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Course Title: World History 9
Subject: Social Studies
Grade Level: 9
Duration: 1 year
Prerequisite: Social Studies 8
Elective or Required: Required
Department Mission Statement:
The mission of Social Studies in the Glen Ridge schools is to ignite students’
passion to become responsible, productive, and active citizens within a
democratic society. The Social Studies curriculum will develop the students’
understanding of themselves and their environment, encompassing an
awareness of the United States as part of a global society. The curriculum
stresses an educational environment which teaches respect for cultural, political,
gender, racial and ethnic diversity. Authentic learning opportunities will empower
students with critical thinking, problem-solving, thoughtful decision-making,
communication, and leadership skills.
Students will study historical,
geographical, social, political and economic issues that shape the world. The
Social Studies program will provide students with the knowledge and
understanding of the past which is essential for successfully navigating the
present and future.
Course Description:
This is a full year course that covers the period of time from the Early Modern Era
to the present including major events such as the Renaissance, Reformation,
Age of Exploration, Absolutism, Scientific Revolution, Enlightenment, French
Revolution, Industrial Revolution, Imperialism, nationalism, and the world wars.
The course examines the past through the social study lenses of: political, social,
cultural, economic, religion, gender, technology and the arts. An emphasis on
geography is achieved through some regional study within these time periods.
Students will complete projects, conduct research, analyze the textbook, primary
sources, and secondary sources to enhance their critical thinking skills and
understanding of world history. A special emphasis on writing is achieved
through a variety of smaller and larger writing activities including extended
responses, journal/diary entries, letters, 5 paragraph essays and a concluding
research paper.
Author: Constance Kontos
Date Submitted: Summer 2013
World History 9
Unit 1: Connecting Hemispheres 500-1800 (Ch 1-4)
Approximate # Of Weeks: 9 weeks
Essential Questions:
What new ideas and values led to the Renaissance and the Reformation? (Ch 1)
How can trade led to economic prosperity and political power? (Ch 1)
How can ideas be reflected in art, sculpture and architecture? (Ch 1)
What conditions can encourage the desire for reform? (Ch 1)
What were the causes of the rise and decline of Muslim empires from 13001700? (Ch 2)
What factors help unify an empire? (Ch 2)
What fueled the age of exploration and why did China and Japan withdraw into
isolation? (Ch 3)
What was the impact of European exploration and colonization of the Americas?
(Ch 4)
What social, political, and economic opportunities and problems arise when
cultures interact? ( Ch 4)
Upon completion of this unit students will be able to:
 Relate the geographic location of Italian city-states to the fact that Italy
was the center of the Renaissance. (6.2.12.B.2.a)
 Determine the factors that led to the Renaissance and the impact on the
arts. (6.2.12.D.2.a)
 Justify how innovations from Asian and Islamic civilizations, as well as
from ancient Greek and Roman culture, laid the foundation for the
Renaissance. (6.2.12.D.2.c)
 Describe the artistic breakthroughs and achievements of Renaissance
artists.
 Summarize influential literary works and techniques of key Renaissance
writers. (MACHIAVELLI)
 Assess the impact of the printing press and other technologies developed
on the dissemination of ideas. (6.2.12.D.2.e)
 Contrast the Northern Italian Renaissance to the Northern Renaissance.
(6.2.12.D.2.a)
 Determine the factors that led to the Reformation and the impact on
European politics. (6.2.12.D.2.b)
 Trace the reforms of the Catholic Church
 Compare and contrast the motivations for and methods by which various
empires (e.g., Ming, Qing, Spanish, Mughal, or Ottoman) expanded, and
assess why some were more effective than others in maintaining control
of their empires. (6.2.12.A.1.a)
 Summarize the rise and fall of the Safavid empire (6.2.12.A.1.a)
 Analyze the achievements of Akbar
 List
the
triumphs
and
failures
of
Akbar’s
successors (6.2.12.A.1.a)
 Determine the role of natural resources, climate, and topography in
European
exploration,
colonization,
and
settlement
patterns. (6.2.12.B.1.b)
 Determine the extent to which various technologies, (e.g., printing, the
marine compass, cannonry, Arabic numerals) derived from Europe’s
interactions with Islam and Asia provided the necessary tools for
European exploration and conquest. (6.2.12.C.1.e)
 Explain major changes in world political boundaries between 1450 and
1770, and assess the extent of European political and military control in
Africa, Asia, and the Americas by the mid-18th century. (6.2.12.B.1.a)
 Compare and contrast the economic policies of China and Japan, and
determine the impact these policies had on growth, the desire for
colonies, and the relative positions of China and Japan within the
emerging global economy. (6.2.12.C.1.a)
 Describe life in Ming and Qing China.
 Summarize how three powerful daimyo succeeded in unifying feudal
Japan.
 Describe Japanese society and culture during the Tokugawa Shogunate.
 Explain the purpose and effect of Japan’s closed country policy.
 Describe the voyages of Columbus and his contemporaries
 Identify the effects of Spanish colonization on the Americas (6.2.12.D.1.d)
 Explain how the new social stratification created by voluntary and coerced
interactions among Native Americans, Africans, and Europeans in
Spanish colonies laid the foundation for conflict. (6.2.12.D.1.d)
 Summarize competing claims in North America
 Analyze the political, cultural, and moral role of Catholic and Protestant
Christianity in the European colonies. (6.2.12.D.1.f)
 Analyze various motivations for the Atlantic slave trade and the impact on
Europeans, Africans, and Americans. (6.2.12.D.1.c)
 Compare slavery practices and other forms of coerced labor or social
bondage common in East Africa, West Africa, Southwest Asia, Europe,
and the Americas. (6.2.12.D.1.b)
 Assess the impact of economic, political, and social policies and practices
regarding African slaves, indigenous peoples, and Europeans in the
Spanish and Portuguese colonies. (6.2.12.D.1.e)
 Explain the triangle trade (6.2.12.C.1.b)
 Trace the movement of essential commodities (e.g., sugar, cotton) from
Asia to Europe to America, and determine the impact trade on the New
World’s economy and society. (6.2.12.C.1.b)
 Assess the political, social, and economic impact of the Columbian
Exchange of plants, animals, ideas, and pathogens on Europeans and
Native Americans. (6.2.12.D.1.a)
 Assess the role of mercantilism in stimulating European expansion
through trade, conquest, and colonization. (6.2.12.C.1.c)
Interdisciplinary Standards (njcccs.org)
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Standard 8.1 – Computer and Information Literacy
All students will use computer applications to gather and organize
information and to solve problems.
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Standard 8.2 – Technology Education
All students will develop an understanding of the nature and impact of
technology, engineering, technological design, and the designed world as
they relate to the individual, society, and the environment.
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Standard 9.1 21st-Century Life & Career Skills
All students will demonstrate the creative, critical thinking, collaboration,
and problem-solving skills needed to function successfully as both global
citizens and workers in diverse ethnic and organizational cultures
CCSS.ELA-Literacy.RH.9-10.1 Cite specific textual evidence to support
analysis of primary and secondary sources, attending to such features as
the date and origin of the information.
