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INTRODUCTION

The New York State Social Studies Program requires that our students cover a great body of material in the

course of one year. For example, in grades 7 and 8, our students focus on a chronologically organized study of United

States and New York State history. In the 10th and 11th 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 both the 9th and 11th grade, our students will study the Constitution in depth, as well as examine

America's history and development and the current issues of the nation. Therefore, the onus falls on the

instructor to see that the year's work is completed before the students move on to the next class and the next

teacher.

How can the teacher ensure depth of coverage of the curriculum? We offer the following suggestions to help

you plan the year's work:

1.Spend some time studying the curriculum map for the course you are responsible for teaching.

2.Obtain a copy of the school calendar for the year so that you can anticipate school holidays, school

testing days, Open School Day and Night and other special events which will reduce teaching time.

3.Determine the amount of time you will require to cover the material in each unit or region under

discussion.

4.Select appropriate content material so that each lesson is a discrete topic and can be completed within a

one period time frame. Try not to deviate from the pacing established in the curriculum map. But, if you

fail then you must make every effort to teach the major issues and ideas of the year’s course work.

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Global History and Geography 1

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.

Grade Global History and Geography 21750-the present

This New York State developed course is part two of a two-year study in world history. Successful completion of the 9th

grade segment is a prerequisite for participation in the 10th grade course. A cumulative Regents examination will be given

at the conclusion of tenth grade, the passage of which is a state mandated requirement for graduation. This course is also

available at the honors level.

The second year of Global History is designed to focus on the five social studies standards, common themes that recur

across time and place, and four historical eras. Students will understand that while historical events are unique, they

often are driven by similar, repeated forces, increased interdependence, and increased occurrences of global problems

that transcend national boundaries.

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Global I –Topics of Study Global II –Topics of Study1. Ancient World- Civilizations and Religions (4000 BC-

500 AD)Early PeoplesNeolithic RevolutionClassical CivilizationsThe rise and fall of EmpiresThe emergence and spread of belief systems

2. Expanding Zones of Exchange and Encounter (500 –1200)Gupta EmpireTang and Song DynastyByzantine EmpireMedieval EuropeCrusades

3. Global Interactions (1200 – 1650)Early Japanese HistoryRise and Fall of the MongolsGlobal trade and interactionsRise and Fall of African CivilizationsThe Plague in Eurasia and AfricaRenaissance and HumanismReformation and Counter ReformationRise of Nation-States

4. The First Global Age (1450- 1770)The Ming DynastyOttoman EmpireSpain and PortugalRise of Mesoamerican EmpiresThe EncounterPolitical IdeologiesAbsolutism

1. An Age of Revolutions (1750-1914)The scientific RevolutionEnlightenmentPolitical Revolutions and ReactionGlobal NationalismEconomic and Social RevolutionsImperialism

2. Crisis and Achievement (1900-1945)Scientific and Technological AdvancesWorld War IRevolution and Change in RussiaBetween the WarsWorld War II

3. 20th Century Since 1945Cold War Balance of PowerEconomic RecoveryCommand and Free Market EconomiesThird World EconomiesChinese Communist RevolutionCollapse of European ImperialismConflict and Change in the Middle EastCollapse of Communism

4. Global IssuesUrbanizationInternational OrganizationsGlobal MigrationsScience and TechnologyEnvironmental IssuesPopulation Pressures and PovertyInternational TerrorismStatus of Women

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New York State Dimensions of Teaching and Learning Social Studies

As a prelude to stating the standards which define the overriding goals of social studies, it is important to

follow New York State’s critical dimensions of teaching and learning that should be used to develop

curriculum and instruction based on the standards. These dimensions can be used to establish criteria for

selecting the historic, social, cultural, geographic, economic, 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 learning. To ensure

rich, engaging, and meaningful social studies programs, they should be an integral 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

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student-centered teaching, learning, and assessment

New York State Social Studies Standards

The standards define what we want our students to know, be able to do, and/or value. In New York State Learning

Standards these are broad and are the same throughout K-12. Key Ideas provide further elaboration of a given

standard and are also the same for K-12. Performance Indicators are what students will show us to demonstrate

they know, can do, and/or value the Standards.

Standard 1: History of the United States and New York

Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes,

developments, and turning points in the history of the United States and New York.

