Download The Scientific Revolution and the Enlightenment

Farmington Public Schools
Curriculum Map
Course: World History II
Department: Social Studies
Course Purpose:
“Our loyalties must transcend our race, our tribe, our class, our
nation, and this means we must develop a world perspective”
- Dr. Martin Luther King Jr.
World History II is a one year course required for all tenth graders. It is the continuation of
the ninth grade World History I requirement.
We believe that a thorough, two year program in world history helps fulfill our school’s
academic, civic and social mission. It prepares young people for citizenship in an
increasingly pluralistic society and interdependent world. By examining the lives of leaders
and ordinary people from the past 250 years, they will learn to reflect, think critically, and
reason with evidence. Understanding where the world has been and what it has become will
help students see how they are part of the global community and face the challenges of the
21st century.
Major Learning Goals and Understandings:
Progress, conflict resolution and resisting oppression are the major concepts developed
throughout the year. Because our major themes emphasize the growth of human rights,
economic development, modernization, and globalization our Essential Understandings are:
 Conflict and Cooperation
 Political Systems
 Time, Continuity and Change
 Science, Technology and Society
 Economic Decision Making
 Global and Community Interdependence
Students will learn how to write and speak persuasively and reason with evidence through
short essays, debates, and historical role plays. Students are also prepared for the state CAPT
Interdisciplinary exams.
Units:
Unit 1: The Scientific Revolution and the Enlightenment
Unit 2: The French Revolution and the Napoleonic Era
Unit 3: Industrial Revolution
Unit 4: Nationalism and the rise of Nation-States
Unit 5: The New Imperialism
Unit 6: World War I and its aftermath
Unit 7: The rise of Militarism and Totalitarianism States
Unit 8: World War II and its aftermath
Unit 9: Globalization since 1945
Authors: Louise Campbell and Lance Goldberg
Revision: Louise Campbell and Michael McElwee
Date: June 28, 2007
Unit 1: The Scientific Revolution and the Enlightenment
Grade: 10
Subject: Social Studies
Course: World History II
Length of Unit: 15 days
Essential Questions
1. How do new ideas challenge old ways of thinking?
2. Did these new ideas lead to progress?
Stage I - Standards
Primary EU’s and Content
Standards
Key Content Knowledge and Concepts/Skills
The students will know:
The students will be able to:
TIME, CONTINUITY AND
CHANGE
4.15 The Renaissance and
Reformation introduced and diffused
the ideas of progress, humanism, and
individualism. Between the 16th and
18th centuries, these ideas increasingly
challenged the status quo.
The ideas of the Renaissance and
Reformation continued to transform
politics, culture and society.
Interpret different points of view
about state power versus individual
liberties.
New ideas of individualism,
meritocracy and secularism
challenged the status quo (“the
ancient regime”)
Analyze the long term effects of the
Scientific Revolution and the
Enlightenment on the ideals of
reason and progress.
SCIENCE, TECHNOLOGY AND
SOCIETY
11.8, 11.9 Scientific thinking and
innovations transformed Western
beliefs and values
The Scientific Revolution made
reason, evidence and the Scientific
Method the basis of understanding in
Western Civilization
Debate the pros and cons of
democracy, the death penalty, and
women rights
POLITICAL SYSTEMS
2.10 The ideas of the Enlightenment
challenged the legitimacy of
monarchy, theocracy and feudalism.
New expectations about liberty,
representative government, separation
of church and state and human rights
led to conflict with existing
authorities.
New ideas in science led philosophers
to propose alternative theories about
government and individual rights
The Enlightenment diffused new
ideas about the Scientific Method,
natural law, natural rights, checks and
balances, freedom of expression and
government by the consent of the
governed.
Stage II – Common Assessments
Reading for Information: Enlightenment Philosopher (to be decided by the team) using unit EU’s and thinking skills
Suggested: Debates on Women’s Equality, Death Penalty, Democracy vs. Enlightened Despotism
Stage III– Core/Assured Learning Experiences
Introduce CAPT strategy of “Reading for Information”.
Introduce core thinking skills of Point of View, Cause & Effect and Reasoning with Evidence
Unit 2: The French Revolution and the Napoleonic Era
Grade: 10
Subject: Social Studies
Course: World History II
Length of Unit: 13 days
Essential Questions
1. How did the Enlightenment lead to the French Revolution?
2. Did the French Revolution achieve its goals?
Stage I - Standards
Primary EU’s and Content
Standards
Key Content Knowledge and Concepts/Skills
The students will know:
The students will be able to:
DEVELOPMENT OF HUMAN
CIVILIZATION
3.18 The success of the American
Revolution inspired the French to
overthrow their monarch and
establish a government based on
Enlightenment ideals. The French
Revolution became a model for
countries around the world
attempting to resist oppression in the
19th and 20th centuries.
