Download World History The Modern Era

Keansburg High School Social Studies Pacing Charts
World History
Text - World
History The Modern Era
Ice Breaker
Unit 1 : Origins & Order
Interval Assessment
Unit 2 : Enlightenment & Revolution
Midterm Review & Examination
Unit 3 : The New Global Age
Interval Assessment
Unit 4 : Hot & Cold Wars
Final Review & Examination
Prentice Hall
2009
1 Block
24 Blocks
1 Block
17 Blocks
2 Blocks
20 Blocks
1 Block
21 Blocks
2 Blocks
90 Blocks
WORLD HISTORY
Goals
The World History course adheres to the standards established by the New Jersey Core
Curriculum Content Standards. This course introduces students to cultural, economic,
political, and social developments that shape our modern world. After studying world history,
students will come to see how contemporary institutions, the role of continuity and change in
present-day society and politics, and the evolution of current forms of artistic expression and
intellectual discourse have taken shape.
Furthermore, students will gain (a) an
understanding of the principal themes in modern European history, (b) an ability to analyze
historical evidence and historical interpretation, and (c) an ability to express historical
understanding in writing.
Unit 1 : Origins & Order
24 Blocks
Driving Questions
ƒ
ƒ
ƒ
Are there general lessons to be learned from history? 1
Why is there political and social conflict?2
What causes societies to change over time?3
NJCCCS
Standard 6.1 Social Studies Skills Standard
All students will utilize historical thinking, problem solving, and research skills to maximize their
understanding of civics, history, geography and economics
ƒ
12.A:Social Studies Skills
o
2. Formulate questions and hypotheses from multiple perspectives, using
multiple sources.
o
3. Gather, analyze, and reconcile information from primary and secondary
sources to support or reject hypotheses 6. Analyze social, political, and cultural
change and evaluate the impact of each on local, state, national, and
international issues and events
o
8. Evaluate historical and contemporary communications to identify factual
accuracy, soundness of evidence, and absence of bias, and discuss strategies
used by the government, political candidates, and the media to communicate
with the public
Standard 6.3 World History
All students will demonstrate knowledge of World History in order to understand life and events in
the past and how they relate to the present and the future.
ƒ
12.D:The Age of Global Encounters
o
1. Discuss the major developments in Asia, Africa, and the Americas, including
China during the Ming and Qing Dynasty, Japan during the Tokugawa Period,
the influence of Islam in shaping the political and social structure in the Middle
East, including the Ottoman period, West Africa, including Mali and Songhay,
India, including the Mughal Empire, and the impact of European arrival in the
Americas.
o
2. Analyze and compare the ways that slavery and other forms of coerced labor
or social bondage were practiced in East Africa, West Africa, Southwest Asia,
Europe, and the Americas.
o
3. Describe the significant social and cultural changes that took place during
the Renaissance, including advances in printing press technology, the works of
Renaissance writers and elements of Humanism, the revival of Greco-Roman
art, architecture, and scholarship, and differing ideas on the role of women.
o
4. Describe the early influences on the Scientific Revolution and the
Enlightenment, including:
1
6.3.H
6.3.H
3
6.3.H
2
Renaissance Humanism with emphasis on human reason as opposed
to total reliance on faith;
•
Medieval theology;
•
New global knowledge; and
•
The use of reason and freedom of inquiry as challenges to
authoritarianism, including the works of Montesquieu, Locke, and
Jefferson.
o
5. Discuss the contributions of the Scientific Revolution to European society,
including important discoveries in mathematics, physics, biology, and
chemistry, and the significance of the scientific method advanced by Descartes
and Bacon
o
6. Discuss the major developments in European society and culture, including:
•
The Protestant Reformation as a result of the weakening of the Papacy
and revolts against corruption in the Church;
•
Martin Luther and John Calvin as leaders of new sects that establish the
importance of the individual conscience, including religious choice;
•
European explorations and the establishment of colonial empires;
•
Trans-Atlantic slave trade and its impact on Africa;
•
Commercial Revolution;
•
The English Revolution and the strengthening of Parliament as a
countervailing force to the monarchy and importance of the balance of
powers, including the Glorius Revolution and the English Bill of Rights;
•
Economic consequences of European expansion, including the role of the
mercantilist economic theory, the commercial revolution, and the early
growth of capitalism; and
•
The economic, social, religious, and political impact of the Plague.