CCSS.ELA-Literacy.RH.9-10.2 Determine the central ideas or information
of a primary or secondary source; provide an accurate summary of how
key events or ideas develop over the course of the text.
CCSS.ELA-Literacy.RH.9-10.6 Compare the point of view of two or more
authors for how they treat the same or similar topics, including which
details they include and emphasize in their respective accounts.
CCSS.ELA-Literacy.RH.9-10.9 Compare and contrast treatments of the
same topic in several primary and secondary sources.
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CCSS.ELA-Literacy.W.9-10.3 Write narratives to develop real or imagined
experiences or events using effective technique, well-chosen details, and
well-structured event sequences.
Activities – include 21st Century Technologies:
 Read, outline, and answer related text questions
 Take notes
 Successfully compete a quiz or test
 Complete a cause/ effect graphic organizer to identify the conditions in
Italy that gave rise to the Renaissance
 Research Renaissance painters, sculptures, architects, politicians, and
writers for Renaissance Baseball Card project
 Analyze “The Prince” by Niccolo Machiavelli to determine the main idea of
the passage/ his views on how to obtain and keep political power
 Complete a cause/ effect graphic organizer to identify the causes of the
Protestant Reformation
 Create a chart of English monarchs, their religious beliefs, and reason for
religion beliefs
 Make a class list of Suleyman’s accomplishments then in small groups
organize the accomplishments in different categories
 Create a “Postcard from the Past” for one of the Muslim empires to
persuade someone to visit that empire including at least 3 historical facts
from the chapter
 List the factors that led European exploration overseas
 Chart the routes of European exploration on a world map (“Map Exercise:
Europe Trade with the West” from Creative Lessons on World History Part
4)
 Write a mock travel log of one of the European voyages to Asia and
research details such as weather, sailing equipment and technology, and
the people the Europeans encountered.
 Create an advertisement for one of the Asian products (spices, silk, tea,
porcelain) Europeans obtained through trading post empires in Asia.
Include an image of the product, a slogan, identify where the good came
from, how the item might be used.
 View “Deadliest Warrior Samurai vs Viking” to analyze samurai culture
and fighting tactics
 Write a haiku
 Compare and contrast Japanese and European feudal societies
 Analyze “The Journal of Christopher Columbus” primary source to
determine the main idea of the passage
 Research primary sources Columbus’s letters and write a short news
report about Columbus’s groundbreaking voyage for either radio,
newspaper, television.
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Read “The Legacy of Columbus” to explore the legacy of Columbus’s
voyages from different points of view (both primary and secondary
sources)
Report Card: As a class determine at least 4 “subjects” or categories
Columbus could be graded on and then explain why you gave that grade
using at least 3 complete sentences and including historical facts
Compare and contrast the English colonies of Jamestown and
Massachusetts Bay including who settled the colony, reasons for settling,
and conditions of their colony
Create a timeline to understand the growth of the slave trade over time
Gallery Walk: in writing respond to various images from the Middle
Passage or slave trade
Analyze “The Interesting Narrative of the Life of Olaudah Equiano” primary
source through Text on Text Activity: student will response in writing to
quotes from the document around the room
Create an “Old World” or “New World” menu only using foods found in
their assigned hemisphere before the Columbian Exchange trade route
began
Play “The Game of Mercantilism” from Creative Lessons on World History
Part 4
Enrichment Activities:
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Research a non European example of a “Renaissance” (or period of great
artistic and technological advancement) and compare it to the Italian
Renaissance. What similarities did each share? What differences are
apparent?
Compare and contrast the causes of the breakdown of Japanese and
European feudal societies
Evaluate the characteristics of the four governments studied in Unit 1
(Incan, Italian City States, Tokugawa Japan, and the Ottoman Empire)
and write an essay indicating which empire you would have preferred to
live in a why.
Methods of Assessments/Evaluation:
 Chapter tests and quizzes
 Revisit Essential Question
 Exit Slips (written/oral)
 Think Pair Share
 Moving Multiple Choice – make each wall of the classroom an answer to a
question , students then move to the wall with the correct response
 3-2-1 ( 3 = interesting, 2- what you learned, 1 question you have)
 Assessment of Renaissance Baseball Card project
 Assessment of “Map Exercise: Europe Trades With the West”
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Assessment of advertisement of Asian product
Assessment of mock travel log of European explorers
Assessment of Christopher Columbus “Report Card” assignment
Assessment of Columbus “News report” assignment
Assessment of Old World or New World Menu project
Resources/Including Online Resources
 Online Textbook Information: hmhsocialstudies.com
 Teacher Webpage
 Primary Source excerpt: Niccolo Machiavelli “The Prince”
 Online resources related to the Renaissance
 “Map Exercise: Europe Trade with the West” from Creative Lessons on
World History Part 4
 Online resources related to the European voyages to the New World or
Asia
 Deadliest Warrior DVD season 1
 Primary Source Excerpt: Christopher Columbus “The Journal of
Christopher Columbus”
 Online resources related to Christopher Columbus letters
 Primary Source Excerpt: Olaudah Equiano “The Interesting Narrative of
the Life of Olaudah Equiano”
 Online resources related to the Columbian Exchange
 “The Game of Mercantilism” from Creative Lessons on World History Part
4
 “The Legacy of Columbus” from Holt McDougal Modern World History pg
126
Unit 2: Absolutism to Revolution 1500- 1900 ( Ch 5-8)
Approximate # Of Weeks: 6
Essential Questions:
What were the causes of and effects of absolute monarchies in Europe from
1500- 1800? ( Ch 5)
What are the benefits and drawbacks of having an absolute ruler? ( Ch 5)
What led Enlightenment scientists and thinkers to question old ideas? (Ch 6)
How do new ways of thinking affect the way people respond to their
surroundings? ( Ch 6)
What causes revolution? (Ch 7)
What was the impact of the French Revolution, the rise and fall of Napoleon, and
the Congress of Vienna? (Ch 7)
What great shifts in thinking altered politics and the arts between 1789 and
1900? (Ch 8)
Upon completion of this unit students will be able to:
 Determine the reasons for, and the consequences of, the rise of powerful,
centralized nation states in Europe (i.e., the French absolute monarchy
and the English limited monarchy). (6.2.12.A.2.c)
 Determine the effects of increased global trade and the importation of gold
and silver from the New World on inflation in Europe, Southwest Asia, and
Africa. (6.2.12.C.1.d)
 Explain the origins of absolute monarchies (6.2.12.A.2.c)
 Describe the Spanish power under Phillip II
 Describe major figures from the Gold Age of Spanish Art and literature
 Explain Louis XIV’s policies and characterize the style of his court
(6.2.12.A.2.c)
 Describe France’s disastrous wars
 Describe the Thirty Years’ War
 Explain the growth of central European states (6.2.12.A.2.c)
 Explain how Russian rulers began to build a stronger Russian state
(6.2.12.A.2.c)
 Characterize the differences between Russia and Western Europe
 Describe Peter the Great’s reforms on their impact on Russia
(6.2.12.A.2.c)
 Identify conflicts between English rulers and Parliament (6.2.12.A.2.c)
 Explain the causes and results of the English Civil War (6.2.12.A.2.c)
 Describe the Restoration and the Glorious Revolution (6.2.12.A.2.c)
 List the circumstances that led to the Scientific Revolution
 Summarize the development of the heliocentric model
 Describe the scientific method and explain Newton’s law of gravity
 Describe the importance of the scientific method in different fields
(6.2.12.D.2.d)
 Determine how the principle ideas of the Enlightenment (e.g., rationalism,
secularism, tolerance, empiricism, natural rights, contractual government,
laissez-faire economics, promotion by merit, and new theories of
education) altered political thought in Europe, and trace the impact of
these ideas over time. (6.2.12.A.2.a)
 Analyze the impact of new intellectual, philosophical, and scientific ideas
on how humans viewed themselves and how they viewed their physical
and spiritual worlds. (6.2.12.D.2.d)
 Determine how the principle ideas of the Enlightenment (e.g., rationalism,
secularism, tolerance, empiricism, natural rights, contractual government,
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laissez-faire economics, promotion by merit, and new theories of
education) altered political thought in Europe, and trace the impact of
these ideas over time. (6.2.12.A.2.a)
Explain the paradox between the ideology of the Enlightenment and the
treatment
of
women
and
non-Europeans
in
European
society. (6.2.12.A.2.b)
Describe the women of the Enlightenment (6.2.12.A.2.b)
Explain the legacy of the Enlightenment (6.2.12.A.2.a)
Explain how Enlightenment ideas spread throughout Europe.
