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Garfield High School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS Garfield Public Schools Social Studies Curriculum World History Revision Committee: David Gray Eric Giamongo Giovanni Luciano Meghan DeCarlo Donald Campeau Daniel Rigoglioso Doug Fede George Ibach Emilia Kata-Kardjian Final Revision Date: August 1, 2012 Garfield Board of Education Dr. Kenneth Conte, President Mr. Tony Lio, Vice President Mr. Anthony Barckett Mr. Salvatore Benanti Mr. Richard Giacomarro Mr. Nikolce Milevski Mr. Charles Nucifora Mr. Edward Puzio Mr. Jeffrey Stewart Board Adoption Date August 27, 2012 Administration Nicholas Perrapato, Superintendent Dr. Lester Richens, State Monitor Mr. Tom Egan, Interim Business Administrator Curriculum Supervisor Alexandra Bellenger Assistant Curriculum Supervisor: Social Studies Brian Cameron Resolution # 08-122-12 Garfield High School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS Unit 1 Overview Content Area: Social Studies Unit Title: Kingdoms and Trading States of Africa Target Course/Grade Level: World History /Grade 9 Duration: 1-2 Weeks Description Many civilizations rose and flourished in Africa, despite geographical barriers. Bantu migrations and contacts with Egypt, Rome, Christianity, and Islam contributed to diversity. A succession of powerful West African kingdoms controlled the Saharan trade routes between 800 and 1600. Along the coast of East Africa, Indian Ocean trade routes led to the growth of prosperous city states. Art and oral literature fostered common values. Concepts & Understandings Concepts Understandings Climate Zones Desertification Bantu Migrations Gold – Salt Trade Triangular Trade Network (East Africa, Middle East/ Asia, Europe) Triangular Trade Network (West Africa, Europe, Americas) Cultural Diffusion Lineage (matrilineal, patrilineal) Bondage Slavery Colonization Exploitation Under-development The methods of and motivations for exploration and conquest resulted in increased global interactions, differing patterns of trade, colonization, and conflict among nations. Colonization was inspired by the desire to have access to resources and markets, often at the expense of the indigenous culture, population, and environment. Climate zones and the geography of Africa influenced the development of its peoples’ cultures, economies and interactions with other parts of the world. The triangular trade networks of East and West African states influenced African economies as well as, through cultural diffusion, contributed to cultural/religious diversity of these regions. The slave trade negatively impacted African societies and, in part, was responsible for European exploitation of the region. It also led to the loss of native traditions for the enslaved peoples. West Africa’s use of oral tradition as means of passing down history contributed to both the disappearance and survival of African traditions among enslaved Africans. The exploitation of Africa’s resources by European powers led to colonization of the area, and consequently, negatively impacted the region’s ability for self-reliance and economic and political stability in the post-colonial period. Most of Africa remains under-developed and plagued by conflict at present. Learning Targets CPI Codes 6.2.12.C.1.e 6.2.12.D.1.b 6.2.12.D.2.c Cross-curricular standards will be incorporated throughout each lesson and will be documented in teacher lesson plans. The common core Language Arts Literacy Standards will be infused frequently in the lessons. See Appendix A. Garfield High School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS 21st Century Themes and Skills 21st Century themes and skills will be incorporated throughout all lessons and will be documented in teacher lesson plans. Guiding Questions Early Civilizations of Africa How did geography affect cultural and economic development in various African kingdoms? What impact did trade and warfare have on cultural diffusion throughout Africa? What were the achievements of the kingdom of Nubia? How did Roman and Muslim influences lead to change in North Africa? Kingdoms of West Africa How did geography affect cultural and economic development in various West African kingdoms and states? How did the gold and salt trade influence the development of West African kingdoms? What impact did trade have on cultural diffusion throughout Africa, especially the diffusion of Islamic religion by Muslim merchants? How did Bantu migrations contribute to cultural diversity in Africa? How did trade contribute to the development of powerful cities and rulers? How did Roman and Muslim influences lead to change in West Africa? Trade Routes of East Africa How did geography influence trade in East Africa? How did religion influence the development of Axum and Ethiopia? What are the characteristics of a city-state? How did trade affect the city states of East Africa? How did trade between East Africa, India, the Middle East and the Mediterranean world lead to cultural diffusion? Diversity of African People and Traditions How were traditional village societies organized? How did geography influence the development of African cultures, religions and village life? How was history transferred in traditional village societies? What role did griots play in the transfer of history in West Africa? What were the advantages and disadvantages of oral history? What role did oral history play in slave and later African American societies? Unit Results Students will ... Early Civilizations of Africa Determine how geography affected cultural development and the migration of peoples. Describe the rise and decline of Nubia. Compare and contrast the economies and cultures of Nubia and Egypt. Explain how outside influences led to change in North Africa. Kingdoms of West Africa Determine how geography affected cultural development and the migration of peoples. Describe the rise and decline of Ghana, Songhai, Mali and Benin. Explain the importance of the salt and gold trade to West African economies. Compare and contrast how rulers of Ghana, Mali and Songhai build strong kingdoms. Garfield High School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS Explain how ongoing outside influences led to change in West Africa. Summarize how other West African societies developed. Trade Routes of East Africa Compare and contrast religious traditions of various East African states. Identify the characteristics of city-states. Identify trade routes, city-states and kingdoms of East Africa on a map. Analyze maps to explain how geography influenced the development of economies and kingdoms in East Africa. Diversity of African People and Traditions Explain how the interaction of people and the environment led to diverse societies. Understand the role of government, family and religion and their impact on African societies. Analyze artistic and literary traditions to discuss how they reflect the values of African societies. Explain how early African artistic and oral tradition led to a diverse African American culture in modern day United States. Suggested Activities The following activities can be incorporated into the daily lessons: Garfield High School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS Unit 2 Overview Content Area: Social Studies Unit Title: East Asian Civilizations Target Course/Grade Level: World History /Grade 9 Duration: 1-2 Weeks Description After 400 years of fragmentation, a united China expanded and prospered under the Tang and Song dynasties. During the 1200s and 1300s, the Mongols ruled much of Asia. After the fall of the Mongols, the Ming dynasty restored Chinese culture, while Korea and Japan were heavily influenced by Chinese civilization, each maintained its own identity. Concepts & Understandings Concepts Understandings Tributary state Land reform Golden Age Confucianism Buddhism Restoration Dynasty Selective borrowing Centralized feudalism Shognate Asian empires and/or kingdoms depended on tributary states for revenue, while affording them limited self-government, therefore avoiding uprisings. Land reform was in integral part of Asian empires’ economic growth and prosperity. Asian societies experienced Golden Ages during periods of peace and economic stability, under the rule of the Tang and Song Dynasties, as well as under the rule of the Mongolians. The restoration of power to native dynasties in Asian states often led to periods of isolation. Shogunate-based centralized feudalism in Japan, led to stability and economic growth; it also worked to maintain a strict class system. Learning Targets CPI Codes 6.2.12.A.1.a 6.2.12.C.1.a 6.2.12.C.1.b 6.2.12.C.1.e 6.2.12.D.1.b 6.2.12.D.2.c Cross-curricular standards will be incorporated throughout each lesson and will be documented in teacher lesson plans. The common core Language Arts Literacy Standards will be infused frequently in the lessons. See Appendix A. 21st Century Themes and Skills 21st Century themes and skills will be incorporated throughout all lessons and will be documented in teacher lesson plans. Guiding Questions Two Golden Ages of China How did Tang and Song rulers ensure Chinese unity and prosperity? What were the cultural achievements of the Tang and Song dynasties? How did economy improve under the Song rule? What factors led to the decline of the Song Empire? What were the literary and artistic achievements of both dynasties? Garfield High School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS How did Chinese society and government reflect Confucian traditions? The Mongol and Ming Empires What tactics did the Mongolian leaders use to build, control and govern their empire? What changes took place in China, in the areas of government, economics and culture under the Mongolian rule? What factors led to the decline of the Mongol Empire and the rise of the Ming in China? How did Chinese isolation, beginning in the 1400s, influence the area’s history and foreign policy? Korea and its Traditions How did geography affect Korea’s development? Which Chinese practices did Korea borrow and how did they adapt them to their own culture? What were the major achievements of the Choson dynasty and how did they shape Korean history? What were the differences and similarities between Chinese and Korean cultures and government? The Emergence of Japan How did Japan’s geography set it apart from the rest of Asia? How was Japanese culture influenced by Chinese civilizations? How did Tokugawa change the