Download West Windsor-Plainsboro Regional School District World History

West Windsor-Plainsboro Regional School District
World History ESL Curriculum
West Windsor‐Plainsboro RSD Page 1 of 24 Unit 1: “Currents of Conflict and Change: Philosophical, Political, Economic, and Social” Content Area: Social Studies Course & Grade Level: Social Studies: World History ESL Grade 9 Summary and Rationale th
The 9 grade World History course focuses on the overarching theme of the “developments, dilemmas, and dynamics of the modern world,” commencing with an examination and evaluation of the cultural, economic, political, and social status of the world around 1700 and concluding with an analysis and assessment of contemporary global issues that challenge our world today. The course “essential question” poses the query, “To what extent have the developments, dilemmas, and dynamics of the modern world brought progress and problems to our contemporary global society?” for the students’ critical reading, reflection, reaction, and response. In this first unit, entitled “Currents of Conflict and Change,” the students will initially examine and evaluate the world around 1700 and gain an understanding of the absolute rulers, dictatorial dynasties, and autocratic empires that engulfed the globe across the continents of Africa, Asia, and Europe. With the development and appreciation of “enlightened” ideas and forces that emphasized the value of human reason, social reform, modern science, and economic growth, popular movements against these traditional types of governments grew across time and space (chronologically and globally) to rebel against such abusive and oppressive conditions, recognize the natural rights of all humans, and respond to the aspirations of people for greater liberty, equality, and economic well‐being. In this unit the students will also analyze and assess the ideas and impact of the Enlightenment thinkers on society in Europe, and North America, as expressed in revolutions for greater sovereignty and human rights as well as the reactions against these revolutionary movements. Recommended Pacing 45 days (Approximately 33 ‐ 34 Class Meetings) State Standards Standard 6.2 World History/Global Studies. All students will acquire the knowledge and skills to think analytically and systematically about how 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 of the 21st century. CPI # Cumulative Progress Indicator (CPI) 6.2.12.A.1.a Compare and contrast the motivations for and methods by which various empires (e.g., Ming, Qing, Spanish, Mughal, Ottoman, etc. expanded, and assess why some were more effective than others in maintaining control of their empires. 6.2.12.A.2.a Determine how the principle ideas of the Enlightenment (e.g. rationalism, secularism, tolerance, empiricism, natural rights, contractual government, laissez‐faire economics, promotion by merit, and new theories of education) altered political thought in Europe, and trace the impact of these ideas over time. 6.2.12.A.2.b Explain the paradox between the ideology of the Enlightenment and the treatment of women and non‐Europeans in European society. 6.2.12.A.2.c Determine the reasons for, and the consequences of, the rise of centralized nation‐states in Europe (i.e. the French absolute monarchy and the English limited monarchy). 6.2.12.B.1.a Explain major changes in world political boundaries between 1450 and 1770 and assess the West Windsor‐Plainsboro RSD Page 2 of 24 6.2.12.C.1.a 6.2.12.C.1.c 6.2.12.D.1.b 6.2.12.D.1.c 6.2.12.D.2.d 6.2.12.A.3.a ELA‐Literacy RH.9‐10.1 ELA‐Literacy RH.9‐10.2 ELA‐Literacy RH.9‐10.3 ELA‐Literacy. RH.9‐10.4 ELA‐Literacy RH.9‐10.5 ELA‐Literacy RH.9‐10.6 ELA‐Literacy. RH.9‐10.7 ELA‐Literacy RH.9‐10.8 ELA‐Literacy RH.9‐10.9 ELA‐Literacy. RH.9‐10.10 ELA‐Literacy W.9‐10.1 ELA‐Literacy W.9‐10.1a ELA‐Literacy extent of European political and military control in Africa, Asia, and the Americas by the mid‐18th century. Compare and contrast the economic policies of China and Japan and determine the the impact these policies had on growth, the desire for colonies, and the relative positions of China and Japan within the emerging economy. Assess the role of mercantilism in stimulating European expansion through trade, conquest, and colonization. Compare slavery practices and other forms of coerced labor or social bondage common in East Africa, West Africa, Southwest Asia, Europe, and the Americas. Analyze the various motivations for and the impact of the Atlantic slave trade and the impact on Europeans, Africans, and Americans. Analyze the impact of new intellectual, philosophical, and scientific ideas on how humans viewed themselves and how they viewed their physical and spiritual worlds. Explain how and why various ideals (e.g., liberty, popular sovereignty, natural rights, democracy, and nationalism) became driving forces for reforms and revolutions. COMMON CORE STANDARDS: Key Ideas and Details Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. Craft and Structure Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science. Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts. Integration of Knowledge and Ideas Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. Assess the extent to which the reasoning and evidence in a text support the author’s claims. Compare and contrast treatments of the same topic in several primary and secondary sources. Range of Reading and Level of Text Complexity By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently. Text Types and Purposes Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the West Windsor‐Plainsboro RSD Page 3 of 24 W.9‐10.1b ELA‐Literacy W.9‐10.2a strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between 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. 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 to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. ELA‐Literacy W.9‐10.2b Develop the topic with well‐chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. ELA‐Literacy W.9‐10.2c Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. ELA‐Literacy W.9‐10.2d Use precise language and domain‐specific vocabulary to manage the complexity of the topic. ELA‐Literacy W.9‐10.2e Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. ELA‐Literacy W.9‐10.2f Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). ELA‐Literacy W.9‐10.4 Production and Distribution of Writing