(6.2.12.A.2.a)
Describe the changes in art, music, and literature during the
Enlightenment.
Explain the Enlightenment’s influence on American government
Explain how and why various ideals (e.g., liberty, popular sovereignty,
natural rights, democracy, and nationalism) became driving forces for
reforms and revolutions. (6.2.12.A.3.a)
Assess the extent to which revolutions during this time period resulted in
the expansion of political, social, and economic rights and
opportunities. (6.2.12.A.3.d)
Explain how individuals and groups promoted revolutionary actions and
brought about change during this time period. (6.2.12.D.3.a)
List the three estates of the Old Regime
Summarize the factors that lead to the French Revolution (6.2.12.D.3.a)
 Describe the creation of the National Assembly and the storming of the
Bastille
 Explain the importance of the Great Fear and the women’s march on
Versailles (6.2.12.D.3.a)
 Explain how the National Assembly changed France’s government
(6.2.12.D.3.a)
 Summarize the positions of the three factions that tried to govern France
(6.2.12.D.3.a)
 Explain how war and the king’s execution affected the Revolution
 Describe the events and aftermath of the Reign of Terror (6.2.12.D.3.a)
 Explain how Napoleon Bonaparte came to power
 Summarize how Napoleon restored order in France
 Describe the extent and weakness of Napoleon’s empire
 Summarize Napoleon’s defeat, comeback and final downfall
 List the results of the Congress of Vienna
 Explain how and why various ideals (e.g., liberty, popular sovereignty,
natural rights, democracy, and nationalism) became driving forces for
reforms and revolutions. (6.2.12.A.3.a)
 Determine the extent to which the American, French, and Haitian
revolutions influenced independence movements in Latin America.
(6.2.12.A.3.b)
 Relate the responses of various governments to pressure for selfgovernment or self-determination to subsequent reform or
revolution. (6.2.12.A.3.c)
 Assess the extent to which revolutions during this time period resulted in
the expansion of political, social, and economic rights and
opportunities. (6.2.12.A.3.d)
 Relate the role of geography to the spread of independence movements in
Latin America. (6.2.12.B.3.c)
 Determine the extent to which Latin American political independence also
brought about economic independence in the region. (6.2.12.C.3.f)
 Identify the elements of colonial society that causes unrest in Latin
America
 Describe the actions of Bolivar, San Martin, Native Americans and
mestizos in liberation events.
 Identify three schools of political thoughts
 Trace the development of nationalism
 Summarize how Cavour unified Italy
 Describe the unification of Germany and explain shifts in power
 Define romanticism give examples of romantic literature and music
 Explain the shift to realism and give examples of realists art and literature
Interdisciplinary Standards (njcccs.org)
 CCSS.ELA-Literacy.W.9-10.1 Write arguments to support claims in an
analysis of substantive topics or texts, using valid reasoning and relevant
and sufficient evidence.
 CCSS.ELA-Literacy.W.9-10.6 Use technology, including the Internet, to
produce, publish, and update individual or shared writing products, taking
advantage of technology’s capacity to link to other information and to
display information flexibly and dynamically.
 CCSS.ELA-Literacy.RH.9-10.8 Assess the extent to which the reasoning
and evidence in a text support the author’s claims.
 CCSS.ELA-Literacy.RH.9-10.3 Analyze in detail a series of events
described in a text; determine whether earlier events caused later ones or
simply preceded them.
 CCSS.ELA-Literacy.W.9-10.10 Write routinely over extended time frames
(time for research, reflection, and revision) and shorter time frames (a
single sitting or a day or two) for a range of tasks, purposes, and
audiences.
 CCSS.ELA-Literacy.W.9-10.8 Gather relevant information from multiple
authoritative print and digital sources, using advanced searches
effectively; assess the usefulness of each source in answering the
research question; integrate information into the text selectively to
maintain the flow of ideas, avoiding plagiarism and following a standard
format for citation.
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Standard 8.1 – Computer and Information Literacy
All students will use computer applications to gather and organize
information and to solve problems.
Standard 9.1 21st-Century Life & Career Skills
All students will demonstrate the creative, critical thinking, collaboration,
and problem-solving skills needed to function successfully as both global
citizens and workers in diverse ethnic and organizational cultures.
Standard 8.2 – Technology Education
All students will develop an understanding of the nature and impact of
technology, engineering, technological design, and the designed world as
they relate to the individual, society, and the environment.
Activities – include 21st Century Technologies:
 Read, outline, and answer related text questions
 Take notes
 Successfully compete a quiz or test
 Make a table of strengthens and weakness of the Spanish Armada and
English naval fleet in their battles in the English Channel
 Create a flow chart of the causes of the Spanish Empire’s decline
 List the causes and effects of absolutism
 Think Pair Share: create a list of the benefits and drawbacks of having an
absolute ruler and then participate in “Opinion Stance” where students will
identify whether they strongly agree or disagree about the benefits and
drawback by standing on opposite sides of the room. Students will earn
points by convincing “neutral” students to accept their position.
 Research a day in the life of the Sun King and create a movie trailer or skit
about a typical day in the life of Louis XIV
 Complete Geography Application 5-3: Old Empires and New Powers to
understand the power changes in Central and Eastern Europe
 Make a trivia board game to help students learn about the English Civil
War
 Research an absolute monarch and create a facebook page including a
biography and image of the monarch, definitions of “absolute monarchy”
and ‘divine right” and an explanation of how the monarch’s reign reflected
those concepts, and a list of their major accomplishments and legacy
 Analyze “The Recantation of Galileo Galilei” to understand the actions of
Galileo and the pope
 Write a letter from the perspective of Galileo either explaining to your
family why you recanted your views or to the Catholic Church explaining
why you can not take back your views.
