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INTRODUCTION
The New York State Social Studies Program requires that our students cover a great body of material in the
course of one year. For example, in grades 7 and 8, our students focus on a chronologically organized study of United
States and New York State history. In the 9th and 10th grades, our students must travel to many different areas of
the world and be aware of the historical, geographical, political, economic and sociological concerns of these
regions. In the 11th grade, our students will study the Constitution in depth, as well as examine America's
history and development and the current issues of the nation. Therefore, the onus falls on the instructor to
see that the year's work is completed before the students move on to the next class and the next teacher.
How can the teacher ensure depth of coverage of the curriculum? We offer the following suggestions to help
you plan the year's work:
1. Spend some time studying the curriculum map for the course you are responsible for teaching.
2. Obtain a copy of the school calendar for the year so that you can anticipate school holidays, school
testing days, Open School Day and Night and other special events which will reduce teaching time.
3. Determine the amount of time you will require to cover the material in each unit or region under
discussion.
4. Select appropriate content material so that each lesson is a discrete topic and can be completed within a
one period time frame. Try not to deviate from the pacing established in the curriculum map. But, if you
fail then you must make every effort to teach the major issues and ideas of the year’s course work.
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9th Grade Global History and Geography
This New York State-developed course is part one of a two-year course in world history. A cumulative Regents
examination will be given at the end of the two-year course. This course is also available at the honors level.
This course deals with teaching students that while historical events are unique, they are often driven by similar, repeated
forces. By studying the history of the world, students will discover significant and recurring themes that show that the
people of Africa, Europe, the Americas, and Asia are similar in their obstacles and goals.
10th Grade Global History and Geography
1750-the present
This New York State developed course is part two of a two-year study in world history. Successful completion of the 9th
grade segment is a prerequisite for participation in the 10th grade course. A cumulative Regents examination will be given
at the conclusion of tenth grade, the passage of which is a state mandated requirement for graduation. This course is also
available at the honors level.
The second year of Global History is designed to focus on the five social studies standards, common themes that recur
across time and place, and four historical eras. Students will understand that while historical events are unique, they
often are driven by similar, repeated forces, increased interdependence, and increased occurrences of global problems
that transcend national boundaries.
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Global I –Topics of Study
Global II –Topics of Study
1.
Ancient World- Civilizations and Religions (4000 BC500 AD)
Early Peoples
Neolithic Revolution
Classical Civilizations
The rise and fall of Empires
The emergence and spread of belief systems
1.
An Age of Revolutions (1750-1914)
The scientific Revolution
Enlightenment
Political Revolutions and Reaction
Global Nationalism
Economic and Social Revolutions
Imperialism
2.
Expanding Zones of Exchange and Encounter (500 –
1200)
Gupta Empire
Tang and Song Dynasty
Byzantine Empire
Medieval Europe
Crusades
2.
Crisis and Achievement (1900-1945)
Scientific and Technological Advances
World War I
Revolution and Change in Russia
Between the Wars
World War II
3.
20th Century Since 1945
Cold War Balance of Power
Economic Recovery
Command and Free Market Economies
Third World Economies
Chinese Communist Revolution
Collapse of European Imperialism
Conflict and Change in the Middle East
Collapse of Communism
4.
Global Issues
Urbanization
International Organizations
Global Migrations
Science and Technology
Environmental Issues
Population Pressures and Poverty
International Terrorism
Status of Women
3.
Global Interactions (1200 – 1650)
Early Japanese History
Rise and Fall of the Mongols
Global trade and interactions
Rise and Fall of African Civilizations
The Plague in Eurasia and Africa
Renaissance and Humanism
Reformation and Counter Reformation
Rise of Nation-States
4. The First Global Age (1450- 1770)
The Ming Dynasty
Ottoman Empire
Spain and Portugal
Rise of Mesoamerican Empires
The Encounter
Political Ideologies
Absolutism
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New York State Dimensions of Teaching and Learning Social Studies
As a prelude to stating the standards which define the overriding goals of social studies, it is important to
follow New York State’s critical dimensions of teaching and learning that should be used to develop
curriculum and instruction based on the standards. These dimensions can be used to establish criteria for
selecting the historic, social, cultural, geographic, econ omic, and political understandings that students
might investigate. The first two dimensions are the most critical because they define, more explicitly than
the standards, the intellectual skills that students must develop.
The dimensions challenge what we teach, how we teach, and how we assess student learn ing. To ensure
rich, engaging, and meaningful social studies programs, they should be an inte gral part of all social studies
curriculum and instruction. The eight dimensions are:
intellectual skills
multidisciplinary approaches
depth and breadth
unity and diversity
multiculturalism and multiple perspectives
patterns to organize data
multiple learning environments and resources
student-centered teaching, learning, and assessment
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New York State Social Studies Standards
The standards define what we want our students to know, be able to do, and/or value. In New York State Learning
Standards these are broad and are the same throughout K-12. Key Ideas provide further elaboration of a given
standard and are also the same for K-12. Performance Indicators are what students will show us to demonstrate
they know, can do, and/or value the Standards.
Standard 1: History of the United States and New York
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes,
developments, and turning points in the history of the United States and New York.
Standard 2: World History
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes,
developments, and turning points in world history and examine the broad sweep of history from a variety of
perspectives.
Standard 3: Geography
Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the
interdependent world in which we live—local, national, and global—including the distribution of people, places, and
environments over the Earth’s surface.
Standard 4: Economics
Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other
societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making
units function in the United States and other national economies, and how an economy solves the scarcity problem
through market and non-market mechanisms.
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Standard 5: Civics, Citizenship, and Government
Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing
governments; the governmental system of the United States and other nations; the United States Constitution; the basic
civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including
avenues of participation.
The global history and geography core curriculum is designed to focus on the five social studies standards, common
themes that recur across time and place, and eight historical units. Each unit lists the content, concepts and themes, and
connections teachers should use to organize classroom instruction and plan for assessment. This curriculum provides students with the opportunity to explore what is happening in various regions and civilizations at a given time. In addition,
it enables students to investigate issues and themes from multiple perspectives and make global connections and linkages
that lead to in-depth understanding. As students explore the five social studies standards, they should have multiple
opportunities to explore the content and intellectual skills of history and the social science disciplines.
Concepts and Themes
The Social Studies program has been created as a sequentially developing program from grades K-12. The emphasis is on
the development of concepts and understandings - MAJOR IDEAS - together with the subject content. Concepts and
themes serve as content organizers for the vast amounts of information people encounter every day. Concepts represent
mental images, constructs, or word pictures that help people to arrange and classify fragmented and isolated facts and
information.
A concept is usually abstract, as opposed to concrete and is a product of the analysis and synthesis of facts and
experiences rather than a definition to be learned; constantly subject to change and expansion of meaning and delineation
of detail, as different experiences provide settings and different relationships in new contexts.
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The CONCEPTS to be highlighted in support of the five learning standards are as follows:
History
BELIEF SYSTEMS
CONFLICT
CULTURE
CHANGE
EMPATHY
DIVERSITY
IDENTITY
INTERDEPENDENCE
IMPERIALISM
MOVEMENT of PEOPLE and GOODS
NATIONALISM
URBANIZATION
Geography
PLACES and REGIONS
HUMAN SYSTEMS
PHYSICAL SYSTEMS
ENVIRONMENT
WORLD in SPATIAL
TERMS
Economics
ECONOMIC SYSTEMS
NEEDS and WANTS
SCARCITY
SCIENCE/ TECHNOLOGY
FACTORS of PRODUCTION
Civics
JUSTICE
POLITICAL SYSTEMS
NATION STATE
CITIZENSHIP
HUMAN RIGHTS
POWER
CIVIC VALUES
GOVERNMENT
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The major ideas and understandings to be developed derive both from the major concepts and from an analysis of
relationships between elements of the content being considered. These concepts allow the instructor to develop a
focus for the lesson. Most importantly, the concepts can be keys to our students’ understand ing of the subject
matter. In planning WHAT will be taught, the teacher should select one or two concepts as the linchpin around which the
lesson is organized. These concepts are repeated in other lessons dealing with other topics being studied and are used to
refer to modern times as well as past history. Such repetition will assist the students in developing a better insight into the
scope and connectivity of the curriculum.
*Introduction, Development and Review of a Concept
Select CHANGE as your concept.
Introduction

Ask the class what they think of when they hear the word change.

Brainstorm responses and chart on the chalkboard.

Accept all answers and, if possible, connect related words and ideas.

Encourage the class to discuss what has been written on the chalkboard.

Restructure the ideas by adding and deleting.
Development

Distribute a reading or select a text passage from which the concept change can be understood and explored.

Apply the diagram on the chalkboard to the reading and ask the following:
1. How is change in the reading similar to the diagram?
2. How is it different?
3. What ideas on the diagram are contained in the reading?
4. What changes occurred to the people in the reading?
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5. Should we add new ideas to our diagram?
6. What assumptions can be made about change?
7. With the class, work out a definition of change.
Review

Choose a different concept such as EMPATHY or TECHNOLOGY.

Review the material studied under change, with a new emphasis on empathy or technology.

Construct a diagram centered on empathy or technology following the steps outlined above.
Note: The class is to keep these definitions. As appropriate materials and new ideas relating to the concept are studied, the
students will be able to compare the ideas presented in the new material with those previously discussed. Students will
analyze the similarities and/or differences.
* Adapted from handout developed by Margaret Docherty, Staff Development Specialist, Social Studies
The Social Studies Lesson:
The Social Studies lesson should include the following:
 Key issues which have persisted throughout history:



power relationships between citizens and government
human rights
international relations/politics
 Key people who have had significant impact throughout history:
 Mahatma Gandhi
 Adolph Hitler
 Martin Luther King, Jr.
 Key systems which have been established to meet human political, geographic, economic and social needs:
 political party system
 market system
 ecological system
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 Key interactions among peoples and cultures:
 world immigration/migration patterns
 contact between European settlers/colonizers and indigenous peoples
 western movement of the frontier
 Key vocabulary which enables the student to comprehend and communicate with others:
 imperialism
 capitalism
 nation/state
SOCIAL STUDIES SKILLS
Skill development must be a part of all social studies teaching. It is important because it helps students become
more efficient at acquiring and understanding social studies content as well as helping them to learn, practice,
and apply those skills and processes they need as citizens in school today and will need as adult citizens
tomorrow. Skills and content are interrelated. Students need skills to learn content and they need to work with
content to develop skills.
The following skills are intended as outcomes of a social studies program:
 The ability to get, organize, process and communicate accurate social studies information and ideas.
 The ability to identify and investigate issues, generate and test hypotheses and take and support
position persuasively.
 The ability to make appropriate decisions, to identify and solve problems effectively and to initiate
appropriate action.
 The ability to form or acquire a set of standards and apply them to the evaluation of assumptions, sources,
evidence, reasoning and arguments (critical thinking) and to the evaluation of beliefs, qualities and behaviors
(valuing)
 The ability to determine and understand their rights and responsibilities and decide how they should
be exercised as contributing citizens .
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TEACHING STRATEGIES:
Frontloading (IRA September 1988)
Frontloading is a strategy that prepares the students for the activity or lesson that follows. One of the major purposes of
frontloading is to motivate student's curiosity by asking leading questions that can be answered by analysis of materials
presented (reading, photo, video, etc.) or by highlighting interesting points.
Students learn best when they have adequate background knowledge about a topic. The more the teacher does to help the
students understand the concepts, vocabulary and assignments prior to the activity, the more likely the students will be
involved, active participants. Therefore, it is helpful to ask students what they already know about the subjects to be
studied, to brainstorm, to organize that information into categories and to list questions students might still have about
the topic.
Students learn best when they are actively involved. Turning students from passive to active participants involves asking
students to do something with the information presented to them, such as note-taking, summarizing, writing or
discussing. Students need to learn how to become strategic learners. The teacher's goal is to help students move from
dependence to independence in learning. Students must discover which learning strategies work best
for them and when to apply them.
Frontloading leads to more purposeful and successful learning. Reading or analysis of materials presented becomes the
means to add depth and to elaborate concepts rather than to introduce them. These procedures assist students in
becoming independent learners.
Frontloading strategies include:
Brainstorming
KWL Charts
Prediction
Eliciting Prior Knowledge
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STRATEGY: Brainstorming
Eliciting prior knowledge simply reinforces the obvious, that nothing is learned in a vacuum. New knowledge or
concepts must be anchored or based on prior knowledge. if the essence of comprehension is building bridges between the
known and the unknown, the strategy of eliciting prior knowledge facilitates this process.
Procedure
1. The teacher introduces the subject topic to be taught.
2. Students offer what they know about this topic.
3. The teacher writes the words and ideas on the chalkboard. The teacher may add information not mentioned.
4. Discussion can take place during the brainstorming or after it has been completed. Sometimes one word or detail
opens up a new association of words and ideas.
5. The students are now ready for the text.
The topic to be introduced is Early Slavery in America:
 We will be reading about slavery in America. Before we read about this topic let's see how much we already now. Let's
start listing some of the things you already know about slavery.
 Teacher lists randomly or in some order. Probable responses could be
Lincoln
Frederick Douglass
Runaways
mistreatment
slave ships
Roots
bought
owned
sold
Civil War
chattel
whites
Sectionalism
Underground railroad
auctions
servants
master
Plantation
revolt
Africa
Cotton
economics
Harriet Tubman
The South
blacks
tobacco
chains
slave owners
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field hands
The students and teacher define some of these words and concepts.
 Now we will read about the early years of slavery in America. Let's see which words appear in the reading.
*STRATEGY: Semantic Webbing
 Teacher places core word "EXPLORERS" on the chalkboard.
Explorers
 What words come to mind when you see this word?
Florida
Fountain
brave
determined
sailors
Henry Hudson
Half Moon England
ships
Marco Polo
China
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bridge
da Verrazano
\narrows
France
1524

Elicit words and categories.
Set up a categorized listing.
2. STRATEGY: PREDICTION
A prediction technique arouses students' interest and comprehension by asking them to predict what is to be learned in
the lesson. As a result of having made the predictions, the anticipated outcome is that students will analyze data (reading,
cartoon, graph, map, etc.) to prove they are correct.
A. Formal Prediction Guides (Journal of Reading, December 1983)
The following samples consist of lists of statements pertaining to the unit to be studied.
Figure 1: Prediction Guide
Directions: In Column A check those statements you think are true concerning the Twenties, the Depression, and the
New Deal. Don't put anything in Column B yet.
A B
1. Many Americans were characterized by their optimism, prosperity and materialism at the
beginning of the 20's.
2. Women voted for the first time in the 1920 election.
3. After a period of war and tension, people wanted to forget their problems and concentrate on enjoying
themselves.
4. Richard Byrd conquered the South Pole.
5. Since booming business was certain to create a great future for Americans, government policies
tended to leave it alone.
6. Auto makers were thrilled at cars rolling off the assembly lines, but some people fe lt t hat t his ne w
inv ent io n o nly inv it ed mo r al decay f o r A mer ica.
7. Movie theaters thrived on sex appeal, a new American ideal.
8. Television began to play an important role in politics.
9. The role of women changed drastically in the 1920's.
10. Prohibition laws were widely disobeyed.
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In this prediction guide several incorrect statements are included as distractors. Students follow the directions. After
the students have completed either their reading, viewing or listening activity, they are asked to check those
statements when they then believe to be correct. The sample above was used before students viewed a film on U.S. history.
This is a slightly modified formal prediction guide, this time used with a textbook chapter on the U.S. Constitution. This
activity is suitable for students achieving below grade level and includes fewer statements.
Figure 2: Prediction Guide - The U.S. Constitution
Part A. Before reading the chapter, see how well you can predict what you are going to learn from the chapter, in Column
A, place a check next to every statement that you predict will be proven true in the chapter.
A B
1. Before the Constitution was written, the states made most of the laws.
2. There was only one kind of paper money in the U.S. before the Constitution.
3. Shay's rebellion was the farmers against the government.
4. Benjamin Franklin was the youngest signer of the Constitution.
5. State governments can now declare war.
Part B. After reading, put a check in Column B by all the statements you believe are true. How much did you improve
your knowledge from your reading?
Part C: Rewrite each statement which is not correct in order to make it correct. Use complete sentences. You may use
your textbook.
B. Informal Prediction Guides
Informal prediction requires little effort on the part of the teacher. It usually results in reduced teacher work
and increased student involvement and productivity. Generally, teachers provide minimal guidance on the chalkboard
and then students work individually or in groups to generate predictions.
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Example I:
The teacher writes the first sentence or major heading of a chapter on the chalkboard and then asks students
to develop five to ten questions based on the sentence or heading which they predict will be answered in the chapter.
Then they read the chapter to determine how many of their questions were actually answered.
Example 2:
Have students survey the chapter before making predictions. The teacher presents the following paragraph
frame. Students then examine the chapter to verify their predictions.
 After surveying the chapter,
 I believe the major figure(s) will be _________________
 Some major events will be __________________________
 Some important dates appear to be ___________________
Example 3:
Photographs are used in this prediction strategy. Students are asked to look at photographs either in the textbook or
viewed via an overhead projector. Based on the photograph, the class is asked to make predictions about important
events or people they think they will encounter in the chapter or the lesson.
Example 4:
If you are teaching Global Studies, ask students to make predictions about the people, industry, climate, food and
customs of the area you are introducing.
Some tips in using Prediction Guides
 Wait time is important. Give the students time to think about their answers.

Ask three key questions:
-What do you think?
-Why do you think so?
-Can you prove it?
 Encourage students to comment on each other's-responses.
Teach vocabulary holistically within the lesson.
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3. ELICITING PRIOR KNOWLEDGE
Prior knowledge is the base upon which new knowledge is built. Reading is a process in which information from the text
and the knowledge passed by the reader connects to produce new meaning.
A clear finding from research of the past decade is that young readers, and poor readers of every age, do not
consistently see relationships between what they are reading and what they already know. Useful approaches to
building background knowledge prior to the reading lesson focus on the concepts that will be central to
understanding the upcoming material, concepts that students either do not possess or may not think of without
prompting.
Several studies indicate that using instructional time to build background knowledge pays dividends in
comprehension. Systematic classroom observation reveals that preparation for reading is the phase of the reading
lesson that is most often slighted, or even skipped altogether. More focused attention must be given to developing
the background knowledge that will be required to understand a reading selection.
Expected Classroom Behaviors
 Teachers provide or utilize their own and their students' experiences as a basis for the comprehension of new
information.
 Teachers develop a background for reading, utilizing students' and their own prior knowledge of the subject.
 Teachers' plans allow for exploring students' own ideas/experiences in learning new concepts.
Teachers use techniques such as brainstorming and semantic mapping to focus students' awareness of their own
background knowledge.
Using Visuals
Today's students are a visual generation. One of the best ways to motivate a lesson is with a visual: a photograph, a
drawing, a cartoon. In order to make the most of the visuals as learning tools, it is vital to provide the opportunity for
students to use thinking skills at all levels. The following questions are offered as samples for use with visuals.
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Recall
Comprehension
Analysis
Synthesis
Hypothesis
Evaluation
Recall
What information do you get from this visual?
What do you think the artist is trying to tell us?
What do you see in this picture?
What creates the mood you think is expressed?
Why do you think the artist chose this site? Why do you think the artist chose these
colors? Do you see any symbols? Explain.
Does the title affect how you view the picture?
What do you think was the artist's purpose in painting this picture?
What title would you give this picture?
What can we learn about__________
from this picture?
On the basis of this picture, do you think that this artist would probably favor
____________
Does this piece of art reflect the spirit of the times? Would you buy this painting?
Would you want this painting in your home?
What information do you get from this visual?
What do you think the artist is trying to tell us?
What title would you give this cartoon?
Comprehension
The_________in the cartoon represents________________.
Why do you think the cartoonist used _________________
in the picture?
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Analysis
Synthesis
Hypothesis
Evaluation
The problem illustrated in the cartoon was caused by _____________.
The data in the cartoon reflects the recent change in _______________.
What do you think was the artist's purpose in drawing this cartoon?
What do you think the cartoonist implies about _______________?
A valid conclusion that can be drawn about the cartoonist's viewpoint is
_____________.
According to the cartoonist, what was the cause of ________________?
What action(s) would be most effective in changing the situation in the cartoon?
If the cartoonist's viewpoint is correct„ what effect will it have on
___________________?
Do you agree with the cartoonist's viewpoint?
How would you draw the cartoon?
Teaching Reading in Social Studies
Social Studies is a reading subject. Students receive most of the content material through reading. Therefore, it is
important for the social studies teacher to develop the role of being a reading teacher. Students may have difficulty in
reading textbooks, classroom data, newspapers, homework assignments, etc. It is the role of the teacher to make reading
comprehensible through pre reading strategies.
Pre-reading


Establish goal for reading
Skim text for titles, headings, captions, graphics, etc. to predict focus.
 Identify and predefine unfamiliar vocabulary and concepts.
 Obtain background information from an outside source.
During Reading
 Reread


Paraphrase difficult sentences and passages from the complex to the simple.
Restate or rephrase unfamiliar words or phrases.
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 Look for relationships of ideas.

