assessment
What evidence will be collected and deemed acceptable to show that students truly “understand”?
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Chapter Quizzes
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Chapter Tests
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Project- Have students imagine that they were in the Battle of Iowa Jima and were present when the American flag was raised. Have
them write a journal entry for the day they saw this scene.
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HSPA - Open Ended Question
Learning Activities
What differentiated learning experiences and instruction will enable all students to achieve the desired results?
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List- Students will list the countries that belonged to the Triple Entente and the Triple Alliance
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Map Activity- label a map showing the Western Front, identify the central powers, allied powers, and neutral nations. Students will use
this map to understand the effect of World War I on Europe
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Chart- describe the advantages and disadvantages of each of the sides leading into World War I
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List- students will list the six general ideas in the Fourteen Points
Chart- describe the effects of the Great Depression
List- students will list the problems that each nation ( France, Austria, Hungary, and Poland) faced after World War I
Flowchart- list the important stages of Egypt’s national status after World War I
Map Activity- label a map showing foreign influence in China between 1839-1912, identify the spheres of influence of the Russians, the
British, the Germans, the French, and the Japanese. Students will understand how this contributed to the Boxer Rebellion
Web Diagram- identify the influence of Japan from 1900 through the 1920s
Chart- explain how militarism and fascism affected Japan, Italy, and Spain in the 1930s
Time Line- describe German progress in the war through the first half of 1941
Chart- list the role of aggression and anti- Semitism in the Nazi’s “ New Order”
RESOURCES
Teacher Resources:
Video/DVD
Various online pages and activities
Various Primary Source documents
Textbook- World History the Human Journey
Equipment Needed:
Computer
Television
DVD player
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Social Studies
Unit Title: The World since 1945
Target Course/Grade Level: World History- Grade 11
Unit Summary This unit will introduce students how prewar differences that had divided the Western European democracies reemerged. Students will
understand how European armies in Asia began to crumble as nationalist sentiments grew and new political parties gained influence. Students will
understand how New Middle Eastern leaders were determined to break free from European domination. Students will examine how Latin American
nations struggled to establish economic and political stability. Students will understand how new tensions surfaced as the political and economic battles
of the Cold War began. Students will examine how new styles in the arts reflected a rapidly changing world.
Approximate Length of Unit: 11 weeks
Primary interdisciplinary connections: Language Arts, Science, Art
LEARNING TARGETS
Standards:
6.2 World History/Global Studies:
All students will acquire the knowledge and skills to think analytically and systematically about how the past interactions of people, cultures, and
the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and
ethically responsible world citizens in the 21st century.
Content Strand
6.2.12.A.5.a- 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.b- 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.c- Explain how World War II led to aspirations for self- determination, and compare ad contrast the methods used by African and Asian
countries to achieve independence.
6.2.12.A.5.d- Analyze the causes and consequences of mass killings ( e.g., Cambodia, Rwanda, Bosnia- Herzegovina, Somalia, and Sudan), and
evaluate the responsibilities of the world community in response to such events.
6.2.12.A.5.e- Assess the progress of human and civil rights around the world since the 1948 U.N Declaration of Human Rights.
6.2.12.B.5.a- Determine the impact of geography on decisions made by the Soviet Union and the United States to expand and protect their spheres
influence.
6.2.12.B.5.b- 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 and Asia.
6.2.12.B.5.c- Determine the impact of migration on way of life (e.g., social, economic, and political structures) in countries of origin and in adopted
countries.
6.2.12.B.5.d- Analyze post- independence struggles in South Asia, including the struggle over the portioning of the subcontinent into India and Pakistan,
as well as later tensions over Kashmir.
6.2.12.B.5.e- Assess the role of boundary disputes and limited natural resources as sources of conflict.
6.2.12.C.5.a- Explain how and why Western European countries and Japan achieved rapid economic recovery after World War II.
6.2.12.C.5.b- Compare and contrast free market capitalism, Western European democratic socialism, and Soviet communism.
6.2.12.C.5.c- 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.d- Determine the challenges faced by developing nations in their efforts to compete in a global economy.
6.2.12.C.5.e- Assess the reasons for and consequences of the growth of communism and shift toward a market economy in China.
6.2.12.C.5.f- Assess the impact of the European Union on member nations and other nations.
6.2.12.C.5.g- Evaluate the role of the petroleum industry in world politics, the global economy, and the environment.