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Complete a graphic organizer charting the advances in scientific thought
and discovery
Analyze various primary sources related to the causes of the scientific
revolution and write a 3 paragraph essay summarizing the causes and
identify the cause that was the most influential in causes the Scientific
Revolution and why
Create a “Wanted” or “Hero” Poster for an Enlightenment scientist or
philosopher
Complete an Anticipation Guide about the 5 core beliefs of the
Enlightenment indicating whether or not students agree or disagree with
the core beliefs.
Create a chart of the 5 core beliefs of the Enlightenment and give a
concrete example for each belief.
Create a “bumper sticker” to illustrate famous Enlightenment quotations
Examine examples of new Enlightenment architectural styles such as
baroque, neo classical
Listen to classical music of Bach, Handel, Haydn, Mozart, and Beethoven
Find a current article in newspaper or magazine that reflects
Enlightenment ideas and present an oral report to the class summarizing
the article, identifies which Enlightenment idea and thinker the article
reflects and explain how it does this
Complete a graphic organizer or web of the causes of the French
Revolution.
Create a chart of the various governments during the French Revolution
including : government name, dates, major domestic policies, international
issues faced, and reason for end
Complete “French Revolution Journal” from the assigned perspective of
one of the social classes in France (Clergy, noble, bourgeoisie, peasant)
Participate in a Socratic seminar to analyze primary source excerpt “What
is the Third Estates?” by Abbé Sieyès
Analyze various political cartoons of the French Revolution and create
your own political cartoon illustrating a specific event, cause or effect of
the French Revolution
Complete a web quest on Napoleon
View A&E Biography on Napoleon
Class Debate whether or not Napoleon should be remembered as a hero
or villain
Think Pair share – What, if anything, could Napoleon have done differently
to avoid losing his empire?
In the role of a newspaper editor in the early 1800s, write an editorial (pro
or con) on the Congress of Vienna and its impact on politics in Europe
Role Playing – Political Positions of conservatives, liberals, radical.
Students will choose one of the revolutions of 1848 and discuss it from
their assigned point of view.
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Create a pamphlet for one of the three schools of political thought
(conservatism, liberals, or rebels)
Make an illustrated timeline for the unification of Italy
Make an illustrated timeline for the unification of Germany
Create campaign materials, including a slogan, for one of the nationalists
movements
Analyze various examples of romantic literature and artwork such as
Victor Hugo’s “ Les Miserables”, Mary Shelly’s “Frankenstein” or Eugene
Delacroix’s “Liberty Leading the People”
Analyze various examples of realism literature and artwork such as
Charles Dickens
Enrichment Activities:
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Research Enlightenment Arts and create a Prezi or Power Point
presentation to illustrate how their art form changed during the
Enlightenment and who were the most important persons associated with
it. Possible topics include: painting and sculpting, architecture, music,
literature, and drama.
Read literature excerpt from A Tale of Two Cities
Create a piece of romantic, realist, or impressionist art. Students might
choose to write a brief story or poem, create a painting or drawing, or
compose music.
Methods of Assessments/Evaluation:
 Chapter tests and quizzes
 Revisit Essential Question
 Exit Slips (written/oral)
 Think Pair Share
 Moving Multiple Choice – make each wall of the classroom an answer to a
question , students then move to the wall with the correct response
 3-2-1 ( 3 = interesting, 2- what you learned, 1 question you have)
 Opinion Stance – (benefits and drawbacks of Absolute Rulers)
 Anticipation Guide (5 core beliefs of the Enlightenment)
 Assessment of Absolute Monarch Facebook page
 Assessment of Galileo Letter
 Assessment of Causes of the Scientific Revolution extended response
 Assessment of “Wanted” or “Hero” Poster
 Assessment of Absolute Monarch Facebook page
 Assessment of Socratic Seminar (“What is the Third Estate?”)
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Assessment of Napoleon Web quest
Assessment of editorial about the Congress of Vienna
Assessment of political ideology pamphlet
Resources/Including Online Resources
 Online Textbook Information: hmhsocialstudies.com
 Teacher Webpage
 Online resources related to Louis XIV the Sun King
 “Geography Application : Old Empires and New Powers Chapter 5 section
3” from Holt McDougal In Depth Resources : Unit 2
 Primary Source Excerpt “The Recantation of Galileo Galilei”
 Primary Source Excerpt by abbé Sieyès “What is the Third Estate?”
 literature excerpt from A Tale of Two Cities
 Literature excerpt of Victor Hugo’s “ Les Miserables”,
 Literature excerpt from Mary Shelly’s “Frankenstein”
 Artwork of Eugene Delacroix’s “Liberty Leading the People”
Topic/Unit: Industrialism and the Race for Empire 1700-1914 (Ch 9 -12)
Approximate # Of Weeks: 6
Essential Questions:
How did the Industrial Revolution begin and spread? (Ch 9)
How did the Industrial Revolution affect economic, politics, and society? (Ch 9)
What impact did democratic ideals have on Western society in the 19 th century?
(Ch 10)
How did technology and science change communication and daily life? (Ch 10)
What are the causes and effects of imperialism? (Ch 11)
What impact did imperialism, economic instability, and revolution have on
developing nations?
Upon completion of this unit students will be able to:
 Analyze the relationship between industrialization and the rise of
democratic and social reforms, including the expansion of parliamentary
government. (6.2.12.A.3.e)
 Relate the Industrial Revolution to population growth, new migration
patterns, urbanization, and the environment. (6.2.12.B.3.b)
 Explain how industrialization and urbanization affected class structure,
family life, and the daily lives of men, women, and children. (6.2.12.D.3.b)
 Determine how, and the extent to which, scientific and technological
changes, transportation, and new forms of energy brought about massive
social, economic, and cultural changes. (6.2.12.C.3.d)
 Explain the beginnings of industrialization in Britain
 Describe key inventions that furthered the Industrial Revolution.