Focus on important ideas.
 Identify organizational pattern or patterns.



Read ahead for clarification.
Backtrack to last point of text to clarify or understand.
Relate new ideas to prior knowledge.
 Periodic self-assessment and monitoring to measure understanding.
 Insert references such as nouns for pronoun clarification.
Other Strategies
 Sub-vocalizing - normally silent reading becomes audible.
 Reading aloud - to hear text that is difficult.
 Fragmentation of text - reading a selection in more digestible units of information.
 Adjust reading rates - slower for more difficult; faster for less difficult or recreational reading
Modeling the Reading Process
The teacher should read selections aloud or with the class. The teacher can say:




Based on the title, I think this selection will be about....
Based on the subtopics and headings, I think
Looking at the illustration, maps and charts, I can tell
Reading the captions under the photographs or illustrations, I think
 After scanning the selection, I see a few words that are not familiar....
 I will predefine them or identify a synonym for each word.
 I will write these definitions and/or synonyms on a sheet of paper.
- I will refer to the sheet as I read.
- Before I begin reading the selection, I ask myself: What do I already know about this subject? (Prior knowledge)
- I am now ready to read the first paragraph. In the first paragraph I expect to learn more about the focus of this
selection.
- Upon reading the first paragraph, I ask myself: What did I learn about? Do I have a clearer understanding of the
selection?
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-
I now compose one question about this paragraph and answer it.
I also write a summary sentence.
For some paragraphs, a second sentence may be necessary.
I will repeat this process - one question and answer and a summary statement for each paragraph I will read.
Metacognition
Metacognition, as it is generally described in the literature on teaching, means the knowledge learners have about reading
strategies and the ability they have to use that knowledge to monitor their own reading. When self- knowledge and selfmonitoring can be combined, then readers will be able to assume the responsibilities for their own learning which is
characteristic of the mature reader.
Metacognitive theory leads us to believe that student-generated questions can lead to improved comprehension since
these questions entail deep processing of the text. When students ask questions of themselves, it enables them to develop
an inquiring, investigative frame of mind. All too often, students rely on teachers and/or appropriate textbooks to ask the
questions. They have not learned to ask appropriate questions of themselves. They have not learned to monitor their own
reading.
The following activity is a step-by-step approach to helping students develop their own questions to guide them through
a prereading or reading assignment.
GENERATING STUDENT QUESTIONS
 Students read a portion of the text from the beginning of a selection.
 Ask students to write five to 10 questions that they think will be answered in the remainder of the
text.
 Discuss some of the questions asked by students before reading. Write them on the chalkboard.
 Students read to see if their questions are answered.
After reading the teacher leads a discussion to determine which questions were answered, which were not and
why.
* Based on Material Developed by Hazel Greenberg, New York and the World
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Literacy strategies students need to apply in a DBQ:
Text-to-Self or Document-to-Self
** Teacher role is to aid students in determining what is important and relevant
** Student role is to question him/herself:
 What do I already know about this topic?
 What do I anticipate learning from this text/document?
 What am I learning that is new?
 How does this text/document change my understanding?
Text-to-Text or Document-to-Document
** Teacher role is to help students realize how different texts deepen understanding.
** Student role is to question him/herself:
 What other text/document have I read on this topic?
 What did I learn when I read other texts/documents?
 What is the relationship between the texts/documents?
 How does this text/document change my understanding?
Text-to-World or Document-to-World
** Teacher role is to aid students in determining what is important and relevant
** Student role is to question him/herself:
 What have I heard on the news and media that is relevant to this text/document?
 What places have I traveled to that are relevant to this text/document?
 What discussions have I had with my family and others relevant to this text/document?
 What have I learned in school that is relevant to this text/document?
 How does this text/document change my understanding?
Unpack the question (Learn to Read the Question)
** Teacher role is to aid students in learning to read and analyze the question/
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controlling idea.
** Student role is to question him/herself:
 What does the Historical Background tell me about the topic and purpose of the task?
 What is the question in the box asking me to do?
 What is the connection between the Historical Background and the question in the box?
 What information do I need to find?
 What key words and phrases in questions, directions, and reading selections should I highlight?
Document-to-Task on a DBQ
** Teacher role is to help students understand how different texts deepen
understanding and are related to the questions/ controlling idea.
** Student role is to question him/herself:
 What is the question in the box telling me about the purpose of each document?
 As I preview each document I ask myself, “How does this document connect to the question in the box?”
 As I read and look at each document, what is the connection (relationship) between the documents?
 Why have these documents been provided to answer this question?
 How do the documents and the historical background work together to help me form my interpretation?
DOCUMENT ANALYSIS
 Analyze documents according to the following criteria: attribution, point of view, reliability, intent or purpose,
audience, and tone.
- Attribution includes knowing who the author is and his or her personal background such as social class, occupation,
religion, and education.
- Point of view is the result of attribution. It is a neutral way of identifying bias, prejudice, or personal perspective about
the topic.
- Historians must question every author’s reliability.
- Audience is critical to history. Knowing to which group a politician is speaking or the ruler is writing clarifies intent.
This is important because famous people slant what they say to fit the audience or purpose. This affects reliability and
engenders bias.
- Tone is the color of the language and the overall feeling created by the document.
23
STATISTICAL ANALYSIS, CHARTS, AND GRAPHS
 Use visual data to perform statistical analysis and support conclusions.
 Pie charts show portions relative to the whole.
 Bar graphs compare different types of data in columns with percentages or relationships over time.
 Tables display related bits of data in columns and rows.
*Primary Source Analysis ( from Spotsylvania School District)
Following is a heuristic device helpful in the analysis of primary source documents:
APPARTS (Primary Source Analysis):
Author: Who created the source?
Place and Time: Where and when was it created?
Prior Knowledge: What do you already know about it?
Audience: For whom was the source created?
Reason: Why was this source produced?
The Main Idea: What point is it conveying?
Significance: Why is this source important?
NOTETAKING
 T-outline: place reading notes in the larger, right-handed column, in the left column, write teacher notes on the same
topic.
 Read each separate section and then go back and outline it.
 Summarize.
24
BASIC ESSAY TASKS IN SOCIAL STUDIES
- Students must know the meaning of the following basic essay tasks: analyze, assess, evaluate, compare, contrast,
describe, discuss, enumerate and explain.
ESSAYS
1. THE DOCUMENT-BASED QUESTION
(DBQ)
Not primarily designed to test a student’s knowledge about world history, but rather the student’s ability to use
documentary evidence to make and to support an argument.
- An acceptable thesis requires a simple thesis stating the point of argument.
- An expanded thesis and additional points require a comprehensive thesis statement, such as the preceding example.
- Students need to use all or all but one of the documents. Use is defined as citing, quoting, listing, summarizing,
mentioning, analyzing, interpreting, or critiquing the documents.
- Students must understand the basic meaning of the documents cited in the essay.
- Students must analyze point of view or bias in at least two or three documents, depending on the essay that year.
- Students must analyze documents by grouping them in NO LESS THAN three ways.
- Students will be asked to identify one additional type of document they could have used to support the essay prompt.
2. CHANGE OVER TIME ESSAY
The Change Over Time essay asks students to access how larger global issues and themes such as gender, trade,
technology, and environment changed, and remained the same, over time.
Students will not only have to identify areas of change, but also areas of continuity across chronological periods, and will
have to compare two or more chronological periods within one geographic area.
25
Assessment of Students’ Mastery of the Exit Outcomes and Grade Level Content Expectations
Verification that students have achieved the given outcomes will be done through ongoing assessments and data gathering.
Evidence of proficiency may take many different forms that are aligned to the State Standards, performance indicators and
grade level content expectations.
All students are expected to know and be able to:
 Write Document Based Essay Questions using a variety of primary source documents and incorporating outside information.
The essay will include a clear thesis statement, supporting proofs and a conclusion

Write a Change over time essay. The Change Over Time essay asks students to access how larger global issues and themes
such as gender, trade, technology, and environment changed, and remained the same, over time. Students will not only have
to identify areas of change, but also areas of continuity across chronological periods, and will have to compare two or more
chronological periods within one geographic area.

Write a Thematic essay. The Social Studies and English Departments will work collaboratively to teach students how to write
a "power" essay. It should include the following elements: thesis statement, expositions, synthesis, summary and conclusion.

Complete Constructed Response Questions.

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Complete Performance Based Activities.
Analyze and utilize visual data to perform statistical analysis and support conclusions.
Create, collect and present Portfolios of exemplary work.

Complete Computer Research Projects

Demonstrate Social Studies Research and Presentational Skills.