feudal system in Japan? How did Zen Buddhism and its values shape Japanese culture? How was the hierarchy of the Japanese feudal system reflective of Asian culture? How was Japanese centralized feudalism similar to European feudalism? How was it different? Why was the Heian Period important to the artistic development of Japanese culture? What is the political relationship between Japan and the west today? Unit Results Students will ... Two Golden Ages of China Explain how Tang and Song rulers ensure Chinese unity and prosperity. Compare and contrast cultural achievements of Tang and Song dynasties. Explain how Chinese society and government reflected Confucian traditions. Identify the literary and artistic achievements of both dynasties. The Mongol and Ming Empires Explain the tactics used by Mongolian leaders to build an empire. Compare and contrast pre and post Mongolian China, specifically in the areas of government, economics and culture. Discuss the effect of the Silk Road trade on the economies of the Mongolian and Ming empires, and surrounding states, as well as Europe. Analyze maps of Asia to evaluate the role of geography and its impact on Asian history. Be able to explain the causes and effects of Chinese exploration of Asia. Korea and Its Traditions Describe how geography influenced life on the Korean peninsula. Discuss the influence of China and Buddhism on Korea. Explain the major achievements of the Choson dynasty. Compare and contrast Chinese and Korean cultures and government. The Emergence of Japan Explain how Japan’s geography set it apart from the rest of Asia. Explain how Chinese civilizations influenced Japanese traditions. Garfield High School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS Explain how the Japanese feudalism was a political, economic and social system. Compare and contrast the influence of Confucianism and Zen Buddhism on the social structures of China, Korea and Japan. Analyze art forms and literature of the Heian Period. Explain how the Tokugawa shoguns ruled Japan. Suggested Activities The following activities can be incorporated into the daily lessons: Garfield High School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS Unit 3 Overview Content Area: Social Studies Unit Title: Development of European Societies from the Middle Ages through the Renaissance Period and the Reformation Target Course/Grade Level: World History /Grade 9 Duration: 1-2 Weeks Description The focus of this unit is the Renaissance and the Reformation, with an introductory discussion and review of the Middle Ages. The unit addresses the major changes in Europe that helped bring about the age of global interaction. The students will be able to compare the Renaissance with the Middle Ages and explain why the Renaissance began in Italian city states. Major topics of discussion include the ideas that influenced Renaissance scholars, artists and writers and an analysis of the social commentary of the literary pieces of the time period. The students will be able to explain why the Renaissance was delayed in Northern Europe and how individual artists and writers contributed to the Northern Renaissance. They will be able to identify the themes northern humanists explored as well as how the printing press transformed Europe. Students will be capable of explaining the criticisms against the Catholic Church and the regions that turned against the papal authority. In addition, students will focus on those regions that remained loyal to the Catholic Church. Students will identify the key components of the Scientific Revolution and explain how astronomers changed the way people viewed the universe. In addition, students will analyze the scientific and mathematic breakthroughs of the great thinkers of the Renaissance, specifically taking note of the impact of the scientific method. Concepts & Understandings Concepts Understandings Medieval Feudalism Crusades Religious toleration Humanism Renaissance Utopian Theocracy Indulgence Persecution Protestant Reformation Scientific Revolution Innovation and cultural evolution were lacking in Medieval Europe. As interaction with Asia, the Middle East, Africa and later the Americas increased, Europe experienced a period of rebirth during the Renaissance. New ideas about society and governments developed during the Renaissance, based on ancient Greek and Roman traditions. The Scientific Revolution threatened the authority of the Roman Catholic Church and laid the groundwork for future scientific advancements. The Protestant Reformation led to political and social divisions within Europe. The authority of the Church came under attack. Changes during this period led to political, economic, and cultural changes that have had a lasting impact on European and other societies, governments and the arts. Learning Targets CPI Codes 6.2.12.D.2.e 6.2.12.D.2.d 6.2.12.D.2.c 6.2.12.D.2.b 6.2.12.D.2.a 6.2.12.B.2.b 6.2.12.B.2.a Garfield High School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS 6.2.12.A.2.c Cross-curricular standards will be incorporated throughout each lesson and will be documented in teacher lesson plans. The common core Language Arts Literacy Standards will be infused frequently in the lessons. See Appendix A. 21st Century Themes and Skills 21st Century themes and skills will be incorporated throughout all lessons and will be documented in teacher lesson plans. Guiding Questions The Middle Ages in Europe How the Catholic Church shape medieval life? What biases faced Jews and other religious minorities in Medieval Europe? How did the power of the Church grow during this time period? What led to the conflict between the pope and the Holy Roman Emperors? What were the causes and effects of the Crusades? Which factors led to the decline of Muslim rule in Spain? How did the Black Death affect Europe? What problems affected the Church in the late Middle Ages and what were the Church’s responses to these? How is religion used to gain political power today? What are some examples of religious wars today? The Renaissance begins in Italy How did the Renaissance differ from the Middle Ages? What is the relationship between the location of Italian city-states and the start of the Renaissance in Italy? How did Renaissance art reflect humanist concerns? What ideas influenced Renaissance scholars, artists, and writers? How was Renaissance thought and art influenced by the arts and philosophies of ancient Greece and Rome? The Renaissance in the North. What role did each of the artists and writers play in the spread of Renaissance ideas? What themes and ideas did the writers of the Renaissance explore? What effect did the printing press have on Europe? How was the Northern Renaissance similar and different from the Italian Renaissance? How were these differences reflected in the arts? The Protestant Reformation What were the essential differences between the teachings of the leading Protestant reformers and the teachings of the Catholic Church? What was the impact of the spread of the Protestant ideals on the rest of Europe? How did the Reformation influence European society and politics? What effects did the Protestant Reformation have on the power of the English monarchy and stability within the country? What were the goals of the Catholic Reformation? Was it successful? How were the governments of Europe affected by the Protestant Reformation? Innovations in Science and Technology How did the scientific method come in conflict with the ideas of the Church? What was the reaction by the Church and the government to the early thinkers during the Renaissance and Reformation? What impact do the intellectual, philosophical, and scientific ideas of this time period have on the world today? Unit Results Garfield High School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS Students will ... The Middle Ages in Europe Explain how the Catholic Church shaped medieval life. Describe the situation of Jews and other religious minorities in Medieval Europe. Explain how the power of the Church grew during the time period. Describe the conflict between the pope and the Holy Roman Emperors. Analyze the causes and effects of the Crusades. Explain the factors that led to the decline of Muslim rule in Spain. Explain the effects of the Black Death on Europe. Describe the problems that affected the Church in the late Middle Ages and the Church’s responses to these. Compare and contrast the Inquisition with examples of religious conflicts/wars in the world today. The Renaissance begins in Italy Determine the factors that led to the Renaissance. Discuss the impact the Renaissance had on the arts. Analyze the effect the geography of Italy’s city-states had on why the Renaissance began there. Analyze art from the time period to examine how it reflected Renaissance ideas. The Renaissance in the North. Identify the contributions of Northern Europe and Ancient Greece and Rome on the Renaissance. Determine how individual artists and writers contributed to the northern Renaissance. Compare and contrast artistic styles of the Dark Ages to the styles of Italian and North European artists of the Renaissance period. Analyze the importance of the printing press. Analyze art from the time period to examine how it reflected Northern Renaissance ideas. The Protestant Reformation Identify the major criticisms of the Catholic Church by Protestant leaders such as John Calvin and Martin Luther. Compare and contrast the regions that remained loyal to the Catholic Church and those that broke away and followed the Protestant Reformation. Explain how the Reformation influenced European societies and political systems. The Reformation Compare and contrast the Radical Reformers, Lutheranism, Calvinism, the English Reformation, and the Catholic Reformation. Explain the impact absolute monarchies had on the events of the Renaissance and Reformation. Determine the factors that led to the Reformation and the impact on European politics. Identify issues of persecution and backlash against people of various religions. Innovations in Science and Technology Determine the impact of the breakthroughs in astronomy during the Renaissance and Reformation periods. Explain the impact of Newton’s findings on Europe in the 1500’s and the world today. Analyze the impact of new thinkers and philosophers such as Descartes on how humans view themselves in the metaphysical world. Suggested Activities The following activities can be incorporated into the daily lessons: Garfield