 Trace the impact of railroads on British industry
 Examine growing tensions between the middle and working class
(6.2.12.D.3.b)
 Identify positive effects of the Industrial Revolution
 Identify the effects of industrialization on the rest of the world
 Explain the origins and main concepts of socialism and Marxism
 Examine unionization and legislative reform
 Describe other reform movements of the late 1800s
 Describe the evolution of British democracy (6.2.12.A.3.e)
 Compare and contrast the struggles for women’s suffrage and workers’
rights in Europe and North America, and evaluate the degree to which
each movement achieved its goals. (6.2.12.A.3.f)
 Explain the origin and goals of the woman suffrage movement
(6.2.12.A.3.f)
 Trace the development of democratic institutions in France (6.2.12.A.3.e)
 Trace U.S. expansion in the Pacific (6.2.12.A.3.g)
 Describe the inventions of the late 19th century and their impact on daily
life
 Trace the advances in medicine and science
 Describe the emergence of the social sciences
 Explain the rise of mass culture
 Analyze the motives for and methods by which European nations, Japan,
and the United States expanded their imperialistic practices in Africa and
Asia during this era, and evaluate the impact of these actions on their
relations. (6.2.12.A.3.g)
 Assess the impact of imperialism by comparing and contrasting the
political boundaries of the world in 1815 and 1914. (6.2.12.B.3.a)
 Describe Africa before European domination
 Identify groups that clashed in South Africa
 Explain the different forms of colonial control
 Analyze the extent to which racism was both a cause and consequence of
imperialism, and evaluate the impact of imperialism from multiple
perspectives. (6.2.12.D.3.d)
 Analyze the impact of the policies of different European colonizers on
indigenous societies, and explain the responses of these societies to
imperialistic rule. (6.2.12.D.3.e)
 Summarize African resistance movements
 Summarize the decline of the Ottoman Empire
 Describe the Crimean War
 Analyze Egypt’s reforms
 Describe the British takeover of India
 Identify positive and negative aspects of British colonialism in India
 Trace early nationalist movements in India
 Summarize the acquisition of European colonies in South East Asia
 Compare and contrast China’s and Japan’s views of and responses to
imperialism, and determine the effects of imperialism on the development
and prosperity of each country in the 20th century. (6.2.12.D.3.c)
 Explain China’s resistance to foreigners
 Describe the rebellions that shook China
 Summarize the effects of China’s reforms
 Explain why Japan ended its isolation (6.2.12.D.3.c)
 Trace the growth of Japanese imperialism (6.2.12.D.3.c)
 Explain how Latin America’s colonial legacy shaped its history
 Document how foreign powers influenced Latin American economies
 Trace the effects of the Monroe Doctrine and Roosevelt Corollary
 Explain the causes and results of the Mexican Revolution
Interdisciplinary Standards (njcccs.org)

CCSS.ELA-Literacy.RH.9-10.4 Determine the meaning of words and
phrases as they are used in a text, including vocabulary describing
political, social, or economic aspects of history/social science.
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CCSS.ELA-Literacy.W.9-10.4 Produce clear and coherent writing in which
the development, organization, and style are appropriate to task, purpose,
and audience.
CCSS.ELA-Literacy.W.9-10.5 Develop and strengthen writing as needed
by planning, revising, editing, rewriting, or trying a new approach, focusing
on addressing what is most significant for a specific purpose and
audience.
CCSS.ELA-Literacy.W.9-10.9 Draw evidence from literary or informational
texts to support analysis, reflection, and research.
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CCSS.ELA-Literacy.RH.9-10.7 Integrate quantitative or technical analysis
(e.g., charts, research data) with qualitative analysis in print or digital text.
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Standard 6.3 Active Citizenship in the 21st Century
All students will acquire the skills needed to be active, informed citizens
who value diversity and promote cultural understanding by working
collaboratively to address the challenges that are inherent in living in an
interconnected world.
Standard 8.1 – Computer and Information Literacy
All students will use computer applications to gather and organize
information and to solve problems.
Standard 9.1 21st-Century Life & Career Skills
All students will demonstrate the creative, critical thinking, collaboration,
and problem-solving skills needed to function successfully as both global
citizens and workers in diverse ethnic and organizational cultures.
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Activities – include 21st Century Technologies:
 Read, outline, and answer related text questions
 Take notes
 Successfully compete a quiz or test
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“Be the Thing” writing assignment from the perspective of one of the new
inventions from the Industrial Revolution such as the spinning jenny, water
power loom, flying shuttle, steam engine, cotton gin,
Make a chart identifying the causes and effects of the agricultural and
Industrial Revolution
Analyze an excerpt from “The Saddler Report” by Michael Thomas Sadler
to further understand the working conditions of a child laborer
Write a diary or journal from the perspective of a child laborer
Role play a meeting between workers and factory owners
Research for “ Industrial Revolution Newspaper” project which included
the biography of an invention, an investigative news report of major issues
during the Industrial Revolution and an editorial about the positive or
negative impact of the Industrial Revolution
Participate in a Socratic Seminar to analyze “The Communist Manifesto”
by Karl Marx
Play a guessing game to identify historical figures from the early Industrial
Age. Students will research the life and ideas of one of the people
discussed in the chapter and write a sentence of two describing the
person without giving away their identity. The class can ask up to five
questions to determine the identity of the person.
Write a 5 paragraph Document Based Question (DBQ) essay about the
causes of the Industrial Revolution
Read “The Imperialism Draft” graphic novel to spark interest in imperialism
chapter and understand European motives for imperialism
Analyze primary source excerpt “Social Darwinism” by Karl Pearson
Gallery Walk : Students will view and respond to images of Rubber
production in the Congo during Belgian rule
List the motives of European colonization in Africa
Analyze political cartoons related to the “Scramble for Africa” or
imperialism such as “The Devilfish in Egyptian Waters”
Create a mock trial for King Leopold II of Belgium
Create a map of European Colonial Possession in Africa by 1914
Participate in a Socratic Seminar to analyze “The White Man’s Burden” by
Rudyard Kipling
Create a cause and effect chart for the decline of the Ottoman Empire to
understand why Muslim states fell to Europeans
Write a 5 paragraph Document Based Question (DBQ) essay about
Imperialism in India to evaluate the positive and negative effects of
imperialism for India and Great Britain
Create a chart about the internal and external problems faced by China in
the 1800s and early 1900s
“Geography of the Opium Wars” to practice reading maps and graphs to
improve understanding of causes of the Opium Wars
Enrichment Activities:
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Research the Great Exhibition of 1851 and plan an industrial fair that
compares today’s products with those displayed in London’s exhibition. Be
sure to include the following in your description of each exhibit: reasons
the featured technology or product was chosen, link/connection between
the Industrial Revolution and the industries of today
Research information about socialist, Marxist, and utopian societies to find
out about countries that used either of these forms of government. Learn
how it was implemented, what happened as a result, and if any country
still practice these methods. Share your findings with the class orally and
respond to questions from students.
Read a literature excerpt from “Things Fall Apart” by Chinua Achebe to
appreciate an African author’s view of imperialism.