Analyze documents according to the following criteria: attribution, point of view, reliability, intent or purpose, audience, and
tone.
26
Rubric
A rubric is a set of evaluative criteria, often displayed in a table format that summarizes levels of proficiency. Rubrics
support an objective approach to evaluation and allow students to see qualitative differences in the range of proficiencies.
Rubrics are to be used to score the Thematic Essay, the Document Based Essay, and the Constructed Response that will be
included in the formal assessments of the content being taught.
Essential Questions
 give focus to instruction and to programs, courses, units of study and lessons
 engage students
 promote questioning and lead to attempts at verification
 are asked over and over across the curriculum (horizontally) and over the years (vertically)
 should be linked closely to assessment
 provide a means to prioritize content
 can not be easily answered
27
EXIT OUTCOMES
Global Studies I and II
By the end of the year, students will be able to:
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define culture and civilization, explaining how they developed and changed over time.
investigate the various components of cultures and civilizations including social customs, norms, values, and traditions;
political systems; economic systems; religions and spiritual beliefs; and socialization or educational practices
understand the development and connectedness of Western civilization and other civilizations and cultures in many areas of
the world and over time
analyze historic events from around the world by examining accounts written from different perspectives
understand the broad patterns, relationships, and interactions of cultures and civilizations during particular eras and across
eras
analyze changing and competing interpretations of issues, events, and developments throughout world history.
analyze the roles and contributions of individuals and groups to social, political, economic, cultural, and religious practices
and activities
explain the dynamics of cultural change and how interactions between and among cultures has affected various cultural
groups throughout the world
examine the social/cultural, political, economic, and religious norms and values of Western and other world cultures.
identify historical problems, pose analytical questions or hypotheses, research analytical questions or test hypotheses,
formulate conclusions or generalizations, raise new questions or issues for further investigation
interpret and analyze documents and artifacts related to
significant developments and events in world history
plan and organize historical research projects related to regional or global interdependence
analyze different interpretations of important events, issues, or developments in world history by studying the social,
political, and economic context in which they were developed; by testing the data source for reliability and validity,
credibility, authority, authenticity, and completeness; and by detecting bias, distortion of the facts, and propaganda by
omission, suppression, or invention of facts.
understand how to develop and use maps and other graphic representations to display geographic issues, problems, and
questions
describe the physical characteristics of the Earth’s surface and investigate the continual reshaping of the surface by physical
processes and human activities
investigate the characteristics, distribution, and migration of human populations on the Earth’s surface (Taken from National
Geography Standards, 1994)
28
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understand the development and interactions of social/cultural, political, economic, and religious systems in different regions
of the world
analyze how the forces of cooperation and conflict among people influence the division and control of the Earth’s surface
(Taken from National Geography Standards, 1994)
explain how technological change affects people, places, and regions.
plan, organize, and present geographic research projects
locate and gather geographic information from a variety of primary and secondary sources (Taken from National Geography
Standards, 1994)
select and design maps, graphs, tables, charts, diagrams, and other graphic representations to present geographic information
analyze geographic information by developing and testing inferences and hypotheses, and formulating conclusions from
maps, photographs, computer models, and other geographic representations (Adapted from National Geography Standards,
1994)
develop and test generalizations and conclusions and pose analytical questions based on the results of geographic inquiry.
analyze the effectiveness of varying ways societies, nations, and regions of the world attempt to satisfy their basic needs and
wants by utilizing scarce resources
define and apply basic economic concepts such as scarcity, supply/demand, opportunity costs, production, resources, money
and banking, economic growth, markets, costs, competition, and world economic systems
understand the nature of scarcity and how nations of the world make choices which involve economic and social costs and
benefits
describe the ideals, principles, structure, practices, accomplishments, and problems related to the United States economic
system
compare and contrast the United States economic system with other national economic systems, focusing on the three
fundamental economic questions
explain how economic decision making has become global as a result of an interdependent world economy
understand the roles in the economic system of consumers, producers, workers, investors, and voters.
identify, locate, and evaluate economic information from standard reference works, newspapers, periodicals, computer
databases, monographs, textbooks, government publications, and other primary and secondary sources
use economic information by identifying similarities and differences in trends; inferring relationships between various
elements of an economy: organizing and arranging information in charts, tables, and graphs; extrapolating and making
conclusions about economic questions, issues, and problems
apply a problem-solving model to identify economic problems or issues, generate hypotheses, test hypotheses, investigate
and analyze selected data, consider alternative solutions or positions, and make decisions about the best solution or position
29
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present economic information and conclusions in different formats, including graphic representations, computer models,
research reports, and oral presentations.
analyze how the values of a nation and international organizations affect the guarantee of human rights and make provisions
for human needs
consider the nature and evolution of constitutional democracies throughout the world
compare various political systems with that of the United States in terms of ideology, structure, function, institutions,
decision-making processes, citizenship roles, and political culture
identify and analyze advantages and disadvantages of various governmental systems.
30
Collaborative Curriculum Map 2006-2007
Mount Vernon City School District
Global History I / Grade 9
Units
Essential Questions
Content / Strategies
Knowledge/Skills
Assessment
Resources &
Materials
Orientation to
Global
History, The 5
Standards,
(Week 1, 2
Weeks)
Why should we study
history?
Describe the Orientation and
Methodology of Global History
The 5 N.Y.S. Standards of Social
Studies:
-History of the United States and
New York
-World History
-Geography
-Economics
-Civics, Citizenship and
Government
A. History
1. Skills of historical analysis
a. Investigate differing and
competing interpretations of
historical theories—multiple
perspectives
b. Hypothesize about why
interpretations change
over time
c. Explain the importance of
historical evidence
2. Understand the concepts of
change and continuity over
time
3. The connections and
interactions of people across
time and space
4. Time frames and periodization
Students will know
and be able to:
Pre-Assessment
Test
N.Y.S. Regents
Website
-Probe ideas and
assumptions
Pose and answer
analytical questions
-Assume a skeptical
attitude toward
questionable political
statements
-Evaluate evidence
and forming rational
conclusions
-Develop
participatory skills
-Read and interpret
maps
Vocabulary Quiz
Textbooks:
Map Reading Skill
Examination
World History
People and
Nations
Connection to
Today
World History
Belief systems
Change
Conflict
Cultural Life
Diversity
Human
Rights
Interdependen
ce
Imperialism
Urbanization
Nationalism
What do we mean by
"Global History?"
Why is Global Studies
important?
How are events
connected across time
and space?
How does the
environment play a role
in History?
How has geography
influenced the course of
history?
Have people adjusted to
their environment or
have they tried to modify
it?
-What are the methods
used to collect and
evaluate information?
31
Analyze charts and
graphs
Map Project
Reflective Essay:
Discuss what types
of historical events
you would like to
learn about:
Victories or Defeats
Social Movements
Cultural
Achievements
Technological
Advances
Distinguish between
Fact and Opinion
Analyze
geographic
information to
answer questions
Project on cultural
diffusion:
Have students
work in groups to
complete flows,
Map Skill
Workbook
Selected
Handouts
National
Geographic
Magazine
Computer
Websites on
various
regions of the
world
Key
5. Roles and contributions of
individuals and groups
6. Oral histories
B. Geography
1. Elements of geography
a. Human geography
b. Physical geography
c.
Political geography
d. Migration
e.
Trade
f. Environment and society
g. The uses of geography
2.. Identifying and defining world
regions
Key Ideas
 Using a variety of sources
supports the process of
geographic inquiry.
 Latitude and longitude define
absolute location.
 Relative location describes the
spatial relationships between and
among places.
 Areas can be represented using a
variety of scales.
 The amount of detail shown on a
map is dependent on the scale
used.
 Compass rose (directional
indicator) identifies map
orientation.
C. Economics
a. Major economic concepts
(scarcity, supply! demand,
opportunity costs, production,
32
concerning land
use, economic
development,
population shifts,
and transportation
networks
linkages, and
interactions project
in which students
map the spread of a
development (i.e.,
Coca-Cola, color
television, or a
disease) over time.
Map Project
 Create a map of
the classroom, the
school, or your
bedroom to scale.
 Compare sketch
maps to maps in
atlases or other
resources.
 Describe the
location of places
in terms of
reference points
(e.g., the equator,
prime meridian).
 Describe the
location of places
in terms of
geographic
features and
landforms (e.g.,
west of the
Mississippi River,
north of the Gulf
of Mexico).
Vocabulary
List
Suggested
Documents
books and
monographs
newspapers,
periodicals,
magazines, and
scholarly
journals
government
documents
manuscripts,
archival
materials,
journals,
diaries, and
autobiographie
s
maps; visual
materials
(paintings,
drawings,
sculptures,
architectural
drawings,
films, posters,
prints,
engravings,
photographs,
etc.)
music
artifacts.
resources)
b .Economic decision making
c. The interdependence of
economics and economic systems
throughout the world
d. Applying critical thinking skills
in making informed and well-reasoned economic decisions
Key Ideas
 Resources are not equally
distributed.
 The use of a resource depends on
a nation's culture, values, access
to technology, and governmental
priorities as they change over
time.
 Availability of resources, cultural
values, economic philosophies,
and levels of supply and demand
for goods and services influence
economic activities.
 No country has all of the
resources it needs to survive and
grow.
D. Political science
1.The purposes of government
2.Political systems around the
world
3. Political concepts of power,
authority, governance, and law
4.Rights and responsibilities of
citizenship across time and
space
33
Vocabulary: periodization, periods,
chronology, civilization,
ethnocentrism
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Pre-HistoryOrigins of
Humans
(Week 2, 2
Weeks)
Standards
3,4,5
Human/Physic
al Geography
Movement of
People and
Goods
Environment
and Society
Needs and
Wants
Culture
What is Pre-History?
What is meant by the
Origins of Humans?
What was the
relationship between
early peoples and their
environment?
Pre-History:
Ca. 3,700,000 B.C./B.C.E.-1,200
A.D./C.E.
Anthropology
Archaeology
Carbon Dating
Australopithecus to Modern
Humans
Students will know
and be able to:
Classify data
Analyze primary
sources and
documents
Vocabulary
Quizzes
Thematic Essay –
Early Humans
and the
Paleolithic and
Neolithic periods
The Three Ages:
What reasons can you
pose to explain why early
peoples migrated from
place to place?
Paleolithic
Mesolithic
Neolithic
Why was the introduction
of agriculture referred to
as the Neolithic
Revolution?
Why was this a turning
point?
How was the rise of cities
related to the Neolithic
Revolution and the
development of early
civilizations?
The Ice Age:
Ice Bridge
Migration
Hunters and Gatherers
Nomads
A.Early peoples
1. Human and physical
geography
2. Hunters and gatherers—
nomadic groups
3. Relationship to the
environment
4. Migration of early
human populations
Out of Africa
Other theories
5. Early government
a. Purposes
35
World History:
People and
Nations
Connecting to
Today
World History
Artifacts
Demonstrate Note
taking and
organizational skills
Generalize from data
Can a Revolution occur
without weapons?
Textbooks:
Read and interpret a
time line
Understand the value
of learning different
languages
Data Based
Questions (DBQ)
Unit Exam (NYS
Regents Social
Studies Test
Format)
Multiple Choices
Time Line Project
Field Trip:
Museum of
Natural History
Excerpts from
The
Autobiographies
of the Leakey's
and D.C.
Johanson
Pictures of Cave
Art
b. Decision making
c. Move toward more
complex government
systems
B. Neolithic Revolution and early
river civilizations
Co m p are a n d co ntr a s t
(Mesopotamia, Egypt, the Indus
Valley, and Yellow River
civilizations)
Human and physical
geography of early river
civilizations
Identify demographic patterns of
early civilizations and movement
of people—Bantu migration (500
BC - 1500 AD)
Concepts/Terms
Paleolithic, Neolithic Revolution,
nomad, domestication, artifacts,
archaeologists, prehistory, history,
belief systems
Unit Concepts and
Understandings
o The tools/evidence historians
use to study the past
o The similarities and
differences of the Paleolithic
and Neolithic periods
o The political, economic,
geographic and social changes
brought about as a result of the
Neolithic Revolution
36
The First
Civilizations
Begin in 4
River Valleys
(Week 4, 2
Weeks)
Standards
2,3,4,5
Cultural/
Intellectual
Life
Political
Systems
Human/
Physical
Geography
Citizenship
What is a civilization?
What events in World
History can be
considered a turning
point?
What is meant by "The
Rivers of Life?"
What political systems
developed in early river
civilizations?
What role does
Technology play in the
development of
civilization? Can there be
progress without
Technology?
Did humans shape their
environment or did the
environment shape the
humans?
What does it mean to be
civilized?
Why do we have belief
systems?
Why are some places
better to live than others?
The 5 Main Characteristics of a
Civilization:
Students will be able
to:
6,000 B.C./B.C.E.-586 B.C./B.C.E.
-Define culture and
civilization,
explaining how they
developed and
changed over time.
Technical Skill
Cities and Government
Division of Labor
Concept of Time/Calendar
Communication/Writing
The 4 River Valleys:
Nile River Valley
Tigris-Euphrates River Valley
Indus River Valley
Huang He River Valley
Principles of Civilizations:
Use of Metals
Methods of Irrigation
Artisans
Language
Time/Calendar
Family
Trade/Cultural Diffusion
Concepts/Terms
Civilization, polytheism, Fertile
Crescent, traditional economy,
cultural diffusion, empire,
specialization, Hammurabi’s Code,
social class structure, belief systems
-Investigate the
various components
of cultures and
civilizations
including social
customs, norms,
values , and
traditions; political
systems,; economic
systems; religions
and spiritual beliefs;
and socialization or
educational practices.
-Identify, analyze,
and interpret primary
and secondary
sources to make
generalizations about
social, political and
economic patterns of
ancient river
civilizations
-Analyze the roles
and contributions of
37
Quizzes
Textbooks:
Multiple Choice
World History:
People and
nations
Connecting to
Today
World History
In Class
Cooperative
Learning Project
WRITING
TASKS:
DBQ – Early
Civilizations
DBQ Seminar –
Achievements of
the ancient world
affect us today
Selected
Handouts
Photographs of
River Valleys
Suggested
Documents:
Timelines, photographs or
models of
temples,
pictures of
artifacts,
palaces,
neo-lithic
villages;
record-keeping
systems; creation
stories such as
The Epic of
Gilgamesh
Hammurabi’s
Code, Hebrew
law, the Twelve
Tables of Rome
What is justice?
Why do people trade?
Does cultural diffusion
promote or destroy
culture?
What causes a society to
rise or fall?
How was this time
period a major turning
point in Global History?
Do the arts reflect society
or does society influence
the arts?
Unit Concepts and
Understandings
o The major characteristics of
civilization
o The influence of geographic
factors on the development of
early civilizations
o The achievements of major
early civilizations in science
and technology, law and
justice, and art and
architecture
o Origins/basic beliefs/practices
of the world’s major religions/
philosophies
individuals and
groups to social,
political, economic,
cultural, and
religious practices
and activities.
-Investigate the
characteristics,
distribution, and
migration of human
populations on the
Earth’s surface.
-Understand the
development and
interactions of
social/cultural,
political, economic,
and religious systems
indifferent regions of
the world.
-Explain how
technological change
affects people, places,
and regions.
Understand cause
and effect
Draw conclusions
Interpret
photographs: past
and present
38
Egypt:
Civilization of
the Nile River
Valley
(Week 5, 2
Weeks)
Standards
2,3,4
Human/
Physical
Geography
Urbanization
Technology
Economic
System
Can a River and/or
Desert be an Obstacle or
an Asset or Both?
Egypt:
Can Pictures and
Drawings tell a Story?
Nile River
Desert
Hatshepsut: Reformist or
Activist or Both?
6,000 B.C./B.C.E.-586 B.C./B.C.E.
The Three Kingdoms:
Old
Middle
New
Hieroglyphics
Rosetta Stone
Pyramids
Pharaohs
Dynasties
Empire
Hatshepsut
Interpret and
understand pictures,
characters and
symbols
Can Civilizations have
Similarities even though
they are Miles Apart?
How does each new CityState add to the
Textbooks:
Multiple Choice
World History:
People and
Nations
Connecting to
Today
World History
Thematic Essay
-Identify, analyze,
and interpret primary
and secondary
sources to make
generalizations about
language and writing
-pictograms (earliest
written symbols),
hieroglyphics
(Egypt), cuneiform
(Sumer), alphabet
(Phoenicians).
Polytheism versus Monotheism
Fertile
Crescent:
Civilization of
the TigrisEuphrates
(Week 6, 3
Weeks)
Quizzes
Fertile Crescent:
Create a Time
Line
Write a Historical
Research Paper
Make a poster
containing a
drawing of the
Rosetta Stone,
with three
languages, a
paragraph
explaining the
Rosetta Stone, its
importance in
understating
Egyptian
hieroglyphics
and ancient
Eastern culture.
Interclass
Jeopardy Game
6,000 B.C./B.C.E.-586 B.C./B.C.E.
Mesopotamia
Tigris-Euphrates River Valley
Make connections
from various sources
Multiple Choice
Understand the
39
Quizzes
MVHS History
Department
Wing
Excerpts from the
Diary of the
Excavation of
King
Tutankhamen's
Tomb
Segments from
the History
Channel
Documentary on
the Building of
Pyramids
Textbooks:
World History:
People and
Nations
Connections to
Today
Standards
2,3,4
Human/
Physical
Geography
Urbanization
Technology
Economic
System
Advancement of
Civilization?
Formation of City-States and
Empires:
concepts of compare
and contrast
Do Civilizations have to
take a Step Back in order
to Advance Two Steps
Forward?
Sumerian
Akkadians
Babylonians
Hittites
Assyrians
Chaldeans
Persian Empire
Cuneiform
Ziggurats
Hanging Gardens of Babylon
Code of Hammurabi
Rise of the Military
Phoenicians
Lydians
Hebrews
Draw inferences from
data
India:
Read and interpret
physical maps
Does the Sea play a role
in Civilizations?
India: The
Civilization of
the Indus
River Valley
(Week 9, 2
Weeks)
Why is India considered
a Sub-Continent?
Standards
2,3,4,5
Human/
Physical
Geography
Belief system
Needs and
Wants
Culture
Economic
What impact did
monsoons have on the
historic and economic
development of the subcontinent?
Can Weather play a role
in the development of a
Civilization?
How did Economical and
Political conditions lead
to Social Changes?
2,500 B.C./B.C.E.-535 B.C./B.C.E.
4. Indian (Maurya) Empire
a.
Human and physical
geography (monsoons)
b.
Contributions—
government system
Indus River Valley
Indus and Ganges Rivers
Monsoons
Himalayas
Khyber Pass
Vedic Age:
40
DBQ Essay
World History
Field Trip:
Museum of
Metropolitan Art
Hammurabi's
Code of Law and
the U.S.
Constitution
Excerpts from the
"Epic of
Gilgamesh"
Periodicals and
Newspapers
Develop and use
maps and other
graphic
representation to
display geographic
issues, problems, and
questions.
Use graphic
organizers to compare and contrast
civilizations
Textbooks:
World History:
People and
Nations
Connections to
Today
World History
Selected
Handouts and
Documents
Works of Art
Eightfold Path
Four Noble
Truths
System
World Map:
Aryan
Sanskrit
Caste System
Epic Age:
Animism
Hinduism
Buddhism and Buddha
Asoka and Gupta Rulers
Concepts/Terms
Subcontinent, plateau, Himalayas,
seasonal monsoons, Ganges River,
Thar Desert (Great Indian Desert),
caste system,
untouchables/outcastes, Hinduism,
dharma, karma, moksha,
reincarnation, Buddhism, nirvana,
enlightenment, shrine, stupa,
pilgrimage, Silk Route, IndoEuropean language family, Gupta
Empire
Unit Concepts and
Understandings
o The effects of geography
(monsoons/Himalayas)
o The origins, beliefs,
practices, and impact of
Hinduism and Buddhism
on Indian culture
o The achievements in
Indian literature, art,
science and mathematics
(legacy concept)
41
Analyze charts and
graphs
Understand cause
and effect
Understand the
relationships between
history, population,
and resources and the
current status of a
region
The Sermon at
Benares
Ashoka’s Edicts
Chinese Traveler
in India
Gupta Empire
Map
Herodotus on
India
Mauryan Empire
Map
Tales From
Ancient India
The Arthashastra
Ramayana
The Bhagavad Gita
The Upanishads
China: The
Civilization of
the Huang He
River Valley
(Week 11, 2
Weeks)
Standards
2,3,4,5
Human/
Physical
Geography
Economic
System
Belief system
Needs and
Wants
Culture
Is Isolation a Positive or
Negative factor in the
Development of
Civilizations?
Why do People gain or
Lose Faith in
Government?
What role does the Silk
Road play in the
Advancement of
Civilizations?
What was the Mandate of
Heaven? Why did the
Chinese define their history in terms of dynastic
cycles?
China:
5,000 B.C./B.C.E.-589 B.C./B.C.E.
1. Chinese civilization
a. Human and physical
geography
b. Chinese contributions
(engineering, tools,
writing, silk, bronzes,
government system)
c. Dynastic cycles
d. Mandate of Heaven
Huang He River River
Monsoons
Gobi Desert
Isolationism from the West
Dynasties:
Shang Dynasty
Dynastic Cycle
Mandate of Heaven
Zhou Dynasty
Qin Dynasty
Great Wall of China
Han Dynasty
Civil Service Examination System
Calligraphy-Characters
Silk Road
The Role of the Family
Confucianism-Daoism
Buddhism-Legalism
Unit Concepts and
Understandings
The effects of geography on the
cultural development of China
42
Develop timelines
and maps to illustrate
the parallel
development of
classical civilizations
Explain the
geographic features
of China that made
governance and the
spread of ideas and
goods difficult and
served to isolate the
country from the rest
of the world.
Writing Tasks:
Thematic Essay—
Geography and
Society
Thematic Essay—
Belief Systems
DBQ – Chinese
Culture, Life,
Government, and
Philosophy
Quizzes
Time Line
Cite the significance
of the trans-Eurasian
“silk roads” in the
period of the Han
Dynasty and Roman
Empire and their
locations.
Describe the
diffusion of
Buddhism northward
to China during the
Han Dynasty.
Know about the life
of Confucius and the
fundamental
teachings of
Confucianism and
Taoism.
Plotting Trade
Routes on a Map
Textbooks:
World History:
People and
Nations
Connections to
Today
World History
Internet: Chinese
Spoken/Written
Language
Excerpts from
"The teachings of
Confucius"
Peking Man
Chinese
Language and
Pronunciation
Sun Tzu
The Legalist
Policies of the
Qin
Legalist views on
good government
Dao De Jing
Selections
Daoism
Taoism Quotes
Yin Fu King
Picture of
Confucius
Chinese ethical and governing
systems
The dynastic cycle and Mandate of
Heaven
Chinese technology, commerce,
exploration and culture
Achievements of the Golden Age
Tang and Sung Dynasties
Gender issues in traditional China
Importance of land and sea routes
(Silk Route)
Concepts/Terms
Yellow River (Huang He), China’s
Sorrow, Yellow Sea, Gobi Desert,
Yangtze River, Middle Kingdom,
isolationism, loess (silt),
ethnocentrism, dynastic cycle,
Mandate of Heaven, feudalism,
Confucianism, Legalism, Taoism
(Daoism), Four Virtues, Five
Relationships, terrace farming (step
farming), filial piety, bureaucracy,
Great Wall, Q’in Dynasty, Former
Han Dynasty, civil service exam
(merit), silk (Silk Route),
assimilation, tribute, gentry, scholar
(Social Structure), Great Wall
Greece and the
Mediterranean
World
(Week 13, 2
Weeks)
What have been the
contributions of classical
civilizations to the
history of humankind?
Greece:
2,000 B.C./B.C.E.-404 B.C./B.C.E.
Balkan Peninsula
43
The Analects of
Confucius
The Great
Learning
Terra Cotta
Warriors
Chinese Art
Identify the political
and cultural
problems prevalent
in the time of
Confucius and how
he sought to solve
them.
Chinese Poems
Detail the political
contributions of the
Han Dynasty to the
development of the
imperial bureaucratic
state and the
expansion of the
empire.
Great Wall
Pictures
Images of Early
Chinese Leaders
Chinese Food
Li Po Poem
Liu Hsun Poem
Map of China
Dynasty
Map of the Great
Wall
Timeline of
Chinese
Dynasties
Develop timelines
and maps to illustrate
the parallel
development of
classical civilizations
Quizzes
Textbooks:
Multiple Choice
World History:
People and
Nations
Political Debate:
Standards
2,3,4,5
Belief system
Needs and
Wants
Culture
Human/
Physical
Geography
What forces caused the
rise and fall of classical
civilizations?
What were the status and
role of
women in these
civilizations?
How does the Sea make a
Civilization into a Super
Power?
What is meant by: "I
found you
Agamemnon?"
Can Public Opinion
shape a Civilization?
Does Debating and/or
Civil War Solve Issues?
How did the institution
of slavery fit within the
Athenian concept of
democracy?
Empire of
Alexander the
What is meant by: "The
Golden Age?"
Islands of the Aegean, Ionian and
Mediterranean Seas
Minoan Civilization
Knossos, Crete
Mycenaean Civilization
Greek Alphabet
Note taking
Linking the past to
the present
Learning about the
past using visual aids
Dorian Invasion:
"The Dark Ages"
The Rise of City-States: "The Polis"
Greek civilization
a. Human and
physical
geography
b. The rise of citystates— Athens,
Sparta
c. Contributions: art,
architecture, philosophy,
science—Plato, Socrates,
Aristotle
d. Growth of democracy in
Athens versus the Spartan
political system
e. Alexander the Great
and Hellenistic
culture—cultural
diffusion
Macedonia, Greece, Asia Minor and
the Mediterranean Region:
44
Debate: Participate in
individual and group
planning,
understanding the
rules of debating,
listening, self-control
and time
management
Scaffolding ideas
Pro and Cons of
Alliances and
War
Connections to
Today
World History
Reflection Paper
on the Debate
Segments from
the movie: "Troy"
DBQ –
Achievements of
Ancient Greece
Excerpts from the
Iliad, Odyssey
and Pericles’
Funeral Oration
Segments from
the movie: "Clash
of the Titans"
Amphitheater
Epidauros
Persian Rejection
of Democracy
Pericles’ Last
Speech
Antigone
Excerpts
Greek Pottery
Parthenon
The Persians by
Aeschylus
Xenophon on
Socrates
Xenophon on the
Spartans
Pericles Funeral
Oration
Vocabulary
Quizzes
Textbooks:
Great: The
Hellenistic Age
(Week 14, 2
Weeks)
Standards
2,3,4,5
Belief system
Needs and
Wants
Culture
Human/
Physical
Geography
Why is: Art, Architecture,
Music, Math, Medicine,
Philosophy Drama,
Theater and History
Important to a
Civilization?
Can one Person run an
Empire?
478 B.C./B.C.E.-146 B.C./B.C.E.
Golden Age:
Sculpture-Myron and Phidias
Philosophy-Socrates, Plato and
Aristotle
History-Herodotus and Thucydides
Drama-Aeschylus and Sophocles
Medicine-Hippocrates
Math-Pythagoras
Analyze famous
quotes and passages
Importance of
interdisciplinary
studies
Project: research,
Design and Build
a Structure from
an Ancient
Civilization
Take Home
Packet: DBQ and
Essay
World History:
People and
Nations
Connections to
Today
World History
Segments from
the movie:
"Alexander the
Great"
Excerpts from
Primary
Documents and
Books
Empire of Alexander the Great
Conquest of the Known World
Use of New Military Tactics
Decline of Alexander the Great's
Empire
Cultural Diffusion
Concepts/Terms
City-state, democracy, direct
democracy, aristocracy, monarchy,
oligarchy, Athens, Sparta,
Hellenistic, republic, Twelve Tables,
Rome: and the
Roman
Republic
(Week 16, 3
Weeks)
Do Civilizations Copy
from Previous
Civilizations?
What is meant by: "Rome
Rome:
1000 B.C./B.C.E-476 B.C./B.C.E.
Roman Republic
a.
Human and physical
45
Develop timelines
and maps to
illustrate the parallel
development of
classical
Multiple Choice
Textbooks:
Quizzes
World History:
People and
Nations
Interviews
was not Built in a Day?"
Standards
2,3,4,5
Belief system
Needs and
Wants
Culture
Human/
Physical/
Geography
b.
How do Romans give a
new meaning to: "Law &
Order?"
How are contemporary
democratic governments
rooted in classical
traditions?
geography
Contributions—law
(Twelve Tables),
architecture, literature,
roads, bridges
Italian Peninsula
Latins-Latin
Etruscans
Tiber River
civilizations
Compare and
Contrast
Thematic Essay –
Eulogy for the
Roman Empire
Multiple Resources
Connections to
Today
World History
Selected
Handouts and
Documents
Linking the past to
the present
Guest Speakers
Solving conflicts
Segment from the
movie:
"Spartacus"
Rome and the Romans:
509 B.C./B.C.E.-31 B.C./B.C.E.
Rome: and the
Roman Empire
(Week 18, 3
Weeks)
Standards
2.3.4.5
What was "Pax Romana"
Republic
SPQR
Patricians and Plebeians
Roman Legions
3 Punic Wars/Carthage
Spartacus/Slave Revolt
Triumvirates
Julius Caesar-Civil War
End of the Republic/Start of the
Empire
Rome:
Was there really Peace?
31 B.C./B.C.E.-476 A.D./C.E.
How do Empires Rise
and Fall?
The Empire
Human/
Physical
Geography
Urbanization
Does History Repeat
Itself?
Lands from Spain, Britain to
Mesopotamia and from North Africa
to the Danube River and the
Mediterranean World:
Concepts/Terms
46