The impact of Enlightenment ideals
on the French Revolution
(expectations of a higher standard of
living and social mobility,
representative government, fiscal
responsibility, religious tolerance)
POLITICAL SYSTEMS
2.11 The ideals of the Enlightenment
were used to justify and legitimatize
different forms of government that
emerged during the French
Revolution.
Different factions that emerged after
the Revolution led to instability, the
Terror and war.
COOPERATION AND CONFLICT
5.10 Understand the immediate and
long term results of conflict created
by revolution and war, both resolved
and unresolved.
How the French experimented with
different forms of government
(constitutional monarchy, republic,
dictatorship.
Identify points of view using a
political spectrum (radical, liberal,
moderate, conservative, reactionary).
Analyze the impact of Enlightenment
ideals on important documents of the
French Revolution
Evaluate the successes, failures and
unresolved conflicts created by the
French Revolution and the
Napoleonic Era
Identify the successes and failures of
the Napoleonic Era (coup d’etat,
Napoleonic Code, meritocracy,
nationalism, conscription, hegemony,
nepotism, despotism).
Stage II – Common Assessments
Practice CAPT Essay, Writing Across the Disciplines: “Did the Revolution Achieve its Goals?”
Suggested: Debate on Napoleon: “Enlightened Despot or Tyrant?”
Stage III– Core/Assured Learning Experiences
Create a graphic organizer in preparation for the CAPT essay question, “Did the Revolution Achieve its Goals?
Students will first identify the conditions in France that led to revolution. Then, they will generate a list of goals from
the ideals of the Enlightenment. Finally, they will evaluate the extent to which the decisions of the revolutionaries
addressed these conditions and goals.
Create a timeline in notebooks 1789-1815
rd
Analyze primary sources: “The Declaration of Independence” , “What is the 3 Estate?”, “Declaration of the Rights of
Man” , “Declaration of the Rights of Woman”, “Robespierre’s speech on regicide”
Analyze art as a form of propaganda: portraits of Napoleon, Goya’s “Third of May”
Unit 3: Age of Nationalism and Rise of Nation-States
Grade: 10
Subject: Social Studies
Course: World History II
Length of Unit: 15 days
Essential Questions
1. Where does nationalism come from?
2. Does nationalism lead to progress?
Stage I - Standards
Primary EU’s and Content
Standards
POLIITCAL SYSTEMS
2.13 explain the historical
development of nation states and the
significance of nationalism as a force
in history.
DEVELOPMENT OF HUMAN
CIVILIZATION
3.17 explain and analyze examples of
cultural diffusion and adaptation, and
the spread of ideas and beliefs.
Analyze how the Enlightenment and
French Revolution inspired people
around the world to create nationstates in the 19th century.
COOPERATION AND CONFLICT
5.9 analyze examples of the causes
and effects of conflict including
colonialism, imperialism, and world
conflict.
Examine how the backlash against
imperialism led to nationalism in
many countries.
INFORMATION ACCESSING
1.12.3, 1.12.4, 1.12.5 Students will
develop a search strategy to access
advanced references, indexes,
dictionaries and special subject
sources.
Students will demonstrate ability to
extract and organize relevant
information from a variety of source
formats.
Students will demonstrate ability to
synthesize information to answer a
Key Content Knowledge and Concepts/Skills
The students will know:
The students will be able to:
The role of culture, politics and
history in the development of national
identity (anthems, protest music, art,
flags, commemorative holidays).
The positive and negative effects of
nationalism (progress versus
oppression).
The diffusion and adaptation of
Enlightenment ideals in the 19th
century to national movements of
liberation and unification.
(sovereignty, right to rebel, natural
rights, modernization)
Compare and contrast the class
structures of pre-revolutionary France
and Latin America.
Using the strategy of Concept
Attainment, write a definition of
nationalism.
Make inferences about national
identity using art and other cultural
artifacts.
Display empathy for people who
resisted imperial oppression using art
and primary sources.
The global legacies of Napoleon on
the spread of nationalism (national
self-determination, anti-colonialism)
and the limits of imperialism
(Congress of Vienna, collective
security, hegemony, balance of
power).
Formulate questions about national
identity using speeches, maps and
primary source documents.
Identify different ways nations-states
achieve independence (charismatic
leaders, Realpolitick, alliances,
revolution, guerilla warfare)
Using case studies of 19th century
and contemporary Germany and
Brazil, discuss the EQ, “Did
Nationalism Lead to Progress?”
Analyze maps of South and Central
America and German to explain
obstacles to national unification.
question or support a thesis position.
COMMUNICATION
2.12.1 Students will use word
processing software to compose, edit,
and revise ideas for clear
communication and purposeful
writing in papers, essays, and reports.
2.12.4 Students will use video, audio,
and multimedia tools to create clear
and meaningful presentations of
ideas.
Stage II – Common Assessments
Reading for Information Practice CAPT: primary source document on Latin American nationalism.
