Download MCHS Modern World History Curriculum Pacing 1st Sem 2012

Modern World History Curriculum/Pacing Guide 2012-2013
Content Area: Unit One 1300-1800 1st Quarter
Pacing: 7 days
MWH Standards:
MWH-1.2 Explain the impact of the Crusades and the
Renaissance on European exploration,
including the significance of humanism, the
revival of learning, and the transfer of
knowledge about sailing and ancient
philosophy from the Arabs to the Europeans.
MWH-1.4 Evaluate the impact of the collapse of
European feudal institutions and the spread of
towns on the transmission of goods, people,
and ideas in Europe.
MWH-1.5 Explain how the development of banks in
Europe influenced the transfer of goods
throughout Europe.
MWH -2.3 Explain the competition between European
kingdoms for space and resources, including
the Hundred Years’ War between France and
England, the rise of the Holy Roman Empire in
Central Europe, and the response to Islam on
the Iberian Peninsula.
Content Focus:
Causes of Feudalism and the
reasons for its demise
The course of the Crusades and the
effects of the Crusades.
The influence of banking on trade.
Catholic Church’s influence and
power in government and in
competition for territory.
Expansion of territory and competition
between kingdoms.
Textbook
Correlations:
World
History:
Patterns of
Interaction,
McDougal
Littell
Chapter 14
Formation
of Western
Europe
Suggested Activities:
1. Before teaching the Crusades, give the students the starting point and ending point for the crusaders.
Allow the students to work in groups to draw on a map to decide which way to travel for the crusaders
would be the best way. They must give evidence for their reasoning based on their prior knowledge
events in history. By the end of the lesson, they will learn the routes of travel and the reasons for those
routes.
2. Create a Venn Diagram comparing and contrasting our Bill of Rights to the Magna Carta.
3. Create a cause and effect diagram for Feudalism.
4. Create a cause and effect diagram for the Crusades.
Marlboro County High School
Page 1
Content Area: Unit One 1300-1800 1st Quarter
Pacing: 7
Textbook
Correlations:
World
History:
Patterns of
Interaction,
McDougal
Littell
MWH Standards:
Content Focus:
MWH-1.2 Explain the impact of the Crusades and the Impact of the Renaissance and
Renaissance on European exploration,
humanism on exploration.
including the significance of humanism, the
The Florentine merchants and bankers
revival of learning, and the transfer of
gaining control over papal
knowledge about sailing and ancient
banking and taxes.
philosophy from the Arabs to the Europeans.
Martin Luther’s impact on changes in
Chapter 17
MWH-1.5 Explain how the development of banks in
religion in Western Europe.
Europe influenced the transfer of goods
Development of the Church of England Renaissance
and
throughout Europe.
and reasons for the changes.
Reformation
MWH-3.1 Describe the proliferation of religious ideas,
including the expansion of Islam, the
competition between Protestants and
Catholics throughout Europe, and the spread
of Buddhism through East and Southeast
Asia.
MWH-3.2 Evaluate the impact of religious dissent on
the development of European kingdoms
during the sixteenth century, including the
warfare between peasants and feudal lords in
German principalities, the conflict between the
nobility of the Holy Roman Empire and the
Hapsburg emperors, the creation of the
Church of England, and the dynastic and
religious competition in France.
Suggested Activities:
1. Have students choose one of the Renaissance women below about whom to prepare and deliver short oral
biographies. Female students may even want to deliver their reports in the first person, as oral
“autobiographies”. Be sure that all reports include an explanation of the social processes by which these
women were able to make significant contributions:
Lucretia Borgia
2. View the movie The Agony and The Ecstasy to pinpoint key elements of the Renaissance such as:
e relationship
3. Draw a political cartoon to illustrate how the Protestant Reformation came about from the standpoint of
secular authority.
4. Write a short essay describing what the response to a “Martin Luther” in modern America might be.
5. Write and deliver a “sermon” as a Catholic clergyman strongly opposed to or in favor of Luther’s ideas.
6. Give a speech as Martin Luther explaining his position in relation to the Peasants’ Revolt.
7. Divide the class into three-person teams, each to play the role of Henry VIII, one of his wives, and a
marriage counselor. Each “spouse” will state their complaint against the other and the “counselor” will
attempt to outline the basic problems and a possible solution. Be sure to include the issue of religion
whenever applicable.