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.) ELA‐Literacy W.9‐10.1c ELA‐Literacy W.9‐10.1d ELA‐Literacy W.9‐10.1e ELA‐Literacy W.9‐10.2 ELA‐Literacy W.9‐10.5 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. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10 here.) ELA‐Literacy W.9‐10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. ELA‐Literacy W.9‐10.7 ELA‐Literacy W.9‐10.8 Research to Build and Present Knowledge
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. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research West Windsor‐Plainsboro RSD Page 4 of 24 question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. ELA‐Literacy W.9‐10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. Range of Writing ELA‐Literacy W.9‐10.10 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, and audiences. Instructional Focus
Unit Enduring Understandings  The hierarchical rule of the world up to and including the 1700s as seen through examining the Absolute Rulers, Dynasties, and Empires that engulfed the globe.  Ideas developed during the Scientific Revolution and Enlightenment, that led to significant political, economic, and cultural changes that have had a pivotal and lasting impact on humanity, governments, and the world.  Discontent with prevailing economic, political, and social conditions was the impetus for change, which resulted in revolution and reform.  Enlightened ideas can change people’s views of government, sovereignty, and entitled rights but establishing those same rights, views and concepts is a difficult process. Unit Essential Questions ● What is necessary for a civilization to flourish? ● Which building blocks are most important for building a successful civilization? ● Why did China consider itself the center of the world? ● What aspects of the Qing Empire helped them to be successful? ● What made Mughal India one of the most successful civilizations of its time period even in contrast to today’s most successful civilizations? ● Was the Safavid strength primarily based in politics, economics, or religion? ● How did the Ottomans build a powerful and prosperous empire? ● How advanced was Islamic civilization? ● How did the Joseon Empire develop to rival that of other Asian empires? ● What made Asian empires some of the most successful in the 1700s? ● What factors enabled Tokugawa Japan to be a successful civilization? ● To what extent was the development of the African slave trade based on economic and/ or racial factors? ● Who is responsible for the African slave trade? ● Were African empires more similar or different to other empires of the world? ● Can absolute rule ever be justified? ● Did Philip II rule in a way that best suited his subjects? ● Was Louis XIV a state builder or a tyrant? ● Did absolute rule have a positive or negative effect on the development of France under the rule of Louis XIV? ● Was absolutism in England successful? ● When comparing the Eastern and Western Empires how can one determine which were more advanced and which were underdeveloped? ● How did the ideas in the age of reason lead to a wave of revolutions in science, culture, thought, and West Windsor‐Plainsboro RSD Page 5 of 24 government? ● How did the scientific method lead to questioning traditional thought? ● How did challenges to thought create new cultural expressions? ● How did two political patterns emerge in the 17th century? ● Who was right about human nature: Hobbes, Locke or Rousseau? ● Does man have natural rights? ● How should a person react when natural rights are violated? ● Did enlightenment thinkers prepare peoples’ minds for revolution? ● How did Enlightenment thinkers propose a challenge to European political ideology? ● Did Enlightenment ideas change the way societies are governed? Objectives Students will know:  How civilizations in Asia and Africa developed and became successful.  How different early civilizations lived in the areas of religion, politics, social structure, trade and education.  The extent to which hierarchical regimes existed throughout the world reflecting autocracy, dictatorship, and absolute rule.  How Enlightened ideas can impact people’s views of government, sovereignty, and entitled rights.  How economic, political, and social discontent and oppression can provide fertile ground for reform and revolution. Students will be able to:  Compare and contrast the different empires and dynasties in Europe, Asia, Africa, and the Middle East of the 1700s to determine what made them successful.  Explain and evaluate the main ideas of the major writers of the Enlightenment (Ex. Locke, Hobbes, Rousseau, Montesquieu, Voltaire, Wollstonecraft, etc.)  Analyze the different Enlightenment philosophies (political, economic, social) to determine what changes would need to take place to create their ideal form of government. Resources