Library research project: Where Does Nationalism Come From? Does it Lead to Progress?
Students will identify, research and analyze the roots of nationalism of a country of their choosing. They will also
explain with evidence if nationalism led to progress in that country. The product can be a poster, power point, or
performance, accompanied by a written analysis. (information literacy and technology standard 1.12.3, 1.12.4,
2.12.4)
Note: This project may be researched at the teacher’s discretion any time before the midterm.
Suggested: Historical Role-play of the Congress of Vienna. Each student will draft, prepare, and present a speech that
takes a position on restoring peace after the Napoleonic wars. Students will also submit a written debriefing.
Stage III– Core/Assured Learning Experiences
Analyze the pros and cons of nationalism using a T-chart.
Analyze primary sources to explain and evaluate the origins and impact of nationalism (Simon Bolivar, Otto von
Bismarck)
Analyze western and non-Western art and music as a primary source document to infer the cultural role of nationalism
(Goya, Diego Rivera, Frida Kahlo, Beethoven, Chopin, Caspar David Friedrich, Delacroix)
Analyze maps of the Italian and German States, South America, Latin America and the Caribbean.
Suggested: Historical Role-play of the Congress of Vienna. Students will role play the point of view of different
European leaders who attempted to restore the balance of power in Europe after the Napoleonic wars.
Unit 4: The Industrial Revolution
Grade: 10
Subject: Social Studies
Course: World History II
Length of Unit: 15
Essential Questions
1. How are people and society affected by industrialization?
2. Does industrialization lead to progress?
Stage I - Standards
Primary EU’s and Content
Standards
COOPERATION AND CONFLICT
5.10 Explain how industrialization
created new conflicts between classes
and how these conflicts were resolved
through reform, revolution, and social
legislation.
ECONOMIC DECSION-MAKING
10.13 Explore the responses to
industrialization in the new
philosophies that emerged including
Luddites, unions, utilitarianism,
laissez-faire capitalism, socialism and
communism.
SCIENCE, TECHNOLOGY AND
SOCIETY
11. 8, 11.9 Analyze the social impact
of technological developments on
people’s core values, beliefs and
attitudes during the 19th century.
Key Content Knowledge and Concepts/Skills
The students will know:
The students will be able to:
The causes for the Industrial
Revolution to begin in Great Britain
The ideals and realities of capitalism,
socialism and communism
The key developments in machinery,
transportation, communication,
agriculture, entrepreneurship and
urbanization that occurred
The success and problems caused by
the factory system, how the nature of
work changed and the workers desire
for a standard of living
Explain the causes and effects of
industrialization on society,
economics, politics, and the
environment
Identify the significance and
consequences regarding developments
in machinery, communication,
agriculture, entrepreneurship and
urbanization
Discuss why people choose or reject
capitalism, socialism and
communism.
The key reform movements of the
time
Demonstrate empathy for people who
struggled during the labor period,
especially labor and children
The positive and negative effects of
industrialization
Analyze the goals and achievements
of reform movements
The challenges facing the
industrialization of emerging nations
as well as the challenges facing the
entire world with continued
industrialization
Assess the impact of industrialization
Predict and draw conclusions about
the impact of industrialization on
different countries.
Stage II – Common Assessments
Historical Role Play: Parliament Debates The Factory Act. Each student will draft, prepare, and present a speech
that takes a position on the problem of child labor. Students will also submit a written debriefing.
Reading for Information: Written and visual documents on industrialization
Stage III– Core/Assured Learning Experiences
Historical Role Play: Students will research and debate the 1832 Factory Act from the points of view of Utilitarians,
Socialist Utopians, Communists and Laissez-faire capitalists in order to understand conflict and compromise on the
issue of child labor.
Review the CAPT strategy, “Real Reading” using written and visual primary source documents on industrialization.
Create a political spectrum based on the new ideologies that emerged in Europe as a result of industrialization.
th
Identify arguments for and against the different 19 century ideologies.
Analyze Romantic and Impressionist painting, photographs, cartoons and poems created in response to
industrialization.
Check for understanding: Note-taking on the causes of industrialization from video, “The Industrial Revolution”
Check for understanding: Venn Diagram on the Pros/Cons/ and Unresolved Issues created by Industrialization
Unit 5: The New Imperialism:
Grade: 10
Subject: Social Studies
Course: World History II
Length of Unit: 13 days
Essential Questions
1. How were countries affected by the New Imperialism?
2. Did the New Imperialism lead to progress?
Stage I - Standards
Primary EU’s and Content
Standards
SCIENCE, TECHNOLOGY, &
SOCIETY
11. 9 Describe the impact of modern
technology on traditional societies.
COOPERATION AND CONFLICT
5.9 & 5.11 Analyze examples of the
causes and effects of conflict
including colonialism, imperialism
and world conflict, as it especially
relates to Europe and the US’ actions
in Asia and Africa
ECONOMIC DECSION-MAKING
10.14 Explain how the Industrial
Revolution created a gap between
industrialized and non-industrialized
countries during the age of the New
Imperialism.