Marlboro County High School
Page 2
Content Area: Unit One 1300-1800 1st Quarter
Pacing: 7 days
MWH Standards:
Content Focus:
MWH-1.1 Describe the diffusion of people and goods
between Europe, Asia, and Africa during the
Colonization of the Americas by
14th and 15th centuries to show the networks
European nations.
of economic interdependence and cultural
Trade routes for each European
interactions.
nation colonizing the new
MWH-1.3 Analyze the reasons for European interest
world.
in Africa, including the significance of the
The diffusion of cultural ideals,
struggle between Muslim and Christian
economic interdependence
leaders in the Mediterranean and European
with trade, and new
interest in finding new trade routes to Asia.
technology.
MWH-2.1 Evaluate the consequences of the changing Global exchanges allowed new
boundaries of kingdoms in Europe, Asia, the
technologies in shipbuilding
Americas, and Africa.
and sailing which allowed
MWH-2.2 Describe the principle routes of exploration
voyages possible. (caravel)
and trade between Europe, Asia, Africa, and
European interest in Africa because
the Americas from the late 15th century
of resources, trade routes
through the 16th century.
developing, struggles
MWH-2.6 Describe the impact of the competition
between Christians and
among European countries on the various
Muslims.
kingdoms of the Americas and Africa,
Consequences of the Atlantic Slave
including the Columbian Exchange and the
trade.
slave trade.
The disruption of West African
MWH-3.5 Compare the spread of religion and the
kingdoms as a result of the
development of trade routes and diplomatic
slave trade.
connections, including Christian missionary
Effects of the Columbian Exchange
work, Buddhist and Islamic pilgrimages, and
(establishment of empires in
the competition between Muslims and
the colonies, slave trade,
Christians for territory.
competition between
MWH-3.6 Analyze various indigenous religions
European nations).
practiced in Africa and the Americas and their
Effects of European nations desire to
impact on the culture of the region, including
spread Christianity through
animism and polytheism.
missionaries to the new
MWH-4.2 Explain the changes in European overseas
world.
empires during this period, including the
Compare the religious beliefs of the
waning of the Spanish and Portuguese
colonists, the natives, and the
empires and the struggle between empires
slaves.
and colonists.
How the Columbian Exchange led to
MWH-4.6 Analyze the trade policy of mercantilism
Mercantilism and competition
and its influence on the relationship between
to imperialize.
imperial centers and their peripheries.
MWH-4.7 Explain the disruption within West African
kingdoms as a result of the competition
between European countries over slave trade.
Suggested Activities:
Write a first-hand account from the perspective of one of the following individuals:
Marlboro County High School
Textbook
Correlations:
World
History:
Patterns of
Interaction,
McDougal
Littell
Chapter 20
Exploration
and the
Atlantic
World
Page 3
Chart the explorers’ paths to the new world on maps to display in the classroom. Link those places to the
religions, languages, and origin countries.
Chart the paths of the Columbian Exchange including items that were traded and their origins. Have students
make a two-column chart listing the various items that passed from west to east and one showing items
from east to west to show the difference in technology.
Read The Interesting Narrative of the Life of Olaudah Equiano and paraphrase with a partner to share in class.
Marlboro County High School
Page 4
Content Area: Unit Two 1800-1900 1st Quarter
Pacing: 7 days
Textbook
Correlations:
World History:
Patterns of
Interaction,
McDougal
Littell
MWH Standards:
Content Focus:
MWH-5.1 Explain how the scientific revolution in
How science changed various fields
Europe led to the questioning of orthodox
of study and religion.
ideas.
Impact of Enlightenment ideas in
MWH-5.2 Analyze the ideas of social equality,
developing reforms in
democracy, constitutionalism, and
government and intellect.
Chapter 22
nationalism brought about by the
The Enlightenment influence on the
The
Enlightenment and their effects on
American Revolution.
Enlightenment
institutions.
and
MWH-6.1 Explain the impact of English political
Revolution
institutions and attitudes on their North
American colonies, and the American
Revolution.
Suggested Activities:
Work as two-person teams to graphically illustrate and orally summarize the key points of the discoveries of
the thinkers listed below:
Write a short essay explaining why there was so much opposition to and conflict over these new ideas of the
Scientific Revolution.
Lead a class discussion around these central questions:
of the Scientific Revolution?”
Write a short paragraph linking each of the great Enlightenment thinkers with any aspect of modern American
society.
Create posters to illustrate meanings behind Enlightenment thinkers quotations.
Marlboro County High School
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Content Area: Unit Two 1800-1900 1st Quarter
Pacing: 7 days
Textbook
Correlations:
World
History:
Patterns of
Interaction,
McDougal
Littell
MWH Standards:
Content Focus:
MWH-5.3 Identify the major technological and social
The major advances in the Industrial
characteristics of the Industrial Revolution.
