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World History 2014-2015 April 21/2014 version Quarter 1 Unit 1: Neolithic Revolution/ River Valley Civilizations- 4 blocks Unit 2: Classical Era in the West (Persia, Greece, Rome) – 5 blocks include Constitution Day Unit 3: Classical Era in the East (India, China end with Han) – 4 blocks Unit 4: The Middle Ages in Europe- 4 blocks PBA during 1st 9 Weeks District Common Assessment Quarter 2 Unit 5: Post-Classical Asia and Beyond (end at Ming Dynasty)- 4 blocks Unit 6: The Islamic World and Africa- 6 blocks Unit 7: Renaissance and Reformation- 3 blocks Unit 8: The Americans: Pre-Columbian Empires to Colonies- 2 blocks Unit 9: Absolutism, Enlightenment and the Scientific Revolution- 2 blocks District Common Assessment Quarter 3 Unit 10: Age of Revolutions (American, French, and Latin) – 5 blocks Unit 11: Industrial Revolution & Economic Transformation - 4 blocks Unit 12: Land Empires in the Age of Imperialism- 4 blocks Writing Prompt Unit 13: World War I and Russian Revolution- 6 blocks District Common Assessment Quarter 4 Unit 14: The Great Depression and World War II- 7 blocks Unit 15: Cold War and Decolonization- 5 blocks Unit 16: The Middle East and Today’s World- 5 blocks District Common Assessment 1 2014-2015 World History World History Year-long Vocabulary Year-long Vocabulary and Skills Analyze Bias Bureaucracy Categorize Cause and effect Censorship Chronology Civilization Commerce Compare Con Conclude Conscription Consequences Contemporary Contrast Cultural diffusion Defining characteristics Differentiate Discrepancy Distinguish Economic Electorate Empires Equality Era Evaluate Frame of reference Fundamental Generalization Geographic Geographic Distributions Globalization Human Geography Human rights Individualism Industrialization Infer Influence Innovations Life expectancy Limited evidence Literacy Migrated Opinion Oppression Origins Parallel Petition Physical Geography Point of view Predict Primary source Pro Reform Revolution Rural Secondary source Sequence Social mobility Summarize Technology Trace Transcend Topography Turmoil Universal themes Urban Visuals 2 2014-2015 World History World History Year-long Skills Year-long Skills TEKS (15) Geography. The student uses geographic skills and tools to collect, analyze, and interpret data. The student is expected to: Student Expectation Clarifiers (A) create and interpret thematic maps, graphs, and charts to demonstrate the relationship between geography and the historical development of a region or nation Process Skill (B) analyze and compare geographic distributions and patterns in world history shown on maps, graphs, charts, and models Process Skill (16) Geography. The student understands the impact of geographic factors on major historic events and processes. (A) locate places and regions of historical significance directly related to major eras and turning points in world history Process Skill (C) Interpret maps, charts, and graphs to explain how geography has influenced people and events in the past. Process Skill Battle of Tours Battle of Hastings (21) Citizenship. The student understands the significance of political choices and decisions made by individuals, groups, and nations throughout history. (A) describe how people have participated in supporting or changing their governments Process Skill (B) describe the rights and responsibilities of citizens and noncitizens in civic participation throughout history Process Skill (C) identify examples of key persons who were successful in shifting political thought, including William Wilberforce. Process Skill (A) summarize the development of the rule of law from ancient to modern times Process Skill Popular Sovereignty Enlightenment ideas (22) Citizenship. The student understands the historical development of significant legal and political concepts related to the rights and responsibilities of citizenship. (23) Culture. The student understands the history and relevance of major religious and philosophical traditions. (24) Culture. The student understands the roles of women, children, and families in different historical cultures. (B) identify examples of religious influence on various events referenced in the major eras of world history. Process Skill (A) describe the changing roles of women, children, and families during major eras of world history Process Skill Enlightenment Thinkers Machiavelli Hammurabi’s Code Twelve Tables Bill of Rights READINESS 3 2014-2015 World History World History Year-long Skills (26) Culture. The student understands the relationship between the arts and the times during which they were created. (B) describe the major influences of women such as Elizabeth I, Queen Victoria, Mother Teresa, Indira Gandhi, Margaret Thatcher, and Golda Meir during major eras of World History Process Skill (A) identify significant examples of art and architecture that demonstrate an artistic ideal or visual principle from selected cultures Process Skill (B) analyze examples of how art, architecture, literature, music, and drama reflect the history of the cultures in which they are produced Process Skill (29) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. (C) identify examples of art, music, and literature that transcend the cultures in which they were created and convey universal themes. Process Skill (A) identify methods used by archaeologists, anthropologists, historians, and geographers to analyze evidence Process Skill Renaissance Art Gothic Cathedral Ming porcelain Kabuki Pompeii Fossils (B) explain how historians, when examining sources, analyze frame of reference, historical context, and point of view to interpret historical events Process Skill (C) explain the differences between primary and secondary sources and examine those sources to analyze frame of reference, historical context, and point of view Process Skill (D) evaluate the validity of a source based on language, corroboration with other sources, and information about the author Process Skill (E) identify bias in written, oral, and visual material Process Skill (F) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions, and developing connections between historical events over time Process Skill 4 2014-2015 World History World History Year-long Skills (30) Social studies skills. The student communicates in written, oral, and visual forms. (31) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. (G) construct a thesis on a social studies issue or event supported by evidence Process Skill (H) use appropriate reading and mathematical skills to interpret social studies information such as maps and graphs. Process Skill (A) use social studies terminology correctly Process Skill (B) use standard grammar, spelling, sentence structure, and punctuation Process Skill (C) interpret and create written, oral, and visual presentations of social studies information Process Skill (D) transfer information from one medium to another. Process Skill (A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution Process Skill (B) use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision. Process Skill 5 2014-2015 World History World History Unit 1: Neolithic Revolution/ River Valley Civilizations - Quarter 1 Unit 1 Neolithic Revolution/ River Valley Civilizations: (4 blocks) Vocabulary Anthropologist Archeologist Artifact Artisan Bible Bronze Age Christianity City-state Commercial Farming Complex Institution Cultural Diffusion Culture Cuneiform Delta Domestication Hammurabi's Code Hieroglyphics Iron Age Irrigation Judaism Livestock Monotheism Mummification Neolithic Revolution Nomadic Paleolithic Papyrus Pharaoh Polytheism Pyramid Record Keeping Scribe Silt Specialized Workers Subsistence Farming Theocracy Torah Ziggurat Testing Vocabulary: Contemporary relevance Unit 1: Neolithic Revolution/ River Valley Civilizations: Guiding Questions 1. 2. 3. How did the Neolithic Revolution effect human development? Explain economic, social and geographic factors that led to the development of the first civilizations. Describe the physical and human characteristics of the Four River Valleys. Unit 1: Neolithic Revolution/ River Valley Civilizations- 4 blocks TEKS (1) History. The student understands traditional historical points of reference in world history. Student Expectation 1(A) identify major causes and describe the major effects of the following events from 8000 BC to 500 BC: the development of agriculture and the development of the river valley civilizations Clarifiers The Early Civilizations, Paleolithic, Neolithic, River Valley Civilizations Known as Neolithic or Agricultural Revolution Causes 6 2014-2015 World History World History Unit 1: Neolithic Revolution/ River Valley Civilizations - Quarter 1 – gathering bands scattered seeds near campsites that resulted in growth of new crops – rising temperatures led to longer growing seasons and drier land. Supporting Standard, RC 1 and steady source of food. Effects -gathering to food-producing cultures leads to establishment of permanent settlements and the first cities – settlement leads to development of culture including art, religion, and specialization of labor; irrigation systems developed as crop production and land use increase – close proximity of people leads to spread of disease; villages and cities susceptible to attacks; settlements could be destroyed by natural disasters Development of river valley civilizations: Four early major river valley civilizations developed Tigris and Euphrates Nile Indus Huang He Rivers Irrigation leads to development of social classes and organized religion Mesopotamia/Fertile Crescent (3500 BC-1600 BC) – states established around 3000 BC and initially controlled by temple priests – Ziggurat (temple) center of each citystate – wheel, sail, plow, bronze, cuneiform BC-1750 BC), who establishes a written, uniform code of laws (Hammurabi’s Code). mpire ends around 1500 BC and other civilizations in this area, Assyrians, Phoenicians, and Hebrews, adopt ideas first developed by early Sumerians. Egypt (3000 BC-2000 BC) Nile leads to Egypt being known as “The Gift of the Nile.” Flooding was on a regular yearly cycle. 7 2014-2015 World History World History Unit 1: Neolithic Revolution/ River Valley Civilizations - Quarter 1 -kings; theocracy established as form of government – pyramids built as tombs for pharaohs; belief in the afterlife; mummification of the dead to prevent bodies from decaying – royal family followed by upper class followed by middle class (merchants and artisans) and then the lower class (peasant farmers and unskilled laborers); slavery later became a source of labor – hieroglyphics; writing done on papyrus – written numbers, geometry, stone columns, calendar for flooding cycle, advanced medicine nes as other civilizations invade Egypt after 1200 BC Indus River Valley Civilizations (2500 BC-1700 BC) -Daro and Harappa that were developed on grid systems and had sophisticated plumbing and sewage systems ly cities decline around 1750 BC due to a possible change in course by the Indus River -European people known as Aryans settle in the Indus Valley around 1500 BC Chinese River Valley Civilizations (3950 BC-1000 BC) Huang He (Yellow) River Valley Shang Dynasty (2000 BC) – division of classes; importance of family Writing system where each symbol represents an idea Technology and science – bronze working, silk (2) History. The student understands how early civilizations developed from 8000 BC to 500 BC. 2(A) summarize the impact of the development of farming (Neolithic Revolution) on the creation of river valley civilizations Supporting Standard, RC 1 2(B) identify the characteristics of civilization Supporting Standard, RC 1 ultural Revolution religion Development of farming: Paleolithic - hunters gatherers vs. Neolithic farming Key features of civilization – government, religion, economics 8 2014-2015 World History World History Unit 1: Neolithic Revolution/ River Valley Civilizations - Quarter 1 2(C) explain how major river valley civilizations influenced the development of the classical civilizations Supporting Standard, RC 1 (16) Geography. The student understands the impact of geographic factors on major historic events and processes. (17) Economics. The student understands the impact of the Neolithic and Industrial revolutions and globalization on humanity. 16 (A) locate places and regions of historical significance directly related to major eras and turning points in world history Supporting Standard, RC 3 16(B) analyze the influence of human and physical geographic factors on major events in world history, including the development of river valley civilizations, trade in the Indian Ocean, and the opening of the Panama and Suez canals Readiness Standard, RC 3 17(A) identify important changes in human life caused by the Neolithic Revolution and the Industrial Revolution Readiness Standard, RC 5 17(B) summarize the role of economics in driving political changes as related to the Neolithic Revolution and the Industrial Revolution Supporting Standard, RC 5 (19) Government. The student understands the characteristics of major political systems throughout history. 19(A) identify the characteristics of monarchies and theocracies as forms of government in early civilizations Supporting Standard, RC 4 Development of farming: Paleolithic - hunters gatherers vs. Neolithic farming Lay the foundations for political centralization and organization Monument building Written articulation of legal codes Social classes Mesopotamia, Fertile Crescent, Nile River Valley, Indus Valley, Huange-He Valley Development of river valley civilizations Advanced cities Irrigation Systems of government and religion Written legal codes Trade networks Architecture – arch Divisions of time/calendar system Writing India, Egypt, Mesopotamia, Fertile Crescent, and China, Egypt pyramids, irrigation system, algebra, medical expertise; Samaria wheel, arch, plow, Ziggurats Changes in human life caused by the Neolithic agricultural revolution (establishment of settlements which led to civilized societies) Egypt - pyramids, irrigation system, algebra, medical expertise; Samaria - wheel, arch, plow, Ziggurats Settlements need rules and law to maintain order Rules and laws needed to regulate irrigation Threats of external invaders made it necessary to have leaders who could provide security Finances were maintained by imposing taxes or tributes on residents Monarchies – military leaders who commanded soldiers displace priests as rulers; power passed on to their sons, who in turn passed it on to their sons; this leads to formation of early dynasties in river valley civilizations (e.g., Sumerian city-states) Theocracies – rulers were divine leaders who were seen as godkings 9 2014-2015 World History World History Unit 1: Neolithic Revolution/ River Valley Civilizations - Quarter 1 (20) Government. The student understands how contemporary political systems have developed from earlier systems of government. (22) Citizenship. The student understands the historical development of significant legal and political concepts related to the rights and responsibilities of citizenship. 19(B) identify the characteristics of the following political systems: theocracy, absolute monarchy, democracy, republic, oligarchy, limited monarchy, and totalitarianism. Readiness Standard, RC 4 20(B) identify the impact of political and legal ideas contained in the following documents: Hammurabi's Code, the Jewish Ten Commandments, Justinian's Code of Laws, Magna Carta, the English Bill of Rights, the Declaration of Independence, the U.S. Constitution, and the Declaration of the Rights of Man and of the Citizen Supporting Standard, RC 4 22(A )Summarize the development of the rule of law from ancient to modern times. Supporting Standard, RC 4 Hammurabi's Code Theocracy – ruler controlled both religious and political affairs; seen as divine (Ancient Egypt) – by deriving a single code of laws from the body of custom of his day, Hammurabi made law something objective, and less personal and, therefore, more stable and predictable – the notion of a separate judiciary, as part of overall government -Christian beliefs – Ten Commandments; Mosaic Law lities in the ancient world, including: threat of punishment itical concepts beginning in the ancient world and continuing through the Roman republic, including: – the idea that government is a rule of law, not a rule of men d in early civilizations of the Tigris-Euphrates River valley Hammurabi Commandments, the Torah, and other teachings of Judaism o-Roman law by Solon, Pericles and the Twelve Tables of Law in Rome 10 2014-2015 World History World History Unit 1: Neolithic Revolution/ River Valley Civilizations - Quarter 1 (23) Culture. The student understands the history and relevance of major religious and philosophical traditions. (24) Culture. The student understands the roles of women, children, and families in different historical cultures. (27) Science, technology, and society. The student understands how major scientific and mathematical discoveries and technological innovations affected societies prior to 1750. 23(A) describe the historical origins, central ideas, and spread of major religious and philosophical traditions, including Buddhism, Christianity, Confucianism, Hinduism, Islam, Judaism, Sikhism, and the development of monotheism Readiness Standard, RC 3 24(A) describe the changing roles of women, children, and families during major eras of world history Supporting Standard, RC 3 27(A) identify the origin and diffusion of major ideas in mathematics, science, and technology that occurred in river valley civilizations, classical Greece and Rome, classical India, and the Islamic caliphates between 700 and 1200 and in China from the Tang to Ming dynasties Supporting Standard, RC 5 / Goes with Rome – alphabet Resources: Video Acts of Faith: Passover of Judaism Ancient Rome: The Colosseum Egypt Reopens Saqqara Pyramids to Public Hidden Planet: Egyptian Pyramids Religion in the Roman Empire 11 2014-2015 World History World History Unit 2: Classical Era in the West- Quarter 1 Unit 2: Classical Era in the West: (5 blocks) Ancient Greece: Vocabulary Acropolis Alexandria Archimedes Aristocrat Citizen Classical Copernicus Democracy Epic Eratosthenes Ethics Greco-Roman Culture Hellenistic Age Hoplite Macedonia Monarchy Oligarchy Peloponnesian War Persian Wars Philosophical Polis Popular sovereignty Plebian Pythagoras Tyranny Testing Vocabulary: Innovations Unit 2: Classical Era: Ancient Greece Guiding Questions 1. 2. 3. Give three examples and explain their contributions of Greek culture to modern society. How did geography effect the development of Greek civilizations? Compare and contrast the government and social structure of Athens and Sparta. Unit 2: Classical Era: Ancient Greece TEKS (1) History. The student understands traditional historical points of reference in world history. Student Expectation 1(B) identify major causes and describe the major effects of the following events from 500 BC to AD 600: the development of the classical civilizations of Greece, Rome, Persia, India (Maurya and Gupta), China (Zhou, Qin, and Han), and the development of major world religions Supporting Standard, RC 1 Clarifiers Focus on Greece and Persia Greece -state ctures include monarchy, aristocracy, oligarchy, and democracy -479 BC) – new confidence and freedom for Greek city-states; Athens begins a golden age and becomes leader of the 140 city-state Delian League 12 2014-2015 World History World History Unit 2: Classical Era in the West- Quarter 1 – establishment of direct democracy; strengthening of navy and overseas trade; wealth used to create great works, including the Parthenon – classical art that addresses order, balance, and proportion -323 BC) and Egypt; boundaries extend east to India -states and blend Greek cultures with eastern cultures to establish the Hellenistic Age (2) History. The student understands how early civilizations developed from 8000 BC to 500 BC. (16) Geography. The student understands the impact of geographic factors on major historic events and processes. 2(C) explain how major river valley civilizations influenced the development of the classical civilizations Supporting Standard, RC 1 3(A) describe the major political, religious/philosophical, and cultural influences of Persia, India, China, Israel, Greece, and Rome, including the development of monotheism, Judaism, and Christianity Readiness Standard, RC 1 16(B) analyze the influence of human and physical geographic factors on major events in world history, including the development of river valley civilizations, trade in the Indian Ocean, and the opening of the Panama and Suez canals mathematics, philosophy, and art; Alexandria in Egypt is center of Hellenistic world, which is conquered by Rome in 150 BC Persia Persian empire founded by Cyrus the Great Darius divides the empire into provinces that are parallel to the homelands of the different people within the empire. These people live by their own laws within the Persian empire. Royal Road connects the empire for over 1,500 miles Use of standardized metal coins promote trade and unify the empire Development of farming: Paleolithic - hunters gatherers vs. Neolithic farming Lay the foundations for political centralization and organization Monument building Written articulation of legal codes Social classes – classical art that addresses order, balance, and proportion Development of river valley civilizations Advanced cities Irrigation Systems of government and religion Written legal codes 13 2014-2015 World History World History Unit 2: Classical Era in the West- Quarter 1 Readiness Standard, RC 3 (20) Government. The student understands how contemporary political systems have developed from earlier systems of government. (21) Citizenship. The student understands the significance of political choices and decisions made by individuals, groups, and nations throughout history. 