Core Text: World History (Pearson, AGS Globe) Suggested Resources West Windsor‐Plainsboro RSD Page 6 of 24 Unit 2: “The Age of Recurring Revolutions” Content Area: Social Studies Course & Grade Level: Social Studies: World History ESL Grade 9 Summary and Rationale In this unit, entitled the “Age of Revolution” students will examine and evaluate the reverberations of the American and French Revolutions into Latin America as well as Europe’s evolution as a potent industrial power. Students will analyze and assess the shift from agrarianism and cottage industries to the mass production of goods and services. Pupils will also synthesize the economic, political, military, and social consequences of industrialization. (e.g., the development of child labor laws, increased nationalism, international trade, and standards of living, and the growth of romanticism as a reflection of political and social change) plus evaluate the benefits and costs of this era of these dynamic changes. Recommended Pacing 45 days (Approximately 33 ‐ 34 Class Meetings) State Standards Standard 6.2 World History/Global Studies. All students will acquire the knowledge and skills to think analytically and systematically about how 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 of the 21st century. CPI # Cumulative Progress Indicator (CPI) 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.d Assess the extent to which revolutions during this time period resulted in the expansion of political, social, and economic rights and opportunities. 6.2.12.A.3.c Relate the responses of various governments to pressure for self‐government or self‐
determination to subsequent reform or revolution. 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 landholding. 6.2.12.C.3.b Analyze interrelationships among the Industrial Revolution, nationalism, competition for global markets, imperialism and natural resources. 6.2.12.B.3.b Relate the Industrial Revolution to population growth, new migration patterns, urbanization, and the environment. 6.2.12.C.3.c Compare the characteristics of capitalism, communism, and socialism 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.A.3.d Assess the extent to which revolutions in this time period resulted in the expansion of political, social, and economic rights and opportunities. 6.2.12.C.3.f Determine the extent to which Latin American political independence also brought about economic independence in the region. 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. 6.2.12.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.D.3.a Explain how individuals and groups promoted revolutionary actions and brought about change West Windsor‐Plainsboro RSD Page 7 of 24 during this time period. ELA‐Literacy RH.9‐10.1 ELA‐Literacy RH.9‐10.2 ELA‐Literacy RH.9‐10.3 ELA‐Literacy. RH.9‐10.4 ELA‐Literacy RH.9‐10.5 ELA‐Literacy RH.9‐10.6 ELA‐Literacy. RH.9‐10.7 ELA‐Literacy RH.9‐10.8 ELA‐Literacy RH.9‐10.9 ELA‐Literacy. RH.9‐10.10 ELA‐Literacy W.9‐10.1 ELA‐Literacy W.9‐10.1a ELA‐Literacy W.9‐10.1b ELA‐Literacy W.9‐10.1c ELA‐Literacy W.9‐10.1d ELA‐Literacy W.9‐10.1e ELA‐Literacy W.9‐10.2 ELA‐Literacy W.9‐10.2a COMMON CORE STANDARDS: Key Ideas and Details Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. Craft and Structure Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science. Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts. Integration of Knowledge and Ideas Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. Assess the extent to which the reasoning and evidence in a text support the author’s claims. Compare and contrast treatments of the same topic in several primary and secondary sources. Range of Reading and Level of Text Complexity By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently. Text Types and Purposes Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between 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. 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 to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), West Windsor‐Plainsboro RSD Page 8 of 24 and multimedia when useful to aiding comprehension. ELA‐Literacy W.9‐10.2b Develop the topic with well‐chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. ELA‐Literacy W.9‐10.2c Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. ELA‐Literacy W.9‐10.2d Use precise language and domain‐specific vocabulary to manage the complexity of the topic. ELA‐Literacy W.9‐10.2e Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. ELA‐Literacy W.9‐10.2f Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). ELA‐Literacy W.9‐10.4 Production and Distribution of Writing
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.) ELA‐Literacy W.9‐10.5 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. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10 here.) ELA‐Literacy W.9‐10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. ELA‐Literacy W.9‐10.7 Research to Build and Present Knowledge
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. ELA‐Literacy W.9‐10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. ELA‐Literacy W.9‐10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. Range of Writing ELA‐Literacy W.9‐10.10 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, and audiences. Instructional Focus
Unit Enduring Understandings  Revolutions can have both national and international impact. (Examples: France and Latin America) West Windsor‐Plainsboro RSD Page 9 of 24 
Discontent in Latin America with prevailing economic, political, and social conditions was the impetus for change which resulted in revolution and reform.  The Industrial Revolution was a consequence of technological innovations and expanding economic activity and markets, resulting in massive population movements, urbanization, and the development of complex economic systems.  The 18th century agricultural revolution, technological innovations, the development of the factory system, capitalism, and private ownership of property played important and pivotal roles in promoting industrialization and the rise of nationally responsive states in the 19th century.  The Industrial Revolution and rise of nationalism had both positive (“blessing”) and negative (“curse”) effects on society and the development of flawed scientific outlooks (e.g.: “Social Darwinism”) on the world.  New economic theories such as communism, socialism, and free market economics were a direct reaction to the successes and failures of the early Industrial Revolution.  The problems and evils of the Industrial Age led to the development of reform movements and the enactment of political reforms.  New technology (such as steamships, military weapons, railroads, telegraphs, and better medicines) made it possible for the European nations to penetrate deeply into Africa, Asia, and the Pacific for the first time.
