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WORLD HISTORY, CULTURE AND GEOGRAPHY:
THE MODERN WORLD
The following is a suggested timeline to teach a standards-based course in World History. The foundation reflects the administration of the California
Assessment Test (CAT) in mid to late April. Consequently, there is an allotment of 32 weeks to cover the 10 major standards. The time for each standard is
flexible, but try to maintain the overall timing for each quarter. Teachers can utilize the fourth quarter of the school year for enrichment activities such a debates,
historical movie criticisms, web quests, and various areas of history that are a particular interest to a teachers such a woman’s history, the development of
weaponry, impact of computers on society, and future history. [These are merely suggestions. Nevertheless, teachers can use their imagination and plan a very
enjoyable fourth quarter.]
For detailed standards including performance indicators/objectives please visit: http://www.cde.ca.gov/standards/history/grade10.html
FIRST QUARTER
10.1 Students relate the moral and ethical principles in ancient Greek and Roman philosophy, in Judaism, and in Christianity to the development of Western
political thought. 1-2 weeks
10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects
worldwide on the political expectations for self-government and individual liberty. 2-3 weeks
10.3 Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States. 2-3 weeks
SECOND QUARTER
10.4 Students analyze patterns of global change in the era of New Imperialism in at least two of the following regions or countries: Africa, Southeast Asia, China,
India, Latin America, and the Philippines. 2-3 weeks
10.5 Students analyze the causes and course of the First World War. 3-4 weeks
10.6 Students analyze the effects of the First World War. 1-2 weeks
THIRD QUARTER
10.7 Students analyze the rise of totalitarian governments after World War I. 1-2 weeks
10.8 Students analyze the causes and consequences of World War II. 2-3 weeks
10.9 Students analyze the international developments in the post-World World War II world. 2-3 weeks
10.10 Students analyze instances of nation-building in the contemporary world in at least two of the following regions or countries: the Middle East, Africa,
Mexico and other parts of Latin America, and China. 1-2 weeks
1
World History Syllabus
10.1 Students relate the moral and
ethical principles in ancient Greek
and Roman philosophy, in Judaism,
and in Christianity to the development
of Western political thought.
10.1.1 Examine how the moral and
ethical principles of Judaism and
Christianity, such as human dignity
and equality, have influenced Western
democratic thought. Describe Mosaic
Law and Ethical Monotheism, with
their emphasis on the value of human
Discuss the Judeo-Christian views of
law, reason and faith, and the duties
of the individual in society.
10.1.2 Describe the Greek and Roman
influences on democratic tradition.
Discuss the influence of the Greek
philosophers, such as Plato and
Aristotle, on Western political ideas
of the rule of law and the illegitimacy
of tyranny.
Text Book Resources
Modern World History (1999) by
Jackson J. Speilvogel
Web Resources
Chapter 1, Section 2
Chapter 1, Section 5
Our Literary Heritage, pp. 13
Our Literary Heritage, pp. 34-5
http://cedar.evansville.edu/~ecoleweb/
http://ccat.sas.upenn.edu/~jtreat/rs/resources.html
http://members.aol.com/pilgrimjon/private/LEX/Index.html
Chapter 1, Section 4
Chapter 1, Section 5
You Are There, pp. 25
http://www.nipissingu.ca/department/history/muhlberger/histdem/index.htm
http://www.wsu.edu:8080/~dee/GREECE/ATHENS.HTM
http://www.wsu.edu:8000/~dee/GREECE/PLATO.HTM
http://graduate.gradsch.uga.edu/archive/Greek.html
http://plato-dialogues.org/
http://plato.evansville.edu/
http://www.museum.upenn.edu/Greek_World/Index.html
http://iuscivile.com/
10.2 Students compare and contrast
the Glorious Revolution of England,
the American Revolution, and the
French Revolution and their enduring
effects worldwide on the political
expectations for self-government and
individual liberty.
Modern World History (1999) by
Jackson J. Speilvogel
Chapters 2, 3, 4
2
10.2.1 Analyze the influence of the
Enlightenment on the development of
democratic ideas and their impact on
the revolutions in America and
France. Describe the ideas of the great
philosophers of the Enlightenment,
notably Charles-Louis Montesquieu,
Voltaire, Thomas Hobbes, and JeanJacques Rousseau, and their impact
on the democratic revolutions in
England, the United States, France
and Latin America.