ƒ
12.E:The Age of Revolutionary Change
o
1. Discuss the causes and consequences of political revolutions in the late 18th
and early 19th centuries, including:
•
The impact of the American Revolution on global political thought;
•
The ideas and events that shaped the French Revolution (e.g., monarchy
vs. social ideals of liberty, equality, and fraternity; political beliefs and
writings; development of the empire);
•
The spread of revolutionary ideas through the Napoleonic period (e.g.,
Napoleonic Code);
•
The emergence of a politically active middle class and the rise of
ideologies which questioned class structure in many European countries
contributing to socialism and communism
o
3. Explain the main patterns of global change in colonizing Africa, Asia, the
Middle East, and the Americas, including the Indian Ocean and Pan Asian
economies prior to the rise of Europe
Standard 6.5 Economics
All students will acquire an understanding of key economic principles
ƒ
12.B:Economics and society
o
8. Define basic terms associated with international trade such as imports,
exports, quotas, embargoes, tariffs, and free trade
Standard 6.6 Geography
All students will apply knowledge of spatial relationships and other geographic skills to understand
human behavior in relation to the physical and cultural environment.
ƒ
12.A:The World in Spatial Terms
o
1. Discuss the application of geographic tools and supporting technologies
o
2. Use maps of physical and human characteristics of the world to answer
complex geographical questions
o
3. Analyze, explain, and solve geographical problems using maps, supporting
technologies, and other graphical representations.
o
5. Apply spatial thinking to understand the interrelationship of history,
geography, economics, and the environment, including domestic and
international migrations, changing environmental preferences and settlement
patterns, and fractions between groups
ƒ
12.B:Places and Regions
o
2. Evaluate how human interaction with the physical environment shapes the
features of places and regions.
o
3. Analyze why places and regions are important factors to individual and
social identity.
ƒ
12.D:Human Systems
o
1. Analyze the impact of human migration on physical and human systems.
o
2. Explain the spatial-technological processes of cultural convergence and
•
divergence
3. Analyze the historic movement patterns of people and their goods and their
relationship to economic activity.
12.E:Environment and Society
o
1. Discuss the global impacts of human modifications of the physical
environment
o
3. Analyze examples of changes in the physical environment that have altered
the capacity of the environment to support human activity including pollution,
salinization, deforestation, species extinction, population growth, and natural
disasters.
o
ƒ
SWBAT Objectives
ƒ Chapter 1 The Renaissance & Reformation
o What were the ideals of the Renaissance, and how did Italian
artists and writes reflect these ideals?
o How did the Renaissance develop in Northern Europe
o How did revolts against the Roman Catholic Church affect
northern European society
o How did the Reformation bring about two different religious
paths in Europe
o How did discovery in science lead to a new way of thinking for
Europeans
ƒ Chapter 3 The Beginning of Our Global Age
o How did a small number of Spanish conquistadors conquer
huge Native American empire
o How did Spain and Portugal build colonies in the Americas
o How did European struggles for power shape the North
American continent
o How did the Atlantic slave trade shape the lives and economies
of Africans and Europeans
o How did the voyages of European explorers led to the
Columbian Exchange
o Analyze the commercial revolution
o Understand the impact that mercantilism had on European
colonial economies
ƒ Chapter 4 The Age of Absolutism
o How did Philip II extend Spain’s power and help extablish a
golden age
o How did France become the leading power in Europe under the
absolute rule of Louis XIV
o How did the British Parliament reassert its rights against royal
claims to absolute power in the 1600s
o How did the two great empires of Austria and Prussia emerge
from the Thirty Years War and subsequent events
o How did Peter the Great and Catherine the great strengthen
Russia and expand its territory
Suggested Materials
ƒ
ƒ
Chapters
o 1 – The Renaissance & Reformation
o 3 – The Protestant Reformation
o 4 – The Age of Absolutism
Films
o Apocalypto
o The New World
Suggested Activities
Additional materials can be found in Teacher Binders and
supplemental Teaching Guides
ƒ Age of Exploration Action Project
50 points
20 points
10 Points
Objective:
Learners will continue on individual research of a major figure of the period of
European exploration.
Assignment:
Select a major explorer or ruler during this period. Though research utilizing
the materials and resources available to you here at Keansburg High School,
find out about the journeys and life of your chosen explorer.
You will be accountable for providing materials indicating your findings, but
the actual product is at your discretion.