20(A) explain the development of democraticrepublican government from its beginnings in the Judeo-Christian legal tradition and classical Greece and Rome through the English Civil War and the Enlightenment Readiness Standard, RC 4 21(B) describe the rights and responsibilities of citizens and noncitizens in civic participation throughout history Readiness Standard, RC 4 Trade networks Architecture – arch Divisions of time/calendar system Writing Athenian Democracy Classical Greece – one person, one vote) – free born men who owned property -citizens – women, slaves, and foreigners – life-long career) (22) Citizenship. The student understands the historical development of significant legal and political concepts related to the rights and responsibilities of citizenship. (24) Culture. The student understands the roles of women, children, and families in different historical cultures. (25) Culture. The student 22(A) summarize the development of the rule of law from ancient to modern times Supporting Standard, RC 4 22(B) identify the influence of ideas regarding the right to a "trial by a jury of your peers" and the concepts of "innocent until proven guilty" and "equality before the law" that originated from the Judeo-Christian legal tradition and in Greece and Rome Supporting Standard, RC 4 24(A) describe the changing roles of women, children, and families during major eras of world history Supporting Standard 25(B) summarize the fundamental ideas and Trial by a jury of your peers – a jury of peers Innocent until proven guilty Greece – included in the laws of Sparta and Athens – equal justice to all • Judeo-Christian – Moses decreed that testimony could be found in the testimony of two or three witnesses Equality before the law • Judeo-Christian – universal God to whom all people are equally his children Life and family in Greece – social structure for most societies – lack of power, influence, and inequality Greece-individual political participation, democracy, Olympics, and 14 2014-2015 World History World History Unit 2: Classical Era in the West- Quarter 1 understands how the development of ideas has influenced institutions and societies. institutions of Western civilizations that originated in Greece and Rome Supporting Standard, RC 3 (26) Culture. The student understands the relationship between the arts and the times during which they were created. (27) Science, technology, and society. The student understands how major scientific and mathematical discoveries and technological innovations affected societies prior to 1750. 26(A) identify significant examples of art and architecture that demonstrate an artistic ideal or visual principle from selected cultures Supporting Standard, RC 3 27(A) identify the origin and diffusion of major ideas in mathematics, science, and technology that occurred in river valley civilizations, classical Greece and Rome, classical India, and the Islamic caliphates between 700 and 1200 and in China from the Tang to Ming dynasties Supporting Standard, RC 5 ideas of Socrates, Plato and Aristotle Greek Olympics Philosophers – Socrates, Plato, Aristotle Influence of architecture (U.S. state buildings) Democratic ideals Math/science Greece Sculptures Architecture (columns) Pythagoras, Archimedes, Euclid, Hippocrates, Hippocratic Oath, Eratosthenes Classical Greece – columns – Alexandria center of science revolve around Sun) – latitude and longitude – geometry – value of pi 27(E) Identify the contributions of significant scientists such as Archimedes, Copernicus, Eratosthenes, Galileo, Pythagoras, Isaac Newton, and Robert Boyle. Supporting Standard, RC 5 Focus on Archimedes, Eratosthenes and Pythagoras 15 2014-2015 World History World History Unit 2: Classical Era in the West- Quarter 1 Unit 2: Classical Era in the West: Rome Aqueduct Coliseum Democratic Republic Dictator Empire Forum Gentry Twelve Tables Greco-Roman Culture Han Latin Limited Government Monarchy Republic Roman Catholic Church Patrician Pax Romana Plebian Popular Sovereignty Senate Triumvirate Unit 2: Classical Civilizations: Rome: Guiding Questions 1. 2. 3. Compare and contrast the Roman Republic to the United States system of government. Describe Roman architecture and its influences on modern architecture. Compare and contrast the rise and fall of Rome and Han China. Unit 2: Classical Civilizations: Rome TEKS (1) History. The student understands traditional historical points of reference in world history. Student Expectation 1(B) identify major causes and describe the major effects of the following events from 500 BC to AD 600: the development of the classical civilizations of Greece, Rome, Persia, India (Maurya and Gupta), China (Zhou, Qin, and Han), and the development of major world religions Supporting Standard, RC 1 Clarifiers Rome Established in 750 BC along Tiber River Religious and cultural ideas borrowed from Greeks and Etruscans Roman Republic established in 509 BC; voting rights extended only to free-born male citizens Roman society divided into patricians (aristocracy) and plebeians (farmers and artisans) 16 2014-2015 World History World History Unit 2: Classical Era in the West- Quarter 1 (2) History. The student understands how early civilizations developed from 8000 BC to 500 BC. (3) History. The student understands the contributions and influence of classical civilizations from 500 BC to AD 600 on subsequent civilizations. 1(C) identify major causes and describe the major effects of the following turning points in world history from 600 to 1450: the spread of Christianity, the decline of Rome and the formation of medieval Europe; the development of Islamic caliphates and their impact on Asia, Africa, and Europe; the Mongol invasions and their impact on Europe, China, India, and Southwest Asia Supporting Standard, RC 1 2(C) explain how major river valley civilizations influenced the development of the classical civilizations Supporting Standard, RC 1 3(A) describe the major political, religious/philosophical, and cultural influences of Persia, India, China, Israel, Greece, and Rome, including the development of monotheism, Judaism, and Christianity Readiness Standard, RC 1 Spread of Christianity Rome Development of farming: Paleolithic - hunters gatherers vs. Neolithic farming Latin, Democracy, Roman Art Political Influences – Twelve Tables (written list of rules based on the Roman legal system) philosophical influences Religious and virtue, duty, and moderation and spread throughout the empire by missionaries beliefs Cultural Influences – many of these borrowed from Classical Greeks; Greco-Roman culture develops Roman themes – remains language of learning after fall of Rome and becomes official language of the Roman Catholic Church former empire – French, Spanish, Portuguese, Romanian – spectacular wonders like the Coliseum created with elaborate arches; domes and concrete also are key features of Roman 17 2014-2015 World History World History Unit 2: Classical Era in the West- Quarter 1 architecture. 3(B) explain the impact of the fall of Rome on Western Europe Supporting Standard, RC 1 3(C) compare the factors that led to the collapse of Rome and Han China Supporting Standard, RC 1 (16) Geography. The student understands the impact of geographic factors on major historic events and processes. (19) Government. The student understands the characteristics of major political systems throughout history. (20) Government. The student understands how contemporary political systems have developed from earlier systems of government. 16(B) analyze the influence of human and physical geographic factors on major events in world history, including the development of river valley civilizations, trade in the Indian Ocean, and the opening of the Panama and Suez canals Readiness Standard, RC 3 19(B) Identify the characteristics of the following political systems: theocracy, absolute monarchy, democracy, republic, oligarchy, limited monarchy, and totalitarianism. Supporting Standard, RC 4 20(A) explain the development of democraticrepublican government from its beginnings in the Judeo-Christian legal tradition and classical Greece and Rome through the English Civil War and the Enlightenment Readiness Standard, RC 4 Invasions, Ongoing conflict with nomads, Economy, Political Uprisings, Civil Unrest Now we are able to go back and make the comparison with the fall of Han China Totalitarianism Republic – power is in the hands of representatives and leaders are elected by the people (Roman Republic, United States) Rome- republicanism, Senate, assembly, consuls. Democratic-republican government Rome to vote to select their leaders. In Rome, citizenship with voting rights was granted only to free-born male citizens) (common farmers, artisans, merchants) protected by the law assemblies – trial by jury of your peers 18 2014-2015 World History World History Unit 2: Classical Era in the West- Quarter 1 (21) Citizenship. The student understands the significance of political choices and decisions made by individuals, groups, and nations throughout history. 21(B) describe the rights and responsibilities of citizens and noncitizens in civic participation throughout history Readiness Standard, RC 4 (22) Citizenship. The student understands the historical development of significant legal and political concepts related to the rights and responsibilities of citizenship. 22(A) summarize the development of the rule of law from ancient to modern times Supporting Standard, RC 4 22(B) identify the influence of ideas regarding the right to a "trial by a jury of your peers" and the concepts of "innocent until proven guilty" and "equality before the law" that originated from the Judeo-Christian legal tradition and in Greece and Rome Supporting Standard, RC 4 (23) Culture. The student understands the history and relevance of major religious and philosophical traditions. 23 (A)describe the historical origins, central ideas, and spread of major religious and philosophical traditions, including Buddhism, Christianity, Confucianism, Hinduism, Islam, Judaism, Sikhism, and the development of monotheism Readiness Standard , RC 3 24(A) describe the changing roles of women, children, and families during major eras of world history Supporting Standard (24) Culture. The student understands the roles of women, children, and families in different historical cultures. (25) Culture. The student understands 25(B) summarize the fundamental ideas and Trial by a jury of your peers – yearly selection of judges who resolved disputes; tribunals were judges who were like juries since they were civilians and not professional judges Innocent until proven guilty Rome – Twelve Tables – “Accusers are to understand that they are not to prefer charges unless they can be proven by proper witnesses or by conclusive documents.” Equality before the law – Twelve Tables called for the fair administration of laws • Judeo-Christian – Moses decreed that testimony could be found in the testimony of two or three witnesses Equality before the law • Judeo-Christian – universal God to whom all people are equally his children Family at the heart of Rome society. By law and custom, the eldest man, known as the paterfamilias, or “father of the family,” had power to rule the household. He controlled all property and had authority over all family members. Roman women – nearly social equals of men, ran the household and were given authority and respect. Had personal freedom, could own property, and could testify in court Laws, government, (checks and balances, separation of 19 2014-2015 World History World History Unit 2: Classical Era in the West- Quarter 1 how the development of ideas has influenced institutions and societies. institutions of Western civilizations that originated in Greece and Rome Supporting Standard, RC 3 power) religions (Christianity, Catholic Church) Roman the accused. thoughts. 25(A)Identify significant examples of art and architecture that demonstrate an artistic ideal or visual principle from selected cultures. Supporting Standard (26) Culture. The student understands the relationship between the arts and the times during which they were created. (27) Science, technology, and society. The student understands how major scientific and mathematical discoveries and technological innovations affected societies prior to 1750. y unfair could be set aside. Rome Roman Sculptures Architecture (public U.S. buildings) Arch, dome, roads, concrete (e.g., Roman Coliseum) Aqueducts Mosaics 26(C) identify examples of art, music, and literature that transcend the cultures in which they were created and convey universal themes. 27(A) identify the origin and diffusion of major ideas in mathematics, science, and technology that occurred in river valley civilizations, classical Greece and Rome, classical India, and the Islamic caliphates between 700 and 1200 and in China from the Tang to Ming dynasties Supporting Standard, RC 5 Aqueducts, Dome-arched, columns – arch, dome, and concrete 20 2014-2015 World History World History Constitution Day and Celebrate Freedom Week *Celebrate Freedom Week and Constitution Day (A) Each social studies class shall include, during Celebrate Freedom Week as provided under the TEC, §29.907, or during another full school week as determined by the board of trustees of a school district, appropriate instruction concerning the intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights, in their historical contexts. The study of the Declaration of Independence must include the study of the relationship of the ideas expressed in that document to subsequent American history, including the relationship of its ideas to the rich diversity of our people as a nation of immigrants, the American Revolution, the formulation of the U.S. Constitution, and the abolitionist movement, which led to the Emancipation Proclamation and the women's suffrage movement Instruction concerning the intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights, in their historical contexts. The study of the Declaration of Independence must include the study of the relationship of the ideas expressed in that document to subsequent American history, including the relationship of its ideas to the rich diversity of our people as a nation of immigrants, the American Revolution, the formulation of the U.S. Constitution, and the abolitionist movement, which led to the Emancipation Proclamation and the women's suffrage movement These items will be addressed in warm-ups during the Celebrate Freedom Week. Daily announcements should also be used to address these concepts. Any cross curricular connects that other classes could make would also be helpful. All of these topics will be addressed in greater details as they re-appear in the scope and sequence at the appropriate time. (B) Each school district shall require that, during Celebrate Freedom Week or other week of instruction prescribed under subparagraph (A) of this paragraph, students in Grades 3-12 study and recite the following text: "We hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the Pursuit of Happiness--That to secure these Rights, Governments are instituted among Men, deriving their just Powers from the Consent of the Governed." "We hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the Pursuit of Happiness--That to secure these Rights, Governments are instituted among Men, deriving their just Powers from the Consent of the Governed." This must be specially taught on Constitution Day. This as well as other topics from Celebrate Freedom week are the only concepts to be taught on Constitution Day. 21 2014-2015 World History World History Unit 3: Classical Era in the East: India and China- Quarter 1 Unit 3: Classical Era in the East: India and China: (4 blocks) Vocabulary Assimilation Buddhism Caravan Civil Service Confucianism Dynasty Gupta Empire Han Dynasty Hinduism Imperialism Indian Ocean Trade Route Karma Literacy Mandate of Heaven Mauryan Empire Moksha Monsoon Moveable type Nomadism Qin Dynasty Silk Road Steppes Stirrup Vedas Zen Zhou Dynasty Unit 3: Classical Era in the East: India and China: Guiding Questions 1. 2. 3. Trace the spread of Buddhism and Confucianism in Asia. Compare and Contrast two dynasties in China. Describe how the Silk Road facilitated the spread of ideas and trade. Unit 3: Classical Era in the East: India and China: TEKS (1) History. The student understands traditional historical points of reference in world history. Student Expectation 1(B) identify major causes and describe the major effects of the following events from 500 BC to AD 600: the development of the classical civilizations of Greece, Rome, Persia, India (Maurya and Gupta), China (Zhou, Qin, and Han), and the development of major world religions Supporting Standard, RC 1 Clarifiers Agricultural production and Human labor as commodities, Silk -232 BC) – bureaucracy; improved roads; spread of Buddhism – Chandra Gupta I; India’s Golden Age through literature, astronomy, medicine, and mathematics China (Zhou, Qin, and Han) Zhou Dynasty (1027 BC-256BC) – Mandate of Heaven justifies royal authority and establishes dynastic cycles Qin Dynasty (256 BC-202 BC) – ruled by Shi Huangdi, who uses legalist ideas to unify China through autocracy Centralized system of highway and irrigation networks Great Wall of China built Han Dynasty (202 BC-9 AD) – centralized government; complex bureaucracy; civil service jobs; promotion of 22 World History Unit 3: Classical Era in the East: India and China- Quarter 1 (3) History. The student understands the contributions and influence of classical civilizations from 500 BC to AD 600 on subsequent civilizations. 3(A) describe the major political, religious/philosophical, and cultural influences of Persia, India, China, Israel, Greece, and Rome, including the development of monotheism, Judaism, and Christianity Readiness Standard, RC 1 3(C) compare the factors that led to the collapse of Confucianism; invention of paper Buddhism ma – born in 6th Century BC to a noble family in Northern India. Buddhism follows many of the beliefs of Hinduism, including non-violence, self-denial, and to seek oneness with the “Great World Soul;” but it rejects the Caste System and numerous gods. read from India to China, Japan, Korea, and Southeast Asia Confucianism Based on the ideas of Confucius Living in a time of great confusion and chaos in China, Confucius sought to restore order through a basic set of ideas. Within Confucianism, there is an assumption that the universe has an order; therefore, mankind should focus on human behavior. Confucianism believes if we focus on the five Relationships and do what is right, there will be harmony. Believes that a ruler should not necessarily come from noble birth, but the right to rule should be open to all men of talent; this was adopted in the form of a civil service test Dynasties: Qin and Ming, Mongols-largest land empire, east and west trade ink, exchange of ideas, Gupta -256 BC) – Mandate of Heaven justifies royal authority and establishes dynastic cycles; nobles rule through feudalism osophies established under the Zhou – reform in society including social order of family and government – philosophy established by Laozi that addresses order and harmony – stressed punishment over rewards 256 BC-202 BC) – ruled by Shi Huangdi, who uses Legalist ideas to unify China through autocracy -9 AD) – centralized government, complex bureaucracy, civil service jobs, promotion of Confucianism, invention of paper Only do Han China at this time. 23 World History Unit 3: Classical Era in the East: India and China- Quarter 1 Rome and Han China Supporting Standard, RC 1 Invasions, ongoing conflict with nomads, Economy, Political Uprisings, Civil Unrest classes nds (16) Geography. The student understands the impact of geographic factors on major historic events and processes. (23) Culture. The student understands the history and relevance of major religious and philosophical traditions. 16(B) analyze the influence of human and physical geographic factors on major events in world history, including the development of river valley civilizations, trade in the Indian Ocean, and the opening of the Panama and Suez canals Readiness Standard, RC 3 23A) describe the historical origins, central ideas, and spread of major religious and philosophical traditions, including Buddhism, Christianity, Confucianism, Hinduism, Islam, Judaism, Sikhism, and the development of monotheism Readiness Standard, RC 3 Monsoon Winds, Families, Bilingual, Bicultural. trading, Indian Ocean trade routes, Himalayan Mountains Marco Polo Buddhism a noble family in Northern India. Buddhism follows many of the beliefs of Hinduism, including non-violence, self-denial, and to seek oneness with the “Great World Soul,” but it rejects the Caste System and numerous gods. a philosophy rather than a religion. Confucianism Confucius sought to restore order through a basic set of ideas. Within Confucianism, there is an assumption that the universe has an order; therefore, mankind should focus on human behavior. Confucianism believes if we focus on the five Relationships and do what is right, there will be harmony. Hinduism 00 BC – collection of hymns and religious ceremonies of the Hindus that were passed down orally and eventually written 24 World History Unit 3: Classical Era in the East: India and China- Quarter 1 down – belief that the soul is reborn in a different form after death. Reincarnation reinforces the caste system of India – a person’s actions on Earth that determine how the soul will be reborn little throughout the world. Sikhism Dev humans and rejects discrimination on the basis of caste, creed, and gender. – celebration commemorating the release of Guru Hargobind’s release from the Gwalior Fort in 1619 – all Sikhs who have been baptized (25) Culture. The student understands how the development of ideas has influenced institutions and societies. (24) Culture. The student understands the roles of women, children, and families in different historical cultures. 25(A) summarize the fundamental ideas and institutions of Eastern civilizations that originated in China and India Supporting Standard, RC 3 Piety, Religions-Hinduism and Confucianism the caste system 24(A) describe the changing roles of women, children, and families during major eras of world history Supporting Standard , RC 3 24(C) identify examples of art, music, and literature that transcend the cultures in which they were created and convey universal themes. Resources: 25 World History Unit 3: Classical Era in the East: India and China- Quarter 1 Video A Discussion of the Clash Between Traditional Beliefs and Modern Life in India A Journey Through the Mongolian Steppe A Look at Kashgar, at the Crossroad of the Silk Road Confucianism Making a Comeback in China Profile of Mongolia Sikh Temple Shooting Leaves Seven Dead in Wisconsin The Expedition of Marco Polo by Computer Tibet's Religious Heritage 26 World History Unit 4: The Middle Ages in Europe – Quarter 1 Unit 4 : The Middle Ages in Europe: (4 blocks) Vocabulary Bubonic Plague Burgher Charlemagne Chivalry Clergy Common Law Congress Crusades Excommunication Feudalism Fief Guild Heresy Indulgences Inflation Interdict Investiture controversy Inquisition Knight Lord Magna Carta Manorialism Medieval Monastery Monarchy Norman Conquest Parliament Papacy Pilgrimage Sacrament Schism Sect Secular Serf Three-field System Trial by Jury Vernacular Vassal Unit 4: The Middle Ages in Europe: Guiding Questions 1. 2. 