Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
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. 1 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. 2 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 3 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 4 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. 5 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. 6 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 7 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? 8 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 9 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 . 10 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 11 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 12 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 13 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. 14 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. 15 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. 16 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. 17 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? 18 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. 19 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? 20 - 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 21 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/ 22 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. 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: 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 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 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 34 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