Methods of Assessments/Evaluation:
 Chapter tests and quizzes
 Revisit Essential Question
 Exit Slips (written/oral)
 Think Pair Share
 Moving Multiple Choice – make each wall of the classroom an answer to a
question , students then move to the wall with the correct response
 3-2-1 ( 3 = interesting, 2- what you learned, 1 question you have)
 Assessment of Socratic Seminar on “The Communist Manifesto” by Karl
Marx
 Assessment of “Industrial Revolution Newspaper” Assignment
 Assessment of “Be the Thing” writing assignment
 Assessment of Document Based Essay on the causes of the Industrial
Revolution
 Assessment of Document Based Essay on the positive and negative
effects of imperialism for India and Great Britain
 Assessment of mock trial of King Leopold II
 Assessment of Socratic Seminar of “The White Man’s Burden” by Rudyard
Kipling
Resources/Including Online Resources
 Online Textbook Information: hmhsocialstudies.com
 Teacher Webpage
 Primary Source Excerpt “The Sadler Report” by Michael Thomas Sadler
 Primary Source Excerpt “The Communist Manifesto” by Karl Marx
 “Be the Thing” Project Assignment (teacher created)
 “Industrial Revolution Newspaper” Project Assignment (teacher created)
 “DBQ 12: The Industrial Revolution: Beginnings” assignment from
“Document Based Assessment for Global History” Resource book
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Primary Source Excerpt “Social Darwinism” by Karl Pearson
“African Colonies 1914” from “World History Map Activities” Resource
Book
“Theme 7: Imperialism Draft” graphic novel from “Glencoe World History
in Graphic Novel” Resource book
Primary source images of colonization in the Congo
Political cartoons related to the “Scramble for Africa”
“The White Man’s Burden” poem by Rudyard Kipling
Literature excerpt “Things Fall Apart” by Chinua Achebe from “In Depth
Resources Unit 3” Holt McDougal
“DBQ 16: Imperialism in India: An Evaluation” assignment from “Document
Based Assessment for Global History” Resource book
“12.1 Geography of the Opium Wars” from In-Depth Resources Unit 3 Holt
McDougal
The World At War 1900- 1914 (Ch 13-16)
Approximate # Of Weeks: 7
Essential Questions:
What were the causes, events, and effects of WWI? (Ch 13)
What were the results of the political upheavals that swept through Russia,
China, and India before, during, and after WWI? (Ch 14)
What were the economic, political, social, and scientific changes that brought the
world to the brink of a second world war? (Ch 15)
What were the causes and results of World War II? ( Ch 16)
Upon completion of this unit students will be able to:
 Analyze the extent to which nationalism, industrialization, territory
disputes, imperialism, militarism, and alliances led to World War
I. (6.2.12.D.4.a)
 Identify the political and military forces at work in Europe in the late 1800s
 List the countries that made up the Triple Entente and Triple Alliance
 Summarize the events that set World War I in motion
 Summarize military events on the Western Front
 Explain the development of the war on the Eastern Front
 Describe the spread of WWI
 Identify how governments established wartime economies
 Summarize the Allies push to victory
 Assess the short- and long-term demographic, social, economic, and
environmental consequences of the violence and destruction of the two
World Wars. (6.2.12.C.4.c)
 Analyze the ways in which new forms of communication, transportation,
and weaponry affected relationships between governments and their
citizens and bolstered the power of new authoritarian regimes during this
period. (6.2.12.C.4.d)
 Analyze the role of nationalism and propaganda in mobilizing civilian
populations in support of “total war” (6.2.12.D.4.g)
 Explain the events that lead to the Treaty of Versailles
 Analyze the Treaty of Versailles and the League of Nations from the
perspectives of different nations. (6.2.12.D.4.b)
 Determine the geographic impact of World War I by comparing and
contrasting the political boundaries of the world in 1914 and
1939. (6.2.12.B.4.a)
 Explain how the disintegration of the Ottoman empire and the mandate
system led to the creation of new nations in the Middle
East. (6.2.12.B.4.c)
 Assess the causes of revolution in the 20th century (i.e., in Russia, China,
India, and Cuba), and determine the impact on global
politics. (6.2.12.D.4.c)
 Summarize the causes of the Bolshevik Revolution and its outcome
(6.2.12.D.4.c)
 Explain Lenin’s reforms and the rise of Stalin
 Define totalitarianism
 Summarize Stalin’s state controlled economic programs
 List the problems the new Republic of China faced
 Trace the rise of communism in China (6.2.12.A.4.a)
 Trace nationalist activity in India (6.2.12.A.4.b)
 Summarize Gandhi’s nonviolent tactics
 Explain how India’s self rule heightened conflicts between Muslims and
Hindus
 Analyze how the social, economic, and political roles of women were
transformed
during
this
time
period. (6.2.12.D.4.j)
 Analyze how the arts represent the changing values and ideals of
society. (6.2.12.D.4.k)
 Describe how the brutality of war prompted philosophers and writers to
explore new ideas (6.2.12.D.4.k)
 Identify the problems faced by the Weimar Republic
 Trace the events that led to the financial collapse of the U.S. economy
 Analyze government responses to the Great Depression and their
consequences, including the growth of fascist, socialist, and communist
movements and the effects on capitalist economic theory and practice.
(6.2.12.C.4.a)
 Analyze the worldwide effects of the Great Depression
 Describe Mussolini’s creation of a fascist state in Italy(6.2.12.A.4.a)
 Discuss the rise of Hitler, the Nazis and the extension of Hitler’s power
(6.2.12.A.4.a)
 Trace the shift from democratic governments to dictatorships in Eastern
Europe (6.2.12.A.4.a)
 Describe Japan’s attempts to build an empire
 Trace the moves of European Fascist in seeking world power
 Compare how Allied countries responded to the expansionist actions of
Germany and Italy. (6.2.12.D.4.e)
 Summarize the events that lead to WWII
 Analyze the extent to which the legacy of World War I, the global
depression, ethnic and ideological conflicts, imperialism, and traditional
political or economic rivalries caused World War II. (6.2.12.D.4.d)
 Describe the fall of France and the Battle of Britain
 Explain the conflicts in the Mediterranean and on the Eastern Front
 Describe the U.S. aid to the allies
 Determine how geography impacted military strategies and major turning
points during World War II. (6.2.12.B.4.b)
 Explain how Japanese expansionism led to war with Allies in Asia
 Describe Japan’s early battle successes
 Explain how the Allies were able to stop Japanese expansion
 Trace the course of the persecution of Jews by the Nazis (6.2.12.A.4.c)
 Analyze the motivations, causes, and consequences of the genocides of
Armenians, Roma (gypsies), and Jews, as well as the mass
exterminations of Ukrainians and Chinese. (6.2.12.A.4.c)
 Assess government responses to incidents of ethnic cleansing and
genocide. (6.2.12.A.4.d)
 Compare and contrast the actions of individuals as perpetrators,
bystanders, and rescuers during events of persecution or genocide, and
describe the long-term consequences of genocide for all involved.
(6.2.12.D.4.i)
 Describe the Allied strategy in Europe
 List efforts made on the home front
 Summarize the events the led to the surrender of Germany and of Japan
 Assess the short- and long-term demographic, social, economic, and
environmental consequences of the violence and destruction of the two
World Wars. (6.2.12.C.4.c)
 Compare and contrast World Wars I and II in terms of technological
innovations (i.e., industrial production, scientific research, war tactics) and
social impact (i.e., national mobilization, loss of life, and destruction of
property). (6.2.12.C.4.b)
 Describe the conditions in Europe in 1945
 Identify the political consequences of the Allied victory in post war Europe
 Summarize how defeat and occupation affected political and civic life in
Japan
Interdisciplinary Standards (njcccs.org)

CCSS.ELA-Literacy.RH.9-10.5 Analyze how a text uses structure to
emphasize key points or advance an explanation or analysis.