High School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS Unit 4 Overview Content Area: Social Studies Unit Title: The Enlightenment and the American Revolution Target Course/Grade Level: World History /Grade 9 Duration: 1-2 Weeks Description The focus of this unit is the Enlightenment and the American Revolution. Specifically, students will describe the ideals and principals that were highlighted during the Age of Reason and determine how those ideals and principals were the driving force behind the American Revolution. Students will also focus on how the writings of Enlightenment philosophers challenged the traditional order in Europe and the responses of the European governments to these reform and revolutionary ideas. In addition, the unit will focus on the impact of the Scientific Revolution on the Enlightenment Period. Students will also determine how the ideas of the Enlightenment influenced the American Revolution. Finally, worldwide impact of the American Revolution will be examined. Specifically, students will analyze its effect on the monarchies of Europe and its effect on uprisings in other countries. Concepts & Understandings Concepts Understandings Natural law Social contract Natural rights Laizzes Faire Censorship Constitutional government Popular sovereignty Republicanism The ideas that developed during the Enlightenment led to political, economic, and cultural changes that have had a lasting impact. Discontent with prevailing economic, political, and social conditions was the impetus for change, which resulted in revolution or reform. New theories, based on natural laws, about the relationship between people and governments emerged, including ideas about natural rights, popular sovereignty and the social contract. Economic theories such as laizzes faire emerged, changing states’ economic behaviors and, in time, leading to further exploration and competition for land and resources. The thinkers of the time period examined ideas about government; this eventually led to revolutions and/or reforms aimed at creating constitutional and republican forms of governments. The ideas that Emerged during the Enlightenment, spread throughout Europe and the world, and influenced revolutions in Europe and the Americas during the 1700 and 1800s. Learning Targets CPI Codes 6.2.12.D.3.b 6.2.12.D.2.d 6.2.12.C.2.a 6.2.12.B.2.b 6.2.12.A.2.c 6.2.12.A.2.b Garfield High School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS 6.2.12.A.2.a Cross-curricular standards will be incorporated throughout each lesson and will be documented in teacher lesson plans. The common core Language Arts Literacy Standards will be infused frequently in the lessons. See Appendix A. 21st Century Themes and Skills 21st Century themes and skills will be incorporated throughout all lessons and will be documented in teacher lesson plans. Guiding Questions Philosophy of the Age of Reason What impact did the Scientific Revolution have on the thoughts of the Enlightenment philosophers? What ideas and principles about self-government and individual rights emerged during the Enlightenment? What new ideas about economic systems emerged during the Enlightenment? What new ideologies emerged during the Enlightenment? How are Enlightenment ideas reflected in today’s societies and governments? The Spread of Enlightenment Ideas What were the responses of European leaders to the ideals and principles of the Enlightenment Period? How did the ideas of the Enlightenment spread? How did ideas of the Enlightenment impact the political thought of leaders of European nations? How did the ideas of the Enlightenment affect different economic classes? How were enlightened ideas a threat to the political status quo of European monarchies? The Rise of the British Empire How did England’s location, vast trading systems, successes in wars, and control over the islands of the United Kingdom allow it to become a global power? What impact did the rise of the parliamentarian government have on the politics of England? How did England’s government remain powerful as a limited monarchy? What impact did George III’s reign have on the power of the monarchy in England? The American Revolution What factors contributed to the American Revolution? What were the causes and effects of the American Revolution, both domestically and internationally? What new ideologies emerged during the Enlightenment and how did they impact the American Revolution, the founding fathers and the newly founded American government? Unit Results Students will ... Philosophy of the Age of Reason Describe how the ideas of the Scientific Revolution influenced the thinkers of the Enlightenment and how those ideas altered political thought in Europe. Explain the ideas of natural rights, liberty, freedom, equality, separation of powers, government by the people, and freedom of thought and how these ideals changed political thought in Europe. Analyze the economic implications of the ideals of the Enlightenment and how those ideals were different from the Monarchies of Europe. Compare and contrast the various ideologies and writings of individuals such as Locke, Hobbes, Voltaire and Rousseau. The Spread of Enlightenment Ideas Identify the responses of European governments to the ideas of the Enlightenment philosophers. Garfield High School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS Identify the various avenues through which Enlightenment ideas spread. Explain how certain European leaders supported Enlightenment ideals. Compare and contrast the impact of the Enlightenment on the poor versus the rich. The Rise of the British Empire Determine how Britain became a global power and where the empire expanded to. Explore the expansion of parliamentary government and how that system compares to the government of the US. Compare and contrast the lives of the ruling elite with the other classes. Analyze the effects of George III’s reign and the impact of the American Revolution on Britain’s empire. The American Revolution Identify the factors that led to the American Revolution. Analyze the how differences in thought between colonists and the British led to the American Revolution. Assess the impact of Enlightenment ideas and the rise of parliamentary governments on the revolutionary ideas in the colonies. Analyze the influence of Enlightenment philosophés on the founding fathers. Suggested Activities The following activities can be incorporated into the daily lessons: Garfield High School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS Unit 5 Overview Content Area: Social Studies Unit Title: The French Revolution and Napoleon Target Course/Grade Level: World History /Grade 9 Duration: 2-3 Weeks Description The focus of this unit is the French Revolution; specifically, its causes and effects, including the influence of Enlightenment ideas, the financial crisis and the outmoded social and political systems. Students will analyze the social structure of the time period and the changes in social and governmental systems that emerged as a result of the revolution, as well as the impact of these changes on European monarchies as well as other parts of the world. The unit will also give attention to the impact of the individual and the community on change; specifically, the revolutionaries and key figures in the government, including Louis XVI and Napoleon. The Age of Napoleon will be examined in terms of military and political conquest and social, economic and political reforms. Concepts & Understandings Concepts Understandings Bourgeoisie Deficit spending Republicanism Reforms Suffrage Nationalism Secularism Legitimacy Age of Napoleon Discontent with prevailing economic, political, and social conditions was the impetus for change, which resulted in revolution or reform. Industrialized nations embarked on a competitive race for global resources and markets, resulting in the establishment of political and economic control over large regions of the world that had a long lasting impact. The French society, influenced by ideas of the Enlightenment, called for the end of the old regime and estate-based social structure, and for social and economic reform. Deficit spending resulting from involvement in wars caused debt to the French monarchy. Ensuing economic hardships were an impetus for upheaval and the revolution. Revolutionaries called for reforms including universal male suffrage. French nationalism grew during the revolution and served as a means for revolutionaries to gain support for their cause. During the Age of Napoleon, France expanded power, conquered much of Europe and beyond. Under Napoleon’s rule socioeconomic reforms took place and nationalism grew. As a result of the revolution, a more secular government and society emerged. European monarchies attempted to restore power by placing “legitimate monarchs” on European thrones after the fall of Napoleon. Learning Targets CPI Codes 6.2.12.D.3.b Garfield High School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS 6.2.12.D.2.d 6.2.12.C.2.a 6.2.12.B.2.b 6.2.12.A.2.c 6.2.12.A.2.b 6.2.12.A.2.a Cross-curricular standards will be incorporated throughout each lesson and will be documented in teacher lesson plans. The common core Language Arts Literacy Standards will be infused frequently in the lessons. See Appendix A. 21st Century Themes and Skills 21st Century themes and skills will be incorporated throughout all lessons and will be documented in teacher lesson plans. Guiding Questions The Enlightenment and the Eve of Revolution How did the social structure of the old regime lead to discontent and calls for reform? How did the various French governments respond to calls for reform? Which Enlightenment ideas influenced the American and French Revolutions? Which revolution was more reflective of Enlightenment ideals? Compare and contrast both revolutions in terms of successes/ failures, peaceful/violent transfers of power. Compare and contrast pre- and post-revolutionary governments of France and the U.S. Which Enlightenment ideas influenced the Declaration of Independence, Bill of Rights, Declaration of the Rights of Men and Citizens, and the U.N.? Which of the aforementioned documents is most reflective of Enlightenment ideals? How could the aforementioned documents be improved? Creating a New France Which the factors led to popular revolts in 1789 and the revolution’s radical phase? What actions were taken by the National Assembly and how did they impact the course of the