document resume ed 048 195 sp 007 082 ...religion of the roman empire in the 4th century a.d.; and...

DOCUMENT RESUME

ED 048 195 SP 007 082

TITLE Western Civilization, Resource Unit II, Grade 9.Providence Social Studies Curriculum Project.

INSTITUTION Providence Public Schools, R,J.; Rhode Island Coll.,ProvideLce.

SPONS AGENCY Office of Education (MIEN), Washington, D.C.Cooperative Research Program.

REPORT NO CRP-6-1195PUP LATE 69NOTE 81p.; Part of a set of resource units and curriculum

overviews for K.T12 social studies

EDRS PRICEDESCRIPTORS

EDRS Price MF-$0.65 hC-$3.29*Curriculum Guides, *Grade 9, *Social Studies,*Urban Teaching, Western Civilization

ABSTRACTGRADES OR AGES: Grade 9. SUBJECT MATTER: Social

studies, Western civilization. ORGANIZATION AND PHYSICAL APPEARANCE:The guide is divided into three sections, each of which contains cneto four subunits. The subunits are laid out in three columns, oneeach for topics, activities, and materials. The guide is mimeographedand staple-bound with a paper cover. OBJECTIVE:, AND ACTIVITILS:Objectives for the unit are listed on the first page. In eachsubunit, activities are listed in the second column. Eac group ofactivities is related to a topic in the first column. INSTRUCTIONALMATERIALS: Materials are listed in the third column of each subunit.Each group of materials is related to one or roue activities i- thesecond column. In addition, appendixes to each section containcurriculum materials--charts, maps, end lists. STUDENT ASSESSMENT: Nomention. OPTICNS: The guide is prescriptiie as to course content andtiming. Activities and materia2s listed 1:e optional. (PT)

PROVIDENCESOCIAL

STUDIESCURRICULUM

PROJECT

U.S. DEPARTMENT OF HEALTH,EDUCATION & WELFAREOFFICE OF EDUCATION

THIS (DOCUMENT HAS BEEN REPRO-DUCED EXACTLY AS RECEIVED FROM

THE PE. 3SON OR ORGANIZATION ORIG-INATING IT POINTS OF VIE WV OR °PINIONS STATED DO NOT NECESSARILYREPRESENT CFPCIAL OFFICE OF EDU.

'CATION POSITION OR POLICY

9

,.......

WESTERN CIVILIZATIONRESOURCE UNIT IIGRADE

RHODE' ISLAND COLLEGEPROVIDENCE PUBLIC 60.1001.6

TABLE OF CONTENTS

I. Introductio 1II. Aims 1

III. Generalizations 2IV. Development of Unit 3

Section 1:A. Introduction 3B. Land Base 9C. Time Sequence 11D. Population and Distribution 18Appendix Spread of Christianity . . 19Appendix B: Population Chart 20Section 2:E. Institutions 22Appendix A: Organization of the Christian

Church 47Appendix B: Comparison of Domestic and

Factory Systems 48Appendix C: Inventors and Inventions . . 49Appendix D: Later Inventions SOAppendix E! Government 51Section 3:F. Nationalism 53G. Colonialism 61H. Creative Expression 68I. Contacts 71Appendix A: Definitions of Nationalism . 77Appendix B: Trade Organizations 79

WI 1T I .1

IESIERN C IV IL I ZAT 1 ON

SUGGESTED TIME 25-30 WEEKS

. INTRO DIjC T I UN

Unit VI represents an attempt to view in its entirety amajor contemporary civilization, Western civilization, byutilizing the same method of analysis which has been appliedto 3tudies of other given civilizations, While historyexists as the focus of content, the other social sciencedisciplines have been drawn upon freely in an effort topresent a complete picture.

Western Civilization originated in the Mediterranean basinand was rooted in traditions coming from three primary areas:The Roman Empire in which considerable Hellenistic influencewas prevalent; the Christian Church which became the officialreligion of the Roman Empire in the 4th century A.D.; and theGermanic tribes which entered the Roman Empire in the 4thand 5th centuries A.D. The medieval synthesis In institu-tional consolidation of these three strands occurred between400 and 1000 A.D., leading to the "Western Tradition".

The primary importance of Unit II is that the students shouldunderstand the dynamic qualities of Western Civilizationand the historical events which led it from its expansionfrom a Western European base to become a worldwide civil-ization.

11. AI MS1. To develop further understanding of the term 'civilization'.

2. To develop further understanding of the aims and scope ofthe year's study.

3. To develop a fuller understanding of the nature and role ofthe s a social science disciplines as they provide perspec-tive for a study of contemporary civilizations.

4. To acquire an understanding of Western Civilization, itsorigin, nature, and interrelatedness with other contemporarycivilizations.

5. To be able to isolate and identify the major themes inWestern Civilization.

2

III. GENERALIZATIONS

1. The major generalizations about a civilization are allappropriate for this unit. (See Curriculum Guide, Secondary)

2. The earliest origins of Western Civilization are found in theJudaeo-Graeco-Roman tradition.

3. A dynamic force of Western Civilization has been constanttechnological growth since the 16th century,

4. Western Civilization comprises approximately 25% of the world'spopulation. It has spread in all directions from its originsin Europe.

5. Historically, Western Civilization has influenced to a varyingdegree all the other major civilizations.

6. Since 1500 A.D. Western Civilization has been a dynamic andexpandinz civilization.

7. Through contact with other civilizations, many attributes cfWestern Civilization have become common throughout the world.

,.1

V. DEVEELLJENT JP.A. INTRODUCTION

QUESTIONS SUGGESTED ACTIVITIES MATERIALS

What are the As motivation the teacher can Scholastic)external lead a class discussion to arrive Western Europecharacteristics at a series of characteristics that pp. 5-31by which we can apply to most men of Western Civil-identify Western ization. Scholastic:Civilization? ! The Common-

! After a short discussion, have Saealth ofJudaea- the members of the class choose a _ionsChristian reading assignment from the various p. 5-50heritage selections suggested. These should

give them an overview of several Rand McNally:Legal tradition differEn: cultures. Slavic Society

Now lead the class in a discussionpp. 3217-73-39Similar customs to arrive at a series of character-

istics that apply to Western Civil- Allyn 6 Baconization. A Global

history of ManAfter making a list the teacher pp. 734-764

can divide the class into groups toanswer the sub-questions on the Films:_following pages. Ei 218 Australia-

iThe Lind andThe teacher can show the class 1 People

a selection of films and filmstrips R-211 Theto help to determine the external .Republic ofcharacteristics by which we can South Africaidentify Western Civilization. 'Its Land and

Optimistic out-look on life

Music, litera-ture, and art

High degree oftechnology

Role of theindividual

Its PeopleR-207 RussianLife Today -

'Inside theSoviet Union

F-211 Franceland Sts PeopleP-217 People of!SpainA-24 trgentinaC-20 ChileC-303 Colombiar50 Cuba-41 Life inMediterraneanLands

r-209 Europ-'Nations of theI West

A-213 AustraliaIs Like This

4


a) What havebeen majorfactors inthe develop-ment ofChristianityin WesternCivilization?

A group may report on thetopic: what are the origins ofChristianity and when and howdid it become a major forceof 'iestern Civilization?

Allyn & Bacon:A Global Historyof Man pp.104-105;113-114;131-132062-364,705-747

As a culminating activity to thisgroup report one member of the Oxford Book Co!group may report on:the spread of VisualizingChristianity in th,r-'world today World History

contrastd to '.other pp. 55;61-68;.I2eligions. The chart;'''Religious 80-83Population of the World' inA Global History of Man p. 748 Keystone Educe-may be reproduced for the class tional Press:on the overhead projector or Mastering Worldon a ditto. History

pp.50;66-72;A group of students may draw 110-114

a time line showing the growth,division, and spread ofChristianity through WesternCivilization.

(Refer to Appendix A)

Life: TheWorld's GreatReligionspp. 162-175

(Note: . R,;late the a-,,ligious Rand McNally:events to the political. economic, Western European

Society pp.269;271-272;327;423-425;432-435:460-

a 'You Are There' program, on tape 467OP live, highlighting some ofthe events on the Time Line.

social, and philosophical dates.)

.4 group of students may prepare

Have a group of students drawlarge maps of Europe or preparedittoed maps for the class show-ing the (..xt,,nt of Christianityin 339 A.D., 500 A.D., 1000 A.D.,1300 A.D.

Have a group of students or astudent draw a sequence of largemaps of the world showing the

of Christianity in 1600,175G, 1900, and 1968.

Rand McNally:Slavic Societypp. 327-328;336-358-359

Filmstrips:SS-R-18-cRome-The EarlyChristiansTitle II-FLL-R-1-bThe Religionsof Rome

QUESTIONS SUGGESTED AC TIVITIES ,MATERIALS

b) What havebeen the chiefdevelopments inlaw?

Have a group of students do Transparencies:written biographical reports on TRSS-56-csome of the Christians missionaries.Origins and

Spread ofSuggested People Religions in

St. Cyril St. Brigid Europe and AsiaSt. Methodius St. Olaf TRSS-56-ccSt. Patrick St. Boniface The ReligiousSt Augustine St. Columba divisions ofSt. Augustin Sc. Francis XavierEurope About

St. Paul 1550

A group can compare and contrastthe four types of law:

Roman Law-The Twelve TablesJustinian CodeCode of NapoleonEnglish Common Law

The group can also show whichtradition of law is practiced invarious areas of Western Civiliza-tion today.

e.g. EnglandUnited StatesFranceItaly

Check forChristianity,ChristianChurch, orspecific topicsin the indicesof the text-books.

Lippincott:Man's CulturalHeritage pp.268,282, 296, 394-395

Macmillan:Medieval andEarly ModernTimes pp.27-29;172-178; 58

As a library assignment give agroup of students a hypothetical Rand McNally:case of a person in a legal situa- Western Europeantion (guilty of petty theft, as- Society p. 41a,sault, arson, murder, etc.) and 422have the students show how thatperson would fare in various coun- Holt, Rineharttries which have laws influenced & Winston:by each of the four legal traditionsGraphic Guideof Western Ci,ilization (past and/orto World Historypresent). pp. 20: 44; 154

Scholastic: TheCommonwealth ofNations pp. 31-Tri 37-42


c) What is thebasis for the"optimistic" out-look of westernman?

