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CURRICULUM GUIDE World History Social Studies Objective ANCIENT GREECE TLW understand and describe the characteristics of Greek democracy. Time 150-200 min TLW articulate contributions to philosophy. TLW describe characteristics of Greek art, architecture and drama. TLW explain the importance of Alexander the Great and the spread of Hellenistic culture ROMAN EMPIRE Materials Validation Propositions Cues • Limited to male citizens over age 30 – citizenship was limited, but expanded by successive reforms • Effective in Greece because of small city-states and limits on number of participants (citizenship) • Socratic Method, stoicism, Plato, Socrates, and Aristotle • Aristotle – balance, harmony, simplicity are emphasized Sculpture and art • Drama – Tragedy – emotional response to pity or fear leading to catharsis – emotional response • History – Importance of reason, logic and research, also avoid bias in presentation • Alexander combined best elements of Persian, Egyptian and Greek culture • Hellenistic culture produced advances in math, science, medicine and philosophy. 150-200 min TLW explain the importance of contributions in politics, engineering and law. World History District Curriculum Guide 0604 • Practical application of math and science to engineering and building roads, bridges, buildings & aqueducts • . Roman law assumed innocence, Page 1 of 29 CURRICULUM GUIDE World History Social Studies Objective TLW understand the growth and development of the Republic into an empire. Time TLW understand origins of Christianity in Empire and why it survived Rome’s fall. Materials Validation Propositions used evidence, accused confronted by accuser, defense of accused • 3 Punic Wars against Carthage in N. Africa to gain control of the Mediterranean Sea • Julius Caesar was assassinated to protect republic against monarchy • 14. Republic became empire from Britain to N. Africa to middle east ruled by a succession of emperors Christianity appealed to wide variety of people • Rooted in Jewish traditions of Messiah and 10 Commandments • Contained elements of Stoic philosophy and emphasized love, forgiveness, justice and service to others • Christianity spread • Faith inspired by martyrs’ example and the writing and preaching of the Apostles • TLW articulate causes of the fall of the Roman Empire. World History District Curriculum Guide 0604 Cues Survived Fall by building strong hierarchy separate from political structure of Empire • • Military causes Germanic invasions and mercenary armies • Social causes • Erosion of traditional Roman virtues and a declining population • Political causes -Corrupt and oppressive government, Page 2 of 29 CURRICULUM GUIDE World History Social Studies Objective Time Materials Validation • BYZANTINE EMPIRE Cues 55-90 min • TLW explain the contributions of the BE to the preservation of Greek and Roman culture and the spread of Christian religion. • • • TLW recognize the cultural connection between the BE and the early development of Russia. • • EUROPE IN THE MIDDLE AGES Propositions civil wars and a divided empire Economic Causes -Heavy taxation for military and government bureaucracy -Reliance on slave labor 150-200 min TLW recognize how the Roman Catholic Church was an organizing and unifying force in medieval society. TLW describe the system of rights and World History District Curriculum Guide 0604 Byzantine Empire was the surviving (Eastern) half of the Roman Empire Preserved and organized Roman laws into Justinian Code Spread Eastern Orthodox Christianity into Russia Cyril & Methodius were Greek Orthodox missionaries who translated the Bible for the Slavs and Russians. Russian Orthodox religion was based on Eastern(Greek) Orthodox Christianity Eastern Europe his home to a diverse mix ethnic and religious mix of people • • Roman Christianity spread throughout Europe during and after the Fall of the Roman Empire. • The feudal leaders in Europe reinforced their authority by converting to RC Christianity • The RC Church had a hierarchy that impacted social and political life in Europe • Vassals provided these services to Page 3 of 29 CURRICULUM GUIDE World History Social Studies Objective obligations in the feudal system. Time TLW describe the changes that allowed Europe to emerge from isolation during the middle ages. Materials Validation • • • • • • • • • TLW describe the development of Royal power in the high middle ages and the developing conflicts with the Roman Catholic Church. • • World History District Curriculum Guide 0604 Propositions their lords Lords provided services to vassals The manor was a self-sufficient economic unit and because of inherit dangers, trade was decreased and movement was limited New technologies led to increased agricultural production. The Crusades exposed feudal Europe to ideas and products from advanced cultures. New commercial practices of partnerships and banking improved the economies of medieval villages. As trade increased, towns wrote charters freeing them from control by feudal lords. Artisans started guild, which established standards for production of goods in their town. The Black Death in