10.2.2 Examine the causes and effects
of the Glorious Revolution of 1688
and its’ impact on modern ideals of
democracy. Discuss the influence of
the English political philosophers like
John Locke and the principles laid
down in the Magna Carta and the
English Bill of Rights of 1689.
10.2.3 Examine the unique character
of the American Revolution, its
spread to other parts of the world, and
its continuing significance today.
Discuss the influence of American
philosophers such as Thomas
Jefferson and James Madison, as well
as the principles laid down in the
American Declaration of
Independence (1776) and the U.S.
Bill of Rights (1791). Discuss the
influence of the U.S. Constitution on
political systems in the modern world.
Chapter 2, Section 6
Chapter 3, Section 1
http://www.wsu.edu/~brians/hum_303/enlightenment.html
Chapter 2, Section 3
Chapter 2, Section 4
http://www.fordham.edu/halsall/sbook1.html
http://www.magnacartaplus.org/
http://www.archives.gov/exhibit_hall/featured_documents/magna_carta/magna
_carta.html
Chapter 3, Section 3
Chapter 4, Section 2
http://www.constitution.org/cs_image.htm
http://memory.loc.gov/ammem/gmdhtml/armhtml/armhome.html
http://www.pbs.org/ktca/liberty/chronicle/index.html
http://www.jmu.edu/madison/
http://www.historychannel.com/cgibin/frameit.cgi?p=http%3A//www.historychannel.com/exhibits/declaration/mai
n.html
3
10.2.4 Discuss the important
democratic principles expressed in the
French Declaration of the Rights of
Man and Citizens and the significance
of Bastille Day. Explain the ideals of
the French Revolution and describe
the reasons for the failure of French
democracy during the Reign of Terror
and Napoleon’s coup d’etat.
10.2.5 Analyze how nationalism was
spread across Europe with the French
armies of Napoleon and was
repressed by the Congress of Vienna,
only to be reborn in the Revolutions
of 1848.
10.3 Students analyze the effects of
the Industrial Revolution in England,
France, Germany, Japan, and the
United States.
Chapter 3, Section 4
You Are There, pp. 108-9
http://history.hanover.edu/modern/frenchrv.htm
http://members.aol.com/agentmess/frenchrev/index.html
http://www.woodberry.org/acad/hist/FRWEB/index.htm
Chapter 3, Section 5
Chapter 4, Section 2
Chapter 4, Section 3
You Are There, pp. 138-9
http://www.nationalismproject.org/
http://infr.tripod.com/napoleon.htm
http://www.2020site.org/napoleoniccampaigns/index.html
http://www.napoleonbonaparte.nl/
10.3.1 Analyze reasons why England
was the first country to industrialize.
10.3.2 Examine how scientific and
technological changes, as well as new
forms of energy, brought about
massive social, economic, and
cultural changes. Discuss the
important inventions and discoveries
of the Industrial Revolution? (e.g.
James Watt, Eli Whitney, Henry
Bessemer, Louis Pasteur, and Thomas
Edison)
10.3.3 Describe the growth of cities
and populations that resulted from the
Industrial Revolution. Examine how
the Industrial Revolution resulted in
large-scale rural to urban migration.
Chapter 4, Section 1
http://www.msu.edu/user/brownlow/indrev.htm
Chapter 4, Section 1
Everyday Life, pp. 57-8
You Are There, pp. 85
Role of Science, pp. 126-7
http://www.msu.edu/user/brownlow/indrev.htm
Chapter 5, Section 1
Chapter 5, Section 2
Everyday Life, pp. 89-90
http://tqjunior.thinkquest.org/4132/index.htm
http://www.unu.edu/unupress/unupbooks/uu28ae/uu28ae07.htm
Modern World History (1999) by
Jackson J. Speilvogel
Chapters 4, 5
4
10.3.4 Describe the changes in work
and labor that resulted from the
Industrial Revolution. Discuss the
effects of industrial labor, such as
mining and manufacturing, on
Europeans (especially women and
children) during the Industrial
Revolution.