Have four groups of studentsreport on the view western manhad of the future during theClassical period, the MiddleAges, the Renaissance, and theAge of Enlightenment. Macmillan: Medieval

Eai:1Y Modern TimesFollowing these reports con- pp. 13'0-14 ,

Macmillan: Ancientand Medieval His-tory pp. 357-362,627-629

Filmstrips:SS-G-13-bMagna Carta"

SS-G-13-d ThePuritan Revolution"

SS-G-13-e "TheBill of Rights"

Study Prints:Title IISP-40-c-X'Understanding theBill of RightsSeries"

Lippincott: Man'sCultural Heritagepp. 338-341, 302-307

265 -

duct a class discussion to 275, 279-288, 466 -

show the differences in atti- I 486, 120-130

tude among the four periods.Time-Life: TheRenaisaancepp. 15-20

Time-Life:Age of Faithpp. 20, 96799

Time-Life: Age ofEnlightenmentpp. 53-64

Rand McNally:Western EuropeanSociety, pp. 410-

Suggestions:411, 432-433, 445-

Leo the Great Alexander VI! 446

Gregory the Great Nicholas Vi Allyn & Bacon:

Innocent II Julius II1 Global History of

Innocent III Leo X Man nr1.100-101

A group of students cancontrast the Medieval popesto the Renaissance popes.Show how each group was aproduct of its time and howthe outlook of the Churchchanged as society changed.

As a library assignment agroup of students may chooseto contrast the lives of someMedieval popes to those ofsome Renaissance popes.


d) What is the con4tribution of theRenaissance periodand of the 13th .:century to thedevelopment ofhumanism?

From Man's Cultural Heritamiippincott:page 346:--7-RJ=FaTice man pan's Culturalcentered his attention upon MeEtag_distinctively human aspira- pp. 333-361tions and interests. Forthis reason he is described Time-Life:as a humanist.' The Renaissance

pp. 11-21, 161 -The teacher can lead the 162, 59-62.

class in a discussion abouthumanism and its relationship Time-Life: The Ageto the Renaissance period. of EnlightenmentThis discussion can be based pp. 15, 38upon the students' readingof the period, about people -Time-Life:of the period, and of liter- The As.a of Faithazure of the period. 102

Suggested ReportsBiography

Cosimo de MediciLorenzo the MagnificentLudovico 3forzaDante AlighieriPetrarchGiovanni BoccaccioNiccolo MacchiavelliGeoffrey CaucerDesiderius 1-'asmusWilliam Sha,:espearetii41,uel CervantesSir Thomas MoreMichelangeloLeonardo da VinciRembrafietVelasquezEl GrecoNicholas CopernicusFrancis BaconRene DescartesJohn Locke

The teacher may add othername:, at his discretion.

A group of students cancontrast the styles of artand architecture of the Greeksand Romans to the style of theRenaissance. 'ihy was the per-iod called Neo-classical?

Rand McNally:Western EuropeanSociety.pp. 444-445

QUESTIONS

8

SUGGESTED ACTVITIES MATERIALS

A group of students canreport on the philosophiesof the late Middle Ages and

aissance. What!:ehools of philosophy werebeing revived? What hadYappened to these ideas dur-ng the Middle Ages? What

Effect did these emergentphilosophies have on theChristian Church of theperiod?

Su.uested Philosophers

Albertus MagnusThomas AquinasDuns ScotusThomas HobbesSpinozaAbelardLockeRousseauMontesquieuVoltaireDiderotGoetheThomas JeffersonBenjamin Franklin

B. LAND BA3i

QUESTIONS SUGGESTED ACTIVITIES MATERI .LS

What are.715 of .-the woria are in-cluded in WesternCivilization?

Within the areaof Western Civil-ization what cli-maticzones exist?

vegetation?fauna?rainfall areas?

(Note to teacher:Western Civili-zation is foundin .11 climatic,vegetation,fauna, and rain,fall zones.)

Have a group cf studentsmake a large world Trap show-ing where the languages ofWestern Europa are spokentoday.

Have a group of studentsmake a graph showing the tenmost widely spoken languagesin the world today.

Have a group of studentsmake a chart showing thenumber of people practicingJudaism and Christianity inthe various areas of WesternCivilization.

Have a group of studentsmake a chart of the world'slargest cities with popula-tion, area, and square miles.Make those cities wl-C.ch be-long to Western Civi:.izationstand out.

Divide the class into fourgroups to make maps showingthe climedo zones, vegetationzones, fauna, and rainfallareas of Western Civilization.

Have the class consider thefour types of maps mentionedabove. From those have theclass decide where the mostheavily populated areas ofWestern Civilization arefound.

At 1

Goode's ;.orld Atlas

Classroom Atlas

World Almanacpp. 295, 593-671

classroom Atlas

Goode's Atlas

10


What Were.the nreasincluded in West-ern Civilizationin 300 A.D.?

8.)0 A.D.?1300 A.D.?1800 A.D.?1960 A.D.?

What events broughtabout the changesin location inWestern Civilization?

On outline maps of theworld show Western Civiliza-tion in 300 A.D., 800 A.D.,1390 A.D., 1800 A.D., and1960 A.D. or

Divide the class into fivegroups and have each groupdraw a. large map of the worldand show what areas are in-cluded in Western Civiliza-tion in 300 A.D., 800 A.D.,1300 A.D., 1800 A.D., and1960 A.D.

Have a panel discussionconcerning the externalpressures which made WesternCivilization reach the ex-tent it reached in the afore-mentioned years.(e.g. spreadof Christianity, spread ofIslam, exploration and colo-nization, proselytization,exchange of ideas).

Atlas of Worldffiaory

Refer to referenonfor Section A,suhquesticx1 a.

Rand McNally:Anglo-AmericanSociety

pp. 548-563

Rand McNally:Western arropeanSociety,pp. 455-459

Allyn and Bacon:A Global HistoLyof Man, pp. 146-162, 734-740

Lippincott:Mani:: CulturalHeritage, pp. 365-TP2, MT-519

Macmillan:Medieval andEarly ModernTimes, pp.333-350

Time-Life:Ase of Exploration

11

C. TIME SEQUENCE


What are the dif-ferent ways tospread civiliza-tion?

1. war and conquest2. trace and com-

merce3. emigration or

colonization4. proselytization5. emulation6. ideas and com-

munications

That is the processby which WesternCivilization ex-panded from itsEuropean base tobecome a world-wide civilization?

a) By what processdid Western Civ-ilization expandduring the Age ofRome?

(Militarism)

Divide'the class into smallgroups to define each of theterms, including what is in-volved in each process. Thegroups can make charts tohelp illustrate their vnder-standing of th-2. process.

After each group reports,have a panel discussion giv-ing an illustration of eachprocess/methcd as exemplifiedin Western Civilization.

Divide the class into smallgroups to determine in an in-depth study the method ofspreading Western Civiliza-tion during:

a) the Age of the Roman Empireb) the Middle Ages (800-145C)c) the Renaissance or the Age

of Exploration (1400-1750)d) the Age of Nationalism

(1688-present)

A student or a group ofstudents can make a chart ofthe make-up of a legion andexplain how each of its partsfunctions.

A group of students can makea model of the Roans lined upready to embark in a battlewith the enemy.

Have a group of students pre-pare a panel discussion to de-icide which military formationwas superior--the phalanx orthe maniple system.

4 1

Macmillan: Ancientnd Medieval His-'or , pp. 251,--59-260, 262-268,99-301, 307, 328-29, 309-355.

].lyn and Bacon:A Global Historyof Man, pp.111-TE3---

Macmillan:Medieval andEarly ModernTimes, pp.5-10

12

QUESTIONS SUGGESTED ACTIVITIES

B) By wh:t processdid Western Civ-ilization expand

. during the MiddleAges?(Militant Chris-tianity and trade)

Have a student prepare anoral.r6port on the networkof Roman roads with illus-trations. His report shouldinclude the effect the roadshad upon the conqueredpeople. (e.g. Closer contactwith Rome, language, Romancustoms, etc.) A helpfulreference for Roman roadsis Imperial Rome, Time-Life,pp. 66-67.

A group of students canprepare a skit showing how aprovince was governed andwhat type of matters weremost likely to concern thegovernor.

A student or a group ofstudents can make a large mapshowing the barbarian migra-tions in Europe in the 4thand 5th centuries.

A group of students may com-pare the barbarians beforethey came into contact withthe Romans to the barbariansafter they had absorbed someof the Roman culture. Thismay be done by maims of a car-toon series, a simulated taperecorded interview or a docu-mentary type: of program, aplay, a live type of interview.

IiMATERIALS

10xford Book Co:1Visuelized WorldHistory pp.43-51

Rand McNally:Western EuropeanSociety pp.414-415, 425

Holt, Rinehart, &Winston: A GraphicGuide to WorldHistory pp.21, 30

Keystone EducationPress: MasteringWorld Historypp. 41, 45, 49,56-57

Films:H-214 "The HolyRoman Empire'

Transparencies:TRSS-56-u 'Bar-barian Invasionsand the Divisionof the Roman Em-pire"

TRSS-56-x 'HolyRoman Empire andInvasions of Eur-ope (800-1100)"

Have a group of students Allyn ano Bacon:make (1) a large chart showing A Global Historythe hierarchical structure of Man, pp.113-of the Medieval Church and 117, 131 -132(2) a large ecclesiasticalmap of Europe in 1300 A.D.The students can show in areport how the Church was aunifying force in WesternCivilization during theMiddle Ages.

Macmillan:Ancient and Medi-eval History,pp. 559-571, 645-660, 676-579,

1 682-689, 864-865

13


Have a group of studentsprepa'.7e a panel discussionon tne effects of the Cru-sades. Maps and illustra-tions should be used to en-hance the effectiveness ofthe discussion. (e.g. Theeffects were:. preservation of Western

Christendom. strengthening of papalcontrol

. increase in travel andcommorce'-

. enricnmenL or culturethrough contact with theEast

. strengthening of nationalmonarchies)

A studert or a group ofstudents rill make a largemap showing trade routes,industries. itemstraded. The teacher canthen lead the class in a dis-cussion as to how tradespread Western prodUcts randin a sense, cultdre. !Wei,to The European History Atlasby Tireaste., With & Hardingfor the map, -edieval Com-merce" (p. 24)

r-f

Macmillan:The Wide World,pp. 39-50

Keystone EducationPress: Mastering.World History,pp. 67-72, 182-:,.94

Rand McNally:Western EuropeanTO-Cie-TY, pp.432-435

Holt. Rinehart 6Winston: A GraphicGuide to WorldHistory, pp.54,59

Lippincott:Man's CulturalHeritage; pp.203-204, 294-293, 302-306, 316-317

Time - Life.Age cr Faith (all)

Oxford Book Co.Visualized WorldHistory, pp.77-83

Scholastic Books:Western Europepp. 20-22

Filmstrip:Title IISS-H-31 The HolyLand and Its His-torical Surround-ings"

14

QUESTIONS SUGGESTED ACTIVITIES iMATERIALS

c) By what process1'

A student or a group ofdid Western Civili- students can make a detailedzation expand dur,:.. study of a Spanish explorering the Renaissance such as Cortes or Pizarro.and the Age of Ex- The students should considerploration7 his character, motivations,(trade And accomplishments. Thistechnology study should involve the usereligion of books in the classroom,adventure school library, and branchcolonization) public libraries.

