Download 10th Grade World History: 1500 to the Present Road Map

10 t h Grade World History: 1500 to the Present
Road Map
This course focuses on major themes, events and people in world history from roughly
1500 to the present. Topics include the development of early modern empires in Asia,
Africa and Europe, the Age of Exploration and impact of colonization, imperialism, and
industrialization, and the growth of powerful nation states and clashes among them
through two world wars and the Cold War. Also emphasized is the gradual push for
expanding rights for more people around the world through the Age of Revolutions,
colonial revolutions, and decolonization/ independence movements in the 20th century
with a specific focus on India, South America, and Africa. Students practice the skills
of historians in interpreting and analyzing multiple types of primary source documents
in order to answer the overarching questions that frame each unit of study in this
course. In addition, students practice analyzing the historical roots of contemporary
world issues, particularly during second semester.
In doing so, students take on
historical problems and issues throughout modern world history and explore
ramifications of this history for our world today.
Core Text
Beck, R. B. et. al. (2005)
Modern World History: Patterns of Interaction.
McDougal Littell.
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Please note, the units shaded in gray are incomplete and the roadmap may change as a result
of revisions.
10th Grade World History: 1500 to the Present - Road Map
1
FIRST MARKING PERIOD
UNIT
Unit 1:
Why Study World
History?
How can studying history help
us understand the way
different nations connect and
the issues confronting those
nations?
PACING
Suggested Pacing:
2 Weeks
Grading Period 1
Weeks 1 - 2
KEY CONCEPTS
Module 1
 Why should we study world
history? How do historians
analyze past events?
Module 2
 What is globalization and to
what extent is economic
success reliant on being
interconnected? Which
countries are the most
influential in the world today
and what factors contribute to
their success?
Culminating Project
Students will write a minireport on one nation to
include the following
information: natural
resources, geographic
location, trade
routes/connections, military
information, government
type/style, and an overall
assessment of which factors
have contributed to their world
influence and power. The
report should contain both an
informational section and an
analytical section.
10th Grade World History: 1500 to the Present - Road Map
FOCUS CONTENT AND SKILLS
Focus Content
 Interpretation of primary source
documents
 Constructing an account of what
happened from multiple first-hand
accounts
 Identify factors of power and influence
in the modern world
Skills
 Interpret primary and secondary
sources to create an understanding of
an event.
 Explain why we need to study history
 Discuss how to interpret documents
 Connect understanding the present
through understanding the past
 Analyze and interpret data
 Research and analyze what elements
are shared by today’s world powers.
Student Products
 Create a personal history using two
family interviews
 Complete graphic organizer analyzing
two secondary sources
 Complete graphic organizer analyzing
differing accounts of a fictional football
game
 Complete two Current Events
Briefings (optional lesson)
 Produce a world map using data on
natural resource production/
consumption
 Complete a culminating guided
research project on the G8+5 nations
2
FIRST MARKING PERIOD
UNIT
OVERARCHING QUESTIONS
Unit 2:
Early Modern Empires
Module 1
 What were the features of
early modern empires in
West Africa, Southwest and
South Asia, and Persia? To
what extent was geography
a primary reason that these
empires had power and
influence? What role did
Islam play in their success?
Who were some of the
major world powers at the
dawn of the modern era of
world history and what
factors contributed to their
success?
PACING
Suggested
Pacing:
4 Weeks
Grading Period 1
Weeks 3 - 6
Culminating Project
Students will write a multiparagraph essay crafting an
argument why one of the
following is the most
important factor for a
successful and powerful
empire during the 14001600 time period and why
the other two are not:
geography, technology, or
leadership.
Module 2
 What were the features of
the last two Chinese
dynasties in the modern
period and how were they
similar or different from each
other? To what extent were
these dynasties able to
adapt to a rapidly changing
world?
Module 3
 What were the features of
the Incan and Aztec
Empires? How did these
empires effectively maintain
their power and influence?
Students must use evidence
from the empires they have
studied.