3. Compare and contrast the feudalism and manorialism systems. Describe the role of the church in medieval society. Explain the impact of the Crusades. Unit 4: The Middle Ages in Europe TEKS (1) History. The student understands traditional historical points of reference in world history. Student Expectations 1(C) identify major causes and describe the major effects of the following turning points in world history from 600 to 1450: the spread of Christianity, the decline of Rome and the formation of medieval Europe; the development of Islamic caliphates and their impact on Asia, Africa, and Europe; the Mongol invasions and their impact on Europe, China, India, and Southwest Asia Clarifiers Focus on Medieval Europe Rise of the Roman Catholic Church to power Empire y develops after the schism between that church and the Catholic Church 27 World History Unit 4: The Middle Ages in Europe – Quarter 1 Supporting Standard, RC 1 Decline of Rome and formation of medieval Europe Roman army cannot defend the empire – empire is split; an additional capital established (Constantinople), but this does not save it rity and protection (3) History. The student understands the contributions and influence of classical civilizations from 500 BC to AD 600 on subsequent civilizations. (4) History. The student understands how, after the collapse of classical empires, new political, economic, and social systems evolved and expanded from 600 to 1450. 3(B) explain the impact of the fall of Rome on Western Europe Supporting Standard, RC 1 4(A) explain the development of Christianity as a unifying social and political factor in medieval Europe and the Byzantine Empire Readiness Standard, RC 1 Europe Fall of Rome led to a decline in literacy Decline in a formal government structure Economics- decline in trade Disruption of trade that leads to collapse of businesses, destruction of economic centers, and scarcity of money as a result of invasions Downfall of cities as centers of administration Shift to a rural population as Roman citizens abandoned destroyed cities Decline of learning since Germanic invaders could not read or write alects develop government and written law shifts to governance through unwritten laws and traditions Medieval Europe Missionaries spread Christianity Missionaries converted tribes to Christianity close connection between church and state hristianity bond the people of medieval Europe conduct er and can excommunicate and/or interdict 28 World History Unit 4: The Middle Ages in Europe – Quarter 1 4(B) explain the characteristics of Roman Catholicism and Eastern Orthodoxy Supporting Standard. RC 1 Such as days of worship, sacraments, excommunication, icons stern Churches into Roman Catholic Church and the Orthodox Church riarch and other bishops lead the church as a collective group 4(C) describe the major characteristics of and the factors contributing to the development of the political/social system of feudalism and the economic system of manorialism Readiness Standard, RC 1 4(D) explain the political, economic, and social impact of Islam on Europe, Asia, and Africa Readiness Standard, RC 1 – reciprocal military obligations between members of the warrior nobility in Medieval Europe – lords grant parcels of land known as fiefs to lesser knights who are known as vassals, who in turn provide military service to the lord. Chivalry and fealty between a lord and the vassal relationship – fall of the Roman Empire leaves a gap in protection and services to people; invaders overrun communities; people turn to lords for their protection – smallest economic, social unit revolving around an estate, controlled by a lord, who gives land and protection to his serfs, who in turn give him their services (land = wealth) – manors were self-sufficient where serfs raised and produced nearly everything needed for that community. The open field system allowed several families of serfs to farm strips of the same parcel of land. Living conditions for serfs were generally harsh on manors. – model of villas in the Roman Empire used to manage rural economies; decline in overland and sea trade after the fall of the Roman empire, as well as threats from invaders also promoted the self-sufficiency of a manor Impact of Islam on Europe Crusades s and promote a golden age in art, literature, science, and mathematics Europe 29 World History Unit 4: The Middle Ages in Europe – Quarter 1 4(E) describe the interactions among Muslim, Christian, and Jewish societies in Europe, Asia, and North Africa Supporting Standard, RC 1 Crusades Europe scientific and artistic achievements 900s lead to disorder and suffering that forces people to look to local rulers for security; leads to the rise of feudalism 4(G) explain how the Crusades, the Black Death, the Hundred Years' War, and the Great Schism contributed to the end of medieval Europe Readiness Standard, RC 1 Jews Crusades o European desire for new trade routes that begins the Era of Exploration Black Death search of work; peasant rebellions grow in response to nobles’ refusal to increase wages ses prestige as it is unable to stop the plague through prayer and intervention Hundred Years War after the Hundred Years War leads to the War of the Roses, which strengthens Parliament since it is called frequently by King Edward III to increase taxes to finance this new war; democracy advanced as Parliament gains greater “power of the purse” Great Schism - one in Avignon and the other in Rome; both excommunicate each other from the Church (16) Geography. The student 16(A)locate places and regions of historical significance directly related to major eras and Wycliffe, who believes that God is sole authority, and Jan Huss, who believes the authority of the Bible is higher than the pope’s authority; beginning of challenges to the authority of the Catholic Church that leads to the Reformation France, Normandy, Charlemagne’s Empire, England, Hastings, Jerusalem, Holy Land, Paris, London, Holy Roman Empire 30 World History Unit 4: The Middle Ages in Europe – Quarter 1 understands the impact of geographic factors on major historic events and processes. (20) Government. The student understands how contemporary political systems have developed from earlier systems of government. (22) Citizenship. The student understands the historical development of significant legal and political concepts related to the rights and responsibilities of citizenship. (23) Culture. The student understands the history and relevance of major religious and philosophical traditions. turning points in world history 16(B)analyze the influence of human and physical geographic factors on major events in world history, including the development of river valley civilizations, trade in the Indian Ocean, and the opening of the Panama and Suez canals. Readiness Standard, RC 3 20(A)identify the impact of political and legal ideas contained in the following documents: Hammurabi's Code, the Jewish Ten Commandments, Justinian's Code of Laws, Magna Carta, the English Bill of Rights, the Declaration of Independence, the U.S. Constitution, and the Declaration of the Rights of Man and of the Citizen Supporting Standard, RC 3 20(C) explain the political philosophies of individuals such as John Locke, Thomas Hobbes, Voltaire, Charles de Montesquieu, Jean Jacques Rousseau, Thomas Aquinas, John Calvin, Thomas Jefferson, and William Blackstone Supporting Standard, RC 4 22(B) identify the influence of ideas regarding the right to a "trial by a jury of your peers" and the concepts of "innocent until proven guilty" and "equality before the law" that originated from the Judeo-Christian legal tradition and in Greece and Rome Supporting Standard, RC 4 23(B) identify examples of religious influence on various events referenced in the major eras of world history. Supporting Standard , RC 3 Magna Carta Thomas Aquinas – truth is known through reason and faith trial by a jury of your peers community to which they belonged People met there for service, social gatherings, and festive celebrations. 31 World History Unit 4: The Middle Ages in Europe – Quarter 1 pe. (24) Culture. The student understands the roles of women, children, and families in different historical cultures. 24(A) describe the changing roles of women, children, and families during major eras of world history; and Supporting Standard , RC 3 Christianity usually only protected the wealthier woman. an estate from her husband. might act as military commander and a warrior. (26) Culture. The student understands the relationship between the arts and the times during which they were created. 26(A) identify significant examples of art and architecture that demonstrate an artistic ideal or visual principle from selected cultures; and Supporting Standard, RC 3 32 World History Unit 5: Post Classical Asia and Beyond- Quarter 2 Unit 5: Post Classical Asia and Beyond: (4 blocks) Vocabulary Ashikaga Shogunate Assimilation Chinggis Khan Daimyo Dynasty Expansion Feudalism Genghis Khan Grand Canal Gunpowder Imperialism Invasions Junk Kamikaze Kublai Khan Marco Polo Ming Dynasty Mongols Ottomans Safavid Empire Samurai Sikhism Song Dynasty Suleiman the Magnificent Taj Mahal Tamerland Tang Dynasty Yuan dynasty Zheng He Testing Vocabulary Unit 5: Post Classical Asia and Beyond: Guiding Questions: Unit 5: Post Classical Asia and Beyond TEKS (1) History. The student understands traditional historical points of reference in world history. Student Expectation 1(B) identify major causes and describe the major effects of the following events from 500 BC to AD 600: the development of the classical civilizations of Greece, Rome, Persia, India (Maurya and Gupta), China (Zhou, Qin, and Han), and the development of major world religions Supporting Standard, RC 1 1(C) identify major causes and describe the major effects of the following important turning points in world history from 600 to 1450: the spread of Christianity, the decline of Rome and the formation of medieval Europe; the development of Islamic caliphates and their impact on Clarifiers Agricultural production and Human labor as commodities, Silk Focus on Mongol invasions and their impact on Europe, China, India, and Southwest Asia Mongol invasions 13th century – spread across Eurasia to create one of the world’s largest empires 33 World History Unit 5: Post Classical Asia and Beyond- Quarter 2 Asia, Africa, and Europe; the Mongol invasions and their impact on Europe, China, India, and Southwest Asia; Supporting Standard, RC 1 1(D) identify major causes and describe the major effects of the following important turning points in world history from 1450 to 1750: the rise of the Ottoman Empire, the influence of the Ming dynasty on world trade, European exploration and the Columbian Exchange, European expansion, and the Renaissance and the Reformation. Supporting Standard, RC 1 Brutal conquest of Abbasid Empire and Russian principalities “Pax Mongolia” that supported trade along the Silk Road Kublai Khan (Yuan dynasty) kept Chinese political and economic systems in place Africa – impress world with the power and splendor of Ming China and expand China’s tribute system hina with tribute Rise of the Ottoman Empire (4) History. The student understands how, after the collapse of classical empires, new political, economic, and social systems evolved and expanded from 600 to 1450. 4(C) describe the major characteristics of and the factors contributing to the development of the political/social system of feudalism and the economic system of manorialism Readiness Standard, RC 1 4(D) explain the political, economic, and social impact of Islam on Europe, Asia, and Africa Readiness Standard, RC 1 Introduce the concepts of feudalism and manorialism in river valley China Silk Road Impact of Islam on Asia end of World War I – Islam grew from a religious community focused on the core Arab lands to one in which new developments arose within Persian, Turkic, Indian, and other non-Arab cultures. -1700s) Babur, Akbar, and Shah Jahan 4(E) describe the interactions among Muslim, Christian, and Jewish societies in Europe, Asia, and North Africa Supporting Standard, RC 1 4(F) describe the interactions between Muslim and Hindu Muslims the Ottoman Empire Interactions in later dynasties 34 World History Unit 5: Post Classical Asia and Beyond- Quarter 2 societies in South Asia Supporting Standard , RC 1 India in the 600s ds invade India in 1000 and establish the Delhi Sultanate, where Hindus were treated as conquered people Mughal ruler Akbar establishes a golden age in India Religious freedom for Hindus and non-Muslims Taxation on Hindu pilgrims and on non-Muslims abolished Mingling of Arabic, Persian, and Hindu cultures that lead to new developments in art and literature and the Urdu language in army camps Shah Jahan – construction of the Taj Mahal as a tomb for his wife – expansion of Mughal empire throughout most of the Indian subcontinent the tax on pilgrimages, banning of Hindu temple construction, destruction of Hindu monuments, and dismissal of Hindus from government positions k away and establish a separate state in Punjab 4(H) summarize the major political, economic, and cultural developments in Tang and Song China and their impact on Eastern Asia Readiness Standard, RC 1 which leads to the beginning of British conquest of India (1661) Silk Road, Great Wall of China -907 AD) Manchuria, south to Vietnam, and east to the Aral Sea Korean Peninsula – officials take competitive civil service exams to work in government offices Asia – porcelain, mechanical clocks, block printing, gunpowder all increase trade and spread to Japan and Korea 35 World History Unit 5: Post Classical Asia and Beyond- Quarter 2 Korea, and Vietnam movement to cities of binding the feet of upper class girls -1279 AD) Central Asia and Manchuria conomic developments -growing rice from Vietnam that led to faster growing population -scale economy c compass, lead to the growth of ocean trade – natural landscapes and objects drawn with black ink 4(J) analyze how the Silk Road and the African gold-salt trade facilitated the spread of ideas and trade Readiness Standard, RC 1 4(K) summarize the changes resulting from the Mongol invasions of Russia, China, and the Islamic world. Readiness Standard, RC 1 at least 1 million people Only focus on Silk Road at this time – long-distance trade route from China to Rome; products from the east such as spices and silk transported west, Roman ideas taken to their eastern provinces; Indian traders act as middlemen and grow wealthy; promotion of cultural diffusion between regions that come into contact with each other Mongol invasions of China Russia long as high tributes were paid ideas and inventions and achieves a bloodless standoff at the Ugra River that leads to separation from the 36 World History Unit 5: Post Classical Asia and Beyond- Quarter 2 Mongols China son) in 1234 300 years contacts and trade (Marco Polo) Islamic world and has over 10,000 people killed Sultanate of Rum in Anatolia (7) History. The student understands the causes and impact of European expansion from 1450 to 1750. 7(D) explain the impact of the Ottoman Empire on Eastern Europe and global trade Readiness Standard , RC 1 dissolution of Mongol empire and rise of the Ottoman Turks Eastern Europe but expansion stopped with the Siege of Vienna in 1529 Global trade – assured safety for traveling merchants and envoys 7(E) explain Ming China’s impact on global trade; and Readiness Standard, RC 1 Mediterranean, Aegean, Black and Red Seas, and the Persian Gulf Porcelain, silk, furniture, literature Ming Dynasty (1368-1644) of outside world Southeast Asia, India, Arabia, and East Africa – impress world with the power and splendor of Ming China and expand China’s tribute system Envoys from different countries travel to China with tribute Voyages end after Chinese scholar-officials complain of financial waste China withdraws into isolation 37 World History Unit 5: Post Classical Asia and Beyond- Quarter 2 (23) Culture. The student understands the history and relevance of major religious and philosophical traditions. 23(A) describe the historical origins, central ideas, and spread of major religious and philosophical traditions, including Buddhism, Christianity, Confucianism, Hinduism, Islam, Judaism, Sikhism, and the development of monotheism Readiness Standard , RC 3 23(B) identify examples of religious influence on various events referenced in the major eras of world history. Supporting Standard , RC 3 (24) Culture. The student understands the roles of women, children, and families in different historical cultures. (25) Culture. The student understands how the development of ideas has influenced institutions and societies. (26) Culture. The student understands the relationship between the arts and the times during which they were created. (27) Science, technology, and society. The student understands how major scientific and mathematical discoveries and technological innovations affected societies prior to 1750. 24(A) describe the changing roles of women, children, and families 25(A) summarize the fundamental ideas and institutions of Eastern civilizations that originated in China and India; Supporting Standard , RC 3 26(A) identify significant examples of art and architecture that demonstrate an artistic ideal or visual principle from selected cultures Supporting Standard , RC 3 26(B) analyze examples of how art, architecture, literature, music, and drama reflect the history of the cultures in which they are produced. Supporting Standard, RC 3 27(A) identify the origin and diffusion of major ideas in mathematics, science, and technology that occurred in river valley civilizations, classical Greece and Rome, classical India, and the Islamic caliphates between 700 and 1200 and in China from the Tang to Ming dynasties Supporting Standard, RC 5 Gunpowder Focus on classical India and China from the Tang to Ming dynasty Huang He River Valley Tang and Ming China Tang China 38 World History Unit 5: Post Classical Asia and Beyond- Quarter 2 Ming China (e.g., telescope) Resources: Video A Look at Kashgar, at the Crossroad of the Silk Road Exploring the Terrain of Djibouti History of the Great Wall of China Retracing the Route of Marco Polo The Expedition of Marco Polo by Computer 39 World History Unit 6: Islamic World and Africa- Quarter 2 Unit 6: Islamic World and Africa: (6 blocks) Vocabulary Urdu Great Zimbabwe Malawi Ramadan “Great traditions” Griot Mali Sahara Desert “Small traditions” Hajj Mamluks Savannah Age set Hanifs Matrilineal Sheikh Bantu Imam Mecca Shi’ites Bedouin Imperialism Medina Sub-Saharan Africa Caliph Islam Mt. Kilimanjaro Sunnis Caliphate Kaba Muhammad Timbuktu Calligraphy Kalahari Desert Muslim Tropics Caravan Life expectancy Ohms ulama Caravan Lineage Patrilineal Umma Desertification Literacy Pillars of Faith Gold-salt trade Malacca Quran Unit 6: Islamic World and Africa: Guiding Questions 1. 2. 3. 4. 5. 6. 7. 8. Compare and contrast Christianity and Islam. In what ways did Islam influence the Middle East? Explain the significance of Mecca and Medina. Explain the significance of the Five Pillars of Faith. Summarize the major political and cultural developments of the civilizations of sub-Saharan Africa. Compare and contrast Africa’s geography and its effects on the economy. Analyze the impact of Islam on sub-Saharan Africa. Explain the rise of the slave trade from Africa to the Middle East. Unit 6: Islamic World and Africa TEKS (1) History. The student understands traditional historical points of reference in world history. Student Expectation 1(B) identify major causes and describe the major effects of the following events from 500 BC to AD Clarifiers Islam – historical origins, central ideas, and the spread of the religion Muhammad – born in or about 570 and 40 World History Unit 6: Islamic World and Africa- Quarter 2 600: the development of the classical civilizations of Greece, Rome, Persia, India (Maurya and Gupta), China (Zhou, Qin, and Han), and the development of major world religions Supporting Standard, RC 1 1(C) identify major causes and describe the major effects of the following turning points in world history from 600 to 1450: the spread of Christianity, the decline of Rome and the formation of medieval Europe; the development of Islamic caliphates and their impact on Asia, Africa, and Europe; the Mongol invasions and their impact on Europe, China, India, and Southwest Asia Supporting Standard, RC 1 (4) History. The student understands how, after the collapse of classical empires, new political, economic, and social systems evolved and expanded from 600 to 1450. 4(D) explain the political, economic, and social impact of Islam on Europe, Asia, and Africa Readiness Standard, RC 1 is considered the founder of Islam Muslims – those who worship Allah and recognize Muhammad as the last Prophet Mecca – the Holy City of the Islamic faith Allah – monotheistic deity; also recognized as the God of Abraham (Yahweh) Hajj – pilgrimage to Mecca that each Muslim is required to take within their lifetime Koran (Qur’an) – book or writings of the prophet Muhammad Jihad (Holy Struggle) – the expansion of the Islamic state and control Trade and spread of religion – Silk roads, European exploration Islam Africa – Baghdad – Cairo – Damascus rule and science, including chemistry, empirical scientific method, and medical care Islam Religion spread through trade and conquest, Gold-Salt trade, Ghana, Mali, Songhai Swahili of Islam to other parts of the continent – Salt Trade between North African Muslims and empires of West Africa lead to spread of Islam to West Africa 41 World History Unit 6: Islamic World and Africa- Quarter 2 4(E) describe the interactions among Muslim, Christian, and Jewish societies in Europe, Asia, and North Africa Supporting Standard, RC 1 Describe interactions Islam because they were attracted by the appeal of this religion’s message, as well as not having to pay a poll tax. allowed conquered people to retain their own religions. book” and received special considerations. They paid a poll tax in exchange for exemption from military service. and bureaucrats in Muslim states. Europe, Asia, and North Africa. science in Muslim-controlled cities in Asia, Europe, and North Africa North Africa th Africa Mediterranean coast by 670 4(I)explain the development of the slave trade Supporting Standard , RC 1 Jewish, convert to Islam in the 600s. Triangular Trade, Middle Passage when Islamic traders trade goods for Africans and transport them to Southwest Asia -Muslims on the Islamic belief that they could be bought and sold as slaves Southwest Asia between 650 and 1000 AD 4(J) analyze how the Silk Road and the African goldsalt trade facilitated the spread of ideas and trade Readiness Standard, RC 1 rights and opportunity for social mobility Ghana, Mali, Songhai -Salt Trade – Arab and Berber traders took salt from the Sahara to West Africa in exchange for gold; African traders also crossed the Sahara to 42 World History Unit 6: Islamic World and Africa- Quarter 2 (16) Geography. The student understands the impact of geographic factors on major historic events and processes. (23) Culture. The student understands the history and relevance of major religious and philosophical traditions. 