Unit Essential Questions ● Was France under the Old Regime ripe for revolution? ● Was the French Revolution inevitable? ● Did the National Assembly accomplish the goals of the revolution (liberty, equality, fraternity)? ● Were the goals of the revolution the same for urban and rural members of the Third Estate? ● Should the French have been satisfied with the changes enacted by the National Assembly? ● Was the Reign of Terror in line with what the revolutionaries wanted? ● Can a dictator bring about democratic reform? Case Study: Napoleon. (Was Napoleon a hero for Enlightenment ideals or a dictator?) ● Did the Napoleonic Code represent the ideals of the revolution? ● How did the Enlightenment influence the different phases of the French Revolution? ● Do revolutions have global impact? Explain. ● Can an international organization provide global peace and stability? Case Study: Congress of Vienna. ● To what extent did the French Revolution accomplish the goals of liberty, equality, and fraternity? ● How did the revolutions in Latin America differ from the revolution in France? ● How were the revolutions in Central and South America influenced by the French Revolution? ● How did revolutions in Central and South America influence later movements for independence? ● Did the Latin American revolutions against colonial rule improve their societies? ● How did industrialization, nationalism and the growth of democracy reshape the world? ● Does technology benefit society? ● How did the new technologies impact society? ● Was the Industrial Revolution a blessing or a curse to society? ● Was the Industrial Revolution the most important turning point in world history? ● To what extent was industrialization achieved on the backs of the working class? ● Is child labor a problem or a solution? ● Did the reform movements effectively solve the problems of the Industrial Age? West Windsor‐Plainsboro RSD Page 10 of 24 ● How did the Industrial Revolution impact the different classes of society? (Upper, Middle, Lower) ● Which ideas, capitalism, communism, or socialism, were best suited for the Industrial Age? ● How did growing European industrialization in the 18th and 19th centuries create economic and cultural revolutions? Objectives Students will know: ● That leadership during revolutions for democracy and liberty can easily devolve into dictatorship and tyranny. ● The ideas and outcomes of revolutions can have both national and international impact. ● How economic, political, and social discontent and oppression can provide fertile ground for reform and revolution. ● The impact oppressive governments had on their colonial Latin American societies. ● The international impacts revolutions have. ● The impact that technology had on societies throughout the world during the 18th and 19th centuries. ● The impact that industrialization has had on humanity and modernity over time. Students will be able to: ● Analyze and assess the dictatorial rule and enlightened reforms of the Napoleonic Era. ● Explain and evaluate the extent to which the French Revolution accomplished the goals of liberty, equality, and fraternity. ● Analyze and assess the economic, political, and social conditions in Latin America that made these societies ripe for revolution. ● Explain the impact the American and French Revolutions had on revolutionary movements throughout Latin America in the nineteenth century. ● Explain and evaluate the positive and negative effects of the Industrial Revolution on European society. ● Explain why the Industrial Revolution began in England and how this “head start” impacted the development of economic nationalism on the European continent. Resources
Core Text: World History (Pearson, AGS Globe) Suggested Resources: West Windsor‐Plainsboro RSD Page 11 of 24 Unit 3: “The Great War: Origins, Ordeals, and Outcomes” Content Area: Social Studies Course & Grade Level: Social Studies: World History Grade 9 Summary and Rationale Students will analyze and assess the role and impact of rapid European industrialization on world domination during the 19th and early 20th centuries as well as the non‐European reactions to imperialism, particularly in India, Asia, and Africa, plus draw conclusions and develop viewpoints on the “blessings” and “curses” of a world dominated by European ideas and interests. An analysis of European hegemony during the Age of Imperialism will set the stage for the ensuing world crisis presented by the “Great War” (World War I). Students will then assess how conflicts and divisions among world powers multiplied, and economic and territorial rivalries among nations resulted in clashes on a global scale. World War I represented the explosion of tensions created by imperialism, nationalism, militarism, and entangled alliances. The use of new technologically‐
advanced armaments in World War I resulted in a level of physical devastation and dislocation that had never been experienced previously in war. A “harsh” peace, created by the Treaty of Versailles that ended World War I, with “inept” enforcement planted the seeds of World War II nearly two decades later. Recommended Pacing 45 days (Approximately 33 ‐ 34 Class Meetings) State Standards Standard 6.2 World History/Global Studies. All students will acquire the knowledge and skills to think analytically and systematically about how 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 of the 21st century. CPI # Cumulative Progress Indicator (CPI) 6.2.12.B.3.a Assess the impact of imperialism by comparing and contrasting the political boundaries of the world in 1815 and 1914. 