You are accountable for 50 points of materials, created through any
combination of the following or though a pre approved alternate project idea
• Create a map indicating the course of their journey
• Create a timeline of 20 major events in the life of your
individual
• Create a top 10 list about your individual
• Create a trophy for your subject, and explain why they are
receiving it
• Find a theme song for your character, and explain why it is
appropriate
• Create aboard game about your subject with rules for play
and a board
• Write a poem about your individual
• Write an obituary for your subject using information found on
an online electronic database
• Write a newspaper article using database research
pertaining to an event in the life of your subject featuring a
photo caption
• Create an informational pamphlet of the life and times of your
subject
• Read a book pertaining to your subject or idea related to
them (approval is at teacher discretion) and write a 3 to 5
page book review
ƒ
Primary source document exercises
Departmental PowerPoints integrating United Streaming and Discovery
Education supplemental films and images
Note taking worksheets
Differentiated instructional activities
Guided reading activities
ƒ
ƒ
ƒ
ƒ
Quizzes
Tests
Presentations & Projects
Interim and Benchmark Assessments
ƒ
ƒ
Testing modifications as stated in student IEP
Unit appropriate films as indicated in Suggested Materials for visual
reinforcement
ƒ
ƒ
ƒ
ƒ
Assessments
Accommodations
ƒ
ƒ
ƒ
ƒ
ƒ
ƒ
ƒ
ƒ
Provide summaries of specific materials as needed
Clarify, repeat, reword directions as needed
Writing assignment differentiated accordingly to meet the needs of
students
Preferential seating
Positive reinforcement/ encourage student accountability
Small group/ one-on-one instruction
Provide study guides as needed
Progress reports; phone calls home to ensure student success
Unit 2 : Enlightenment & Revolution
17 Blocks
Driving Questions
ƒ
ƒ
ƒ
Whose point of view matters?4
How do you locate legitimate sources?5
How much influence do individuals have in changing history?6
NJCCCS
Standard 6.1 Social Studies Skills Standard
All students will utilize historical thinking, problem solving, and research skills to maximize their
understanding of civics, history, geography and economics
ƒ
12.A:Social Studies Skills
o
1. Analyze how historical events shape the modern world:
o
4. Examine source data within the historical, social, political, geographic, or
economic context in which it was created, testing credulity and evaluating bias.
o
5. Evaluate current issues, events, or themes and trace their evolution through
historical periods. how historical events shape the modern world:
Standard 6.3 World History
All students will demonstrate knowledge of World History in order to understand life and events in
the past and how they relate to the present and the future.
ƒ
12.D:The Age of Global Encounters
o
4. Describe the early influences on the Scientific Revolution and the
Enlightenment, including:
•
Renaissance Humanism with emphasis on human reason as opposed
to total reliance on faith;
•
Medieval theology;
•
New global knowledge; and
•
The use of reason and freedom of inquiry as challenges to
authoritarianism, including the works of Montesquieu, Locke, and
Jefferson.
ƒ
12.E The Age of Revolutionary Change
o
1. Discuss the causes and consequences of political revolutions in the late 18th
and early 19th centuries, including:
ƒ
The impact of the American Revolution on global political thought;
ƒ
The ideas and events that shaped the French Revolution (e.g.,
monarchy vs. social ideals of liberty, equality, and fraternity; political
beliefs and writings; development of the empire);
ƒ
The spread of revolutionary ideas through the Napoleonic period
(e.g., Napoleonic Code);
ƒ
The emergence of a politically active middle class and the rise of
ideologies which questioned class structure in many European
countries contributing to socialism and communism;
ƒ
How the Industrial Revolution, based on new manufacturing
processes and the availability of labor, began the preeminence of
Europe in the world economy;
ƒ
The concept of laissez-faire and the ideas of Adam Smith in Wealth
of Nations;
Democratic and social reforms, including the struggle for women’s
rights and the expansion of parliamentary government; and
ƒ
The rise of European nationalism, imperialism, and its effect on the
European balance of power, particularly the unification of Italy and
Germany.
o
2. Discuss how industrialization shaped social class (e.g., child labor, conditions
of social class) and the development of labor organizations.
o
6. Describe how Christianity, Islam, and Buddhism spread during this period,
including the areas of influence and reasons for the growth.
Standard 6.4 United States History
ƒ
4
6.1
6.1
6
6.3.A-H
5
(United States & New Jersey History) All students will demonstrate knowledge of United States and
New Jersey history in order to understand life and events in the past and how they relate to the
present and future.