Standard 2: World History

Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes,

developments, and turning points in world history and examine the broad sweep of history from a variety of

perspectives.

Standard 3: Geography

Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the

interdependent world in which we live—local, national, and global—including the distribution of people, places, and

environments over the Earth’s surface.

Standard 4: Economics

Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other

societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making

units function in the United States and other national economies, and how an economy solves the scarcity problem

through market and non-market mechanisms.

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Standard 5: Civics, Citizenship, and Government

Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing

governments; the governmental system of the United States and other nations; the United States Constitution; the basic

civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including

avenues of participation.

The global history and geography core curriculum is designed to focus on the five social studies standards, common

themes that recur across time and place, and eight historical units. Each unit lists the content, concepts and themes, and

connections teachers should use to organize classroom instruction and plan for assessment. This curriculum provides stu-

dents with the opportunity to explore what is happening in various regions and civilizations at a given time. In addition,

it enables students to investigate issues and themes from multiple perspectives and make global connections and linkages

that lead to in-depth understanding. As students explore the five social studies standards, they should have multiple

opportunities to explore the content and intellectual skills of history and the social science disciplines.

Concepts and Themes

The Social Studies program has been created as a sequentially developing program from grades K-12. The emphasis is on

the development of concepts and understandings - MAJOR IDEAS - together with the subject content. Concepts and

themes serve as content organizers for the vast amounts of information people encounter every day. Concepts represent

mental images, constructs, or word pictures that help people to arrange and classify fragmented and isolated facts and

information.

A concept is usually abstract, as opposed to concrete and is a product of the analysis and synthesis of facts and

experiences rather than a definition to be learned; constantly subject to change and expansion of meaning and delineation

of detail, as different experiences provide settings and different relationships in new contexts.

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The CONCEPTS to be highlighted in support of the five learning standards are as follows:

History

BELIEF SYSTEMS

CULTURE

EMPATHY

CONFLICT

CHANGE

DIVERSITY

IDENTITY

IMPERIALISMINTERDEPENDENCE

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

FACTORS of PRODUCTION

SCARCITY

SCIENCE/ TECHNOLOGY

Civics

JUSTICE

NATION STATE

CITIZENSHIP

CIVIC VALUES

POLITICAL SYSTEMS

HUMAN RIGHTS

POWER

GOVERNMENT

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The major ideas and understandings to be developed derive both from the major concepts and from an analysis of

relationships between elements of the content being considered. These concepts allow the instructor to develop a

focus for the lesson. Most importantly, the concepts can be keys to our students’ understanding of the subject

matter. In planning WHAT will be taught, the teacher should select one or two concepts as the linchpin around which the

lesson is organized. These concepts are repeated in other lessons dealing with other topics being studied and are used to

refer to modern times as well as past history. Such repetition will assist the students in developing a better insight into the

scope and connectivity of the curriculum.

*Introduction, Development and Review of a Concept

Select CHANGE as your concept.

Introduction

Ask the class what they think of when they hear the word change.

Brainstorm responses and chart on the chalkboard.

Accept all answers and, if possible, connect related words and ideas.

Encourage the class to discuss what has been written on the chalkboard.

Restructure the ideas by adding and deleting.

Development

Distribute a reading or select a text passage from which the concept change can be understood and explored.

Apply the diagram on the chalkboard to the reading and ask the following:

1. How is change in the reading similar to the diagram?

2. How is it different?

3. What ideas on the diagram are contained in the reading?

4. What changes occurred to the people in the reading?

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5. Should we add new ideas to our diagram?

6. What assumptions can be made about change?

7. With the class, work out a definition of change.

Review

Choose a different concept such as EMPATHY or TECHNOLOGY.

Review the material studied under change, with a new emphasis on empathy or technology.

Construct a diagram centered on empathy or technology following the steps outlined above.

Note: The class is to keep these definitions. As appropriate materials and new ideas relating to the concept are studied, the

students will be able to compare the ideas presented in the new material with those previously discussed. Students will

analyze the similarities and/or differences.

* Adapted from handout developed by Margaret Docherty, Staff Development Specialist, Social Studies

The Social Studies Lesson:

The Social Studies lesson should include the following:

Key issues which have persisted throughout history:

power relationships between citizens and government

human rights

international relations/politics

Key people who have had significant impact throughout history:

Mahatma Gandhi

Adolph Hitler

Martin Luther King, Jr.