16(A) Locate places and regions of historical significance directly related to major eras and turning points in world history. Supporting Standard, RC 23(A) describe the historical origins, central ideas, and spread of major religious and philosophical traditions, including Buddhism, Christianity, Confucianism, Hinduism, Islam, Judaism, Sikhism, and the development of monotheism Supporting Standard, RC 3 trade gold for salt in North Africa; cloth and weapons from Mediterranean ports taken to West Africa; powerful rulers in Ghana and Mali regulated the gold trade in West Africa Rise of Islam – Arabia, Mecca, Baghdad, Cairo, Spain, Iberian Peninsula African Civilizations – Sahara Desert, Ghana, Mali Five Pillars of Faith, Jihad, Sikhism – historical origins, central ideas, and the spread of the religion – born in 570(?) and is considered the founder of Islam; he is considered the last prophet of God – those who worship Allah and recognize Muhammad as the last Prophet – The Holy City of the Islamic faith – monotheistic deity; also recognized as the God of Abraham (Yahweh) – pilgrimage to Mecca that each Muslim is required (health permitting) to take within their lifetime f Faith – book or writings of the prophet Muhammad – the expansion of the Islamic state and control – Middle Eastern/North Africa Location, Spain, Southeast Asia 23(B) identify examples of religious influence on various events referenced in the major eras of world history. Supporting Standard , RC 3 43 World History Unit 6: Islamic World and Africa- Quarter 2 (24) Culture. The student understands the roles of women, children, and families in different historical cultures. 24(A) describe the changing roles of women, children, and families during major eras of world history Supporting Standard , RC 3 (25) Culture. The student understands how the development of ideas has influenced institutions and societies. 25(D) explain how Islam influences law and government in the Muslim world Supporting Standard, RC 3 Koran – Shari’a; regulates family life, moral conduct, and business matters civil matters interpret the law – pray 5 times daily, fasting, articles of faith, mandatory charity, hajj pilgrimage to Mecca poor Shi’a sects of Islam (27) Science, technology, and society. The student understands how major scientific and mathematical discoveries and technological innovations affected societies prior to 1750. 27(A) identify the origin and diffusion of major ideas in mathematics, science, and technology that occurred in river valley civilizations, classical Greece and Rome, classical India, and the Islamic caliphates between 700 and 1200 and in China from the Tang to Ming dynasties Supporting Standard, RC 5 – House of Wisdom preserves and translates scientific and medical documents into Arabic Resources Video Bedouins of the Sinai Celebrating Religious Tradition in Jerusalem Christian Heritage in Jordan Christmas in Bethlehem 44 World History Unit 6: Islamic World and Africa- Quarter 2 2014-2015 Hidden Planet: Jerusalem Hidden Planet: Timbuktu Islam Today: An Introduction to Muslims and Their Faith The Difference Between Shi'ites and Sunnis The Seeds of Christianity World History 45 World History Unit 6: Islamic World and Africa- Quarter 2 Unit 7: Renaissance and Reformation in Europe: (3 blocks) Vocabulary Bible Black Death Council of Trent Counter-Reformation Gothic Cathedral Guild Humanism Indulgence Jesuits Justification by Faith Literacy Martin Luther Niccolò Machiavelli Patron Perspective Printing Press Protestant Reformation Renaissance Renaissance man Roman Catholic Church Scholasticism Secular Three-field System Utopia Universities Vernacular Unit 7: Renaissance and Reformation in Europe in Europe: Guiding Questions 1. 2. 3. Explain the cultural impact of Gutenberg’s Printing Press. Identify the causes and characteristics of the European Renaissance. What were the effects of the Reformation on religion in Europe? Unit 7: Renaissance and Reformation in Europe in Europe: Student Expectations (1) History. The student understands traditional historical points of reference in world history. (5) History. The student understands the causes, characteristics, and impact of the European Renaissance and the Reformation from 1450 to 1750. 1(D) identify major causes and describe the major effects of the following important turning points in world history from 1450 to 1750; the rise of the Ottoman Empire, the influence of the Ming dynasty on world trade, European exploration and the Columbian Exchange, European expansion, Renaissance and the Reformation Supporting Standard, RC 1 5(A) explain the political, intellectual, artistic, economic, and religious impact of the Renaissance Readiness Standard, RC 1 Clarifiers Renaissance and the Reformation Perspective, Patron, Renaissance Man Intellectual sm focuses on human potential and achievements through the study of classical texts history, literature, and philosophy revived and 2014-2015 World History 46 World History Unit 7: Renaissance and Reformation – Quarter 2 known as the humanities – less emphasis on religion with a more worldly view concerned with the here and now Artistic sculpture more three-dimensional than Medieval art – Statue of David Vinci and new inventions Mona Lisa and The Last Supper Michelangelo – St. Peter’s Basilica – Sistine Chapel Ceiling – David Raphael gs School of Athens – connections to classical civilization of Latin Economic banking -states dominated by merchants, who often support politicians with loans of money exploration grow wealthy with raw materials; beginning of mercantilism Religious More address improvements in society through Christian motives, but with less emphasis on religious ceremony simony, the sales of indulgences, and the worldly lifestyles of the clergy 2014-2015 World History 47 World History Unit 7: Renaissance and Reformation – Quarter 2 5(B) explain the political, intellectual, artistic, economic, and religious impact of the Reformation Readiness Standard, RC 1 Such as- 95 Thesis, Protestantism, Inquisition Be sure to see vocabulary list Political Europe becomes politically fragmented along religious lines and nations align themselves as either Catholic or Protestant Spain and France – Catholic England – Protestant Holy Roman Empire – Catholic with some of the northern principalities being Protestant under the Peace of Augsburg Holy Roman Empire began to weaken as it struggled to maintain its power Henry VIII establishes a protestant nation in England with the king as head of the Anglican Church. Act of Supremacy of 1534 gives Henry VIII legal sovereignty of civil laws over the laws of the Church of England. Puritan revolt against the Anglican Church leads to civil war in England. The state began to supersede the powers of the clergy. Intellectual Lutheranism expanded educational opportunities for both men and women. Invention of the printing press spreads religious ideas to different parts of Europe Rising sense of individualism as people sought to create a better life for themselves Artistic Northern Europeans relationship with God was reflected in the number of common people and day-to-day scenes that were depicted in art. Passion became less frequent, as did portrayals of the saints and clergy. Narrative scenes from the 2014-2015 World History 48 World History Unit 7: Renaissance and Reformation – Quarter 2 Bible, and, later, moralistic depictions of modern life were preferred. Economic shape Religious shattered by the different conflicts that erupted between Protestants and Catholics – Reformation is a response to the Protestant Reformation ordinary people to read the Bible and explore the truths of God for themselves. to God without the intervention of the Church and priests. Catholic and Protestant churches in (20) Government. The student understands how contemporary political systems have developed from earlier systems of government. (23) Culture. The student understands the history and relevance of major religious and philosophical traditions. 2014-2015 20(C) explain the political philosophies of individuals such as John Locke, Thomas Hobbes, Voltaire, Charles de Montesquieu, Jean Jacques Rousseau, Thomas Aquinas, John Calvin, Thomas Jefferson, and William Blackstone Supporting Standard, RC 4 23(A) describe the historical origins, central ideas, and spread of major religious and philosophical traditions, including Buddhism, Christianity, Confucianism, Hinduism, Islam, Judaism, Sikhism, and the development of monotheism Readiness Standard, RC 3 World History The Prince John Calvin – government and religion should be interrelated; divinity and worship should be applied to uphold the laws of man Humanism Renaissance Protestant Focus on Christianity 49 World History Unit 7: Renaissance and Reformation – Quarter 2 (25) Culture. The student understands how the development of ideas has influenced institutions and societies. 25(C) explain the relationship among Christianity, individualism, and growing secularism that began with the Renaissance and how the relationship influenced subsequent political developments Supporting Standard, RC 3 (27) Science, technology, and society. The student understands how major scientific and mathematical discoveries and technological innovations affected societies prior to 1750. 27(C) explain the impact of the printing press on the Renaissance and the Reformation in Europe Supporting Standard, RC 5 Spread of Ideas Increase in literacy Weakening of the Catholic church 1455 – printers could mass-produce copies of books. Books were now cheap enough so that larger numbers of people could buy them. Travel books and medical journals spread new ideas and led to the Scientific Revolution. Literacy rose as more people began to read. Printing in vernacular languages made it easier for people who did not have a classical education to read. Reformation – printing the Bible in vernacular languages led larger numbers of people to interpret it for themselves. This led to greater criticism of the Church and a call for reform. 2014-2015 World History 50 World History Unit 8: American Civilizations and Explorations: Quarter 2 Unit 8: American Civilizations and Explorations: (2 blocks) Vocabulary Andean South America Atlantic system Aztecs Balance of Trade Being Strait Cartography Capitalism Chartered companies Chiefdom Chinampas civilization Circumnavigate Colonization Columbian Exchange Compass conquest Conquistador Creoles Driver Encomienda European Exploration Inca Indentured Servant Lateen sail Manumission Maroon Maya Mercantilism Meso-America Mestizo Middle Passage Mit’a Mulatto Mutiny Olmec Quipu Pre-Columbian Empires Plantocracy Pilgrims Puritans Seasoning Tenochtitlan Teotihuacan Terrance Farming Treaty of Tordesailles Triangular Trade Tribute system Toltecs Assessment Vocabulary Prior Impact encounter Achievements Unit 8: American Civilization and Explorations: Guiding Questions 1. 2. 3. Explain three causes of exploration. Explain why Christopher Columbus was both a hero and a villain. Give two examples for each. Compare and contrast the Aztec and the Inca civilizations. Unit 8: American Civilization and Explorations TEKS (1) History. The student understands traditional historical points of reference in world history. 2014-2015 Student Expectation 1(D) identify major causes and describe the major effects of the following important turning points in world history from 1450 to 1750; the rise of the Ottoman Empire, the influence of the Ming dynasty World History Clarifiers European exploration and the Columbian Exchange, European expansion early modern era 51 World History Unit 8: American Civilizations and Explorations: Quarter 2 on world trade, European exploration and the Columbian Exchange, European expansion, Renaissance and the Reformation Supporting Standard, RC 1 – exchange of new foods, livestock, and diseases between the Old and New Worlds World ization (5) History. The student understands the causes, characteristics, and impact of the European Renaissance and the Reformation from 1450 to 1750. 5(A) explain the political, intellectual, artistic, economic, and religious impact of the Renaissance Readiness Standard, RC 1 (6) History. The student understands the characteristics and impact of the Maya, Inca, and Aztec civilizations. 6(A) compare the major political, economic, social, and cultural developments of the Maya, Inca, and Aztec civilizations and explain how prior civilizations influenced their development Readiness Standard, RC 1 Political • Exploration of the New World leads to establishments of colonies and new markets for Spain, Portugal, France, England, and the Netherlands (move to next unit) • Development of powerful nation-states in Western Europe (move to next unit) War captives were preferred sacrificial victims -gathers who cross Bering Strait and migrate to Mesoamerica -400 BC) influenced Maya civilization america -600 AD) influenced Aztec civilization – Oaxaca ín (900 BC-200 BC) – religious civilization featuring temples; religious images and styles of art spread throughout Peru -600 AD) – irrigation systems that included underground canals; textiles and pottery; Nazca Lines (large drawings on soil of their gods) 2014-2015 World History 52 World History Unit 8: American Civilizations and Explorations: Quarter 2 6(B) explain how the Inca and Aztec empires were impacted by European exploration/colonization Supporting Standard, RC 1 – muskets, cannons, armor native populations – smallpox, measles, mumps, typhus – no natural immunity blood social class knows as mestizos Enslavement and harsh treatment the encomienda system (7) History. The student understands the causes and impact of European expansion from 1450 to 1750 7(A) analyze the causes of European expansion from 1450 to 1750 Readiness Standard, RC 1 7(B) explain the impact of the Columbian Exchange on the Americas and Europe Readiness Standard, RC 1 7(C) explain the impact of the Atlantic slave trade on 2014-2015 World History Renaissance ideas Desire for trade routes, spices, and profits Desire to spread Christianity New technologies in ships and sailing Increase country’s power Absolute monarchs use their wealth and power to support the Age of Exploration Spread of ideas, food, trade, disease, culture Triangular Trade Route – the global transfer of foods, plants, and animals during the European colonization of the Americas. These become staples in people’s diets in both regions. Impact on the Americas New livestock including horses, cattle, sheep, and pigs. Horses led to the defeat of many Native Americans. Foods from Africa including bananas, black-eyed peas, and yams Grains such as rice, barley, wheat, and oats Diseases such as smallpox, measles, and influenza that led to the deaths of millions of Native Americans Slaves from Africa Impact on Europe New foods and plants including corn, tomatoes, chocolate, tobacco, quinine, and potatoes Sugar Cane, Plantations 53 World History Unit 8: American Civilizations and Explorations: Quarter 2 West Africa and the Americas Readiness Standard, RC 1 – trade in slaves promoted warfare between African states; European weapons (guns) become an important component of political power; Europeans control very little territory in Africa – Atlantic slave trade increased demand for African slaves by Europeans; volume of trade increased; trade patterns shifted to west coast; demand for European manufactured goods (guns) – introduction of Christianity to west Africa; African artists created products for European markets – gunpowder guns from Africa and those who were subsequently born in the Americas and Caribbean is directly related to slavery, as they were forced to go wherever labor was demanded. States, depend on slave labor for production of cash crops into the Southern colonies lasting influence on American cultures (24) Culture. The student understands the roles of women, children, and families in different historical cultures. (27) Science, technology, and society. The student understands how major scientific and mathematical discoveries and technological innovations affected societies prior to 1750. 2014-2015 7(D) explain the impact of the Ottoman Empire on Eastern Europe and global trade Readiness Standard, RC 1 24(A) describe the changing roles of women, children, and families during major eras of world history; and Supporting Standard , RC 3 27(B) summarize the major ideas in astronomy, mathematics, and architectural engineering that developed in the Maya, Inca, and Aztec civilizations Supporting Standard, RC 5 World History Calendar, zero and place value, Chinampas, Pyramids, khipus, Incan Roads Maya – observe the movement of the Sun, Moon, and stars and relate these to the activities of their gods – 260 day religious calendar, concept of zero. Mayans used two calendars one 260 sacred and 54 World History Unit 8: American Civilizations and Explorations: Quarter 2 the other 365 agricultural – elaborate pyramids, temples, and ball courts Aztec – ceremonial calendar – Tenochtitlan designed as a planned city constructed on an island with raised causeways to the mainland; aqueducts to bring fresh water to the city; elaborate temples, palaces, and pyramids Incas – two separate calendars for the day and night – accounting device known as a quipu (knotted strings); decimal system incorporated in system of governing – elaborate temples and palaces Machu Picchu, extensive road system, uniform system of architecture for government buildings in the empire 2014-2015 World History 55 World History Unit 9: Absolutism, Enlightenment, and the Scientific Revolution- Quarter 2 Unit 9: Absolutism, Enlightenment and the Scientific Revolution: (2 blocks) Vocabulary Absolutism Age of Reason Astronomy Botany Catherine the Great Constitutional Monarchy Divine right English Bill of Rights Enlightenment Enlightened despot Estates General Geocentric Theory Glorious Revolution Habeas corpus Heliocentric Theory Individual rights Ivan the Terrible Liberty Limited Government Louis XIV Magna Carta Natural Law Natural Rights New Model Army Observatory Oliver Cromwell Pasteurization Peace of Westphalia Peter the Great Political Science Popular sovereignty Restoration Royalist Scientific Method Scientific Revolution Separation of Powers Skepticism Social contract Sterilization Vaccine Universal gravitation Unalienable rights Unit 9: Absolutism, Enlightenment and the Scientific Revolution: Guiding Questions 1. 2. 3. 4. 5. 6. How did the English Bill of Rights and Glorious Revolution lead to limited government in England? Give one example of an Absolute Monarch and include evidence to support your claim. Explain the concept of Divine Right. List three advancements and their impact during the Scientific Revolution. Why were the ideas of the Scientific Revolution resented by the church? Explain the ideas of two Enlightenment thinkers and their impact on the U.S. Government. Unit 9: Absolutism, Enlightenment and the Scientific Revolution Absolutism: TEKS (1) History. The student understands traditional historical points of reference in 2014-2015 Student Expectation 1(E) identify major causes and describe the major effects of the following important turning points in world history from 1750 to 1914: the Scientific Revolution, the Industrial World History Clarifiers 56 World History Unit 9: Absolutism, Enlightenment, and the Scientific Revolution- Quarter 2 world history. The student is expected to (7) History. The student understands the causes and impact of European expansion from 1450 to 1750. Revolution and its impact on the development of modern economic systems, European imperialism, and the Enlightenment’s impact on political revolutions; a Supporting Standard, RC 2 7(F) explain new economic factors and principles that contributed to the success of Europe’s Commercial Revolution. Readiness Standard, RC 1 – new business and trade practices brought about in Europe during the 16th and 17th centuries Americas like galleons and sextants increase overseas trade and voyages of exploration – private ownership and investment of wealth for profit lead to the growth of the merchant class and an increase of the money supply. -stock companies (Jamestown, Virginia) – investors pooled their money together to establish American colonies and usually faced minimal monetary losses because of the large number involved in the investment. – colonies provided gold and silver , as well as a favorable balance of trade, since they were both suppliers of raw materials and markets to their mother countries banks, stock exchanges, insurance companies, and futures markets (8) History. The student understands the causes and the global impact of the Industrial Revolution and European imperialism from 1750 to 1914. (9) History. The student understands the causes and effects of major political revolutions between 1750 and 1914. (16) Geography. The student understands the impact of geographic factors on major 2014-2015 8(A) explain how 17th and 18th century European scientific advancements led to the Industrial Revolution Readiness Standard , RC 2 9(A) compare the causes, characteristics, and consequences of the American and French revolutions, emphasizing the role of the Enlightenment, the Glorious Revolution, and religion Readiness Standard, RC 2 16(A) locate places and regions of historical significance directly related to major eras and turning World History Glorious Revolution 57 World History Unit 9: Absolutism, Enlightenment, and the Scientific Revolution- Quarter 2 historic events and processes. (18) Economics. The student understands the historical origins of contemporary economic systems and the benefits of free enterprise in world history. points in world history Supporting Standard, RC 3 18(F) formulate generalizations on how economic freedom improved the human condition, based on students' knowledge of the benefits of free enterprise in Europe's Commercial Revolution, the Industrial Revolution, and 20th-century free market economies, compared to communist command communities. (19) Government. The student understands the characteristics of major political systems throughout history 19(B) Identify the characteristics of the following political systems: theocracy, absolute monarchy, democracy, republic, oligarchy, limited monarchy, and totalitarianism Readiness Standard, RC 4 (20) Government. The student understands how contemporary political systems have developed from earlier systems of government. 