Europe was part of a global epidemic Inflation as worker wages increased, rebirth of religious fervor and persecution of the Jews, and people left villages to move to towns Strong monarchs emerged in England using bureaucracies to organize their rule. -Norman Conquest -development of common law -jury system and the Magna Carta English and French monarchs Cues Page 4 of 29 CURRICULUM GUIDE World History Social Studies Objective ISLAM AND THE ARABIC EMPIRE TLW explain the origins and central beliefs of the Islamic religion. Time 90-120 min TLW differentiate between various movements within Islam. TLW recognize the contributions to Western Civilization made during Arabic Empire’s “Golden Age”. World History District Curriculum Guide 0604 Materials Validation Propositions contested the power of the RC pope. • The Estates General in France lacked the power of the purse • The Holy Roman Empire after Charlemagne was a loose union of independent states. • Conflicts between French and English monarchs resulted in the Hundred Years’ War • Cues • Muhammad’s visions of the angel Gabriel led to the Muslim holy book, the Koran (Quran) • 5 Pillars (basic duties) -Declaration of faith -Daily prayer -Almsgiving (Charity to the poor) -Fasting during month of Ramadan (sunrise to sunset) -Hajj – pilgrimage to holy city of Mecca during lifetime • Sunni Muslims – Caliph chosen as political leader, not religious authority • Shiite Muslims – Caliph as religious authority, descendant of Muhammad, divinely inspired to lead • Sufi Muslims – Mystical sect who seek communion with God through fasts and rituals • Islam spread rapidly from the Middle East west to Spain and east to India and throughout N. Africa. Page 5 of 29 CURRICULUM GUIDE World History Social Studies Objective Time THE RENAISSANCE AND REFORMATION TLW develop an understanding of how the Renaissance began in Italy. 350-500 min TLW realize how the new ideas and art of the Renaissance spread from Italy to Northern Europe. TLW comprehend the reasons that caused new Protestant thinkers to reject the establish church. World History District Curriculum Guide 0604 Materials Validation Propositions • Valued education and built centers for learning and collection of scholars in various cities • Made significant advances in science, math, medicine, philosophy and astronomy Cues • The Renaissance began in Italy b/c of Prosperous city states, a wealthy merchant class, heritage of ancient Rome, Medici family in Florence • Characteristics of the Renaissance Humanism included: -Reawakening of interest in classical learning of Greeks & Romans -Wider world view/awareness of other peoples and cultures -Focus on individual achievement and the present -Spirit of adventure • Dominant art forms affected by renaissance included literature, painting, sculpture, architecture, engraving and politics • Northern Europe recovered slowly after the Black Death because of smaller population, less trade and limited wealth of merchant class. • Moveable type printing press, and use of vernacular languages Protestant reformation resulted from -RC Church abuses -worldly lives of clergy Page 6 of 29 CURRICULUM GUIDE World History Social Studies Objective Time Materials Validation Propositions Cues -indulgences • Martin Luther’s ideas -faith over works -the Bible as sole authority -community of believers w/o hierarchy • Other reformers -John Calvin in Switzerland – Calvinism -Henry VIII (Tudor) in England – Anglicanism -Catholic (Counter) Reformation -Persecution and legal restriction faced by Jews and Muslims in Spain and Italy • Scientific Method develops from Humanism and experimentation with new techniques and ideas. • Observation and experimentation become foundation from which to discover truth. • Revised and built upon ideas about medicine, chemistry, math from ancient Greeks TLW know how the ideas of Luther spread beyond Germany and the reactions of the church. TLW recognize the impact the new scientific discoveries of the 16th century had. AGE OF ABSOLUTISM 350-500 min TLW be able to explain how Renaissance ideas about the individual, religion, humanism and adventure contribute to European exploration around the globe in the 1500’s World History District Curriculum Guide 0604 • Catholic Spain’s power increased in 15-1600s by absolute monarchs who ruled by divine right. • 1550-1650 – Golden Age of Spanish art, literature, science and math. • Spanish decline resulted from overseas wars, taxation of middle class, weak rulers, hyperinflation and the expulsion of Jews and Muslims Page 7 of 29 CURRICULUM GUIDE World History Social Studies Objective TLW recognize the factors that resulted in the consolidation of the royalty in France under the Bourbon kings. Time TLW derive an understanding of the events in Tudor and Stuart England that resulted in the triumph of parliamentary democracy. TLW identify the causes that led to the emergence of Austria and Prussia as major European powers and develop an understanding of how Russia progressed from a medieval state to a modern power. World History District Curriculum Guide 0604 Materials Validation Propositions • Religious conflicts between Catholics and Protestants