See AncientMedieval History,Hayes & Moon,Macmillan, 1957,page 644.

Allyn 6 Bacon:IA Global Historyof Man, pp. 132-136, 146-162

Macmillan:Ancient & MedievalHistory, pp. 644,716-719, 865 -865.

Macmillan:212.2. Wide World

A group of students can tpp, 55-69, 72-88make a map of the world show-ing the explorers' routes Time -Life:and the areas explored. Age of Exploration

(All)Have the class make charts

of the explorers with informa- Time-Li-re: Age oftion such as Enlightenment

pp. 1-28. explorer. year explored Lippincott: Man's. country for which he ex- 'Cultural Heritageplored !pp. 365-381, 395-

. where he explored 407

. importance of explorationRand McNally:

A group of students can pre- n lo-Americanpare a newspaper giving ac- Society, pp. 548 -counts of various explore- 556tions, explorers, and explorerobservations. Students should 'Rand McNally:be aware of other time rela- Western Europeantionships and keep the news- Society, pp.446-paper within the context of 448, 456-459, 468 -a particular time period 469, 475-481(e.g. political, economic,technological, religious Macmillan!events). The students may Medieval and Earlyfind diaries and journals of Modern Timesthe explorers helpful. pp. 277- 290,323-

354

Scholastic Books:The Commonwealthof Nationspp. 45, 69-70

Oxford Bock Co.-Visualized WorldHistory, pp. 137-150, 208-220

Keystone EducationPress: MasteringWorld History,57-70-S-I10, 154-170

15


A group of students can pre -I Holt, Rinehart Spare a play or a 'skit concerned Winston:with colonization at this A Graphic Guidetime. They should try to to World Historyshow: pp. 91, 92, 95,1) why people moved 4 99, 101, 111, 1132) what conditions in Europe 123, 125, 135, 137

made people want to emi-grate Mms:

3) what were the requisites A32'Age of Dis-for emigration? covery"

4) what technological improve-ments did they bring with Filmstrips:them? SS-G-5-a-f Set 1

5) how did they spread Western "Great ExplorersCivilization? Series"

A group of students may makea large map of the world onpaper or on a blackboard panelshowing the various colonialsettlements made during theAwe of Exploration.

SS-G-6-a-f Set 2"Great ExplorersSeries':

SS- R -l8 -d 'TheRenaissance'

SS-S-44-a BalboaSS-S-44-b CortesSS- S -44 -c PizarroSS-S-44-d Ponce

de LeonSS- S -44 - -e DeSoto

SS-S-44-f Coro-nado

Title IISS-M-25-b "TheSpanish Colonial

Title IISS-M-25-c "FirstCentury of Inde-pendence'

Transparencies:TRSS-49-a EarlyExplorations

TRSS-49-b Span-ish ExplorationsTRSS-49-c Dutchand English Ex-plorationsTRSS-49-d FrenchExplorationsTRSS-56-dd Eur-ope in the Ageof Expansion1v92-1790

16


d) By what processdid Western Civili-zation expand dur-ing the 17th and19th centuries?(ideastechnology)

A group of students cannote on a large paper orblackboard map the politicaland social revolutions ofWestern Civilization. Theyshould include the year andthe cause of the revolution.Perhaps a dittoed chartfor the members of the classwould be useful; e.g.--

I ;YEAR1LEADER

I

PLACEIAIMSIRESULTS

Macmillan: Ancientand Medieval His-tory, pp.866-7

Time-Life: (All)kt of Progress

'Time-Life: (All)Lill of Enlight6n-Ment

Scholastic Books:Commonwealth ofNations liT72-84

Two groups of students can Allyn & Bacon:

study in detail the Indus- A Global History

trial and Scientific Revolu- of Man, pp. 164-

tions. Their reports should 174, 266-283, 333 -

be given orally and should 352, 407-423

include maps, charts, and Holt, Rinehart &other illustrations.IMint,ton: A Graphic

In their study they should Guide to World His-

pay special attention to the itorx, pp. 122=181

causes, effects, interrelated4ness, and dynamic qualities iMacmillan: The rilide_

,World, pp. 167-193of the revolutions. 1!Lippincott: Man's

A group of students can Cultural Heritageprepare biographies of people ipp. 383-412prominent during the Indus- 'trial Revolution. (Refer to Macmillan: Medie-`

I

The Industrial Revolution" val and Early Mod-chart on page 166 in A Global Iern Times,History of Man.) pp. 466 489

If they wish they can pre- Macmillan: Modernpare a Hall of Fame bulletin Times, pp. 113-125board with drawings of the 225-227people and their inventionsor they may have one section

'Rand McNally:

of the room for a Hall of FareEuropean

Soplety, pp 775-display in which they can have -7481,'483

74 92clay, plaster, or wooden busts!and three-dimensional models i Keystone Educationof the inventions. ',Press: Masterinp

world History:Pp. 129-195

xford Book Co.:.Visualized Worldls'ory, pp. 146-

;181, 208-2201 8

QUESTIONS

17

SUGGESTED ACTIVITIES I MATERIALS

Rand McNally:Anglo-Americansocietypp. 556-565,477-582, 585-590

Films:1-3 'IndustrialRevolution:

Filmstrips:SS-R-18-e "Rome"Part 5 - 1600-1870

SS-G-13-f "TheIndustril Revolu-tion'

Title IISS-U-14-d TheUnited Nationsand the End ofColonialism"

Title II (67)S3-B-18-aPart One

Title II (67)SS- B -t5 -b

Part TwoBenjamin Franklin"Symbol of theAmerican Revolu-tion (with 2 rec-ords)

18

D. POPULATION AND DISTRIBUTION


What is the popu-lation of WesternCivilization atthe present?

How is it dividedby country?

by continent?by languagegroups? (e.g.Slavic, Ger-manic, Ro :.ian-tic, et. al.)

by religion?

What was the rateof growth of tie:.!orld populationcompared withWestern Civiliza-tion, especiallyduring the 19thand 20th cen-turies?

A group of students canprepare maps and chartsshowing population dis-tribution in Western Civ-ilization by continentand by country. This couldbe followed by a discussionon where population is mostconcentrated along withreasons that certain areashave high concentration ofpopulation while othershave relatively low concen-tration.a) climateb) near cheap transportationc) along seacoastd) flora and faunae) natural resources

Groups of students canprepare charts on languageand religion by continentand country (See Appendix B).

A group of students candraw comparative line graphsbased on the chart "Estimatesof World Population by Re-gions" on page 177 in TheWide World and 'Future WorldPopulation Growth on page 752in A Global History of Man.

The teacher can lead theclass in a discussion of theimplications of the graphswith questions such as:

. Why did the population ofAfrica decrease from 1650-1800?

World Almanac

. Which regions have experi-enced the greatest popula-tion increases from 1650 to1950? Why?

A group of students can drawcircle graphs showing the worldpopulation in 1650, 1750, 1850,1920, and 1950. Tne teachercan lead a discussion regard-inr the innllrnq.

Macmillan:The Wide Worldpp. 175-191.

Allyn & Bacon.A Global History ofMan, pp. 734ff,

Filmstrips:SS-C-26'Cross-Section ofCentral America"

Transparencies:TRSS-12`'World Population"

APPENDIX A

DATE LINE - THE SPREAD OF CHRISTIANITY

4 E.C.100 A.D.313 A.D.325 A.D.339 A.D.

400-500 A.D.

563 A D.597 A.D.

716 A.D.725-843 A.D.

990 A.D.

1000 A.D.1054 A.D.

950-1050 A.D.

1120 A.D.1170 A.D.

1096-1291 A.D.1100-1300 A.D.

1234 A.D.

1274-1281 A.D.1305 A.D.

1377 A.D.1415 A.D.1431 A.D.1517 A.D.

1519 A.D.1534 A.D.

1541 A.D.

1550-1650 A.D.1555 A.D.

1652 A.D.1500-1800 A.D.

1800's1920-present

19

Birth of JesusPersecution of Christians by RomansEdict of Milan, Christianity ToleratedCouncil of NicaeaChristianity official state religion ofRoman EmpireConversion of Ireland and parts of Englandand ScotlandSt. Columba begins conversion of PictsSt. Augustine begins conversion of Kent(not bishop of Hippo)St. Boniface begins conversion of GermanyIconoclast controversyConversion of Russia to Eastern OrthodoxChristianityConversion of Scandinavia and HungaryGreek Church separation completed (shism)Conversion of Czechs, Slovaks, Macedonians,Russians, Croats and SerbsFounding of Knights Templars and HospitallercThomas a Becket, Archbishop of Canterbury,murdered by knights of King Henry IICrusadesAlbigensian and Woldensian heresiesprevalentFounding of Dominicans and Franciscans(Friar orders)Gregory IX issues papal decretals codifyingcanon lawBrief reunion of Roman and Greek ChurchesClement V become.b Pope; moves papacy toAvignonEnd of Avignon CaptivityJohn Hus martyredJoan of Arc burned at RouenMartin Luther posted his "95 Theses" -beginning of ReformationZwingli begins Reformation in SwitzerlandChurch of England established by Henry VIIIIgnatius Loyola formed the Society of JesusJohn Calvin sets up Theocratic Governmentin GenevaWars of ReligionPeace of Augsburg divides Germany betweenLutheran and Catholic princesGeorge Fox founded the Society of FriendsSpread of Christianity to North and SouthAmerica, Australia, South Africa, China,Japan, the Philippines, and OceaniaMissionary CenturyEra of Ecumenism

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22

E. INSTITUTIONS

QUESTIONS

What is socialstructure:

What are theelements whichcomprise anysocial struc-ture?

What are someof the presentsonial stru7:-tures found inWestern Civil-ization? Why?

SUGGESTED ACTIVITIES ,MATERIALS

List on the board and .discusswith the class the various ele-ments which comprise a socialstructure.