ƒ
12.D Colonization and Settlement
o
1. Analyze the major issues of the colonial period including European
hegemony over North America, mercantilism and trade
SWBAT Objectives
ƒ Chapter 5 The Enlightenment
o What effects did Enlightenment Thinkers have on government
and society
o As Enlightenment ideas spread, what cultural and political
changes too place
ƒ Chapter 6 The French Revolution & Napoleon
o What led to the storming of the Bastille, and therefore, to start
the French Revolution
o What political and social reforms did the National Assembly
institute in the first stage of the French Revolution
o What events occurred during the radical phase of the French
Revolution
o Explain Napoleon’s rise to power in Europe, his subsequent
defeat, and how the outcome still affects Europe today
ƒ Chapter 7 The Industrial Revolution Begins
o What events helped bring about the Industrial Revolution
o What key factors allowed Britain to lead the way in the
Industrial Revolution
o What were the social effects of the Industrial Revolution
o What new ideas about economics and society were fostered as
a result of the Industrial Revolution
ƒ Chapter 9 Life in the Industrial Age
o How did science, technology, and big business promote
industrial growth
o How did the Industrial Revolution change life in cities
o How did the Industrial Revolution change the old social order
and long held traditions in the Western world
o What artistic movements emerged in reaction to the Industrial
Revolution
Suggested Materials
ƒ
ƒ
Suggested Activities
Chapters
o 5 – The Enlightenment
o 6 – The French Revolution and Napoleon
o 7 – The Industrial Revolution Begins
o 9 – Life in the Industrial Age
Films
o The Emperors New Clothes
o Oliver Twist
Additional materials can be found in Teacher Binders and
supplemental Teaching Guides
ƒ Invention Project
Objective:
Learners will understand the impact of the economy and technology on
history, as well as the impact that one event or individual can have on it.
Assignment:
Your group will create a proposal and advertisement for a new
invention. Like the inventions of the Industrial Revolution, your
invention will help change the political, economic and social face of
our world for the better. Your group has $100,000.
Before you can manufacture your invention, you will need to
(1) Write a persuasive letter to the patent office urging them to
accept your invention---the letter must have a description of
the invention along with a list of materials you will need to
manufacture it;
(2) Write an explanation about how this invention will change the
world;
(3) Draw a detailed diagram of your invention;
(4) Create an advertisement for your invention with a slogan and
picture;
(5) Provide a budget sheet showing how you intend to
manufacture the invention. Your costs will include rent,
labor/salaries/wages, materials, insurance, etc..—Each
expenditure must be justified (See attachment). Somewhere
in the project, your group must show how this invention
will make the world less violent.
Who Will Do What In Your Group?
Poor
Fair
(1)__________________________________1 2
(2)__________________________________1 2
(3)__________________________________1 2
(4)__________________________________1 2
(5)__________________________________1 2
3
3
3
3
3
Good
Excellent
4
4
4
4
4
______
20pts
What Has Not Been Invented Yet? (some ideas)
1. pill-sized meal
2. teleporter
3. moving sidewalk
4. robot maids/butler
5. flying car
6. reversible microwave—freezes food instead of heats it
7. bionic enhancement: smell, strength, hearing, seeing
8. game where you are in the game
9. time machine
10. solar powered torch
11. “brain reader”
12. food replicator
13. brain CD or DVD
14. spacecraft
15. brain memory deleting machine
ƒ
Primary source document exercises
ƒ
ƒ
ƒ
Departmental PowerPoints integrating United Streaming and Discovery
Education supplemental films and images
Note taking worksheets
Differentiated instructional activities
Guided reading activities
ƒ
ƒ
ƒ
ƒ
Quizzes
Tests
Presentations & Projects
Interim and Benchmark Assessments
ƒ
ƒ
Testing modifications as stated in student IEP
Unit appropriate films as indicated in Suggested Materials for visual
reinforcement
Provide summaries of specific materials as needed
Clarify, repeat, reword directions as needed
Writing assignment differentiated accordingly to meet the needs of
students
Preferential seating
Positive reinforcement/ encourage student accountability
Small group/ one-on-one instruction
Provide study guides as needed
Progress reports; phone calls home to ensure student success
ƒ
Assessments
Accommodations
ƒ
ƒ
ƒ
ƒ
ƒ
ƒ
ƒ
ƒ
Unit 3 : The New Global Age
15 Blocks
Driving Questions
ƒ
ƒ
ƒ
ƒ
ƒ
How much influence do individuals have in changing history?7
What causes societies to change over time? 8
Why is there political and social conflict?9
How “free” should national and international trade be?10
How do human activity and environment affect each other?11
NJCCCS
Standard 6.1 Social Studies Skills Standard
All students will utilize historical thinking, problem solving, and research skills to maximize their
understanding of civics, history, geography and economics
ƒ
12.A:Social Studies Skills
o
1. Analyze how historical events shape the modern world:
o
2. Formulate questions and hypotheses from multiple perspectives, using
multiple sources.