Analyze the causes
and effects of the
vast expansion and
ultimate
disintegration of the
Roman Empire.
Cooperative
Learning Lessons
Review
Mid-term
Examination
Textbook:
World History:
People and
Nations
Connections to
Today
World History
Selected
Handouts,
Technology
Economic
System
Byzantine
Empire: The
Eastern
Empire
(Week 21, 2
Weeks)
Standards
2,3,4
Human/
Physical
Geography
Economic
System
Pax Romana, golden age, dictator,
Christianity, eastern and western
Roman Empires, monotheism, belief
systems
Documents and
Manuscripts
Photographs and
Drawings
mperors
Law-Government
Military
Trade
Transportation
Public Works
Architecture
Amusement
Education
Art & Literature
Science
Engineering
Paganism-Judaism-Christianity
Barbarians/Invasions
decline and Fall of the Roman
Empire
Byzantine Empire:
What role did the
Byzantine Empire play in
the preservation and
transmission of Greek
and Roman knowledge
and culture? of Roman
concept of law?
What impact did the
Byzantine Empire have
in the development of
historical Russia? of
Russia today?
395 A.D./C.E.-1589 A.D./C.E.
C. Byzantine Empire (330-1453 AD)
1. Human and physical
geography
2. Achievements (law—
Justinian Code, engineering,
art, and commerce)
3. The Orthodox Christian
Church
4. Political structure and
Justinian Code
5. Role in preserving and
transmitting Greek and
47
Understand the
development and
connectedness of
civilizations and
cultures.
Make inferences
Comparing events
from the past and
present
Use Listening and
note taking skills
Writing Tasks
DBQ – GrecoRoman /
Byzantine culture
(art and
architecture)
DBQ – Codes of
Law
Interpreting
Mosaics and
Paintings
Multiple Choice
Textbooks:
World History:
People and
Nations
Connections to
Today
World History
Selected
Handouts
Art Book:
Byzantine Art
Diversity
Justice
Belief System
To what extent was this
event a turning point in
global history?
Why did the Byzantine
Empire Survive while the
Roman Empire fell?
What was the Role of the
Emperors.and Empresses
and Eastern Orthodox
Church in the Byzantine
Empire?
What is meant, "From
Rome to Constantinople
to Moscow?"
Roman cultures
6. Impact on Russia and Eastern
Europe
Byzantium/Constantinople
Eastern Europe
Asia Minor
Russia
Black and Mediterranean Seas
Constantinople:
Greek Alphabet
Constantine the Great
Justinian Codes
Eastern Orthodox Church/Patriarch
Hagia Sophia/Mosaics
Preserved the Greco-Roman Culture
Kiev Rus:
Steppe of Russia
Cyrillic Alphabet
Slavs and Vikings
Czar-Tsar
Decline of the Byzantine Empire
Seljuk Turks and the Rise of the
Ottoman Empire
Code of Justinian
Concepts/Terms
Hagia Sophia, monastery, khanates,
excommunication, patriarch, pope,
icon, iconoclast, dogma, schism,
Slavs, Cyrillic alphabet, steppe, Black
Sea, tribute, pastorialist, clan, Golden
48
Define culture and
civilization,
explaining how they
developed and
changed over time
Investigate key
events and
developments and
major turning points
in world history
Thematic Essay
Listening and
Note taking Test
Replicas of
Artifacts and
Relics
Suggested
Documents:
Justinian Code,
pictures of Hagia
Sophia, mosaics,
reservoirs, etc
Horde, Pax Mongolia, Silk Route,
Kiev, Constantinople
Unit Concepts and Understandings
o The Schism of 1054 C.E.
o The effect of Mongol Influence on
Russia
o The extent, rule, and
contributions of the Mongol Empire
o The fall of the Byzantine Empire
o Orthodox Christianity
o Byzantine influence on Russia
o The preservation of GrecoRoman culture
Medieval
History: The
Middle Ages
Pt. I
432 A.D./C.E.1328 A.D./C.E..
(Week 22, 3
Weeks)
Standards
2,3,4,5
Belief system
Needs and
Wants
Culture
Human/
Physical
Geography
Factors of
Production
Conflict
Why is it called "The
Middle Ages?"
What assumptions did
medieval Europe make
regarding power, authority, governance, and law?
How did the roles of men
and women differ in
medieval society?
What role did individual
citizens play in feudal
society?
How were decisions
made about the use of
scarce resources in
medieval Europe?
What principles were the
Western Europe:
Medieval Europe (500-1400)
1.
Human and physical
geography
2.
Frankish Empire—
Charlemagne
3.
Manorialism
4.
Feudalism
a. Social hierarchy and
stratification
b. Role of men and women
5. Spiritual and secular role of the
Church
6. Monastic centers of learning
7. Anti-Semitism
8. Art and architecture
The Medieval Church:
Unity, Stability, Uniformity of
Thought and Expression
Anti-Semitic Law and Segregation
49
Understanding
cause and effect
Concept of action
and reaction
Understand and
interpret charts and
graphs
Interpret primary
manuscripts
Identify the reasons
for the spread of
Christianity and
Islam throughout
world history
Writing Tasks:
DBQ – Cultural
Diffusion /
Crusades
Thematic Essay –
Power of the
Catholic church
on all facets of
Medieval life
Vocabulary
Quizzes
DBQ Test
Role Playing
Design Charts
and Graphs
based on Data
Textbooks:
World History:
People and
Nations
Connections to
Today
World History
Segments from
the movie:
"Knight's Tale"
Excerpts from
Chaucer's: "The
Canterbury
Tales"
basis of these decisions?
What is Feudalism?
Pope or Emperor:
Separate or One?
Policies Resulted in Persecution and
Migration
1. Church laws segregated
Jews
2. Leaders exploited and
frequently expelled Jews
from their nations
What is the Holy Roman
Empire?
Major Ideas
In a highly fragmented world, the
church provided a sense of stability
and order and became the major
unifying force.
Religious zeal, negative stereotyping,
and popular distaste for different
CULTURES, paved the way for gross
violations of the HUMAN RIGHTS
of Jews in medieval Europe.
By losing CITIZENSHIP RIGHTS,
Jews lost the political POWER to
protect their choice of livelihoods
and their right to remain in their
own countries.
Medieval
History: The
Middle Ages
Pt. 2
1000 A.D./C.E.1500 A.D./C.E.
(Week 25, 3
Weeks)
Does religion change
culture or does culture
change religion?
What is a Crusade?
Crusades: Religious or
Economical or Political or
all 3?
Crusades:
A. Effects of Cross-Cultural Contacts
1. The Crusades
a. Religious and
political causes
b. Effects of increased
European contact
with Islam and
Byzantium
50
Analyze the causes
of the Crusades and
their impact.
Understand the
diverse ways
Muslims,
Byzantines, and
Christians viewed
Vocabulary
Quizzes
Notebook Check
Writing Project:
Have students
examine the
following list,
choose a single
Textbooks:
World History:
People and
Nations
Connections to
Today
World History
What is meant by: "From
Decline to Normalcy to
Total Devastation to
Rebirth?
this period
Key individuals—Urban II, Saladin,
and Richard the Lion-Hearted
Europe-North Africa-Asia
Christianity and Islam
Rise of Trade
Cultural Diffusion
Growth of Towns and
Cities/Urbanization
Bubonic Plague: The Black Death"
Guilds
Vernacular Language
Romance Languages
Germanic Languages
Normans versus Anglo-Saxons:
William the Conqueror
King John/Magna Carta
Hundred Years War/War of the
Roses:
Read a time line
Classify data
Generalize from
data
Scrutinize possible
consequences of
alternative course of
action
Map skills
item or a group
of items, and
write an analysis
of how the item
changed the
standard of living
in Europe:
windmill,
apricots, ginger,
nutmeg, carpets,
pointed arches,
velvets, sofas,
slippers, mirrors,
makeup, dyes,
sugar cane,
damsons, pepper,
mace, cloves,
silks, colonnades,
cushions,
turbans, Turkish
baths, Damascus
swords, and
perfumes.
DBQ
Joan of Arc/Louis XI
Patriotism
Rise of Nationalism
The effects of Germanic invasion on
Roman Empire
Unit Concepts and Understandings
o
The Rule of Charlemagne
o
The structure, effect, and
decline of the Feudal System on
Europe
o
The rise of towns and
51
Segments from
the movie:
"Kingdom of
Heaven"
Segments from
the movie: "Robin
Hood"
Multi-Language
Dictionary/Based
on the Romance
Languages
commerce
o
Manorialism
o
The causes and long-term
effects of the Crusades
o
Church structure, influence,
and power
o
The development of limited
monarchy in England and France
o
Hundred Years’ War
Concepts/Terms
Feudalism, rigid social class
structure, serf, vassal, lord, tithe,
nobles, self-sufficiency, manor, three
field system, chivalry, fief, stirrup,
longbow, clergy, sacraments, canon
law, interdict, Gothic, flying buttress,
jihad, crusade, heresy, fallow field,
guild, usury, urbanization,
vernacular, parliament, Hundred
Years’ War, Treaty of Verdun,
Inquisition
Major Ideas
CULTURAL diffusion of a more
advanced Muslim CULTURE and the
rediscovery of lost Greek and Roman
learning were two major results of the
Crusades.
The Crusades created a demand for
goods previously unavailable to
Europeans and thus stimulated trade.
Islam: The
Islamic Empire
(Week 28, 2
Weeks)
Standards
2,3,4,
What is Islam?
Arabia:
Islam: Religious or
Political Movement or
Both?
570 A.D./C.E.-1761 A.D./C.E.
Interpreting music,
poetry and art
Islamic Empire
The spread of Islam to Europe, Asia,
52
Use of primary
sources
Interdisciplinary
Lesson with
Art/Music/Langu
age Arts/Math
Department
Textbooks:
World History:
People and
Nations
Connections to
Belief system
Needs and
Wants
Culture
Human/
Physical
Geography
Science and
Technology
How, Where and Why
does Islam Spread?
Can 1 City be declared a
Holy Site by 3 different
Religions?
What is the impact of the
Islamic Faith?
What contributions did
Islamic culture make to
global history?
What was the status of
women under Islamic
law?
How did Islam link
Eastern and Western
cultures?
What was the role of
Islamic missionaries in
Africa? in other regions?
How did Islam art and
architecture reflect a
blend of many different
cultures?
and Africa
1. Human and physical
geography
2. Organizational structure
The development of Islamic law and
its impact
3. Social class: women and slavery in
Muslim society
4. Position of “people of the book”
5. The golden age of Islam
a. Contributions to mathematics,
science, medicine, art, architecture, and literature
b. Role in preserving Greek and
Roman culture
c. Islamic Spain
7. Trade
Concepts/Terms
Islam, monotheism, Arabian
peninsula, Persian Gulf, Red Sea,
Tigris/Euphrates Rivers, Mecca,
Ka’aba, pilgrimage/hajj, Allah, 5
Pillars, Ramadan, Muslim,Qur’an,
Hijrah, jihad, Dome of the Rock,
mosque/minaret, Shariah, “people of
the book,” Caliph, Sunni,
Shi’a/Shi’ite, Sufi, Imam, polygamy,
purdah/burka, House of Wisdom,
calligraphy, Taj Mahal, Mughal
Dynasty
Unit Concepts and Understandings
How Muhammad unified the
peninsula under Islam
53
Interpreting photos
Prepare written
essay
Comparison
Thematic Essay
Research Paper
Quizzes
Today
World Today
Excerpts from:
"The Book of One
Thousand and
One Nights"
Segments from
the movies: Ali
Baba and the
Forty
Thieves/Alladin's
Lamp/Voyages of
Sinbad/Malcolm
X
The basic beliefs, practices, and
cultural effects (art, architecture,
gender issues) of Islam
The effect of geography on cultural
development
The conquest of the Byzantine
empire by the Ottoman empire
Empires and
Cultures of
Asia Pt. 1
(Week 30, 2
Weeks)
What are the effects of
Muslim Rule in India?
1526 A.D./C.E.-1707 A.D./C.E.
Use a time line to
track the progress of
various events
Mogul Empire
Taj Mahal
Group planning and
discussion
What Role do New
Inventions Play in
Chinese Civilizations?
Asia/China:
Mapping
Cooperative
Learning Lesson:
Develop and
Design a Civil
Service
Examination
Mongols or Moguls are
they the Same?
Sui Dynasty
Tang Dynasty
Sonj Dynasty
Jin Dynasty
Reading journal
entries
Plot Trading
Routes on Maps
Did Hindus and Muslims
Clash? Why or Why Not?
India/A Sub-Continent in Asia:
What is Eurasia?
New Inventions:
Quizzes
Textbooks:
World History:
People and
Nations
Connections to
Today
World History
Selected
Handouts
Excerpts from: "A
Visit to Kublai
Khan's Palace"
Who was Marco Polo?
Grand Canal
Gunpowder
Printing
Civil Service Examinations
Mongols:
1294 A.D./C.E.-1500 A.D./C.E.
54
Video Game:
"Adventures of
Marco Polo"
The Mongol Empire's influence on
Europe
a. Increased trade by land and
sea within a vast unified
Eurasian
empire
b. Increased geographic
knowledge of areas
previously little known
Central Asia
Steppe
Gobi Desert
Nomadic Tribes
Golden Horde
Genghis Khan
Kublai Khan
Decline of the Nomadic Tribes
Seljuk Turks:
1400 A.D./C.E.-1917 A.D./C.E.
Ottoman Empire
Sultans
Byzantium/Constantinople/Istanbul
Empires and
Cultures of
Asia Pt. 2
(Week 31, 2
Weeks)
What is Southeast Asia?
Indochina:
Sequencing
Can an Island have a
Civilization and be a
Nation?
100 A.D./C.E/-1644 A.D./C.E.
Analyzing multiple
resources
Can Civilizations Mirror
each other over
Thousands of Miles and
Cambodia
Khmer
Laos
Vietnam
Thailand
55
Interpret charts and
graphs
Fact and Opinion
Test
Multiple Choice
Thematic Essay
Skit
Role play
Textbooks:
World History:
People and
Nations
Connections to
Today
World History
Years?
Malaysia
Myanmar(Burma)
Ruins of Angkor Thom
Selected
Handouts
Segment from the
movie: "The Last
Samurai"
Japan:
100 A.D./C.E.-1644 A.D./C.E.
Pacific Ocean
Island Nation
Feudalism
Emperor
Shogun
Daimyos
Samurai/Bushido
Farmers
Zen
Buddhism
Shinto
Korea:
Africa: The
Early
Civilizations
(Week 33, 2
Weeks)
What role did African
kingdoms play in
overland and maritime
trade routes of the era?
What impact did Islam
have on these kingdoms?
Peninsula
Africa:
Organizing data
200 B.C./B.C.E.-1500 A.D./C.E.
Chronological order
Egyptian Civilization
Islamic Influence in North Africa
Map reading
Research Paper
Sub-Sahara Africa:
What forces contributed
to the rise and fall of
African kingdoms? How
did they compare with
the rise and fall of other
Connection to
Current Events
Sahara desert
Plateau
Basins
Rift Valley
56
Storytelling
Understanding the
concept of oral
tradition
Textbooks:
World History:
People and
Nations
Connections to
Today
World History
Excerpts from the
"Pilgrimage of
Mansa Musa"
empires?
How did traditional art
reflect the beliefs of
African kingdoms?
What is meant by: "SubSahara Africa?
"Gold or Salt": Which
was Worth more?
In the Middle of
Nowhere a Cultural
Center: "Timbuktu"
How?
Sahel
Savannas
Mt. Kilamanjaro
Kalahari desert
Victoria Falls
Niger River
Dynasties:
Kush
Nubia/Sudan
Axum/Ethiopia
Nok
Ghana/Asante
Mali
Songhai
Benin
Nigeria
West Africa:
Timbuktu
Niger River Delta and System
Bantu Culture
East Africa:
Swahili
Bantu Migration
Central Africa
South Africa
Great Zimbabwe-Karanga
Unit Concepts and Understandings
How humans have adapted to
geography of Africa
The cultural and religious practices
and beliefs
57
Segments from
the movie/t.v.
series: "Roots"
Segments from
the PBS series:
"Early African
Civilizations"
Suggested
Document: Leo
Africanus;
Description of
Timbuktu from
The Description of
Africa see http:! !
www.ws
u.edu:8080!
~wldciv! world
civ reader! world
civ reader 2!leo
africanus.html
The effects of maritime and transSaharan trade
The causes and effects of human
migration
The cultural achievements of African
kingdoms
Concepts/Terms
Desert, desertification, savanna,
Mediterranean climate, Nile River,
tropical rainforest, terrace farming,
Great Rift Valley, Timbuktu,
pastorialists, Sub-Saharan,
traditional economy, clan, extended
family, oral tradition, Animism,
matrilineal/patrilineal societies,
migration, Bantu language family,
gold-salt-slave trade, trans-Saharan
trade, caravan, nomad, Islam,
mosque, Hajj, maritime trade,
Ghana, Songhai, Mali, Axum
Americas: Old
and New
(Week 34, 2
Weeks)
What is an "Ice Age?"
Asia-Americas:
To what extent can the
Aztec and Incan empires
be compared to earlier
Afro-Eurasian classical
civilizations in terms of
their organization and
achievements?
"Ice Bridge"
Migration
.The rise of Mesoamerican empires:
Aztec and Incan empires before 1500
1. Human and physical
geography
2. Organizational structure
3. Contributions
4. Trade
How widespread were
Aztec and Incan trade?
North America:
Who were the 1st Real
58
Examine accounts of
the Columbian
Encounter from
both Spanish and
Native-American
points of view
Writing Tasks:
DBQ – the
Encounter
Project on
creating a resume
for an absolute
monarch
Textbooks:
World History:
People and
Nations
Connections to
Today
World History
Gather information
Analyze data
Critical thinking
Project: create a
newspaper the
describes the
social, political
and economic
Field Trip:
United Nations
Segments from
the movie:
Americans?
1400 A.D./C.E.-1880 A.D./C.E.
Decision making
Where did the Central
and South American
Civilizations Go?
Eastern Woodlands Indians
Great Plains Indians
Northwestern Indians
Southwestern Indians
Drawing
conclusions
Explorers: Heroes or
Destroyers? Neither? or
Both?
Central and South America:
aspects of this
time period for
Europe, Asia,
Africa, and
America societies
Debate: “Was
Columbus a hero
or a villain?”
200 A.D./C.E.-1500 A.D./C.E.
Olmecs
Aztec
Maya
Toltecs
Inca/Macchu Pichu
Was Columbus a hero or
a villain?
Do more technologically
advanced nations have
the right to take what
they need from less
technologically
advanced nations?
The Age of European Exploration
. The encounter between Europeans
and the peoples of Africa, the
Americas, and Asia
Case study: The Columbian
exchange
1. Human and physical
geography
2. European competition for
colonies in the Americas,
Africa, East Asia, and
Southeast Asia—The “old
imperialism”
3. Global demographic shifts
Case study: The triangular trade and
slavery
4. The extent of European
expansionism
59
Vocabulary
Quizzes
Multiple Choice
Thematic Essay
Debate: Pros and
Cons of
Exploration
"Voyages of
Christopher
Columbus"
Segments from
the movie:
"Dances with
Wolves"
Suggested
Documents:
Maps of transatlantic trade
showing the
exchange of
goods; various
diaries;
Bartolomé de las
Casas, The
General History of
the Indies
5. European mercantilism
6. Spanish colonialism and the
introduction of the
Encomienda system to Latin
America
7. Dutch colonization in East Asia
(Japan and Indonesia)
8. Exchange of food and disease
Concepts/Terms
Mercantilism, mother country,
navigational instruments that aided
in exploration (astrolabe/compass),
Inca, Treaty of Tordesillas, Aztec,
Maya, Mesoamerica, Conquistadors,
social class structure in colonial Latin
America including, Peninsulares,
criollos, mestizos, mulattos, African
slaves and Native-Americans,
Encomienda System
Unit Concepts and Understandings
That before 1492, diverse societies
with, complex civilizations existed in
the Americas
The political, economic and social
motives for European
exploration/colonization
The technological advancements that
made exploration possible
Ways in which the exchange of foods,
plants, animals, diseases, people and
technology affected European, Asian,
African and American societies and
60
economics
The political, economic and social
motives were embodied in imperialism
(old imperialism) (ethnocentrism and
Human/
the drive
for profit led some Spaniards
2, to exploit
Physical
the labor of Native
5
Geograph
Americans
and Africans and to
y Political
understand
the brutality embodied in
this labor
system).
Systems
The variety
of ways world monarchs
Power
held and exercised power
The
Renaissance,
Reformation,
Scientific
Revolution
(Week 35, 4
Weeks)
What is meant by: "The
Renaissance" or "Rebirth"
What impact did the
Puritan Revolution
have on the
Enlightenment and
subsequent political
events in Europe and the
Americas?
What is a "Reform"?
What is a Scientific
Revolution?
What is Global II?
Europe:
5 1350 A.D./C.E.-1700 A.D./C.E.
Political ideologies: global
Conflict
absolutism
Culture
1. Human and physical
and
geography
2. Intellectua
Thomas Hobbes, The
l Life
Leviathan
3. Decision
Jacques-Benigne Bossuet:
Makingand Divine right
Absolutism
Power
theory
4. Citizenshi
Case studies: Akbar the
p Suleiman the Magnificent,
Great,
Philip II, Louis XIV, Ivan the
Terrible, and Peter the Great
The response to absolutism: The rise
of parliamentary democracy in
England
1. Background—Magna Carta
2. Divine Right of Monarchy—
Stuart rule
3. Puritan Revolution—Oliver
61
Linking the past to the
present to the future
Notebook
Check
Review
Portfolio Check
Test taking skills
Final
Examination:
Multiple
Choice
Thematic Essay
DBQ
Textbooks:
World History:
People and
Nations
Connections to
Today
World History
Selected
Handouts
Notebooks
Drawings,
Paintings and
Photos of
selected works of
Art
selected excerpts
from: "The
Prince"
Cromwell
4. Glorious Revolution—John
Locke and the English Bill of
Rights
Renaissance
Reformation
Scientific Revolution
Humanities:
Artists
Scientists
Philosophers
Italy:
Florence
Rome
Venice
Milan
Naples
The Gutenberg Printing Press
Reform and the Reformation:
Germany:
Martin Luther 95 Thesis
Protestantism
Sects
Anglican Church
Calvin and Calvinism
Counter-Reformation
Concepts/Terms
Reformation, protestant, indulgence,
95 Theses, excommunication,
62
Scientific
Inventions
vernacular, annul, sacraments,
Church of England/Anglican,
theocracy, counter-reformation,
Jesuit
Unit Concepts and Understandings
The religious movements to reform
the Catholic church
The spread of the Protestant faith to
England
The Counter-Reformation/Catholic
Reformation
The effects of the Reformation on
Europe
63
64
65
Collaborative Curriculum Map 2006-2007
Units
Unit 4: The
First Global
Age (1450 1770)
(Week 1, 4
Weeks
Essential Questions
The Ming Dynasty
Core
Curriculum
The Ming
Dynasty
Standards
2,3, 4,
What were the Ming
achievements in science
and engineering?
Concepts
Human!
Physical
Geography
Cultural and
Intellectual life
How did the Ming
dynasty mark both the
return and the end of
Chinese rule in China?
How did the expeditions
of Zheng He show
China’s advancement in
maritime technology?
How did China’s selfconcept of the “middle
kingdom” affect its political, economic, and
cultural relationships with
other societies in Eastern
and Southeastern Asia?
Mount Vernon City School District
Global History II / Grade 10
Content / Strategies
Skills/Knowledge
A. The Ming Dynasty
Students will be able
(1368-1644)
to
1. Human and physical
geography
2. Restoration of Chinese
rule
Chinese world vision
3. The impact of China on
East Asia
and Southeast Asia
4. China’s relationship
with the West
5. Contributions
6. Expansion of trade
(Zheng He,
1405-1433)
 Construct and test
hypotheses; collect,
evaluate, and employ
information from
multiple primary and
secondary sources;
and apply it in oral
and written
presentations
 Describe the role of
Confucian learning in
the Ming Dynasty
 Describe the
absolutist government
and strict law codes of
the Ming dynasty
Conflict
Human Rights
Change
66
Assessments
WRITING TASKS:
DBQ – Chinese
Culture, Life,
Government, and
Philosophy
Reflective Essay:
 Explain why the Ming
dynasty regained and
lost Chinese rule in
China.
Persuasive essay:
 Assume that you are a
government advisor
for either China or a
European nation.
Present the pros and
cons of foreign
relations between
China and Europe.
Based on your
research, write a
persuasive essay
urging either China or
Europe on the
curtailment of those
relations
Resources & Materials
Basal Textbook: World
History: Connections to the
Past, Prentice Hall, 2005
A) Suggested Documents:
Photographs of blue and
white porcelain,
map showing
voyages of Zheng He;
Excerpts from the
text Journey to the West by
Matteo Ricci,
The Art of Printing Web Site
http:! ! academic.brooklyn.
cuny.edu! core9! phalsall!
texts! ric-prt.html
Unit 4
The First
Global Age
(1450-1770)
Core
Curriculum
The Ming
Standards
,2,3, 4, 5
Concepts
Human!
Physical
Geography
Movement of
People and
Goods
To what extent was
Europe more interested in
trade with China, than
China was interested in
trade with the West?
Why?
What factors made the
Ming turn away from
expeditions of trade and
exploration?
What was the Chinese
view toward foreigners?
How would this view
cause problems for the
Chinese?
Conflict
Human Rights
Change
Unit 4
The First
Global Age
(1450-1770)
How was the Ming
dynasty affected by
Confucian teachings and
traditions?
Ottoman Empire
Were 400 years of
Ottoman rule a blessing or
Major Ideas:
The early Ming was a
period of military
resurgence after the
period of Mongol
domination.
Geographic factors
influence the
development of cultural
patterns.
 .Analyze the impact
of Confucian
teachings and
traditions on the Ming
dynasty.
Basal Textbook: World
History: Connections to the
Past, Prentice Hall, 2005
Assessments
Basal Textbook: World
History: Connections to the
Past, Prentice Hall, 2005
 Explain the ways in
which the Ming
dynasty encouraged
economic growth.
Key Vocabulary Terms
 Understand the
importance of both
overland trade and
maritime expeditions
between China and
other civilizations in
the Mongol
Ascendancy and Ming
Dynasty.
Expansionist, tribute,
autocratic, antiauthoritarian, xenophobia,
xenophobic
 Evaluate the influence
of ethnocentrism on
China's relationship
with other cultures.
Factors of physical and
human geography
shaped China's
CULTURAL
IDENTITY
 Review the ideas
found in the
Declaration of
Independence. How
does the "Mandate"
idea differ?
http://www.yutopian.com/hist
ory/ming.html - timeline of
events in China and the world
during Ming Dynasty
 Describe the
achievements of the
Ming dynasty,
including porcelain,
painting, drama,
astronomy and
architecture.
B. The impact of the B.
Ottoman Empire
on the Middle East and
Europe (1300-1650)
67
Students will be able
to:
Show the importance of
-Describe the expansion
of Muslim rule through
Core
Curriculum
Ottoman
Empire
Standards
1,2,3, 4, 5
Concepts
Human!
Physical
Geography
Movement of
People and
Goods
Conflict
Human Rights
Change
a curse for the people of
Eastern Europe, the
Balkans and the Middle
East?
Should the Ottoman
Empire be placed in the
company of Imperial
Rome, Han China, and
other “great” empires of
world history?
To what extent did
geography contribute to
the rise and fall of the
Ottoman Empire?
1. Human and physical
geography
2. Contributions
3. Suleiman I (the
Magnificent, the
Lawgiver)
4. Disruption of
established trade
routes and European
search for
new ones
5. Limits of Ottoman
Europe
Major Ideas
What impact did Ottoman
domination have on
Eastern Europe? What
impact continues today?
To what extent were the
fall of Constantinople to
the Ottomans and
Columbus’s voyages
major turning points in
global history?
The Ottoman Empire
emerged as a political and
economic power
following the conquest of
Constantinople.
The Ottomans brought
much of Muslim territory
in Southwest Asia and
North Africa under their
rule.
gunpowder in the
Turkish conquest of
Constantinople in 1453.
Explain the "Janissary"
system and its use in
maintaining their
empire
Trace the historical
origins of ethic conflict
in the Balkans. Show
how the interaction of
Turks, Muslims, Serbs,
Bosnians and Albanians
can explain the
bitterness in the region
today.
.
Describe how the Turks
profited by being
middle-men in the
European-Asian trade
route
Demonstrate how
Muslim law was the
basis of the justice
system.
Describe the features of
Ottoman mosques that
blend elements of
Byzantine and Muslim
artistic styles
Why was Suleiman I
called the Magnificent by
Westerners and Lawgiver
by Ottomans?
How did Suleiman I
compare to other absolute
rulers (Akbar, Louis XIV,
Peter the Great)?
68
military conquests and
treaties, emphasizing
the cultural blending
within Muslim
civilization and the
spread and acceptance
of Islam and the Arabic
language.
Map Project
-On a map, locate the
Ottoman Empire’s
original location in Asia
Minor and show
expansion into
Southwest Asia,
Southeastern Europe,
Balkan Peninsula, and
North Africa. Describe
the Ottoman Empire.
Unit 4
The First
Global Age
(1450-1770)
Core
Curriculum
Spain and
Portugal
Standards
1,2,3, 4, 5
Concepts
Human!
Physical
Geography
Movement of
People and
Goods
Conflict
Human Rights
Spain and Portugal on
the eve of the
encounter
Why was the Reconquista
a major turning point in
Spanish and European
history?
How did Ferdinand and
Isabella use the
Inquisition to try to bring
religious and political
unity to Spain?
What effect did the
expulsion of Moors and
Jews have on Spain?
How did new
technologies make
European overseas
expansion possible?
How did advances in
science contribute to
voyages of exploration?
Change
.How did competition
among western European
powers further encourage
voyages of exploration
and colonialism?
C. Spain and Portugal
on the eve of the
encounter
1. Human and physical
geography
2. Reconquista under
Ferdinand and
Isabella
3. Expulsion of Moors
and Jews
4. Exploration and
overseas
expansion
a. Columbus
b. Magellan
circumnavigates the
globe
Key Vocabulary Words
Inquisition, Moors,
heretics, interregnum,
anarchy, vellum,
Reconquista, astrolabe,
sexton, compass, miasma,
caravel
How did the astrolabe,
compass and sexton
improve navigation?
69
Skills/Knowledge
Assessments
Trace the history of the
decline of Muslim rule
in the Iberian Peninsula
that culminated in the
Reconquista and the
rise of Spanish and
Portuguese kingdoms.
Research an explorer
(Vasco da Gama,
Christopher Columbus,
Hernando Cortez,
Francisco Pizarro,
Ferdinand Magellan,
Francis Drake, and
Jacques Cartier) and
create a poster or
brochure. Write a onepage paper about the
person's childhood,
getting ready, journey,
and discovery. Map the
voyage and add a
drawing or clip art of
the explorer.
Investigate key events
and developments and
major turning points in
world history
Understand the
development and
interactions of
social/cultural, political,
economic, and religious
systems in Spain and
Portugal.
Create a flow chart on
the economics of
exploration.
Debate:
“Resolved: the
expulsion of the Jews
and the Moors was
detrimental to Spain.”
Writing Task
Spain on the eve of the
encounter underwent
major changes that
transformed the nation
into one of the great
European powers.
Write an essay
evaluating the accuracy
of the statement. Refer
to the documents used
in this unit as well as
your knowledge of
social studies to support
your answer.
Basal Textbook: World
History: Connections to the
Past, Prentice Hall, 2005
http://panorama.harrison.k12.
co.us/mcdowell/Webpage/ex
plorers.htm - list of websites
on the early European
explorers
http://www.mce.k12tn.net/ex
plorers/explorers.htm - good
chart of the explorers
http://www.mce.k12tn.net/ex
plorers/explorers_start.htm good site for quizzes
http://www.mariner.org//educ
ationalad/ageofex biographies, timelines, etc.
http://www.chenowith.k12.or.
us/tech/subject/social/explore
.html - extensive list of
explorers associated with
sponsoring countries
Unit 4
The First
Global Age
(1450-1770)
Core
Curriculum
Rise of
Mesoamerican
Empires
Standards
1,2,3, 4, 5
Concepts
Human!
Physical
Geography
Movement of
People and
Goods
Conflict
Human Rights
D.The rise of
Mesoamerican empires:
Aztec and Incan empires
before 1500
How did the
Mesoamerican Empires
adapt to specific
geographic features
within their environment?
How did geographic
features influence the
agricultural and economic
systems of the
Mesoamerican Empires?
D. The rise of
Mesoamerican empires:
Aztec and Incan empires
before 1500
1. Human and physical
geography
2. Organizational
structure
3. Contributions
4. Trade
Unit Concepts and
Understandings
That before 1492, diverse
societies with, complex
civilizations existed in the
Americas
. How did variations in
the climate influence
Mesoamerican Empires?
Skills/Knowledge
Assessment
Identify the locations,
landforms, and climates
of Mexico, Central
America, and South
America and their
effects on Mayan,
Aztec, and Incan
economies, trade, and
development of urban