6.2.12.D.4.a Analyze the extent to which nationalism, industrialization, territory disputes, imperialism, militarism, and entangling alliances led to World War I. 6.2.12.C.3.e Assess the impact of imperialism on economic development in Africa and Asia. 6.2.12.C.4.d Analyze the ways in which new forms of communication, transportation, and weaponry affected the relationships among governments and their citizens and bolstered the power of new authoritarian regimes during this period. 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.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.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.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 as causes of World War II. West Windsor‐Plainsboro RSD Page 12 of 24 6.2.12.D.3.c 6.2.12.D.4.f 6.2.12.D.4.g 6.2.12.D.3.d 6.2.12.D.4.j 6.2.12.D.4.k 6.2.12.C.4.b 6.2.12.C.4.c 6.2.12.B.4.c 6.2.12.D.4.l 6.2.12.A.4.c ELA‐Literacy RH.9‐10.1 ELA‐Literacy RH.9‐10.2 ELA‐Literacy RH.9‐10.3 ELA‐Literacy. RH.9‐10.4 ELA‐Literacy RH.9‐10.5 ELA‐Literacy RH.9‐10.6 ELA‐Literacy. RH.9‐10.7 ELA‐Literacy RH.9‐10.8 ELA‐Literacy RH.9‐10.9 ELA‐Literacy. RH.9‐10.10 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. Explain the role of colonial peoples in the war efforts of the Allies and the Central/Axis Powers in both World Wars. Analyze the role of nationalism and propaganda in mobilizing civilian populations in support of “total war.” Analyze the extent to which racism was both a cause and consequence of imperialism, and evaluate the impact of imperialism from multiple perspectives. Analyze how the social, economic, and political roles of women were transformed during this time period. Analyze how the arts represent the changing values and ideals of society. 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). Assess the short‐ and long‐term demographic, social, economic, and environmental consequences on the violence and destruction of the two World Wars. Explain how the disintegration of the Ottoman Empire and the mandate system led to the creation of new nations in the Middle East. Assess the cultural impact of World War I, the Great Depression, and World War II. Analyze the motivations, causes, and consequences of genocides of Armenians, Roma (gypsies), and Jews as well as the mass exterminations of Ukrainians and Chinese. COMMON CORE STANDARDS: Key Ideas and Details Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. Craft and Structure Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science. Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts. Integration of Knowledge and Ideas Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. Assess the extent to which the reasoning and evidence in a text support the author’s claims. Compare and contrast treatments of the same topic in several primary and secondary sources. Range of Reading and Level of Text Complexity By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently. West Windsor‐Plainsboro RSD Page 13 of 24 ELA‐Literacy W.9‐10.2a Text Types and Purposes Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between 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. 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 to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. ELA‐Literacy W.9‐10.2b Develop the topic with well‐chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. ELA‐Literacy W.9‐10.2c Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. ELA‐Literacy W.9‐10.2d Use precise language and domain‐specific vocabulary to manage the complexity of the topic. ELA‐Literacy W.9‐10.2e Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. ELA‐Literacy W.9‐10.2f Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). ELA‐Literacy W.9‐10.4 Production and Distribution of Writing
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.) ELA‐Literacy W.9‐10.1 ELA‐Literacy W.9‐10.1a ELA‐Literacy W.9‐10.1b ELA‐Literacy W.9‐10.1c ELA‐Literacy W.9‐10.1d ELA‐Literacy W.9‐10.1e ELA‐Literacy W.9‐10.2 ELA‐Literacy W.9‐10.5 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. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10 here.) ELA‐Literacy W.9‐10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. West Windsor‐Plainsboro RSD Page 14 of 24 ELA‐Literacy W.9‐10.7 Research to Build and Present Knowledge
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. ELA‐Literacy W.9‐10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. ELA‐Literacy W.9‐10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. Range of Writing ELA‐Literacy W.9‐10.10 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, and audiences. Instructional Focus
Unit Enduring Understandings  The industrialized nations spurred on by nationalistic goals embarked on a competitive race for global resources and markets in order to establish political and economic control over regions of the world that helped build their economies.  European nations fulfilled their economic, political, nationalistic, and military ambitions and interests through imperialism.  Social Darwinism advanced the theory that technologically advanced societies were more successful than others because their cultures were superior.  European imperialism in Africa and Asia had both positive and negative effects on these continents.  The “artificial” division of Africa by European nations largely ignored cultural, ethnic, and tribal boundaries which have subsequently led to ongoing clashes and wars among ethnic and religious divisions in many African countries.  Science and technology have had a significant impact on life expectancy, standards of living, status of women, war, and peace in the 20th century.  International alliances and a commitment to a balance of power among nations can have an important impact on promoting or deterring war and peace.  Nationalism, imperialism, industrialization, and militarism all contributed to an increase in economic and military competition that would ultimately create the environment for the start of World War I.  The failure of the Treaty of Versailles, the impact of the global depression, and the expansionist policies and actions of Axis nations were major factors that caused World War II.  World War I was the beginning of “total wars” in which nations mobilized entire populations, economies, and resources and employed new military tactics and weaponry which resulted in unprecedented destruction and death. Unit Essential Questions ● Should European nations be ashamed or proud of their imperialist past? ● How did conditions in Africa and Asia lead to European imperialism? ● Was European imperialism a blessing or a curse? (Africa, Asia, Middle East and Southeast Asia) West Windsor‐Plainsboro RSD Page 15 of 24 ●
