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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 Page 5 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 Page 6 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 Page 8 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 Page 13