6.2.12.D.5.a- Relate the lingering effects of colonialism to the efforts of Latin American, African, and Asian nations to build stable economies and
national identities.
6.2.12.D.5.b- Assess 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.c- Assess 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.d- Analyze how feminist movements and social conditions have affected the lives of women, and evaluate women’s progress toward social
equality, economic equality, and political equality in various countries.
6..2.12.A.6.a- Evaluate the role of international cooperation and multinational organizations in attempting to solve global issues.
6.2.12.A.6.b- Analyze the relationships and tensions between national sovereignty and global interest in matters such as territory, economic
development, use of national resources, and human rights.
6.2.12.A.6.c- Analyze why terrorist movements have proliferated, and evaluate their impact on governments, individuals, and societies.
6.2.12.A.6.d- Assess the effectiveness of responses by governments and international organizations to tensions resulting from ethnic, territorial,
religious, and/or nationalist differences.
6.2.12.C.6.a- Determine the global impact of increased population growth, migration, and changes in urban-rural populations on natural resources and
land use.
6.2.12.C.6.b- Compare and contrast demographic trends in industrialized and developing nations, and evaluate the potential impact of these trends on
the economy, political stability, and use of resources.
6.2.12.C.6.c- Assess the role government monetary policies, central banks, international investment, and exchange rates play in maintaining stable
regional and global economies.
6.2.12.C.6.d- Determine how the availability of scientific, technological, and medical advances impacts the quality of life in different countries.
6.2.12.D.6.a- Assess the role of increased personal and business electronic communications in creating a “global” culture, and evaluate the impact on
traditional cultures and values.
Common Core Content Standards: History/ Social Studies Grades 11-12
RH.11-12.3- Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging
where the text leaves matters uncertain.
RH.11.-12.6- Evaluate authors’ differing points of view on the same historical event or issue by assessing the author’s claims, reasoning, and evidence.
RH.11-12.9- Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting
discrepancies among sources.
21st Century Life and Career Skills:
9.1.12.C.3- Explain why some current and/or past world leaders have had a greater impact on people and society than others, regardless of their
countries of origin.
9.1.12.D.2- Determine the immediate and long-term effects of cross-cultural misconceptions or misunderstandings resulting from past or current
international issues or events.
9.2.12.A.3 Analyze how the economic, social, and political conditions of a time period can affect starting a business and can affect a plan for
establishing such an enterprise.
9.2.12.A.8 Analyze how personal and cultural values impact spending and other financial decisions.
9.2.12.A.10 Explain the relationship between government programs and services and taxation.
Unit Understandings
Students will understand that…
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The United Nations was formed, the Cold War began, and slowly the United States and the nations of Europe began to recover.
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Asians nations made the transformation from colonial possessions to independence.
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Conflicts between communism and democracy led to armed conflicts in Korea and Vietnam.
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China took steps toward an open society.
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The nation of Israel was created.
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Apartheid ended in South Africa.
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Tensions escalated in the Middle East.
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Mexico made progress toward democracy, while other nations’ dictators were overthrown by communist revolutionaries.
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Fidel Castro established a communist state in Cuba.
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The United State and the U.S.S.R. emerged as the world’s superpowers with opposing ideologies.
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The breakup of the Soviet Union, led to the United States becoming the world’ sole superpower.
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Science, technology, and a new commitment to human rights led to the new world of the Internet.
Unit Essential Questions
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How did unresolved issues following World War II contribute to postwar tensions between the United States and the Soviet Union?
How did territorial adjustments affect the German economy?
How did the Truman Doctrine reflect the goal of containment?
What were the causes and effects of the Berlin blockade?
What was the West German “miracle” and what produced it?
What was the economic situation in the Soviet Union and Eastern Europe after the war?
What was the goal of the civil rights movement in the United States?
Why did the United States become involved in the conflict in Vietnam?
Why did Great Britain partition India before independence?
What problems did Pakistan face after it became independent?
How did life in China differ after Mao Zedong’s death from what it had been before?
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In what ways have the histories of he two Koreas differed?
What happened in Japan during the Allied occupation following World War II?
What were the results of strong government control in the Philippines and Indonesia?
What were the causes and results of the Vietnam War?
What problems did the Asian countries face as they worked toward economic development?
How did nationalists after 1945 differ from earlier African leaders?
How did South Africa’s experience of colonialism and independence differ from that of other nations of Africa?
How does Ghana represent the post-independence experience of most African leaders?