Key Content Knowledge and Concepts/Skills
The students will know:
The students will be able to:
How industrialization and national
unification led to the New
Imperialism
Compare and contrast imperialism
before the Industrial Revolution with
the New Imperialism.
The roles played by capitalism, trade,
humanitarianism, Social Darwinism,
religion, militarism and curiosity on
the New Imperialism
Identify the causes and consequences
of the New Imperialism
New sources of global conflict
created by European, US and
Japanese imperialism in Africa and
Asia
Different types of imperial control
including direct and indirect rule,
colonies, protectorates and spheres of
influence. (suggested for honors)
The significance of Japan’s adoption
and adaptation of Western ideas in its
modernization and rise as an imperial
power.
Assess the impact of the New
Imperialism on non-Western
countries.
Compare and contrast Chinese and
Japanese responses to the New
Imperialism.
Demonstrate empathy for people who
struggled against the oppression
created by the New Imperialism (ex:
Boxer Rebellion, Ethiopia, Sepoy
Rebellion, Meiji Restoration).
Predict and draw conclusions about
the impact of global economic
interdependence today.
Identify different responses to
conflicts created by the New
Imperialism (ex: Berlin Conference,
Opium War, Boer War, RussoJapanese War)
Stage II – Common Assessments
Political Cartoon – “How Were People and Society Affected by the New Imperialism?”
Suggested: Historical Role-play of the Berlin Conference to cooperate on imperial conflicts. . Each student will draft,
prepare, and present a speech that takes a position on the problem of the colonization of Africa .in the late 19th century.
Students will also submit a written debriefing.
Stage III– Core/Assured Learning Experiences
Venn Diagram: Contrasting China and Japan response to Imperialism
Videos : Magnificent African Cake, Genius that was China, Last Samurai
Teacher powerpoints on African Art, Japanese perceptions of westerners
Primary source documents: “White Man’s Burden” “Yukiichi Fukizawa – On Western Imperialism”
Historical Role-play of the Berlin Conference to cooperate on imperial conflicts. Students will research and debate the
issues created by the Scramble for Africa from the points of view of European imperialists and leaders of non-Western
countries .
Unit 6: World War I and its aftermath
Grade: 10
Subject: Social Studies
Course: World History II
Length of Unit: 15 days (10
days prior to midterm, 5 days
after)
Essential Questions
1. Why do nations go to war?
2. How do they make peace?
Stage I - Standards
Primary EU’s and Content
Standards
COOPERATION AND CONFLICT
5.9 Describe the immediate and longterm causes of World War I
5.10 & 5.12 Understand the
immediate and long-term results of
World War I, both resolved and
unresolved, as well as researching
avenues of peaceful conflict
resolution such as the Fourteen Points
and the Treaty of Versailles and how
its failure led to Totalitarianism and
World War II
SCIENCE, TECHNOLOGY AND
SOCIETY
11.8 & 11.9 Analyze the historical
and social impact of the Industrial
Revolution in the creation of total war
during World War I on people’s core
values, beliefs, and attitudes
TIME, CONTINUITY, AND
CHANGE
4.1 Consider multiple perspectives
and analyze multiple viewpoints on
how to make peace and prevent future
conflict.
4.3 Challenge arguments of historical
inevitability by providing examples of
how different choices could have lead
to different outcomes in the war and
Key Content Knowledge and Concepts/Skills
The students will know:
The students will be able to:
The major causes of World War I
including Militarism, Alliances,
Nationalism, Imperialism and
Assassination (M.A.N.I.A.)
The key developments in technology,
warfare and propaganda that led to
modern/total war
The major factors for US entry into
the war, the defeat of the Central
Powers and victory of Allies
The emerging roles of Russia and the
United States as world powers
The challenges of planning and
implementing the peace treaties of
World War I: collective security,
national self-determination,
sovereignty, mandates, enforcement
of arms agreements
The role of colonials in total war and
its impact on emerging nationalism in
non-Western countries (India, China,
Japan, Israel, Iraq, Saudi Arabia)
Analyze the immediate and long-term
causes of World War I .
Make connections with other military
conflicts to explain why nations go
war
Formulate questions regarding key
developments in technology, warfare
and propaganda that led to
modernized war
Demonstrate empathy for people who
struggled during the period, including
soldiers, non-combatants, pandemic
victims
Predict and draw conclusions about
the impact of the peace treaties of
World War I on Europe as well as in
non-Western countries
Research, write, and debate solutions
to the conflicts that led to the war and
seek workable compromise.
in the peace.
INFORMATION ACCESSING
1.12.3, 1.12.4, 1.12.5 Students will
develop a search strategy to access
advanced references, indexes,
dictionaries and special subject
sources.
Students will demonstrate ability to
extract and organize relevant
information from a variety of source
formats.