Revolution and their impacts
MWH-5.4 Analyze the relationship between the
on social, economic, physical,
expanding world market economy and the
and political circumstances.
development of industrialization in Great
The comparison of our industry
Britain, the United States, Germany, and
changed various markets
Chapter 25
Japan, including shifts in world demography
around the world and changed
The
and urbanization and changing class and race
people and how they lived.
Industrial
relations.
Compare capitalism with other forms
Revolution
MWH-5.5 Compare capitalism with other forms of
of economic ideologies.
political and economic ideologies, including
socialism, communism, and anarchism.
Suggested Activities:
Create a cause/effect diagram of the causes and effects of the agricultural and industrial revolutions.
Role-play a meeting between workers and factory owners after reading the sections titled ‘Class Tensions
Grow’ and ‘Positive Effects of the Industrial Revolution.” The worker expresses his dissatisfaction with
the conditions and the owner defends his practices.
Plan an industrial fair that compares today’s products with those displayed at London’s 1851 Great Exhibition.
Examine the industrializing experience of Great Britain, the United States, Germany, and Japan. After
comparing and contrasting the conditions of each country, answer the question: “What can be
concluded about the most important determining factors of range and speed of industrialization?”
Complete a chart to show understanding of the differences in economic systems.
Marlboro County High School
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Content Area: Unit Two 1800-1900 1st Quarter
**Midterm**
MWH Standards:
MWH-6.3 Analyze various movements for individual
rights, including worldwide abolitionism, the
end of slave trade movements in England and
Latin America, the liberation of serfs in Russia,
and the growing movement for women’s rights.
MWH-6.5 Analyze the successes and limitations of
movements for national unity, including the
unification of Germany and Italy and the
American Civil War.
Pacing: 7 days
Content Focus:
Impact of Democratic reform and
activism in England and
France.
Effects of movements for national
unity.
Textbook
Correlations:
World
History:
Patterns of
Interaction,
McDougal
Littell
Chapter 26
The Age of
Democracy
and
Progress
Suggested Activities:
Conduct an open class discussion on the topic of anti-Semitism with the objective of answering the question:
“What are the historical roots of anti-Semitism?” Be sure to include as a minimum discussions of the
following events:
uropean economy
As a class, construct a Venn diagram to illustrate how unification movements in Germany, Italy, and America
(during the Civil War) were both similar and different.
Create a graphic organizer that illustrates the relationship between industrialization and democratization in
19th century Europe. Be sure to include the key events in Great Britain and France that arose out of the
Industrial Revolution and fueled the process of democratization. To decide on the shape of your
graphic, think about what happened after democratization began to take hold in Europe in terms of
increased or decreased industrialization.
Marlboro County High School
Page 7
Content Area: Unit Three 1900-1950s 2nd Quarter
Pacing: 7 days
Textbook
Correlations:
World
History:
Patterns of
Interaction,
McDougal
Littell
MWH Standards:
Content Focus:
MWH-7.1 Analyze the relative importance of
Summarize the events that set WWI in
economic and political rivalries, ethnic and
motion.
theological conflicts, social class, militarism,
Describe the type of warfare.
and imperialism as underlying causes of World Describe how the Allies pushed to
War I and World War II, including the role of
victory.
nationalism and propaganda in mobilizing
Explain the effects of war.
civilian populations around the world to
Describe the major provisions after the Chapter 29
World War I
support the two world wars.
war.
MWH-7.2 Analyze the ways that the responses of the
governments of Britain, France, Germany, and
Italy to the economic and political challenges
of the 1920s and 1930s contributed to the
renewal of international hostilities in the years
leading to World War II.
MWH-7.3 Describe major shifts in world geopolitics
between 1900 and 1945, including the
changing role of the United States in
international affairs and the move from
isolationism to an increased role as a world
power.
Suggested Activities:
Create a work of art or a piece of writing that reflects the changes in thinking after World War I.
Create a grid with all causes of World War I down the vertical axis and all the participant nations across the
top. In each box formed by this grid, indicate with the first letter whether this was a political (P),
economic (E), ethnic (H), ideological (I), nationalistic (N), or propaganda (G) concern of that particular
country.
On a blank outline map of Europe in 1914, use a sharply contrasting color to draw in the new countries created
as a result of World War I. Take note of which pre-war nations gained or lost territory in the process,
and be prepared to give a fact-based explanation for each.
Using the African nations of Nigeria and Ethiopia as background, attempt to identify and summarize at least
one successful and one unsuccessful example of resistance to imperialism in the 19th century.
Emphasize the common characteristics, if any, in both sets of examples.