. ideas

. values

. institutionsreligiouspoliticaleconomicsocial

. groupsprimary - those which chiefly.

shape personality. Small,intimate groups such as thefamily or play groups.

secondary - those which testand modify the personalitybIlt rarely alter it. These,can be any size. (Church,School)

As deiined in Sociological Con-cept #6, social structure i. an .interrelated system of roles andstatuses. Have the class make astudy of the groups an individualbelongs to in a society and theroles, and statuses he assumes.

With the class briefly analyzethe social structure - ideas,values, institutions and groups -found within represeAtative coun-tries of Western Civilization.

Suggested countriesGreat grita3nFranceU.S.S.R.East GermanyPolandCzechoslovakiaUnited StatesArgentinaBrazilCubaUnion of South Africa

0.1

;Rand McNally:Slavic Societypp. 341-389I


i3

and McNally:Astern Eu-one-4-11-1 Society

pp. 428-529,(In the above(three books in-!formation isscatteredIfthroughout)1

QUESTIONS SUGGESTED ACTIVITIES 'MATERIALS

How has thesocial struc-ture ofWe 3ternCivilizationchangedsince 1600?

Scholastic Press:.Western Europepp.18-22;136-150

Holt, Rinehart& Winston:Graphic Guide ToWorld History14). 4254;56;66;78;90;93;103;104,114;138-'40;150-152;162-164;17g-176;196-188;198-200,210-212;222-22L1

Lippincott:Man's CulturalHeritageParts of UnitsIV, V and VI

Discuss the changes which Materials listedhave occured in the various Aboveelements of social structuresince the 1Cth century. Ask such Filmstripsquestions as: SS-A-107-D

Life in a. What was the dominant religious Medieval Castleinstitutior? How has itchanged? Point out that during ,Filmthe Middle Ages if one did apt T-21Tbelong to th.e. Catholic Church Medieval Villagehe was outside of society asthe Church was the most all-encompassing so(...al institution.,

. .v?hat was the dominant politicalinstitution (kingship)? How hasthis changed?

. That changes have occur-ed i the'major primary group-the family?

. What chE,nges have occarred in[

secondary social groups such asthe neighborhood or one's co- Iworkers: church or school?

Discuss she reasonsfor theOlange in social structure.

Growth of capital. Urbanization. Industriallzation. Technological Deuelopment. Vass media


ReligionWhat is thedominant(religious)institutionin WesternCivilization?

21+

MATERIATS

. Rising living standard

. Medical advancement

. Rapid transportation

. Growth of trade and commerce

. Rise of nation-states.

Give the class a brief over-view of the importance of theearly Christian Church in WesternEurope. Discuss the political,social and spiritual leadershipit provided. Also indicate theeffects of the rise of nationalstates, the Renaissance spirit,and the break-up of Christianityinto a number of sects upon thepower of the Church.

With the class determine thereasons for the expansion andimportance of Christianity inWestern Europe.. Universalism. Promise of life after death. Based on actual events. Initial politico-economic unitydf Roman WorldChristian ideals-charity,kindness, mercy

. Excellent transportation andcommunication system allowedmissionaries to function

. Parsecutione helped topublicize Christianity

. Church organization

. Adopted as official religionby Constantine

. Ascetic AppealAppeal to lower classes: tooppressed people

. Doctrines simple

Lippincott:Man's Culturallicrifagepp. 307=307

Scholastic Press:Western Europepp. 20 - -22

Rand McNally:WesternEuropeanSocietypp. 423-425;432-434

Keystone Ed.Press:Mastering WorldHisf-C-ry p.69

Macmillan:Medieval andEarly Moder-.Hinespp. 116-120

Oxford Press:VisualizedWorld Historypp.63-66;00I81

Tima-Life:Age cf Faithpp.11-13;31-32

25

QUESTIONS j SUGGESTED ACTIVITIES MATERIALS

When wasChristianityfirst intro-duced intoWesternEurope?

As the question has been dealt Holt, Rinehart',with earlier a brief review of the & Winston:,introduction of Christianity Graphic Guideto Western Europe and some of the To Worldmore important developments in the ITIFFOTyrise of Christianity to the year pp. 26 -371000 will suffice.

Golden Press:A panel discussion might be held World's Great

on the reasons for Roman opposition Religionsto Christianity. pp. 162-156

Oxford Press:'VisualizedWorld Historypp. 64-65

Keystone Press:MasteringWorld Historyp. 67

Macmillan:'Readings in!Ancient History'pp. 190-191

'SS-R-18-cRome Part IIIThe Early'Christians(Title II,SS -H -31 Holy`Land and Its'HistoricalSurroundings

1

1

How did I Discuss with the class the ;Macmillan:Christianity ;methods by which Ch:Astianity ;Medieval andspread through ;spread through Western Europe fromEarly ModernWestern Europe? its origins tc, abort 1500. 'Times pp.12-14;

. Roman laws cannon law !38-39;81-83;I. Missionaries; missionary spirit '103- 110;126-1. Trade and CoMmerce 1: 182-194i. War

. Politica] Role1. MoraSteries . Role in'Education;Oxfoi_ Press:I. Cru%ades . Cultural Attraction Visual...z:miI. Theological develop:nent World HistoryI Examine the maps made earlier Ipp.64;66-68;on the spread cf Christianity 77 -80in 339, 500, 1C00, and 1300.Discuss the reasons for the Keystone Press:!changes which occurred'in the ;Mastering Wor]d'years between, Tiii.TOry p7.66-T7 crl

!70-72 ,- i

Who were theimportantpersonalitiesin spreadingChristianity?

26


Asaign a group report on themonastery as an agent whichspread Christianity during the

Ages. Discuss theeZfects of the Rule of St.Benedict upon monastic life aswell as the translation and

'compilation of various worksperformed by the monks. In whatway did their work help to,spread Christianity?

If some students are capablethey might examine primary scurcematerial on the Benedictine Ruleor early Church history. Thesecould probably be obtained at the

.library.

Assign reports on individuals:instrumental in spreadingChristianity from its origins toabout 1500. These should includepolitical and military leaders aswell as religious figures.

Suggested Personalities'St. Paul St. PrancesSt. Ambrose St. Domenic

'St. Jerome Gre:?;ory V7I:St. Augustine Innocent III,Galerius CharlemagneConstantine St. CyrilTheodosius St. MethodiusUlfila Boleslav IISt. Patrick(Some of these may have beenreported on earlier).

Rand McNally:Western EuropeanSocietypp. 432-435

Rand McNally:Slavic SocietyFp772.28

Lippincott:Man's CulturalHeritagepp. 298;303;304-307

Golden Press:World's GreatReligions pp.166-167

Time-Life:Age of Faithpp. 33-60;71-91

Allyn & Bacon:Global Historyof Man pp.104_105,113-115;131-132

Library BooksEncyclopedias

Harcourt Brace&

Human Adventure Ipp. 115-118;127-131

Macmillan:Readings inRedieval andEarly ModernHistory pp.91-97

Filmstrips:SS-A-10-CThe Crusades

Transpareties:TRSS-56-W Europeand Middle Eastat the Time ofthe CrusadeTRSS-56-cOrigins andspread of Religic

27


What are the Have the students read tobasic tenets determine the basic tenets ofof Christianity? Christianity. With the class

make a large chart of the majortenets or have several studentsprepare a ditto master of these.. Redemption of mankind. Love of Goa. Peace or. earth. Brotherhood and equalityof man

. Golden Rule

. Charity, love, mercy andforgiveness

. Fatherhood of God

How was theChristianChurch or-ganizedduring theMiddle Ages?

[See Appendix A]

Point out that Christsteachings were recorded in theNew Testament.

Assign reports on the founda-'tions of early Christian thoughtas written byAmbroseJeromeAugustineGregory

What important precepts dideach promulgate? What importantwritirgs did each prepare?What contributions did eachmake to the development ofChristianity':

Point out that the early Churchwas organized by Paul and othersinto a series of communities.Various officials were appointedin these communities.. Deacon-cared for sick and

needy. Presbyter-guarded religious

life (later calledpriest)

. Bishop-authority overpresbyters in a diocese

. Archbishop-supervised bishops

MATERIALS

,Golden Press:Porld's GreatReligions!pp. 176-213

,'Medieval and,=.y Moderntimes:15T7-74-39;117-p.20

;Library BooksEncyclopedias

Oxford Press:VisualizedWorld 13toryp. 66-68;80-81

ippincott:lens Culturaleritage

'DD. 295-296;803-306

l(eystone Press:fastering World

in province istory. Patriarch-honorary title given .1). 67-68

to bishops of 5important cities (Rome,Constantinople, Antioch,Alexandria, and Jerusalem);

or)

28


Locate these cities on a mapand discuss the reasons why theywere important.

Eventually the bishop of Romeemerged as the Pope. A studentreport should be given on theorigins of the term pope and theway in which the bishop of Romecame to assume this role.

During the Middle Ages theChurch exerted a powerful in-fluence on all phases of life.As it was the universal socialinstitution those who did notbelong really had no place insociety. At the same time theChurch became tightly organizedand highly centralized. Astudent should prepare a chartshowing the organization of theChurch during this period.

Another student might givea brief description of the workof each group.. Pope. Church Hierarchy-archbishops,

bishops, and parish priests. College of Cardinals. Secular and RQgular clergy

Macmillan:Medieval andEarly ModernTimes

1.- 12;124-125

Rand McNally:WesternEuropt -an Societypp.423-425;432-434

A report might be prepared cnthe monasteries c.f the time. Tellwhat functions they served at thetime. Also discuss the Rule ofSt. Benedict -what it was and whyit was necessary.

Assign a report on the authority(particularly political) exertedby the Church during the MiddleAges. Discuss the means-such asexcommunication, interdict, andinquisition - utilized by theChurch to enforce its authority.Also discuss the effect that thePope's declaration of supremacyover kings had on Western Europe,al.d the relation between Churchand State during the Middle Ages.

Choose several countries in rest-ern Society and discuss the relation1,r,t-r1 Stet

29


What were someof the importantdivision, withinChristianityfrom thebeginning?