societies.
Writing Tasks
Analyze the roles of
people in each
society, including
class structures,
family life, warfare,
religious beliefs and
practices, and
slavery.
Explain how and where
each empire arose and
how the Aztec and Incan
empires were defeated
by the Spanish.
How did the Olmec,
Mayan, Aztec and Incan
Empires control their
people and territory?.
Describe the artistic and
oral traditions and
architecture in the three
civilizations.
Describe the MesoAmerican
achievements in
astronomy and
mathematics,
including the
development of the
calendar and the
Change
How did the religious
systems influence the
structure of their empires?
How were the political
systems of Mesoamerican
empires organized?
What were the
70
Describe the artistic and
oral traditions and
architecture in the three
civilizations.
Describe the MesoAmerican
achievements in
astronomy and
mathematics,
including the
development of the
calendar and the
Meso-American
knowledge of
seasonal changes to
the civilizations’
agricultural systems.
Basal Textbook: World
History: Connections to the
Past, Prentice Hall, 2005
achievements of the
Olmec, Mayan, Aztec and
Incan Empires?
Meso-American
knowledge of
seasonal changes to
the civilizations’
agricultural systems.
How did cultural
diffusion allow the
Empires to build upon the
achievements of others?
Unit 4
The First
Global Age
(1450-1770)
Core
Curriculum
The Encounter
Standards
1,2,3, 4, 5
Concepts
Human!
Physical
Geography
Movement of
People and
Goods
Conflict
The encounter
What is the "Columbian
Exchange" and what were
its effects on Europe and
America?
Why did the creation of a
world economic
framework present
challenges to every
civilization?
Why did the European
countries compete among
themselves for colonies
around the world?
What is "Triangle Trade",
how does it work and
what are its effects on all
Understand the
connections, causal and
otherwise, between
particular historical
events and larger social,
economic, and political
trends and
developments
E. The encounter
between Euro p e a n s
and the peoples of
Africa, the Americas,
and Asia
Case study: The
Columbian exchange
1. Human and physical
geography
2. European competition
for colonies
in the Americas, Africa,
East Asia,
and Southeast Asia—The
“old
imperialism”
3 . Global demographic
shifts
Case study: The triangular
trade
and slavery
4. The extent of European
71
E.Skills/Knowledge
Assessment
Writing Tasks
Know the great voyages
of discovery, the
locations of the routes,
and the influence of
cartography in the
development of a new
European worldview.
Analyze the exchanges
of plants, animals,
technology, culture, and
ideas among Europe,
Africa, Asia, and the
Americas in the
fifteenth and sixteenth
centuries and the major
economic and social
effects on each
continent
Using the slogan, "God,
Gold, Glory, and Gain,"
explain the expansion
of European empires
into the Americas,
Africa, and Asia. What
was the effect of this
migration and
settlement?
Create a two-column
chart on the Colombian
Exchange: Europe to
America and America
to Europe. Cite the
product exchanged and
the impact of the
exchange
Basal Textbook: World
History: Connections to the
Past, Prentice Hall, 2005
http://mobiletel2.mobiletel.co
m/~sal/
http://www.maps.com/referen
ce/history/whistory - variety
of world history maps
www.euratlas.com –
historical maps of Europe
http://www.freeeliterature.co
m/AtripThroughTime/Files%
20and%20Maps/A%20Literar
y%20Trip%20Through%20Ti
me.htm - world history maps
Human Rights
parties involved?.
Change
What is "mercantilism",
how does it affect the
mother country and her
colonies respectively?
What is the
"encomienda" system and
describe its effects on the
native population?
expansionism
5. European mercantilism
6. Spanish colonialism
and the introduction
of the Encomienda system
to Latin America
7. Dutch colonization in
East Asia
(Japan and Indonesia)
8. Exchange of food and
disease
Classroom Strategy
Native Americans had an
established social and
political system when
they first came into
contact with Europeans.
Divide the class into small
groups of three or four
members. Using evidence
to support their point of
view, have the groups
debate the following:
Why did Europeans
assume that Native
Americans should live
like Europeans? What
happened to Native
American cultures? Did
Europeans have a right to
claim lands in the New
World? Have the groups
argue this situation from the
perspectives of both
Europeans and Native
Americans. Each group
should present their
perspectives to the class.
72
-Distinguish valid
arguments from
fallacious arguments in
historical interpretations
Analyze important
events and
developments in world
history as reported in
literature, diaries, letters,
debates, art and music,
Describe major changes
in world political
boundaries between
1450 and 1770 and
assess the extent and
limitations of European
political and military
power in Africa, Asia,
and the Americas as of
the mid-eighteenth
century
Create a non-linguistic
representation of
triangular trade.
Identify the precious
metals exported from
the Americas. Explain
the impact of the
exportation of precious
metals from the
Americas
Compare and contrast
the treatment of the
Native Americans in
the New World by the
English, French,
Spanish, and Dutch in
respect to religion,
government,
economics, and
integration of cultures
73
Unit 4
The First
Global Age
(1450-1770
Global Absolutism
Core
Curriculum
Political
ideologies:
global
absolutism
Standards
1,2,3, 4, 5
How did they protect
their power from the
people?
Concepts
Human!
Physical
Geography
Movement of
People and
Goods
Conflict
Human Rights
Change
F. Political ideologies:
global absolutism
How did absolute
monarchs achieve power?
5. Human and
Human/
physical
geography
2,
5 6.
Physical
Thomas
Hobbes,
Geograph
The Leviathan
y Political
Systems
7. Jacques-Benigne
Power
Bossuet:
Absolutism
How might an absolute
monarchy exist and
survive today?
and Divine right
theory
What advice would
Machiavelli give an
absolute monarch of
today?
How was the power of an
absolute monarch
supported by the theory of
divine right?
Did the system of
absolute monarchy,
strengthen or weaken a
nation?
What did Hobbes mean
by the "social contract"?
Why did Hobbes feel an
absolute monarchy was
the most desirable form of
government?
What did the Stuarts
mean by the "divine right
of Kings"?
5
8. Case studies:
Akbar the Great,
Suleiman the
Magnificent, Philip II,
LouisConflict
XIV, Ivan the
Terrible, and Peter the
Culture
Great
and
Intellectua
Classroom
Activity
l Life
Provide students
with copies
Decision
of The Prince to read
Making
particular selections or in
Powershould
entirety. Students
then write Citizenshi
an outline of
Machiavelli’s concept of
autocratic p
government and
how his ideas justified
absolute monarchies in
feudal Prussia, Russia, and
Spain.
Ask students to hypothesize
on how an individual or
group might revolt against
autocratic government and
why.
74
Construct a timeline to
explain and analyze
historical periods in
world history
Prepare case studies on
the reign of Elizabeth I
of England and Louis
XIV of France. They
may identify incidents
or events that embody
precepts described by
Machiavelli in The
Prince
Describe the major
ideas of philosophers
and their effects on the
world
Compare historical
periods or historical
conflicts in terms of
similar issues, actions,
or trends in world
history
Assessment
Create a chart depicting
and explaining the most
important concepts,
people, and events of
the Age of Absolutism:
Louis XIV, Frederick
the Great, Peter the
Great.
Develop a chart
showing limits to
absolute power and
when they developed in
European history. This
chart can be used as a
point of reference in
subsequent study of
Eastern Europe.
Basal Textbook: World
History: Connections to the
Past, Prentice Hall, 2005
http://www.constitution.org/
mac/prince.txt - The Prince
by Machiavelli
http://www.the-prince-bymachiavelli.com – Biography
of Machiavelli
http://history.evansville.net/e
nlighte.html#People – Good
site for Age of Enlightenment
Key Ideas
The Age of Absolutism
takes its name from a
series of European
monarchs who increased
the power of their central
governments. In the 16th
and 17th centuries, the
monarchies of Western
Europe sought to
centralize the political
POWER of their
respective POLITICAL
SYSTEMS.
Unit 5
An Age of
Revolution
(1750-1914)
How might the rule of an
absolute monarch create
major political
revolution?
G.The response to
absolutism: The rise of
parliamentary
democracy in England
Core
Curriculum
The Response
to Absolutism
Standards
2,3, 4, 5
Why did the Stuart kings
clash with Parliament?
What were the long term
and immediate causes of
the English Civil War?
Concepts
How was the English
government profoundly
changed by the "Glorious
Revolution" and the
passage of English Bill of
Rights?
Glorious Revolution—
John Locke and the
English Bill of Rights
1.Background—Magna
Carta
2.Divine Right of
Monarchy—Stuart rule
3.Puritan Revolution—
Oliver Cromwell
4.Glorious Revolution—
John Locke and the
English Bill of Rights
Human!
Physical
Geography
Movement of
People and
Goods
Classroom Activity
Write the following
quotations on the
chalkboard:
“All men are created
75
Compare historical
periods or historical
conflicts in terms of
similar issues, actions,
or trends in world
history
Research and analyze
Machiavelli's "The
Prince" and apply its
basic principles of
political realism to
various historical and
contemporary case
studies.
Ask the class to create a
graphic organizer/chart
that compares and
contrasts the following:
the importance of the
English Bill of Rights
Ask students to read
about the reigns of
Frederick the Great
(Prussia), Peter the
Great (Russia), and
Louis XIV (France).
Using student input,
guide discussion
illustrating the plight of
peasants, the power of
nobility, the
centralization of
authority, militarism,
the suppression of
enlightened
philosophies, and free
will. Create a chart
analyzing the
characteristics of each
monarch.
List the principles of
the Magna Carta, the
Suggested Documents
Documents: Maps of Russian
expansion, other political
maps; Extracts
from Bossuet’s Work on
Kingship
The Art of Printing
Extracts from Bossuet’s
Work on Kingship
equal.” (Jefferson)
“Man is born free and
everywhere he is in
chains.” (Rousseau)
“I do not agree with the
words you say but will
defend with my life your
right to say them.”
(Voltaire)
“L’Etat, c’est moi.”
(Louis XIV)
Conflict
Human Rights
Change
(1688) to the
Declaration of
Independence (1776),
the American Bill of
Rights (1789), and the
French Declaration of
the Rights of Man and
the Citizen (1789).
English Bill of Rights
(1689), the American
Declaration of
Independence (1776),
the French Declaration
of the Rights of Man
and the Citizen (1789),
and the U.S. Bill of
Rights (1791).
Getting Information:
Identify maps, use
globes & atlases and
develop a geographic
vocabulary related to
the European Age of
Exploration, Discovery
and Colonial
domination of the New
World, Africa and Asia.
Students will be able to
demonstrate
competency and
eventual mastery of the
following assessments:
Ask students to interpret
each quotation. Ask them
to consider how the
quotes are similar and
different. How do these
quotes relate to our Bill of
Rights or the English Bill
of Rights?
Unit 5
An Age of
Revolution
(1750-1914)
Core
Curriculum
The Scientific
Revolution
Standards
1,2,3, 4, 5
What role did science and
technology play in the
changes that took place in
Europe from 1450 to
1770?
To what extent was the
Scientific Revolution a
rejection of traditional
authority?
A. The Scientific
Revolution
1.The development of
scientific methods
2.The work of
Copernicus, Galileo,
Newton, and Descartes
Using Information:
Students will be able to
distinguish between
relevant and irrelevant
information/events and
place ideas in logical,
sequential and
chronological order.
Concepts
Human!
Physical
Geography
To what extent does this
tension still exist?
Movement of
To what extent did
76
To write Document
Based Essay Questions
using a variety of
primary source
documents and
incorporating outside
information. The essay
will include a clear
thesis statement,
supporting proofs and a
conclusion.
To write a Thematic
essay. The Social
Basal Textbook: World
History: Connections to the
Past, Prentice Hall, 2005
Nicolaus Copernicus, On the
Revolutions of the Heavenly
Spheres;
Galileo Galilei, Letter to the
Grand Duchess Christina and
Dialogue Concerning the
Two Chief World Systems;
René Descartes, Discourse
on Method
People and
Goods
Europeans apply this
approach to traditional
values and institutions?
Detecting
inconsistencies between
ideology and practice of
absolute monarchs.
Conflict
Human Rights
Change
Unit 5
An Age of
Revolution
(1750-1914)
Core
Curriculum
The
Enlightenment
in Europe
Standards
2,3, 4, 5
Concepts
Human!
Physical
Geography
Movement of
People and
Goods
To what extent was the
Scientific Revolution
related to the
Enlightenment?
What is natural law?
Can humans practice
rational thought?
Should these ideas be
suppressed under
Christendom?
Why are these ideas
suppressed under absolute
monarchs?
Why did the Reformation
and Renaissance in
England and France foster
the application of natural
law to human behavior
and society?
B. The Enlightenment in
Europe
1.The writings of Locke,
Voltaire, Rousseau, and
Montesquieu
2.The impact of the
Enlightenment
on nationalism and
democracy
3. The enlightened
despots—Maria
Theresa and Catherine the
Great
Classroom Activity
Ask students to create a
series of timelines from
1400–1800, illustrating
the growth of ideas and
the emergence of
revolutions, such as
Conflict
Human Rights
Change
events in the Reformation
and Counter-Reformation
to 1648;
prominent artists and
77
Describe key features
of the Scientific
Revolution, and the
Age of Enlightenment
Getting Information:
Identify maps, globes,
atlases and vocabulary.
Using sub-questions
and predicting
causes/consequences.
Identifying
relationships among the
parts of a whole topic
(westernization in
Russia vs. Traditional
forces in Russian
Society)
Students should be able
to speak on the notion
"that the ends justify
the means". Europe's
middle class rejected
the medieval class
structure which denied
Studies and English
Departments will work
collaboratively to teach
students how to write a
"power" essay. It
should include the
following elements:
thesis statement,
expositions, synthesis,
summary and
conclusion.
Complete Constructed
Response Questions.
participate in
Cooperative Learning
Activities.
Complete Performance
Based Activities.
Create, collect and
present Portfolios of
exemplary work.
Participate in
Interdisciplinary
Learning whenever and
wherever possible.
Computer Research and
Presentation Skills.
Study Skills
Social Studies Research
and Resource Skills.
(B) John Locke, Two
Treatises of Government;
Jean-Jacques Rousseau, The
Social Contract; Voltaire,
Treatise on Toleration; René
Descartes, Discourse on
Method; for writings of
Catherine the Great see http:!
! www.ford ham.edu! halsall!
mod! 18catherine.html
musicians to 1800;
prominent scientists to
1800;
prominent philosophers to
1800; and
them politic-al
POWER; they insisted
upon their RIGHT to
participate in a
government controlled
by an elected
representative
legislature.
revolutions to 1800.
Unit 5
An Age of
Revolution
(1750-1914)
Core
Curriculum
Political
Revolutions
Standards
1,2,3, 4, 5
Concepts
Human!
Physical
Geography
Movement of
People and
Goods
Conflict
Human Rights
Change
In what ways did the
French Revolution
overturn the balance of
power that had existed in
Europe?
To what extent are the
stages of the American,
French, and Latin
American revolutions
similar? Dissimilar?
C. Political revolutions
1.Human and physical
geography of revolutions
2.American Revolution
a .Impact of the
Enlightenment on the
American Revolution
b. Impact of the American
Revolution on other
revolutions
French Revolution
a. Causes
b. Key individuals
(Robespierre and Louis
XVI)
c. Impact on France and
other nations
d. Rise to power of
Napoleon and his impact
(Napoleonic Code)
4. Independence
movements in Latin
America
Case studies: Simon
Bolivar, Toussaint
L’Ouverture, José de San
Martín
a. Causes
b. Impacts
78
Recognizing and
tolerating different
interpretations or points
of view. Review the
case of Galileo and
understand the price of
intellectual freedom and
dissent.
. Initiating Ideas: Is the
Renaissance a
continuation of the
Middle Ages or the
vortex of a crucial
turning point in human
history?
Have students use
segments of John
Locke's Two Treatises
on Government to
define social contract as
a basis for government.
Have them compare
this with the divine
right theory. Using the
Declaration of
Independence, students
should find evidence of
the influence of Locke
To complete
Constructed Response
Questions.
4. To participate in
Cooperative Learning
Activities.
5. To complete
Performance Based
Activities.
6. To create, collect and
present Portfolios of
exemplary work.
7. To participate
Interdisciplinary
Learning whenever and
wherever possible.
8. Computer Research
and Presentation Skills.
9. Study Skills
10.Social Studies
Research and Resource
Skills.
Describe how the
American Revolution
differed from the
French Revolution and
the impact both had on
world political
Basal Textbook: World
History: Connections to the
Past, Prentice Hall, 2005
(C)Bill of Rights; the
Declaration of the Rights of
Man and of Citizens; Edmund
Burke, Reflections on the
Revolution in France; Simon
Bolivar, Message to the
Congress of Angostura
http://www.fordham.edu/hals
all/mod / 1819bolivar.html
Key Ideas
The American and French
Revolutions represented a
basic CHANGE in the
Western relationship
between government and
governed; with these two
revolutions, the West
moved toward a more
democratic system in
which the equality and
HUMAN RIGHTS of
CITIZENS were
recognized
and other philosophers
of his day on a political
leader such as Thomas
Jefferson.
Development of
economic theory of
mercantilism
Promotions of market
economy, profit motive,
private ownership of
and use of capital
(capitalistic system
What forces led to the
19th-century failure of
democracy in Latin
America and Russia?.
Core
Curriculum
Reaction
Against
Revolutionary
Ideas
Standards
1,2,3, 4, 5
What role did the
individual citizen play in
these revolutions?
Concepts
Human!
Physical
D. The reaction against
revolutionary ideas
1.Human and physical
geography
2.Balance of power
politics and the Congress
of Vienna (Klemens von
Metternich)
3.Revolutions of 1848
4.Russian absolutism:
reforms and expansion
a. Impact of the French
Revolution and Napoleon
b.19th-century Russian
serfdom
c. Expansion of Russia
into Siberia
79
Compare the American
Revolution to the
French Revolution
regarding the following:
principles and
philosophies underlying
each Revolution
previous experience
with governing and
governments
consequences of both
revolutions (impact on
South American
revolutions)
The ideology of the
French Revolution led
France to develop from
constitutional monarchy
to democratic despotism
to the Napoleonic empire.
Unit 5
An Age of
Revolution
(1750-1914)
developments
Have students use
segments of John
Locke's Two Treatises
on Government to
define social contract as
a basis for government.
Have them compare
this with the divine
right theory. Using the
Declaration of
Independence, students
should find evidence of
the influence of Locke
and other philosophers
of his day on a political
leader such as Thomas
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.
List the principles of
the Magna Carta, the
English Bill of Rights
(1689), the American
Declaration of
Independence (1776),
Geography
Jefferson.
Movement of
People and
Goods
the French Declaration
of the Rights of Man
and the Citizen (1789),
and the U.S. Bill of
Rights (1791).
Conflict
Human Rights
Change
Unit 5
An Age of
Revolution
(1750-1914)
Core
Curriculum
World War I
Standards
1,2,3, 4, 5
Concepts
Human!
Physical
Geography
Movement of
People and
Goods
What were the
perspectives of various
social classes on the
revolutions in Latin
America?
What role did peasants
play in the Mexican
Revolution?
How successful was this
revolution?
What role did
nationalism play in this
revolution?
Conflict
E. Latin America: The
failure of democracy and
the search for stability
1.Human and physical
geography
2.Roles of social classes:
land-holding elite,
creoles, mestizos, native
peoples, and slaves
3.Roles of the Church and
military
4.Role of cash crop
economies in a global
market
5.The Mexican
Revolution (1910-1930)
a. Cause and effect
b. Roles of Porfirio Diaz,
Francisco “Pancho” Villa,
and Emiliano Zapata
c .Economic and social
nationalism
Review the definition
of a nation—a people
sharing culture and
language occupying a
specific region. Then
review the definition of
a state—an area
bounded by a single
government. Finally,
define nation-state. Ask
students if they can
think of a country that
has more than one
nation within its
boundaries. Ask them if
they can name a nation
today that does not have
a state.
Human Rights
Change
Unit 5
An Age of
Revolution
(1750-1914)
What role did nationalism
play in Europe, Eastern
Europe, Asia, Africa, and
F. Global nationalism
1.Human and physical
geography
80
Understand the
connections, causal and
otherwise, between
particular historical
Basal Textbook: World
History: Connections to the
Past, Prentice Hall, 2005
Latin America?
Core
Curriculum
Global
Nationalism
Standards
1,2,3, 4, 5
What role does
nationalism play today in
these regions?
Concepts
Human!
Physical
Geography
Movement of
People and
Goods
Conflict
2.Role in political
revolutions
3.Force for unity and selfdetermination
a. Unification of Italy and
Germany (Camillo
Cavour, Otto von
Bismarck)
b .Asian and Middle
Eastern nationalism
1) India (Indian National
2) Turkey—Young Turks
4.Zionism
5.Force leading to
conflicts
a. Balkans before World
War I
b .Ottoman Empire as the
pawn of European powers
events and larger social,
economic, and political
trends and
developments
predicated not upon
divine right but upon
the consent of the
governed.
G. Economic and social
revolutions
Define the terms
conservatism,
liberalism, democracy,
nationalism,
reactionary, and reform
Development of
economic theory of
mercantilism
Promotions of market
economy, profit motive,
private ownership of
and use of capital
(capitalistic system
Human Rights
Change
Unit 5
An Age of
Revolution
(1750-1914)
Core
Curriculum
Economic and
Social
Revolutions
Standards
1,2,3, 4, 5
Concepts
Human!
Physical
What role did the
Industrial Revolution play
in the changing roles of
men and women
What impact did the
Industrial Revolution
have on the expansion of
suffrage throughout the
late-19th and early-20th
centuries?
To what extent did the
Industrial Revolution lead
to greater urbanization
throughout the world?.
What geographic factors
explain why
1.Human and physical
geography
2.Agrarian revolution
3.The British Industrial
Revolution
Capitalism and a market
economy
b. Factory system
c. Shift from mercantilism
to laissez-faire
economics—Adam Smith,
The Wealth of Nations
d. Changes in social
classes
e. Changing roles of men,
81
Have groups of students
examine different
works of literature and
art which reflect both
positive and negative
aspects of the Industrial
Revolution. Sane
Have students examine
excerpts from Adam
Smith's The Wealth of
Nations which describe
his perception of a
market economy and
his concept of laissezfaire. Have them
identify the ways that
his reasoning reflected
the scientific
revolution's emphasis
upon the natural law
(D)Political maps of these
revolutions reflecting
adjustments and boundary
changes, before and after the
Congress of Vienna
Have students research
and analyze how Karl
Marx and Freidrich
Engels would correct
(F)Thomas Paine, Common
Sense; the Declaration of
Independence; the Congress,
Moslem League)
(E)Giuseppe Mazzini, Young
Italy; Carl Schurz, Revolution
Spreads to the German States
Geography
Movement of
People and
Goods
industrialization began in
Great Britain?
How did the European
arts respond to the
Industrial Revolution?
Conflict
Human Rights
Change
Unit 5
An Age of
Revolution
(1750-1914)
Core
In what ways did social
class impact on the ways
various groups looked at
the Industrial Revolution?
What impact did
industrialization have on
the environment?
In what ways did the
abuses of the Industrial
Revolution lead to such
competing ideologies as
liberalism, conservatism,
socialism, and
communism?
To what extent is the
Industrial Revolution still
occurring in the nonWestern world?
What is meant by postindustrial economy?
To what extent is there a
relationship between
industrialization and
imperialism?
women, and children
f .Urbanization
g. Responses to
industrialization
1)Utopian reform—
Robert Owen
2)Legislative reform
3)Role of unions
4)Karl Marx and
Friedrich Engels and
command economies
5)Sadler Report and
reform legislation
6)Parliamentary
reforms— expansion of
suffrage
7)Writers (Dickens and
Zola)
8)Global migrations (19th
century)
9)Writings of Thomas
Malthus (Essay on the
Principles of Population)
3.Mass starvation in
Ireland (1845- 1850)
a. Growth of Irish
nationalism
b. Global migration
H. Imperialism
1.Reasons for
imperialism—
nationalistic, political,
economic, “The White
82
examples are:
- The Sadler report
and/or other testimony
that led to the Factory
Act of 1833.
- Selections from such
19th century novels as
Emile Zola's Germinal,
Charles Dickens' Oliver
Twist or
DavidCq:perfield,
George Eliot's Silas
Marner.
The works of William
Hogarth or Kathe
Kollwitz; both
illustrated the uglier
side of the Industrial
Revolution.
Impressionist paintings
that give a more
positive view.
The Industrial
Revolution, like the
Neolithic Revolution,
brought radical
CHANGE not only to
the civilization of
Europe but to the nature
of human society.
Identify bias and
prejudice in historical
interpretations of
imperialistic documents
The spirit of
the abuses and miseries
of the Industrial
Revolution. Using The
Communist Manifesto,
students should define
class struggle, including
the groups involved,
and the role of class
struggle in history.
Have students identify
the predictions of the
Manifesto and assess
their accuracy. The
economic proposals
may be compared with
those of Colbert and
Adam Smith.
Development of
economic theory of
mercantilism
Promotions of market
economy, profit motive,
private ownership of
and use of capital
(capitalistic system
Have students examine
statistical evidence of
conditions resulting
from the onset of the
Industrial Revolution,
such as: British exports
(G)Resource maps, Sadler
Commission, Report on Child
Labor; Friedrich Engels, The
Conditions of the Working
Class in England; Karl Marx
and Friedrich Engels,
Communist Manifesto;
Thomas Malthus, Essay on
the Principles of Population;
Adam Smith, The Wealth of
Nations; Charles Dickens,
Hard Times and Oliver Twist;
Emile Zola, Germinal
Mercantilism is an economic
system in which the nationstate carefully controls most
economic activities,
especially the development of
colonies, in order to
strengthen the nation's
economic POWER and
wealth, which was measured
by gold and
Suggested Documents
Maps of migration, charts,
graphs, rural and urban
demographics, maps of
colonial possessions,
Curriculum
Imperialism
Standards
2,3, 4, 5
Why did Japan turn to
imperialism and
militarism in the late-19th
and early-20th centuries?
Concepts
Human!
Physical
Geography
What was the relationship
between nationalism,
industrialization, and
imperialism?
Movement of
People and
Goods
Economic
system
Political System
Unit 5
An Age of
Revolution
Why did the Industrial
Revolution occur in Japan
before other Asian and
Man’s Burden”, Social
Darwinism
2.Spatial characteristics—
“new imperialism”
3.British in India
a. British East India
Company
b. Sepoy Mutiny
4.British, French,
Belgians, and Germans in
Africa
a. Scramble for Africa
b. The Congress of Berlin
c. African resistance—
Zulu Empire
d. Boer War
e. Cecil Rhodes
f.19th-century anti-slave
trade legislation
5.European spheres of
influence in China
a. Opium Wars (1839 1842 and 1858 - 1860)
and the Treaty of Nanjing
1)Unequal treaties
2)Extraterritoriality
b. Boxer Rebellion
c. Sun Yat-sen (Sun
Yixian) and the Chinese
Revolution (1910- 1911)
6. Multiple perspectives
toward imperialism
a. immediate/long-term
changes made under
European rule
b. Long-term effects in
Europe and the rest of the
world
nationalism is
frequently reflected in
national anthems. Have
students examine the
lyrics of the national
anthems of Italy,
France, West Germany,
and Poland. What do
these songs say about
the nation, the national
spirit, glory, and
patriotism? (Students
with some background
knowledge of Canada
will find it interesting
to note that the French
and English words for
"Canada" have quite
different meanings;
they may speculate why
this is true.)
I. Japan and the Meiji
restoration
 Understand the
connections, causal
and otherwise,
83
in the 18th century; the
hours and wages of
men, women, and
children; the conversion
to steam pacer in
various industries; life
expectancy charts
Using a colonial map of
the world in 1914,
students should identify
which European
countries were colonial
powers. Have them
discuss the effects of
the Industrial
Revolution and
nationalism on the race
to acquire colonies.
Have students read
Rudyard Kipling' s The
White Man's Burden
and identify
responsibilities that a
colonial power should
have assumed
journals, writings of people
and groups showing
contending perspectives on
imperialism, Sun Yixian,
History of the Chinese
Revolution; Rudyard
Kipling’s,“The White Man’s
Burden”
A supply and demand chart,
production process, and
interactive nature of colonial
systems can be illustrated
with diagrams, pictures, and
hands-on
classroom exchanges
Mercantilism is an economic
system in which the nationstate carefully controls most
economic activities,
especially the development of
colonies, in order to
strengthen the nation's
economic POWER and
wealth, which was measured
by gold and
Suggested documents
(1750-1914)
Core
Curriculum
Japan and the
Meji
Restoration
Standards
2,3, 4, 5
Concepts
Human!
Physical
Geography
Movement of
People and
Goods
Conflict
Human Rights
Change
Unit 6
Crisis and
Achievement
Including
World Wars
(1900-1945
Core
Curriculum
World War I
Standards
1,2,3, 4, 5
African nations?
What caused the conflicts
between China, Russia,
and Japan?
What impact did the
Russo-Japanese War have
on the relative power of
Russia? Japan?
Why did Japan annex
Korea? What policies did
Japan follow in Korea
(1910-1945)?
1. Human and physical
geography
2.The opening of Japan
a. Commodore Matthew
Perry
b .Impact upon Japan of
Treaty of Kanagawa
3.Modernization,
industrialization
4.Japan as an imperialist
power
a .First Sino-Japanese
War (1894 - 1895)
b. Russo-Japanese War
c. Annexation of Korea
d. Dependence on world
market
between particular
historical events and
larger social,
economic, and
political trends and
developments
Political maps of Japan and
East Asia; Millard Fillmore,
Letter to the Emperor of
Japan; Ito Hirobumi,
Reminiscence on Drafting of
the New Constitution; 19thcentury Japanese prints
showing contact with the
West