revolution? How did various European monarchs react to the French Revolution? How was the French Revolution similar/different to the American Revolution, and to the revolutions of the Arab Spring of 2011-2012 in North Africa and the Middle East? Radical Days of the Revolution Why did the radicals abolish the monarchy? How was the Reign of Terror a radical period? What methods of terrorism were used during the Reign of Terror and why? What key events occurred in France between 1789 and 1799? How was the public affected during the Radical Period? The Age of Napoleon Begins How did Napoleon rise to power and what methods did he use to retain his power? What challenges did Napoleon face? Which revolutionary reforms were enacted under Napoleon and how? Was Napoleon a “Machiavellian prince”? An End of an Era What factors led to Napoleon’s demise? What challenges did Napoleon face from Spain, Austria and Russia? What were the goals of the Congress of Vienna? Garfield High School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS How did the outcomes of the Congress of Vienna impact European politics? Unit Results Students will ... The Enlightenment and the Eve of Revolution Discuss the influence of Enlightenment ideas on the French Revolution. Analyze primary documents and discuss which documents are most reflective of Enlightenment ideas. (Declaration of Independence, Bill of Rights, Declaration of the Rights of Men and Citizen, United Nations Declaration of Human Rights) Explain how the social structure of the old regime led to discontent and calls for reform. Explain how the government responded to calls for reform. Creating a New France Explain how the political crisis of 1789 led to popular revolts. Identify the moderate reforms enacted by the National Assembly. Analyze why there was a mixed reaction around Europe to events unfolding in France. Compare and contrast the French Revolution to the American Revolution, and to the revolutions of the Arab Spring of 2011-2012 in North Africa and the Middle East. Radical Days of the Revolution Explain how and why radicals abolished the monarchy. Describe how the excesses of the Convention led to the formation of the Directory. Analyze how French people were affected by the change brought about by the revolution. Identify the key events leading up to and during the revolution. The Age of Napoleon Begins Understand Napoleon’s rise to power and the reasons for the French public’s support of him. Explain how Napoleon built an empire and what challenges Napoleon faced. Describe the revolutionary reforms and how they were changed under Napoleon. An End of an Era Identify the challenges that threatened Napoleon’s empire and how they led to his downfall. Explain the goals and the outcomes of the Congress of Vienna. Suggested Activities The following activities can be incorporated into the daily lessons: Garfield High School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS Unit 6 Overview Content Area: Social Studies – World History Unit Title: The Industrial Revolution Begins (1750- 1850) Target Course/Grade Level: World History/ Grade 9 Duration: 1-2 Weeks Description Improved methods of farming, the enclosure movement, and a population explosion led to the Second Industrial Revolution. Beginning in Britain because of its extensive resources, new technology, economic, political and social conditions, the Second Industrial Revolution fostered growth throughout Europe. Although the Industrial revolution produced many positive effects such as new jobs, major inventions, and the creation of factories, it also brought many hardships, primarily to children and factory workers. The Industrial revolution also produced new ways of thinking such as Laissez-faire, Socialism, and Scientific Socialism. Concepts & Understandings Concepts Understandings Industrialization Urbanization Socialism Utilitarianism Communism During the 1700’s, the Industrial revolution contributed to a population explosion that, in turn, supplied the labor force. Industrialization, or the use of complex machines, led to urbanization or the movement of people to cities. Laissez-faire economists, utilitarian’s, socialists, and communists put forth ideas for solving industrial society’s problem. Learning Targets CPI Codes 6.2.12.A.1.a 6.2.12.C.1.c 6.2.12.C.1.e 6.2.12.D.1.b 6.2.12.A.3.c 6.2.12.A.3.e 6.2.12.A.3.f 6.2.12.B.3.b 6.2.12.C.3.a 6.2.12.C.3.b 6.2.12.C.3.c 6.2.12.C.3.d 6.2.12.D.3.b 6.2.12.B.6.a 6.2.12.C.6.b 6.2.12.C.6.d 6.2.12.D.6.d Cross-curricular standards will be incorporated throughout each lesson and will be documented in teacher lesson plans. The common core Language Arts Literacy Standards will be infused frequently in the lessons. See Appendix A. 21st Century Themes and Skills 21st Century themes and skills will be incorporated throughout all lessons and will be documented in teacher lesson plans. Guiding Questions Garfield High School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS Dawn of the Industrial Age How did the Industrial revolution change daily life and become a turning point in history? Compare and contrast the three causes of the population explosion in Europe. How did the smelting of iron contribute to the new technology produced? Britain Leads the Way Describe the four factors that helped bring about the Industrial revolution in Britain. How did population explosion, and general economic prosperity contribute to demand for consumer goods in Britain. What new changes were brought about in the textile industry? Hardships of Early Industrial Life How was life of workers in the new industrial city similar/different to that of farmers? How did the work load of farmers, women, and child laborers during the Industrial Revolution differ? How were conditions of the early industrial age improved during the time period? How is life in the early industrial age similar to lives of people in underdeveloped and/or industrializing nations today? How is it different? New ways of Thinking How do theories of Laissez- Faire, Socialism, and Scientific Socialism differ? How did Marxism emerge? What attracted people to Marxism? What were the failures of Marxism? Unit Results Students will ... Dawn of the Industrial Age Describe why was the Industrial Revolution a turning point in world history? Explain how an agricultural revolution contributed to population growth. Distinguish the new technologies that help trigger the Industrial Revolution. Britain Leads the Way Summarize why Britain was the starting point for the Industrial Revolution. Explain the new changes that transformed the textile industry. List the new technologies that were part of the revolution in transportation. Hardships of Early Industrial Life Describe what life like in the new industrial city was. Analyze how the factory system changed the way people worked. Identify the benefits and problems industrialization brought to the working class and the new middle class. Compare and contrast life in the early industrial age to lives of people in underdeveloped and/or industrializing nations today? New ways of Thinking Recall what laissez-faire economics was. Explain how the views of utilitarian’s differ from those of socialists. Describe the ideas of “scientific socialism’ introduced by Karl Marx. Examine the pros and cons of Marxism/ scientific socialism to discuss the differences between communist theory and communism in practice as it emerged it the Soviet Union and other states. Garfield High School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS Suggested Activities The following activities can be incorporated into the daily lessons: Garfield High School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS Unit 7 Overview Content Area: Social Studies – World History Unit Title: Revolutions in Europe and Latin America Target Course/Grade Level: World History/ Grade 9 Duration: 1-2 Weeks Description In the last half of the nineteenth century, much of the Europe was in turmoil. Germany and Italy achieved unification but in other areas, nationalist groups fought for independence. The Old Ottoman and Hapsburg empires began to break up. In Russia, some czars experimented with reforms, but they soon reverted to repressive ways. Concepts & Understandings Concepts Understandings Age of Revolutions: Political and Industrial Revolutions Imperialism Reform Global Impact A challenge to the “old order” and conservatives led to a new age of ideologies which fostered political revolutions. The French Revolution led to various reforms which were derived from the ideas of the Enlightenment. The ideas of the French Revolution, Enlightenment, and American Revolution had an impact on the Central and South American countries which also fought for their independence. Learning Targets CPI Codes 6.2.12.A.2.c 6.2.12.A.2.c 6.2.12.B.1.a 6.2.12.D.3.a Cross-curricular standards will be incorporated throughout each lesson and will be documented in teacher lesson plans. The common core Language Arts Literacy Standards will be infused frequently in the lessons. See Appendix A. 21st Century Themes and Skills 21st Century themes and skills will be incorporated throughout all lessons and will be documented in teacher lesson plans. Guiding Questions An Age of Ideologies Who were the conservatives and what were their beliefs and goals? What were the goals of the nationalists and liberals? Why did the nationalists and liberals revolt against the Old Order? How did ethnic diversity lead to nationalist uprisings in the Balkan peninsula? What are some examples of ethnic-based conflicts in modern history? Revolutions of 1830 and 1848 How did the actions of King Charles X lead to the revolution of 1830? What factors led to the French Revolution of 1848? What events occurred during the “February” and “June “days? What changes did the constitution of the Second Republic bring? How does the phrase “French sneezes and Europe catches a cold” refer to the events that unfolded in 1848? Garfield High School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS What were the motivations of revolutionaries in Belgium, Poland, Hungary, Serbia, and other European nations? Latin American Wars of Independence How was Latin American society structured and how did the social structure contribute to unrest and calls for reform? What were the sources of discontent that led to the revolutions in Central and South America? Why is the Haitian Revolution an example of slave accomplishment and how did it influence future events? How did