Point out to the class thatalthough we tend to think ofthe early Christian Church as oneand united. there were divisionswithin the Church from the start.There were geographic divisiceisas each Patriach was responsiblefor the bishops in his area.Once the Bishop of Rome beca.liePope further dissension wascaused resulting in a divisionin the Church between East and

'olden Press:,World's Great'Religions p.167

Rand McNally:tNlestern EuropeanSocietypp. 1460-462;:327-32d

edieval andWest. Assign a group to research ar y o ernand report on this division giving Timesthe causes and efforts at 13177V9-55;57-67;

Also determine 1.20-124;211-215whether or not there are anymajor differences in dogma be- ystone Press:tween the two. A time line and ',storingseries of maps should be developed' WoYEIMITM-toryto accompany the report. 0-70

Hold a class discussion on the Oxford Press:effects of the collapse of the VisualizingWestern Roman Empire and the World Historyspread of the Muslim religion upon 5F:12-83;90-93;Christian unity. 116-117

A student report should be .ippincott:prepared on movements within the Man's CulturelChurch to correct abuses. This keritagebegan in the monastery at Cluny, pp. 353-354;France in the 10th century, Trace 470-472these early attempts at reformthrough the papacy of Gregory (VII)Time-Life:and the efforts he made to end Age of Faithlay investiture. pp. 159-179

Other students could be assignedin groups or singly to reporton ocher divisiwts within theChristian Church UD to theReformation period. Discuss withthem the to heresy and reformand the distinction between thetwo.

n

30


When did themajor revoltsoccur withinWesternChristendom?

Who were theleaders?

. What weretheir back-

-grounds?

What abusesdid theytry tocorrect?

Why did theReformationoccur whereit did?

Suggested Topics. Arianneresy. Waldensian and AlbigensianHeresies

. Great Schism (1378-1417)

. John Wycliffe and theLollaPds

. John Huss

MATERIALS

Discuss the significance ofeach of these people and/or

, movements. Point out thoseideas which would become apart of the reformation eovement.!

Prepare a time line of the,major divisions within the early :Church.

Prepare a series of mapsshowing the areas where thesemovements were prevalent.

The major revolts withinWestern Christendom started in ithe 16th century and continuedfor over 100 years. Use a mapof the world's religions todetermine the current religiousconfiguration of WesternCivilization. List the names ofthese sects on the board anddetermine those which areChristian. Discuss wi..11 theclass the term Reformation andthe period in which it occurred.

Assign a group of studentsto determine the causes of theReformation. Aside from theabuses which these reformersbelieved must be corrected theeconomic and politica) hack -ground of the 16th and 17thcenturies must be considered.The causes might be groupedin various categories:. Religious. Economic. Political. Socialcompiled into a chart and put onditto sheets for the class

or

Lippincott;Mane Culturalneritagepp. 354=360

Time-Life:The Reformation,Entire Book

Oxford Press:VisualizedWorld Historypp. 117-171

Keystone'Press:MasteringWand Historypp. 110-113

ScholasticPress: WesternEut upe pp. ET=Y5

Golden Press:World's GreatReligionspp.167-170

Rand McNally:Western EuropeanSociety pp.463-465

31

QUESTIONS SUGGESTED ACTIVITIES . MATERIALS

6

i Have all students read through i Holt, Rinehart;the various books to determine the; & Winston:'causes of the Reformation. Follow Graphic Guidewith a discussion, 4 to World

HistoryDivide the class into groups to pp. 95;107

(71c) research and reports on themajor figures and movements of the Rand McNally:(period Classroom Atlas

pp. 24-25Suggested :topics(Martin Lutala,---iHuldreich Zwingli'John Calvin:Thomas Cramer -Archbishop of

Canterbury'AnglicanismAnabaptism

[

Unitarianism

Eeeh group could develop atime line of events in the for-mation of each movement. A(special group could be assignedIto develop one large time line onthe Reformation Period, 1517-1648.

Prepare a chart giving -t!- !gmetof each reformer, the moment he;founded, and the major preceptsle endorsed.

In class discussion determinethose reformers who worked beforethis revolt and within the Churchbut were fore-runners of the'Reformation.

, Assign biographical reports on'some of the major figures of the.Reformation.

Luther Michael ServetusZwingli Faustus SocinusCalvin John KnoxHenry VIII Admiral de ColignyMenno Simmons

Prepare a series of maps depict-ina the sTread ofLutheranism .An,,licanismCalvinism UnitarianismAnabaptism Mennonites

in 1550, 1.7bU, 1850 C 1950.

Charles Merrill:World Civili-zation TimeEine

Library BooksEncyclopedias

Transparency:TRSS-56-CCReligiousDivisions ofEurope

Harcourt Brace& World:HumanAdventure Ipp. 174-178

Macmillan:Readings inMedieval andEarly ModernHistorypp. 149-162

7;2

QUESTIONS SUGGESTLD ACTIVITIES

What effect didthe Protestantrevolt haveupon theRomanCatholicChurch?

Upon WesternCivil5zation?

Why?

A major effect of theR:formation was a re-examinationwithin the now Catholic ChurchIf)llowed by a series of violentc)nflicts between Catholic andP otestant.

Have the students read throught leir books to determine thereforms mF.de by the CatholicCqurch in the 16th century.List these and discuss them..,Which of these changes areidoctrinal?

. Which govern personnel?

JIATERIALS

!Keystone Press:!Mastering World!History1pp. 113-114

!Oxford Press:!Visualized;World History!pp. 120-124

Scholastic;Press:1Western Europe1pp. 25-26

Lippincott:How ..;id the Discuss also the methods Man's CulturalChui.11 deal with ajopted by the Church to enforce :Heritagereligious her wishes. qpp. 358-363minorities? . Index

. Inquisition Rand McNally:. Concordats (with Catholic kings)!Western European

;,. Religious orders - Jesuits /SocietyAssign a group to research pp. 465-467

and report on the variousreligious wars of the 16th and ;Golden Press:!17th centuries. ;World Great. In France-Huguenots :Religions. In Netherlands pp. 170-f74. Thirty Years War (1618-1648)

Prepare time lines of eventsin various countries and discussthe results of each conflict uponthe religious life of the people.

A group of students mightprepare a report on the Councilof Trent.

Culminate with a discussion ofthe effects of the ProtestantRevolt upon the Church. Re- examination. Change in organization. Creation of Society of Jesus. Utilization of the index andinquisition.

. Religious warsUpon Western_Civilization

. Conflict

. Disunity

. A basis for nationalism andnational 1 o:alty

. Ned for scr..a n:w univrsal Cs

33

QUESTIONS t SUGGESTED ACTIVITIES MATERIALS

Economics

What are thedominantoccupationsin WesternCivilization?

1

Divide the class so that iAlmanaoidifferent students can determinethe dominant occupation of various : Rand McNally:areas of Western Civilization such Classroom Atlas

: as:

,Oxford Press::Argentina South African Republic lEconomic AtlasEngland Sweden;Ireland United States ,Allyn & Bacon:1 Mexico U.S.S.R. ;Global HistoryPortugal Venezuela i of Nanin 800 A.D., 1500, 1900 and 1970. 151-5710;67;162;

This information can bepresented on charts, bar graphs,;circle graphs, or maps.

Discuss the reasons for thechanges in occupations betweenthe various years mentioned.

A student may make a largeoccupation map of the worldin 1970 and make the areas ofWestern Civilization stand out.

1 Class discussion - Which areasof Western Civilization arepredominately agricultural?Industrial? Find reasons forthis occupational composition.

Population Location TraditionResources Climate, etc.

The teacher might summarize forthe class the argument of Max Weberin The Protestant Ethic and theSpirit of CalMalism as well asrebuttals of this tEeory.

236;244;306;.309:379;410;414;242;336;339;348;406

Scholastic!Press::BritishlCommonwealthipp.17-21;63-66

34


What ar.2 thy. As a library assignment several ; Keystone Press:economic students, can do research on Masteringsystems found socialism, capitalism, and World Historyin Western communism as economic systems. pp. 335-340Civilization What is the theoretical basis oftoday? each? Then they can present Allyn J., Bacon:

their findings to the rest of Global Historythe class of ManNote: Communism is a form of , pp. 266-269;

socialism 333-340:407-416

(Basicallythese areeithersocialist orcapitalist) Students can show how these

' Allyn F, Bacon:systems function by means of : Readings indiagrcrns or charts illustrating: - World History

pp. 294-295;Ownership .. 382- 385;469-Assembly of product ! 471;481-484Use

IStudents can prepare written

reports (out of class) onsoecifie nations1 economic systems See individualin Western Civilization. countries

N.E.A.: OtherLands OtherPeoples

In class discussion comparethe various economic systems ofWestern Civilization. Show how

I no national economic systemexists in its pure form.

If students are interestedthey might prepare libraryreports (in their own time) on : pp. 585-588economic systems which do functionaccording to a theoretical model. Oxford Press:(See Providence Sunday Journal, '.Democrat,

; November 17, 1968, The Hut=t-E-FacsT Capitalism,and Communism

Lippincott:Man's CulturalHeritagepp. 482-485


:Su-gested aroups.' the Amish.

the MenonitesNew HarmonyBrook Farm CommunityAmana Communitythe AnabaptistsMormonthe Waldcnsiansthe Gytanosthe Monks of Mt. Athosany monastic community follow-ing the Benedic.c:ne

A brief supmavy of 1-Le ieligioustheology of each Would' aid' under-.standing

NewspapersMagozines

Not Studentsmay consultReader's Guidefor currentinformation.

35

QUESTIONS SUGGESTED ACTIVITIES 'MATERIALS

What are thefunctions ofbanking?

What are theorigins ofmodernbanking?(i.e.Revival oftown life,the Crusades,the breakdownof the GuildSystem, thegrowth ofnational states,growth oftrade andcommerce, tradefairs,

formation

of tradeunions, newaericultural,methods, stock Discuss the products tradedccmpanies, set and the relative importance ofcoinage of moneyfeach trade.capitalism,stock exchanges,:mercantilism).

Hold a class discussion onthe purposes the institution ofbanking serves. These wouldinclude:

Savings. LoanMortgages

. Checking AccountsSource of capital for investment,

. Collecting for checks drawnon other banks

. Buying and selling stocks andbondsLooking after trusts and

' estatesChristmas Clubs, Vacation ClubsPerhaps a representative of

'a local bank might be asked to'speak to the class on this subject;

Assign groups of students to iMacmillan:take each of these and determine ;Medieval andthe direct effect of each lEarty Moderncondition upon banking. Discuss, Timesalso, the effect certain con- pp. 245-259ditions had on other conditions.

'Rand McNelly:Several students should prepare Western

a map of European commerce about European Societythe year 1450 - show both land 1.)f. 446-448and sea routes. Compare with theold Medieval trade routes and Oxford Press:discuss expansion. Prepare report Visualizedon the three main grcups of these World History:routes: pp. 06-99

Northern Italy-LevantKeystone Press:MasteringWorld Historyt,pp. 106-107

Northern France, Germany, andLow Countries-agriculturalregions of Europe and BalticCoastItalian cities-Northern Europe

gAppincott:Man's CulturalHeritage"pp. 217-222

36

QUESTIONS SUGGESTED ACTIVITIES MAMRIALS

A group could prepare a: report on some of the cities1 which prospered during thisperiod.