10.3.5 Understand the nature of
industrial economies. Examine the
connections between natural
resources, entrepreneurship, labor,
and capital connected in an industrial
economy.
10.3.6 Analyze the rise of capitalism
as the worlds’ dominant economic
system during the Industrial
Revolution. Discuss the different
responses to capitalism, including
Utopianism, Social Democracy,
Socialism, and Communism.
10.3.7 Describe the rise of
Romanticism in art and literature
during the Industrial Revolution.
Discuss the poetry of William Blake
and William Wordsworth and the
social criticism of Charles Dickens as
a reaction to the Industrial
Revolution. Examine Romanticism as
a reaction to Classicism.
Chapter 5, Section 1
Chapter 5, Section 2
You Are There, pp. 132-133
Biography, pp. 176-177
10.4 Students analyze patterns of
global change in the era of New
Imperialism in at least two of the
following regions or countries:
Africa, Southeast Asia, China, India,
Latin America, and the Philippines.
World History Text Book
Chapter 6, 7
http://www.history.ohio-state.edu/courses/hist563/lectures/indrev/
http://memory.loc.gov/ammem/ndlpedu/lessons/98/labor/plan.html
http://www.coollessons.org/Dickensissues.htm
Chapter 3, Section 1
Chapter 4, Section 1
Chapter 5, Section 1
Chapter 4, Section 1
You Are There, pp. 166-7
http://www.the-wood.org/socialism/
http://www.econlib.org/library/Mises/msS.html
http://www.wsu.edu/~brians/hum_303/misconceptions.html
http://www.marx2mao.org//
http://home.vicnet.net.au/~dmcm/
http://www.lib.ucdavis.edu/English/BWRP/index.htm
Chapter 4, Section 4
Our Artistic Heritage, p.153-4
http://lang.nagoya-u.ac.jp/~matsuoka/Dickens.html
http://www.ibiblio.org/wm/paint/glo/romanticism/
http://members.aol.com/Heraklit1/poets.htm
5
10.4.1 Describe the rise of industrial
economies and their link to
imperialism and colonialism (e.g., the
role played by national security and
strategic advantage; moral issues
raised by the search for national
hegemony, Social Darwinism, and the
missionary impulse; material issues
such as land, resources, and
technology).
10.4.2 Discuss the locations of the
colonial rule of such nations as
England, France, Germany, Italy,
Japan, the Netherlands, Russia, Spain,
Portugal, and the United States.
10.4.3 Explain imperialism from the
perspective of the colonizers and the
colonized and the varied immediate
and long-term responses by the
people under colonial rule.
10.4.4 Describe the independence
struggles of the colonized regions of
the world, including the roles of
leaders, such as Sun Yat-sen in China,
and the roles of ideology and religion.
10.5 Students analyze the
causes and course of World War I
10.5.1. Analyze the arguments for
entering into war presented by leaders
from all sides of WWI and the role of
political and economic rivalries, ethnic
and ideological conflicts, domestic
discontent and disorder, and
propaganda and nationalism in
mobilizing the civilian population in
support of “total war”
Chapter 6, Section 1
Chapter 6, Section 2
Chapter 6, Section 3
Chapter 6, Section 4
Chapter 5, Section 4
http://www.fordham.edu/halsall/mod/modsbook34.html#Imperialism
http://www.cocc.edu/cagatucci/classes/hum211/timelines/htimeline3.htm
http://www.smplanet.com/imperialism/toc.html
http://www.fordham.edu/halsall/mod/spencer-darwin.html
http://www.talkorigins.org/faqs/evolphil/social.html
http://www.ioa.com/~shermis/socjus/socdar.html
http://www.jlhs.nhusd.k12.ca.us/Classes/Social_Science/Imperialism/Imperiali
sm.html
Chapter 3, Section 3
All Chapter 6
Chapter 7, Section 1
Chapter 7, Section 4
http://www.lib.utexas.edu/maps/historical/shepherd/colonization_16001700.jpg
http://www.lib.utexas.edu/maps/historical/shepherd/euro_language_dist_1914.j
pg
Chapter 6, Section 1
Chapter 6, Section 3
Chapter 7, Section 1
Chapter 7, Section 4
http://www.boondocksnet.com/ai/index.html
http://www.boondocksnet.com/ai/ailtexts/bryanimp.html