the Central American revolutions differ from those of South America? Which Enlightenment ideals were reflected in the revolutions of Latin America? How did geography influence the successes, or lack thereof, of Latin American revolutions? Unit Results Students will ... An Age of Ideologies Compare and contrast the goals of conservatives and liberals. Discuss how liberalism and nationalism challenge the old order. Analyze why Europe was plagued by revolts after 1815. Examine how ethnic diversity in the Balkans and other parts of Europe contributed to conflicts. Discuss current examples of ethnic-based conflicts. Revolutions of 1830 and 1848 Identify why the revolutions occurred in France in 1830 and 1848. Determine how revolutions spread in 1830. Analyze the results of the revolutions of 1830 and 1848 in various European nations/ states. Latin American Wars of Independence Identify the major causes for discontent in Latin America. Examine how social structure was a source of discontent and how it influenced calls for reform and/or revolution. Compare and contrast the revolutions that took place in Central and South America. Explain how Enlightenment ideals were reflected in the revolutions of Latin America? Analyze how geography influenced the successes, or lack thereof, of Latin American revolutions? Suggested Activities The following activities can be incorporated into the daily lessons: Garfield High School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS Unit 8 Overview Content Area: Social Studies – World History Unit Title: Nationalism Triumphs in Europe (1800-1914) Target Course/Grade Level: World History/ Grade 9 Duration: 2-3 Weeks Description th In the last half of the 19 century, much of Europe was in turmoil. Germany and Italy achieved unification, but in other areas, nationalist groups fought for independence. The old Ottoman and Hapsburg empires began to break up. In Russia, some czars experimented with reforms, but they soon reverted to repressive ways. Concepts & Understandings Concepts Understandings The strengthening of the German states, led by Otto Von Bismarck, eventually led to German unification and thus the German empire. The Italian states soon followed, as Victor Emmanuel II, united the Italian peninsula under one rule. As other groups of people began to desire their own countries, nationalism began to grow, and old empires were now threatened of the power they once held. The Russian empire soon began to enact reforms which strengthened the government and thus led to revolutions. Unification Empire Nationalism Reform Learning Targets CPI Codes 6.2.12.B.1.a 6.2.12.A.2.b 6.2.12.a.3.C 6.2.12.d.3.B Cross-curricular standards will be incorporated throughout each lesson and will be documented in teacher lesson plans. The common core Language Arts Literacy Standards will be infused frequently in the lessons. See Appendix A. 21st Century Themes and Skills 21st Century themes and skills will be incorporated throughout all lessons and will be documented in teacher lesson plans. Guiding Questions Building a German Nation What territorial and economic changes promoted German unity? What were the techniques Bismark used to unify the German states? What role did wars play in Germany’s unification? How did the emperor and his chancellor retain power in the new German government? Strengthening Germany How did Germany become an industrial giant in the late 1800’s? Which groups did Bismarck face opposition from and how did he crush them? What social and economic policies did Van Bismarck and William I introduce? How did social welfare reforms contribute to the growth of German economy? What reforms did Kaiser William II enact? Garfield High School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS Unifying Italy What were the obstacles to unity, and the conditions that favored unity, that the Italians faced? What plan did Cavour and Garibaldi use to unite Italy? How did geography influence Garibaldi’s military campaigns? What problems did Italians face after unity? Nationalism Threatens Old Empires How did nationalism affect the Austrian Empire? How was the Dual-Monarchy organized? How did Balkan nationalism contribute to the decline of the Ottoman Empire? Russia: Reform and Reaction What conditions in Russia posed challenges during the 1800’s? How did Russian czars react to change? What were the causes of the revolution of 1905 and what was Nicholas II’s response to the revolution? Unit Results Students will ... Building a German Nation Describe what early changes promoted German unity. Explain how Bismarck unified Germany. Recognize the basic political organization of the new German empire. Identify the wars that Germany fought during the time period and explain how these wars contributed to the growth of the German Empire. Strengthening Germany Explain the factors that led to Germany becoming an industrial giant. Understand why Van Bismarck was called the iron chancellor. Summarize the policies Kaiser William I enacted. Analyze how social welfare reform contributed to the decline of socialist opposition in Germany. Explain the reforms enacted by Kaiser William II. Unifying Italy Describe what key obstacles to Italian unification. Analyze the roles of Camillo Cavour and Giuseppe Garibaldi in the struggle for Italian unification. Identify the challenges Italy faced after unification. Analyze the role of geography in Garibaldi’s military campaigns. Nationalism Threatens Old Empires Examine how nationalism contributed to the decline of the Austrian empire. Explain the main characteristics of the Dual- Monarchy. Describe how the growth of nationalism affected the Balkan peninsula. Analyze demographic and political maps of the time period, to examine how the political division of Europe contributed to ethnic conflicts. Russia: Reform and Reaction Analyze how the conditions in Russia affected progress. Describe why czars followed a cycle of absolutism, reform, and reaction. Identify how the problems of industrialization contributed to the growing crisis and outbreak of revolution. Garfield High School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS Suggested Activities The following activities can be incorporated into the daily lessons: Garfield High School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS Unit 9 Overview Content Area: Social Studies – World History Unit Title: The New Imperialism (1800-1914) Target Course/Grade Level: World History/ Grade 9 Duration: 1-2 Weeks Description The Industrial Revolution gave Europeans the means and the motives to seek global domination during the Age of Imperialism. The Europeans divided most of Africa among themselves and extended their influence over Ottoman lands. The British took over much of India, and even China was forces to accept western trade. Although local populations resisted these encroachments, they were overcome by the superior military technology of the Europeans. Concepts & Understandings Concepts Understandings Age of Revolutions: Political and Industrial Revolutions Imperialism Reform Global Impact Industrialization Due to the Industrial Revolution enriching European economies, Europeans embarked on a path of aggressive expansion known as the “new imperialism”. European colonies and possessions in Asia, Africa and the Middle East emerged, as European powers competed for land and resources. The increased European influence in the Africa and the Middle East led to a challenge to the Muslim world. Learning Targets CPI Codes 6.2.12.C.1.b 6.2.12.D.3.c 6.2.12.A.1.a 6.2.12.C.3.b 6.2.12.D.3.d 6.2.12.A.2.c 6.2.12.C.3.d 6.2.12.D.3.e 6.2.12.A.3.c 6.2.12.C.3.e 6.2.12.D.4.c 6.2.12.A.4.b 6.2.12.D.1.b 6.2.12.D.4.i 6.2.12.A.4.c 6.2.12.D.1.f 6.2.12.A.4.d 6.2.12.D.3.a 6.2.12.A.6.b 6.2.12.A.6.d 6.2.12.B.1.a 6.2.12.B.1.b 6.2.12.B.3. a 6.2.12.B.6. a Cross-curricular standards will be incorporated throughout each lesson and will be documented in teacher lesson plans. The common core Language Arts Literacy Standards will be infused frequently in the lessons. See Appendix A. 21st Century Themes and Skills 21st Century themes and skills will be incorporated throughout all lessons and will be documented in teacher lesson plans. Guiding Questions A Western Dominated World What were the causes of the new imperialism? What factors contributed to the successfulness of western imperialism? Garfield High School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS What were the three forms of imperial rule? The Partition of Africa How did the culture, geography and traditions shape African life in the early 1800’s? How were African cultures and traditions influenced by the increased contacts with the Europeans? In what ways did the Europeans increase contact with the Africans? Who was Leopold II and why did he begin to explore Africa? What European countries took part in the scramble for Africa? How did Africans resist European imperialism? European Challenges to the Muslim World What were the three causes of stress in the Muslim world? What problems did the Ottoman Empire face? How did Muhammad Ali and his successors attempted to modernize Egypt? What was Iran’s relationship with European powers? The British Take Over India What were the causes and effects of the Sepoy Rebellion? How did British rule affect life in India? How were the lives of the British and the Indians in India different? How did British rule increase Indian nationalism? China and the New Imperialism How did the Opium Wars lead to a trading issue between the Chinese and the British? What internal problems did the Chinese attempt to resolve and how? How did the Boxer Rebellion aid in the ending of the Qing Dynasty? Unit Results Students will ... A Western Dominated World Discuss the causes of the “new imperialism”. Analyze the factors that contributed to the successfulness of western imperialism. Examine how European powers ruled their empires and their colonies. The Partition of Africa Analyze the forces that shaped change in Africa in the early 1800’s. Determine how Europeans’ contact with Africans increased, and how it influenced the Africans. Explain who Leopold II was and why he started the scramble for colonies. Discuss how Africans resisted imperialism. European Challenges to the Muslim World Discuss the sources of stress in the Muslim world. Analyze the problems that the Ottoman Empire faced. Explain how Egypt sought to modernize and assess whether these efforts were successful. Examine the factors that contributed to