o
3. Gather, analyze, and reconcile information from primary and secondary
sources to support or reject hypotheses
o
5. Evaluate current issues, events, or themes and trace their evolution through
historical periods. how historical events shape the modern world:
Standard 6.2 Civics
All students will know, understand and appreciate the values and principles of American Democracy
and the rights, responsibilities and roles of a citizen in the nation and world
ƒ
12.E:International Education: Global Challenges, Cultures and Connections
o
13. Analyze how prejudice and discrimination may lead to genocide as well as
other acts of hatred and violence for the purposes of subjugation and
exploitation
o
14. Connect the concept of universal human rights to worlds events and issues
o
15. Compare and contrast current and past genocidal acts and other acts of
hatred and violence for the purposes of subjugation and exploitation (e.g.
Holocaust, Native Americans, Irish famine, Armenia, Ukrainian collectivization,
Cambodia, Rwanda) and discuss present and future actions by individuals and
governments to prevent the reoccurrence of such events
Standard 6.3 World History
All students will demonstrate knowledge of World History in order to understand life and events in
the past and how they relate to the present and the future.
ƒ
12.D:The Age of Revolutionary Change
o
2. Explain the main patterns of global change in colonizing Africa, Asia, the
Middle East, and the Americas, including the Indian Ocean and Pan Asian
economies prior to the rise of Europe
o
5. Evaluate the changes brought about by the Meiji Restoration period in Japan
(e.g., modernization, changes in policies on Western influence).
ƒ
12.E:The Era of the Great Wars
o
1. Analyze the causes and aftermath of World War I, including:
•
The growth of European nationalism and increased competition for
resources and markets;
•
Technology and the changing face of war;
•
The Russian Revolutions of 1905 and 1917 and the creation of the Soviet
Union (e.g., Lenin’s political ideology, Marxist economic policies, Stalin’s
policies on industrialization)
o
4. Trace the growth of independence movements and the rejection of
colonialism including the Haitian Revolution and leaders such as Toussaint
L’Ouverture, Simon Bolivar in Venezuela, and Jose Manti in Cuba
7
6.3.A-H
6.3.A-H
9
6.3.A-H
10
6.5.B
11
6.6.E
8
5. Evaluate the changes brought about by the Meiji Restoration period in Japan
(e.g., modernization, changes in policies on Western influence)
•
12. G The Modern World
o
1. Analyze the transition from wartime alliances to new patterns of global
conflict and cooperation, and the reconstruction of Europe and Asia
ƒ
The growth and decline of Communism in Eastern Europe;
ƒ
The rise of nationalism and the beginning of nation-building
movements in Africa, Latin America, and Asia
o
2. Apply historical analysis to explain global political, economic, and social
changes in the 20th century, including
ƒ
The growth and decline and adaptation of Communism in China
ƒ
Japan’s economic and political transformation and growth of East
Asian economies
ƒ
Conflicts in Eastern Europe and the Middle East
ƒ
Apartheid and South Africa
o
7.Discuss events that shaped the social structure of Russia in the 19th and early
20th century, including:
•
Peasants, aristocracy, and serfdom;
•
Czarist reforms and the abolition of serfdom;
•
Relations with the Ottoman Empire; and
•
Development of the Trans-Siberian railroad and other forms of
modernization.
Standard 6.5 Economics
All Students will acquire an understanding of key economic principles
ƒ
12.A:Economic Literacy
o
5. Discuss how a market economy experiences periodic business cycles of
prosperity and recession and that the federal government can adjust taxes,
interest rates, spending and other policies to help restore economic health
o
8. Define basic terms associated with international trade such as imports,
exports, quotes, embargoes, tariffs and free trade
ƒ
12.B:Economics and Society
o
4. Discuss the value and role of free and fair competition versus the social
need for cooperation and how business, industry, and government try to
reconcile these goals.
o
5. Analyze the importance of economic issues to politics and be able to
distinguish the economic views of different political parties
Standard 6.6 Geography
All Students will apply knowledge of spatial relationships and other geographic skills to understand
human behavior in relation to the physical and cultural environment
ƒ
12.D:Human Systems
o
1. Analyze the impact of human migration on physical and human systems
o
5. Analyze how cooperation and conflict influence the control of economic,
political, and social entities on Earth.