Key systems which have been established to meet human political, geographic, economic and social needs:

political party system

market system

ecological system

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Key interactions among peoples and cultures:

world immigration/migration patterns

contact between European settlers/colonizers and indigenous peoples

western movement of the frontier

Key vocabulary which enables the student to comprehend and communicate with others:

imperialism

capitalism

nation/state

SOCIAL STUDIES SKILLS

Skill development must be a part of all social studies teaching. It is important because it helps students become

more efficient at acquiring and understanding social studies content as well as helping them to learn, practice,

and apply those skills and processes they need as citizens in school today and will need as adult citizens

tomorrow. Skills and content are interrelated. Students need skills to learn content and they need to work with

content to develop skills.

The following skills are intended as outcomes of a social studies program:

The ability to get, organize, process and communicate accurate social studies information and ideas.

The ability to identify and investigate issues, generate and test hypotheses and take and support

position persuasively.

The ability to make appropriate decisions, to identify and solve problems effectively and to initiate

appropriate action.

The ability to form or acquire a set of standards and apply them to the evaluation of assumptions, sources,

evidence, reasoning and arguments (critical thinking) and to the evaluation of beliefs, qualities and behaviors

(valuing)

The ability to determine and understand their rights and responsibilities and decide how they should

be exercised as contributing citizens.

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TEACHING STRATEGIES:

Frontloading (IRA September 1988)

Frontloading is a strategy that prepares the students for the activity or lesson that follows. One of the major purposes of

frontloading is to motivate student's curiosity by asking leading questions that can be answered by analysis of materials

presented (reading, photo, video, etc.) or by highlighting interesting points.

Students learn best when they have adequate background knowledge about a topic. The more the teacher does to help the

students understand the concepts, vocabulary and assignments prior to the activity, the more likely the students will be

involved, active participants. Therefore, it is helpful to ask students what they already know about the subjects to be

studied, to brainstorm, to organize that information into categories and to list questions students might still have about

the topic.

Students learn best when they are actively involved. Turning students from passive to active participants involves asking

students to do something with the information presented to them, such as note-taking, summarizing, writing or

discussing. Students need to learn how to become strategic learners. The teacher's goal is to help students move from

dependence to independence in learning. Students must discover which learning strategies work best

for them and when to apply them.

Frontloading leads to more purposeful and successful learning. Reading or analysis of materials presented becomes the

means to add depth and to elaborate concepts rather than to introduce them. These procedures assist students in

becoming independent learners.

Frontloading strategies include:

Brainstorming

KWL Charts

Prediction

Eliciting Prior Knowledge

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STRATEGY: Brainstorming

Eliciting prior knowledge simply reinforces the obvious, that nothing is learned in a vacuum. New knowledge or

concepts must be anchored or based on prior knowledge. if the essence of comprehension is building bridges between the

known and the unknown, the strategy of eliciting prior knowledge facilitates this process.

Procedure

1. The teacher introduces the subject topic to be taught.

2. Students offer what they know about this topic.

3. The teacher writes the words and ideas on the chalkboard. The teacher may add information not mentioned.

4. Discussion can take place during the brainstorming or after it has been completed. Sometimes one word or detail

opens up a new association of words and ideas.

5. The students are now ready for the text.

The topic to be introduced is Early Slavery in America:

We will be reading about slavery in America. Before we read about this topic let's see how much we already now. Let's

start listing some of the things you already know about slavery.

Teacher lists randomly or in some order. Probable responses could be

Lincoln

Frederick Douglass

Runaways

mistreatment

slave ships

Roots

bought

owned

sold

Civil War

chattel

whites

Sectionalism

Underground railroad auctions

servants

master

Plantation

revolt

Cotton

economics

Harriet Tubman

The South

blacks field hands

Africa tobacco chains slave owners

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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?

Elicit words and categories.

Set up a categorized listing.

Florida Fountain

brave

determined

sailors

Henry Hudson

Half Moon England

ships Marco Polo

China

bridge

da Verrazano\n a r r o w sFrance

1524

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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 felt that this new

invention only invited moral decay for America.

7. Movie theaters thrived on sex appeal, a new American ideal.

8. Television began to play an important role in politics.

9. The role of women changed drastically in the 1920's.

10. Prohibition laws were widely disobeyed.

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In this prediction guide several incorrect statements are included as distractors. Students follow the directions. After

the students have completed either their reading, viewing or listening activity, they are asked to check those

statements when they then believe to be correct. The sample above was used before students viewed a film on U.S. history.