Suggested Topics. Cities of the Hanseatic League. Flanders . Antwerp. Milan . Amsterdam. Venice. Florence

Discuss reasons for prosperity'and Importance of each, itslocation, and the way in which

!its government helped or!hindered economic prosperity.

! Prepare a map of Western citieswhich wore blanking centers in

1500180019001970

Discuss chailges and patterns.

Assign special reports onan analysis of some bankingfamilies or industrialmagnates of Western Civilization

La PrensasRockefellersruggersRothschildsde MediciMorgan

37


That were the:changes andinnovationsthat comprisethe IndustrialRevolution?

What were itseffects upcnlabor andcapital?

What were someof the reasonsfor this shiftin economicfocus andactivity?

Discuss the trm "Industrial Macmillan:Revolution" and its meaning with Modern Timesthe class. Point out that the TF-115-125;"Revolution" began about 1750 and 132-135;217-has continued into the present. .227;104-107have students list those countries 232- 237;389-which they think are industrial 392;507-513areas and locate these on ama' to show how widespread thei'Indust-ial Revolution" istoday.

ScholasticPress: WesternEurope

;pp. 29-31Have members of the class make

lists of those conditions Scholasticnecessary for the Industrial :Press: Common-Revolution to occur. wealth of. Discovery of new lands .Nations. Increased demand for goods pp.16-2155-. Belief in benefits of technology 5859-60;64;. Accumulation of capital -J.127-129.. Production of raw materials, etc,

. Lager Supply Oxford Press:

. Limitations on Arbitrary govt.Diocuss theraasons for the

visualized

Industril Revolution beginning in PP. 0 -2England.

Have a student or group ofstudents make ocmpexativecharts showing ic4.ty and ruralpoclulation figures in GreatBritain in 1650, 1700, 1750 and1800. These charts may bemimeographed and passed out tothe class.

The class can then determinethe reasons for a shift in thefigures. A class discussion mayfollow pertaining to theirfindings.

A group of students may makemodels of the new machines usedin the Factory Era and the typoof machine used in the homepointing out advanta7c:s and dis-advantages. thc,students may cr drawpictures.

nfl

Keystone Press:MasteringWorld Historypp. 154-172-

Allyn F Bacon:Global Historyof Manpp.164-169;173,343- 351;412-417

Rand McNally:Western:EuropanSocietypp.475-480498-500;506-509

.1271n,.1 McNally:

Slavic Scio.ty'n73.346-351355- 356:382-385

QUSTIC:IL 3L'GGESD ACTIVITIES

mi ht al co pr:T.,:r.:1 a

thc; s :

Me.thodz usedWhore proclucadT,ype aae, minership of ,tocl sUutpu

done by wokerHOW'S of wori:Deperdenct:: on employer:s APPfld1X B)

s39,n students on e.n individual:or A.111 las5.s to report on sooof the more imr4rtant imE.ntionsof to tm ly ::_nel2strial era.

C) . Discuss thaimportanc. of various invontions;and th ofacts th!: a ,;pon:th dvo nt.cf indy anditechncl..)sy. Also daal with the

iovantion ?nd;invovation (discov,.!ry 3ndapplication)

n a grr..u? of stue,:nts toinclust. and

t112

thc! .1)th

(tow .idinvontns md pon

F.LivE.ncs'?

1:4aDare maps show:ins the ear1t2st ;--indu:Arilit.Lon, Also IFilmstl-ipc:

,s1m; spread c. .11(1L,z;by p'.,aoarth% mans of i:dustrial ;A:?eandr. G.ce7,t,2126 In 1

ib30 il!1)o7,as1560 7C 2-0

,30

36

MTErsTAI,S

;RandAlglo-Americanhg.66-i7ty

7758l;585-588

Lippincott:'rUln s CulturalFE;op. 355-400;407-409084-405

Holt, Rinehart1 Winston:!Gr.--i,hic Guidot: rid71:c.ct,::d pages

Oxford Press :fEconcmic At3as

F Bacon;!RL:adingq invorf.dffiTHOryTI,26(J-M1,460-7J r'4

:

A1.9 _r.f

,Fary,k.:1

ho.v. cn

Hc';

do V1'cot1rAir:.3; opc-A-9-

Ely:

to

39

QUESTIONS SUGGESTED ACTIVITIES !MATERIALS

several inNtrial ccun-tries ,)f W;:st.;rn Civilization an]

. Major inaistries

. r.aw materials availabl.

. Other resources

. Imports. Exports. Transportation available

Filmstripsi(conit)!R-A-9-ofHow Do Jots Fly?ISC-A-19-aAutomation:!What Is It?SC-A-19-b'Scienco andAutomation

Deduce common conditions wnich SC-A-19-clead to industrial growth. Also Automation anddetermine which raw materials are Societymost basic for industrialization SS-B-14-bon a large scale in 1800, 1900, 1970.Grcat Britain

IndustrialA group report should be prepared Country

on the labor movement. Discuss SS-G-13-fthose conditions which led workers Tho Industrialto desire reform, the lrowth of Revolutionlabor unions, and some of tha labor SS-I-15.legislation passe] in Great Britain Industri.alwhere labor made its first rains. 4South Afria

'SS-H-13-dComparative charts might he made 'Northwest,:xn

showing the numerical strength of States- Industry.the labor Move,mant in various WesterSS-N-13-''(countries. In what ways can labor Northwesternunions m:?.he their strength felt? States-Commerce

'SS-N-14-e NewDiscuss the effatts that the lErvland-Industry

Inductrial Revolution had on the Title II -SS -0-rise of modern capitalism (mer 28-a Iron &

ntilism vs. laissez-fain:.) "mat II-SS-0-28-b'are the advantages and disadvanta7e1 Aut.7,motive)f.' both systems? II-SS-0-26-d

Food ProductsII :SS- O -28 -c

!Electric:a Eric!-ctronicsFl

,II-SS-0-28-eTextiles

..P.crosp,Ice

SS-J-6-cJapancs.2 IndustryP16 and New

Films1-3 IndustrialRevolutionI -17 Inventionsin itmiricangrowth (1 750-'7950)

40

QUESTIONS SUGGESTED ACTIVITIES MATERIAL,S

What is therc.,lationshipbetween thoumz:r3ence ofindustrialproductionand the rise::of capitalism?

Whit is therol ._! of th::inv,ster?

:!anagr?

EntrApren6ur?

Ii :ve charts drawn showini:in,justrial production of steel,c.-1,ctricity, chemicals, ond2-...trol-um during. 1E00

1 . 1830. 1860. len°. 1960

Try to fin =1 fi;ures for thesari.: years on the omount of

;Ivlilable' and/orinv,ste.6. Draw conclusions.

D:iscw3s thc rol_s finvstor, anc _ntr,-

Hr...nour in thl- rise and spr:ad'-f in:lustry and in thy: growthof ca;ita]ism.

Films: (can't)I-10Invention inAmerica's Growth(1850-1910)F-220 The.Factory: flow aProduct is MoZ,.,.M-44 Machinesthat !kip thefarm,,r

Oxford Press:Economic Atlas


Political

What is theformal politicalstructure ofthe followingcountries?United StatesU.S.S.R.FranceAustraliaSpainMex5.coBrazilArgentinaHaitiSwitzerland

What is theoperationalpoliticalstructure ofthe above?

What is therelationshipbetween thetwo?

Use the chart in Appendix E to Allyn & Bacon:compare both legal and operational Redinszs inpolitical structure of those WfTd Historycountries listed or any other pp. 438-442Western countries.

Lippincott:Follow with discussion, drawing Man's Cultural

a comparison between the legal heritarT,eand operational political pp. 473-479;structures of the countries listed.572-583;621-634

N.E.A. OtherLands, OtherPeoplesSZIFETEd pages

Rand McNally:Anglo-AmericanSociety pp.568-569

Rand McNally:Slavic Society15-157176-381

Keystone Press:Masterin7 World

s-tort'pp.220-235;327-336

Scholastic Press:Western Europepp. 145-150,Commonwealthof :Nations

Modern Times7.8-485

Films:LT-211 U.S.bill of Rights

1G-7 Governmentcf th PeopleFilmstrips:

: -GAustrilirz-;Gov't S1SS-S-31-D

Ti-nts inSovi-L-t Dictator-

SS-I-14 Italy!A Strei;gle For

42

QUESTIONS SUGGESTED ACTIVITIES . MATERIALS

Family

What is thefamilialstructure atthe presentand how hasit changed?

What is thecompositionof a typicalfamily inWesternCivilization?

EuropeWesternHemisphere

South AfricanRepublic

AustraliaNew Zealand

Three students can prepare apanel discussion on the familystructure during Roman timesin the Empire, Medieval times-under feudalism-and presentlyin selected countries ofWestern Civilization.

The panel discussion canlead to a class discussion ofthe family structure in WesternCivilization past and present.

Students may prepare chartsor graphs to show -he averagefamily size in selected areasof Western Civilization.

Lippincott:Man's CulturalHeritage pp.1b6

Almanac

Library Books

Allyn 6 Bacon:Global Historyof manpp. 365-366

FilmstripsFamilies(This seriesconcentrateon farm

Students may do research and families)prepare written reports des- SS-F-2-b Czchscribing the make-up and relations SS-F-2-d Engianof a typical family in various SS-F-2-e Eq.areas such as: Africa

SS-F-2-f FranceSpain, Englane, Canada, SS -F -2 -g GermanyBrazil, South African Republic, SS-F-2-h ItalyAustralia, New Zealand, etc. SS-F-2-i Ja7,an

SS-F-2-j MexicoA class discussion may follow SS-F-2-1 United

comparing the make-up and relationsStatesof various families in different t1S-M-30-careas of Western Civilization. Mexico: Family

Life andA student or a ;roue of Recreation

students may prepare: en oral SS-S-22report comparing the make-up of Suburban Familythe family in Western Civilization SS-J-6-c Atto the make-up of the family in Home in Japana non-western civilization. SS-F-16

Families Aroundthe World

Films:F-213 France-The Family of

1Monsieur Rene'S-216 Spain-h ValenciaFamily

l!

43


!Study Prints:;Available onfamilies

.around theworld.II-SP-99-a to 1FranceII-SP-90 a to rJapanII -SP -91 a to r

KenyaIT-SP-94 a to kBrazilII-SP-95 a to 1

lUnited States


44

MATERIALS

Education

What emphasishas beenplaced oneducationin WesternCivilization?