http://www.jlhs.nhusd.k12.ca.us/Classes/Social_Science/Imperialism/Imperiali
sm.html
http://www.smplanet.com/imperialism/fists.html
Chapter 6, Section 1
Chapter 6, Section 3
Chapter 7, Section 1
Chapter 7, Section 4
http://www.fordham.edu/halsall/mod/modsbook34.html
http://www.fordham.edu/halsall/mod/modsbook34.html#Africa
http://education.yahoo.com/search/be?lb=t&p=url%3As/sun_yat_sen
Modern World History
Resources
Chapter 4 Section 3; Chapter 6
Sections 1-3; Chapter 8 Section 1
Web Resources
www.worldwar1.com
www.pitt.edu/~pugachev/greatwar/wwI.html
www.bbc.co.uk/history/war/wwone/index/shtml
www.rockingham.k12.va.us.EMS/WWI?WWI.html
6
10.5.2. Examine the principal theaters
of battle, major turning points and the
importance of geographic factors in
military decisions and outcomes (e.g.
topography, waterways, distance,
climate)
10.5.3. Explain how the Russian
Revolution and the entry of the United
States affected the course and outcome
of the war
10.5.4. Understand the nature of the
war and its human costs (military and
civilian) on all sides of the conflict,
including how colonial peoples
contributed to the war effort
10.5.5. Discuss human rights
violations and genocide, including the
Ottoman government’s actions against
Armenian citizens
10.6 Students analyze the effects of
World War I
10.6.1. Analyze the aims and
negotiating roles of world leaders, the
terms and influence of the Treaty of
Versailles and Woodrow Wilson’s
Fourteen Points, and the causes and
effects of the U.S. decision to remain
outside the League of Nations on
world politics
10.6.2. Describe the effects of the war
and resulting peace treaties on
population movement, the
international economy, and shifts in
the geographic and political borders of
Europe and the Middle East
10.6.3. Understand the widespread
disillusionment with prewar
institutions, authorities and values
resulting in a political void later filled
by totalitarians
Chapter 8 Sections 1, 2 and 3 pp.
296-298
www.worldwar1.com
www.pitt.edu/~pugachev/greatwar/wwI.html
www.bbc.co.uk/history/war/wwone/index/shtml
www.rockingham.k12.va.us.EMS/WWI?WWI.html
Chapter 8 Sections 2 and 3
www.fordham.edu.halsall.mod.modsbook39.html
Chapter 8 Section 2 and Section 3 pp.
296-298
www.worldwar1.com
www.pitt.edu/~pugachev/greatwar/wwI.html
www.bbc.co.uk/history/war/wwone/index/shtml
www.rockingham.k12.va.us.EMS/WWI?WWI.html
Outside scope of this textbook
www.cilicia.com/armo10.html
Modern World History Resources
Web Resources
Chapter 8 Section 4
http://history.acusd.edu/gen/text/versaillestreaty/vercontents.html
www.lib.byu.edu/~rdh/wwi/
Chapter 8 Section 4; Chapter 9
Section 1
www.thecorner.org/hists/total/wwresult.htm
Chapter 9 Section 1
www.thecorner.org/hists/total/wwresult.htm
7
10.6.4 Discuss the influence of WWI
on literature, art and intellectual life in
the West (e.g. Pablo Picasso, the “lost
generation” of Gertrude Stein and
Hemingway
10.7 Students analyze the rise of
totalitarian governments after WWI
10.7.1. Understand the causes and
consequences of the Russian
Revolution, including Lenin’s use of
totalitarian means to seize and
maintain control (e.g. the Gulag)
10.7.2. Trace Stalin’s rise to power in
the Soviet Union and the connection
between economic policies, political
policies, the absence of a free press,
and systematic violations of human
rights (e.g. the Terror Famine in the
Ukraine)
10.7.3. Analyze the rise, aggression,
and human costs of totalitarian
regimes (Fascist and Communist) in
Germany, Italy, and the Soviet Union,
noting their common and dissimilar
traits
Chapter 9 Section 4
www.hawken.edu/class/lostgen/
Modern World History Resources
Web Resources
Chapter 8 Section 3
www.idbsu.edu/surveyre/staff/jaynes/Marxism/bio.htm
www.marxists.org/history/ussr
www.marx2mao.org
Chapter 9 Section 2
www.students.dsu.edu/ohottoa/History/Stalins%20Rule.htm
www.marx2mao.org
www.arts.mcgill.ca/programs/police/marrett/marrett96r.html
Chapter 9 Sections 2 and 3
