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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 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 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. 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. 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 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. 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 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. 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 SWBAT Objectives 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 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 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 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 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 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 Quizzes Tests Presentations & Projects Interim and Benchmark Assessments Testing modifications as stated in student IEP Unit appropriate films as indicated in Suggested Materials for visual reinforcement Assessments Accommodations 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 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 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. 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. 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; How the Industrial Revolution, based on new manufacturing processes and the availability of labor, began the preeminence of Europe in the world economy; 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 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 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. 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 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 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 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 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 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 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 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 Quizzes Tests Presentations & Projects Interim and Benchmark Assessments 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 Assessments Accommodations Unit 3 : The New Global Age 15 Blocks Driving Questions 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 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 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. 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). 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 The growth and decline of Communism in Eastern Europe; 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 The growth and decline 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 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 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 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 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. 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 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 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 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 Additional materials can be found in Teacher Binders and supplemental Teaching Guides 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 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 Quizzes Tests Presentations & Projects Interim and Benchmark Assessments 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 • Assessments Accommodations Unit 4 : Hot & Cold Wars 26 Blocks Driving Questions 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 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 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. 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 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). 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 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 12.D:Human Systems o 1. Analyze the processes that change urban areas 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 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 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 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 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 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 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/ 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 Quizzes Tests Presentations & Projects Interim and Benchmark Assessments 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 Assessments Accommodations