How did ethnic diversity contribute to political instability in independent African nations?
How did the rise of Arab nationalism affect France’s and Britain’s positions in North Africa and the Middle East?
What major issues confronted Turkey and Iran after World War II?
What were the causes of the Arab- Israeli disputes?
Why is the Middle East still a source of major concern?
What political forces emerged in Latin America after World War II, and how did they affect each region?
What economic struggles did the nations face after World War II?
How did Mexico’s economic troubles affect emigration?
How was wealth distributed in Central America? Who had it and who did not have it?
How have Cuba and Puerto Rico differed since World War II?
What economic and political problems have affected Haiti and the Dominican Republic since World War II?
What were the successes and failures of Juan Peron’s first presidency?
What causes the Colombian drug trade to increase, and how did it affect the country?
What political problems plagued the United States in the 1970s and 1980s?
What did President Bush mean by “new world order”?
Why do many people in Quebec desire autonomy?
What was Margaret Thatcher’s approach to foreign and economic policy?
What led to coalition governments in Italy?
Why did some European nations oppose entry into European Union?
How did Brezhnev Doctrine affect Eastern Europe?
What were perestroika and glasnost intended to do?
What factors led to war in the former Yugoslavia?
What events took place in the United States on September 11, 2001?
How did these events affect the U.S. security and the economy?
What were the major themes in painting, sculpture, and architecture after World War II?
How did poetry and novels written in the years after 1945 reflect postwar society around the world?
How have major trends and developments in modern technology, such as miniaturization and computerization, changes modern life?
What major advances in medical science have taken place since 1945?
Why are human rights difficult to protect?
What evidence suggests that democracy has spread in the late 1900s?
Knowledge and Skills
Students will know…
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Key terms: United Nations, Cold War, containment, Marshall Plan, NATO, European Community, nonalignment, Red Guards,
Tiananmen Square Massacre, SCAP, MacArthur Constitution, domino theory, Tet Offensive, Khmer Rouge, Pan –Africanism, apartheid,
desertification, PLO, Camp David Accords, OPEC, monoculture, NAFTA, Sandinistas, contras, Operation Bootstrap, desaparecidos,
Watergate scandal, détente, Helsinki Accords, European Union, glasnost, ethnic cleansing, World Trade Center, abstract expressionism,
Alpha, miniaturization, genetic code, urbanization, biodiversity
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Key people: Nikita Khrushchev, Joseph McCarthy, John F. Kennedy, Martin Luther King Jr., Indira Gandhi, Ho Chi Minh, Nelson
Mandela, Gamal Abdel Nasser, Ayatollah Khomeini, Saddam Hussein, Oscar Arias, Fidel Castro, Eva Peron, Augusto Pinochet,
Margaret Thatcher, Helmut Kohl, Mikhail Gorbachev, George Balanchine, Maya Angelou, Yury Gagarin, Rachel Carson
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Stalin did not fulfill his promise to allow free elections that contributed to postwar tensions between the United States and the Soviet
Union.
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Germany lost land but gained population to feed, house, and employ after the war which negatively impacted their economy.
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The Truman Doctrine provided help to countries threatened by communism.
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The civil rights movement in the United States wanted political, social, and economic equality for minorities.
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Great Britain partition India to separate religious groups before independence.
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After Mao Zedong’s death China moved toward a market economy, a more open society, and privately owned business.
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North Korea’s history had a communist dictatorship, famine, economic collapse.
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South Korea’s history had a move to democracy, economic growth.
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Nationalists after 1945 were no longer satisfied to remain under European control.
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The Middle East remains a source of major concern due to many conflicts remaining unresolved which make it’s a volatile region.
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Ethnic tension often led to political turmoil and violence in independent African nations.
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France and Britain were forced to withdraw from most of their colonies in North Africa and the Middle East due to a rise in Arab
nationalism.
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Borders, blockades, armed attacks, refugees, guerilla attacks were all causes for the Arab- Israeli disputes.
Large debt, inflation, and wage controls were economic struggles that nations faced after World War II.
Due to Mexico’s economic problems they would illegally enter the United States to look for work.
The Columbian drug trade increased due to a poor economy; which lead to terrorist campaigns, violence, and economic troubles.
The United States had political problems in the 1970s and 1980s due to dissent over the Vietnam War and presidential scandals.
President Bush’s “new world order” would have nations cooperate to defend weaker countries.
Quebec wanted autonomy to preserve their distinct culture.