Per:.aps it would be best tobegin this section with ananalysis of education at thepresent in various countries of

. Wstern Civilization. Thec.i.ass could be divided intoam number of groups to compiles:atistical information on the

' current status of education.Discuss the. Degree of literacy. Compulsory Education. Money spent on education peryear

. Type of system (Highlycentralized vs. decentralized)of population that attends

collegein various countries of WesternCivilization.

Contrast the centralizedstate school (such as thosefound in Germany and France)to the United States system.Discuss advantac-es anddisadvantages of both systems.

Contrast the Europeanexamination syltem (such aspracticed in Britain or Italy)with the United States.

AlmanacEncyclopedias

Oxford Press:!Visualized'World HistoryRefer to Index

,Keystone Press::Masterinc-WorldHistoryRefer to index

Allyn & Bacon:, Readings in'World HistoryIpp.302-304;386-393491-494

Allyn & Bacon:Global Historyof Manpp. 286-287;354-356

Lippincott:Man's CulturalHeritageRefer to index

N.E.A.: OtherLancrts, Other

Compare hil;her education in Selected Pagesvarious areas of Western Civiliza-!'tion i.e. public vs. private, Filmstri's:purposes, church ba,ed.

. Chile

. South Africa

. U.S.S.R.Yugoslavia

. Groat Britain

. United States

. GermanyMexicoClass discussion

'SS-C-6 Central -';zed SchoolLSS-C-47 Crisisin Hi.;!her Ed-ucationSS-L-9 B SovietUnion- Schoolsand PioneerActivities

on the purpose ,SS-P-3Df education in various countries Parochialof Western Civilization (a Schoolsstudent could obtain the statement1SS-S-31-bof purpose for Providence schools Education inas an example). !Soviet Union

45

QUESTIONS SUGGESTED ACTIVITIES jMATERIALS

Filmstrips:(667-0SS-J-6-dAt School inJapanSS-S-53-cThe SovietEducationalSystem

Film:S-47 Schoolsof Mexico

QUESTIONS SUCGESTED ACTIVITIES MATERIALS

Social Issues

That are somecontemporarysocial issuesin WesternCivilization?

With the aid of newspapers,magazines, and current eventweeklies groups of studentsshould be able to prepare paneldiscussions on some of the more

1 pressing social issues facing; Western Civilization. Identifythese with the class. Distribution of wealth - hourly,wage, social security, welfare

. Dittribution of population. Technology. Religion ecumenism. Racial conflict. Urbanization. Public welfare. Political power. Cultural diversity. Communication - instant news. Distribution of food(one article students could useis 'God Is Dead", Time Magazine,April 8, 196).=

) Discuss with the class such'! questions as

. How can people in need behelped?How can the people rule?Does technology demand aprice? i.J2. pollution.

11,3wspapers

Magazines

APPEADIX A

47

ORGANIZATION OF THE CHRISTIAN CHURCHIN THE MIDDLE AGES

1

PopeSupreme Headof Church

Collegeof

ChurchCouncils

Cardinals 1. Called1. Elected by Pope

Pope 2. Discussed2. Served

es advisorsmatters opolicy of

3. Next inpower to

faith

Pope

1. i-ead ofProvincesmade up ofseveraldioceses

2. Authorityover bishopsin surroune-ing terri-tory.

3. Often inChar7,e ofNationalChurches

I

Religious1. Three types:

monastic, military,mendicant.

. Regular Clergylived in monas-teries (Abbeys)governed by Abbots.Included Monks,Nuns, Friars,Abbots. Generallyresponsible tolocal bishop.

3. Heads of Preachirgand fishtins, orderresponsible to Pop

1--Sishops1. Heads of

iioceses2. Authority over

Priests indioceses

3. In.charge oflargest andmost importantchurch cathedr4lin diocese

Parish Priest -1. In charge

of religiousaffairs ofParish

2. Supervisedlocal Church

1aymemberiOT ChristiihCHarn-

6

APPENDIX B

COMPARISON OF DOMESTIC AND FACTORY SYSTEMS

DOMESTIC SYSTEM FACTORY SYSTEM

1. Methods used

2. hero Produced

3. Type and own-ership of tool::

4. Output

5. Work don,.by worker

6. Hours of work

7. Dependenceon Employer

Simple hand tools

At home

Simplf= tools ownedby workers, operatedby hand.

Usually small, limitedto local market, andmade only when ordered.

Worker usually madeentire article

As many as workercould spare,';Thenevzrwork was required

Most workers w:realso small farmors.

Machine

In Factory

Complex power-driven machinesowned by thecapitalist.

Large scale fora world market,and made inanticipation ofdemand.

Worker operatedon en assemblyline, pel,formingone operation

Regular hourson daily basis.

ComDletelydependent oncapitalistfor income.

Source: Basic World History, Cambridc, page 204.

49

APPENDIX C

INVENTORS AND INVENTIONS - EARLY INDUSTRIAL EPA

T.-

INVENTOR 1

Abraham Darby

James Hargreaves

Richard Arkwright

John Kay

Samuel Crompton

Henry Cart

John Smeaton

Edward Cartwright

Eli Whitney

Robert Fulton

Tomas TelfordJohn Macadam

George Stephenson

Samuel Morse

Elias Howe

Henry Bessemer

INVENTION YEAR

Process of making Coke 1709

Spinning Jenny 1765

Water FI,ame 1769

Flying Shuttle 1773

Spinning Mule 1779

Puddling Process (iron) 1763

Process of Smelting Iron 1783

Power Loom 1785

Cotton Gin 1/93

Steamboat 1807

Macadamized Roads 1810-30

Locomotive 1825

Telegraph 144

Sewing Manine 1846

Bessemer Converter 1E 56

APPENDIX D

LATER INVENTIONS

Gottlieb Daimler

Rudolf Diesel.

Wilbur & Orville Wright

Alexander G. Bell

Gugliemlo Marconi

Lee de Forest

Vladimir Zworykin

50

Gasoline Engine, 1885

Diesel Engine, 1892

Airplane, 1903

Telephone. 1875

Wireless Telegraph, 1895

Radio tube, 1907

Television, 1925

51

APPENDIX E.

GOVERNMENT

structureof

Fovernmentfederal centralized

type ofcontrol

democratic -"the people"=the electorate

absolutistic -dictatorship ofone party or oneperson

head ofstate

monarchy - republic-inherited elected

type ofparticipation direct representative liTited

mode of i cabinetcentral 44 "resT)onsibleg.Nernent 1 par., i Wentm to

i'fixed elections"

52

scic-r 16 ,1 THREE

17 I

53

F. NATIONALISM


What isnationalism?

What werethe causesfor the riseof nationalstates duringthe 12th-15thcenturies?.trade &industry in-creased.merchants 6manufacturersneeded proted-tion of Itrongcentral govern-ment and werewilling to paytaxes for it.Rise of mer-chant clas:i.Kings able tohire armies andcivil servants..Development ofnational lanlu-ac7es

The teacher can conductla discussion on what it,means to be an American.The students could out thisinto a composition.

Then the te.eher can!present to the students!several definitions of'nationalism. The studentscan discuss these and howthey apply to their ideasof what being an Arerican:means. (See Appendix A)

The students can 1 .tercopy into their notebooksthe preferred definitioncf nationalism as found inthe Curriculum Quid`.

PSSCP'Curriculum Guidet. 5

Holt, Rinehart &Vinston:The Shaping ofWestern Society'pp. 279-285, 295 -298'

'Keystone:!Mastering World'History op. 198-.199

The class may ba divid- rarmillancd into groups to trace the .Medieval & Earlydevelopment of modern nation4Modern Timesal states in France, Engiand,1pp. 228-244,Spain, Portugal, and Prussia487-402, 420-430

Maps may be made to showthe political divisions of Rand McNally:the countries before they 'Western Europeanbecame national states and Society pp.448-453,to show that the country 473-475looked like once it becamea national state. Lippincott: Man's

".aps can also be made to Cultural Herr-fagsshow possessions of various pp.308-311,countries in another country 330, 336-338, 373 -for examole- provinces of 278, 384-386England possssed in France .in 1100, 1337, 1453, etc. Rand McNally:

14,3mbers of thz various Atlas of Worldgroups !nay prepare special Historyreport7 on the people whovare responsible for deval-opin;,, national states.

54

QUESTIONS SUCCESTF7 ACTIVITIES :MATERIALS

.Works printedin nationallanguages

What conditions arenecessary forNationalism tooccur?

Why isnationalismimportant?

Suggested PeopleLoulT.,YT---Pry IV

I Louis XII Louis XIIICharles VIIICardinal Richelieu

N7azarinFranciS I Louis XIVHenry VIIElizabeth ICharles /Oliver CromwellAlfonso VJohn IIManual IIsabella of Leon and CastileFerdinand of Ara,-onCharles VFrederick William, Great

ElectorElctor FrederickFrederick the Creat of

Prussia

A grow-) of students mayprepare a comparative timeline of the rise of nationalstates.

Two students may presentto the class the similaritiesand differences in rrance'sand England's dev:lopmentinto national states.

The teacher may conducta class discussion to deter-mine what conditionsnecessary for nationalism tooccur. The resulting listcan be put onto a ditto master(by a student and distributedto the members of the class.

Several students may doresearch on nationalism in theHoly Reman EmpireAustro - Hurv;ary 15th-20th

centuriesSwitzerland 15th century

SO2 index underspecific countries

55


Belgium 19th centuryItaly 19th centuryHolland 19th centuryIreland 19th century

In a panel discussionthese students may discussthe followinj,..Did these countriesd2valop into nationalstatePWhat uroblems Preventedthese countries fromdeveloping into nationalstates?.What problems slowed thosecountries down in develop-ing into rational stat-.s?

The teacLer can lead th,-=class in a discussion of whyearly nationalism isimportant.

u" .t effect How can writers, thinkers, Periodicalsdid the French critics, or Philosophers :Time-LifeRevolution have influence th,e thinking of Acro of Enlight-

the people of their time? .enmentTo anmier this question

nave the students identifya problem in western societysuch as NATO, Common Market.or Gold Balances. They canthen be assigned to brim innewspaper or maazine arti

or cartoons or popularrecords pertaining to theproblem. They can watchtelevision for interviewswith people who are takingsides concerning this uro-blem. Perhaps they can finda book or pons concerningthe problem.