FOCUS CONTENT AND SKILLS
Focus Content
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Skills
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Utilize secondary sources to
describe the origins, expansion &
achievements of early modern
empires
Compare and contrast the
features of the early modern
empires
Analyze traveler’s narratives
(primary source accounts) to
determine what life was like in
the early modern world
Student Products
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10th Grade World History: 1500 to the Present - Road Map
Early modern empires in Turkey,
Persia, India, West Africa,
Central and South America, and
China
Flourishing of culture in art,
architecture, and science in
India, Persia and China
Trade and expansion of early
modern empires
Use of tribute systems to control
empires in the Americas
Guided Questions on the tenets
of Islam
Complete a graphic organizer on
the rise of the Ottoman, Mughal,
and Safavid Empires
Graphic Organizer and Map
Analysis on the Songhai Empire
Traveler’s Narrative analysis of a
visit to West Africa and video
guide
Leaders analysis free response
essay
Graphic Organizer on late
Chinese dynasties
Traveler’s Narrative analysis of a
visit to China
Art and Map Analysis from Aztec
and Inca
Primary document analysis on
Aztec and Inca Empires
Guided notes handout on
secondary documents about
Aztec and Inca Empires
3
FIRST MARKING PERIOD
UNIT
Unit 3:
Trans-Atlantic
Exploration
In what ways did European
exploration of Africa and
the Americas transform
global interactions between
1450 and 1700?
PACING
Suggested
Pacing:
4-5 Weeks
Grading Period 1
Weeks 7 – 9
Grading Period 2
Weeks 1 – 2
Culminating Project:
Students will write an
argumentative, analytical
essay on the following
prompt: Did the Columbian
Exchange have an overall
positive or an overall
negative impact? Students
must use specific pieces of
evidence from the unit to
support their argument.
OVERARCHING QUESTIONS
Module 1
 What scientific and
technological changes
occurred that promoted world
travel? What compelled
explorers to go out into the
unknown world?
Module 2
 Why did Europeans travel to
North and South America?
What did they find there?
What were the results of
contact with Native
Americans?
Module 3
 How did the Atlantic Slave
trade evolve and how did it
transform the lives of those
involved?
FOCUS CONTENT AND SKILLS
Focus Content
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Skills
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Module 4
 In what ways did the
Columbian Exchange and the
opening of trade passages
across the Atlantic Ocean
shape globalization from 1450
– 1700?
This unit extends into the
next marking period.
10th Grade World History: 1500 to the Present - Road Map
Trans-Atlantic Slave Trade
European Age of Exploration
Aztec Civilization
Early North American colonization
Early modern African Empires
Global trade
Columbian Exchange
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Compare and contrast the
motivations of different Spanish &
Portuguese explorers in the
colonization of the Americas
Read and analyze multiple
secondary source descriptions of the
Triangle Trade and its effects
Analyze primary source documents
depicting first contact, middle
passage & slavery
Analyze art depicting the effects of
colonization in Latin America
Assess the impact of the Columbian
exchange on the early modern world
Student Products
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Graphic organizers on technological
advances, 15th century explorers,
and trade/exchange of products
 Essay comparing two voyages
 Traveler’s analysis tool (Cortes
meets Montezuma)
 Art analysis of Castas paintings
 Summary paragraph on the impact
of Spanish exploration in the
Americas
 Graphic organizer/ questions
analyzing two secondary sources on
the Triangle Trade
 Compare and contrast three primary
sources on the effects of and
rational for slavery
 Summary Paragraph explaining how
slaves were dehumanized by the
slave trade
 Guided questions on the impact of
spread of pathogens
 Guided questions on the impact of
global trade on the world
 Map depicting the journey of three
items of exchange
4
SECOND MARKING PERIOD
UNIT
Unit 4:
Social, Political, and
Industrial Revolutions
How did new ideas
emerging in Europe in the
16th – 18th centuries lead to
political, social, and
economic revolutions? To
what extent did these
revolutions alter people’s
lives?