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Was British rule of India respectable or lamentable? How did imperialism in India lead to strong feelings of nationalism? How did westerners cause or add to the internal problems within China? How did discontent in Japanese society and the opening of Japan lead to the Meiji Restoration? How did Japan escape the same fate as other Asian nations during the Age of Imperialism? What is the effect of European powers undertaking imperial expansion against the nations and peoples of Africa and Asia? How did imperialism promote economic dependence in Latin American countries? Was industrialism, nationalism or racism the primary cause of European imperialism? How did nations respond to the various crises and accomplishments of the early 20th century? Was World War I inevitable? What were the causes of World War I? What was the worst aspect of trench life of soldiers during World War I? Why is propaganda an effective tool for promoting war? What weapon of WWI had the most decisive impact? What were the consequences of World War I for Europe and the world? What made WWI the “first modern war”? Is it possible to remain neutral when the rest of the world is at war? Is it possible to establish peace without victory? Did the Treaty of Versailles provide the basis for a lasting peace or a future world war? Did the Treaty of Versailles justly end the war? Objectives Students will know: ● The impact of European imperialism on the development of people and their societies in Africa and Asia. ● The causes and global consequences of World War I and how it marked a pivotal “turning point” in world history. ● To what degree were the significant results of World War I were worth its staggering costs (economically, politically, physically, socially, etc.) Students will be able to: ● Explain and evaluate the positive and negative effects of European imperialism in Africa and Asia. ● Analyze and assess how the growing forces of industrialism and nationalism led to the development of European imperialism in Africa and Asia. ● Analyze and assess the impact of industrialization and imperialism during the late 19th and early 20th centuries on our recent and current global society. ● Analyze and assess the causes of World War I and evaluate the extent to which this war was inevitable. ● Explain and evaluate the effects of World War I on the Ottoman Empire. ● Explain the concept of “total war” during World War I and evaluate its impact on nations and our global society. Resources
Core Text: World History (Pearson, AGS Globe) West Windsor‐Plainsboro RSD Page 16 of 24 Suggested Resources: West Windsor‐Plainsboro RSD Page 17 of 24 Unit 4: “Turmoil, Tragedy, and Triumph: The Collapse of the Old World Order and the Creation of a New World Order” Content Area: Social Studies Course & Grade Level: Social Studies: World History ESL Grade 9 Summary and Rationale In this unit students will examine and evaluate the shortcomings of the Treaty of Versailles which paved the way for the rise of totalitarian leaders and the outbreak of World War II. An examination of the period between the wars will also focus on how specific economic conditions, (e.g. Great Depression) and political circumstances, (e.g. Russian Civil War and national movements in the colonies) created an environment for the rise of German, Italian, Japanese ,and Russian dictatorships as compared with the growth of democratic and republican values in Great Britain and the United States. The Second World War represented the peak of struggles between democratic and totalitarian regimes. Destructive beyond anything human society had ever experienced, World War II featured unprecedented global military strategies, humanitarian abuses, and cultural shifts. In this unit students will analyze and assess the toll of such violence and the price that sometimes has been paid in the quest for global peace plus evaluate the causes, costs, and impact of these world–altering struggles on our global society. The culmination of this unit is the connection and impact of the Holocaust on the commitments and capabilities of world powers to resolve and eliminate genocidal conflicts today. Students will study several examples of genocides in history and utilize research and presentation skills to evaluate the extent to which hegemons have acted in their own self‐interests or the well‐being of the world community. Recommended Pacing 45 days (Approximately 33 ‐ 34 Class Meetings) State Standards Standard 6.2 World History/Global Studies. All students will acquire the knowledge and skills to think analytically and systematically about how 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 of the 21st century. CPI # Cumulative Progress Indicator (CPI) 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.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.e Assess the role of boundary disputes and limited natural resources as sources of conflict. 