This is a slightly modified formal prediction guide, this time used with a textbook chapter on the U.S. Constitution. This

activity is suitable for students achieving below grade level and includes fewer statements.

Figure 2: Prediction Guide - The U.S. Constitution

Part A. Before reading the chapter, see how well you can predict what you are going to learn from the chapter, in ColumnA, 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 improveyour knowledge from your reading?

Part C: Rewrite each statement which is not correct in order to make it correct. Use complete sentences. You may useyour textbook.

B. Informal Prediction Guides

Informal prediction requires little effort on the part of the teacher. It usually results in reduced teacher workand increased student involvement and productivity. Generally, teachers provide minimal guidance on the chalkboardand then students work individually or in groups to generate predictions.

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Example I:

The teacher writes the first sentence or major heading of a chapter on the chalkboard and then asks studentsto develop five to ten questions based on the sentence or heading which they predict will be answered in the chapter.Then they read the chapter to determine how many of their questions were actually answered.

Example 2:

Have students survey the chapter before making predictions. The teacher presents the following paragraph

frame. Students then examine the chapter to verify their predictions.

After surveying the chapter,

I believe the major figure(s) will be _________________

Some major events will be __________________________

Some important dates appear to be ___________________

Example 3:

Photographs are used in this prediction strategy. Students are asked to look at photographs either in the textbook or

viewed via an overhead projector. Based on the photograph, the class is asked to make predictions about important

events or people they think they will encounter in the chapter or the lesson.

Example 4:

If you are teaching Global Studies, ask students to make predictions about the people, industry, climate, food and

customs of the area you are introducing.

Some tips in using Prediction Guides

Wait time is important. Give the students time to think about their answers.

Ask three key questions:

-What do you think?

-Why do you think so?

-Can you prove it?

Encourage students to comment on each other's-responses.

Teach vocabulary holistically within the lesson.

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3. ELICITING PRIOR KNOWLEDGE

Prior knowledge is the base upon which new knowledge is built. Reading is a process in which information from the text

and the knowledge passed by the reader connects to produce new meaning.

A clear finding from research of the past decade is that young readers, and poor readers of every age, do not

consistently see relationships between what they are reading and what they already know. Useful approaches to

building background knowledge prior to the reading lesson focus on the concepts that will be central to

understanding the upcoming material, concepts that students either do not possess or may not think of without

prompting.

Several studies indicate that using instructional time to build background knowledge pays dividends in

comprehension. Systematic classroom observation reveals that preparation for reading is the phase of the reading

lesson that is most often slighted, or even skipped altogether. More focused attention must be given to developing

the background knowledge that will be required to understand a reading selection.

Expected Classroom Behaviors

Teachers provide or utilize their own and their students' experiences as a basis for the comprehension of new

information.

Teachers develop a background for reading, utilizing students' and their own prior knowledge of the subject.

Teachers' plans allow for exploring students' own ideas/experiences in learning new concepts.

Teachers use techniques such as brainstorming and semantic mapping to focus students' awareness of their own

background knowledge.

Using Visuals

Today's students are a visual generation. One of the best ways to motivate a lesson is with a visual: a photograph, a

drawing, a cartoon. In order to make the most of the visuals as learning tools, it is vital to provide the opportunity for

students to use thinking skills at all levels. The following questions are offered as samples for use with visuals.

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RecallWhat information do you get from this visual?What do you think the artist is trying to tell us?

ComprehensionWhat 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?

Analysis

Synthesis

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?

Hypothesis

Evaluation

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?

RecallWhat 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?

ComprehensionThe_________in the cartoon represents________________.

Why do you think the cartoonist used _________________

in the picture?

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Analysis

Synthesis

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 ________________?

Hypothesis

Evaluation

What action(s) would be most effective in changing the situation in the cartoon?

If the cartoonist's viewpoint is correct„ what effect will it have on

___________________?

Do you agree with the cartoonist's viewpoint?

How would you draw the cartoon?

Teaching Reading in Social Studies

Social Studies is a reading subject. Students receive most of the content material through reading. Therefore, it is

important for the social studies teacher to develop the role of being a reading teacher. Students may have difficulty in

reading textbooks, classroom data, newspapers, homework assignments, etc. It is the role of the teacher to make reading

comprehensible through pre reading strategies.