How does Japanese
imperialism of the past
influence Japan’s
relations with her Asian
neighbors today?
What role did
nationalism and
imperialism play in World
War I?
What role did technology
play?
To what extent were the
issues that caused World
A. World War I
1.Europe: the physical
setting
2.Causes
3.Impacts
4.Effects of scientific &
technological advances on
warfare
5.Armenian Massacre
6.Collapse of the Ottoman
Empire
7. The war as reflected in
84

Explain how
Imperialism and the
Industrial Revolution
are turning Points in
World History.
 Describe how
Nationalism
contributed to the
outbreak of World
War I.
 List all the new
weapons and the
technology of total
 Explain how
Imperialism and the
Industrial Revolution
are turning Points in
World History.
 Describe how
Nationalism
contributed to the
outbreak of World
War I.
 List all the new
weapons and the
technology of total
Suggested Documents
Erich Maria Remarque, All
Quiet on the Western Front;
Mustafa Kemal, Proclamation
of the Young Turks;
videotapes
Concepts
Human!
Physical
Geography
Movement of
People and
Goods
Conflict
Human Rights
Change
War I resolved?
literature, art, and
propaganda
In what ways did World
War I raise fundamental
questions regarding
justice and human rights?
Big Ideas
To what extent were
World War I and the
Russian Revolution
turning points?
The defeat of Germany
and Japan in World War
II had fundamental
impacts on the future
political development of
both these powers.
Germany’s and Japan’s
new constitutions reflect
these wartime and postwartime experiences.
What role did women
play in the war?
To what extent was the
collapse of the Ottoman
Empire like the fall of the
Han and Roman empires
and the collapse of the
Soviet Union?
Unit 6
Global
Connections
Core
Curriculum
Revolution and
Change
Standards
,2,3, 4, 5
Concepts
What were the causes of
the Russian Revolution?
Why did a communist
revolution occur in Russia
rather than a more
industrialized nation?
What steps did the
Communists take to
industrialize the Soviet
Union?
To what extent were the
human rights of Russians
and other ethnic and
national groups respected
B. Revolution and change
in Russia— causes and
impacts
1.Czar Nicholas II
2.The Revolution of 1905
3.March Revolution and
provisional government
4.Bolshevik Revolution
5.V.I. Lenin’s rule in
Russia
6.Stalin and the rise of a
modern totalitarian state:
industrialization,
85
war and their effect
on modern warfare.
How were World War
I and the Russian
Revolution a "turning
points" in world
history?
 How did the
Armenian Massacre
set the foundation for
future genocides in
the 20th Century?
Why was the Ottoman
Empire called "The
sick man of Europe"?
 How did the
Armenian Massacre
set the foundation for
future genocides in
the 20th Century?
Why was the Ottoman
Empire called "The
sick man of Europe"?