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CCSS.ELA-Literacy.RH.9-10.10 By the end of grade 10, read and
comprehend history/social studies texts in the grades 9–10 text complexity
band independently and proficiently.

CCSS.ELA-Literacy.WHST.9-10.2 Write informative/explanatory texts,
including the narration of historical events, scientific procedures/
experiments, or technical processes.

CCSS.ELA-Literacy.WHST.9-10.7 Conduct short as well as more
sustained research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden the inquiry
when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation.
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Standard 6.3 Active Citizenship in the 21st Century
All students will acquire the skills needed to be active, informed citizens
who value diversity and promote cultural understanding by working
collaboratively to address the challenges that are inherent in living in an
interconnected world.
Standard 8.2 – Technology Education
All students will develop an understanding of the nature and impact of
technology, engineering, technological design, and the designed world as
they relate to the individual, society, and the environment.
Standard 8.1 – Computer and Information Literacy
All students will use computer applications to gather and organize
information and to solve problems.
Standard 9.1 21st-Century Life & Career Skills
All students will demonstrate the creative, critical thinking, collaboration,
and problem-solving skills needed to function successfully as both global
citizens and workers in diverse ethnic and organizational cultures.
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Activities – include 21st Century Technologies:
 Read, outline, and answer related text questions
 Take notes
 Successfully compete a quiz or test
 Complete a graphic organize of the “MAIN” long term causes of WWI
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Class debate/ Friendly controversy: “Which long term causes do you think
contributed most to the outbreak of WWI and why?”
Complete PBS web quest “WWI Battles” to further understand the
geography and major battles of WWI
Create an advertisement for one of the new weapons of WWI. Possible
weapons include: poison gas, machine gun, tank, submarine
Read a literature excerpt from “All Quiet on the Western Front” by Erich
Maria Remarque to further understand the personal experience and
effects of WWI
Write a letter home from the perspective of a soldiers in the trenches of
WWI
Create a propaganda poster
Create a chart identifying national interests of each country leading up to
the Paris Peace Conference
Create a chart analyzing the causes of Unrest in Russia to clarify the
political crisis in Russia
In small groups, students will create a fictional totalitarian state. They
should invent a name for the state, identify its location, make up a name
for the dictator, and list the effects of totalitarianism on individual lives.
Each group should write a detailed description of the state and include
how the leader would go about changing it from a democratic free country
to one led by a dictator.
Analyze propaganda visuals from the Soviet Union including low cost
posters, paintings, and altered photographs
Write a journal entry from the perspective of a soldier who participated in a
specific aspect of the Long March. Students should include the conditions
of the journey, what the soldiers did to survive and cross the terrain and 34 obstacles they faced from battling the Nationalist army.
In pairs, students will research and find a modern organization or
movement that is dedicated to the principles of nonviolence. Students
should focus on the goals of the organization or movement and the
methods used to achieve their goals. Students should cite specific
examples of nonviolent tactics. Then, they should compare the movement
to Gandhi’s nonviolent tactics for battling injustices using a Venn diagram.
Class debate/ Friendly Controversy:
Is civil disobedience a more
successful method than violence?
Write an editorial either in support or against the use of nonviolent
resistance.
Create a poster protesting the way the Indians were treated by the British
government. Students should use photographs, drawings, captions to
persuade others to join the independence movement.
Make a flow chart about inflation to clarify Germany’s economic problems
Create a timeline of events that lead to the collapse of the U.S economy/
the Great Depression
View excerpts from the PBS documentary “The Crash of 1929”
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Read primary source excerpts from “Dear Mrs. Roosevelt, letters from
Children of the Great Depression” to further understand how the Great
Depression affected all aspects of society
In small groups, create a chart comparing international responses to the
depression and how effective the response was. Each group should be
responsible for one of the following global areas: Britain, France,
Scandinavia, and the United States.
Use a Venn Diagram to compare and contrast Hitler and Mussolini’s rise
to power and their goals
Analyze primary source excerpt “ Kristallnacht”
Complete 15.1 “Fascism Rises in Europe” guided reading to identify the
causes and effects leading to the rise of power of Hitler and the Nazi
Party
Create an “Introduction Speech” for either Mussolini or Hitler. Be sure to
include at least 4-5 key details or facts about the person, be inspiring, and
at least 2 paragraphs in length.
Research personal accounts of WWII to familiarize students with oral
history as an important form of primary sources/historical study. Students
will create a list of questions they would as a WWII veteran and submit
questions to a moderate online forum where veterans, academics and
other experts can response to the questions.
In small groups create a Magazine Cover for 16.1 “Hitler’s Lightning War”.
Be sure to include: The title of the section, at least 5 key terms and their
definitions, the main people involved in this section and what they did, 2
questions you make up that are answered in the section, at least 2
graphics, a personal response/opinion - a comment, a connection, or an
interpretation. (This reminds me of… I feel that… This makes me think…)
Complete “Major Battles of WWII” map activity
Create an illustrated timeline of events that led up / made up the
Holocaust
View opening scene of the Battle for Stalingrad (about first 20 minutes)
from the film “Enemy at the Gates” to further understand the destruction of
property, violence, and loss of life during WWII
In pairs complete 16.5 “Connections Across Cultures Two World Wars” to
compare and contrast WWI and WWII
Create a photo- essay for one of the new technologies or a major battle of
WWII. Students should find at least 10 images showing the technology in
use or course of the battle. Each image should have a caption explaining
the image and putting it in context.
Conduct research on a topic of choice from any Unit or Chapter studied in
the curriculum and write a 5 page research paper
Enrichment Activities:
 Participate in a Socratic Seminar to analyze “The Peasants of Hunan” by
Mao Zedong to formulate opinions about Mao’s motives and results
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Analyze and compare literature from “the Lost Generation” and “The Great
Gatsby” to identify ways in which literature reflected society’s concerns of
uncertainty following WWI.
Research the life of another dictator then compare and contrast his
leadership to one of the European dictators discussed in Unit 4 (Stalin,
Hitler, Mussolini)
Research how other countries responded to the news of Japanese
imperialism in eastern Asia.
Methods of Assessments/Evaluation:
 Chapter tests and quizzes
 Revisit Essential Question
 Exit Slips (written/oral)
 Think Pair Share
 Moving Multiple Choice – make each wall of the classroom an answer to a
question , students then move to the wall with the correct response
 3-2-1 ( 3 = interesting, 2- what you learned, 1 question you have)
 Assessment of PBS webquest “WWI Battles”
 Assessment of advertisement of new weapon from WWI
 Assessment of Trench Letter
 Assessment of World War propaganda poster
 Assessment of fictional totalitarian state project
 Assessment of Long March journal entry
 Assessment of editorial on non violent tactics
 Assessment of “Indian Protests and British Responses” Poster
 Assessment of “Introduction Speech” for Mussolini or Hitler
 Assessment of WWII personal account project
 Assessment of 16.1 magazine cover assignment
 Assessment of “Major Battles of WWII” Map Activity
 Assessment of photo essay
 Assessment of research paper
Resources/Including Online Resources
 Online Textbook Information: hmhsocialstudies.com
 Teacher Webpage
 “WWI
Battles
Web
quest”
Assignment
using
http://www.pbs.org/greatwar/maps.