Students will demonstrate ability to
synthesize information to answer a
question or support a thesis position.
COMMUNICATION
2.12.1 Students will use word
processing software to compose, edit,
and revise ideas for clear
communication and purposeful
writing in papers, essays, and reports.
2.12.4 Students will use video, audio,
and multimedia tools to create clear
and meaningful presentations of
ideas.
Stage II – Common Assessments
CAPT Reading for Information on a passage from “All Quiet on the Western Front” explaining the nature of total war
or similar assignment with primary source document.
Check for understanding: sequence chain on the causes of World War I.
Historical Role Play of the Paris Peace Conference of 1919. The groups will research, write and present speeches that
either endorse, reject or revise the actual treaties. They will also submit a written debriefing of the debates.
Stage III– Core/Assured Learning Experiences
Notes on film clips from the PBS World War I Series.
Analysis of propaganda posters from World War I.
Maps comparing geography of Europe and the Middle East before and after World War I.
Historical Role Play of the Paris Peace Conference of 1919. Working in groups, students will respond to selected
articles of the 1919 peace treaties from the points of view of various western and non-western countries involved in the
Great War. Students’ proposals must include their country’s interpretation of the causes of the war and a persuasive
argument for how to prevent future conflict.
Midterm Exam
Grade: 10
Subject: Social Studies
Course: World History II
Length of Unit:
Essential Questions
1. Does Industrialization Lead to Progress?
2. Does Nationalism Lead to Progress?
3. Does Imperialism Lead to Progress?
Stage I - Standards
Primary EU’s and Content
Standards
Key Content Knowledge and Concepts/Skills
The students will be able to:
The students will know:
POLITICAL SYSTEMS
Analyze the factors needed for a
2.10 & 2.11 The ideals of the
The challenges facing the
country to industrialize.
Enlightenment led people to challenge industrialization of developed and
the legitimacy colonialism. New
developing countries.
Assess the consequences of
expectations about liberty and
industrialization, nationalism and
sovereignty led to conflict between
The positive and negative effects of
imperialism on Western and nonnations.
industrialization.
Western countries.
2.13 Explain the historical
development of nation-states and the
significance of nationalism as a force
in the 19th century.
DEVELOPMENT OF HUMAN
CIVILIZATIONS
3.17 Analyze how the diffusion of
18th century revolutionary ideas were
adapted in the 19th century by people
seeking to create viable nation-states.
COOPERATION AND CONFLICT
5.9 & 5.11 Analyze examples of the
causes and effects of conflict
including colonialism, imperialism
and world conflict, as it especially
relates to Europe and the US’ actions
in Asia and Africa
ECONOMIC DECSION-MAKING
10.16 Analyze the principles of trade
The successes and problems caused
by the factory system, how the nature
of work changed due to urbanization
and imperialism, and the
transformation of people’s aspirations
for a better standard of living.
The diffusion and adaptation of
Enlightenment ideals in the 19th
century to national movements of
modernization and unification in
China, Japan and Africa.
Explain how industrialization helped
spur nationalism and imperialism, and
led to both conflicts and cooperation
by synthesizing evidence from all
previous units.
Make inferences about the
implications of industrialization,
nationalism and imperialism.
Identify cause and effect using
primary source documents.
and the role of economic
interdependence in the lives of
humans that emerged because of the
Industrial Revolution’s impact on the
New Imperialism
SCIENCE, TECHNOLOGY AND
SOCIETY
11.9 Analyze the social impact of
technological developments on the
policies and beliefs of people in
western and non-western countries.
Stage II – Common Assessments
Reading for Information: Written and Visual Documents
Writing Across the Disciplines: Persuasive Essay
Stage III– Core/Assured Learning Experiences
Read and interpret written and visual documents for accuracy and analysis, and connect them to the Essential
Understandings of the first semester units.
Write persuasively about controversies raised by the interactions between modern and traditional cultures using
evidence from primary source documents and from students’ knowledge from the course.
Simulate the conditions under which students will be assessed on the CAPT Interdisciplinary exam.
Unit 7: The Rise of Militarism and Totalitarian States, 1920-1940
Grade: 10
Subject: Social Studies
Course: World History II
Length of Unit: 15 days
Essential Questions
1. Why Did Nations Have Dictatorships?
2. How Does Dictatorship Lead to Oppression?
3. What Can Dictatorship Teach Us About Democracy?
Stage I - Standards
Primary EU’s and Content
Standards
POLITICAL SYSTEMS
2.10, 2.12: New and old democracies
struggle for legitimacy after World
War I. Totalitarian dictatorships
triumph in many of these countries at
the expense of human rights and
representative government.
DEVELOPMENT OF HUMAN
CIVILIZATIONS
3.17: The 1920’s was a period of
cultural uncertainty and innovation
which led to a conflict between
modern and traditional values.