Some students can preparereports on Voltaire, JohnLocke. and 7?ousseau anddetermine hem their writin:7sinfluenced political thoughtin contemporary WesternCivilization. Some stud :nts

upon nation -alism in the18th century? Keystone!

Masterin7 WorldP.Itory D17.1. 136--152.,206-216,230-231

Macmillan.Modern TimesDD. 25-38, 55-90,182-196, 156-161,169-180, 139-154

Oxford Book.

TriFebry DD. 152-Visualized

lon:c'ciSh::-Piindg=

Holt, Pin:hart P,

174, 191-203

Of Western Society7)n. 231-253

56

QUESTIONS SUGGESTEL ACTIVITIES

can read Candide, Emile,or The Social Contractpp. 285-294

One or two students can Lippincottreport on the influence of Man's Culturalthe American Revolution on ,Heritagethe French Revolution. op. 307-395

A student can preparea time line of events iAllyn Bacon:leading up to and following :Readings inthe French Revolution. 'World History

A group of students can pp. 162-163prepare a report on theFrench Revolution including Rand McNally:the conditions in France 'Western European'prior -0 and after the .T681.-ay pp. 488-Revolut...on. 503

Several students mayread The Tale of Two Cities 'Rand McNallyby Charles Dickens and Atlas of Worldreport on it orally to the Historyclass.

Two students may prepare Allyn Eacon:reports on George Jaques Global History ofDenton and Maximilian Tien pp. 171-172Robespierre.

The class can discussDenton and nationalism inregard to the incident whichled to his death and hiscomment when advised by afriend to e§.:.ape from France,"Does a man carry his countryaway with him on the soles ofhis shoes?"

Several students can pre-pare reports on Napoleonsuch as Napoleon as a manNapoleon as a political

leaderNapoleon as a generalNapoleon as a consolidator ofFrench nationalism

A student can prepare atime line of Napoleon'slife.

r

'37


A student can prepare alarge map showing Napoleon'scontrol of Europe.

A student can read andreport on War and Peace. byLeo Tolstoy.

The students can preparea bulletin board entitled'Profile of Napoleon."

Several students can pre-.pare a debate: Resolved'Napoleon can be shown to bea Democrat through the social,political, and economic changehe brought about in France.

The students can discussthe state of nationalism inEurope in 1815.

Some students may preparepolitical maps of Europe in1815, 1848, and 1375. Theycan explain why the maps dif-fer politically.

Sore students can preparea map of the world to show thederee of western influence by1850 including such areas as.Canada-part of British Empire.British control in India.tiong-kmg ceded to Br.j.tain.Russia advancing to borders

of Mongolia.British rule established In

South Africa.French rule in A1,7,,eria.British explore interior of

AfricaA student could copy the

chart The Revolutions of 1848in Modern Times on page 153 anddupITEate it so that each studentwould have a copy for his note-fbook.

F!)

58

QUESTIONS SUGGESTED ACTIVITIES iMATERIAL

A student might preparea large copy (and duplicatesfor the class)of the map,Language Groups of theAustrian Empire, 1848, inModern Times on page 147.The class can discuss theimplications of so manydifferent language groupsin one empire. The members-f the class can project thedivisions of the empire ona map, then check to see howthe Empire actually wasdivided.

Some students can preparea map of Western Civilization(or the world 1825-1850) andshow which a-,eas revoltedand which expanded.

A student who likes towork with maps can preparean historical atlas of WesternCivilization; including mapsof the unificaticn of Italy,the German lands, the NorthGerman Confederation, the.lerman Empire, etc.

Several students can pre-pare a "Who's who in the 19thcentury.' This can be dup-licated and distributed tothe members of the class.

In a special report astudent or a group of studentsmay compare the rule ofNapoleon I to that of NapoleonII.

A group of students mayprepare a newspaper whichmight have been published inWestern Europe sometime be-tween 1815 and 1850.

59


A student may prepare aspecial report on Metternick.

Several students may pre-pare a report on Bismarckand the unification ofGermany.

As a culminating activitythe students may have acreativity session in which'they can write a skit, anessay, a poem, or draw acartoon, a cartoon series, ora picture pertaining to the19th century.

What forms of Several students can pre-nationalism pare:have existed in I.a map of the Europeanthe 20th century? colonial ampira in 1914

.a map of Europe before WWIshowing the alliances.a map of Europe after WWIshowing the new statescreated.a map of European ColonialExpansion in the 1920's.a map of th? world showingthe alliances in WWI.a map of Europe after WWI

Several students can pre-pare a report on the WeimarRepublic and its failure.

Several students can pre-pare reports cn variousph4ses of Adolf Hitler

.Modeen Timespp.428-435,448-449, 501-504

Keystone:Mastering WorldHistory pp. 200,213-216, 248-251,347-358, 456-457,459-460

Oxford: VisualizedWorld Historypp. 287-291, 296-301, 365-376,358-359, 400-404

Allyn Bacon:Global History of

'such as: Man pp. 200-208,'.Adolf Hitler, the man 218(map), 217-219,.Adolf Hitler, the dictator 401-403, 689-691,.Adolfpher

Hitler, the philoso- 707-708,. 718-724

711-713,

60


A student can preparea book report on Mein Kampf.

Several students can pre-pare a report on the careerof Mussolini.

One student may presentto the class the ideas ofFascism.

A group of students mayprepare a tape featuringhi3hlights of Hitler'sand Mussolini's careers.*Several students can

prepare reports about coun-tries where strong nation-alistic feelings have re-sulted in problems or crises.

A student or severalstudents can prepare a reporton African nationalism in the20th century.

Two students could preparetime line of nationalism in

the 20th century.What are the current moti-

v:.tions for nationalism?Compere with e -rlier periods.

MexicoIrelandSouth Af7:,ica.Can-d.-,

BelgiumGermanyItalyAustria

Europa

Allyn & BaconRea.dings in'WobIdl:Historypp. 204-208,442-448, 799-815

Holt, Rinehart &Winston: Shapingof Western SETtypp. 347-369

Lippincott: Man'sCultural Heritagepp. 437-442, 579-580, 627-635

Films:A-220 Africa inChange (LandsBelow Silhar7.)

A-307 Rfrica inChange (East:,frica)

A-308 Africa inChange (WestAfricA)

Filmstrips:SS-C-79CzechoslavokiaCommunism andNationalism

SS-C-36 TheCommonwealth.3ritain anr.EmorTim: Nat ions

S-N-29 Mexico:A Study in Peace-ful Evolution

SS-D-4 DiviJedGermany

61

G. COLONTALIm

QUESTIONS E SUGGESTED ACTIVITIES MATERIALS

What is a colony 1 With the class discussC15th-18th cent= rthe meaning of the termuries)? colony--a group of people

transported from one landto another land but remainsubject to the mother coun-try.

What were itsfunctions in t;,e15th-18th cen-turies?

List and discuss the fac- Macmillan:tors which led European Medieval andnations to become interested ,Early Modernin theaequisition of colonies Times pp:an-352in the 15th-18th centuries. ..Commercial Revolution Keystone:.Doctr..ine of Mercantilism ,lastering World.Quest for Wealth !ffistory pp.103-108.Missionary Zeal.Curiosity. of Ren-iss7nce Dian` Oxford:.Scientific Advancement 'Visualized World.Technical Improvement 'story pp.137-148.Need for precious metA.s and!for spices.Desire for personal glory 'Lippincott! Man's

Since mercantilist theory ;Cultural Heritagewas such an important aspect ;pp.365-372of European life at thistime, assign students to re- Holt, Rinehart 6port on its origin and the 'Winston: Shapingw-ay in which it functioned of WesternTS6die-tyHave charts and diagrams fee indexprep.red to illustrate the .mercantile system. Scholastic! The

Determine those countries , Common Wealth-ofwhich were coloni71 powers Nations pp. 69-70(15th-18th centuries). Pre- 75-76-pare maps showing the maiorcolonial empires of the Rand McNally:period. Western European

Class discussion--How did TO-Jiety pp.456-457England bero!"2 the paramountcolonial power by the 18th Filmstrips!century? SS-A-31-A

Assign a 137.nel the task .,.ustralia--Historicof discussing the ways in Backgroundwhich possession of colonialempires enriched: SS-F-6-A Cortes

Portugal Russia and the AztecsSpain Netherlands'France I

Engl.:'.nd11,

62


The class could be dividedinto groups, each assignedone of the countries listedabove and given the task for3 or 4 days of determiningthe importance of each as acolonial power. In theirreports, each group shouldinclude the names and con-tributions of specific indi-viduals, the extent of theempire, and the reasons forwhich the country declined inimportance as a colonial power.Include maps, charts, and timelinces to emphasize importantpoints.

Students might prepareskits of important explora-tions and have other membersof the class try to guess thename of the explorer.

A large map might be pre-pared for the bulletin boardshowing the routes followedby some of the major explorers.These should be labeled insuch a way as to allow one toidentify the explorer's coun-try as well as his name.

Students might enjoy makingmodels of ships utilized bysome explorers as well as ofmaps these explorers consulted.

SS-E-6-B Travelsof Cabeza De Vaca

SS-E-6-D Aroundthe World withFrancis Drake

SS-G-5-A MarcoPolo 6

SS-G-5-B Marguette

SS-G-5-C Magellan

SS-G-5-D Cortez

SS-G-5-D Cortez

SS-G-5-E Cabot

SS-G-6-A Columbus

SS-G-6-B Drake

SS-G-6-C Champlain

SS-G-6-D De Soto

SS-G-6-E Coronado

SS-G-6-F Hudson

SS-S-44-A Balboa

SSS-44-B Cortes

SS-S-44-C Pizzaro

SS-S-44-D Poncede Leon

SS-S-44-E De Soto

SS-S-44-F Coronado

63


What is slavery? The term slavery shouldlbe familiar to the class andthey should be able to defineit quickly. It is the con-;trol of a person and hisservices by another such as amaster or owner. It does not(necessarily mean that theslave is not a human being andis to ' held in bondage forlife. These conditions be-came a part of slavery in theWest Indies, United States .and Africa. Also in theUnited States slavery becameassociated with black peoplewhereas previously it was notassociated with color.

When wasslavery intro-duced to WesternSociety?

It is difficult to deter-mine just when slavery began.Examination of most ancientsocieties usually revealsthat the institution of sliv-ery was utilized. Assigngroups to report on the prac-tice of slaveholding amongthe Greeks and F.omans, duringthe Renaissance period, orthe 17th, 18th, 19th. and 20thcenturies in Western Cvil!za-ti

document resume ed 048 195 sp 007 082 ...religion of the roman empire in the 4th century a.d.; and...

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