threatened unity of France. Reunited under divine right absolute monarchs Henry IV, Louis XIV -Created large and efficient government bureaucracy -Excluded Estates-General from participating in government -Louis XIV made France center of political and social power in Europe. • Created alliances and agreements to balance power among European nations • Protestant Tudors governed effectively with Parliament • Catholic Stuarts invoked divine right, which leads to conflict with Parliament over religion and power of monarch. • English Rev – Parliament legally executes king for treason; Cromwell rules as Lord Protector during Commonwealth • Glorious Rev – King &Queen placed on English throne at Parliament’s request – power of Parliament • The 30 Years War involved all of Europe and ended with a series of treaties called Peace of Westphalia. • Austria becomes a strong Catholic nation under Maria Theresa – Austria Hapsburgs • Prussia becomes strong Protestant Cues Page 8 of 29 CURRICULUM GUIDE World History Social Studies Objective THE ENLIGHTENMENT Time Materials Validation Propositions nation under Hohenzollerns. • By 1750 the great powers of Europe are Austria, England, France, Prussia and Russia. 150-300 min • TLW develop an appreciation of how progress and reason influenced the new political ideas of enlightened philosophers. • • • • TLW understand how new political ideas impacted the monarchies of France, Austria, Prussia and Russia. • • TLW appreciate the further evolution of democratic development in England during the 18th century. AMERICAN REVOLUTION Cues The Scientific Rev. laid the foundation for advances in political philosophy. Key concepts embraced by the philosophies included natural rights, Social Contract, and the separation of powers Women thinkers embraced Enlightenment ideas in pursuit of equality for women. Physiocrats rejected mercantilist ideas about a favorable balance of trade in favor of free trade and laissezfaire government policies, which become the foundation for Adam Smith’s Capitalism Enlightenment ideas spread rapidly and effected changes throughout European society. Some absolute monarchs embraced parts of enlightenment philosophy as “enlightened despots”. The daily lives of most Europeans were unaffected by Enlightenment ideas • 30-50 World History District Curriculum Guide 0604 • Democracy was enhanced in Britain by Page 9 of 29 CURRICULUM GUIDE World History Social Studies Objective Time min THE FRENCH REVOLUTION AND NAPOLEON TLW recognize the social and economic conditions in France that led to revolutionary change. 350-500 min TLW understand how the events of 1789 resulted in the establishment of a new popular moderate government. TLW appreciate why moderate reformers failed and how radical groups came to control the revolution. World History District Curriculum Guide 0604 29 Materials Validation Propositions constitutional government, and development of Cabinet and Prime Minister positions. • The American revolution came about because of -Growing wealth in the colonies and rebellion against Parliamentary taxation -Spread and acceptance of European enlightenment ideas -Economic and military ties to France against British • The American Revolution led to the creation of a federal republic in the Constitution and Bill of Rights Cues • French social structure included 3 Estates – Clergy, Nobles, Middle Class and Pheasants France faced series of difficulties in later 1700s – debts from foreign wars, poor harvests, and the inability to reform tax burden • Significant events in the 1789 -Tennis Court Oath -Storming of the Bastille -Declaration of the Rights of Man and Citizen -Women’s March on Versailles -National Assembly Reforms – Constitution of 1791, Sale of RC Church lands, and Declaration of Religious freedom • As the revolution was “threatened” by conservatives and moderates in France and by absolute monarchs outside, the National Page 10 of CURRICULUM GUIDE World History Social Studies Objective Time TLW gain knowledge of the factors that gave rise to Napoleon and his impact on the face of Europe. World History District Curriculum Guide 0604 29 Materials Validation Propositions Assembly became dominated by Radical forces like the Jacobins and Robespierre. • In 1792 the monarchy was abolished, the King executed and the Committee for Public Safety began the Reign of Terror as the French Republic went to war against monarchies all over Europe. • After the Reign of Terror a 5-man Directory governed France from 17951799. • In successive elections Napoleon gained power as 1st Consul, Consul for Life, as Emperor and as a Military Dictator • Napoleon’s reforms included: -Making peace with the Catholic Church -Restored order helping middle-class businesses -Recognized peasant purchases of Church lands -Controlled prices and encouraged new industry -Built infrastructure –roads, bridges, canals -Instituted merit system in government jobs -Established government-controlled public schools -Revised French laws in the Napoleonic Code • Waged war against European monarchies to spread Revolutionary ideas of Liberty, Equality and Brotherhood. • Napoleon’s attempt to unify Europe in his Grand