20(A) explain the development of democratic-republican government from its beginnings in the Judeo-Christian legal tradition and classical Greece and Rome through the English Civil War and the Enlightenment Readiness Standard, RC 4 – King or Queen who has unlimited power and seeks to control all aspects of society (Louis XIV of France) – laws limit the power of a ruler (constitutional monarchy- England after the Glorious Revolution) English Civil War Oliver Cromwell Glorious Revolution ruled England at which time certain democratic traditions began to evolve. courts ansforms from an absolute monarchy to a constitutional monarchy 20(B) identify the impact of political and legal ideas contained in the following documents: Hammurabi's Code, the Jewish Ten Commandments, Justinian's Code of Laws, Magna Carta, the English Bill of Rights, the Declaration of Independence, the U.S. Constitution, and the Declaration of the Rights of Man and of the Citizen Supporting Standard, RC 4 Magna Carta – limited power of the nobility – no one is above the law English Bill of Rights permission Parliament 2014-2015 World History 58 World History Unit 9: Absolutism, Enlightenment, and the Scientific Revolution- Quarter 2 20(C) explain the political philosophies of individuals such as John Locke, Thomas Hobbes, Voltaire, Charles de Montesquieu, Jean Jacques Rousseau, Thomas Aquinas, John Calvin, Thomas Jefferson, and William Blackstone; and Supporting Standard , RC 4 (26) Culture. The student understands the relationship between the arts and the times during which they were created. 26(C) identify examples of art, music, and literature that transcend the cultures in which they were created and convey universal themes. (27) Science, technology, and society. The student understands how major scientific and mathematical discoveries and technological innovations affected societies prior to 1750. 27(D) describe the origins of the Scientific Revolution in 16th century Europe and explain its impact on scientific thinking worldwide; and Supporting Standard, RC 5 Unit 9: The Enlightenment (1) History. The student understands traditional historical points of reference in world history. The student is expected to 2014-2015 1(E) identify major causes and describe the major effects of the following important turning points in world history from 1750 to 1914: the Scientific Revolution, the Industrial Revolution and its impact on the development of modern economic systems, European imperialism, and the Enlightenment’s impact on political revolutions Supporting Standard, RC 2 World History Enlightenment (Age of Reason) behavior; government’s power comes from the consent of the governed – people create government and give up their rights to a strong ruler in exchange for law and order – absolute monarchy – people have the natural ability to govern their own affairs and look after the welfare of society; endowed with the natural rights of life, liberty and property; people can overthrow a government that does not protect these rights hes – apply reason to all aspects of 59 World History Unit 9: Absolutism, Enlightenment, and the Scientific Revolution- Quarter 2 life including truth, nature, happiness, progress, and liberty – separation of powers (three branches of government and checks and balances on these powers) – individual freedom craft – women deserve the same rights as men Revolutions and improvements in education tlook that questioned religious beliefs and teachings of the church – as people turned away from the church, they looked towards themselves for guidance (9) History. The student understands the causes and effects of major political revolutions between 1750 and 1914. (20) Government. The student understands how contemporary political systems have developed from earlier systems of government. 2014-2015 9(A) compare the causes, characteristics, and consequences of the American and French revolutions, emphasizing the role of the Enlightenment, the Glorious Revolution, and religion Readiness Standard, RC 2 20(A) explain the development of democraticrepublican government from its beginnings in the Judeo-Christian legal tradition and classical Greece and Rome through the English Civil War and the Enlightenment Readiness Standard, RC 4 20(B) identify the impact of political and legal ideas contained in the following documents: Hammurabi's Code, the Jewish Ten Commandments, Justinian's Code of Laws, Magna Carta, the English Bill of Rights, the Declaration of Independence, the U.S. Constitution, and the Declaration of the Rights of Man and of the Citizen Supporting Standard, RC 4 20(C) explain the political philosophies of World History Identify how these major documents changed things during Enlightenment – governments have contact 60 World History Unit 9: Absolutism, Enlightenment, and the Scientific Revolution- Quarter 2 individuals such as John Locke, Thomas Hobbes, Voltaire, Charles de Montesquieu, Jean Jacques Rousseau, Thomas Aquinas, John Calvin, Thomas Jefferson, and William Blackstone Supporting Standard, RC 4 2014-2015 World History with the people; governments must protect their citizen’s life, liberty and property, and should they fail to do so, they can and should be replaced – men should put their faith (create a contract) in a government to provide stability for their lives, since people have lives that are “cruel, nasty, brutish and short.” – advocacy of civil liberties including tolerance, freedom of religion, and freedom of speech – power should be balanced between three branches of officials (separation of powers) – the general will, usually defined as the majority, should determine the laws of the nation – government and religion should be interrelated; divinity and worship should be applied to uphold the laws of man – people are born with certain God-given rights that cannot be taken away; people have the right to rebel against an unjust ruler – people have the right to property as “sole and despotic dominion which one man claims and exercises over the external things of the world.” 61 World History Unit 9: Absolutism, Enlightenment, and the Scientific Revolution- Quarter 2 The Scientific Revolution TEKS Student Expectation Clarifiers (1) History. The student understands traditional historical points of reference in world history. 1(E) identify major causes and describe the major effects of the following important turning points in world history from 1750 to 1914: the Scientific Revolution, the Industrial Revolution and its impact on the development of modern economic systems, European imperialism and the Enlightenment’s impact on political revolutions Supporting Standard, RC 2 (27)Science, technology, and society. The student understands how major scientific and mathematical discoveries and technological innovations affected societies prior to 1750. 27(D) describe the origins of the Scientific Revolution in 16th century Europe and explain its impact on scientific thinking worldwide Supporting Standard, RC 5 Scientific Revolution Challenges how people view the universe; scholars began to use observation, experimentation, and scientific reasoning to gather knowledge and draw conclusions about the physical world Causes – new knowledge gained from translated works of Muslim scholars and classical manuscripts which were spread by the printing press, Age of Exploration, and the emphasis on navigation led to greater research in mathematics and science. Scientific Revolution promotes application of reason and the scientific method to all aspects of society including government Decline of Religious influence The scientific revolution originates with the Renaissance/Reformation that: Used the resources and ideas of the Greco-Roman culture Enjoyed the freedom that came from a weaker church that controlled the intellectual/scientific culture of the day As Europe became the centerpiece of a new, global world, its ideas, and technologies impacted every world it touched and was able to use ideas from other nations to expand knowledge. Francis Bacon – considered the greatest thinker of his era, Archimedes was a Greek mathematician and physicist. His mathematical writings explaining mechanics (e.g., the principle of the lever) were his most important contributions to western knowledge. opernicus (1473-1543) – proposed the theory that the Sun, not the Earth, was the center of the solar system in 1507, and that the Earth was really insignificant in the context of the universe. -1642) – developed and applied 27(E) identify the contributions of significant scientists such as Archimedes, Copernicus, Eratosthenes, Galileo, Pythagoras, Isaac Newton, and Robert Boyle Supporting Standard, RC 5 2014-2015 World History 62 World History Unit 9: Absolutism, Enlightenment, and the Scientific Revolution- Quarter 2 28 (E) identify the contributions of significant scientists and inventors such as Marie Curie, Thomas Edison, Albert Einstein, Louis Pasteur, and James Watt. 2014-2015 World History scientific principles that significantly increased astronomical understanding. In 1613, he proved Copernicus’ theory that the Sun was the center of the solar system. Galileo also developed the modern experimental method. He proved that objects of different masses fall at the same velocity. -500 BC) – a Greek philosopher and mathematician credited with the discovery that numbers are useful for more than scientific theory is based on mathematical ideas associated with Pythagoras. Sir Isaac Newton (1642-1727) – an English mathematician and physicist who devised principles to explain universal gravitation, that all matter attracts other matter. He adapted the ideas of Galileo Galilei into three laws of motion including “for every action there is an equal and opposite reaction.” Instead of explaining natural occurrences as the actions of a powerful (and sometimes angry) God, Newton applied reason and rationality to the natural phenomenon and showed how all matter was part of a whole. Robert Boyle (1627-1691) – English physicist and chemist who discovered the nature of elements and compounds, the basis of modern chemistry -1934) – proved that radioactivity, when properly applied, was an effective treatment of some diseases. -1931) – one of the greatest inventors of all time, received more than 1,300 patents for a range of items including the automatic telegraph machine, the phonograph, and improvements to the light bulb, a modernized telephone, and motion picture equipment -1955) – one of the most wellknown and visionary physicists in the history of science, published article on the Theory of Relativity, and his theories were critical to the development of the atomic bomb -1895) – French chemist discovered that heat could kill bacteria; he proved that 63 World History Unit 9: Absolutism, Enlightenment, and the Scientific Revolution- Quarter 2 the growth of bacteria resulted from germs in the air and not spontaneous generation. He applied the process of heating liquids to kill bacteria to other products including milk. The process is known as “pasteurization.” 2014-2015 World History 64 World History Unit 10: Age of Revolutions- Quarter 3 Unit 10: Age of Revolutions: (5 blocks) Vocabulary Bastille Checks and balances Confederation Congress of Vienna Constitution Constitutional Convention Coup d’ Etat Declaration of the Rights of Man Divine right Edict of Nantes Estates Estates General Federalism Great Fear Guillotine Individual rights Jacobins Liberty Limited Government Mercantilism National Assembly Nationalism Old Regime Popular Sovereignty Reign of Terror Revolution Radicals Separation of powers Tennis Court Oath Terrorism Unalienable Rights Unit 10: Age of Revolutions: Guiding Question 1. 2. 3. Compare and contrast the French Revolution and American Revolution. Explain how Napoleon positively and negatively influenced France? Give two supporting answers. How did the French Revolution influence the Haitian Revolution? Unit 10: Age of Revolutions TEKS (1) History. The student understands traditional historical points of reference in world history. (9) History. The student understands the causes and effects of major political revolutions between 1750 and 1914. 2014-2015 Student Expectation 1(E) identify major causes and describe the major effects of the following important turning points in world history from 1750 to 1914: the Scientific Revolution, the Industrial Revolution and its impact on the development of modern economic systems, European imperialism and the Enlightenment’s impact on political revolutions. Supporting Standard, RC 2 9(A) compare the causes, characteristics, and consequences of the American and French revolutions, emphasizing the role of the World History Clarifiers American Revolution (1775-1783) – limited monarchy, 65 World History Unit 10: Age of Revolutions- Quarter 3 Enlightenment, the Glorious Revolution, and religion Readiness Standard, RC 2 written bill of rights (English Bill of Rights) – all people have rights and governments are responsible for protecting these rights; people have the right to remove governments that fail to do so religion and calls for greater religious tolerance – “No taxation without representation” ipate in parliament especially concerning the imposition of taxes of Independence expressing ideas about liberty, equality, and democracy. teristics – revolution started by the merchant class as a protest against British taxation without representation; many colonists remained loyal to Great Britain; success due to alliances with France and Spain; British overconfidence and difficulty in fighting a long-distance war Consequences constitutionalism, separation of powers, and popular sovereignty inspired the French to start their own revolution. -1795) Causes Revolution d high taxes ability of the peasants to pay (starvation) – originates with the lower classes as opposed to the merchants starting the American Revolution; characterized by extreme 2014-2015 World History 66 World History Unit 10: Age of Revolutions- Quarter 3 violence – Reign of Terror, guillotine, executions of nobility including Louis XVI and Marie Antoinette Consequences Antoinette were beheaded along with others during the Reign of Terror 9(B) explain the impact of Napoleon Bonaparte and the Napoleonic Wars on Europe and Latin America Supporting Standard, RC 2 coming to power and creating the French Empire France system and a national bank France, but limited freedom of speech and of the press in addition to restricting women’s rights Other parts of Europe – Britain, Austria, Russia, Sweden, later Prussia Trafalgar – economic blockade against Britain unsuccessful invades Spain and names his brother Joseph as king Attempts to invade Russia, but is turned back by the harsh winter weather Defeated at Leipzig by the Third Coalition and sent into exile on Elba Returns to power, but is defeated at Waterloo; exiled to St. Helena Congress of Vienna – restore order and establish collective security in Europe after Napoleon’s defeat Weaker countries around France strengthened in order to contain France Kingdom of the Netherlands created from Austrian Netherlands and Dutch Republic German Confederation of 39 German states headed by 2014-2015 World History 67 World History Unit 10: Age of Revolutions- Quarter 3 9(C) trace the influence of the American and French revolutions on Latin America, including the role of Simón Bolivar Supporting Standard RC 2 Austria Switzerland recognized as an independent nation Kingdom of Sardinia annexes Genoa Balance of power restored by reducing France to its original holdings Beginnings of nationalistic movements in Germany, Italy, and Greece Latin America Establishment of Haiti as an independent republic after French troops sent by Napoleon are decimated by yellow fever Independence movement in Spanish colonies begins when Napoleon conquers Spain in 1808 and replaces King Ferdinand VII with Joseph Bonaparte. Spanish creoles in the colonies have no loyalty and argue that power should shift to the people. Independence movements continue after Ferdinand is restored to the Spanish throne in 1814. Haitian Revolution, Venezuelan Revolution successfully win independence from a European power. declarations that specifically address the rights of man. e market to flourish. 9(D) identify the influence of ideas such as separation of powers, checks and balances, liberty, equality, democracy, popular sovereignty, human rights, constitutionalism, and nationalism on political revolutions Readiness Standard, RC 2 2014-2015 World History the United States influenced Simon Bolivar to start a revolution against Spanish rulers in Colombia and Venezuela. ican and French Revolutions also inspire revolutions led by Jose de San Martin in Argentina, Chile, and Peru, as well as the Mexican Revolution led by Miguel Hidalgo. – the belief that power should not rest in the hands of one or few, but should be delegated – measures designed to prevent one branch of government from becoming more powerful than the others – freedom, the ability to make choices; not to be oppressed by the government or by any social or economic 68 World History Unit 10: Age of Revolutions- Quarter 3 classes (19) Government. The student understands the characteristics of major political systems throughout history. 2014-2015 19(B) identify the characteristics of the following political systems: theocracy, absolute monarchy, democracy, republic, oligarchy, limited monarchy, and totalitarianism Supporting Standard, RC 4 World History – the belief that all men (individuals) are equal in regards to their political rights – an ideal of governing where the people make political decisions. This ideal has taken many forms, such as the direct democracy of Greece and the Roman Republic where elected representatives speak and vote on behalf of the people. – the concept that political power rests with the people who can create, alter, or abolish government. People express themselves through voting and free participation. – include inalienable rights of life, liberty, and the pursuit of happiness, as well as freedom of speech, religion, and the press. While each government or culture determines the rights for their society, human rights tend to cross cultural barriers. – the idea that the basic principles and laws of a government should be organized and administered through compliance with a written or unwritten constitution – devotion to the interests or culture of one's nation; the belief that nations will benefit from acting independently rather than collectively, emphasizing national rather than international goals; aspirations for national independence in a country under foreign domination Republic – power is in the hands of representatives and leaders are elected by the people (Roman Republic, United States) 69 World History Unit 10: Age of Revolutions- Quarter 3 (20) Government. The student understands how contemporary political systems have developed from earlier systems of government. 20(B) identify the impact of political and legal ideas contained in the following documents: Hammurabi's Code, the Jewish Ten Commandments, Justinian's Code of Laws, Magna Carta, the English Bill of Rights, the Declaration of Independence, the U.S. Constitution, and the Declaration of the Rights of Man and of the Citizen Supporting Standard, RC 4 How these documents and people lead to change around the world. The influenced revolutions. Declaration of Independence – life, liberty, the pursuit of happiness a government that does not protect their rights U.S. Constitution government between the state and national governments Bill of Rights that protects personal freedoms, including those of speech, religion, the press, and of petition Declaration of the Rights of Man and of the Citizen include liberty, property, security, and freedom from oppression all citizens 20(C) explain the political philosophies of individuals such as John Locke, Thomas Hobbes, Voltaire, Charles de Montesquieu, Jean Jacques Rousseau, Thomas Aquinas, John Calvin, Thomas Jefferson, and William Blackstone Supporting Standard, RC 4 2014-2015 World History John Locke – governments have contact with the people; governments must protect their citizen’s life, liberty and property, and should they fail to do so, they can and should be replaced – men should put their faith (create a contract) in a government to provide stability for their lives, since people have lives that are “cruel, nasty, brutish and short.” – advocacy of civil liberties including tolerance, freedom of religion, and freedom of speech Charles de Montesquieu – power should be balanced between three branches of officials (separation of powers) Jean Jacques Rousseau – the general will, usually defined as the majority, should determine the laws of the nation Thomas Aquinas – truth is known through reason and faith John Calvin – government and religion should be 70 World History Unit 10: Age of Revolutions- Quarter 3 interrelated; divinity and worship should be applied to uphold the laws of man Thomas Jefferson – people are born with certain Godgiven rights that cannot be taken away; people have the right to rebel against an unjust ruler William Blackstone – people have the right to property as “sole and despotic dominion which one man claims and exercises over the external things of the world.” 2014-2015 World History 71 World History Unit 11 Industrial Revolution and Economic Transformation- Quarter 3 Unit 11: Industrial Revolution and Economic Transformation: (4 blocks) Vocabulary Command Economy Communism Communist Manifesto Corporation Cottage Industry Factors of Production Factory System Free-Market Economy Hydroelectricity Industrialization Labor Union Laissez-Faire Patent Raw Materials Socialism Suez Canal Textile Industry Union Urbanization Unit 11: Industrial Revolution and Economic Transformation: Guiding Questions 1. 2. 3. Describe three inventions of the Industrial Revolution and how they benefited society. How did the Industrial Revolution change life in America? How can the Industrial Revolution be considered a turning point in history? Unit 11 Industrial Revolution and Economic Transformation: TEKS (1) History. The student understands traditional historical points of reference in world history. 2014-2015 Student Expectation 1(E) identify major causes and describe the major effects of the following important turning points in world history from 1750 to 1914: the Scientific Revolution, the Industrial Revolution and its impact on the development of modern economic systems, European imperialism, and the Enlightenment’s impact on political revolutions Supporting Standard, RC 3 World History Clarifiers systems -faire economics – free market unregulated by the government; free trade leads to prosperity The Wealth of Nations – economic liberty leads to economic progress without need of government interference -faire thinkers opposed government efforts to help poor workers. Creating minimum wage laws and better working conditions upsets the free market system, lowers profits, and undermines the production of wealth. 72 World History Unit 11 Industrial Revolution and Economic Transformation- Quarter 3 7(F) explain new economic factors and principles that contributed to the success of Europe's Commercial Revolution. Readiness Standard, RC 1 (8) History. The student understands the causes and the global impact of the Industrial Revolution and European imperialism from 1750 to 1914. 