 13.2 Literature Selection “All Quiet on the Western Front” by Erich Maria
Remarque from In Depth Resources: Unit 4
 Primary Source excerpt “The Peasants of Hunan” by Mao Zedong from
“In Depth Resources Unit 4” Holt McDougal
 Online resources related to modern non violence movements
 Literature excerpt from “The Great Gatsby” by F. Scott Fitzgerald
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Literature excerpt from “This Side of Paradise” by F. Scott Fitzgerald from
In Depth Resources: Unit 4 Holt McDougal
PBS documentary “The Crash of 1929” www.pbs.org
Primary source excerpt “Kristallnacht” from In Depth Resources Unit 4
Holt McDougal
Film of “Enemy at the Gates”
“15.1 Fascism Rises in Europe” from In Depth Resources: Unit 4 Holt
McDougal
“Dear Mrs. Roosevelt Letters from Children of the Great Depression” by
Robert Cohen
Online resources related to personal accounts of WWII
“Major Battles of WWII” Map Activity (teacher created)
16.5 “Connections Across Cultures Two World Wars” from In Depth
Resources: Unit 4
Unit 5: Perspectives on the Present 1945-Present (Ch 17-20)
Approximate # Of Weeks: 6
Essential Questions:
How did the United States and the Soviet Union compete for economic and
military superiority in the Cold War era? (Ch 17)
What independence movements and political conflicts took place in Africa and
Asia as colonialism gave way after WWII? (Ch 18)
How did China and nations in Latin America, Africa, and the former Soviet Union
bloc struggle for democracy? (Ch 19)
How have advances in science and technology made the world more globally
interdependent and affected people’s lives?
Upon completion of this unit students will be able to:
 Explain how and why differences in ideologies and policies between the
United States and the USSR resulted in a cold war, the formation of new
alliances, and periodic military clashes. (6.2.12.A.5.a)
 Analyze the reasons for the Cold War and the collapse of the Soviet
Union, and evaluate the impact of these events on changing national
boundaries in Eastern Europe and Asia. (6.2.12.B.5.b)
 Determine the impact of geography on decisions made by the Soviet
Union and the United States to expand and protect their spheres of
influence. (6.2.12.B.5.a)
 Explain how Soviet domination of Eastern Europe developed
 Describe U.S. containment of Communist expansion
 Compare and contrast free market capitalism, Western European
democratic socialism, and Soviet communism. (6.2.12.C.5.b)
 Assess the reasons for and consequences of the growth of communism
and shift toward a market economy in China. (6.2.12.C.5.e)
 Describe how Mao’s Marxist regime transformed China
 Summarize the causes of the Vietnam War and describe its aftermath
 Explain how the Cold War affected developing nations
 Analyze post-independence struggles in South Asia, including the struggle
over the partitioning of the subcontinent into India and Pakistan, as well
as later tensions over Kashmir. (6.2.12.B.5.d)
 Summarize the leadership of Nehru
 Summarize the independence struggles in Bangladesh and Sri Lanka
 Identify factors affecting the success of African independence efforts
 Identify challenges facing the nations of the former Soviet Union
 Describe Afghanistan’s struggle for independence and possible role in
global terrorism (6.2.12.A.6.c)
 Analyze why terrorist movements have proliferated, and evaluate their
impact on governments, individuals, and societies. (6.2.12.A.6.c)
 Determine how the availability of scientific, technological, and medical
advances impacts the quality of life in different countries. (6.2.12.C.6.d)
 Identify the effects of expanding global communications
 Discuss the effects of technology on the world economy
 Define world economy
 Describe the environmental impact of global development (6.2.12.B.6.a)
 Determine the global impact of increased population growth, migration,
and changes in urban-rural populations on natural resources and land
use. (6.2.12.B.6.a)
 Compare and contrast demographic trends in industrialized and
developing nations, and evaluate the potential impact of these trends on
the economy, political stability, and use of resources. (6.2.12.C.6.b)
 Determine how the availability of scientific, technological, and medical
advances impacts the quality of life in different countries. (6.2.12.C.6.d)
 Identify ways nations deal with issues of war and peace
 Give examples of human rights issues and world health issues
 Explain increased migration and discuss its worldwide effects
 Evaluate efforts of governmental, nongovernmental, and international
organizations to address economic imbalances and social inequalities.
(6.2.12.C.6.a)
 Evaluate the role of international cooperation and multinational
organizations in attempting to solve global issues. (6.2.12.A.6.a)
 Analyze how feminist movements and social conditions have affected the
lives of women in different parts of the world, and evaluate women’s
progress toward social equality, economic equality, and political equality
in various countries. (6.2.12.D.5.d)
 Trace the increase in worldwide cultural interaction
 Describe influences on world culture
Interdisciplinary Standards (njcccs.org)
 Standard 9.1 21st-Century Life & Career Skills
 All students will demonstrate the creative, critical thinking, collaboration,
and problem-solving skills needed to function successfully as both global
citizens and workers in diverse ethnic and organizational cultures.
 Standard 8.2 – Technology Education
 All students will develop an understanding of the nature and impact of
technology, engineering, technological design, and the designed world as
they relate to the individual, society, and the environment.
 Standard 6.3 Active Citizenship in the 21st Century
 All students will acquire the skills needed to be active, informed citizens
who value diversity and promote cultural understanding by working
collaboratively to address the challenges that are inherent in living in an
interconnected world.
Activities – include 21st Century Technologies:
 Read, outline, and answer related text questions
 Take notes
 Successfully compete a quiz or test
 Analyze political cartoons about the Cold War
 Compare and contrast the League of Nations and the United nations
including purpose and accomplishments
 Create a political cartoon that shows either capitalism from the Soviet
perspective or communism from the American perspective
 In small groups script scenes for a Vietnam War Movie. Their script
should include descriptive passages, realistic dialogue and should focus
on a single dramatic event.
 Create a chart of the independence histories of South Asian nations.
 Create a chart on the forces that have shaped the global economy
 Make a survey of the labels on class member’s clothing and shoes, List
countries where these items were produced. Write a short explanation of
how the list illustrates the global economy
 Create a concept web to understand the causes that led to an
improvement in the status of women between 1970 and 2000
Enrichment Activities:

Research and write political statements representing different views on the
partition of India including Indian National Congress, Muslim League,
British government, and Gandhi’s followers.
Methods of Assessments/Evaluation:
 Chapter tests and quizzes
 Revisit Essential Question
 Exit Slips (written/oral)
 Assessment of political cartoon
 Assessment of Vietnam War Movie script
 Assessment of concept web
Resources/Including Online Resources
 Online Textbook Information: hmhsocialstudies.com
 Teacher Webpage
 Political cartoons related to the Cold War