Download Eastern Civilizations - Glenbard High School District 87

 Glenbard District 87 Course Title: World History Regular Topic: Eastern Civilizations Stage 1 – Desired Results Established Goal(s): What relevant goals (e.g. Content standards, course or program objectives, learning outcomes, etc.) will this address? Illinois State Standards for Social Studies • 15D4a: Explain the meaning and importance of “balance of trade” and how trade surpluses and deficits between nations are determined. • 16A4a: Analyze and report historical events to determine cause-­‐and-­‐effect relationships. • 16B4b: Identify political ideas from the early modern historical era to the present which have had worldwide impact (e.g., nationalism/Sun Yat-­‐Sen, non-­‐
violence/Ghandi, independence/Kenyatta). • 16C4a: Describe the growing dominance of American and European capitalism and their institutions after 1500. • 16B5c: Analyze the relationship of an issue in world political history to the related aspects of world economic, social and environmental history. • 16C4d: Describe how the maturing economies of Western Europe and Japan led to colonialism and imperialism. • 16E4a: Describe how cultural encounters among peoples of the world (e.g. opening of China and Japan to external trade) affected the environment, 1500 -­‐ present. • 18C4a: Analyze major cultural exchanges of the past National Center for History Standards: Era 1: The Beginnings of Human Society • Standard 2: The processes that led to the emergence of agricultural societies around the world Era 2: Early Civilizations and the Emergence of Pastoral Peoples, 4000-­‐1000 BCE • Standard 1: The major characteristics of civilization and how civilizations emerged in Mesopotamia, Egypt, and the Indus valley • Standard 3: The political, social, and cultural consequences of population movements and militarization in Eurasia in the second millennium BCE Era 3: Classical Traditions, Major Religions, and Giant Empires, 1000 BCE-­‐300 CE • Standard 3: How major religions and large-­‐scale empires arose in the Mediterranean basin, China, and India, 500 BCE-­‐300 CE Era 4: Expanding Zones of Exchange and Encounter, 300-­‐1000 CE: • Standard 2: Causes and consequences of the rise of Islamic civilization in the 7th-­‐10th centuries • Standard 3: Major developments in East Asia and Southeast Asia in the era of the Tang dynasty, 600-­‐900 CE Era 5: Intensified Hemispheric Interactions 1000-­‐1500 CE • Standard 1: The maturing of an interregional system of communication, trade, and cultural exchange in an era of Chinese economic power and Islamic expansion Era 6: Emergence of the First Global Age 1450 – 1750 CE • Standard 5: Transformations in Asian societies in the era of European expansion Era 7: An Age of Revolutions, 1750-­‐1914 CE • Standard 5: Patterns of global change in the era of Western military and economic domination, 1800-­‐1914 CE Era 8: A Half Century of Crisis and Achievement 1900-­‐1945 CE • Standard 1: Reform, revolution, and social change in the world economy of the early century Common Core Standards Literacy Standards for Reading and Writing in Social Studies: Students during this unit will continue to develop reading, writing, research, and analytical skills consistent with the Common Coe Literacy Standards for Social Studies. For a more specific list of these standards, please see the attached PDF file entitled, Common Core Literacy Standards. Understanding(s): Students will understand that… Essential Question(s): What provocative questions will foster inquiry, understanding, and transfer of learning? 1. Governments are created to meet the needs of society and the people they represent. 1a. Which dynasty had a more effective government: The Qin or the 2. Religion and Philosophy are shaped by and help shape society. Han? 1b. How do political leaders effectively maintain control over large 3. Social structures develop and change based upon the needs of a empires? society 2a. Which social philosophy will best establish peace among members of society? 4. Ideology causes major events in world history. 2b. How did Hinduism and Buddhism influence Indian society? 3a. Is a rigid social class system an effective way to organize society? 5. Technological developments bring change. 4a. How did nationalism spur independence movements in China and India? 5a. How did each civilization contribute to the advancement of humankind? Knowledge: Students will know… Skills: Students will be able to … Reading: River Valley Civilizations • Students will continue to distinguish between primary and secondary • See first civilizations unit for Shang Dynasty and Indus River sources. Valley Civilizations •
Students will continue to analyze primary and secondary, narrative and non-­‐narrative sources to identify main ideas, evaluate key Classical Civilizations supporting details, and form logical and supported inferences. • China o Warring States Period Writing: o Qin and Han Dynasties • Students will continue to develop writing skills consistent with o Confucianism, Legalism, Taoism Common Core Literacy Standards.  5 Relationships, Filial Piety • Second Quarter Focus  Write a strong claim and supporting claims. o 4 Great Inventions  Use evidence to support claim and supporting claims. • India  Present claims and evidence in a well-­‐organized paragraph. o Hinduism and Buddhism (See Religions Unit) •
o Mauryan Empire (Chandragupta Maurya, Asoka, benevolent vs. authoritarian rule) Arab-­‐Islamic o Establishment of an Islamic Empire o Advancements of the Islamic Civilization o Preservation of Greco-­‐Roman culture European Imperialism and Nationalist Movements • China o Opium Trade, Opium Wars, Treaty of Nanjing o Open Door Policy, Boxer Rebellion o Sun Yat-­‐sen and 1911 Revolution • India o Sepoy Mutiny, the Raj, Amritsar Massacre, Gandhi, Civil Disobedience, Salt March