Marlboro County High School
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Content Area: Unit Three 1900-1950s 2nd Quarter
Pacing: 7 days
Textbook
Correlations:
World
History:
Patterns of
Interaction,
McDougal
Littell
MWH Standards:
Content Focus:
MWH-7.1 Analyze the relative importance of
Period of uncertainty brings
economic and political rivalries, ethnic and
inventions, creativity, and new
theological conflicts, social class, militarism,
ideas.
and imperialism as underlying causes of World
Worldwide effects of the Great
War I and World War II, including the role of
Depression.
nationalism and propaganda in mobilizing
The rise of Fascism.
Chapter 31
civilian populations around the world to
American isolationism failure to stop
Years of
support the two world wars.
aggression.
Crisis
MWH-7.2 Analyze the ways that the responses of the
governments of Britain, France, Germany, and
Italy to the economic and political challenges
of the 1920s and 1930s contributed to the
renewal of international hostilities in the years
leading to World War II.
MWH-7.3 Describe major shifts in world geopolitics
between 1900 and 1945, including the
changing role of the United States in
international affairs and the move from
isolationism to an increased role as a world
power.
Suggested Activities:
Discuss what life would be like in America today if 40% of the population lost their jobs. Have students follow
the step-by-step downward spiraling effect of this unemployment, then focus the discussion on how this
cycle could be broken.
Compare and contrast the New Deal with measures taken in Great Britain to respond to the Depression.
Draw political cartoons contrasting how the Italians and Germans viewed Mussolini and Hitler before and then
after the war.
Create a Venn diagram to illustrate similarities and differences between Italian, German, and Japanese
imperialism.
Write a modern “fable” that symbolically tells the story of Britain’s appeasement of Italy or Germany or the U.S.
policy of isolationism. Remember to include an appropriate “moral” at the end.
Make a columnar chart with headings for Leninist Marxism, European fascism, Japanese militarism, and
western democracy. Then try to list two or three countries which attempted each type of government
ideology after World War II. After collecting your data, explain and support any generalizations you
have reached.
Marlboro County High School
Page 9
Content Area: Unit Three 1900-1950s 2nd Quarter
Pacing: 7 days
MWH Standards:
MWH-7.1 Analyze the relative importance of
economic and political rivalries, ethnic and
theological conflicts, social class, militarism,
and imperialism as underlying causes of
World War I and World War II, including the
role of nationalism and propaganda in
mobilizing civilian populations around the
world to support the two world wars.
MWH-7.2 Analyze the ways that the responses of the
governments of Britain, France, Germany, and
Italy to the economic and political challenges
of the 1920s and 1930s contributed to the
renewal of international hostilities in the years
leading to World War II.
MWH-7.3 Describe major shifts in world geopolitics
between 1900 and 1945, including the
changing role of the United States in
international affairs and the move from
isolationism to an increased role as a world
power.
Content Focus:
The events that led to WWII.
Japan’s campaign in the Pacific.
Hitler’s “Final Solution.”
The events that led to the surrender
of Germany and Japan.
Effects of WWII on Europe and
Japan.
Textbook
Correlations:
World
History:
Patterns of
Interaction,
McDougal
Littell
Chapter 32
World War
II
Suggested Activities:
On large outline maps of the world, number and color-code key areas of conflict for the Germans, the
Japanese, the British, and the Americans. On the back of the map, write brief thumbnail summaries of
the objectives to be accomplished in each area. Try to keep areas numbered sequentially and in
chronological order, and be sure to mention the geographical facts inherent at each location. Specify
turning points and include these in your summaries.
Conduct a class debate on the morality of dropping two atomic bombs on Japan to end WWII. Ask students to
prepare both a “pro” and a “con” argument, then randomly divide the class to conduct the debate.
Marlboro County High School
Page 10
Content Area: Unit Four 1950s-Present 2nd Quarter
Pacing: 7 days
Textbook
Correlations:
World History:
Patterns of
Interaction,
McDougal
Littell
MWH Standards:
Content Focus:
MWH-8.2 Explain the rationale for the development
The U.S.-Soviet postwar split.
of supranational organizations (e.g., the
Communists vs. Nationalists.
United Nations, the European Union, the
Creation of supranational
African Union, the Organization of American
organizations.
States).
The Vietnam War: causes and
Chapter 33
MWH-8.3 Illustrate the impact of the Cold War on
aftermath.
Restructuring
developing and newly independent countries, How the Cold War affected the
the Postwar
including Soviet, United States, and Chinese
developing nations and
World
involvement in the domestic and foreign
nations in the Middle East.
affairs of countries such as Egypt, Iran, Iraq,
Vietnam, Korea, Chile, Cuba, Guatemala,
and the Congo.