Empire sparks nationalism in diverse groups and defensive reactions from European Cues Page 11 of CURRICULUM GUIDE World History Social Studies Objective Time TLW comprehend how the events that led to the fall of Napoleon resulted in reactionary change throughout European governments and society. THE INDUSTRIAL REVOLUTION Materials Validation Propositions rulers. • Napoleon was defeated in Russia and then finally at the Battle of Waterloo. His exile to St. Helena marked the end of the French Revolution period. • Congress of Vienna, reactionary forces met to restore European monarchies to create a lasting peace, stop revolutions, and balance power in Europe. Cues 300-500 min TLW understand the factors that led to the foundations of the Industrial Revolution and its impact on Western European development. TLW identify the conditions that existed in Britain that resulted in its leading role. TLW appreciate the dramatic effects and changes early industrialization had on urban life. World History District Curriculum Guide 0604 29 • An agricultural revolution initiated the industrial revolution – new methods of farming, farming techniques, population growth from rising food supply, and the use of water power • IR as of series of Revs – Communication, Transportation, Technology • The IR began in Britain: -Coal and iron ore -Large supply of skilled labor -Culture of hard work, frugality and creating practical machines -Wealthy merchants become venture capitalists in new businesses -Stable government supported economic growth, navy to protect trade -Large demand for new goods and services • Industrialization and Urbanization occur together as industrial workers are crowded together into cities. Page 12 of CURRICULUM GUIDE World History Social Studies Objective Time TLW comprehend how industrialization resulted in new social and economic ways of thinking. REVOLUTIONS IN EUROPE 150-300 min TLW appreciate the dramatic effects and changes early industrialization had on urban life. World History District Curriculum Guide 0604 29 Materials Validation Propositions • Rural life is dramatically different from life in the cities: -less income potential and fewer social opportunities -freedom to select and schedule tasks and healthier working conditions • Entrepreneurs develop as a new middle class pursuing wealth and selfsufficiency. • Middle class values create new standards of social behavior • Working classes begin organizing together to match the power of business owners with the power of labor. • Economic Theories: -Laissez-faire Economics – Ricardo, Malthus, Adam Smith -Utilitarianism – Betham and J.S. Mill -Socialism – Government control of means of production -Utopian Communities -Communism and the theory of history – Marx and Engels • Cues • The conservatives guiding the Congress ignored cultural boundaries they redrew the map of Europe to contain France • Nationalism – idea that each cultural group in Europe should be recognized and represented in the European community. • Liberalism – embraced ideas of the Capitalism, French Revolution and limited government powers – Bourgeoisie and Page 13 of CURRICULUM GUIDE World History Social Studies Objective Time Materials Validation • • • TLW identify and evaluate the conditions and events that led to revolutions in 1830 and 1848 and why they failed. • • LIFE IN THE INDUSTRIAL AGE Propositions middle class Conservatism - maintain status quo – church officials, nobles and monarchs, peasants afraid of change. Numerous revolts against established powers occurred throughout 1800s. The Revolution of 1830 replaced absolutist Charles X with more liberal Louis Philippe whose policies still favored the upper classes. Causes of the Revolution of 1848 – government corruption, limited suffrage, recession and poor harvests Results included - creation of 2nd Republic, suffrage to all adult male citizens, election of Louis Napoleon as Napoleon III, revolutionary ideas spread to other parts of Europe: Belgium, Poland, Austria, Italy, Germany Cues 300-400 min TLW recognize how science and technology promoted industrial growth and new ways of doing business. • • • • • World History District Curriculum Guide 0604 29 Technology improved efficiency of production and quality of products –Steel, electricity & chemicals. Interchangeable parts and assembly line leads to mass production Transportation revolutionized by steamboats, railroads, automobile and airplane Communication improved with telegraph and Morse code, later telephone. Expanded stock ownership and growth of giant corporations revolutionized Page 14 of CURRICULUM GUIDE World History Social Studies Objective Time TLW comprehend how advances in medicine and social change affected urban life in the latter 19th century. TLW understand the effect that changes caused by the industrial age had on social and cultural attitudes and values. TLW become familiar with the art, music and literature that developed in World History District Curriculum Guide 0604 29 Materials Validation Propositions business. • Monopoly and cartel control of products and prices leads to increased government regulation of business. • Medical advances include germ theory, vaccines, sanitation, improvements in nursing, surgery and hospital care. • Urban planning in large cities included public buildings, sewer projects, urban renewal and skyscrapers. • Public and private aid societies and rising living standards improved cities. • Industrialization increased the complexity of social structures as middle class grew • Cult of domesticity defined women’s roles within the home and the relationship between the sexes. • Women improved society in the Abolition, Suffrage and Temperance movements. • Education reforms expanded free public education and university offerings. • Science advances - Atomic Theory, Geology, Evolution and Natural selection • Social Darwinism used to justify discrimination, segregation and racial superiority. • The social gospel encouraged Christians to reform health care, education and housing. • Artistic trends in the 1800s -Romanticism – emotional appeal, reaction to Cues Page 15 of CURRICULUM GUIDE World History Social Studies Objective this new culture. NATIONALISM TRIUMPHS Time Materials Validation Propositions Enlightenment reason and progress -Realism – represent the world as experienced by people -Impressionism – painting style using unblended brushstrokes of color, mind blends colors to create image Cues 450-500 min TLW gain knowledge of how the German states unified into a modern nation under the policies initiated by Bismarck. • • • TLW recognize the policies of the German government that transformed the German economy. • • TLW comprehend how Italian leaders overcame longstanding problems and established Italian unification • • TLW identify the differences and dilemmas that affected the AustrianHungarian empire and the peoples in the Balkans. World History District Curriculum Guide 0604 29 • German Nationalism developed under Prussian “Iron Chancellor” Otto von Bismarck. Bismarck practiced realpolitik, fighting wars and annexing territory After German victory in the FrancoPrussian War, the 2nd Reich (empire) began 1871. Germany led Europe by industrializing rapidly due to large resources of iron and coal. Bismarck implemented socialist policies and improved the conditions of the working classes Italian nationalism was hindered by political divisions created by the Congress of Vienna. The efforts of secret societies and leaders like Mazzini, Cavour and Garibaldi eventually unified Italy in 1870 Austria-Hungary became a dual monarchy to accommodate problems from diverse nationalist groups, socialists, Page 16 of CURRICULUM GUIDE World History Social Studies Objective Time TLW understand how the reactionary views of the czars resulted in Russia’s political backwardness and ultimately led to revolution. WESTERN DEMOCRACIES Materials Validation Propositions discontented workers and industrial growth. • Russia struggled to industrialize because its autocratic czars and nobles did not pursue economic and tax reforms. • Russian practice of violently repressing dissent culminated in the Bloody Sunday Massacre. Cues 250-300 min TLW be able to trace and analyze the political developments that occurred in England during the 19th century. TLW appreciate the impact political changes has upon the social and economic conditions that improved the lives of the working class World History District Curriculum Guide 0604 29 • English political reforms to democratize constitutional monarchy -Voting rights to Catholics and non-Anglican Protestants -Successive expansion to include universal male suffrage by 1900 and woman suffrage 1918-1928 -Limits on veto power of House of Lords and the expansion of powers of the House of Commons • Economic and labor reforms -Free trade laws and the expansion of laissezfaire capitalism -Regulation of child and women labor, improved workplace safety, minimum wage and maximum labor day, and legalized union membership • Social and Legal Reforms -Ending slavery -Decrease the number of capital offenses and create penal colonies in Australia and New Zealand -Free public education and old age, accident, health and unemployment insurance Page 17 of CURRICULUM GUIDE World History Social Studies Objective Time Materials Validation • • TLW understand how France evolved from the Second Empire into the Third Empire. • • • • WORLD WAR I AND ITS AFTERMATH TLW distinguish the factors that led to rivalries among the European powers and set the stage for conflict. Propositions “Irish problem” continues as Irish pursue “home rule” from British control The capture of Napoleon III and France’s defeat in the Franco-Prussian war ended the 2nd Empire Republicans in Paris established a provisional government that became the 3rd Republic The Dreyfus Affair illustrated AntiSemitism in Europe and prompted the Zionist call for a Jewish state 3rd Republic Reforms – limiting role of the Roman Catholic in government and education, laws regulating working conditions, hours and wages and establishing free public elementary schools Women in France did not get the right to vote until after World War II Cues 350-500 min TLW comprehend how events in the Balkans led unwittingly to the start of World War I. World History District Curriculum Guide 0604 29 • Factors that increased