COOPERATION AND CONFLICT
5.9, 5.10: Demagogues exploited
unresolved questions lingering after
World War I to justify policies of
militarism, aggression and fascism.
ECONOMIC DECISION-MAKING
10.16: Governments in democracies
and dictatorships intervened in
response to national and global
economic crises.
TIME, CONTINUITY, AND
CHANGE
Key Content Knowledge and Concepts/Skills
The students will know:
The students will be able to:
The causes and effects of the Russian
revolutions, including autocracy,
oppression and poverty.
Analyze the causes and effects of
communist and fascist totalitarian
dictatorships.
The challenges facing new
democracies during the Interwar
Years (inexperience with democracy,
competing ideologies of fascism and
communism, political polarization,
global economic interdependence,
public apathy).
Express empathy for people
experiencing oppression under
totalitarian dictatorships and
economic hardship during War
Communism and Great Depression.
Cultural and social changes (‘the Lost
Generation’, surrealism, the women’s
movement, consumerism) lead to a
traditionalist backlash against modern
values.
The reasons why and methods used
by fascist leaders to come to power,
and how they differed from past
monarchs and tyrants. (radio, film and
poster propaganda, scapegoating,
censorship, demagoguery, police
terror).
Explain how the 1919 peace
agreements gave rise to new theories
of imperialism (irredentism,
Reason with evidence to explain why
nations had dictatorships using
historical, political, economic and
cultural factors.
Compare and contrast the ideologies
and policies of dictatorships in
Russia, Italy and Germany.
Consider all factors in developing a
thesis statement about why nations
had dictatorships during the Interwar
Years.
Construct meaning by assessing what
the struggles of democracies to
survive against dictatorship can teach
us about our own democratic
privileges and responsibilities.
4.18 Challenge arguments of
historical inevitability by providing
examples of how different choices in
leadership could have lead to different
outcomes in Germany, Russia, and
Italy during the interwar years.
lebensraum).
How totalitarian regimes were
established in Russia, Italy and
Germany, and what life was like in
those countries for ordinary people
Analyze how children are targeted for
indoctrination by totalitarian dictators
Stage II – Common Assessments
Diagram & Essay: Why Did Nations Have Dictatorships? (all EU’s for this unit)
Using an advanced organizer, students will explain why nations had dictatorships (political, cultural, historical,
economic factors), which will be checked for understanding. They will construct a persuasive, thesis-based essay from
their organizer.
Stage III– Core/Assured Learning Experiences
Essay organizer: Over the course of the unit students will interpret the EU’s from their nightly readings in preparation
for the essay.
Analyze examples of propaganda from films and power points and evaluate their effectiveness and significance.
Surrealist art (teacher power points).
Videos clips from: World War I Series clips, “Revolution”, “Bolsheviks”; Ken Burns’, “Jazz”; “Stalin” “Confessions
of a Hitler Youth”
Watch the film “State of Mind” to compare the policies and methods of control in contemporary North Korea with the
totalitarian regimes of the 1920’s and 1930’s.
Unit 8: World War II and its aftermath
Grade: 10
Subject: Social Studies
Course: World History II
Length of Unit: 30 days
Essential Questions
1. When is war just?
2. How is it justified?
3. Can individuals end oppression?
Stage I - Standards
Primary EU’s and Content
Standards
Key Content Knowledge and Concepts/Skills
The students will know:
The students will be able to:
POLITICAL SYSTEMS
2.12 Understand the role and status of
human rights within and among
nations, and the development of a
body of international law defining
war crimes and crimes against
humanity.
The distinction between ‘just war’
theory and justifications for war.
TIME, CONTINUITY AND
CHANGE
4.12, 4.15 Recognize and explain
how lingering issues from World War
I continued to cause conflict and
analyze multiple perspectives on how
to resolve conflict.
The long term and immediate causes
of World War II in Asia (Japanese
industrialization, and militarism,
emperor worship, the Greater East
Asian Co-Prosperity Sphere, the
creation of Manchukuo) and global
responses to Japanese aggression.
CONFLICT AND COOPERATION
5.9, 5.10, 5.12 Analyze the roles that
aggression, appeasement, isolationism
and self-defense played in causing
World War II.
The long term and immediate causes
of World War II in Europe and Africa
(Italian aggression in Ethiopia,
German rearmament and lebensraum,
the Sudetenland Crisis and the
blitzkrieg on Poland) and global
responses to fascist aggression.
Assess the role of the League of
Nations and diplomacy in resolving
conflict.
INFORMATION ACCESSING
1.12.3, 1.12.4, 1.12.5 Students will
develop a search strategy to access
advanced references, indexes,
dictionaries and special subject
The challenges to international
security created by fascist aggression,
American isolationism, and European
appeasement.
The chronology of the conflict
between the Axis and the Allied
powers, and the coordinated struggle
to defeat the Axis.
The methods and principles of the
Allied victory over the Axis and an
Describe points of view of different
political leaders on the peace
settlement of 1919.