8(A) explain how 17th and 18th century European scientific advancements led to the Industrial Revolution Readiness Standard, RC 3 – new business and trade practices brought about in Europe during the 16th and 17th centuries increase overseas trade and voyages of exploration – private ownership and investment of wealth for profit lead to the growth of the merchant class and an increase of the money supply. -stock companies (Jamestown, Virginia) – investors pooled their money together to establish American colonies and usually faced minimal monetary losses because of the large number involved in the investment. – colonies provided gold and silver (bullionism), as well as a favorable balance of trade, since they were both suppliers of raw materials and markets to their mother countries h as banks, stock exchanges, insurance companies, and futures markets – enclosure system that allowed for cultivation of larger fields, Jethro Tull’s seed drill, crop rotation, new methods of breeding livestock – all lead to a population increase, less labor-intensive, and land displacement of smaller farmers who move to cities and begin working in factories – flying shuttle, spinning jenny, spinning mule, water frame – modernize the cotton and textile industry -making industries ed use of refined coal machinery – James Watt – Robert Fulton (American) – turnpikes and tollgates for profit; macadam roads of crushed rock that make transportation easier 2014-2015 World History 73 World History Unit 11 Industrial Revolution and Economic Transformation- Quarter 3 8(B) explain how the Industrial Revolution led to political, economic, and social changes in Europe Supporting Standard, RC 3 Political rm industrialization desires for expansion both through war and imperialism sources of raw materials and markets for the sale of manufactured goods Economic production of goods enterprise through socialist and communist philosophies Social improvements in food production and health care conditions for industrial workers sions between the upper/middle classes and the working classes 8(C) identify the major political, economic, and social motivations that influenced European imperialism Readiness Standard, RC 3 8(E) explain the effects of free enterprise in the Industrial Revolution. Supporting Standard, RC 3 Zero Sum, Invisible hand, Favorable balance of Trade Adam Smith that wealth does not remain constant and does not have to involve acquisition at another country’s expense dominant economic group in Britain and other industrial nations journeymen, and guilds mechanization of agricultural production division of labor and routine work tasks 2014-2015 World History 74 World History Unit 11 Industrial Revolution and Economic Transformation- Quarter 3 mercantilism (17) Economics. The student understands the impact of the Neolithic and Industrial revolutions and globalization on humanity. 17(A) identify important changes in human life caused by the Neolithic Revolution and the Industrial Revolution Readiness Standard, RC 5 Revolution Competition for trade be obtained from colonies, and so that goods could be marketed to these colonies mainland Europe and the United States and then to other parts of the world factories – low wages, child labor, lack of solidarity without unions, long work hours ws ruined smaller farmers who moved to cities for work working population grew -faire economic policies industrialization – Romanticism and Realism destroying factories and machinery 17(B) summarize the role of economics in driving political changes as related to the Neolithic Revolution and the Industrial Revolution Supporting Standard, RC 5 2014-2015 World History reaction to capitalism brought by industrialization itical conditions including the extension of universal manhood suffrage in some industrialized nations – Great Britain – Reform Bill of 1832 enfranchised 20% of the male population (had been 6% before passage of the bill); also redistributes electoral districts to the city where most voters lived and weakens the power base of the rural aristocracy; greater freedoms to the middle class bosses, but leaves 75 World History Unit 11 Industrial Revolution and Economic Transformation- Quarter 3 working class discontented (18) Economics. The student understands the historical origins of contemporary economic systems and the benefits of free enterprise in world history. 18 (A)identify the historical origins and characteristics of the free enterprise system, including the contributions of Adam Smith, especially the influence of his ideas found in The Wealth of Nations Readiness Standard, RC 5 18(B) identify the historical origins and characteristics of communism, including the influences of Karl Marx Readiness Standard, RC 5 -1848) – political party that calls for universal suffrage, the vote by ballot, annual parliaments, equal electoral districts, and other radical reforms, as set forth in a document called the People's Charter; working classes discontented with Reform Bill organize the London Workingman’s Association that drafts the People’s Charter deologies that grew from the Industrial Revolution result in the restructuring of the Whig and Tory parties in Great Britain to the Liberal (emphasis on individual rights) and Conservative (emphasis on general order and tradition) parties. Communist Manifesto Free enterprise system – an economic system in which the factors of production are privately owned. Competition is based on free enterprise. Supply, demand, and prices, not politics, determine the answers to the economic questions of how, what, and for whom to produce. Characteristics include: economic freedom, voluntary exchange, competition, private property, and the profit motive. Adam Smith’s The Wealth of Nations, published in 1776 – free market economies are more productive and beneficial to their societies; preference to local/domestic industry instead of international trade; self-interest guided by an “invisible hand” (laissez-faire) to effectively use resources in a nation’s economy; public welfare is a byproduct and is ineffectual when promoted by state and personal efforts, only unbridled market efforts help social good socialism. He and Engels wrote Communist Manifesto in which they described a form of socialism in which there was no wage labor or private ownership of land or capital. bourgeoisie; class conflict and revolutionary struggle necessary for a proletarian victory and communist society 2014-2015 World History 76 World History Unit 11 Industrial Revolution and Economic Transformation- Quarter 3 18(C) identify the historical origins and characteristics of socialism Readiness Standard, RC 5 18(F) formulate generalizations on how economic freedom improved the human condition, based on students' knowledge of the benefits of free enterprise in Europe's Commercial Revolution, the Industrial Revolution, and 20th-century free market economies, compared to communist command communities (24) Culture. The student understands the roles of women, children, and families in different historical cultures. The student is expected to (28) Science, technology, and society. The student understands how major scientific and mathematical discoveries and technological innovations have affected societies from 1750 to the present. 2014-2015 24(A) describe the changing roles of women, children, and families during major eras of world history Supporting Standard, RC 3 24(B) describe the major influences of women such as Elizabeth I, Queen Victoria, Mother Teresa, Indira Gandhi, Margaret Thatcher, and Golda Meir during major eras of world history. Supporting Standard , RC 3 28(A) explain the role of textile manufacturing and steam technology in initiating the Industrial Revolution and the role of the factory system and transportation technology in advancing the Industrial Revolution Supporting Standard, RC 5 World History best interests of collective society – an economic system in which government owns some factors of production and participates in answering the economic question of how, what, and to whom to produce. Politics play a role in the operation of the economy, and it is often less efficient. -Simon start an effort to offset the effects of industrialization and ownership of private property – self-sustaining communes that seceded from capitalist societies Capitalism tion of long lines for food and other products -making and authority in former farming and manufacturing industries where central planning systems had been in place egalization of unions (Solidarity in Poland) reforms Child labor laws -winner for families in the coal pits); reduced wages paid to children Queen Victoria Steamboat, Railroad Child labor laws – flying shuttle, spinning jenny, spinning mule, water frame – modernize the cotton and textile industry; quicker and cheaper production; demise of cottage industries – mechanized way to remove 77 World History Unit 11 Industrial Revolution and Economic Transformation- Quarter 3 seeds from cotton; more labor could be dedicated to field work than to seeding cotton; greater agricultural output results and leads to growth of slavery in the United States – James Watt – Robert Fulton (American) Transportation technology 28 (E) identify the contributions of significant scientists and inventors such as Marie Curie, Thomas Edison, Albert Einstein, Louis Pasteur, and James Watt. 2014-2015 World History – turnpikes and tollgates for profit; macadam roads of crushed rock that – inexpensive way to transport materials and finished products; creation of new jobs; boost to agriculture and fishing industries that could be transported to different areas; brought rural people to cities to find work • James Watt (1736-1819) – a Scottish engineer, James Watt created a steam engine which worked faster and more efficiently than earlier engines. 78 World History Unit 12 Land Empires in the Age of Imperialism- Quarter 3 Unit 12 Land Empires in the Age of Imperialism: (4 blocks) Vocabulary Assimilation Berlin Conference Boxer Rebellion Cecil Rhodes Colony Imperialism Leopold II Meiji Restoration “Scramble for Africa” Sepoy Mutiny Spanish-American War Sphere of influence Suez Canal White Man’s Burden Nationalism Opium Wars Panama Canal Protectorate Queen Victoria Racism Raw Materials Unit 12 Land Empires in the Age of Imperialism: Guiding Questions 1. 2. 3. Describe the causes and effects of imperialism. How did the opening of the Suez Canal effect world trade patterns? How did imperialism lead to competition between industrialized nations? Unit 12 Land Empires in the Age of Imperialism: TEKS (1) History. The student understands traditional historical points of reference in world history. 2014-2015 Student Expectation 1(E) identify major causes and describe the major effects of the following important turning points in world history from 1750 to 1914: the Scientific Revolution, the Industrial Revolution and its impact on the development of modern economic systems, European imperialism and the Enlightenment’s impact on political revolutions Supporting Standard, RC 2 World History Clarifiers Racism, White Man’s Burden, Colony, Protectorate, Sphere of Influence, Assimilation European imperialism Causes Political – nationalism leads to a desire for overseas colonies. The Berlin Conference of 1884-1885 divides Africa between 14 European nations. Economic – Industrial Revolution led to a search for new markets and raw materials; rubber, palm oil, and cocoa become cash crops in European colonies; mining in diamonds, copper, gold, and tin provide Europeans with great wealth. Social – advancements in technology led Europeans to develop racist attitudes as they see they are superior to 79 World History Unit 12 Land Empires in the Age of Imperialism- Quarter 3 others; Social Darwinism promotes the ideas that the fittest for survival enjoy wealth and success and are superior to others; Christian missionaries wanted to “civilize” non-westerners. Effects Negative consequences Native people lose control of their lands and independence New diseases like smallpox reduce native populations cholera, yellow fever/malaria Resistance movements, famines resulting from shifts to cash crop production, and harsh working conditions also reduce native populations Problems of identity as westerners contemptuously view native cultures Areas stripped of natural resources (The Congo under Belgian rule) Artificial boundaries either combine rival groups or divide kinship groups that continue to create political problems in former colonies Positive consequences European military presence reduces local warfare Humanitarian efforts improve sanitation and education that leads to growth in life expectancy and literacy economic growth (8) History. The student understands the causes and the global impact of the Industrial Revolution and European imperialism from 1750 to 1914. 2014-2015 8(C) identify the major political, economic, and social motivations that influenced European imperialism Readiness Standard, RC 2 World History market Meiji Restoration – nationalism leads to a desire for overseas colonies. The Berlin Conference of 1884-1885 divides Africa between 14 European nations. – Industrial Revolution led for a search for new markets and raw materials; rubber, palm oil, and cocoa become cash crops in European colonies; mining in diamonds, copper, gold, and tin provide Europeans with great wealth – Social Darwinism promotes the ideas that the fittest for survival enjoy wealth and success and superior to others; Christian missionaries wanted to “civilize” 80 World History Unit 12 Land Empires in the Age of Imperialism- Quarter 3 8(D) explain the major characteristics and impact of European imperialism Readiness Standard, RC 2 non-westerners. Sepoy Mutiny- India Boxer Rebellion Opium Wars Spanish-American War Characteristics Forms of colonial control Colony – governed internally by a foreign power Protectorate – country with its own internal government, but controlled by an outside power Sphere of influence – area claimed by an outside power for exclusive investment and trading Economic Imperialism – independent countries controlled by private interests Impact European languages are spoken in Africa today because European explorers and merchants established colonies throughout the continent. Negative consequences independence cash crop production, and harsh working conditions also reduce native populations view native cultures Belgian rule) divide kinship groups that continue to create political problems in former colonies (10) History. The student understands the causes and impact of World War I 2014-2015 10(A) identify the importance of imperialism, nationalism, militarism, and the alliance system in causing World War I World History that leads to growth in life expectancy and literacy cture to aid in economic growth erialism – European nations compete for colonies in Africa and Asia; France and Germany nearly go to war over Morocco in 1905 and 1911; distrust grows among 81 World History Unit 12 Land Empires in the Age of Imperialism- Quarter 3 Readiness Standard, RC 2 (13) History. The student understands the impact of major events associated with the Cold War and independence movements. (16) Geography. The student understands the impact of geographic factors on major historic events and processes. 2014-2015 13(E) summarize the rise of independence movements in Africa, the Middle East, and South Asia and reasons for ongoing conflicts Readiness Standard, RC 2 16(B) analyze the influence of human and physical geographic factors on major events in world history, including the development of river valley civilizations, trade in the Indian Ocean, and the opening of the Panama and Suez canals Readiness Standard, RC 2 World History rivals; the Ottoman Empire struggling to maintain control of its territories – competition for industrial dominance develops between Great Britain and Germany; territorial disputes over Alsace-Lorraine after the Franco-Prussian War promote rivalry between France and Germany; Austria-Hungary and Russia compete for dominance of the Balkan Peninsula, where independence movements of various Slavic people develop – increasing nationalism led to a European arms race; all major powers except Great Britain had large standing armies; generals develop various plans (Schlieffen Plan) that promote quick mobilization of troops in case of war Opening of the Suez Canal (1869) Connects the Mediterranean Sea to the Red Sea to expand international trade between European countries and their colonies in Asia and Africa Modernizes Egypt, but expenses used to maintain communication networks and irrigation projects enable Britain to oversee the canal’s financial affairs and then occupy Egypt Becomes Britain’s “Lifeline of the Empire” as it brings quicker access to its colonies in Africa and Asia • Opening of the Panama Canal (1914) • Creates a worldwide network of trade by connecting the Atlantic and Pacific Oceans • Latin America becomes a crossroads of world trade • Malaria and yellow fever are controlled • United States maintains a political and economic presence in Latin America by controlling the canal until 1977 82 World History Unit 12 Land Empires in the Age of Imperialism- Quarter 3 (28) Science, technology, and society. The student understands how major scientific and mathematical discoveries and technological innovations have affected societies from 1750 to the present. 28(B) explain the roles of military technology, transportation technology, communication technology, and medical advancements in initiating and advancing 19th century imperialism Supporting Standard, RC 2 – made conquest of native people easier and faster -fire artillery y – used to bring products to market and to transport people to areas that had been conquered both by land and sea – facilitated upriver travel and allowed settlement beyond coastal areas – allowed wide communication within and beyond conquered areas (24) Culture. The student understands the roles of women, children, and families in different historical cultures. 2014-2015 24(B) describe the major influences of women such as Elizabeth I, Queen Victoria, Mother Teresa, Indira Gandhi, Margaret Thatcher, and Golda Meir during major eras of world history. Supporting Standard , RC 3 World History – controlled and eliminated diseases that prevented conquest of specific areas – controlled yellow fever and malaria in tropical environment Focus on Queen Victoria during this period -1901) – Queen of Great Britain whose reign saw the British Empire reach its height of wealth and power 83 World History Unit 13 World War I and the Russian Revolution- Quarter 3 Unit 13 World War I and the Russian Revolution: (6 blocks) Vocabulary Alliance Armenian Genocide Armistice Bolshevik Censorship Contraband Czar David Lloyd George Franz Ferdinand Fourteen Points Georges Clemenceau Imperialism Isolationism League of Nations Militarism Nationalism Reparations Proletariat Propaganda Russian Revolution Treaty of Versailles Trench Warfare Tsar Nicholas II The Schlieffen Plan Ultimatum War Rationing Western Front Woodrow Wilson WW I Vladimir Lenin Unit 13 World War I and the Russian Revolution: Guiding Questions 1. 2. 3. Explain the causes of World War I. Describe new weapons that were used during WWI? Compare Woodrow Wilson’s Fourteen Points to the Treaty of Versailles. Unit 13 World War I and the Russian Revolution TEKS (1)History. The student understands traditional historical points of reference in world history. 