the possibility of war in Europe in the 1800s -Pacifism – women’s suffrage movement, modern Olympic games, Nobel Peace Prize -Aggressive nationalism and military arms race -Conflict over Imperial colonies and desire for national supremacy -Alliances that created two rival groups in Europe • Nationalism in the Balkan states led to rebellion against Austria and the assassination of Francis Ferdinand Page 18 of CURRICULUM GUIDE World History Social Studies Objective Time TLW recognize the role modern technology had on the battlefield and its devastating effects. TLW identify and explain the impact the war had on involved nations and the factors that led to American entry. TLW derive an understanding of the outcome of World War I upon both the victors and the vanquished and how it set the stage for future conflict. World History District Curriculum Guide 0604 29 Materials Validation Propositions • The system of alliances and ties between nations escalated the conflict into war involving many European nations • The Schlieffen Plan described how Germany could fight a war to control Europe without fighting on 2 fronts. • Modern technology made the Great War a stalemate and war of attrition – trench warfare and “no mans land”, machine gun, airplanes and zeppelins, poison gas and submarines (U-boats) • Numerous battles illustrated the futility and horror of the first modern war – the Marne, the Somme, Gallipoli, etc. . • The war extended beyond Europe into the colonies in Africa and Asia • WWI was the first “total war” – propaganda, rationing and conscription, war technology, and attacks against civilian support systems for waging war • Forces and events pushing U.S. into war – Russian Revolution, German submarine warfare, Zimmermann note, and propaganda • U.S. entry makes Great War the War for Democracy (against aggressor monarchies) • U.S. involvement resolves stalemate leading to Armistice (Wilson - 14 Points to Peace without Victory) • Deadliest and most expensive war to date • Treaty of Versailles -Punish Germany with guilt clause and huge reparations Cues Page 19 of CURRICULUM GUIDE World History Social Studies Objective REVOLUTION IN RUSSIA Time Materials Validation Propositions -Some self-determination of national boundaries -Creation of League of Nations • Most nations dissatisfied with peace Cues 150-300 min TLW analyze why the czarist state in Russia collapsed and how the Bolsheviks cane to power. TLW gain knowledge about how Communism in Russia evolved from Lenin to Stalin and the effects of Stalin’s policies. World History District Curriculum Guide 0604 29 • Russian revolutionaries focused on problems in Russia -Autocratic rule of Czar Nicholas II and ineffectuality of elected Duma -Unrest among growing class of factory and railroad workers -Internal problems caused by inability to provide food and materials to fight in WWI • Provisional government did not solve concerns for land and bread, did not end Russian involvement in War • Bolsheviks led by Marxist Vladimir Lenin overwhelm provisional government leading to civil war between Reds (communists) and Whites (loyal to czar) • Communist victory left Russian economy in chaos • U.S.S.R. created in 1922 with a constitution that appeared both socialist and democratic, but real power held by Communist party and Russia, the largest republic. • Power struggles between Trotsky and Stalin left Stalin in power by 1929 • Stalin’s reforms -Command economy where government makes all basic economic decisions -5 year plans for agricultural (using Page 20 of CURRICULUM GUIDE World History Social Studies Objective Time Materials Validation Propositions collectives) and industrial (heavy industry and transportation) production -Ruthless policies of control over citizens and the Great Purge of opposition to Communist control • Comintern (Communist International) policy of aiding revolutions against capitalism worldwide • TLW understand and evaluate how life in a totalitarian state impacts its society. • • • • NATIONALISM AND REVOLUTION IN CHINA AND JAPAN(1910-1939) TLW become familiar with the problems that existed in interwar China and the effect upon it of Japanese aggression. Cues Totalitarian state tools to keep control of populace Terror though purges, censorship, secret police, forced labor camps Propaganda and control of media (movies) showed benefits of Communism and evils of capitalism Atheism leads to war on religions, replaced with Communist ideology Communist Party members make up small % of population 90-120 min World History District Curriculum Guide 0604 29 • Problems in China 1910-1939 -Disorder after abdication of president in 1912 to military general -Local warlords seize power and battle amongst each other -Economic collapse -Foreign imperialism from merchants, missionaries and soldiers -Treaty of Versailles gives Japanese control over German possessions in China Page 21 of CURRICULUM GUIDE World History Social Studies Objective Time Materials Validation • • • • • • TLW identify the conditions and causes that resulted in Japan’s movement from a liberal government to a militaristic state. • • • • • CRISIS OF DEMOCRACY Propositions May 4th Movement is