war and their effect
on modern warfare.
How were World War
I and the Russian
Revolution a "turning
points" in world
history?
 How did the
Armenian Massacre
set the foundation for
future genocides in
the 20th Century?
Why was the Ottoman
Empire called "The
sick man of Europe"?
 How did the
Armenian Massacre
set the foundation for
future genocides in
the 20th Century?
Why was the Ottoman
Empire called "The
sick man of Europe"?

 Understand the
connections, causal
and otherwise,
between particular
historical events and
larger social,
economic, and
political trends and
developments
 Compare the Soviet
system under Stalin
with the Romanov
political system. Note
the ways that each
 Propaganda and
violent political
persuasion played
important roles in
establishing the
political supremacy of
the Bolsheviks. Using
a collection of
political cartoons and
Bolshevik slogans
such as "All power to
the Soviets" and
"Peace, Land and
Bread," students
Communist Political posters
and art; V.I. Lenin, The Call
to Power; Joseph Stalin, The
Hard Line; Nikita S.
Khrushchev, Address to the
Twentieth Party Congress;
for the Abdication of Nikolai
II see http:! ! www.dur.ac.uk!
~d ml0www! abdicatn.html
Human!
Physical
Geography
Movement of
People and
Goods
by the Stalinist regime?.
How did various groups
view the Russian
Revolution?
How does Russian
industrialization compare
with that of Western
Europe?
command economy,
collectivization
7.Russification of ethnic
republics
8.Forced famine in
Ukraine
9.Reign of Terror
regime was
autocratic, the role
and nature of the
bureaucracy, and the
importance of the
secret police,
censorship, and
Russification of
nationalities
 . Examine the Soviet
flag in terms of its
color, the joined
hammer and sickle,
and the star to identify
how it symbolizes the
major Soviet values
of the Soviet Union.
 Have students study
the Soviet-made
famine in Ukraine in
which between 4.5
million and 9 million
Ukrainians died of
starvation from 1931
to 1933.
should infer the
nature of the
Bolshevik message
and ways in which
such messages might
have influenced
people to support
Bolshevik activities.
 Have students
compare the Soviet
system under Stalin
with the Romanov
political system. Note
the ways that each
regime was
autocratic, the role
and nature of the
bureaucracy, and the
importance of the
secret police,
censorship, and
Russification of
nationalities
After war, how do people
and countries rebuild?
A. Cold War balance of
power
WRITING TASKS:
What happens to the
governments that fought
the war, both the winners
and the losers?
1.Human and physical
geography
The world in 1945:
physical setting
3. United States
occupation of Germany
and Japan
-The adoption of
democratic systems of
government
-Economic rebuilding of
Germany and Japan
 Use maps, primary
sources, artifacts, and
pictures to analyze the
relationship between
the United States and
the USSR since 1945.
 Identify and compare
contemporary
political boundaries
with boundaries
established after
World War II.
 Identify and compare
political boundaries
established after the
Conflict
Human Rights
Change
Unit 7
20th Century
Since 1945
Core
Curriculum
Cold War
Balance of
Power
Standards
1,2,3, 4, 5
Concepts
Human!
What impact did the
failure of democracy in
Germany in the 1930s and
1940s play in post-World
War II Germany?
How did the Truman
86
DBQ – Cold War
Research –
Decolonization
Movements
DBQ – Collapse of
USSR
Thematic Essay: Cold
War
Suggested Documents:
Winston Churchill’s “Iron
Curtain” speech, memoirs;
newspapers; books of the
leading figures of the Cold
War era; geopolitical maps;
videotapes
Truman’s speech proposing
aid to Greece and Turkey
(Truman Doctrine)
Marshall’s speech proposing
the Marshall Plan
Napalm Girl photograph
Chart/graphs of nuclear
arsenals from 1949-1990
Physical
Geography
Doctrine try to contain
Soviet expansion?
Movement of
People and
Goods
Why were military
alliances created during
the Cold War?
Political
Systems
How did nonaligned
nations try to diffuse cold
war tensions?
Decision
making
Conflict
Human Rights
Change
What reasons can you
pose for Germany’s
adoption of one of
Europe’s most liberal
asylum laws?
What is the nature of
Germany’s diplomatic
relations with Israel?
4. Emergence of the
superpowers
5. Political climate of the
Cold War
-Marshall Plan
-Truman Doctrine
-Berlin airlift and a
divided Germany
-North Atlantic Treaty
Organization (NATO)! Warsaw Pact—expanding
membership and role of
NATO
-Hungarian Revolt
-Soviet invasion of
Czechoslovakia
-Nuclear weapons and
space
-Surrogate superpower
rivalries
How was Japan’s new
constitution developed?
Unit 7
20th Century
Since 1945
Core
Curriculum
Cold War
What role did the United
Nations play in Korea?
How did the Korean War,
1950-1953, escalate
during the Cold War?
Case studies: (Egypt,
Congo, Angola, Chile,
Iran, Iraq, Vietnam,
Guatemala)
-Role of nonaligned
nations
6. Korean War
87
collapse of
communism in the
USSR
 Use maps, globes,
artifacts, and pictures
to assess the impact of
nuclear power on
patterns of conflict
and cooperation since
1945.
 Understand the
importance of the
Truman Doctrine and
the 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, Vietnam War),
Cuba, and Africa.
 Examine the Cold
War from the
perspectives of Great
Britain, France,
Germany, the Soviet
Union, the satellite
nations of Eastern
Europe, and the
developing nations of
Africa, Asia, and
Latin America
 Prepare a map of
Europe indicating
areas that were
controlled by NATO,
Warsaw pact, and
nations the remained
neutral in the war.
Include a legend or
key.
 Identify and compare
contemporary
political boundaries
with the boundaries
disputed/established
throughout the Cold
War.
CNN’s video series on the
Cold War and website
Suggested Documents: The
United Nations Declaration
of Human Rights; for Cold
War documents see http:/ /
metalab.u
nc.edu/expo/soviet.exhibit/co
ldwar.html
Balance of
Power (cont’d)
Standards
1,2,3, 4, 5
How did the superpowers
fight the Cold War
without bombs or bullets?
Human!
Physical
Geography
How did Korean
expectations of what
would happen to their
country after the war
differ from that of the
Super Powers?
Movement of
People and
Goods
What possibility is there
for the reunification of
Korea?
Political
Systems
What threat does North
Korea pose today?
Concepts
Decision
making
Conflict
Human Rights
Change
-United States role in the
division of Korea
-Comparison of Korea
and Germany
- Conduct of the war
Concepts/Terms
Cold War, Superpowers,
satellite nations, nonaligned nations, Policy of
containment , domino
theory, brinkmanship,
détente, Truman Doctrine,
A-bomb, U-2, economic
recovery of Japan and
West Germany, ideology,
arms race, “peaceful
coexistence”, Iron
Curtain, espionage
Big Ideas
Competition between the
United States and the
USSR laid the foundation
for the Cold War.
The Cold War influenced
the policies of the United
States and the USSR
towards other nations and
conflicts around the
world.
The presence of nuclear
weapons influenced
patterns of conflict and
cooperation since 1945.
Communism failed as an
economic system in the
Soviet Union and
elsewhere.
88
Unit 7
20th Century
Since 1945
Core
Curriculum
Cold War and
Post Cold War
Era
Standards
1,2,3, 4, 5
Concepts
Human!
Physical
Geography
Movement of
People and
Goods
Conflict
Human Rights
Change
What are the differences
between a command
economy and a market
economy?
What role did science
and technology play in the
Cold War rivalry and
conflict?
Why did the United States
play such a vital role in
the economic recovery of
Europe and Japan?
Cold War and Post-Cold
War era
1. Human and physical
geography
2. A comparison of
market versus command
economies (Western
Europe versus Soviet
Union)
3. Economic recovery in
Europe and Japan
a. Western Germany
becomes a major
economic power
b. European economic
community/ Common
Market/ European
Union—steps toward
European integration
c. Japan becomes an
economic superpower
4. Organization of
Petroleum Exporting
Countries (OPEC): oil
crisis in the 1970s
5. Pacific Rim
economies/economic
crisis
6. North America Free
Trade Agreement
(NAFTA), 1997
 Understand the
importance of the
Truman Doctrine and
the 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, Vietnam War),
Cuba, and Africa.
 Examine the Cold
War from the
perspectives of Great
Britain, France,
Germany, the Soviet
Union, the satellite
nations of Eastern
Europe, and the
developing nations of
Africa, Asia, and
Latin America
 Examine the Cold
War from the
perspectives of Great
Britain, France,
Germany, the Soviet
Union, the satellite
nations of Eastern
Europe, and the
developing nations of
Africa, Asia, and
Latin America
 Identify and compare
contemporary
political boundaries
with the boundaries
disputed/established
throughout the Cold
War.
 Compare and contrast
industrialization in
Europe and Japan
with that in Egypt,
India, or Korea.
 Investigate North
Sea oil and gas
development in
Europe consider
the technologies
needed,
environmental
issues, the impact
upon the British
89
Suggested Documents:
Resource maps, graphs,
charts, cartograms, GDP
maps, World Bank
Allocations
Suggested Documents: The
United Nations Declaration
of Human Rights; for Cold
War documents see http:/ /
metalab.u
nc.edu/expo/soviet.exhibit/co
ldwar.html
and Norwegian
economies, and the
relationship of
these two
countries to
OPEC.
Unit 7
20th Century
Since 1945
How did the Communist
gain power in China?
Core
Curriculum
How did China alter
Marxist theory?
The Chinese
Communist
Revolution
Standards
2,3, 4, 5
To what extent are the
stages of the Communist
Revolution in China
similar to those of other
revolutions?
Concepts
Human!
Physical
Geography
Economic and
Political
Systems
How did Mao’s Maxist
regime transform China?
What roles did such
individuals as Jiang Jieshi
(Chiang Kai-shek) and
Mao Zedong play in the
Communist Revolution in
China?
Factors of
Production
Conflict
How successful was Mao
in meeting the needs of
the Chinese?
Human Rights
Change
What were the successes
of the Chinese Revolution
D.Chinese Communist
Revolution`
1. Human and physical
geography
2. Communist rise to
power (1936- 1949);
,Jiang Jieshi (Chiang Kaishek), Mao Zedong
3. Communism under
Mao Zedong
a. Great Leap Forward
b. The Cultural
Revolution and the Red
Guard
4. Communism under
Deng Xiaoping
a. Economic reforms—
Four Modernizations
1) Limited privatization
2) Dismantling of
Communes
3) Introduction of
“responsibility system”
4) Foreign investment
b. Fifth modernization—
democracy
1) April/May 1989
2) Tiananmen Square
5. Return of Hong
Kong—July 1,1997
6. The social system in
communist China versus
90
 Hypothesize about
why democratic
reforms failed in
China and why
Marxism was
adopted.
 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).
 Identify and
analyze advantages
and disadvantages
of various
governmental
systems.
 Understand the
profound economic
transformation that
has taken place in
China as the country
has moved from a
primarily agricultural
economy to an
industrialized
 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).
 Identify and
analyze advantages
and disadvantages
of various
governmental
systems.
 Write an essay
discussing Mao's
ideas on (a) hopes for
China; (b) solutions to
China's problems; (c)
Maoism as
communism for
China; and (d) a
comparison with the
ideas of Confucius
(The Little Red
Book/The Analects).
 Assess the importance
of each of the
following in bringing
Suggested Documents: Maps
showing expansion of
communism (1936-1940);
writings, speeches, memoirs
of Mao Zedong, Deng
Xiaoping, and others
Imperialism had played a
major role in the global
history of the 19th and 20th
centuries.
Needs and
Wants
under Mao?
Decision
making
How might a Chinese
perspective of “liberation”
differ from that of a
Westerner?
Unit 7
20th Century
Since 1945
Why were the
Communists under Deng
Xiaoping willing to adopt
elements of the West’s
market economies but not
their concept of human
rights?
Core
Curriculum
The Chinese
Communist
Revolution
Standards
2,3, 4, 5
Concepts
Human!
Physical
Geography
Economic and
Political
What role does the citizen
play in the Chinese
communist system?.
What hope does
democracy have in a postDeng China?
dynastic China
economy in a
relatively short time
 Understand the degree
to which the size of
China's population
affects its economic
development
 Assess the importance
of each of the
following in bringing
the Communists to
power in 1949:
leadership of Mao
Zedong (Tsetung);
Marxist ideology;
weaknesses of Chiang
Kai-shek; Japanese
invasions
the Communists to
power in 1949:
leadership of Mao
Zedong (Tsetung);Marxistideology
;weaknesses of
Chiang Kai-shek;
Japanese invasions
Concepts/terms
Nationalists/ Communist,
Long March, Taiwan,
Reasons for the
communist victory, Five
year plans: Great Leap
Forward, communes,
famine, Cultural
Revolution, Red Guards,
Little Red Book, Deng’s
introduction of limited
capitalism , family
responsibility system,
privatization, propaganda,
civil disobedience
 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).
 Explain the literal
meaning of a
historical passage or
primary source
document, identifying
who was involved,
what happened, where
it happened, what
events led up to these
developments, and
 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).
 Explain the literal
meaning of a
historical passage or
primary source
document, identifying
who was involved,
what happened, where
it happened, what
events led up to these
developments, and
What role will cities such
as Hong Kong, Shanghai,
and Guangzhou play in
the 21st-century global
91
Systems
economy?
Factors of
Production
.How did the role of
women change?
Conflict
What has happened to
such practices as foot
binding?
Human Rights
Change
Needs and
Wants
Were the pro-democracy
demonstrations in
Tiananmen square
doomed to fail?
Decision
making
Unit 7
20th Century
Since 1945
Core
Curriculum
Collapse of
European
Imperialism
Standards
2, 5
Concepts
Nationalism
Imperialism
Human/
Physical
Geography
Political and
How did World War I
undermine the influence
and power of the
European colonial
masters?
Why was Gandhi’s appeal
so great in all colonized
areas?
Why did the colonial
empires collapse after
World War II?
What role does the caste
system play in India
today?
What forces brought
about the collapse of
European imperialism in
the post-World War II
E. Collapse of European
imperialism
1. Human and physical
geography
2. India—independence
and partition
a. Political system
b. Muslim \ Hindu
conflicts
c. Status of the caste
system
d. Roles of Mohandas
Gandhi and Jawaharlal
Nehru
e. Nonalignment
f. Kashmir and Punjab
3. African independence
movements and Pan
Africanism
a. Changing political
boundaries in Africa
(Nigeria, Ghana, and
Kenya)
b. Roles of Jomo
92
what consequences or
outcomes followed
 Understand that the
Chinese people
experienced almost
constant social
upheaval, war, and
political unrest during
the hundred years
after 1850
 Understand how the
imposition of Western
and Japanese political
and social demands
impacted upon
Chinese
consciousness

 Identify reasons for
independence
movements in
European colonies
following World War
II.

 Understand the effects
European rule had on
Africans and their
institutions

 Understand the
origins, development,
and outcomes of
African nationalism
and Pan-Africanism
 Identify the
relationship between
free and non-free
persons and societies

 Understand the
impact of the West on
political, cultural, and
what consequences or
outcomes followed
 Read excerpts from
the Three Principles
of Sun Yat-sen and
explain their meaning.
 Identify reasons for
independence
movements in
European colonies
following World War
II.
 Read and make an
oral report on a novel
that depicts problems
caused by the collapse
of European
imperialism like
Things Fall Apart
and Nectar in the
Sieve
 Write a book report
on the biography or
autobiography of a
nationalist leader
studied in this unit. In
your report discuss
the reasons for his/her
rebellion against
authority and the
results of his/her
Movie version of E. M. Forster’s
novel, A Passage to India,
Economic
Systems
world?
Justice
What role did nonWestern nationalism play
in the collapse?
Conflict
Human Rights
Change
Unit 7
20th Century
Since 1945
Core
Curriculum
Collapse of
European
Imperialism
Standards
1,2, 3, 4, 5
Concepts
How did the problems
faced by the new African
nations hold back the
push for Pan-Africanism?
How can ethnic and racial
conflicts hinder
democracy and
development in Africa?
To what extent have all
ties between imperialistic
nations and former
colonies been completely
broken?
How did the problems
faced by the new African
nations hold back the
push for pan-Africanism?
Nationalism
Imperialism
Human/
Physical
Geography
To what extent can the
war in Vietnam be seen as
an anti-imperialist revolt?
Kenyatta and Kwame
Nkrumah
c. Continuance of
economic linkages with
former colonial powers
d. Ethnic tensions versus
nationalism: Nigeria and
civil war
e. Apartheid—policy of
racial separation and
segregation
social institutions of
Africa
 Understand that the
majority of Africans
today are still
dependent upon a
rural lifestyle in
which there is a
mixture of traditional
and contemporary
elements
 Explore the relationships between
malnutrition, birth
defects, and access to
health and educational
services
actions
 Compare and contrast
ideas and/or issues
about leadership;
rights of the
governed; citizens'
rights/responsibilities;
powers of government
from the Indian
constitution with that
of various Western
(i.e., United States,
French, British)
constitutions and/or
political documents.
.
e. Apartheid—policy of
racial separation and
segregation
1) Historical
circumstances
2) African National
Congress
3) Leadership—Nelson
Mandela, Desmond Tutu,
F. W. de Klerk
f. Political and economic
instability— Congo
(Zaire) or any other
examples
g. Ethnic tensions:
Rwanda— Hutu-Tutsi
4. Southeast Asia
a. Vietnam/Ho Chi Minh
b. Cambodia/Pol
Pot/Khmer Rouge
c. Aung San Suu Kyi—
Myanmar
 Identify and compare
contemporary
political boundaries in
Africa with the
location of
civilizations, empires,
and kingdoms from
1500 AD to the
present.
 Identify and compare
contemporary
political boundaries in
Africa with the
location of
civilizations, empires,
and kingdoms from
1500 AD to the
present.