2014-2015 Student Expectation 1(F) identify major causes and describe the major effects of the following important turning points in world history from 1914 to present: the world wars and their impact on political, economic, and social systems; communists revolutions and their impact on the Cold War; independence movements; and globalization Supporting Standard, RC 2 World History Clarifiers World War I Causes – European nations compete for colonies in Africa and Asia; France and Germany nearly go to war over Morocco in 1905 and 1911; distrust grows among rivals – competition for industrial dominance develops between Great Britain and Germany; territorial disputes over Alsace-Lorraine after the Franco-Prussian War promote rivalry between France and Germany; Austria-Hungary and Russia compete for dominance of the Balkan Peninsula, where independence movements of various Slavic people develop 84 World History Unit 13 World War I and the Russian Revolution- Quarter 3 – increasing nationalism led to a European arms race; all major powers except Great Britain had large standing armies; generals develop various plans that promote quick mobilization of troops in case of war – alliances between the great powers of Europe were complicated and shifted constantly during the last half of the 19th century; two major alliances at the outbreak of World War I in 1914: – Great Britain, France, and Russia – Germany, Austria-Hungary, and Italy Political impact Germany – return of AlsaceLorraine to France; extension of French border to Rhine River e declared mandates administered by the League of Nations allied powers and 32 neutral nations; Germany and Russia excluded or to purchase/build submarines Economic impact war materials and weapons – Germany forced to pay over $30 billion in war reparations over 30 years nd economic disaster affect Germany after the war, since large amounts of paper money printed to pay off war debts Social impact – belligerents use all available resources against their enemies esults in their removal from production jobs 2014-2015 World History 85 World History Unit 13 World War I and the Russian Revolution- Quarter 3 economics (10) History. The student understands the causes and impact of World War I. 10(A) identify the importance of imperialism, nationalism, militarism, and the alliance system in causing World War I Readiness Standard, RC 2 10(B) identify major characteristics of World War I, including total war, trench warfare, modern military technology, and high casualty rates Supporting Standard, RC 2 – Western Front in France; little gains for each side resulting in high casualties for both sides – airplanes, poison gas, machine guns, armored tanks, larger artillery – 8.5 million soldiers killed, 21 million soldiers wounded; countless civilian deaths due to starvation, disease, and slaughter – alliances between the great powers of Europe were complicated and shifted constantly during the last half of the 19th century. Two major alliances at the outbreak of World War I in 1914: – Great Britain, France, and Russia – Germany, AustriaHungary, Ottoman Empire (and Bulgaria). The Schlieffen Plan – belligerents use all available resources against their enemies in their removal from production jobs to divert attention to the war effort economics 10(C) explain the political impact of Woodrow Wilson's Fourteen Points and the political and economic impact of the Treaty of Versailles, including changes in boundaries and the mandate system Readiness Standard, RC 2 2014-2015 World History – Western Front in France; little gains for each side resulting in high casualties for both sides – airplanes, poison gas, machine guns, armored tanks, larger artillery – 8.5 million soldiers killed, 21 million soldiers wounded; countless civilian deaths due to starvation, disease, and slaughter Fourteen Points (Woodrow Wilson) Political impact ade 86 World History Unit 13 World War I and the Russian Revolution- Quarter 3 -determination for new nations in Europe – Poland, Czechoslovakia, Hungary, Yugoslavia, Austria, Finland, Estonia, Latvia, Lithuania, Turkey (the former Ottoman Empire) other Political impact Germany – return of AlsaceLorraine to France; extension of French border to Rhine River declared mandates administered by the League of Nations allied powers and 32 neutral nations; Germany and Russia excluded purchase/build submarines lands (Sykes-Picot Agreement) Economic impact any prohibited from importing or manufacturing war materials and weapons – Germany forced to pay over $30 billion in war reparations over 30 years after the war, since large amounts of paper money printed to pay off war debts separate peace with Germany 2014-2015 World History 87 World History Unit 13 World War I and the Russian Revolution- Quarter 3 10(D) identify the causes of the February (March) and October revolutions of 1917 in Russia, their effects on the outcome of World War I, and the Bolshevik establishment of the Union of Soviet Socialist Republics Readiness Standard, RC 2 Causes of the 1917 Revolutions in Russia Widespread discontent among all classes of Russian society Agitation from revolutionaries Weak leadership of Czar Nicholas II Defeat in the Russo-Japanese War of 1905 Bloody Sunday (1905) results in the deaths of nearly 1,000 unarmed workers and their families who march on the palace in St. Petersburg to protest better working conditions and are fired on by Russian soldiers Heavy Russian losses in World War I Strikes and riots including the protest riot in March 1917 over food and fuel shortages that leads to the abdication of the czar Effects on the outcome of World War I Civil unrest due to war – related food and fuel shortages lead to Nicholas II’s abdication in March 1917 War-weariness in Russia – 5.5 million casualties by 1917, although the provisional government pledged continued participation on the Allies’ side Germans arrange for Bolshevik leader Vladimir Lenin to return to Russia to stir unrest for the provisional government 1917, he offers Germany a truce. -Litovsk (1918) ends Russia’s participation in World War I and results in the losses of the Baltic States, Finland, and Poland that emerge as independent nations after the Treaty of Versailles is signed Germany, which moves its forces to the Western Front and mounts one last unsuccessful attempt to overrun France Bolshevik establishment of the U.S.S.R. Alexander Kerensky in November 1917 s soviets take control of factories 2014-2015 World History 88 World History Unit 13 World War I and the Russian Revolution- Quarter 3 -Litovsk with Germany ends Russian involvement in World War I between 1918 and 1920 led the widespread famine that follows, leads to over 15 million Russian deaths before the White Army is defeated Economic Policy (NEP) that allows a limited amount of capitalism for farmers and small businesses while major industries, banks, and communications are under state control Russia’s many ethnic groups, the country is organized into several smaller republics with a central government in Moscow. Emergence of the Union of Soviet Socialist Republics in 1922. y renamed Communist party 11 History. The student understands the causes and impact of the global economic depression immediately following World War I 11(A) summarize the international, political, and economic causes of the global depression (16) Geography. The student understands the impact of geographic factors on major historic events and processes. 16(A) locate places and regions of historical significance directly related to major eras and turning points in world history; and 2014-2015 World History Leon Trotsky after Lenin’s death in 1924 with Stalin emerging as the new leader – United States emerged as a major creditor and financier of post-war restoration. Germany was burdened with massive war reparations. Britain and France needed to rebuild. U.S. banks were more than willing to loan money; however, once U.S. banks began failing, the banks not only stopped making loans, they wanted their money back. This put pressure on European economies, which had not fully recovered from WW I, contributing to the global economic downturn. Protectionism – series of tariffs passed by the U.S. Congress between 1913 and 1930 to protect American business against European competition; Smoot-Hawley Tariff of 1930 led to 66% decline in global trade between 1930 and 1934 – Triple Alliance/Central Powers (Germany, Austria-Hungary, Ottoman Empire and Bulgaria), Triple Entente (Great Britain, France, Russia), Serbia, Balkan Peninsula, Belgium, Western Front, Eastern Front 89 World History Unit 13 World War I and the Russian Revolution- Quarter 3 Supporting Standard, RC 3 (20) Government. The student understands how contemporary political systems have developed from earlier systems of government. 20(D) explain the significance of the League of Nations and the United Nations Supporting Standard, RC 4 – St. Petersburg, Leningrad, Union of Soviet Socialist Republics, Moscow – Weimer Republic, Manchuria, Nanking, Ethiopia, Spain, Third Reich, Rhineland, Sudetenland, Munich Versailles -keeping organization were excluded – U.S., Great Britain, France, Italy, and Japan – permanent members of the Executive Council because of the League of Nations and preferred an isolationist policy League dissolved in 1946 after the end of World War II (22) Citizenship. The student understands the historical development of significant legal and political concepts related to the rights and responsibilities of citizenship. 22(C) identify examples of politically motivated mass murders in Cambodia, China, Latin America, the Soviet Union, and Armenia Supporting Standard, RC 4 (28) Science, technology, and society. The student understands how major scientific and mathematical discoveries and technological innovations have affected societies from 1750 to the present. 28(C) explain the effects of major new military technologies on World War I, World War II, and the Cold War Supporting Standard, RC 5 2014-2015 World History World War I Poison gas – caused blinding, blistering, and death by choking Machine guns – improved during WWI; large numbers of casualties at one time made it difficult for forces to advance and created stalemates Tanks – armored vehicles that moved across wide areas, but did not promote the fast-moving war that was planned 90 World History Unit 13 World War I and the Russian Revolution- Quarter 3 Airplanes – photo reconnaissance, dropping of bombs, warfare in the air Submarines (U-boats) – unrestricted warfare on naval ships Flame throwers – used to flush soldiers out of trenches 2014-2015 World History 91 World History Unit 14: The Great Depression and World War II- Quarter 4 Unit 14: The Great Depression and World War II: (7 blocks) Vocabulary Albert Einstein Adolf Hitter Alliance system Appeasement Aggression Allies Anti-Semitism Apartheid Appeasement Atomic Bomb Axis Powers Battle of Britain Battle of Coral Sea Battle of the Bulge Benito Mussolini Blitzkrieg Communism D-Day Dwight Eisenhower Fascism Final Solution Five year plans Franklin D. Roosevelt Genocide Ghettos Great Depression Harry Truman Hideki Tojo Hiroshima Holocaust Human Rights Joseph Stalin Long March Mahatma Gandhi Manhattan Project Mao Zedong May Fourth movement Midway Island Munich Pact Nagasaki Nazism New Deal Neville Chamberlain New Economic Policy New Order Neutrality Nuremburg Trials Operation Overlord Pearl Harbor Red Army Russian Revolution Sanction Spanish Civil War Stalingrad Totalitarianism Turmoil Winston Churchill WWII Unit 14: The Great Depression and World War II: Guiding Questions 1. 2. 3. 4. 5. 6. What were the historic origins of the political and economic systems of communism? Why did many Americans become isolationists following WWI? Identify one piece of art and explain how it relates to this time period. 1. Explain two reasons why President Truman used atomic weapons to end World War II. 2. Describe three differences between democracy and fascism. 3. What were the causes and effects of WWII? Unit 14: The Great Depression and World War II TEKS (1) History. The student understands traditional historical points of reference in world history. 2014-2015 Student Expectation 1(F) identify major causes and describe the major effects of the following important turning points in world history from 1914 to present: the world wars and World History Clarifiers – causes and effects Great Britain and France’s declarations of war on Germany 92 World History Unit 14: The Great Depression and World War II- Quarter 4 their impact on political, economic, and social systems; communists revolutions and their impact on the Cold War; independence movements; and globalization Supporting Standard, RC 2 -1943) – also known as Operation Barbarossa; results in the unsuccessful German sieges of Leningrad and Moscow. The harsh Russian winter halts further invasion in Russia. Germans besiege Stalingrad in 1942 and are forced to surrender the following year. The Soviet army then begins to push westward into Europe. – genocide of over 6 million Jews and other groups throughout Europe considered by Germany to be inferior; known as “The Final Solution” and resulted in the extermination of these people in death camps Japanese imperialism – plans for a Pacific empire that included China that would allow Japan to solve its economic problems through the provision of raw materials and markets for its goods the United States to declare war on Japan. This results in a declaration of war on the United States by Germany and Italy. -Day”) by Allied forces on the coast of France lead to a German retreat. As a result, France and the Low Countries are liberated and Allied troops push eastward into Germany, that leads to German surrender in 1945. on Japanese cities of Hiroshima and Nagasaki leads to Japan’s surrender. (10) History. The student understands the causes and impact of World War I. 10(D) identify the causes of the February (March) and October revolutions of 1917 in Russia, their effects on the outcome of World War I, and the Bolshevik establishment of the Union of Soviet Socialist Republics. Readiness Standard, RC 2 (11) History. The student understands the causes and impact of the global economic depression immediately following World War I. 2014-2015 11(A) summarize the international, political, and economic causes of the global depression Readiness Standard, RC 2 World History – $30 billion loss in four days loans 93 World History Unit 14: The Great Depression and World War II- Quarter 4 States f wealth in the United States 11(B) explain the responses of governments in the United States, Germany, and the Soviet Union to the global depression Supporting Standard, RC 2 United States Deal – government spending would create jobs and start a recovery and farms t and banking Germany Soviet Union government control) eria (labor camps) (12) History. The student understands the causes and impact of World War II. 12(A) describe the emergence and characteristics of totalitarianism Readiness Standard, RC 2 12(B) explain the roles of various world leaders, including Benito Mussolini, Adolf Hitler, Hideki Tojo, Joseph Stalin, Franklin D. Roosevelt, and Winston Churchill, prior to and during World War II Supporting Standard, RC 2 on” (farms under government control) -1945) – fascist dictator of Italy during World War II -1945) – Nazi dictator of Germany during World War II -1948) – Prime Minister of Japan -1953) – communist dictator of the Soviet Union -1945) – President of the United States 12(C) explain the major causes and events of World 2014-2015 World History -1964) – Prime Minister of Great Britain Leaders of the Axis Powers: Hitler, Mussolini, Tojo Leaders of the Allied Powers: Roosevelt, Churchill, Stalin (met during Yalta Conference in 1945 to determine outcome of Europe after World War II) D-Day/Operation Overlord 94 World History Unit 14: The Great Depression and World War II- Quarter 4 War II, including the German invasions of Poland and the Soviet Union, the Holocaust, Japanese imperialism, the attack on Pearl Harbor, the Normandy landings, and the dropping of the atomic bombs Readiness Standard, RC 2 Great Britain and France’s declarations of war on Germany; the invasion is also the first use of the German blitzkrieg (“lightning war”) that incorporates fast-moving airplanes and tanks. -1943) – also known as Operation Barbarossa; results in the unsuccessful German sieges of Leningrad and Moscow. The harsh Russian winter halts further invasion in Russia. Germans besiege Stalingrad in 1942 and are forced to surrender the following year. The Soviet army then begins to push westward into Europe. – genocide of over 6 million Jews and other groups throughout Europe considered by Germany to be inferior; known as “The Final Solution” and resulted in the extermination of these people in death camps ialism – plans for a Pacific empire that included China that would allow Japan to solve its economic problems through the provision of raw materials and markets for its goods, as well as providing more room for its growing population. Manchuria and China were invaded in the 1930s. The Philippines, Malaya, Singapore, the Dutch East Indies, and Burma are all occupied after the start of World War II. the United States to declare war on Japan. This results in a declaration of war on the United States by Germany and Italy. – “D-Day”) by Allied forces on the coast of France lead to a German retreat. As a result, France and the Low Countries are liberated and Allied troops push eastward into Germany. This leads to Germany’s surrender in 1945. (18) Economics. The student understands the historical origins of contemporary economic systems and the benefits of free enterprise in world history. 18(D) identify the historical origins and characteristics of fascism Readiness Standard, RC 5 on Japanese cities of Hiroshima and Nagasaki leads to Japan’s surrender. Origins – (1922) with rise of power of Benito Mussolini (“Il Duce”) 1919 Paris Peace Conference 2014-2015 World History 95 World History Unit 14: The Great Depression and World War II- Quarter 4 as in Russia and wanted a strong leader King Victor Emmanuel III to put him in charge of the government to Germany (Hitler) and Spain (Franco) in the 1930s Characteristics da specific place and function (19) Government. The student understands the characteristics of major political systems throughout history. (20) Government. The student understands how contemporary political systems have developed from earlier systems of government. 19(B) identify the characteristics of the following political systems: theocracy, absolute monarchy, democracy, republic, oligarchy, limited monarchy, and totalitarianism Readiness Standard, RC 4 20(D) explain the significance of the League of Nations and the United Nations Supporting Standard, RC 4 – the 50 original members promise to protect each other against aggression and to advance human rights -each member country has one vote -member Security Council humanitarian assistance (22) Citizenship. The student understands the historical development of significant legal and political concepts related to the 2014-2015 22(C) identify examples of politically motivated mass murders in Cambodia, China, Latin America, the Soviet Union, and Armenia World History Union -1933) was Stalin’s response to quell an independence movement and 96 World History Unit 14: The Great Depression and World War II- Quarter 4 rights and responsibilities of citizenship. Supporting Standard, RC 4 22(D) identify examples of genocide, including the Holocaust and genocide in the Balkans, Rwanda, and Darfur Supporting Standard, RC 4 (28) Science, technology, and society. The student understands how major scientific and mathematical discoveries and technological innovations have affected societies from 1750 to the present. 28(C) explain the effects of major new military technologies on World War I, World War II, and the Cold War Supporting Standard, RC 5 resulted in over 7 million deaths, when Stalin issued mandatory quotas that shipped foodstuffs from this region until no food was left talin’s Great Purge (1934-1939) – removal of the old leaders of the communist movement and the many high ranking military officers to ensure Stalin’s complete control The Holocaust (6 million deaths) Deterioration of conditions for Jews in Germany in the 1930s and 1940s, including the Nuremberg Laws (1935), the establishment of ghettos and concentration camps, and the program of genocide Short-term and long-term effects of the Holocaust on the Jewish people and how this actually led to the re-establishment of the Jewish nation World War II ghters and bombers – improved and increased bombing raids – warships of deploying and recovering aircraft; acted as floating airbases – tanks, trucks, and landing crafts used when landing on beaches – improved since World War I with strong firepower and armor -1 flying bombs) – guided warheads – use of electromagnetic waves to detect objects like airplanes and ships that improves communication and espionage r – use of sound propagation to detect underwater submarines – Manhattan Project developed nuclear fission warheads dropped on the Japanese cities of Hiroshima and Nagasaki that accelerated the end of World War II -military technology – synthetic rubber and penicillin 2014-2015 World History 97 World History Unit 15: Cold War and Decolonization- Quarter 4 Unit 15: Cold War and Decolonization: ( 5 blocks) Vocabulary Berlin Wall Civil Disobedience Civil Rights Act Cold War Containment Cuban Missile Crisis Cultural Revolution (China) Decolonization Diversity Domino Theory European Union Genocide Green movement Helsinki Accords Human Rights Iron Curtain Korea Lech Walesa Marshall Plan McCarthyism Mikhail Gorbachev Mohandas Gandhi Muslim League NATO New feminism Nikita Khrushchev OPEC Panama Canal Perestroika Pop Culture Potsdam Ronald Reagan Sanction Tehran Conference Terrorism Third World Tiananmen Square Totalitarianism Truman Doctrine Turmoil United Nations Vietnam Warsaw Pact Watergate Welfare state World Bank Yalta Conference Unit 15: Cold War and Decolonization: Guiding Questions 1. 2. 3. What were the causes of the Cold War? What were the effects of the spread of communism? Describe the fall of communism and its impact on the world. Unit 15: Cold War and Decolonization TEKS (1) History. The student understands traditional historical points of reference in world history. 2014-2015 Student Expectation 1(F) identify major causes and describe the major effects of the following important turning points in world history from 1914 to present: the world wars and their impact on political, economic, and social systems; communists revolutions and their impact on the Cold War; independence movements; World History Clarifiers llion in Greece (1946-1948) and gives aid to Turkey as part of the Truman Doctrine China (1949) -1953) 98 World History Unit 15: Cold War and Decolonization- Quarter 4 and globalization Supporting Standard, RC 2 and the U.S. el Castro overthrows the Batista government in Cuba (1958-1969) Cuba -Castro exiles supported by the U.S. fail to overthrow the Cuban government in the failed Bay of Pigs invasion (1961) n Missile Crisis (1962) almost leads to nuclear war between the U.S. and U.S.S.R. promise not to invade that island (13) History. The student understands the impact of major events associated with the Cold War and independence movements. 13(A) summarize how the outcome of World War II contributed to the development of the Cold War Readiness Standard, RC 2 rence (1945) dealing with interim governments at the end of the war in Europe he wanted a buffer in Eastern Europe against invasion from the West friendly governments installed in Poland, Czechoslovakia, Albania, Bulgaria, Hungary, and Romania y under communist control – “….an iron curtain has descended across the Continent.” – communism and capitalism cannot exist in the same world policy of containment that blocks communism and prevents its spread – U.S. aid to Turkey and Greece to prevent spread of Communism to these two countries 2014-2015 World History 99 World History Unit 15: Cold War and Decolonization- Quarter 4 13(B) summarize the factors that contributed to communism in China, including Mao Zedong's role in its rise, and how it differed from Soviet communism Readiness Standard, RC 2 13(C) identify the following major events of the Cold War, including the Korean War, the Vietnam War, and the arms race Readiness Standard, RC 2 – aid to Western Europe for economic recovery and prevention of spread of Communism to this region; spurred by Soviet takeover of Czechoslovakia Berlin Airlift (1948) – after Allied withdrawal from Germany, Soviets close off Berlin to the West; Allies drop food and medicine through an airlift that leads to the removal of the Soviet blockade of this city Including, but not limited to: Extreme devastation of Chinese cities and economy by Japanese invasion during World War II Resumption of civil war between Mao Zedong’s communist Red Army and Jiang Jieshi (Chiang Kai-shek) Nationalist forces at the end of World War II Soviet Union supports Red Army and United States supports the Nationalist Army Mao defeats Nationalists in 1949 and establishes a communist government on the mainland while the Nationalists retreat to Taiwan; communists take over Tibet in 1950 Differences from Soviet communism: Mao’s policies focused mainly on agrarian workers and did not place the same emphasis on industrialism as Soviet communism did Great Leap Forward (1958-1961) – rural peasants placed in large collective farms called communes where production was controlled by the state; unsuccessful as crops failed; poor planning and inefficient industry hampered growth astern Europe lead to the Iron Curtain (1945-1948) – U.S. aid to Turkey and Greece to prevent spread of communism (containment) – U.S. aid to Western Europe for war recovery and prevention of spread of communism – aid by air to Soviet-blockaded Berlin Zedong (1949) 2014-2015 World History 100 World History Unit 15: Cold War and Decolonization- Quarter 4 (1949) between Western European countries and the United States as a defensive military alliance Korean War (1950-1953) that leaves a divided Korean peninsula – North Korea (communist) and South Korea (democracy) Eastern European satellites as a military alliance pment and testing of hydrogen bomb by U.S. (1952) followed by Soviet H-Bomb (1953) -1975) that results in communistbacked North Vietnam overtaking U.S.