European powers’ interest in Iran. The British Take Over India Discuss the causes and effects of the Sepoy Rebellion. Garfield High School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS Determine how British rule affected India. Analyze how Indians viewed western culture. Determine what the origins of Indian nationalism. China and the New Imperialism Discuss the rights westerners sought in China. Examine the methods used by westerners in China to gain power and control. Analyze the internal problems the Chinese reformers attempted to solve. Examine the factors that led to the demise of the Qing dynasty. Suggested Activities The following activities can be incorporated into the daily lessons: Garfield High School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS Unit 10 Overview Content Area: Social Studies Unit Title: World War I Target Course/Grade Level: World History /Grade 9 Duration: 2-3 Weeks Description Throughout the century preceding World War I scientific and industrial advanced led to economic growth, as well as competition for land and resources among European nations. The complex system of alliances, compounded with imperialism and the growth of nationalism, among both the conquerors and the conquered, pushed European nations into total war. The ensuing war changed the existing balance of power in Europe and resulted in the creation of new sovereign states. However, this change did not solve all the initial problems that led to the war. It did, however, set the stage for the events that would unfold during the proceeding century. Concepts & Understandings Concepts Understandings Pacifism Militarism Neutrality Modern Warfare Propaganda Self-determination Genocide Collective security League of Nations At the outbreak of the war, many advocated pacifism as a solution to international conflicts. Their ideas came in direct conflict with governments’ use of nationalism and propaganda to gain popular support for the war. Neutral nations were pulled into the war, leading to the war becoming a global conflict. Increasing militarism, compounded with advances in military technology led to the war becoming a “war of atrocity”. WWI was a total war that claimed millions of lives and permeated every aspect of the nations involved, including people’s daily lives and the restructuring of economies. The war resulted in a new international order, outlined by the Paris Peace Conference and the formation of League of Nations that aimed at assuring collective security. Self-determination of nations became an important idea that led to the creation of new European states. Problems associated with ethnic divisions and conflicts were not solved however. WWI’s Armenian Genocide marked the beginning of a century of genocides. Learning Targets CPI Codes 6.2.12. A.4.a 6.2.12. A.4.c 6.2.12. A.4.d 6.2.12.B.4.a 6.2.12.B.7.a 6.2.12.B.4.d 6.2.12.C.6.d Garfield High School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS 6.2.12.C.4.d 6.2.12.D.4.a 6.2.12.D.4.b 6.2.12.D.4.c 6.2.12.D.4.d 6.2.12.D.4.k 6.2.12.D.4.i 6.2.12.D.4.g 6.2.12.D.4.f 6.2.12.A.6.d Cross-curricular standards will be incorporated throughout each lesson and will be documented in teacher lesson plans. The common core Language Arts Literacy Standards will be infused frequently in the lessons. See Appendix A. 21st Century Themes and Skills 21st Century themes and skills will be incorporated throughout all lessons and will be documented in teacher lesson plans. Guiding Questions The Stage is Set What efforts in the early 1900s were made toward peace? How did nationalism and international rivalries push Europe toward war? What were the causes and effects of the European alliance system? How has the map of Europe changed since the early 1700s, through the Age of Napoleon, The Congress of Vienna, World War I, to the present? How did German industrialization and militarization in the preceding century lead to the German Empire becoming a main player in World War I? Do nations today build up their military for purposes of security or due to imperialist motivations? Does the idea of going into war excite young people today? Do they understand what war is? The Guns of August How did ethnic tensions in the Balkans spark a political assassination? How did conflict between Austria-Hungary and Serbia widen? What role did geography play in the outbreak of World War I? What is neutrality and how were neutral nations drawn into the war? How do historians view the outbreak of World War I? Could war have been avoided in 1914? What are some examples of modern day ethnic conflicts that did, or may in the future, result in armed conflict? How were/are the ethnic tensions in the Balkans, circa 1914, similar and/or different to ethnic conflicts in this area during the 1990s and today? A New Kind of Conflict How was fighting on the Eastern and Western fronts similar? How was it different? Why did a stalemate develop on the Western Front? How did technology make World War I a “modern warfare”? How was technology different from earlier wars? What was trench warfare? What were the experiences of soldiers and how did they differ from the romanticized view of war that motivated many to volunteer for the army? How did the war become a global conflict? What role did Europe’s colonies and dominions overseas play in the war? Garfield High School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS What was the Armenian Genocide and how was it similar/different to other genocides in history? Why have most nations today agreed to ban chemical and biological weapons? Winning the War How did World War I become a total war? What effect did the continuing war have on moral? How were nations’ economies restricted to meet war needs? What were the reasons for Russia’s withdrawal from the war? What were the causes and results of American entry into the war? What role did propaganda play in popular support for the war? What role did women play in the war? Making the Peace What were the costs of the war? What issues faced the delegates to the Paris Conference? Why were many people dissatisfied with the Treaty of Versailles and other peace settlements? How were issues of collective security addressed with the creation of the League of Nations? Which new states emerged in Europe after World War I? How were the newly drawn borders of these states problematic? How was the idea of self-determination applied differently to calls for independence in Eastern Europe than it was to European colonial possessions in Africa and Asia? Unit Results Students will ... The Stage is Set Identify and explain the main causes of World War I, including the assassination of Franz Ferdinand, imperialism, nationalism and the “tangle of alliances.” Label Allies and Central Powers on maps of Europe and the world. Examine the role of geography in World War I. The Guns of August Label map of Europe to examine how geography played a role in the war. Examine the similarities and differences between ethnic conflicts in the Balkans in 1914 and in modern history, and compare them to ethnic conflicts in other parts of the world today. Summarize the events that unfolded leading up to and during at the outbreak of the war, including militarization, mobilization and the outbreak of the war. A New Kind of Conflict Analyze photographic, textual and statistical information to discuss the advantages and disadvantages of WWI military technology and trench warfare. Analyze photographic and textual information (literature: poetry, soldiers’ memoirs) to discuss soldiers’ experiences in WWI. Compare and contrast the experiences of WWI soldiers and soldiers today. List major WWI battles, and evaluate their results in terms of casualties incurred and land gained. Analyze photographic and textual information to discuss the Armenian Genocide and explain how and why this genocide marked the beginning of a century of genocides. Synthesize original arguments by writing short-essays about various aspects of WWI. Examine how economies were reorganized to support war needs. Winning the War Garfield High School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS Analyze primary sources (newspapers, documents, speeches) to explain why and how the United States entered WWI. Analyze primary and secondary sources to 1) discuss how women and African-Americans contributed to the war effort, and 2) hypothesize about how their contributions might affect the fight for women’s and minorities’ equal rights. Analyze WWI posters and media samples to discuss the purpose and techniques of German and Allied propaganda. Discuss the reasons for Russian withdrawal from the war. Making the Peace List and explain key points of President Wilson’s 14 Points, and evaluate their importance to world peace. Label the map of Europe, circa 1919, to explain the geopolitical changes that took place after WWI. Discuss whether the problems/causes that led to WWI had been solved by the provisions of the Treaty of Versailles. Suggested Activities The following activities can be incorporated into the daily lessons: Garfield High School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS Unit Overview Content Area: Social Studies – World History Unit Title: Revolutions in Russia (1917- 1939) Target Course/Grade Level: World History/ Grade 9 Duration: 2-3 Weeks Description Discontent among the Russian people brought two revolutions and toppled the Romanov dynasty. Led by Lenin, the Bolsheviks won a civil war against the provisional government, setting up a new Communist government. After Lenin’s death, Stalin became the leader of the Communist government. His goal was to make Russia a modern industrial power. His brutal dictatorship killed millions of people during the Great Purge and turned the Soviet Union into a totalitarian state. Concepts & Understandings Concepts Understandings Communism Totalitarian state Great Purge Discontent, Vladimir Lenin, leader of the Bolsheviks, toppled over the regime that Czar Nicholas II created. After Lenin’s sudden death, Joseph Stalin took control over the communist Soviet Union. Inflicting a totalitarian state, Stalin persecuted many during the Great Purge to make sure he had gained complete control and the Old Bolsheviks were no longer. Learning Targets CPI Codes 6.2.12.C.3.c 6.2.12.A.4.a 6.2.12.A.4.c 6.2.12.A.4.d 6.2.12.C.4.a 6.2.12.D.4.c Cross-curricular standards will be incorporated throughout each lesson and will be documented in teacher lesson plans. The common core Language Arts