 Have students take
the role of an African
nationalist and write a
letter to the European
colonial authorities
that states his/her
position about World
War II, colonial
contributions during
the War, and the
eventual
independence

 Have students
93
 Identify the obstacles
independent African
countries are
experiencing in their
search for national
unity and economic
self-determination
Political and
Economic
Systems
What was the history that
lead to the U.S.
involvement in Vietnam?
Concepts/Terms
Conflict
Nationalism, Marxism,
decolonization, anticolonial, non-violent,
post-colonial, racism,
apartheid, tribalism
Human Rights
Big Ideas
Change
 British policies and the
demand for self-rule led
to the rise of the Indian
independence
movement, resulting in
the creation of new
states in the Indian subcontinent.
 The charter of the
United Nations
guaranteed colonial
populations the right to
self-determination.
 Independence
movements in Africa
challenged European
imperialism.
Justice
 Analyze the
relationship between
accelerating
population growth
and poverty and their
effects on economic
and social
development
 Understand the forces
that tend to
undermine freedom in
Africa
 Identify the causes of
the rapid growth of
Africa's urban areas
and the problems
which have resulted
from this growth
 Construct charts and
graphs which
compare population
data on selected
African nations
including Kenya,
Nigeria, Ivory Coast,
Zaire, and South
Africa.
94
develop a list of
characteristics or
indicators of
developing and
developed nations.
Research from the
Indian constitution
data on the economic
and social statistics of
the nations of the
world. to illustrate
concepts such as GNP
per capita, energy
consumption, exports
and imports, life
expectancy,
population growth
rates, and literacy
rates. Have students
define these concepts
and compare the
African nations rank
in relation to other
world areas to.
.
Unit 7
Global
Connections
Core
Curriculum
Conflicts and
Change
Standards
1,2,3, 4, 5
Concepts
Human/Physical
Geography
Political
systems
Justice
Interdependence
To what extent has the
migration of Jews to
Israel been similar to
earlier migrations?
Similar to other
migrations going on
today?
Why has it proven so
difficult to resolve
conflict in the Middle
East?
Why is this region so
important to the world’s
global economy?
What role have the
United States, United
Nations, and Egypt played
in trying to resolve ArabIsraeli conflicts?
Conflict
Human Rights
Change
What role does Islamic
fundamentalism play in
modern Turkey?
F. Conflicts and change
in the Middle East
1. Human and physical
geography
2. The creation of the
State of Israel, Arab
Palestinians, and
Israel’s Arab neighbors
3. Roles of
individuals—Golda
Meir, Yasir Arafat,
Anwar Sadat, King
Hussein, Yitzhak Rabin,
Palestine Liberation
Organization (PLO)
a. Arab-Israeli wars
b. Peace treaties
4. Role of terrorism
5. Turkey and Iraq—
Kurds
6. Migration of Jews
from Europe, the United
States, the Soviet
Union, and Africa
7. The Iranian
Revolution
a. Causes and impact
b. Ayatollah Ruhollah
Khomeini versus Reza
Pahlavi
8. Persian Gulf War —
Saddam Hussein
. Islamic
fundamentalism (Iran,
Libya, Afghanistan,
Algeria, Turkey)
95
 Understand the
challenges in the
regions, including
their geopolitical,
cultural, military, and
economic significance
and the international
relationships in which
they are involved.
 Describe the recent
history of the regions,
including political
divisions and systems,
key leaders, religious
issues, natural
features, resources,
and population
patterns.
 Discuss the important
trends in the regions
today and whether
they appear to serve
the cause of
individual freedom
and democracy.
 Identify the conflicts
and changes that have
taken place in the
Middle East since
1945
 Understand how the
forces of nationalism
developed in the
Middle East, and
how the Holocaust
affected world
opinion regarding the
need for a Jewish
 Create a timeline of
the conflicts and
changes that have
taken place in the
Middle East since
1945 and discuss their
effects on the region
and the world
 Compare how the
migration of Jews to
Israel has been
similar to earlier
migration and similar
to other migrations
going on today?
 Explain the reason
why, unlike the
partition of India, the
British didn’t the
British use partition in
Palestine to create
separate states for the
Jews and the
Palestinians?
 Examine Islamic
fundamentalism from
multiple perspectives
in at least two nations.
Suggested Documents
Clips from Promises, film
MTV’s Real Life show on
life in Israeli
The Face of Hate with Bill
Moyer’s
Clips from Discovery
Classroom series on ArabIsraeli Crisis
TCI History on the Modern
Middle East, focused on
Arab Israeli crisis
state
Unit 7
Global
Connections
Key Vocabulary
Blockade, archaic,
embargo, theocracy,
coalition, accord,
Zionism, Balfour
Declaration, UN
partition of Palestine
and creation of
Israel, Arab-Israeli
wars, the role of
terrorism in the
Middle East, PLO,
Iranian Revolution,
Islamic
fundamentalism,
theocracy, Kurdish
Nationalism,
weapons of mass
destruction, OPEC,
Infatada/Islamic
Fundamentalism
Core
Curriculum
Conflicts and
Change
Standards
1,2,3, 4, 5
Concepts
Human/Physical
Geography
Political
systems
Justice
Interdependence
Conflict
Human Rights
Change
Unit 7
Global
Connections
Core
Curriculum
Collapse of
To what extent was the
collapse of communism in
the Soviet Union a major
turning point in global
history?
G.Collapse of
communism and the
breakup of the Soviet
Union
1. Human and physical
geography
2. Background events,
96
 Analyze the reasons
for the collapse of the
Soviet Union,
including the
weakness of the
command economy,
burdens of military
commitments, and
 Analyze the reasons
for the collapse of the
Soviet Union,
including the
weakness of the
command economy,
burdens of military
commitments, and
CNN’s The Rise and Fall of
the Soviet Union
CNN’s website on the Cold
War
ABC news with Peter
Jenning’s on Glasnost and
Perestroika Zlata ’s Diary,
primary source
Communism
Standards
1,2,3, 4, 5
In what ways can it be
compared to the fall of the
Roman Empire and the
Han Dynasty?
Concepts
Human!
Physical
Geography
Movement of
People and
Goods
Conflict
Human Rights
Change
What caused the collapse
of communism in the
Soviet Union?
What was the impact of
the collapse on the West?
on Cuba?
What role did
nationalism play in the
collapse of communism
and the breakup of the
Soviet Union?
What historic ties did
Eastern Europe have with
Western Europe?
Why did communism as
an economic system
collapse in the Soviet
Union?
What problems does
Russia face as it moves
toward capitalism?
1970 to 1987
3. Poland’s Solidarity and
Lech Walesa
4. Mikhail Gorbachev
(perestroika and glasnost)
5. Fall of the Berlin Wall
and the reunification of
Germany—causes and
impacts
6. Ethnic conflict in
former satellite states,
e.g., Kosovo, Bosnia
7. Changing political
boundaries
8. Challenges faced by
post-communist Russia—
the world of Boris Yeltsin
Terms/Concepts
Glasnost, Perestroika,
Democratization,
privatization, ethnic
conflict, ethnic cleansing
Key Ideas
Collapse of USSR:
The general movement of
many nations toward
democratic forms of
government
The causes and effects for
the failure of communism
in the USSR and Eastern
Europe
The successes and failures
of countries to maintain
97
growing resistance to
Soviet rule by
dissidents in satellite
states and the nonRussian Soviet
republics.
growing resistance to
Soviet rule by
dissidents in satellite
states and the nonRussian Soviet
republics.
Writing Task
 Identify the
challenges Europe
and the newly
independent Russian
republics face after
the break up of the
Soviet Union
Is Eastern Europe a
better place today as a
result of the changes in
the former Soviet
Union?
stability after
independence
The trend toward greater
global political,
economic, and/or social
interdependence
Unit 7
20th Century
Since 1945
Core
Curriculum
Political and
economic
change in Latin
America
Standards
1,2,3, 4, 5
Concepts
Human!
Physical
Geography
Movement of
People and
Goods
What is the future of a
post-Cold War Cuba?
H. Political and economic
change in Latin America
How did the military
dictatorships in Argentina
maintain their power?
1. Latin America:
physical setting
2. Argentina
a. Peron
b. The Mothers of the
Plaza De Maya
3. Fidel Castro’s Cuban
Revolution—causes and
impact
4. Nicaragua and the
Sandinistas
5. Guatemala and the
indigenous peoples
6. Changing role of the
Roman Catholic Church
in Latin America
7. Latin American
immigration to the United
States
8. Return of the Panama
Canal
Why did the leaders of
Communist revolutions in
Cuba and Central
America receive such
widespread support?
How have social and
economic pressures
brought change to Latin
America?
Conflict
Human Rights
Change
98
 Understand how the
events and
developments of the
colonial period
created pre-conditions for
independence in Latin
America
 Understand how the
events and
developments of the
colonial period
created pre-conditions for
independence in Latin
America
 Trace the
interrelationship
between the Brazilian
colonial period and
her evolution toward
independence
 Trace the
interrelationship
between the Brazilian
colonial period and
her evolution toward
independence
 Identify some of the
changes brought to
Latin America by the
new political
independence from
Europe
 Identify some of the
changes brought to
Latin America by the
new political
independence from
Europe
Suggested Documents:
Political and economic maps
of Latin America, speeches
and memoirs of Fidel Castro,
Carlos Salinas de Gortari,
Jose Napoleon Duarta,
Violeta Barrios de
Chamorro; Camilo Torres,
Communism and Revolution
in Latin America
Unit 8
Global
Connections
Core
Curriculum
Social and
political
patterns and
change
Standards
1,2,3, 4, 5
Concepts
Human!
Physical
Geography
Movement of
People and
Goods
Should all people have the
right to move freely from
one region or country to
another?
Are there any
circumstance when they
should be denied that
right ?
Why is population growth
in Asia a problem for the
whole world?
What factors cause people
to migrate?
What patterns of
migration are emerging in
the late-20th/ early-21st
century?
To what extent are these
patterns global?
Conflict
Human Rights
What is the relationship
between ethnic tensions
and nationalism?
Change
What opposition has
arisen to migration?
Why?
To what extent are current
migrations similar to early
migrations? How are they
different?
What problems are posed
A. Social and political
patterns and change
1. Human and physical
geography
2. Population pressures
and poverty (China, India,
Africa, and Latin
America)
a. One-child policy—
China
b. Family planning—
India
c. Mother Theresa
d. Cycles of poverty and
disease
3. Migration
a. Urbanization
b. Global migration
Suggested case studies:
Turkish, Italian, and
Russian immigration to
Germany, North African
immigration to France,
Latin American and Asian
immigration to the United
States, and Hutu and
Tutsis immigration
4. Modernization
tradition—finding a
balance
a. Japan
b. Middle East (Saudi
Arabia, Egypt,
Afghanistan, and Algeria)
c. African
d. Latin America
5. Scientific and
technological advances
a. Treatment of infectious
diseases
99
 Analyze trends in
human migration and
cultural interaction as
they apply to
population growth,
environmental
challenges, and links
between economic
development and
political freedom
 Investigate the
characteristics,
distributions, and
migrations of human
populations on the
Earth’s surface.
 Identify and compare
contemporary
political boundaries
with the location of
civilizations, empires,
and kingdoms from
1500 AD to the
present
 Use maps, globes,
artifacts, and pictures
to analyze
contemporary world
challenges: migration
of refugees and
others, ethnic and
religious conflicts,
 Analyze trends in
human migration and
cultural interaction as
they apply to
population growth,
environmental
challenges, and links
between economic
development and
political freedom
 Identify and compare
contemporary
political boundaries
with the location of
civilizations, empires,
and kingdoms from
1500 AD to the
present
 Use maps, globes,
artifacts, and pictures
to analyze
contemporary world
challenges: migration
of refugees and
others, ethnic and
religious conflicts,
impact of new
technologies.
 Identify and compare
contemporary
political boundaries
with the location of
civilizations, empires,
and kingdoms from
1500 AD to the
present.
by increased
modernization and
urbanization in
developing nations?
What impact do the
scientific and
technological advances of
the period have on life
expectancy, war, and
peace?
What would Thomas
Malthus have said about
these changes?
To what extent has the
status of women advanced
throughout the 20th
century?
b. Improved standard of
living
: In most societies there is
a tension between
tradition and
modernization.
Big Ideas
Traditional societies that
are modernizing
frequently develop conflicts regarding the
secularization of the
political system and the
assumption of
nontraditional roles by
men and women.
impact of new
technologies.
 Analyze trends in
human migration and
cultural interaction
from 1500 AD to the
present.
 Analyze the impact
of industrialization in
one or two developing
nations in depth.
 Analyze trends in
human migration and
cultural interaction
from 1500 AD to the
present.
 Chart similarities and
differences in
conflicts in the
Middle East, Northern
Ireland, Balkans,
Africa, and Asia.
 Analyze the impact of
industrialization in
one or two developing
nations in depth.
Non-Western nations
often look to technology
to resolve their social,
political, and economic
problems and at the same
time they want to
maintain their traditional
culture and values.
Urbanization,
modernization, and
industrialization are
powerful agents of social
change in developing
nations.
Unit 8
Global
Connections
Why has it been difficult
for developing countries
to rise to the same
economic level as
B. Economic issues
1. North/South
dichotomy: issues of
development (post100
 Chart the developing
world and developed
world in the following
areas: geographic
location, economic
 Chart the developing
world and developed
world in the following
areas: geographic
location, economic
developed countries?
Standards
1,2,3,4,5
Core
Curriculum
Economic
Issues
What made Korea’s
economic miracle
possible?
What is meant by the term
“post-colonialism”?
colonialism)
a. Africa
b. Latin America
2. Korea’s economic
miracle
3. Economic
interdependence
4. World hunger
Change
What is the relationship
between former colonies
and the nations that once
controlled them?
Big Ideas
Economic
Systems Needs
and Wants
How has the global
economy changed since
1945?
The development of
advanced science and
technology link the world
Factors of
Production
Scarcity
Interdependence
What weaknesses do
many developing
economies face?
Interdependence among
the nations of the world
have created a global
economy
Concepts
To what extent is Latin
America moving from a
cash crop economy to a
diversified industrial
economy?
On what basis are
economic decisions being
made in developing
nations? in industrialized
nations? (Compare!
contrast.)
How has economic
decision making become
more global as the world
economy becomes
increasingly
Developing nations have
experienced conflict
between tradition and
modernization
Contemporary societies’
impact on geography has
deeply affected the
environment
The countries of the world
are increasingly
dependent on each other
for raw materials,
markets, and financial
resources, although there
is still a difference
101
conditions, social
conditions, and
population.
 Explain the
relationship between
economic and
political freedom as
seen in Taiwan and
South Korea.
 define and apply basic
economic concepts
such as scarcity,
supply/demand,
opportunity costs,
production, resources,
money and banking,
economic growth
 Analyze trends in
human migration and
cultural interaction as
they apply to
population growth,
environmental
challenges, and links
between economic
development and
political freedom
 Plan and organize
historical research
projects related to
regional or global
interdependence
 Understand the
development and
interactions of social,
cultural, political,
economic, and
religious systems in
different regions of
conditions, social
conditions, and
population.
 Explain the
relationship between
economic and
political freedom as
seen in Taiwan and
South Korea.
 Analyze trends in
human migration and
cultural interaction as
they apply to
population growth,
environmental
challenges, and links
between economic
development and
political freedom
 Plan and organize
historical research
projects related to
regional or global
interdependence
 Understand the
development and
interactions of social,
cultural, political,
economic, and
religious systems in
different regions of
the world.
 Compare and contrast
the United States
economic system
with other national
economic systems,
interdependent?
To what extent have
economic disparities
between developed and
developing nations
persisted or increased
Unit 8
Global
Connections
Standards
1,2,3,4,5
Core
Curriculum
Economic
Issues
Concepts
Factors of
Production
Scarcity
Interdependence
Concepts/Terms
The Global economy, The
European Union(EU),
International Monetary
Fund(IMF), Organization
of Petroleum Exporting
Countries(OPEC)
Can globalization put an
end to world hunger?
Big Ideas
Who has benefited the
most from globalization?
Who has benefited least?
Different levels of
economic development,
population characteristics,
and social conditions
characterize developed
and developing nations.
How has the global
economy changed since
1945?
What weaknesses do
many developing
economies face?
Change
Economic
Systems Needs
and Wants
between the developed
and developing nations.
What made Korea’s
economic miracle
possible?
To what extent is Latin
America moving from a
cash crop economy to a
diversified industrial
the world.
 Compare and contrast
the United States
economic system
with other national
economic systems,
focusing on the three
fundamental
economic questions
focusing on the three
fundamental
economic questions
Red Scarf Girl, novel
Economic development
and the rapid growth of
population are having an
impact on the
environment.
Sound economic
conditions contribute to a
stable democracy, and
political freedom helps
foster economic
development
As global economic systems become more
interdependent, economic
decisions made in one
102
economy?
On what basis are
economic decisions being
made in developing
nations? in industrialized
nations?
nation or region have
implications for all
regions. Economic
development for all
nations depends upon a
wise use of globally
scarce resources.
How has economic
decision making become
more global as the world
economy becomes
increasingly
interdependent?
Topic 8
Global
Connections
Standards
1,2,3,4,5
Core
Curriculum
The
environment
and
sustainability
Concepts
Interdependence
Environment
and Society
Technology
Economic
Systems
How has global economic
development affected the
environment?
How do societies balance
their desire for economic
development with the
pressures such
development places on
the environment?
To what extent does
conflict exist between
developed and developing
nations over
environmental issues?
What is the relationship
between scientific
technological
development and ethics?
C. The environment and
sustainability (1928Present)
1. Pollution—air, water,
toxic waste (Europe)
2. Deforestation (Amazon
Basin)
3. Desertification (Sahel)
4. Nuclear safety
(Chernobyl) 5.
Endangered species
(Africa)
Key Vocabulary
Sustainability, toxic
waste, greenhouse effect,
acid rain, deforestation,
biodiversity ,
desertification,
endangered species,
global fallout,
urbanization, rural, urban,
pollution,
103
Distinguish between
fact and opinion
Draw conclusions about
the environment,
urbanization, and
nuclear proliferation
Hypothesize about the
future of the earth
Identify, analyze, and
interpret primary and
secondary sources to
make generalizations
about environmental
issues
Writing Task:
The problems created in
modern times by the
environment,
urbanization, and
nuclear proliferation
cannot be overcome.
Agree or Disagree.
Analyze the impact the
collapse of communism
had on nuclear
proliferation
What would Thomas
Malthus have thought
about the impacts of
science and technology on
life spans and health?
Unit 8
Global
Connections
Standards
1,2,3,4
Core
Curriculum
Science and
technology
Concepts
Human/
Physical
Geography
Environment
Science and
Technology
Change
Conflict
How has technological
progress affected people’s
lives?
Are the most
technologically advanced
societies the most
civilized?
What are the global
impacts of scientific and
technological
advancements?
Is nuclear power a safe
source of energy?
What nations can be
described as nuclear
powers?
What nations are
suspected of having secret
nuclear weapons?
D. Science and
technology
1. Information
age/Computer Revolution
and Internet
2. Impact of satellites
3. Green Revolution
4. Space exploration
5. Literacy and education
6. Medical
breakthroughs—disease
control/ life expectancy/
genetics
7. Epidemics—AIDS
8. Nuclear proliferation
Events
Chernobyl, Operation
Desert Storm (oil fires of
Kuwait), September 11th,
Operation Iraqi Freedom,
the war on terrorism
What role does
nationalism play in
nuclear proliferation?
What threat does nuclear
proliferation pose for
world peace?
104
Compare and contrast
the nuclear threat at the
end of World War II
with that threat at the
end of the 20th century
Compare and contrast
the nuclear threat at the
end of World War II
with that threat at the
end of the 20th century.
Create a cluster map on
nuclear proliferation
Create a cluster map on
nuclear proliferation
Suggested Documents:
USGS, NASA, and National
Geographic Web sites
(www.nationalgeographic.co
m); World Bank, World
Development Report,1992
CNN’s coverage of
Chernobyl
ABC Special on Desert
Shield Desert Storm
Video, People Bomb, on
overpopulation and drain on
the environment
The Coming Plague by
Laurie Garrett
Unit 9: Course
Review for NYS
Regents Exam
(Week 35, 3
Weeks)
NYS Regents
Examination
Testing Week
(Week 38, 1
Week)
105