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.D.4.h Assess the extent to which world war, depression, nationalist 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.5.a Relate the lingering effects of colonialism to the efforts of Latin American, African, and Asian West Windsor‐Plainsboro RSD Page 18 of 24 6.2.12.D.5.b 6.2.12.A.6.a 6.2.12.A.6.b 6.2.12.A.6.d 6.2.12.C.6.a 6.2.12.C.6.b 6.2.12.C.6.d 6.2.12.A.5.c 6.2.12.A.5.e 6.2.12.B.5.d 6.2.12.B.5.e 6.2.12.C.5.a 6.2.12.C.5.d 6.2.12.C.5.e 6.2.12.C.5.f 6.2.12.C.5.g 6.2.12.A.4.d 6.2.12.D.4.c 6.2.12.D.4.c 6.2.12.D.4.e 6.2.12.D.4.f 6.2.12.D.4.i 6.2.12.C.4.a 6.2.12.C.4.b nations to build stable economies and national identities. 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. Evaluate the role of international cooperation and multinational organizations in attempting to solve global issues. Analyze the relationships and tensions between national sovereignty and global interest in matters such as territory, economic development, use of natural resources, and human rights. Assess the effectiveness of responses by governments and international organizations to tensions resulting from ethnic, territorial, religious, and/or nationalist differences. Evaluate efforts of governmental, nongovernmental, and international organizations to address economic imbalances and social inequalities. 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. Determine how the availability of scientific, technological, and medical advances impacts the quality of life in different countries. Explain how World War II led to aspirations for self‐determination, and compare and contrast the methods used by African and Asian countries to achieve independence. Assess the progress of human and civil rights around the world since the 1948 U.N. Declaration of Human Rights. Analyze post‐independence struggles in South Asia, including the struggle over the partitioning of the subcontinent into India and Pakistan, as well as later tensions over Kashmir. Assess the role of boundary disputes and limited natural resources as sources of conflict. Explain how and why Western European countries and Japan achieved rapid economic recovery after World War II. Determine the challenges faced by developing nations in their efforts to compete in a global economy. Assess the reasons for and consequences of the growth of communism and shift toward a market economy in China. Assess the impact of the European Union on member nations and other nations. Evaluate the role of the petroleum industry in world politics, the global economy, and the environment. Assess government responses to incidents of ethnic cleansing and genocide. Assess the causes of revolution in the 20th century (i.e., in Russia, China, India, and Cuba), and determine the impact on global politics. Analyze the causes of the Russian Revolution and the impact of the Bolshevik victory on global politics. Compare how Allied countries responded to the expansionist actions of Japan, Germany and Italy. Explain the role of colonial peoples in the war efforts of the Allies and the Central/Axis Powers in both World Wars. 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. Analyze government responses to the Great Depression and their consequences, including the growth of fascist, socialist, and communist movements and the effects on capitalist economy theory and practice. 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 West Windsor‐Plainsboro RSD Page 19 of 24 6.2.12.C.4.c 6.2.12.B.4.b 6.2.12.B.4.d 6.2.12.A.4.a 6.2.12.A.5.d ELA‐Literacy RH.9‐10.1 ELA‐Literacy RH.9‐10.2 ELA‐Literacy RH.9‐10.3 ELA‐Literacy. RH.9‐10.4 ELA‐Literacy RH.9‐10.5 ELA‐Literacy RH.9‐10.6 ELA‐Literacy. RH.9‐10.7 ELA‐Literacy RH.9‐10.8 ELA‐Literacy RH.9‐10.9 ELA‐Literacy. RH.9‐10.10 ELA‐Literacy W.9‐10.1 ELA‐Literacy W.9‐10.1a ELA‐Literacy W.9‐10.1b ELA‐Literacy W.9‐10.1c life, and destruction of property). Assess the short‐ and long‐term demographic, social, economic, and environmental consequences on the violence and destruction of the two World Wars. Determine how geography impacted military strategies and major turning points during World War II. Explain the intended and unintended consequences of new national boundaries established by the treaties that ended World War II. Explain the rise of fascism and spread of communism in Europe and Asia. 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. COMMON CORE STANDARDS: Key Ideas and Details Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. Craft and Structure Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science. Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts. Integration of Knowledge and Ideas Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. Assess the extent to which the reasoning and evidence in a text support the author’s claims. Compare and contrast treatments of the same topic in several primary and secondary sources. Range of Reading and Level of Text Complexity By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently. Text Types and Purposes Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and West Windsor‐Plainsboro RSD Page 20 of 24 ELA‐Literacy W.9‐10.2a 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. 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 to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. ELA‐Literacy W.9‐10.2b Develop the topic with well‐chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. ELA‐Literacy W.9‐10.2c Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. ELA‐Literacy W.9‐10.2d Use precise language and domain‐specific vocabulary to manage the complexity of the topic. ELA‐Literacy W.9‐10.2e Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. ELA‐Literacy W.9‐10.2f Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). ELA‐Literacy W.9‐10.4 Production and Distribution of Writing