PACING
Suggested Pacing:
5-6 Weeks
Grading Period 2
Weeks 3-8
This is the last unit before
the 1st semester CBA, so
pace accordingly.
Culminating Project
Students will write a multiparagraph summative essay
in response to the following
prompt:
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How did social, political,
and economic
revolutions alter
peoples’ lives in the 16th
through 19th centuries?
OVERARCHING QUESTIONS
Module 1
 In what ways did
revolutionary ideas of the
15th to 18th centuries
propose new ways of thinking
about the world and question
authority?
 How did these ideas
challenge how people viewed
their relationship to the rules
that had governed their lives?
FOCUS CONTENT, SKILLS
AND STUDENT PRODUCTS
Focus Content
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Skills
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Module 2
 To what extent did the
political revolutions of the late
18th and early 19th centuries
alter people’s relationship to
their government? How
successful were these
political revolutions in
changing society?
Module 3
 What is industrialization and
to what extent did it
revolutionize the global
economy? Why did the
industrial revolution first
begin in Great Britain? To
what extent did
industrialization improve
people’s lives?
In their response students
will use at least two pieces
of evidence from each of
the three modules.
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Analyze Renaissance art and
Revolutionary art
Interpret primary source
documents on Renaissance
political theory and the impact of
the Industrial Revolution on
British workers
Analyze secondary accounts on
cause and effects of various
revolutions
Compare and contrast views
and methodologies of various
Enlightenment thinkers
Create and defend a historical
argument on the impact of
political, economic and social
revolutions
Student Products
 Complete an Art Analysis tool
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10th Grade World History: 1500 to the Present - Road Map
Renaissance and Reformation
in Europe
Divisions within Christianity
The Scientific Revolution
Features of Revolution
Atlantic Revolutions (France,
Haiti, Venezuela)
Industrial Revolution in Europe
on Renaissance paintings and
depictions of Revolution
Complete a graphic organizer
analyzing excerpts from The
Prince
Answer guided questions on
Martin Luther reading &
scientific advances reading
Complete a graphic organizer
on Enlightenment Ideas using
reading from the text
Complete graphic organizer
comparing 3 political revolutions
(secondary source readings)
Comparison/ summing up
activity on political revolutions
Complete graphic organizer on
the beginnings of the Industrial
Revolution in Europe
Analysis of primary sources on
impact of industrialization on
British workers
Essay on the Industrial
Revolution
5
SECOND MARKING PERIOD
UNIT
Unit 5:
European Colonialism &
Imperialism
What motivated and enabled
Europeans to rapidly colonize
much of Africa and South
Asia? How did Colonialism
impact the people living in
these areas and what were
some characteristics of
imperial rule?
PACING
Suggested Pacing:
3-4 Weeks
Grading Period 3
Weeks 1-4
Culminating Project
IMPERIALISM: Similarities
and Differences Chart
OVERARCHING
QUESTIONS
FOCUS CONTENT, SKILLS AND
STUDENT PRODUCTS
Module 1
 Why did Europeans
pursue colonies in Africa
and why were they
successful? What was
the impact of imperialism
on Africa?
Focus Content
Module 2
 How does literature
reflect the attitudes of
colonial powers and the
people called on to
enforce the colonial
powers rule?
Skills
Module 3
 How and why did the
British establish a colony
in India? How did Indians
protest and resist British
imperialism before World
War I?
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European Imperialism in Africa
Scramble for Africa
Literature of imperialism
British Imperialism in India, late 19th
century
 Analyze primary source documents
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on Imperialism, the Berlin
Conference, and Indian resistance to
Imperialism
Utilize graphic organizers and 2column notes to structure note-taking
Analyze poetry and narrative
literature to assess the impact of
imperialism
Analyze maps depicting the progress
of colonial rule in India
Assess the impact of imperialism on
Africa and India
Student Products
Create a chart or a diagram
that depicts the similarities
and differences in the colonial
experience of TWO countries.