-backed South Vietnam revolution led by Fidel Castro that leads to communist takeover of that country (1959-1960) and free West Berlin (1961) almost leads to nuclear war (1962) -backed Sandinistas taking over the government (1979) communist forces known as the Contras (1980-1992) .S.S.R. leads to political and economic reforms – Glasnost, Perestroika (1985) (1989-1990) 13(D) explain the roles of modern world leaders, including Ronald Reagan, Mikhail Gorbachev, Lech Walesa, and Pope John Paul II, in the collapse of communism in Eastern Europe and the Soviet Union Supporting Standard, RC 2 2014-2015 World History breaks up (1991) Reaganomics Ronald Reagan (1911-2004) U.S. President who described Soviet Union as “evil empire” Negotiated with Soviet General Secretary Mikhail Gorbachev in the Intermediate-Range Nuclear Forces (INF) Treaty that eliminated nuclear and conventional 101 World History Unit 15: Cold War and Decolonization- Quarter 4 (18) Economics. The student understands the historical origins of contemporary economic systems and the benefits of free enterprise in world history. 2014-2015 13(E) summarize the rise of independence movements in Africa, the Middle East, and South Asia and reasons for ongoing conflicts Readiness Standard, RC 2 18(E) explain why communist command economies collapsed in competition with free market economies at the end of the 20th century Supporting Standard, RC 5 World History ground-launched ballistic and cruise missiles with intermediate ranges Berlin Wall Speech to Gorbachev to tear down the wall Mikhail Gorbachev (1931– ) Soviet Secretary General Glasnost – openness that led to greater discussion of issues by the Soviet public, including new ideas for economic reform and economic problems like the long lines to buy limited supplies of food and other products Perestroika – economic restructuring where local managers gain greater authority over their farms and factories and allow for opening of small private businesses Democratization process that allowed more political freedom for voters, who could choose candidates supporting economic reform Lech Walesa (1943-) Polish dockworker who led strike in Gdansk in order to get Polish government to recognize the Solidarity union, the first independent free-trade union in the Soviet bloc Elected president of Poland in 1990 after the fall of communism in that nation Pope John Paul II (1920-2005) Polish archbishop who, after his election as pope, was instrumental in ending communism in Poland and other parts of Eastern Europe by giving spiritual inspiration to rise against communist leaders Marshall Plan, World Bank, Truman Doctrine, OPEC Inefficient central planning system where party officials told farm and factory managers how much to produce, what wages to pay, and what prices to charge that led to little motive for efficiency Gorbachev’s reforms in the Soviet Union Glasnost – openness that led to greater discussion of issues by the Soviet public, including new ideas for economic reform and economic problems like the long lines to buy limited supplies of food and other products 102 World History Unit 15: Cold War and Decolonization- Quarter 4 (21) Citizenship. The student understands the significance of political choices and decisions made by individuals, groups, and nations throughout history. 18(F) formulate generalizations on how economic freedom improved the human condition, based on students' knowledge of the benefits of free enterprise in Europe's Commercial Revolution, the Industrial Revolution, and 20th-century free market economies, compared to communist command communities 21(A) describe how people have participated in supporting or changing their governments Supporting Standard , RC 4 Perestroika – economic restructuring where local managers gain greater authority over their farms and factories and allow for opening of small private businesses Democratization process that allowed more political freedom for voters, who could choose candidates supporting economic reform Solidarity legalized as a workers’ union in Poland Private enterprise and a small stock market established in Hungary Yeltsin implements “shock therapy” in Russia’s economy that eliminated government intervention in the economy, reduced trade barriers, removed price controls, and eliminated subsidies to state-run industries Zero Sum, Favorable, Balance of Trade, Capitalism – United States, France, Glorious Revolution in England, Spanish colonies in Latin America, Russia -violent protests – Gandhi in India, Mandela in South Africa, Martin Luther King, Jr. in U.S. – Confederate States of America – Argentina, Nigeria tions through voting – U.S. when political parties shift powers, Mandela in South Africa – Yugoslavia, Czechoslovakia – Vietnam – John Paul II in Poland, Khomeini 2014-2015 World History 103 World History Unit 15: Cold War and Decolonization- Quarter 4 (22) Citizenship. The student understands the historical development of significant legal and political concepts related to the rights and responsibilities of citizenship. 22(C) identify examples of politically motivated mass murders in Cambodia, China, Latin America, the Soviet Union, and Armenia Supporting Standard, RC 4 in Iran Genocide, Khmer Rouge (Cambodia), Mayan Genocide (Guatemala), Iraq, Bosnia , Nanking Massacre (China), Ukrainian Famine (Soviet Union), Stalin -1979) – Pol Pot’s Killing Fields in Cambodia, where he sought to return his country to its agrarian roots by forcing people out of the cities and executing the intellectuals and professionals, resulted in over 2 million deaths -1938) – “Rape of Nanking” occurred when Japanese Imperial soldiers murdered 300,000 civilians and soldiers out of the 600,000 in that city. – various countries such as Chile, Argentina, and El Salvador in the 1970s and 1980s as a result of military coups and civil wars -1918) – 1,500,000 Armenians die through forced marches and massacres that result when Turkey expels them from their native homeland in that country 22(E) identify examples of individuals who led resistance to political oppression such as Nelson Mandela, Mohandas Gandhi, Oscar Romero, Natan Sharansky, Las Madres de la Plaza de Mayo, and Chinese student protestors in Tiananmen Square. Supporting Standard , RC 4 (24) Culture. The student understands the roles of women, children, and families in different historical cultures. 24(B) describe the major influences of women such as Elizabeth I, Queen Victoria, Mother Teresa, Indira Gandhi, Margaret Thatcher, and Golda Meir during major eras of world history. Supporting Standard , RC 3 (28) Science, technology, and society. The student understands how major scientific and mathematical discoveries and technological innovations have affected societies from 1750 to the present. 28(C) explain the effects of major new military technologies on World War I, World War II, and the Cold War Supporting Standard, RC 5 2014-2015 World History – had 1,000 times the power of an atomic bomb – incendiary weapon used extensively in Korean and Vietnam conflicts – long-range 104 World History Unit 15: Cold War and Decolonization- Quarter 4 guided missiles used to deliver nuclear warheads – improved communications and espionage – promoted the exploration of space 2014-2015 World History 105 World History Unit 16: The Middle East and Today’s World- Quarter 4 Unit 16: The Middle East and Today’s World: (5 blocks) Vocabulary 9/11 African National Congress Al Qaeda Anwar Sadat Asian Tigers Ayatollah Khomeini Economic sanctions Ethnic cleansing Fidel Castro Gaza Strip Globalization Golda Meir Persian Gulf War Iran Crisis Islamic Fundamentalism Israel Jihad Margaret Thatcher Muslim Brotherhood NGO’s Nelson Mandela Nuclear nonproliferation Osama Bin Laden Palestine Rwanda and Burundi Saddam Hussein Six Day War Taliban Terrorism War Crimes West Bank World Trade Center World Trade Organization Yom Kippur War Unit 16: The Middle East and Today’s World: Guiding Questions 1. 2. 3. How has terrorism affected the world? How has globalization played a role in today’s culture? Explain the impact of terrorism on today’s economy. Unit 16: The Middle East and Today’s World TEKS (1) History. The student understands traditional points of reference in world history. Student Expectation 1(F) identify major causes and describe the major effects of the following important turning points in world history from 1914 to present: the world wars and their impact on political, economic, and social systems; communists revolutions and their impact on the Cold War; independence movements; and globalization Supporting Standard, RC 2 Clarifiers Globalization tation, and communication have brought larger numbers of people into contact with each other. in increased global interaction and improved quality of life. the economies of many world nations; the actions of one nation affect others. (United Nations, NATO) to solve problems and tie security 2014-2015 World History 106 World History Unit 16: The Middle East and Today’s World- Quarter 4 between nations. (13) History. The student understands the impact of major events associated with the Cold War and independence movements. 13(E) summarize the rise of independence movements in Africa, the Middle East, and South Asia and reasons for ongoing conflicts Readiness Standard, RC 2 ion and the mass media reach larger numbers of people, cultures often change and blend many influences. Nelson Mandela, Mobutu (Congo), Kabila (Congo), Asian Tigers, Iran Crisis, Yasser Arafat, Saddam Hussein, Mummar Qaddafi, Dalai Lama, Mao Zedong, Tiananmen Square, Kim Il Song, Ho Chi Minh, Ngo Dinh Diem , Pol Pot, Vincente Fox Africa In 1900, only Liberia and Ethiopia were independent African nations South Africa (1910), Egypt (1922), Libya (1951) Ghana (Gold Coast) – first sub-Saharan colony to become independent after WW II (1957) was elected in 2000 Kenya (1963) h before independence Kenya Congo (1960) between different factions through the 1990s; country’s name changed to Zaire during his time in power refugees both from other nations and within the nation Algeria (1962) independence fuel Islamic uprisings in the 1980s and 1990s that lead to the establishment of an Islamic republic Middle East 2014-2015 World History 107 World History Unit 16: The Middle East and Today’s World- Quarter 4 that includes an independent Jewish state endence in 1948 with David Ben Gurion as the first prime minister -Israeli conflict continues in the Middle East South Asia -violent independence movement from Great Britain that leads to independence in 1947 partition of India and Pakistan Benazir Bhutto) in Pakistan through the 2000s including the current instability resulting from fundamentalist Islamic movements 13(F) explain how Arab rejection of the State of Israel has led to ongoing conflict Supporting Standard, RC 2 Hindu group, lead to civil war from the 1980s to 2009 with a defeat of the Tamil Tigers David Bengurion (Israel), Golda Meir (Israel), 1973, Camp David, Six Days War, Menacham Begin, Anwar Sadat, Hamas that includes an independent Jewish state Gurion as the first prime minister after independence, but Israel is victorious in 1956, 1967, and 1973 of 1979 and include the return of the Sinai Peninsula to Egypt estinian Liberation Organization (PLO) began armed struggle with Israel over control of the Gaza Strip and West Bank; led by Yasser Arafat continue fighting over these regions and for 2014-2015 World History 108 World History Unit 16: The Middle East and Today’s World- Quarter 4 control of Jerusalem (14) History. The student understands the development of radical Islamic fundamentalism and the subsequent use of terrorism by some of its adherents. 14(A) summarize the development and impact of radical Islamic fundamentalism on events in the second half of the 20th century, including Palestinian terrorism and the growth of al Qaeda Supporting Standard, RC 2 Palestinian self-rule in the Gaza Strip and West Bank -Israeli conflict continues in the Middle East Osama Bin Laden, Terrorism, Weapons of, Mass Destruction, Taliban, Fundamentalism overthrow the Shah and establish an Islamic state for 444 days s terrorism of Israel through a series of bombings that begin with the 1987 Intifada; goal is to eliminate Israel of terrorism began after the Israeli invasion of Lebanon in 1982; its goal is the elimination of Israel Lebanon -Qaeda -Islamic terrorist group led by Osama bin Laden -Islamic religions and influences 9/11 destruction of the World Trade Center – death in 2011 1996 to 2001 Pashtun region of 14(B) explain the U.S. response to terrorism from September 11, 2001, to the present Supporting Standard, RC 2 Pakistan and Afghanistan Gulf Wars, Afghanistan – to bring Osama bin Laden and al-Qaeda to justice of the Coordinator of Counterterrorism) 2014-2015 World History 109 World History Unit 16: The Middle East and Today’s World- Quarter 4 terrorism to force them to change their behavior that work with the United States and require assistance Appropriate Tools Required to Intercept and Obstruct Terrorism to search telephone, e-mail communications, medical, financial, and other records the United States regulate financial transactions, particularly those involving foreign individuals and entities immigration authorities in detaining and deporting immigrants suspected of terrorism-related acts eavesdrop on telephone and e-mail communications between U.S. citizens and people overseas without a warrant ion 107- 40 authorizing the use of military force "to deter and prevent acts of international terrorism against the United States." federal government Creation of the Department of Homeland Security in 2002 -2010) 2007 Afghanistan – Operation Enduring Freedom -Qaeda targets bombed after 9/11 have been in Afghanistan since 2001 2014-2015 World History 110 World History Unit 16: The Middle East and Today’s World- Quarter 4 (17) Economics. The student understands the impact of the Neolithic and Industrial revolutions and globalization on humanity. 17(C) summarize the economic and social impact of 20th century globalization Supporting Standard, RC 5 Nongovernmental Organizations, Universal Declaration of Human Rights, Cultural, imperialism, Pop Culture, Internet, World Trade Organization, Economic Sanctions, Postmodernism , Terrorism Economic impact information industries including satellites, computers, and the Internet that allow people to transmit information and business transactions quickly and cheaply manufacturing jobs from developed to undeveloped nations and outsourcing industrialization, especially in electronics, resulted in emergence of Japan and the Four Tigers of Asia (South Korea, Singapore, Taiwan and Hong Kong) as global economic powers different countries, (e.g., Ford, Nestlē, Mazda, Honda) nations, (e.g., GATT, European Union, NAFTA) Social impact f popular culture through television, movies, and other forms of mass media popularity in other parts of the world, (e.g., growth of soccer in the United States) Asia, and the Americas through colonization and imperialism (e.g., the Internet, international conferences) (20) Government. The student understands how contemporary political systems have developed from earlier systems of government. 2014-2015 20(D) explain the significance of the League of Nations and the United Nations Supporting Standard, RC 4 World History 111 World History Unit 16: The Middle East and Today’s World- Quarter 4 (22) Citizenship. The student understands the historical development of significant legal and political concepts related to the rights and responsibilities of citizenship. 22(C) identify examples of politically motivated mass murders in Cambodia, China, Latin America, the Soviet Union, and Armenia Supporting Standard, RC 4 22(D) identify examples of genocide, including the Holocaust and genocide in the Balkans, Rwanda, and Darfur Supporting Standard, RC 4 2014-2015 World History Genocide, Khmer Rouge (Cambodia), Mayan Genocide (Guatemala), Iraq, Bosnia , Nanking Massacre (China), Ukrainian Famine (Soviet Union), Stalin -1979) – Pol Pot’s Killing Fields in Cambodia, where he sought to return his country to its agrarian roots by forcing people out of the cities and executing the intellectuals and professionals, resulted in over 2 million deaths -1938) – “Rape of Nanking” occurred when Japanese Imperial soldiers murdered 300,000 civilians and soldiers out of the 600,000 in that city. ca – various countries such as Chile, Argentina, and El Salvador in the 1970s and 1980s as a result of military coups and civil wars -1933) was Stalin’s response to quell an independence movement and resulted in over 7 million deaths, when Stalin issued mandatory quotas that shipped foodstuffs from this region until no food was left -1939) – removal of the old leaders of the communist movement and the many high ranking military officers to ensure Stalin’s complete control -1918) – 1,500,000 Armenians die through forced marches and massacres that result when Turkey expels them from their native homeland in that country – ethnic cleansing of communities in Bosnia by Serbian troops; Srebrenica massacre (1995) involves the murder of over 8,000 Bosnian Muslim (Bosniak) males in this community Rwanda – mass murders by the majority Hutu population of over 800,000 minority Tutsi and pro-Tutsi Hutu supporters (1994) Darfur – eastern region of Sudan where Sudanese government-supported Arab militias known as the Janjaweed against native groups in this region have resulted in over 400,000 deaths and the displacement of 2.8 million civilians 112 World History Unit 16: The Middle East and Today’s World- Quarter 4 22(E) identify examples of individuals who led resistance to political oppression such as Nelson Mandela, Mohandas Gandhi, Oscar Romero, Natan Sharansky, Las Madres de las Plaza de Mayo, and Chinese student protestors in Tiananmen Square Supporting Standard, RC 4 22(F) assess the degree to which American ideals have advanced human rights and democratic ideas throughout the world -) – anti-apartheid activist whose actions after his release from prison led to the establishment of a multi-ethnic South African government that he headed as president -1948) – led Indians to independence from Great Britain through nonviolent resistance -1980) – Roman Catholic archbishop of El Salvador who spoke out against poverty, social injustice, and torture in his country; assassinated by a death squad - ) – Soviet-born human rights activist that monitored human rights activities in the U.S.S.R.; founder of the Refusenik (Soviet Jews who were banned from emigrating from the U.S.S.R.) movement; sentenced to a Siberian labor camp; eventually settled in Israel where he founded the Zionist forum to help new immigrants to Israel – association of Argentine mothers who assembled in the main square of Buenos Aires to protest the disappearance of their children during Argentina’s “Dirty War” between 1976-1983; symbolized by white head scarves embroidered with their children’s names n Tiananmen Square (AprilJune 1989) – several thousand students who organized in Beijing to protest Deng Xiaoping’s anti-democratic policies through demonstrations and hunger strikes; symbolized by the Goddess of Democracy and “Tank Man;” Deng responds with a declaration of martial law and a crackdown of 250,000 Chinese soldiers who fire into the crowd of demonstrators and results in the deaths of several hundred protestors Egypt Libya Revolutionary France and the Declaration of the Rights of Man) 2014-2015 World History 113 World History Unit 16: The Middle East and Today’s World- Quarter 4 Revolutions in Latin America, Russian Revolution) II -up of the Soviet Union ravaged by war (e.g., Marshall Plan, Darfur) Influence of Hinduism on Gandhi’s non-violent approach to gaining independence (23) Culture. The student understands the history and relevance of major religious and philosophical traditions. 23(B) identify examples of religious influence on various events referenced in the major eras of world history. Supporting Standard , RC 3 (25) Culture. The student understands how the development of ideas has influenced institutions and societies. 25(D) explain how Islam influences law and government in the Muslim world Supporting Standard, RC 3 Shari ‘a Law, Jihad (24) Culture. The student understands the roles of women, children, and families in different historical cultures. 24(B) describe the major influences of women such as Elizabeth I, Queen Victoria, Mother Teresa, Indira Gandhi, Margaret Thatcher, and Golda Meir during major eras of world history. Supporting Standard , RC 3 (28) Science, technology, and society. The student understands how major scientific and mathematical discoveries and technological innovations have affected societies from 1750 to the present. 28(D) explain the role of telecommunication technology, computer technology, transportation technology, and medical advancements in developing the modern global economy and society Supporting Standard, RC 5 -1997) – humanitarian who established the Sisters of Charity in Calcutta, India, to assist the poor, was awarded the Nobel Peace Prize in 1979 -1984) – Prime Minister of India who increased food production through the Green Revolution - ) – Prime Minister of Great Britain who revitalized that nation’s economy and defeated Argentina in the war over the Falkland Islands. -1978) – Prime Minister of Israel who led her nation through the 1973 Yom Kippur War with Egypt and Syria. Internet Telecommunications Development of mass communication and information industries including satellites, computers, the Internet that allow people to transmit information and business transactions quickly and cheaply Television broadcasts of news and popular shows to different areas of the world in short amounts of time spread culture 2014-2015 World History 114 World History Unit 16: The Middle East and Today’s World- Quarter 4 Computer Smaller computers developed as a result of the space program where equipment had to be downsized for space capsules (e.g., silicon chips replace vacuum tubes) Variety of consumer products used computers and silicon chips as part of production – telephone, microwave ovens, automobiles Computers and the Internet allow people to transmit information and business transactions quickly and cheaply Transportation Modern airplanes (e.g., Concorde, make world travel faster and easier) Bullet trains Supertankers accelerate ocean trade Interstate highways in the United States Medical Advancements Penicillin Laser and ultrasound improves surgery Medical imaging – CAT scans and MRIs provide threedimensional images of regions of the body Genetic engineering and cloning that introduces new genes into an organism 2014-2015 World History 115