Pre-reading

Establish goal for reading

Skim text for titles, headings, captions, graphics, etc. to predict focus. Identify and predefine unfamiliar vocabulary and concepts.

Obtain background information from an outside source.

During Reading

Reread

Paraphrase difficult sentences and passages from the complex to the simple.

Restate or rephrase unfamiliar words or phrases.

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Look for relationships of ideas. Focus on important ideas. Identify organizational pattern or patterns.

Read ahead for clarification.

Backtrack to last point of text to clarify or understand.

Relate new ideas to prior knowledge. Periodic self-assessment and monitoring to measure understanding.

Insert references such as nouns for pronoun clarification.

Other Strategies

Sub-vocalizing - normally silent reading becomes audible.

Reading aloud - to hear text that is difficult.

Fragmentation of text - reading a selection in more digestible units of information.

Adjust reading rates - slower for more difficult; faster for less difficult or recreational reading

Modeling the Reading Process

The teacher should read selections aloud or with the class. The teacher can say:

Based on the title, I think this selection will be about....

Based on the subtopics and headings, I think Looking at the illustration, maps and charts, I can tell

Reading the captions under the photographs or illustrations, I think

After scanning the selection, I see a few words that are not familiar.... I will predefine them or identify a synonym for each word. I will write these definitions and/or synonyms on a sheet of paper.

- I will refer to the sheet as I read.

- Before I begin reading the selection, I ask myself: What do I already know about this subject? (Prior knowledge)

- I am now ready to read the first paragraph. In the first paragraph I expect to learn more about the focus of this

selection.

- Upon reading the first paragraph, I ask myself: What did I learn about? Do I have a clearer understanding of the

selection?

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- I now compose one question about this paragraph and answer it.

- I also write a summary sentence.

- For some paragraphs, a second sentence may be necessary.

- I will repeat this process - one question and answer and a summary statement for each paragraph I will read.

MetacognitionMetacognition, 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 self-

monitoring can be combined, then readers will be able to assume the responsibilities for their own learning which is

characteristic of the mature reader.

Metacognitive theory leads us to believe that student-generated questions can lead to improved comprehension since

these questions entail deep processing of the text. When students ask questions of themselves, it enables them to develop

an inquiring, investigative frame of mind. All too often, students rely on teachers and/or appropriate textbooks to ask the

questions. They have not learned to ask appropriate questions of themselves. They have not learned to monitor their own

reading.

The following activity is a step-by-step approach to helping students develop their own questions to guide them through

a prereading or reading assignment.

GENERATING STUDENT QUESTIONS

Students read a portion of the text from the beginning of a selection.

Ask students to write five to 10 questions that they think will be answered in the remainder of the

text.

Discuss some of the questions asked by students before reading. Write them on the chalkboard.

Students read to see if their questions are answered.

After reading the teacher leads a discussion to determine which questions were answered, which were not and

why.

* Based on Material Developed by Hazel Greenberg, New York and the World

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Literacy strategies students need to apply in a DBQ:

Text-to-Self or Document-to-Self

** Teacher role is to aid students in determining what is important and relevant

** Student role is to question him/herself:

What do I already know about this topic?

What do I anticipate learning from this text/document?

What am I learning that is new?

How does this text/document change my understanding?

Text-to-Text or Document-to-Document

** Teacher role is to help students realize how different texts deepen understanding.

** Student role is to question him/herself:

What other text/document have I read on this topic?

What did I learn when I read other texts/documents?

What is the relationship between the texts/documents?

How does this text/document change my understanding?

Text-to-World or Document-to-World

** Teacher role is to aid students in determining what is important and relevant

** Student role is to question him/herself:

What have I heard on the news and media that is relevant to this text/document?

What places have I traveled to that are relevant to this text/document?

What discussions have I had with my family and others relevant to this text/document?

What have I learned in school that is relevant to this text/document?

How does this text/document change my understanding?

Unpack the question (Learn to Read the Question)

** Teacher role is to aid students in learning to read and analyze the question/

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controlling idea.

** Student role is to question him/herself:

What does the Historical Background tell me about the topic and purpose of the task?

What is the question in the box asking me to do?