www.historyplace.com/worldwar2/riseofhitler/index.htm
www.bbc.co.uk/education/modern/fascism/fascihtm.htm
10.8 Students analyze the causes and
consequences of World War II
10.8.1. Compare the German, Italian
and Japanese drives for empire in the
1930s, including the 1937 Rape of
Nanking and other atrocities in China
and the Stalin-Hitler Pact of 1939
10.8.2. Understand the role of
appeasement, non-intervention
(isolationism), and the domestic
distractions in Europe and the United
States prior to the outbreak of World
War II
Modern World History Resources
Web Resources
Chapter 11 Section 1
http://econ161.Berkeley.edu/Econ-Articles/Reviews/iriye-origins.html
www.fordham.edu/halsall/mod/nanking.html
http://history1900s.tqn.com/library/weekly/aa022500a.htm
Chapter 11 Section 1
www.schoolhistory.co.uk/gcselinks/wars/secondwwlinks/causeoutbreak
8
10.8.3. Identify and locate the Allied
and Axis powers on a map and discuss
the major turning points of the war,
the principal theaters of conflict, key
strategic decisions, and the resulting
war conferences and political
resolutions, with emphasis on the
importance of geographic factors
10.8.4. Describe the political,
diplomatic, and military leaders during
the war (e.g. Winston Churchill,
Franklin D. Roosevelt, Emperor
Hirohito, Adolph Hitler, Benito
Mussolini, Joseph Stalin, Douglas
MacArthur, Dwight Eisenhower
10.8.5. Analyze the Nazi policy of
pursuing racial purity, especially
against the European Jews; its
transformation into the Final Solution;
and the Holocaust resulted in the
murder of six million Jewish civilians
10.8.6. Discuss the human costs of the
war, with particular attention to the
civilian and military losses in Russia,
Germany, Britain, United States,
China and Japan
10.9 Students analyze the
international developments in the
post-World War II world
10.9.1. Compare the economic and
military power shifts caused by the
war, including the Yalta Pact, the
development of nuclear weapons,
Soviet control over Eastern European
nations, and the economic recoveries
of Germany and Japan
Chapter 11 Sections 2 and 4
www.onwar.com
http://gi.Grolier.com/wwii/wwii-mainpage.html
www.ofworldwar2.com
www.bunt.com/~mconrad/links.htm
Chapter 11
http://gi.Grolier.com/wwii/wwii-mainpage.html
www.ofworldwar2.com
www.bunt.com/~mconrad/links.htm
www.time.com/time/time100/leaders/profile
Chapter 11 Section 3
www.holocaust-histroy.org
www.nizkor.org
Chapter 11
http://gi.Grolier.com/wwii/wwii-mainpage.html
www.ofworldwar2.com
www.bunt.com/~mconrad/links.htm
Modern World History Resources
Web Resources
Chapter 11 Section 4; Chapter 12
Sections 1-3
http://Clinton/cnn.com/SPECIALS/cold.war/episodes/01/documents/yalta
www.cnn.com/SPECIALS/cold.war
http://home.cdsnet.net/~howard.berlin.htm
www.stmartin.edu/~dprice/cold.war.html
http://cwihp.si.edu/default.htm
http://ac.acusd.edu/History/20th/coldwar0.html
9
10.9.2. Analyze the causes of the Cold
War, with the free world on one side
and Soviet client states on the other,
including competition for influence in
such places as Egypt, the Congo,
Vietnam and Chile
Chapter 12
http://Clinton/cnn.com/SPECIALS/cold.war/episodes/01/documents/yalta
www.cnn.com/SPECIALS/cold.war
http://home.cdsnet.net/~howard.berlin.htm
www.stmartin.edu/~dprice/cold.war.html
http://cwihp.si.edu/default.htm
http://ac.acusd.edu/History/20th/coldwar0.html
10.9.3. Understand the importance of
the Truman Doctrine and Marshall
Plan, which established the pattern for
America’s postwar policy of supplying
economic and military aid to prevent
the spread of Communism and the
resulting economic and political
competition in arenas such as
Southeast Asia (i.e. the Korean War,
the Vietnam War), Cuba and Africa
10.9.4. Analyze the Chinese Civil
War, the rise of Mao Tse-tung, and the
subsequent political and economic
upheavals in China (e.g. The Great
Leap Forward, the Cultural
Revolution, and the Tiananmen Square
uprising).