Economic recession prevented any political party from gaining a majority in Parliament that led to coalition governments in Italy.
Perestroika and glasnost wanted to overhaul the Soviet economic system.
Art as an expression of the unconscious mind, new architectural materials and techniques were major themes in painting, sculpture, and
architecture after World War II.
Social commentary, science fiction, and mystical stories after 1945 reflected postwar society around the world.
Students will be able to…
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Explain the key decisions made at the Potsdam Conference.
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List the postwar events that led to the spread of communism.
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Describe why Stalin wanted to control Eastern Europe and how Western nations perceived his actions.
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Explain what happened to Germany as a result of the Cold War.
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List the domestic issues that caused conflicts in the United States during the postwar era.
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Explain how the separatist movement reflected what was going on in Canada.
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Describe the effects of religion on the way India and Pakistan were established.
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Identify the greatest domestic challenges for India, Pakistan, and Bangladesh.
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Explain how Cold War politics affected the future of Korea after World War II?
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List the reasons for tensions between Taiwan and China.
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List the causes of tension between Japan and the United States in the postwar years.
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List the effects of the Vietnam War on countries other than Vietnam.
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Explain the ways that the British, the French, the Belgians, and the Portuguese colonies achieved their independence.
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Understand how African nationalism grew after World War II.
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Identify both economic and environmental challenges of the newly independent African countries.
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Explain how Israel and Egypt came to be independent nations.
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Understand why the United States supported a monarchy instead of a democratic, constitutional government in Iran.
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List the causes and the effects of the revolution in Iran.
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Describe how the leadership of countries in the Middle East and North Africa changed since World War II.
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List the economic measures that Latin American leaders took to industrialize.
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Explain the role of women, workers, and the church in Latin American politics.
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Describe the events that showed the PRI was losing its political hold on Mexico.
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Name and describe Cuban citizens that tended to support Castro and those that did not.
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Describe the Haitian military response to attempts at democracy in the 1980s and 1990s.
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Understand the view of Americans on political leaders following the scandal of Watergate.
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List the issues that lead to the rise and fall of Margaret Thatcher’s party.
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Explain the problems of NATO in the late 1900s.
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Describe how Eastern European countries threw off communist rule.
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List the factors that led to the strife in Bosnia.
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Describe who investigators initially suspected of carrying out the terrorist attacks on September 11, 2001.
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Explain how the attack of September 11, 2011 affected the economy.
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List the causes of pollution during the 1900s.
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Understand the areas of the world that are still dealing with human rights issues.
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Describe how the international community has worked to protect human rights.
EVIDENCE OF LEARNING
Assessment
What evidence will be collected and deemed acceptable to show that students truly “understand”?
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Chapter Quizzes
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Chapter Tests
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Project- Have students imagine they live in North Korea. Have them write letters to relatives in South Korea describing what daily life is
like in North Korea.
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HSPA - Open Ended Question
Learning Activities
What differentiated learning experiences and instruction will enable all students to achieve the desired results?
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Graphic Organizer- Summarize the agreements made at Yalta that affected postwar Europe.
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Flowchart- Sequence the main events that led to the Cold War.
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Chart- Summarize how India, Pakistan, and Bangladesh became independent nations.
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Map Activity- label a map of South Asia between 1954-1975, identify the divide in Vietnam and the Ho Chi Minh Trail. Students will
use the map to understand how Cold War political concerns led to the division of Vietnam and eventually to war.
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Chart- List some of the factors that caused problems for African countries after independence.
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Flowchart- Identify the events leading up to the Arab- Israeli war of 1948-1949.
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Chart- List the positive and negative effects of industrialization on Latin American countries.
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Chart- Describe the U.S economy during the 1970s, 1980s, and 1990s.
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Chart- Identify the leading poets and novelists after 1945.
RESOURCES
Teacher Resources:
Video/DVD
Various online pages and activities
Various Primary Source documents
Textbook- World History the Human Journey
Equipment Needed:
Computers
Television
DVD player
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Social Studies
Unit Title: Research Paper
Target Course/Grade Level: World History- Grade 11
Unit Summary: The purpose of this unit is to reinforce research and writing skills as well as citation format. Students will understand the importance
of choosing a topic and reliable sources in order to develop a thesis statement and investigation. The format in which a research paper is written will be
reviewed, and the students’ end product will be a detailed and substantiated paper that is well- written and developed.