Evaluate the Allied responses to Axis
aggression prior to and during World
War II, and develop a thesis
explaining why WWII began in Asia
and why it began in Europe.
Identify the key turning points in the
Allied defeat of the Axis.
Using a timeline, explain how the
Nazis carried out the Holocaust.
Identify war crimes and crimes
against humanity committed during
World War II.
Display empathy for the victims of
genocide and war crimes.
Judge war criminals on the basis of
the Hague and Geneva conventions.
Evaluate just war theory on the basis
of the causes and resolution of World
War II.
Compare and contrast the outcomes
sources.
Students will demonstrate ability to
extract and organize relevant
information from a variety of source
formats.
Students will demonstrate ability to
synthesize information to answer a
question or support a thesis position.
effective peace (unconditional
surrender, United Nations, war crimes
tribunals).
of the two world wars.
Efforts of resistance by individuals
and groups inside and outside
totalitarian dictatorships.
How World War II was a total war.
COMMUNICATION
2.12.1 Students will use word
processing software to compose, edit,
and revise ideas for clear
communication and purposeful
writing in papers, essays, and reports.
Stage II – Common Assessments
Historical mock trial: Debriefing of the Nuremburg War Crimes Tribunal. Students will examine the role of the Nazis
in World War II in order to answer the question, “when is war just? how is it justified? and can individuals end
oppression? (Information Literacy and Technology Standards 1.12.4, I.12.5, 2.12.1)
Suggested:
Check for Understanding: Cause and effect chart of the events leading to World War II in Asia and in Europe
The League of Nations Debates the Munich Accords. Students will simulate an international response to the 1938
Crisis in the Sudetenland from the points of view of different countries in order to understand the causes of World War
II. The debate will evaluate the effectiveness of collective security in responding to aggression as well as the arguments
used to justify war.
Mini-debate: Was Using the Atom Bomb Justified?
Stage III– Core/Assured Learning Experiences
Historical mock trial: Nuremburg War Crimes Tribunal. Using the Hague and Geneva Conventions on war crimes and
crimes against humanity and witness testimony, the class will evaluate the role of the Nazi leaders in causing World
War II and the Holocaust. The issues of individual and collective responsibility will be explored.
Think-Pair-Share: Why war in Asia? Why war in Europe?
Primary Source Documents:
The Greater East Asia Co-Prosperity Sphere, Mein Kampf, The Hague and Geneva Conventions
Films:
Hirohito, Lost Peace, Saving Private Ryan, Schindler’s List, Genocide, Paperclips, or Holocaust Diaries MTV
documentary
Unit 9: Globalization since 1945
Grade: 10
Subject: Social Studies
Course: World History II
Length of Unit: 20 days
Essential Questions
1. Why did people resist oppression?
2. How can people resist oppression?
3. How can conflicts be resolved?
Stage I - Standards
Primary EU’s and Content
Standards
POLITICAL SYSTEMS
2.11 Identify and explain the
legitimate and illegitimate use of
power and authority in historical and
contemporary societies
2.12 Understand the role and status of
human rights within and between
nations and give historical and
contemporary examples
COOPERATION AND CONFLICT
5.12 Research avenues of peaceful
conflict resolution and develop
solutions to major international
political and economic issues
GLOBAL & COMMUNITY
INTERDEPEDENCE
6.9 Analyze the causes, consequences
and possible solutions to persistent
global issues
6.11 Evaluate the role of international
and multinational organizations in the
global arena
TIME, CONTINUITY, AND
CHANGE
4.15, 4.16, 4.17, 4.18 Research and
debate how past examples of conflict
resolution and resistance to
oppression can help contemporary
decision making about global issues.
INFORMATION ACCESSING
1.12.4, 1.12.5 Students will
demonstrate ability to extract and
organize relevant information from a
variety of source formats.
Key Content Knowledge and Concepts/Skills
The students will know:
The students will be able to:
The key developments facing the
post-WWII world (including among
the following: Cold War,
Decolonization of China and India,
Nationalism in the & Modernization
in the Middle East, Pacific Rim &
Latin American and African
independence movements,
international terrorism and weapons
proliferation)
The challenges of gaining human
rights and national independence
through peaceful and violent means
The possible solutions to resisting and
ending oppression and conflict
(including among the following:
humanitarian intervention, modern
Marshall Plan, United Nations,
improved standard of living,
communism, economic pressure such
as boycott and embargo, passive
resistance and civil disobedience,
mass movements, economic
development, art and culture, internet,
pre-emptive strike, representative
government and democracy)
The importance of cultural diffusion
in advancing human rights in the
contemporary world
The challenges of planning solutions
to persistent global problems
Analyze key developments of the
post-WWII world.
Demonstrate empathy for people
suffering from oppression in the
contemporary world.
Evaluate the responsibilities of the
United States as the world’s
superpower as well as other
developed and developing nations to
end oppression, resolve global
conflict and to be a model democratic
nation.
Make connections with other world
conflicts with contemporary conflict
and oppression.
Formulate questions regarding
challenges to gaining progress in
achieving human rights and national
independence.
Plan solutions to persistent global
problems.
Assess progress in ending oppression
and resolving conflict.
Students will demonstrate ability to
synthesize information to answer a
question or support a thesis position.
COMMUNICATION
2.12.1 Students will use word
processing software to compose, edit,
and revise ideas for clear
communication and purposeful
writing in papers, essays, and reports.
RESPONSIBLE INFORMATION
USE
4.12.4
Students will apply established MLA
bibliographic standards for giving
credit for information used.
Stage II – Common Assessments
Common:
Global Summit: Students will resolve an important contemporary global problem involving human rights and/or
oppression. Students will debrief the summit in a written opinion on the class solution and develop their own terms for
successful conflict resolution. A question of the final exam essay will assess their learning from the summit. The
particular topic to be addressed will be selected from a menu determined by the team.
Suggested:
Political cartoon that addresses “How Do People Resist Oppression?”, using one country they studied in this unit.
Stage III– Core/Assured Learning Experiences
Global Summit. Students will resolve an important contemporary global problem involving human rights
and/or oppression. They will research, write and debate diverse solutions and arrive at a consensus solution. Research
includes Internet and data base sources, the textbook, and teacher developed materials.
(Information Literacy and Technology Standards 1.12.4, 1.12.5 and 2.12.1 and 2.12.2)
Debaters will write and present persuasive speeches. Moderators will develop the rules, frame the context of, and
conduct the debate. They will synthesize a preliminary consensus solution which in turn will be debated and voted on
by the entire class.
Film: China Rising, Born Under the Red Flag, CNN series on the Cold War, selected clips from “Gandhi”, A&E
Biography series on Nelson Mandela, Fidel Castro; Frontline series on the War on Terror (roles of Afghanistan, Iran,
Saudi Arabia), “Hotel Rwanda”
“An Introduction to Humanitarian Intervention” by the Stanford Program on International and Cross Cultural Education
(SPICE)
Case Studies by the Brown University Watson Institute on International Relations.
Teacher generated power point presentations on the “Collaborate” file.
FINAL EXAM
Grade: 10
Subject: Social Studies
Course: World History II
Length of Unit: -
Essential Questions
1. How do people resist oppression?
2. Why do people resist oppression?
3. How can conflicts be resolved?
Stage I - Standards
Primary EU’s and Content
Standards
POLITICAL SYSTEMS
2.11 Identify and explain the
legitimate and illegitimate use of
power and authority in historical and
contemporary societies
2.12 Understand the role and status of
human rights within and between
nations and give historical and
contemporary examples
COOPERATION AND CONFLICT
5.12 Research avenues of peaceful
conflict resolution and develop
solutions to major international
political and economic issues
GLOBAL & COMMUNITY
INTERDEPEDENCE
6.9 Analyze the causes, consequences
and possible solutions to persistent
global issues
6.11 Evaluate the role of international
and multinational organizations in the
global arena
TIME, CONTINUITY & CHANGE
4.15 Create an historical narrative of
time periods and places over time
revealing trends, patterns, and
continuity.
4.16 Consider multiple perspectives
and analyze multiple viewpoints of a
person, event, or issues.
4.17 Create and evaluate historical
arguments in order to reach accurate
conclusions about the past.
Key Content Knowledge and Concepts/Skills
The students will know:
The students will be able to:
The legacies of the Enlightenment
(natural rights, representative
government, the French Revolution
(sovereignty) and World War II
(international laws on human rights)
and how they have inspired
contemporary efforts to resist
oppression.
The challenges facing international
organizations and national
governments in conflict resolution.
The challenge of balancing realism
and idealism in developing effective
solutions to global problems.
Take a position and articulate
viewpoints expressed by different
world leaders.
Interpret meaning by analyzing
primary sources, both visual and
written.
Will make generalizations about how
people resist oppression and enforce
international law.
Draw analogies between past and
contemporary efforts at conflict
resolution.
Take a reasoned position on how to
solve a contemporary global issue.
Stage II – Common Assessments
Reading for information: Analyze visual and written documents related to Conflict and Cooperation and Time,
Continuity and Change.
Writing Persuasively: Students will write a persuasive letter to the Secretary General of the United Nations on how
nations can best resolve conflicts over human rights and oppression. Using historical evidence from at least three units
studied in World History II and the Global Summit, students will analyze and evaluate case studies of resistance to
oppression and conflict resolution.
Stage III– Core/Assured Learning Experiences
Read and interpret written and visual documents for accuracy and analysis, and connect them to the Essential
Understandings for the year.
Write persuasively about conflict resolution and human rights using evidence from primary source documents and from
students’ knowledge from the course.