ƒ
12.E:Environment and Society
o
2. Analyze examples of changes in the physical environment that have altered
the capacity of the environment to support human activity including pollution,
salinization, deforestation, species extinction, population growth, and natural
disasters
o
6. Analyze the human need for respect for and informed management of all
resources (sustainability) including human populations, energy, air, land and
water to insure that the Earth will support future populations
o
8. Delineate and evaluate the environmental impact of technological change in
human history (e.g. printing press, electricity and electronics, automobiles,
computers and medical technology
o
SWBAT Objectives
ƒ Chapter 10 The Enlightenment
o How did Otto von Bismarck, the chancellor of Prussia, lead the
drive for German unity
o How did German increase its power after unifying in 1871
o How did influential leaders help to create a unified Italy
o How did the desire for national independence amoing ethnic
groups weaken and ultimately destroy the Austrian and
Ottoman empires
Why did industrialization and reform come more slowly to
Russia than Western Europe
ƒ Chapter 11 The Growth of Western Democracies
o How did political reform gradually expand suffrage and make
the British Parliament more democratic during the 1800s
o What social and economic reforms were passed by the British
Parliament during the 1800s and 1900s
o What democratic reforms were made in France during the Third
Republic
ƒ Chapter 12 The New Imperialism
o How did Western nations come to dominate much of the world
in the late 1800s
o How did imperialist European powers claim control over most
of Africa by the end of the 1800s
o How did European powers extend their power into Muslim
regions of the world
o How did Britain gradually extend its control over most of India,
despite opposition
o How did Western powers use diplomacy and war to gain power
in Qing China
o
Suggested Materials
ƒ
ƒ
Additional materials can be found in Teacher Binders and
supplemental Teaching Guides
ƒ My Global Dependence Project
Objective:
Learners recognize their place in global dependency, where their daily
necessities come from and how much we as Americans rely on the rest of
the world
Assignment:
• Look through your home and identify 10 objects that you
remember purchasing , take a picture of this product, or find
a picture of it online
• On the world map provided on Edline, indicate the country
that the brand is located in,
o example: Microsoft is from America
• On the world map provided on Edline, indicate the country of
origin of this product, if you find that you have a duplicate
country, change products, you may only use each country
once
o example: Microsoft Product is made in Korea
Part 1
Suggested Activities
Chapters
o 10 – Nationalism Triumphs in Europe
o 11 – Growth of Western Democracies
o 12 – The New Imperialism
Films
o The Last Samurai
o Zulu Dawn
ƒ
ƒ
ƒ
Using SIRS, write a position paper on one of the following
topics
o Globalization
o Outsourcing
o Economic Policy
o International Free Trade
o Sweatshops
Primary source document exercises
Departmental PowerPoints integrating United Streaming and Discovery
Education supplemental films and images
Note taking worksheets
Differentiated instructional activities
Guided reading activities
ƒ
ƒ
ƒ
ƒ
Quizzes
Tests
Presentations & Projects
Interim and Benchmark Assessments
ƒ
ƒ
Testing modifications as stated in student IEP
Unit appropriate films as indicated in Suggested Materials for visual
reinforcement
Provide summaries of specific materials as needed
Clarify, repeat, reword directions as needed
Writing assignment differentiated accordingly to meet the needs of
students
Preferential seating
Positive reinforcement/ encourage student accountability
Small group/ one-on-one instruction
Provide study guides as needed
Progress reports; phone calls home to ensure student success
Part II
•
ƒ
ƒ
Assessments
Accommodations
ƒ
ƒ
ƒ
ƒ
ƒ
ƒ
ƒ
ƒ
Unit 4 : Hot & Cold Wars
26 Blocks
Driving Questions
ƒ
ƒ
ƒ
ƒ
How have technology and changing demographics impacted 21st
century societies?12
How am I connected to the past?13
Why does racial prejudice still exist?14
How do human activity and environment affect each other?15
NJCCCS
Standard 6.1 Social Studies Skills Standard
All students will utilize historical thinking, problem solving, and research skills to maximize their
understanding of civics, history, geography and economics
ƒ
12.A:Social Studies Skills
o
1. Analyze how historical events shape the modern world:
o
2. Formulate questions and hypotheses from multiple perspectives, using
multiple sources.
o
5. Evaluate current issues, events, or themes and trace their evolution through
historical periods. how historical events shape the modern world:
o
6. Analyze social, political, and cultural change and evaluate the impact of each
on local, state, national, and international issues and events
Standard 6.2 Civics
All students will know, understand and appreciate the values and principles of American Democracy
and the rights, responsibilities and roles of a citizen in the nation and world
ƒ
12.E:International Education: Global Challenges, Cultures and Connections
o
13. Analyze how prejudice and discrimination may lead to genocide as well as
other acts of hatred and violence for the purposes of subjugation and
exploitation
o
14. Connect the concept of universal human rights to worlds events and issues
o
15. Compare and contrast current and past genocidal acts and other acts of
hatred and violence for the purposes of subjugation and exploitation (e.g.