Suggested Activities:
Create an imaginary exchange of correspondence between Harry Truman and Joseph Stalin in which each
leader explains his perception of the post-war division of Europe (the so-called Iron Curtain) and the
spread of democratization.
Create a web diagram around the central core of “Chinese Civil War 1945-1949”. Use this diagram to follow
the cause-and-effect process as China goes from an agricultural, nationalist government under Jiang to
an industrializing communist government under Mao. Be sure to include the creation of a “second
China” on Formosa and the Cultural Revolution in Communist China.
Write two opposing articles for the local newspaper OP-ED page under the headings “The Cold War
Competition Was/Was Not A Good Thing”. Make a concentrated effort in the articles to weight the
negatives of military conflict with the positives of the space race, scientific research, etc.
Draw a Venn diagram that illustrates the similarities and differences between the governments, economies,
and societies of the Soviet Union and Communist China.
Draw a triangular figure with Communist China, the USSR, and the U.S. at the apex of each of the three
angles. Draw in arrows from one country to another which represents a positive or negative step in the
relationship between the two with brief phrases to the side to explain each arrow.
Create a RAFT (Role/Audience/Forum/Topic) piece to illustrate the reaction of popular culture to the Cold War.
Some examples might be:
-October 1962
n opposite sides of the Berlin Wall
-war speech by American student leaving for Canada to avoid the draft
ik launch
Marlboro County High School
Page 11
Content Area: Unit Four 1950s-Present 2nd Quarter
Pacing: 7 days
Textbook
Correlations:
World
History:
Patterns of
Interaction,
McDougal
Littell
MWH Standards:
Content Focus:
MWH-8.1 Evaluate the relative importance of factors
Challenges of Democracies in Latin
such as world war, economic depression,
America and Africa.
nationalist ideology, labor organizations,
Events leading to the break-up the
communism, and liberal democratic ideals in
Soviet Union.
the emergence of movements for national self- Reforms, democratic change, and
rule or sovereignty in Africa and Asia.
conflict in the Middle East.
Chapter 35
MWH-8.5 Analyze the impact of movements for
Economic and political change in
Struggles
equality in the United States, Africa, and
China.
for
Southeast Asia as well as the varying
Democracy
reactions around the world to equity issues.
MWH-8.6 Analyze the impact that the collapse of the
Soviet Union and communist governments in
Eastern Europe had on the people and
geopolitics of Eurasia, including the
balkanization of Yugoslavia, the reunification
of Germany, and the creation of the new
republics of Central Asia.
Suggested Activities:
Create a web diagram around the central core of “Mikhail Gorbachev” to illustrate how his actions led directly
and indirectly to the collapse of the Soviet Union.
Draw a country-by-country timeline to show in what order the former Communist satellites of Eastern Europe
shifted to democracy. Begin with Poland.
Conduct a class discussion comparing and contrasting the American civil rights movement of the 1950s/60s
with the anti-apartheid movement in South Africa from 1948 to 1994.
Question: “Are some “democracies” more democratic than others?”
Marlboro County High School
Page 12
Content Area: Unit Four 1950s-Present 2nd Quarter
Pacing: 7 days
Textbook
**Final Exam**
Correlations:
MWH Standards:
Content Focus:
World
MWH-8.4 Describe the diffusion of aspects of popular Effects of expanding global
History:
cultures, including music, film, art forms, and
communications and
Patterns of
food ways.
advancements in health care.
Interaction,
MWH-8.7 Evaluate the benefits and costs of
Environmental impact of global
McDougal
increasing worldwide trade and technological
development.
Littell
growth, including the movement of people and Global security issues and terrorism.
Chapter 36
products, the growth of multi-national
Cultural interaction worldwide.
Globalism
corporations, the increase in environmental
concerns, and the increase in cultural
exchanges.
Suggested Activities:
Use a cartogram map of the world’s population to draw some useful conclusions about the dangers of
unchecked growth.
Question: “How many of the most heavily populated nations have stable governments and economies?
Refer to the cartogram of world population from the previous lesson to determine some causes of economic
imbalance in the world.
Use the U.S., one other developed nation, one emerging nation, and a fourth undeveloped, largely agricultural
nations as examples. Try to describe at least one benefit and one disadvantage that globalization
brings to each of these examples.
Note the specific examples of terrorist groups in different nations on pp. 1088-1089. Answer the following
questions about each example:
getting what they want?”
and differences between terrorism and guerrilla warfare?”
Marlboro County High School
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