Approximate Length of Unit: 1 week
Primary interdisciplinary connections: Language Arts, Writing
LEARNING TARGETS
Standards:
English Language Arts Standards: Reading Informational Text:
Content Strand:
Key Ideas and Details
1.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text,
including determining where the text leaves matters uncertain.
2.
Determine two or more central ideas of a text and analyze their development over the course of the ext, including how they interact and build
on one another to provide a complex analysis; provide an objective summary of the text.
3.
Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the
course of the text.
Craft and Structure:
4.
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze
how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalists
No. 10).
5.
Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure
makes points clear, convincing, and engaging.
6.
Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content
contribute to the power, persuasiveness or beauty of the text.
Integration of Knowledge and Ideas:
7.
Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in
words in order to address a question or solve a problem.
8.
Delineate and evaluate the reasoning in seminal U.S texts, including the application of constitutional principles and use of legal reasoning (e.g
in U.S Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The
Federalist, presidential addresses).
Range of Reading and Level of Text Complexity:
10. By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as
needed at the high end of the range.
English Language Arts Standards: Writing Grade 11
1.
Write arguments to support claims in an analysis of a substantive topics or texts, using valid reasoning and relevant and sufficient
evidence.
Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or
opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the
strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible
biases.
Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the
relationships between the claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in
which they are writing.
Provide a concluding statement or section that follows from and supports the argument presented.
2.
Write informative/ explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the
effective selection, organization, and analysis of content.
Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it
to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aid
comprehension.
Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details,
quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the
relationships among complex ideas and concepts.
Use precise language, domain –specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the
complexity of the topic.
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in
which they are writing.
Provide a concluding statement or section that follows from and supports the information of explanation presented ( e.g.,
articulating implications or the significance of the topic.)
Production and Distribution of Writing:
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
(Grade- specific expectations for writing types are defined in standards 1-3 above.)
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing
what is most significant for a specific purpose and audience.
6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing
feedback, including new arguments or information.
Research to Build and Present Knowledge:
7. Conduct short as well as more sustained research projects to answer a question (including a self generated question) or solve a
problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the
subject under investigation.
8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the
strengths and limitations of each source in terms of task, purpose, and audience; integrate information into the text selectively to maintain
the flow of ideas avoiding plagiarism and overreliance on any one source and following a standard format citation.
Range of Writing:
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames ( a single sitting or a
day or two) for a range of tasks, purposes.
Unit Understandings
Students will understand that…
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A thesis statement must be supported.
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A thesis statement must be proven.
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Information needs to be synthesized.
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Information must be analyzed.
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Topics –Range 1350-1920 (William Shakespeare, Leonardo Da Vinci, Martin Luther, Black Death, Henry V, Queen Elizabeth I,
Ferdinand Magellan, Origins of the European slave trade, Hsuan-yeh, Samurai, Suleyman the Magnificent, Joan of Arc, Hundred Year
War, Louis XIV, Sir Francis Drake, French Revolution, Henry Ford, Simon Bolivar, Kaiser Wilhelm, Karl Marx, Mao Zedong, Queen
Victoria, and Margaret Thatcher.)
Unit Essential Questions
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What is a thesis statement?
How do I get a thesis statement?
How do I know if my thesis statement is strong?
What is proper MLA format?
What is the importance of proper citation usage?
What is plagiarism?
Knowledge and Skills
Students will know…
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Key terms: Thesis statement
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How to interpret the significance of the subject matter under discussion.
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A thesis is an interpretation of a question or subject, not the subject itself.
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A thesis is usually a single sentence somewhere in your first paragraph that presents your argument to the reader.
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How to use proper MLA format.
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How to cite information correctly.
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How to use turn it in and avoid plagiarism.
Students will be able to…
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To analyze information.
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To interpret information.
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To compare and contrast information.
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To demonstrate cause and effect.
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To take a stand on an issue.
EVIDENCE OF LEARNING
Assessment
What evidence will be collected and deemed acceptable to show that students truly “understand”?
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Research paper requirements met via the rubric provided by the department.
Learning Activities
What differentiated learning experiences and instruction will enable all students to achieve the desired results?
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The teacher will model how to use note cards to help enhance their paper.
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Students will learn correct documentation style.
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Students will learn how to citing evidence correctly.
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The teacher will model how to format a bibliography correctly.
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Students will follow a guide sheet.
RESOURCES
Teacher Resources:
Various online pages and activities
Various Primary Source documents
Equipment Needed:
Computers
Research Books