Your chart/ diagram must
address the following four
areas for EACH country:
 Reasons why
Europeans wanted
this country as a
colony
 Methods they used to
go about establishing
a colony in this
country
 Resistance to
imperialism by the
people who were
already living there
 Impact of imperialism
on the people of the
region
 Two column notes comparing source
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10th Grade World History: 1500 to the Present - Road Map
and text explanations of driving forces
of imperialism
Analyze 3 primary source documents
on rational for colonies
Write about similarities and differences
between British, German and French
imperialism in Africa
Analyze the Berlin Conference Act
(primary source)
Complete case studies of 2 West
African colonies (graphic organizer)
Write a multi-paragraph essay on the
impact of imperialism on Africa
Venn diagram to compare and contrast
writers’ ideas
Answer questions on early Indian
history and the coming of the British
Outline chapter 11, section 4
Complete a chart on the impact of
colonialism on India
Complete a timeline of Indian
resistance to colonial rule
Analyze 2 primary source documents
and a photograph representing cultural
imperialism
Write a two-paragraph response to the
overarching questions for this module.
6
THIRD MARKING PERIOD
UNIT
Unit 6
World War I
What were the main
causes and
consequences of the
First World War?
OVERARCHING QUESTIONS
Module 1
 What were the long and
short-term causes of the
First World War?
Suggested Pacing:
3 - 4 Weeks
Grading Period 3
Weeks 5-8
 In what ways were societies
and individuals affected by
the technology (weaponry) of
the First World War? (refer to
textbook in lesson plans)
Culminating Project
Students will create a 4article newspaper on WWI
using the 4 modules as
themes for each of the 4
articles. Students must use
information from the modules
and their articles should
include both an informative
section and an analytical
section where students
accurately identify/explain
the significance of the events
they describe.
If students have access to a
lab with Microsoft Publisher
they can easily insert images
and authentically format their
product.
Focus Content
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Module 2
PACING
FOCUS CONTENT, SKILLS
AND STUDENT PRODUCTS
Skills
 Analyze multiple secondary
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Module 3
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Why did Russia explode into
revolution during the First
World War? How did the
revolution impact both the
lives of Russian people and
the outcome of the war?
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10th Grade World History: 1500 to the Present - Road Map
sources on causes of WW I, life
on the Homefront
Analyze multiple perspectives on
an event
Analyze primary sources (Treaty
of Versailles, Wilson’s 14 points)
Analyze photographs of battle
conditions for soldiers
Analyze data on casualties
Interpret poetry
Student Products
Module 4
 What did the Treaty of
Versailles resolve and leave
unresolved? What potential
problems did it sow?
World War I and the Treaty of
Versailles
Wartime experience of soldiers,
homefront
Technology of World War I
Complete a chart on the causes
of WW I.
Describe causes of the war and
the role that leaders played in the
start of WW I.
Analyze multiple accounts of the
assassination of Franz Ferdinand
Analyze photographs depicting
fighting conditions to learn about
the experience of war.
Analyze data on deaths and
casualties.
Describe technological
advancements in weaponry.
Interpret selected poems
describing the impact of war on
individuals.
Analyze primary sources
depicting life on the Home Front
for women.
Complete timeline chart on the
end of WW I.
Complete questions and analysis
of primary and secondary sources
on the Treaty of Versailles.
Complete questions on the treaty
and Wilson’s 14 points.
7
THIRD MARKING PE RIOD
UNIT
OVERARCHING QUESTIONS
FOCUS CONTENT, SKILLS &
STUDENT PRODUCTS
Module 1
Focus Content
Unit 7
Rise of totalitarianism
and World War II
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What caused the rise of
totalitarian governments
in the 1920s and 1930s?
How did other nations
respond to the threats
posed by these
governments? How do
people respond to the
challenges presented by
a government that
causes genocide?
Module 2
PACING
Suggested Pacing:
4 Weeks
Grading Period 3
Week 9
Grading Period 4
Weeks 1-3
Culminating Project
Students will engage in a
historical critique of the
following question: To
what extent was the
Second World War
“Hitler’s War”?