10.9.5. Describe the uprisings in
Poland (1952), Hungary (1956), and
Czechoslovakia (1968) and those
countries’ resurgence in the 1970s and
1980s as people in Soviet satellites
sought freedom from Soviet control
10.9.6. Understand how the forces of
nationalism developed in the Middle
East, how the Holocaust affected
world opinion regarding the need for a
Jewish state, and the significance and
effects of the location and
establishment of Israel on world
affairs
Chapter 12; Chapter 16 Sections 2
and 4
www.ug.bcc.bilkent.edu.tr/~bayer/cmc/main.html
http://odur.let.rug.nl/~usa/H/index.htm
htttp://mcel.pacificU.edu/as/students/Stanley/home.html
www.korean-war.com
www. Vwam.com/vets/hisintro.html
www.pbs.org/battlefieldvietnam/
Chapter 16 Sections 1 and 2
www.chaos.umd.edu/history/toc.html
www.wsu.edu/~dee/MODCHINA/COMMZ.htm
Chapter 13
www.polishworld.com
www.countryreports.org/history/polahist.htm
www.docuweb.ca/hungary/history.html
www.fordham.edu/halsall/mod/1968brezhnev.html
Chapter 15 Sections 3 and 4
www.worldrover.com/history/Israel-history.html
10
10.9.7. Analyze the reasons for the
collapse of the Soviet Union,
including the weakness of the
command economy, burdens of
military commitments, and growing
resistance to Soviet rule by dissidents
in satellite states and the non-Russian
Soviet republics
10.9.8. Discuss the establishment and
the work of the Untied Nations and the
purposes and functions of the Warsaw
Pact, SEATO, NATO, and the
Organization of American States
10.10 Students analyze instances of
nation-building in the contemporary
world in two of the following regions
or countries: the Middle East,
Africa, Mexico, and other parts of
Latin America, and China
10.10.1. Understand the challenges in
the regions, including its geopolitical,
cultural, military, and economic
significance and the international
relationships in which they are
involved
Chapter 13 Sections 1 and 2
http://newarkwww.Rutgers.edu/guides/glo-sov.html
Chapter 11 Section 4; Chapter 12
Sections 1-3; Chapter 14 Section 1
www.nato.int/
www.un.org
Modern World History Resources
Web Resources
Chapters 14, 15 and 16
http://www.ed.gov/free/
www.thehistorynet.com/THNarchives/WorldHistory/
http://courses.ncsu.edu/classes/hi300001/bkmarks.htm#top
www.fordham.edu/halsall/mod/modsbook53.html
10.10.2. Describe the recent history of
the regions, including the political
divisions and systems, key leaders,
religious issues, natural features,
resources, and population patterns
10.10.3. Discuss the important trends
in the region today and whether they
appear to serve the cause of individual
freedom and democracy
Chapters 14, 15 and 16
http://acc6.its.Brooklyn.cuny.edu/~phalsall/other.html#China:History:General
http://www.ed.gov/free/
www.thehistorynet.com/THNarchives/WorldHistory/
Chapters 14, 15 and 16
See above
http://www/ed/gov/free/
www.thehistorynet.com/THNarchives/WorldHistory/
See above
11