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.) ELA‐Literacy W.9‐10.1d ELA‐Literacy W.9‐10.1e ELA‐Literacy W.9‐10.2 ELA‐Literacy W.9‐10.5 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. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10 here.) ELA‐Literacy W.9‐10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. ELA‐Literacy W.9‐10.7 ELA‐Literacy W.9‐10.8 Research to Build and Present Knowledge
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. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. West Windsor‐Plainsboro RSD Page 21 of 24 ELA‐Literacy W.9‐10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. Range of Writing ELA‐Literacy W.9‐10.10 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, and audiences. Instructional Focus
Unit Enduring Understandings  World War I and World War II were “total wars” in which nations mobilized entire populations, economies, and resources and employed new military tactics and weaponry which resulted in unprecedented destruction and death.  World War I and World War II challenged the existing economic and political power structures and created a new “world order,” that replaced previously dominant powers with new emerging ones who would attempt to foster a worldwide commitment to economic interdependence and international rights.  Economic, technological, military power and bureaucracies have been used by nations to deliberately and systematically destroy cultural/ethnic/racial/political/ religious groups. Unit Essential Questions ● Was Russia ripe for revolution in 1917? ● Were the results of World War II worth its costs? ● Was it technology or tactics that led to the devastation of World War II? ● What was the lasting legacy the Russian Revolution left behind? ● Was the League of Nations effective in maintaining international peace and stability? ● Did Marxism provide a viable solution to the problems found in Russian society? ● Should the Russian people consider Lenin a national hero? ● How did political and social leaders respond to the challenges of the post‐World War I decade? ● Can rapid industrial success be achieved without great human sacrifice? ● Was the collapse of the Ottoman Empire inevitable? ● Was Chiang Kai‐shek’s Nationalist government successful in reuniting China? ● Was global depression inevitable? ● Were the results of World War I responsible for the global depression? ● Do hard times create strong leaders? ● Do democracies need strong economies to survive? ● Did Italians pay too high a price for a more orderly society? ● Was it the men or the time that led to totalitarian dictatorships? ● Is appeasement an effective foreign policy? Explain. ● Is peace worth any price? ● Was Japanese aggression a product of national pride or economic necessity? ● Should Japan’s current government apologize for past persecution of Chinese citizens during World War II? ● Are civilians “fair game” during times of war? ● Could the Holocaust have been prevented? ● Who should bear responsibility for the Holocaust? ● Have we learned the lessons of the Holocaust? West Windsor‐Plainsboro RSD Page 22 of 24 ●
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Why was the early Axis Powers’ strategies successful? What was the most significant turning point in World War II? Was the downfall of the Nazi’s caused by internal or external pressure? Was the dropping of the Atomic Bomb necessary for ending World War II?S How do the atrocities of World War II compel societies to think differently about race, gender, economic disparity and global interconnectedness? What political, economic and social‐cultural trends have occurred in the post‐World War II era? Is the United Nations and/or the European Union capable of promoting international stability and world peace? How did African, Asian, Latin and South American peoples achieve independence from European colonial rule? Who the hegemon of the 21st century? Who is responsible for solving modern global conflicts? (ex: Syria, North Korea, Middle East) Objectives Students will know: ● Impact of each World War on the growth of democracy and national self‐determination, the development of dictatorship and totalitarianism, the prospect of lasting international peace and prosperity. ● How the global depression of the 1930s led to the rise of dictatorial leaders in Germany, Italy, and Japan. ● The causes and global consequences of World War I and World War II and how each war marked a pivotal “turning point” in world history. ● Impact of each World War on the growth of democracy and national self‐determination, the development of dictatorship and totalitarianism, the prospect of lasting international peace and prosperity. ● How the global depression of the 1930s led to the rise of dictatorial leaders in Germany, Italy, and Japan. ● To what degree were the significant results of World War I and World War II worth their staggering costs (economically, politically, physically, socially, etc.). Students will be able to: ● Analyze and assess the causes and results of the Russian Revolution and its impact on Russian people and society. ● Analyze and assess the causes and impact of the great global depression of the 1930s. ● Analyze and assess the factors and reasons which led to the rise of fascist dictators in Germany, Italy, and Japan during the 1930s. ● Analyze and assess the causes and results of massive and systematic persecution and extermination of Jews, Chinese, and other ethnic and racial groups during World War II. ● Analyze and assess how World War I and II affected the social status and economic opportunities of women. ● Analyze and assess how successful the United Nations has been in protecting human rights and promoting world peace. Resources
Core Text: World History (Pearson, AGS Globe) West Windsor‐Plainsboro RSD Page 23 of 24 Suggested Resources: West Windsor‐Plainsboro RSD Page 24 of 24