Literacy Standards will be infused frequently in the lessons. See Appendix A. 21st Century Themes and Skills 21st Century themes and skills will be incorporated throughout all lessons and will be documented in teacher lesson plans. Guiding Questions Two Revolutions in Russia How did Lenin adapt Marxism to conditions in Russia? Why were the Bolsheviks able to seize power in 1917? Describe the opposing forces in the Russian civil war. From Lenin to Stalin What were the goals and results of Stalin’s five- year plans? What were the causes and effects of the Great Purge? How did Soviet foreign policy lead to difficult relations with the West? Life in a Totalitarian State What methods did Stalin use to create a totalitarian state? Garfield High School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS Who made up the new elite in the Soviet society and what special privileges did they enjoy? How did the Soviet government make sure that most writers and artists conformed to the style of socialist realism? Unit Results Students will ... Two Revolutions in Russia Explain why the revolution occurred in Russia in March 1917. Outline why Lenin and the Bolsheviks launched the November revolution Analyze why the Communists defeated their opponents in the Russian civil war. From Lenin to Stalin Describe how the development of the communist state (government and economy) under Lenin. Summarize the effects of Stalin’s five year plans. Explain why Stalin launched the Great Purge. Assess how Soviet foreign policy affected relationships with the western powers. Life in a Totalitarian State Explain how Stalin created a totalitarian state. Summarize how communism changed Soviet society. Relate how state control affected the arts in the Soviet Union. Suggested Activities The following activities can be incorporated into the daily lessons: Garfield High School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS Unit 11 Overview Content Area: Social Studies Unit Title: Crisis of Democracy in the West Target Course/Grade Level: World History /Grade 9 Duration: 1-2 Weeks Description After World War I, political and economic turmoil in the 1920s and 1930s in Europe challenged democratic traditions and led to the rise of powerful dictators. The Great Depression of the 1930s created financial chaos and widespread suffering throughout the industrialized world. Scientific discoveries, new trends in the arts, and social changes contributed to a sense of uncertainty. This uncertainty, in part, contributed to the attraction of ideologies such as fascism and communism, as those had promised security and order, and to the rise of totalitarian regimes. In the 1920s, Mussolini created a Fascist state in Italy. In the 1930s, Hitler rose to power, turning Germany into a Nazi dictatorship. Concepts & Understandings Concepts Understandings Margin buying Overproduction Disarmament Depression Fascism Dictatorship Totalitarianism Nazism Reparations During the 1930s, margin buying and overproduction were some of the factors that contributed to a worldwide economic depression. Disarmament agreements formed after WWI were ignored by European dictators, resulting in militarization and aggressive pursuit of territorial conquests. Dictators such as Hitler, Franco and Mussolini formed totalitarian regimes. Fascist ideologies promised order and security, and led to extremist nationalism. The Nazi Party in Germany gained power and supported extremist nationalism while passing laws to disenfranchise political and cultural minorities, setting the stage for the Holocaust that would soon follow. Learning Targets CPI Codes 6.2.12.A.4.a 6.2.12.A.4.d 6.2.12.B.4.d 6.2.12.C.4.a 6.2.12.C.4.b 6.2.12.C.4.c 6.2.12.D.4.b 6.2.12.D.4.d 6.2.12.D.4.g Cross-curricular standards will be incorporated throughout each lesson and will be documented in teacher lesson plans. The common core Language Arts Literacy Standards will be infused frequently in the lessons. See Appendix A. 21st Century Themes and Skills 21st Century themes and skills will be incorporated throughout all lessons and will be documented in teacher lesson plans. Garfield High School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS Guiding Questions The Western Democracies What issues faced Europe after World War I? How did the Great Depression begin and spread? How did Britain, France, and the United States try to meet the challenges of the 1920s and 1930s? What steps did the major powers take to protect the peace and were these steps successful? How did the Great Depression contribute to the outbreak of the war? How did western society change after WWI and how were these changes reflected in the arts and literature? Fascism in Italy How did conditions in Italy favor the rise of Mussolini? How did Mussolini reshape Italy? What were the values and goals of fascist ideology? What are the characteristics of a totalitarian government? What are the similarities and differences between fascism and communism? Hitler and the Rise of Nazi Germany What problems did the Weimar Republic face? How did Hitler come to power? What political, social, economic, and cultural policies did Hitler pursue? How did Hitler take action against German Jews and other political and cultural minorities? Are there any circumstances under which governments are justified in limiting civil liberties such as freedoms of speech and press? What are some examples of current governments and/or events where civil liberties are limited by the government, and how are these similar to the situation in Germany during the 1930s. What are the similarities and differences between the treatment of Jews by the German government and the treatment of African-Americans by the U.S. government during the pre-civil rights movement era? Unit Results Students will ... Hitler and the Rise of Nazi Germany Discuss issues that Europe faced after World War I. Outline how the Great Depression began and spread. Compare and contrast the ways in which Britain, France, and the United States tried to meet the challenges of the time period. Examine the steps that major powers took to protect peace and evaluate whether those steps were successful. Analyze art samples from the time period to discuss how changes in the society were reflected in the arts. Fascism in Italy Explain how conditions in Italy favored the rise of Mussolini. Describe how Mussolini reshaped Italy. List and explain the characteristics of a totalitarian government. Restate the values and goals of fascist ideology. Compare and contrast fascism and communism. The Western Democracies Identify the problems faced by the Weimar Republic after WWI. Garfield High School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS Explain how the treatment of Germany by the Treaty of Versailles led to resentments. Summarize how Hitler came to power. Enumerate the political, social, economic, and cultural policies Hitler pursued. Discuss how Hitler took action against German Jews and other persecuted groups. Compare and contrast Germany’s treatment of Jews and others to the United States’ treatment of African-Americans during the pre-civil rights movement era? Suggested Activities The following activities can be incorporated into the daily lessons: Garfield High School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS Unit 12 Overview Content Area: Social Studies Unit Title: World War II Target Course/Grade Level: World History /Grade 9 Duration: 2-3 Weeks Description After World War I, political and economic turmoil in the 1920s and 1930s in Europe challenged democratic traditions and led to the rise of powerful dictators. Problems that led to World War I were not completely solved after the war. In fact, the conditions of the Treaty of Versailles created new resentments, especially for Germany who was held responsible for the war. After the German invasion of Poland in September 1939, Britain and France declared war on Germany. Quickly, the war erupted into a global conflict, as the Soviet Union first joined the Axis powers and later, after Germany’s invasion of USSR, joined the Allies. Initially, the Axis powers made decisive gains; however, eventually it was the Allies who were victorious. German Nazis systematically destroyed Jews, Poles and other ethnic minorities, as well as members of political opposition and groups deemed as “undesirables” in the Holocaust. Germany finally surrendered in May 1945, and Japan surrendered the following September, after atomic bombs destroyed Hiroshima and Nagasaki. Later, the Soviet Union and the United States engaged in a Cold War of conflicting ideologies and mutual distrust. Concepts & Understandings Concepts Appeasement Blitzkrieg Phony War Operation Barbarossa Genocide Collaborator Anti-Semitism Holocaust Island-hopping Containment Satellite United Nations Understandings The failure of the Treaty of Versailles, the impact of the global depression, and the expansionist policies and actions of Axis nations are viewed as major factors that resulted in World War II. World Wars I and II were “total wars” in which nations mobilized entire populations and economies and employed new military tactics that resulted in unprecedented death and destructions, as well as drastic changes in political boundaries. Blitzkrieg tactics allowed Germany to speedily take over Europe. Economic, technological, and military power and bureaucracies have been used by nations to deliberately and systematically destroy ethnic/racial, political, and cultural groups. The Holocaust has been the largest genocide, up to date, in modern history. Europeans risked their lives to save the lives of those from the oppressed groups during the Holocaust; however, there were also those individuals and governments who collaborated with the Nazis. Numerous genocides have taken place in the century following World War II all over the world. The United Nations was formed to address the need for collective security after the war. World War II challenged economic and political power structures and gave rise to a new balance of power in the world. The Cold War unfolded after the war, with the U.S. and U.S.S.R. competing for power. While the U.S. attempted to contain the spread of communism, the Garfield High School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS Soviet Union held a tight grip over Eastern European satellite nations via “rule by fear.” Learning Targets CPI Codes 6.2.12.A.4.a 6.2.12.A.4.c 6.2.12.A.4.d 6.2.12.B.4.b 6.2.12.B.4.d 6.2.12.C.4.b 6.2.12.C.4.c 