cultural and intellectual movement to strengthen China Communist ideology appeals to Chinese aided by Soviet Union Nationalist forces seek to subdue warlords and limit communist influence Communist led by Mao Zedong eluded Nationalist forces in Long March, inspires later Chinese Communists Nationalists and Communists eventually unite against Japanese aggression in Manchuria Economic growth from support of Allies in WWI slowed in 1920s Socialist ideas supported by rural peasants and Western fads and fashion embraced by young people threaten traditional Japanese values Ultra nationalists push against international condemnation of overseas expansion Manchurian Incident pushes Japan into aggression against China Civilian government forced to accept control by military which cracks down on socialists and ends democratic reforms Japan joins Germany and Italy in WWII Axis Power alliance Cues 300-400 min TLW understand the conditions that existed in the postwar democracies and comprehend the impact that the Great World History District Curriculum Guide 0604 29 • Conditions leading to WWII • Economic Problems -German reparations and hyperinflation and Page 22 of CURRICULUM GUIDE World History Social Studies Objective Depression had on the world situation Time TLW develop an appreciation of how new ideas in science and the arts affected the culture of the period 19001930’s. TLW be able to trace how Mussolini came to power in Italy and the imposition of fascism. World History District Curriculum Guide 0604 29 Materials Validation Propositions unemployment -Overproduction leads to low prices -American Great Depression ripple effect to rest of world • Pacifism and disarmament and failure to enforce Kellogg-Briand and League of Nations • England and France differ over enforcing Treaty of Versailles – Decrease reparations, build Maginot Line • FDR tries to end Depression with spending for New Deal programs to revive economy • Advances in Art/Science/Society Abstract and Surrealism, Stream of Consciousness writing and expatriate authors, radioactivity, Relativity Theory, Psychoanalysis • Increase in popular culture elements – movies, magazines, youth rebellion, women’s suffrage, middle class power • Rise of Mussolini’s Fascist Italy -Democracy weak and ineffective -Glory of ancient Rome under strong leader -State as 1st priority, individual is 2nd – Mussolini never wrong -Embraced capitalist “corporate state” controlled by business and party -Enemy of communism and socialism • Totalitarian Regimes Characteristics -Single party dictatorships -State control of economy -Use of police and spies to invoke terror and Cues Page 23 of CURRICULUM GUIDE World History Social Studies Objective Time TLW identify the causes that led to a takeover of power in Germany by Hitler and to comprehend the effects of Nazi policies upon the German people WORLD WAR II AND AFTERMATH TLW assess how aggression and appeasement contributed to the beginning of World War II. Materials Validation Propositions enforce will of the state -Strict censorship and government control of media -Use of schools to indoctrinate and mobilize citizens for national goals -Unquestioning obedience to single leader. • Hitler’s rise -Democratically elected -Purges of disloyal Nazis -Social programs to build loyalty and national fitness, control of arts and media -Treaty of Versailles: humiliated and impoverished proud and productive people; prohibited military -Spent money on public works projects – reduce unemployment and hyperinflation -Attacked churches – replace religious doctrine with Nazi ideology -3rd Reich – after Holy Roman Empire and Bismarck’s 2nd Reich -Scapegoats for Germany’s problems - Jews -Nuremburg Laws, Kristallancht, concentration camps, “Final Solution” Holocaust Cues 300-500 min World History District Curriculum Guide 0604 29 • Early Rome-Berlin-Tokyo Axis Aggression – Italy invades Ethiopia, Japan – Manchuria, Germany reclaims Rhineland, Anschluss (reunion with Austria) • Spanish Civil War as model and practice for modern warfare Page 24 of CURRICULUM GUIDE World History Social Studies Objective Time TLW become familiar with the early successes of the Axis powers in both Europe and Asia. TLW recognize the major turning points of the war on the European eastern and western fronts. TLW gain knowledge of what strategies the Allies adopted that led to the ultimate defeat of Germany, Italy and Japan. World History District Curriculum Guide 0604 29 Materials Validation Propositions • Appeasement – Germany gains Sudentenlands in Czechoslovakia in exchange for “Peace in our time” • 1939 Hitler signs Non-Aggression Pact with Soviet Union, invades Poland, war begins • • Axis successes in Europe Africa and Asia -Blitzkrieg – Germany invades and conquers Norway, Denmark, Belgium and France -Italian forces and Rommel push back British in Libya and Egypt, later Italians take Greece and Yugoslavia -Bulgaria and Hungary join Axis • Military technologies – Tanks and troop carriers, improved submarines and aircraft with new weapons and bombs, Radar and Sonar technology, medical advances and synthetic products • Operation Sea Lion – London Blitz – fails to demoralize British