Holocaust, Native Americans, Irish famine, Armenia, Ukrainian collectivization,
Cambodia, Rwanda) and discuss present and future actions by individuals and
governments to prevent the reoccurrence of such events
Standard 6.3 World History
All students will demonstrate knowledge of World History in order to understand life and events in
the past and how they relate to the present and the future.
ƒ
12.F:The Era of the Great Wars
o
1. Analyze the causes and aftermath of World War I, including:
•
The growth of European nationalism and increased competition for
resources and markets;
•
Technology and the changing face of war;
•
The Russian Revolutions of 1905 and 1917 and the creation of the Soviet
Union (e.g., Lenin’s political ideology, Marxist economic policies, Stalin’s
policies on industrialization);
•
The League of Nations and the effects of the Versailles Conference on
Europe, Africa, Asia, and the Middle East;
•
Nationalism and propaganda; and
•
Disintegration of the Ottoman Empire
o
2. Analyze the background and global consequences of actions leading to
World War II, including:
•
The Great Depression, including the Stock Market Crash of 1929, massive
business and bank failures, and 12 million lost jobs;
•
The rise of totalitarian governments in the Soviet Union, Germany, and
Italy;
12
6.3.A-H
6.4.A
14
6.4.B-L
15
6.6.E
13
The fall of the democratic Weimar Republic and the rise of Nazism and
European anti-Semitism resulting in the Holocaust and its impact on
Jewish life and culture and European society;
•
Other twentieth century genocides, (e.g., Turkey/Armenia, Soviet forced
collectivization in the Ukraine, Japan’s occupations in China and Korea);
and
•
Evaluate the importance of the beginning of the Atomic Age in science,
the technological revolution, and the implications of military technology
used in war.
•
12. G The Modern World
o
1. Analyze the transition from wartime alliances to new patterns of global
conflict and cooperation, and the reconstruction of Europe and Asia
●
The origin and major developments of the Cold War;
●
Communist takeover in China, Korea, and Vietnam and the creation of
NATO, SEATO, and CENTO;
●
The formation, structure, and purpose of the United Nations;
●
The Truman Doctrine and the Marshall Plan;
●
The growth and decline of Communism in Eastern Europe
o
2. Apply historical analysis to explain global political, economic, and social
changes in the 20th century, including
●
The Growth and adaptation of Communism in China;
●
Japan’s economic and political transformation and growth of East Asian
economies;
●
Conflicts in Eastern Europe and the Middle East;
●
The Israel/Palestine conflict;
●
The impact of Gandhi and the nonviolence movement; and
●
Apartheid and South Africa.
•
12. H Looking to the Future
o
2. Assess the growth of a worldwide economy of interdependent regions and
the development of a dynamic new world order of increasingly interdependent
regions, including NATO, the World Bank, the United Nations, the World Court,
the North American Free Trade Agreement and the European Union, IMF and
OPEC
Standard 6.5 Economics
All Students will acquire an understanding of key economic principles
ƒ
12.A:Economic Literacy
o
7. Analyze the impact of supply and demand on market adjustments and prices
(e.g. real estate and interest rates).
ƒ
12.B:Economics and Society
o
4. Discuss the value and role of free and fair competition versus the social
need for cooperation and how business, industry, and government try to
reconcile these goals.
o
5. Analyze the importance of economic issues to politics and be able to
distinguish the economic views of different political parties
Standard 6.6 Geography
All Students will apply knowledge of spatial relationships and other geographic skills to understand
human behavior in relation to the physical and cultural environment
ƒ
12.C: Physical Systems
o
1. Assess relationships between soil, climate, plant, and animal life and how
this impacts the distribution of ecosystems
o
2. Analyze the effects of both physical and human changes in ecosystems, such
as acid rain, ozone layer, carbon-dioxide levels, and clean water issues
o
5.Analyze how cooperation and conflict influence the control of economic,
political, and social entities on Earth
ƒ
12.D:Human Systems
o
1. Analyze the processes that change urban areas
ƒ
12.E:Environment and Society
o
4. Compare and contrast the historical movement patterns of people and goods
in the world, United States, and New Jersey and analyze the basis for
increasing global interdependence
o
7. Describe how and why historical and cultural knowledge can help to improve
present and future environmental maintenance.