What is the connection between the Historical Background and the question in the box?

What information do I need to find?

What key words and phrases in questions, directions, and reading selections should I highlight?

Document-to-Task on a DBQ

** Teacher role is to help students understand how different texts deepen

understanding and are related to the questions/ controlling idea.

** Student role is to question him/herself:

What is the question in the box telling me about the purpose of each document?

As I preview each document I ask myself, “How does this document connect to the question in the box?”

As I read and look at each document, what is the connection (relationship) between the documents?

Why have these documents been provided to answer this question?

How do the documents and the historical background work together to help me form my interpretation?

DOCUMENT ANALYSIS

Analyze documents according to the following criteria: attribution, point of view, reliability, intent or purpose,

audience, and tone.

- Attribution includes knowing who the author is and his or her personal background such as social class, occupation,

religion, and education.

- Point of view is the result of attribution. It is a neutral way of identifying bias, prejudice, or personal perspective about

the topic.

- Historians must question every author’s reliability.

- Audience is critical to history. Knowing to which group a politician is speaking or the ruler is writing clarifies intent.

This is important because famous people slant what they say to fit the audience or purpose. This affects reliability and

engenders bias.

- Tone is the color of the language and the overall feeling created by the document.

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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.

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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.

26

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.

27

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

28

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)

29

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

30

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.

31

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)

Belief systems

Change

Conflict

Cultural Life

Diversity

Human

Rights

Interdependen

ce

Imperialism

Urbanization

Nationalism

Why should we study

history?

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?

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:

-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

Analyze charts and

graphs

Distinguish between

Fact and Opinion

Analyze

geographic

information to

answer questions

Pre-Assessment

Test

Vocabulary Quiz

Map Reading Skill

Examination

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

Project on cultural

diffusion:

Have students

work in groups to

complete flows,

N.Y.S. Regents

Website

Textbooks:

World History

People and

Nations

Connection to

Today

World History

Map Skill

Workbook

Selected

Handouts

National

Geographic

Magazine

Computer

Websites on

various

regions of the

world

Key

32

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,

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.

33

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-rea-

soned 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

34

Vocabulary: periodization, periods,

chronology, civilization,

ethnocentrism

35

Pre-History-

Origins 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?

What reasons can you

pose to explain why early

peoples migrated from

place to place?

Can a Revolution occur

without weapons?

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?

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

The Three Ages:

Paleolithic

Mesolithic

Neolithic

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

Students will know

and be able to:

Classify data

Analyze primary

sources and

documents

Demonstrate Note

taking and

organizational skills

Generalize from data

Read and interpret a

time line

Understand the value

of learning different

languages

Vocabulary

Quizzes

Thematic Essay –

Early Humans

and the

Paleolithic and

Neolithic periods

Data Based

Questions (DBQ)

Unit Exam (NYS

Regents Social

Studies Test

Format)

Multiple Choices

Time Line Project

Textbooks:

World History:

People and

Nations

Connecting to

Today

World History

Artifacts

Field Trip:

Museum of

Natural History

Excerpts from

The

Autobiographies

of the Leakey's

and D.C.

Johanson

Pictures of Cave

Art

36

b. Decision making

c. Move toward more

complex government

systems

B. Neolithic Revolution and early

river civilizations

Compare and contrast

(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

37

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:

6,000 B.C./B.C.E.-586 B.C./B.C.E.

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

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.

-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

Quizzes

Multiple Choice

In Class

Cooperative

Learning Project

WRITING

TASKS:

DBQ – Early

Civilizations

DBQ Seminar –

Achievements of

the ancient world

affect us today

Textbooks:

World History:

People and

nations

Connecting to

Today

World History

Selected

Handouts

Photographs of

River Valleys

Suggested

Documents:

Timelines, pho-

tographs 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

38

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

39

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?

Can Pictures and

Drawings tell a Story?

Hatshepsut: Reformist or

Activist or Both?

Egypt:

6,000 B.C./B.C.E.-586 B.C./B.C.E.

Nile River

Desert

The Three Kingdoms:

Old

Middle

New

Hieroglyphics

Rosetta Stone

Pyramids

Pharaohs

Dynasties

Empire

Hatshepsut

Polytheism versus Monotheism

Interpret and

understand pictures,

characters and

symbols

-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).

Quizzes

Multiple Choice

Thematic Essay

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.