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Russian Revolution
Communism
World War II
Rise of fascism in Italy,
Germany & Japan
 Totalitarianism
 Holocaust
Why did extreme forms of
government (e.g.
totalitarianism, fascism,
militarism) develop in the
1920s & 1930s in Germany,
Japan, and Italy?
Skills
 Analyze causes and effects of
the Russian Revolution
 Compare and Contrast
features of fascist regimes in
Germany, Italy and Japan
 Understand chronology of the
development of anti-Semitism
in Europe
 Analyze photographs of
Holocaust victims
 Analyze primary source
accounts - interviews
How and why did Nazi
Germany begin a campaign to
eliminate people who were
Jewish from society? To what
extent were bystanders to the
Holocaust also perpetrators?
How did people resist and
fight back against the
Holocaust?
Module 3
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What were the long-term and
short-term causes of World
War II? In what ways did the
Second World War have a
lasting impact on world
affairs?
This is an extensive,
guided historical analysis
using a combination of
new primary and
secondary sources.
Students will first read
through the documents
and complete review
questions and graphic
organizers before using
this information to write an
argumentative essay.
Student Products
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10th Grade World History: 1500 to the Present - Road Map
Graphic organizer on causes of
the Russian Revolution
Summary of causes of the
Russian Revolution
Note-taking chart describing
features of fascist regimes
Analysis of primary source
documents to assess the
impact of fascist policies on the
lives of citizens of Italy,
Germany and Japan
Comprehension review of the
history of anti-Semitism in
Europe
Describe victims of past antiSemitic discrimination
Analyze photographs and
written profiles of victims and
perpetrators of the Holocaust
Analysis of actions take by the
Righteous during World War II
Analyze primary source
accounts of escape and
survival during the Holocaust
8
FOURTH M ARKING PERIOD
UNIT
Unit 8
Post-World War II
Independence
Movements
How did nations in Asia,
Africa, and South America
fight for and gain
independence in the wake of
World War II?
PACING
Suggested Pacing:
5 Weeks
Grading Period 4
Weeks 4-9
Culminating Project
Mandatory Research Project
Students will engage in a
guided research project in
which they will write a 7-9
page formal research paper
on a post-WWII
independence movement.
OVERARCHING QUESTIONS
FOCUS CONTENT, SKILLS
AND STUDENT PRODUCTS
Module 1
 How did Indians structure
their quest for independence
from Great Britain in the
early 20th century? What
tactics did they use and why
were they successful?
Focus Content
 Indian Independence movement
 India-Pakistan partition and
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What are the historical roots
of the current tensions
between Indian and
Pakistan?
Module 2
 Research module (3 weeks
total)
 How did the country
structure its quest for
independence? What tactics
did they use and why were
they successful? To what
extent were the leaders
successful in achieving the
goals of the liberation
movement following
independence?
conflict
 Modern day India/ Pakistan
 Apartheid
 South African Independence
Movement
 Modern South Africa
Skills
 Analyze primary source
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documents on non-violent
philosophy
Create timelines of major events
in the Indian and South African
independence movements
Interpret data presented in
timelines and historical maps.
Participate in a simulation of a
debate about South African
freedom movement policy
Analyze the historical roots of
current events in South Africa
and India
Make a historical argument using
evidence
Student Products
 Responses to questions
analyzing the film, “Gandhi”
 Analysis of Gandhi quotes and
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secondary sources describing
non-violent strategy
Timeline of major conflicts
between India and Pakistan
Current events briefing
Letter to fictional council on next
steps in mediating conflict
between India and Pakistan
Complete 3 study guides using
secondary source readings about
the history of South Africa
Web-quest on South Africa
Timeline of events in the
establishment of Apartheid
Analysis of primary sources
establishing formal Apartheid
government
Preparation for and participation
in a simulation of 1961 debate
Written reflection on the
simulation
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10th Grade World History: 1500 to the Present - Road Map
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