o
8. Discuss the importance of maintaining biodiversity
•
SWBAT Objectives
ƒ Chapter 14 World War I and the Russian Revolution
o How and why did World War I begin in 1914
o How and where was World War I fought
o How did the Allies win World War I
o What factors influenced the peace treaties that ended World
War I, and how did people react to these treaties
o How did two revolutions and a civil war bring about Communist
control of Russia
ƒ Chapter 16 The Rise of Totalitarianism
o What changes did Western society and culture experience after
WWI
o What political adnn economic challenges did the leading
democracies face in the 1920s and 1930s
o How and why did fascism rise in Italy
o How did Stalin transform the Soviet Union into a totalitarian
state
o How did Hitler and the Nazi party establish and maintain a
totalitarian government in Germany
ƒ Chapter 17 World War II and its Aftermath
o What events unfolded between Chamberlain’s declaration of
“peace for our time” and the outbreak of World War II
o Which regions were attacked and occupied by the Axis powers,
and what was life like under their occupation
o How did the Allies begin to pushback the Axis powers
o How did the Allies finally defeat the Axis powers
o What issues arose in the aftermath of world War Ii and how did
new tensions develop
ƒ Chapter 22 The World Today
o How did the end of the Cold War affect industrialized nations
and regions around the world
o How is globalization affecting economies and societies around
the world
o How do poverty, disease ad environmental challenges affect
people around the world today
o What kind of threats to national and global security do nations
face today
Suggested Materials
ƒ
ƒ
Suggested Activities
Chapters
o 14 – World War I and the Russian Revolution
o 16 – nationalism and Revolution Around the World
o 17 – World War II and its Aftermath
o 22 – The World Today
Films
o Flyboys
o Life is Beautiful
Additional materials can be found in Teacher Binders and
supplemental Teaching Guides
ƒ World War Magazine
Objective
Learners will explore, in depth a component of the World War I era, as to
greater understand the impact of social, demographic and technological
change
Assignment
Groups of four students will create a magazine based on World War I. Each
member of the group will write at least ONE article about a World War I
topic and at least ONE component of the magazine (See below).
Possible Article topics
1. Total War
2. The Kaiser
3. Nobel Peace Prize
4. Serbia’s role in causing the
war
5. The Moroccan crises
6. Gavrilo Princip
7. The Black Hand
8. Francis Ferdinand’s
assassination
9. The Schlieffen Plan
10. The German invasion of
Belgium
11. Attitudes about war before
the war
12. Trench warfare
13. Diseases in the war
14. Weapons used in the war
15. The Battle of the Somme
16. The Battle of Verdun
17. The sinking of the
Lusitania
18. The Pan-African
Movement after WWI
19. The battle of Gallipoli
20. Husayn ibn Ali
21. T.E. Lawrence
22. Battle of Tannenberg
23. Propaganda in the war
24. Women during the war
25. Edith Cavell
26. Woodrow Wilson
27. The Zimmermann Notes
28. Georges Clemenceau
29. David Lloyd George
30. The League of Nations
31. The Treaty of Versailles
32. Efforts for World peace
today
Each student will write a 300-word article about one of the above topics.
Make citations. You MUST have at least one Internet source and one book
source.
Each student will create a component of the magazine: a cover, political
cartoons, an activity page, and advertisements.
Recommended Web Sites, Available on Edline
Weapons used during the war
http://www.spartacus.schoolnet.co.uk/FWWweapons.htm
Overview of the war
http://www.pbs.org/greatwar/
Efforts for making peace today
http://www.peacebrigades.org/index.php
BBC
http://www.bbc.co.uk/history/worldwars/wwone/
EbscoHost (find published articles about your topic)
http://searchepnet.com
World War I Encyclopedia
http://www.historylearningsite.co.uk/ww1.htm
General Information about World War I
http://www.firstworldwar.com/
ƒ
ƒ
ƒ
Primary source document exercises
Departmental PowerPoints integrating United Streaming and Discovery
Education supplemental films and images
Note taking worksheets
Differentiated instructional activities
Guided reading activities
ƒ
ƒ
ƒ
ƒ
Quizzes
Tests
Presentations & Projects
Interim and Benchmark Assessments
ƒ
ƒ
Testing modifications as stated in student IEP
Unit appropriate films as indicated in Suggested Materials for visual
reinforcement
Provide summaries of specific materials as needed
Clarify, repeat, reword directions as needed
Writing assignment differentiated accordingly to meet the needs of
students
Preferential seating
Positive reinforcement/ encourage student accountability
Small group/ one-on-one instruction
Provide study guides as needed
Progress reports; phone calls home to ensure student success
ƒ
ƒ
Assessments
Accommodations
ƒ
ƒ
ƒ
ƒ
ƒ
ƒ
ƒ
ƒ