6.2.12.C.4.d 6.2.12.D.4.b 6.2.12.D.4.d 6.2.12.D.4.e 6.2.12.D.4.f 6.2.12.D.4.g 6.2.12.D.4.i 6.2.12.D.4.j 6.2.12.D.4.l 6.2.12.A.5.a 6.2.12.A.5.b 6.2.12.A.5.c 6.2.12.A.5.d 6.2.12.A.5.e Cross-curricular standards will be incorporated throughout each lesson and will be documented in teacher lesson plans. The common core Language Arts Literacy Standards will be infused frequently in the lessons. See Appendix A. 21st Century Themes and Skills 21st Century themes and skills will be incorporated throughout all lessons and will be documented in teacher lesson plans. Guiding Questions Aggression, Appeasement, and War How did dictators and the Spanish Civil War challenge world peace? How did continuing German aggression lead Europe toward war? What factors encouraged the coming of the war? What role did geography play in German military tactics? How did western powers respond to German and Japanese aggression? The Global Conflict: Axis Advances What early gains allowed the Axis powers to control much of Europe? What was the “Phony War”? Had the Allies engaged in battle earlier, would that have changed the course of the war? How was the Battle of Britain important to the Allies winning the war? What was Operation Barbarossa and how did it change the war? Garfield High School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS How did Japan respond to growing American involvement? The Global Conflict: Allied Successes How did Germany and Japan treat people in occupied lands? What was the Holocaust and who was affected by it? How did people respond to Nazi brutality? How did the Allies turn the tide of the war? How did the Red Army and the Allied invasion of France undo German plans? What were the major battles of WWII and how did they influence the outcome of the war? What was the Japanese Co-Prosperity Sphere? What were the similarities and differences between German and Japanese military tactics, patterns of conquest/aggression, and treatment of conquered peoples? What characteristics does the Holocaust share with other genocides? What are some examples of genocides that took place in the century following the Holocaust and how are they similar/different to the Holocaust? Can genocides be stopped, and how? Does the international community hold the responsibility to become involved, and provide aid and support to oppressed peoples affected by genocides and other crimes against humanity? Toward Victory How was the Pacific war fought? How did the Allies defeat Nazi Germany? How was Japan defeated? Could the use of atomic bombs on Japan have been avoided? What debates surrounded the defeat of Japan? From World War to Cold War What issues arose in the aftermath of war? Why did the Allies organize the United Nations? How did the Allies try to hold the Axis leaders responsible for the suffering they caused during the war? How did the breakup of the wartime alliance lead to new conflicts? What were the causes of Cold War? Unit Results Students will ... Aggression, Appeasement, and War Outline how the Great Depression began and spread. Compare and contrast communist, fascist and capitalist economic systems and ideologies. Identify European dictators and explain their ideologies and political alliances. Analyze the map of Europe to discuss how various countries’ geographic locations influenced their political ideologies and involvement in conflicts leading up to World War. Compare how Allied countries responded to the expansionist actions of Germany and Italy The Global Conflict: Allied Successes Identify and label countries, bodies of water and problem areas on a map of inter-war Europe. Identify and explain the importance of major WWII battles. Analyze the causes and consequences of mass killings (Holocaust, Rwanda, Darfur, Bosnia) and evaluate the responsibilities of the world community in response to such events. Garfield High School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS Compare and contrast the actions of individuals and governments as perpetrators, bystanders, and rescuers during events of persecution or genocide, and describe the long-term consequences of genocide for all involved. Assess the progress of human and civil rights around the world since the 1948 U.N. Declaration of Human Rights. The Global Conflict: Axis Advances Explain Germany’s military strategies in North and Western Europe during the beginning stages of WWII by partaking in whole class discussions and analyzing maps. Identify the routes of German invasion in Western and Northern Europe during 1940-1941. Identify European nations conquered by Hitler and explain how those nations fell to German forces. Explain the causes and methods of Japanese expansion in Asia during the 1930s. Label countries and regions that Japan expanded into on a map of Asia and examine the role of geography in Japanese expansion. Discuss how geography influenced Japanese expansion, militarism and foreign policies. Discuss the Rape of Nanjing in light of WWII and other genocides. Toward Victory Identify the causes and effects of the bombing of Pearl Harbor by partaking in a whole-class lecture and discussion. Identify and explain the importance of important WWII battles in the Pacific. Explain military strategies of the Pacific war. Analyze how individual persons (soldiers, civilians) were affected by the war, battles and bombings by analyzing and discussing primary source readings. Analyze and discuss primary and secondary sources about the Holocaust, acts of crimes against humanity and genocides today (Bosnia, Rwanda, Darfur and others). Compare and contrast the Holocaust with the genocide in Darfur and ethnic cleansing in Bosnia-Herzegovina in the 1990s by answering analysis questions and engaging in small-group discussions. From World War to Cold War Analyze the structure and goals of the United Nations and evaluate the organization’s ability to solve or mediate international conflicts. Determine the impact of geography on decisions made by the Soviet Union and the United States to expand and protect their spheres of influence. Suggested Activities The following activities can be incorporated into the daily lessons: Garfield High School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS Unit 13 Overview Content Area: Social Studies – World History Unit Title: The World Since 1945: An Overview Target Course/Grade Level: World History/ Grade 9 Duration: 2-3 Weeks Description After World War II, European colonial empires ended and dozens of new countries were born. The United States and the Soviet Union emerged as dominant powers. Locked in an ideological Cold War, these two superpowers realigned the world’s economies into the capitalist West and the communist East. Industrialized nations of the global North and developing nations of the global South became increasingly interdependent. As urbanization and westernization became dominant forces, changes in women’s roles, religions, and technology have helped shape a new global culture. Concepts & Understandings Concepts Understandings During the Cold War, both the Soviet Union and America went through a period of modernization in which they both emerged as superpowers. Our world has seen various wars and troubling global issues, a prime example, the events of September 11, 2001, where terrorism was brought to our home and streets. Urbanization and westernization quickly began to change patterns of life. New rights emerged for women throughout the world while science and technology moved throughout creating a divide between rich nations which have multinational corporations and poorer nations which struggle. Modernization Terrorism Multinational corporations Learning Targets CPI Codes 6.2.12.D.4.j 6.2.12.C.5.e 6.2.12.A.5.a 6.2.12.C.5.f 6.2.12.A.5.b 6.2.12.C.5.g 6.2.12.A.5.c 6.2.12.D.5.a 6.2.12.A.5.d 6.2.12.D.5.b 6.2.12..B.5.a 6.2.12.D.5.c 6.2.12.B.5.b 6.2.12.D.5.d 6.2.12.B.5.c 6.2.12.A.6.a 6.2.12.B.5.d 6.2.12.A.6.b 6.2.12.B.5.e 6.2.12.A.6.c 6.2.12.C.5.a 6.2.12.C.6.d 6.2.12.C.5.b 6.212.D.6.a 6.2.12.C.5.c 6.2.12.C.5.d Cross-curricular standards will be incorporated throughout each lesson and will be documented in teacher lesson plans. The common core Language Arts Literacy Standards will be infused frequently in the lessons. See Appendix A. 21st Century Themes and Skills 21st Century themes and skills will be incorporated throughout all lessons and will be documented in teacher lesson plans. Garfield High School Aligned to the 2009 New Jersey Core Curriculum Content Standards ST ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS Guiding Questions The Changing Political Climate Why did European nations lose their colonial empires after WWII? Why did political instability plague many developing nations? What two main roles has the UN played in world affairs? How are the bombing of Pearl Harbor and the terrorist attacks of 9/11 similar? How are they different? Global Economic Trends How do nations of the global North and global South depend on one another? How do the global North and global South differ in terms of political stability, economics, social structure and people’s lives? How has economic development increased the potential for widespread damage to the environment? Changing Patterns of Life How has urbanization affected people in developing nations? How have the roles and rights of women changed? How have the developments in science and technology affect the modern world? Unit Results Students will ... The Changing Political Climate Explain how the end of colonialism and the Cold War shaped the world. Summarize the ways new nations tried to form stable governments. Analyze the role world organizations such as the United Nations play in world politics and economies. Discuss the enduring issues that the world faces today. Global Economic Trends Explain the ways that the global North and South are economically interdependent. Outline the obstacles that developing nations face. Compare and contrast the global North and global South in terms of political stability, economics, social structure and people’s lives. Relate how economic development and environmental issues are linked. Changing Patterns of Life Trace how new ways of life are replacing the old ways. Give examples of how modernization has affected the lives of women. Compare and contrast the benefits and limits of modern science and technology. Identify the forces that have shaped a new global culture. Suggested Activities The following activities can be incorporated into the daily lessons:
