Download world history: perspectives on the past

FREEHOLD REGIONAL HIGH SCHOOL DISTRICT
OFFICE OF CURRICULUM AND INSTRUCTION
SOCIAL STUDIES DEPARTMENT
ACADEMIC & HONORS WORLD HISTORY:
PERSPECTIVES ON THE PAST
Course Code:
Grade Level:
9
Credits:
5
020130, 020150, 133300, & 439251
BOARD OF EDUCATION ADOPTION DATE:
AUGUST 25, 2014
FREEHOLD REGIONAL HIGH SCHOOL DISTRICT
Board of Education
Mr. Heshy Moses, President
Mrs. Jennifer Sutera, Vice President
Mr. Carl Accettola
Mr. William Bruno
Mrs. Elizabeth Canario
Mrs. Amy Fankhauser
Mrs. Kathie Lavin
Mr. Michael Messinger
Ms. Maryanne Tomazic
Mr. Charles Sampson, Superintendent
Dr. Jeffrey Moore, Director of Curriculum and Instruction
Curriculum Writing Committee
Ms. Amanda Gratton
Ms. Melissa Jones
Ms. Victoria Quinn
Ms. Leighanne Recktenwald
Mr. Edward Redmond
Mr. Brian Simpson
Supervisors
Mr. Oscar Diaz
Mr. Stanley Koba
Mr. Peter Krais
Ms. Michelle Lilley
Mr. Scott Liptzin
Ms. Judith Newins
020130, 020150, 133300, & 439251: WORLD HISTORY: PERSPECTIVES ON THE PAST
COURSE PHILOSOPHY
The purpose of World History: Perspectives on the Past is to provide each student with fundamental knowledge and skills necessary to understand the
historical impact of individuals and events on the contemporary world. Students are provided with the stimulus and guidance that promote a thriving
learning environment that enables all students to reach their potential.
COURSE DESCRIPTION
World History: Perspectives on the Past is designed with a thematic approach, to achieve the goal of making comparisons throughout time and space. The
course focuses on important themes, ideologies and concepts, with content playing a supporting role. This requires students to develop their critical
thinking, analytical, and interpretive skills. In addition, it requires students to understand that the challenges and issues facing the world today are not
completely new. In fact, they have their roots in historical and cultural contexts. The course has four units of study, each dealing with a specific theme.
Students consider essential questions that are directly linked to the standards prescribed in the New Jersey Core Curriculum Content Standards and
Common Core State Standards.
COURSE SUMMARY
COURSE GOALS
CG1: Students will be able to transfer their understanding of writing skills so that on their own, they will be able to produce an argument supported through
analysis and the use of multiple primary and secondary sources.
CG2: Students will be able to transfer their understanding of primary and secondary source analysis so that on their own, they will be able to determine
potential bias, understand the context of the time in which a source was written, and use the source in the support or refutation of an argument.
CG3: Students will be able to transfer their understanding of geography’s impact on a culture’s development, and how revolutions often reflect a change in
cultural values so that on their own, they will be able to describe how cultures evolved over time due to geography and revolution.
CG4: Students will be able to transfer their understanding of the impact that “revolutionary” ideas and processes have on national and cultural identities so
that, on their own, they will be able to determine conditions that bring about revolutions and social change.
COURSE ENDURING UNDERSTANDINGS
COURSE ESSENTIAL QUESTIONS
CEU1: Education and technology challenge existing power structures.
CEQ1: What technology has had the largest impact on challenging existing
power structures?
CEQ1b: How do education and technology impact power structures?
CEU2: New concepts and ideas challenge existing power structures, and
CEQ2: What intellectual concept or movement has had the largest impact on
create new religions, governments, and cultural practices.
challenging existing power structures?
CEU3: Geography impacts culture which in turn impacts the course of
CEQ3: How has geography influenced revolutions?
revolutions.
CEU4: Direct contact among cultures plays an important role in shaping
CEQ4: How has cultural diffusion played a role in shaping our current global
global history.
world?
CEU5: Effective writing skills provide an opportunity to communicate beliefs CEQ5: How does the power of the written word help cultures and individuals
and ideas in a cultural and personal context.
express their beliefs and ideas?
CEU6: Cultural and historical perspective shape the way documents are
CEQ6: How can reading primary and secondary source documents aid our
written, read, and interpreted.
ability to understand the development of cultures and assess source bias?
UNIT GOALS & PACING
UNIT TITLE
UNIT GOALS
RECOMMENDED
DURATION
Unit 1: Global
Expansion
Students will be able to compare patterns that have developed as a result of global interactions, movement and
expansion so that on their own, they will be able to evaluate the importance of interdependence to societal evolution
or why governments chose to withdraw from the global community.
8-10 weeks
Unit 2: Global
Revolutions
Students will be able to compare and contrast various types of cultural, political, and intellectual revolutions so that on
their own, they will be able to evaluate revolutions’ long term successes and failures.
8-10 weeks
Unit 3: Global
Conflicts
Students will be able to examine the causes and impacts of global interactions during the twentieth century and be
able to analyze how nationalism contributed to the local, national, ethnic, and religious conflicts that were shaped in
their aftermath.
8-10 weeks
Unit 4: Global
Contemporary
Challenges
Students will be able to evaluate the political, social, and economic consequences of modern global change, examine
how contemporary conflicts and ideas are rooted within this evolution, and predict future crises.
8-10 weeks
020130, 020150, 133300, & 439251: WORLD HISTORY: PERSPECTIVES ON THE PAST
UNIT 1: GLOBAL EXPANSION
SUGGESTED DURATION: 8-10 weeks
UNIT OVERVIEW
UNIT LEARNING GOALS
Students will be able to compare patterns that have developed as a result of global interactions, movement and expansion so that on their own, they will be
able to evaluate the importance of interdependence to societal evolution or why governments chose to withdraw from the global community.
UNIT LEARNING SCALE
In addition to score 3 performances, the student can make connections to contemporary issues showing an understanding of how global
4
interactions have shaped the world.
The student will be able to compare patterns that have developed as a result of global interactions, movement and expansion so that on their
own, they will be able to evaluate the importance of interdependence to societal evolution.
 Identify the motivating factors for the Columbian Exchange, Ming Exploration, the rise of the Mongols, the expansion of the Inca and
Aztec, and Muslim Empires’ control of trade routes.
3
 Explain the impact of cultural diffusion which resulted from the Columbian Exchange, Ming Exploration, the rise of the Mongols, and
the Muslim Empire’s control of trade routes.
 Explain why governments, such as 16th and 17th century Japan and the Ming and Qing dynasties of China, choose to isolate themselves
from the global community.
 Identify present interactions and dependencies among modern nations.
The student will describe key ideas, events and people associated with global interactions but does not exhibit an understanding of how this
2
changed the modern world.
With help, the student will demonstrate a partial understanding of key ideas, events and people of this time period and does not exhibit an
1
understanding of the changes that took place in the modern world.
0
Even with help, the student does not exhibit an understanding of the key ideas, events and people or the effects on the modern world.
ENDURING UNDERSTANDINGS
ESSENTIAL QUESTIONS
EU1: Economic interdependence prompted an era of increased globalization EQ1a: How do exploration and interactions among different groups lead to
and conflict between areas of the world.
change and economic diversity?
EQ1b: How would new experiences change your understanding of the world
and how it has evolved?
EU2: Isolationism is a policy applied by nations to prevent cultural change.
EQ2a: Why would a government chose to isolate themselves from the global
community?
EQ2b: Is isolationism wholly positive, negative, or a combination of both?
NJCCCS & COMMON CORE STANDARDS
6.2.12.C.1.a: Compare and contrast the economic policies of China and Japan, and determine the impact these policies had on growth, the desire for colonies, and the
relative positions of China and Japan within the emerging global economy.
6.2.12.C.1.b: Trace the movement of essential commodities (e.g., sugar, cotton) from Asia to Europe to America, and determine the impact trade on the New World’s
economy and society.
6.2.12.C.1.c: Assess the role of mercantilism in stimulating European expansion through trade, conquest, and colonization.
6.2.12.C.1.d: Determine the effects of increased global trade and the importation of gold and silver from the New World on inflation in Europe, Southwest Asia, and Africa.
6.2.12.C.1.e: Determine the extent to which various technologies, (e.g., printing, the marine compass, cannonry, Arabic numerals) derived from Europe’s interactions with
Islam and Asia provided the necessary tools for European exploration and conquest.
6.2.12.D.1.a: Assess the political, social, and economic impact of the Columbian Exchange of plants, animals, ideas, and pathogens on Europeans and Native Americans.
6.2.12.D.1.b: Compare slavery practices and other forms of coerced labor or social bondage common in East Africa, West Africa, Southwest Asia, Europe, and the Americas.
6.2.12.D.1.c: Analyze various motivations for the Atlantic slave trade and the impact on Europeans, Africans, and Americans.
6.2.12.D.1.d: Explain how the new social stratification created by voluntary and coerced interactions among Native Americans, Africans, and Europeans in Spanish colonies
laid the foundation for conflict.
6.2.12.D.1.e: Assess the impact of economic, political, and social policies and practices regarding African slaves, indigenous peoples, and Europeans in the Spanish and
Portuguese colonies.
6.2.12.D.1.f: Analyze the political, cultural, and moral role of Catholic and Protestant Christianity in the European colonies.
9-10.RH.1: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
9-10.RH.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course
of the text.
9-10.RH.3: Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
9-10.RH.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social
studies.
9-10.RH.6: Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their
respective accounts
9-10.RH.8: Assess the extent to which the reasoning and evidence in a text support the author’s claims.
9-10.RH.9: Compare and contrast treatments of the same topic in several primary and secondary sources.
9-10.RH.10: By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently.
9-10.WHST.1: Write arguments focused on discipline-specific content.
9-10.WHST.9: Draw evidence from informational texts to support analysis, reflection, and research.
9-10.WHST.10: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of
discipline-specific tasks, purposes, and audiences.
COMMON ASSESSMENT
ALIGNMENT
DESCRIPTION
6.2.12.C.1.a, e
9-10.RH.1, 2, 6, 8, 9
9-10.WHST. 1, 9, 10
DOK 3
Students will complete a document-based question comparing the motivating factors for and impact of global expansion. Students
will also discuss the impact of cultural diffusion and why governments choose to isolate themselves from the global community.
Suggested topics include: the Columbian Exchange, Ming Exploration, rise of the Mongols, the expansion of the Inca and
Aztec, and Muslim Empires’ control of trade routes.
SUGGESTED STRATEGIES
ACTIVITIES
Students will analyze maps to determine the location of people, plants, and
animals pre- and post- the Columbian Exchange. After students analyze the
maps the will describe the positive and negative impacts of this exchange.
Provide maps showing the locations of specific elements (e.g.,
population maps, pre- and post-Columbian Exchange food diversity,
etc.).
Students can use historical maps available in Google Maps or those
from the Perry-Castaneda Library at the University of Texas, Austin.
Students will construct pamphlets or advertisements to enlist people to come
explore a specific country of the world.
Provide an advance organizer for facts.
DECLARATIVE KNOWLEDGE
Cultural diffusion
Ethnocentrism
Trade routes
Patterns of movement
Columbian Exchange
Expansion
DOK 1
PROCEDURAL KNOWLEDGE



DOK 3

Motivations for exploration
Expansion
Results of exploration
Interpret special purpose maps to
discover the impacts of the
Columbian Exchange
Analyze maps to identify patterns
of movement
Critique maps for the validity of
their data

Create a persuasive argument
outlining cause and effect
Apply concepts of motivating
factors in construction of an
argument
DOK 1
DOK 3, 4
Students will construct a comparative chart analyzing similarities and
differences among the different regions of the world as they relate to the
motivating factors behind expansion.
For students who have difficulty a base model with trigger words and
organizational format will be provided.
Motivations for exploration
Isolationism
Cultural diffusion
Methods of control
Ming, Qing, Aztec, Inca, Mongols,
Ottomans, Safavid, Mughal, Spain,
Portugal
DOK 1
Cite specific textual evidence to
support analysis of primary and
secondary source documents
DOK 3
020130, 020150, 133300, & 439251: WORLD HISTORY: PERSPECTIVES ON THE PAST
UNIT 2: GLOBAL REVOLUTIONS
SUGGESTED DURATION: 8-10 weeks
UNIT OVERVIEW
UNIT LEARNING GOALS
Students will be able to compare and contrast various types of cultural, political, and intellectual revolutions so that on their own, they will be able to
evaluate revolutions’ long term successes and failures.
UNIT LEARNING SCALE
In addition to score 3 performances, the student will be able to make predictions as to which modern day revolutions will be successful as a
4
result of their understanding of past revolutions.
The student will be able to compare and contrast various types of cultural, political, and intellectual revolutions so that on their own, they will
be able to evaluate their long term successes and failures.
 Determine factors that lead to rebirth of art and literature within cultures such as Italy in the 1400s and the Tang and Song Dynasties
of China.
 Analyze the emergence of new religions and their impact on existing belief structures as seen in events such as the Protestant
3
Reformation and Catholic Reformation.
 Analyze the impact of revolutions in science and industry such as the European Scientific Revolution and industrialization in Europe,
Asia, and India.
 Evaluate how the emergence of new political philosophies impacted traditional methods of government such as the European
Enlightenment, the French Revolution, the Haitian Revolution, and/or the English Civil War.
2
The student can identify causes and effects of individual revolutions.
1
The student can trace the historic chronology of these revolutions and classify which events specifically occurred during each.
0
Even with help, the student does not exhibit understanding of the political and social revolutions discussed in the unit.
ENDURING UNDERSTANDINGS
ESSENTIAL QUESTIONS
EU1: Revolutions occur in cultural, political, and intellectual contexts.
EQ1a: What would make you take part in a revolution?
EQ1b: If you were successful in a political revolution, how would you
structure your government?
EQ1c: What conditions do you believe cause cultural and intellectual
revolutions to occur?
EU2: Causes for revolution can be regionally specific but also have common
EQ2a: What do you believe are the common causes for different types of
themes across time and space.
revolutions?
EQ2b: How do you feel variations in culture impact revolutions?
EQ2c: How do we see history repeat itself through revolutions?
NJCCCS & COMMON CORE STANDARDS
6.1.12.B.2.a: Analyze how the United States has attempted to account for regional differences while also striving to create an American identity.
6.1.12.B.2.b: Evaluate the effectiveness of the Northwest Ordinance in resolving disputes over Western lands and the expansion of slavery.
6.2.12.C.2.a: Relate the development of more modern banking and financial systems to European economic influence in the world.
6.2.12.D.2.a: Determine the factors that led to the Renaissance and the impact on the arts.
6.2.12.D.2.b: Determine the factors that led to the Reformation and the impact on European politics.
6.2.12.D.2.c: Justify how innovations from Asian and Islamic civilizations, as well as from ancient Greek and Roman culture, laid the foundation for the Renaissance.
6.2.12.D.2.d: Analyze the impact of new intellectual, philosophical, and scientific ideas on how humans viewed themselves and how they viewed their physical and spiritual
worlds.
6.2.12.D.2.e: Assess the impact of the printing press and other technologies developed on the dissemination of ideas.
9-10.RH.1: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
9-10.RH.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course
of the text.
9-10.RH.3: Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
9-10.RH.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social
studies.
9-10.RH.6: Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their
respective accounts.
9-10.RH.8: Assess the extent to which the reasoning and evidence in a text support the author’s claims.
9-10.RH.9: Compare and contrast treatments of the same topic in several primary and secondary sources.
9-10.RH.10: By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently
9-10.WHST.1: Write arguments focused on discipline-specific content.
9-10.WHST.9: Draw evidence from informational texts to support analysis, reflection, and research.
9-10.WHST.10: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of
discipline-specific tasks, purposes, and audiences.
COMMON ASSESSMENT
ALIGNMENT
DESCRIPTION
6.1.12.B.2.b
6.2.12.D.2.b, d
9-10.WHST. 1, 9, 10
9-10.RH.1, 2, 4, 6
DOK 4
Students will prepare a declaration of rights that synthesizes the desires and wants of people who participated in revolutions across
time and space. Students will analyze the work of an anonymous student and write an evaluation of whether or not the declaration
of rights will create a foundation for a successful revolution. Suggested topics include: rebirth of culture, emergence of new
religions, scientific, technologic and industrial change, and political revolutions.
SUGGESTED STRATEGIES
ACTIVITIES
Students will analyze a portion of Niccolo Machiavelli’s The Prince and
identify how it would influence emerging and/or current leaders around
the world.
Provide an annotated version of the document where for
students who have difficulty reading primary source text.
DECLARATIVE KNOWLEDGE
Niccolo Machiavelli
Personality traits of an effective leader
as defined by Machiavelli
Renaissance politics
DOK 1
PROCEDURAL KNOWLEDGE
 Cite specific textual evidence to
support analysis of The Prince
 Determine the central ideas or
information of The Prince and
provide an accurate summary of
key ideas that are developed over
the course of the text.
DOK 1, 3
Students will draw conclusions from photographs showing factories and
child labor practices during industrial revolutions past and present.
Students who have difficulty can observe fewer photos from
historic and modern industrial revolutions
Students can access photographs from the Library of Congress
Flickr pilot project or the San Francisco Public Library Historical
Photograph Collection. Students can also present their findings
in a photo essay via PowerPoint, SlideShare, etc.
Students will create a RAFT (role, audience, format, topic) writing
assignment for the scientific revolution choosing a specific scientist,
political figure, or religious leader.
Students may benefit from receiving a sample with examples of
each element of the RAFT activity.
Industrial revolution
Child labor
Products of construction
Working conditions
Labor rights
Unions
DOK 1
Causes of revolutions
Effects of revolutions
Political revolution
Cultural revolution
Technological revolution
Scientific revolution
DOK 1


Analyze in detail a series of photos
Argue for causality or precedence
of a series of events (i.e., whether
an earlier event caused or simply
predated a later event)
DOK 2
Determine the meaning of words and
phrases as they are used in a text,
including vocabulary describing
political, social, or economic aspects
of history/social science
DOK 1
020130, 020150, 133300, & 439251: WORLD HISTORY: PERSPECTIVES ON THE PAST
UNIT 3: GLOBAL CONFLICTS
SUGGESTED DURATION: 8-10 weeks
UNIT OVERVIEW
UNIT LEARNING GOALS
Students will be able to examine the causes and impacts of global interactions during the twentieth century and be able to analyze how nationalism
contributed to the local, national, ethnic, and religious conflicts that were shaped in their aftermath.
UNIT LEARNING SCALE
In addition to score 3 performances, the student can develop a detailed definition of global interaction and analyze how the local, national,
4
ethnic, and religious conflict were shaped in their aftermath and continue to this day.
The student can develop a detailed definition of global interactions and analyze how local, national, ethnic, and religious conflicts were shaped
in their aftermath.
 Explain how different cultures reacted to intrusions into their territory by foreign powers such as the Sepoy Rebellion in India, the
Meiji Restoration in Japan, Ethiopian resistance to Imperialism, and/or 20th century Latin American Revolutions.
3
 Evaluate the methods used by various nations to gain control of territories outside of their traditional borders such as European
imperialism, the West African slave trade, and the tribute systems of China and/or Japan.
 Analyze the emergence of nationalism and its effects in Africa, India, Asia or South America.
 Evaluate how global conflicts represented a movement towards internationalism among nations such as the Russian Revolution,
World War I and the rise of Marxism (Communism/Socialism).
2
The student can define global interaction and briefly explain the immediate or long term effects.
1
The student has difficulty defining global interaction and cannot identify immediate or long term effects.
0
Even with help, the student does not exhibit an understanding of global interaction.
ENDURING UNDERSTANDINGS
ESSENTIAL QUESTIONS
EU 1: Expansion and progress transforms the political, economic, and
EQ1a: How have leaders defended the use of force to conquer other
cultural dynamics of both stronger and weaker nations.
peoples?
EQ1b: How would you defend national self-determination?
EU2: Treaties and other forms of conflict resolution can lead to varying
EQ2a: What are the positive and negative results of political and
outcomes.
technological progress?
EQ2b: How can individual agendas impact the creation of a “balanced” peace
document?
EQ2c: What are examples and historical consequences of holding a whole
nation accountable for conflict?
EU3: Global conflicts occur as a result of long term and short term causes.
EQ3a: Why do we say that conflicts often occur as a result of both long and
short term causes?
EQ3b: What are the key differences between global conflicts and regional
conflicts?
NJCCCS & COMMON CORE STANDARDS
6.2.12.B.3.a: Assess the impact of imperialism by comparing and contrasting the political boundaries of the world in 1815 and 1914.
6.2.12.B.3.b: Relate the Industrial Revolution to population growth, new migration patterns, urbanization, and the environment.
6.2.12.B.3.c: Relate the role of geography to the spread of independence movements in Latin America.
6.2.12.C.3.a: Analyze interrelationships among the agricultural revolution, population growth, industrialization, specialization of labor, and patterns of land-holding.
6.2.12.C.3.b: Analyze interrelationships among the Industrial Revolution, nationalism, competition for global markets, imperialism, and natural resources.
6.2.12.C.3.c: Compare the characteristics of capitalism, communism, and socialism to determine why each system emerged in different world regions.
6.2.12.C.3.d: Determine how, and the extent to which, scientific and technological changes, transportation, and new forms of energy brought about massive social,
economic, and cultural changes.
6.2.12.C.3.e: Assess the impact of imperialism on economic development in Africa and Asia.
6.2.12.C.3.f: Determine the extent to which Latin American political independence also brought about economic independence in the region.
6.2.12.D.3.a: Explain how individuals and groups promoted revolutionary actions and brought about change during this time period.
6.2.12.D.3.b: Explain how industrialization and urbanization affected class structure, family life, and the daily lives of men, women, and children.
6.2.12.D.3.c: Compare and contrast China’s and Japan’s views of and responses to imperialism, and determine the effects of imperialism on the development and prosperity
of each country in the 20th century.
6.2.12.D.3.d: Analyze the extent to which racism was both a cause and consequence of imperialism, and evaluate the impact of imperialism from multiple perspectives.
6.2.12.D.3.e: Analyze the impact of the policies of different European colonizers on indigenous societies, and explain the responses of these societies to imperialistic rule.
6.2.12.A.4.a: Explain the rise of fascism and spread of communism in Europe and Asia.
6.2.12.A.4.b: Compare the rise of nationalism in China, Turkey, and India.
6.2.12.A.4.c: Analyze the motivations, causes, and consequences of the genocides of Armenians, Roma (gypsies), and Jews, as well as the mass exterminations of Ukrainians
and Chinese.
6.2.12.B.4.a: Determine the geographic impact of World War I by comparing and contrasting the political boundaries of the world in 1914 and 1939.
6.2.12.B.4.b: Determine how geography impacted military strategies and major turning points during World War II.
6.2.12.B.4.c: Explain how the disintegration of the Ottoman empire and the mandate system led to the creation of new nations in the Middle East.
6.2.12.B.4.d: Explain the intended and unintended consequences of new national boundaries established by the treaties that ended World War II.
6.2.12.C.4.a: Analyze government responses to the Great Depression and their consequences, including the growth of fascist, socialist, and communist movements and the
effects on capitalist economic theory and practice.
6.2.12.C.4.b: Compare and contrast World Wars I and II in terms of technological innovations (i.e., industrial production, scientific research, war tactics) and social impact
(i.e., national mobilization, loss of life, and destruction of property).
6.2.12.C.4.c: Assess the short- and long-term demographic, social, economic, and environmental consequences of the violence and destruction of the two World Wars.
6.2.12.C.4.d: Analyze the ways in which new forms of communication, transportation, and weaponry affected relationships between governments and their citizens and
bolstered the power of new authoritarian regimes during this period.
6.2.12.D.4.a: Analyze the extent to which nationalism, industrialization, territory disputes, imperialism, militarism, and alliances led to World War I.
6.2.12.D.4.b: Analyze the Treaty of Versailles and the League of Nations from the perspectives of different nations.
6.2.12.D.4.c: Assess the causes of revolution in the 20th century (i.e., in Russia, China, India, and Cuba), and determine the impact on global politics.
6.2.12.D.4.d: Analyze the extent to which the legacy of World War I, the global depression, ethnic and ideological conflicts, imperialism, and traditional political or economic
rivalries caused World War II.
6.2.12.D.4.e: Compare how Allied countries responded to the expansionist actions of Germany and Italy.
6.2.12.D.4.f: Explain the role of colonial peoples in the war efforts of the Allies and the Central/Axis Powers in both World Wars.
6.2.12.D.4.g: Analyze the role of nationalism and propaganda in mobilizing civilian populations in support of “total war.”
NJCCCS & COMMON CORE STANDARDS
6.2.12.D.4.h: Assess the extent to which world war, depression, nationalist ideology, communism, and liberal democratic ideals contributed to the emergence of
movements for national self-rule or sovereignty in Africa and Asia.
6.2.12.D.4.i: Compare and contrast the actions of individuals as perpetrators, bystanders, and rescuers during events of persecution or genocide, and describe the longterm consequences of genocide for all involved.
6.2.12.D.4.j: Analyze how the social, economic, and political roles of women were transformed during this time period.
6.2.12.D.4.k: Analyze how the arts represent the changing values and ideals of society.
6.2.12.D.4.l: Assess the cultural impact of World War I, the Great Depression, and World War II.
9-10.RH.1: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
9-10.RH.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course
of the text.
9-10.RH.3: Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
9-10.RH.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social
studies.
9-10.RH.6: Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their
respective accounts.
9-10.RH.8: Assess the extent to which the reasoning and evidence in a text support the author’s claims.
9-10.RH.9: Compare and contrast treatments of the same topic in several primary and secondary sources.
9-10.RH.10: By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently
9-10.WHST.1: Write arguments focused on discipline-specific content.
9-10.WHST.9: Draw evidence from informational texts to support analysis, reflection, and research.
9-10.WHST.10: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of
discipline-specific tasks, purposes, and audiences.
COMMON ASSESSMENT
ALIGMENT
6.2.12.B.3.a, c
6.2.12.C.3. d, e
6.2.12.D.3.a, c, d, e
6.2.12.B.4.a
6.2.12.D.4.a, c
9-10.RH.9-10.1, 2, 4, 9
9-10.WHST. 1, 9, 10
DOK 4
DESCRIPTION
Students will research and produce three written responses relating to twentieth century global interactions:
 one response representing the pros of global interactions;
 one response representing the cons of global interactions;
 one presenting an analysis and overall evaluation of global interactions, citing evidence from research and previouslyconstructed responses.
SUGGESTED STRATEGIES
ACTIVITIES
Students will analyze political cartoons and other primary sources
communicating visual messages about the causes, events, and effects of
the economic, cultural or other conquest of weaker nations by stronger
nations. Students will then create their own political cartoons or other
“primary” sources related to a historical or current example imperialism.
Provide detailed checklists for students who have difficulty
creating artifacts.
Students can use digital storytelling apps/sites to create their
cartoons. Possible resources: Animoto, Glogster, Storybird, etc.
DECLARATIVE KNOWLEDGE
Imperialism
Factors for imperialism
Patterns of imperialism
Impact of imperialism
Representations of imperialism
Justification for imperialism
DOK 1
PROCEDURAL KNOWLEDGE
 Determine the central ideas or
information of a primary or
secondary source; provide an
accurate summary of how key
events or ideas develop over the
course of the text
 Compare the point of view of two
or more cartoonists for how they
treat the same or similar topics;
including which details they
include and emphasize in their
respective accounts
DOK 1, 2
Students will analyze the Treaty of Versailles and historical
interpretations to assess its ability to maintain peace.
Students may benefit from an annotated version of the
document.
Treaty of Versailles
Paris Peace Conference
Global conflicts
League of Nations
DOK 1
Students will examine territorial maps from the Age of Imperialism
and/or pre and post World War I to connect territorial changes to later
conflicts.
Students who have difficulty will be provided with maps that
show the major areas where territorial change caused conflict.
Students can use historical maps available in Google Maps or
those from the Perry-Castaneda Library at the University of
Texas, Austin.
Compare and contrast treatments of
the same topic in several primary and
secondary source documents
DOK 2
Political boundaries pre and post conflict 
Reasons for territorial conquest

Methods of control
Imperialism
Tribute system
DOK 1
Analyze in detail a series of maps
Argue for causality or precedence
of a series of events (i.e., whether
an earlier event caused or simply
predated a later event)
DOK 2
020130, 020150, 133300, & 439251: WORLD HISTORY: PERSPECTIVES ON THE PAST
UNIT 4: GLOBAL CONTEMPORARY CHALLENGES
SUGGESTED DURATION: 8-10 weeks
UNIT OVERVIEW
UNIT LEARNING GOALS
Students will be able to evaluate the political, social, and economic consequences of modern global change, examine how contemporary conflicts and ideas
are rooted within this evolution, and predict future crises.
UNIT LEARNING SCALE
In addition to score 3 performances, the student can identify and describe contemporary global challenges in detail, connect these challenges
to the origins of the communities they currently plague, and identify patterns of global challenges across borders and time periods.
The student can evaluate the political, social, and economic causes and consequences of modern global challenges.
 Evaluate the impact of World War II as a reaction to the Treaty of Versailles and the interwar period.
 Evaluate the efforts of international peacekeeping organizations like the United Nations to find balance among sometimes competing
efforts of national sovereignty, human rights, and international stability.
3
 Explain how Cold War tensions shaped the political systems, cultural identities, and economic conditions of twentieth century Eastern
Europe, Latin America, or Africa.
 Evaluate the lingering effects of consolidated empires and imperialism in Africa, Southeast Asia, or the Middle East, in particular their
importance in leading to modern political revolutions.
The student can identify and describe contemporary global challenges in some detail, but cannot connect these challenges to the histories of
2
the communities they currently plague.
With help, the student will demonstrate a limited understanding of contemporary global challenges, but cannot connect these challenges to
1
the histories of the communities they currently plague.
0
Even with help, the student does not exhibit understanding of contemporary global challenges.
ENDURING UNDERSTANDINGS
ESSENTIAL QUESTIONS
EU1: Political, economic, and cultural vestiges contribute to modern
EQ1a: What impact did the development and dismantling of communism
challenges faced by nations throughout the world.
have on the global landscape in the 20th century?
EQ1b: What remnants of imperialism remain in the 21st century and what
are the contemporary consequences?
4
EU2: Global organizations and communities must find a balance between
respecting national sovereignty and fundamental human rights.
EQ2: How can you hold people accountable for crimes against humanity?
NJCCCS & COMMON CORE STANDARDS
6.2.12.A.5.a: Explain how and why differences in ideologies and policies between the United States and the USSR resulted in a cold war, the formation of new alliances, and
periodic military clashes.
6.2.12.A.5.b: Analyze the structure and goals of the United Nations and evaluate the organization’s ability to solve or mediate international conflicts.
6.2.12.A.5.c: Explain how World War II led to aspirations for self-determination, and compare and contrast the methods used by African and Asian countries to achieve
independence.
6.2.12.A.5.d: Analyze the causes and consequences of mass killings (e.g., Cambodia, Rwanda, Bosnia-Herzegovina, Somalia, and Sudan), and evaluate the responsibilities of
the world community in response to such events.
6.2.12.A.5.e: Assess the progress of human and civil rights around the world since the 1948 U.N. Declaration of Human Rights.
6.2.12.B.5.a: Determine the impact of geography on decisions made by the Soviet Union and the United States to expand and protect their spheres of influence.
6.2.12.B.5.b: Analyze the reasons for the Cold War and the collapse of the Soviet Union, and evaluate the impact of these events on changing national boundaries in Eastern
Europe and Asia.
6.2.12.B.5.c: Determine the impact of migration on way of life (e.g., social, economic, and political structures) in countries of origin and in adopted countries.
6.2.12.B.5.d: Analyze post-independence struggles in South Asia, including the struggle over the partitioning of the subcontinent into India and Pakistan, as well as later
tensions over Kashmir.
6.2.12.C.5.a: Explain how and why Western European countries and Japan achieved rapid economic recovery after World War II.
6.2.12.C.5.b: Compare and contrast free market capitalism, Western European democratic socialism, and Soviet communism.
6.2.12.C.5.c: Assess the impact of the international arms race, the space race, and nuclear proliferation on international politics from multiple perspectives.
6.2.12.C.5.d: Determine the challenges faced by developing nations in their efforts to compete in a global economy.
6.2.12.C.5.e: Assess the reasons for and consequences of the growth of communism and shift toward a market economy in China.
6.2.12.C.5.f: Assess the impact of the European Union on member nations and other nations.
6.2.12.C.5.g: Evaluate the role of the petroleum industry in world politics, the global economy, and the environment.