and force surrender • Operation Barbarossa – Attack on Russia – Siege of Leningrad • Japanese attack on Pearl Harbor – Japanese conquests in Pacific, forces U.S. into war on side of Allies • Allies including U.S. embrace total war – rationing, internment of Japanese and Germans, women at work in the war effort • Allied Turning Points -El Alamein and invasion of Italy -Battle of Stalingrad Cues Page 25 of CURRICULUM GUIDE World History Social Studies Objective Time TLW evaluate the factors that led from the ending of World War II to the coming of the Cold War. PROBLEMS OF THE MODERN WORLD SINCE 1945 TLW develop an understanding of the global political conditions and issues that came into being in the aftermath of World War II. Materials Validation Propositions -D-Day invasion and liberation of France -V-E Day -Island hopping in Pacific -Decision to use nuclear weapons to force Japanese surrender a. -Save invading soldier’s lives b. -Impress U.S.S.R. with military technology and power c. Justify expense and sacrifice for program • Discovery of Holocaust horrors • End of Fascist threat resulting in conflict between democratic capitalism and Soviet communism -Division of Germany a. -Berlin Airlift -Marshall plan to rebuild after war -Truman Doctrine of Containment -NATO Alliance v. Warsaw Pact creating Soviet satellite nations and buffer zone • Military Arms race and the Cold War Cues 300-500 min World History District Curriculum Guide 0604 29 • Colonialism in Asia and Africa ended after WWII • New nations were often labeled “underdeveloped,” or “developing” as they sought to modernize and improve the standard of living of their citizens • The Cold War goes global as the world is divided into capitalist (1st World), communist (2nd World) and unaligned camps (often developing nations – 3rd Page 26 of CURRICULUM GUIDE World History Social Studies Objective Time Materials Validation • • • • • TLW evaluate the economic development that have occurred since 1945 that are shaping a global interdependency. TLW describe the social, political and economic issues affecting the Western nations since 1945. World History District Curriculum Guide 0604 29 Propositions World) Hot Spots develop as the Cold War is fought thru 3rd parties in Korea, Vietnam, China World Organizations and Agreements, United Nations, Nuclear Weapons – Strategic Arms Limitation Talks (START),Human Rights World Health and Pollution Conflict between national sovereignty and global interdependence for peace Terrorism Cues • The world is economically interdependent, but divided between rich (global north) and poor nations (global south) • Multinational corporations produce and sell goods all over the globe, usually using raw materials from developing nations to provide goods and services to global north nations. • Oil Crisis in developed nations • • Political Trends • Steps in the Cold War and the nuclear threat leading to the collapse of Communism and redefinition of role of NATO • Creation of the European Common Market => European Union (EU) and adoption of the euro currency • Social Trends in Europe, Women’s Page 27 of CURRICULUM GUIDE World History Social Studies Objective Time TLW demonstrate an appreciation of the political trends toward democracy and prosperity in Europe. TLW understand how the United States has become the super power is and its actions and responsibilities on the world stage. TLW appreciate the factors that resulted in the collapse of the Soviet Union and the creation of the Russian Republic. TLW become familiar with the impact that the fall of communism has had on the nations of Eastern Europe. World History District Curriculum Guide 0604 29 Materials Validation Propositions rights, Ethnic diversity • Demographic changes in families and their lifestyles • • England • Rise and fall of the welfare state, loss of colonies, continued problems with Ireland and Germany • West Germany miracle v. East German stagnation under Communism • Fall of the Berlin Wall • Challenges of re-unification • • U.S. as Superpower • Cold War v. U.S.S.R. • Solo Super power • Civil rights movement • Immigration policies • Collapse of the Soviet Union • USSR after Stalin • Buffer zone of communist satellites • Failure of the command economy and the arms race against the US • Gorbachev reforms • Glasnost – Openness – ending censorship and open discussion of the USSR’s problems • Governments in Eastern Europe faced many challenges as the USSR weakened • Poland, Germany and Czechoslovakia have peaceful revolutions toward democracy • Romania’s violent revolution overthrows Cues Page 28 of CURRICULUM GUIDE World History Social Studies Objective Time EVENTS OUTSIDE EUROPE AND NORTH AMERICA Chapter 34, 1-4 East Asia and South Asia Chapter 35, 1-4Southeast Asia and the Middle East Chapter 36, 1-4 Africa Chapter 37, 1-4 Latin America World History District Curriculum Guide 0604 29 Materials Validation Propositions dictator Ceausescu • Yugoslavia is site of extreme ethnic and religious violence after Communist dictator Tito Cues TO BE DETERMINED AS TIME ALLOWS TO BE DETERMINED AS TIME ALLOWS TO BE DETERMINED AS TIME ALLOWS TO BE DETERMINED AS TIME ALLOWS Page 29 of