6.2.12.D.5.a: Relate the lingering effects of colonialism to the efforts of Latin American, African, and Asian nations to build stable economies and national identities.
6.2.12.D.5.b: Assess the impact of Gandhi’s methods of civil disobedience and passive resistance in India, and determine how his methods were later used by people from
other countries.
6.2.12.D.5.c: Assess the influence of television, the Internet, and other forms of electronic communication on the creation and diffusion of cultural and political information,
worldwide.
6.2.12.D.5.d: Analyze how feminist movements and social conditions have affected the lives of women in different parts of the world, and evaluate women’s progress
toward social equality, economic equality, and political equality in various countries.
6.2.12.A.6.a: Evaluate the role of international cooperation and multinational organizations in attempting to solve global issues.
6.2.12.A.6.b: Analyze the relationships and tensions between national sovereignty and global interest in matters such as territory, economic development, use of natural
resources, and human rights.
6.2.12.A.6.c: Analyze why terrorist movements have proliferated, and evaluate their impact on governments, individuals, and societies.
6.2.12.A.6.d: Assess the effectiveness of responses by governments and international organizations to tensions resulting from ethnic, territorial, religious, and/or nationalist
differences.
6.2.12.B.6.a: Determine the global impact of increased population growth, migration, and changes in urban-rural populations on natural resources and land use.
6.2.12.C.6.a: Evaluate efforts of governmental, nongovernmental, and international organizations to address economic imbalances and social inequalities.
6.2.12.C.6.b: Compare and contrast demographic trends in industrialized and developing nations, and evaluate the potential impact of these trends on the economy,
political stability, and use of resources.
NJCCCS & COMMON CORE STANDARDS
6.2.12.C.6.c: Assess the role government monetary policies, central banks, international investment, and exchange rates play in maintaining stable regional and global
economies.
6.2.12.C.6.d: Determine how the availability of scientific, technological, and medical advances impacts the quality of life in different countries.
6.2.12.D.6.a: Assess the role of increased personal and business electronic communications in creating a “global” culture, and evaluate the impact on traditional cultures
and values.
9-10.RH.1: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
9-10.RH.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course
of the text.
9-10.RH.3: Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
9-10.RH.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social
studies.
9-10.RH.6: Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their
respective accounts.
9-10.RH.8: Assess the extent to which the reasoning and evidence in a text support the author’s claims.
9-10.RH.9: Compare and contrast treatments of the same topic in several primary and secondary sources.
9-10.RH.10: By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently
9-10.WHST.1: Write arguments focused on discipline-specific content.
9-10.WHST.9: Draw evidence from informational texts to support analysis, reflection, and research.
9-10.WHST.10: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of
discipline-specific tasks, purposes, and audiences.
COMMON ASSESSMENT
NJCCCS/CCSS
6.2.12.A.5.b, e
6.2.12.C.5.c, d, e, f, g
6.2.12.D.5.a, c, d
6.2.12.A.6.a, b, c, d
6.2.12.B.6.a
6.2.12.C.6.a, c, d
6.2.12.D.6.a
9-10.RH.1, 2, 4, 6,
9-10.WHST. 1, 9, 10
DOK 4
DESCRIPTION
Students will assume the role of a specific nation to address a current global challenge in the format of a Model United
Nations (UN). Each student will create one or more resolutions, properly formatted and worded, answering a specific
and current international issue from the viewpoint of an assigned UN member nation.
SUGGESTED STRATEGIES
ACTIVITIES
Students will conduct research to determine the role technology
plays in contemporary revolutions and produce a multi-media
response evaluating its impact. Students should model the use
of a specific technology to demonstrate its impact on world
events. For example, demonstrate how quickly Twitter can
spread information, how cell phone videos can capture unique
perspectives, etc.
DECLARATIVE KNOWLEDGE
Technological innovations of the 20th
and 21st centuries
Social media and the internet
Arab Spring
Color Revolutions
PROCEDURAL KNOWLEDGE
 Hypothesize the effect technology
had on contemporary revolutions
 Develop claim(s) and counter
claims fairly, supplying evidence
for each while pointing out the
strengths and limitations of both
DOK 1
DOK 4
Students may benefit from a list of specific web-based and other
resources to use.
Students will investigate contemporary violations of the United Nations
Universal Declaration of Human Rights.
Students may benefit from topic assignments, or a protocol for
guided research to choose their own topics.
United Nations Universal Declaration of
Human Rights
Human rights
Rights violations
United Nations


DOK 1
Determine the central ideas of a
primary or secondary source and
provide an accurate summary of
how events relate to these
documents
Conduct short as well as more
sustained research projects to
answer a question, narrowing or
broadening inquiry when
appropriate, synthesizing multiple
sources, and demonstrating
understanding of the subject
under investigation
DOK 1, 3