Textbooks:

World History:

People and

Nations

Connecting to

Today

World History

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

Fertile

Crescent:

Civilization of

the Tigris-

Euphrates

(Week 6, 3

Weeks)

Can Civilizations have

Similarities even though

they are Miles Apart?

How does each new City-

State add to the

Fertile Crescent:

6,000 B.C./B.C.E.-586 B.C./B.C.E.

Mesopotamia

Tigris-Euphrates River Valley

Make connections

from various sources

Understand the

Interclass

Jeopardy Game

Quizzes

Multiple Choice

Textbooks:

World History:

People and

Nations

Connections to

Today

40

Standards

2,3,4

Human/

Physical

Geography

Urbanization

Technology

Economic

System

Advancement of

Civilization?

Do Civilizations have to

take a Step Back in order

to Advance Two Steps

Forward?

Does the Sea play a role

in Civilizations?

Formation of City-States and

Empires:

Sumerian

Akkadians

Babylonians

Hittites

Assyrians

Chaldeans

Persian Empire

Cuneiform

Ziggurats

Hanging Gardens of Babylon

Code of Hammurabi

Rise of the Military

Phoenicians

Lydians

Hebrews

concepts of compare

and contrast

Draw inferences from

data

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

India: The

Civilization of

the Indus

River Valley

(Week 9, 2

Weeks)

Standards

2,3,4,5

Human/

Physical

Geography

Belief system

Needs and

Wants

Culture

Economic

Why is India considered

a Sub-Continent?

Can Weather play a role

in the development of a

Civilization?

What impact did

monsoons have on the

historic and economic

development of the sub-

continent?

How did Economical and

Political conditions lead

to Social Changes?

India:

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:

Read and interpret

physical maps

Develop and use

maps and other

graphic

representation to

display geographic

issues, problems, and

questions.

Use graphic

organizers to com-

pare 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

41

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, Indo-

European 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)

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

42

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 his-

tory 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

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.

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.

Writing Tasks:

Thematic Essay—

Geography and

Society

Thematic Essay—

Belief Systems

DBQ – Chinese

Culture, Life,

Government, and

Philosophy

Quizzes

Time Line

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

43

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

Identify the political

and cultural

problems prevalent

in the time of

Confucius and how

he sought to solve

them.

Detail the political

contributions of the

Han Dynasty to the

development of the

imperial bureaucratic

state and the

expansion of the

empire.

The Analects of

Confucius

The Great

Learning

Terra Cotta

Warriors

Chinese Art

Chinese Poems

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

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

Develop timelines

and maps to illustrate

the parallel

development of

classical civilizations

Quizzes

Multiple Choice

Political Debate:

Textbooks:

World History:

People and

Nations

44

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?

Islands of the Aegean, Ionian and

Mediterranean Seas

Minoan Civilization

Knossos, Crete

Mycenaean Civilization

Greek Alphabet

Dorian Invasion:

"The Dark Ages"

The Rise of City-States: "The Polis"

Greek civilization

a. Human and

physical

geography

b. The rise of city-

states— 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

Note taking

Linking the past to

the present

Learning about the

past using visual aids

Debate: Participate in

individual and group

planning,

understanding the

rules of debating,

listening, self-control

and time

management

Pro and Cons of

Alliances and

War

Reflection Paper

on the Debate

DBQ –

Achievements of

Ancient Greece

Connections to

Today

World History

Segments from

the movie: "Troy"

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

Empire of

Alexander the

What is meant by: "The

Golden Age?"

Macedonia, Greece, Asia Minor and

the Mediterranean Region:

Scaffolding ideas Vocabulary

Quizzes

Textbooks:

45

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

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,

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

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

Develop timelines

and maps to

illustrate the parallel

development of

classical

Multiple Choice

Quizzes

Interviews

Textbooks:

World History:

People and

Nations

46

Standards

2,3,4,5

Belief system

Needs and

Wants

Culture

Human/

Physical/

Geography

was not Built in a Day?"

How do Romans give a

new meaning to: "Law &

Order?"

How are contemporary

democratic governments

rooted in classical

traditions?

geography

b. Contributions—law

(Twelve Tables),

architecture, literature,

roads, bridges

Italian Peninsula

Latins-Latin

Etruscans

Tiber River

Rome and the Romans:

509 B.C./B.C.E.-31 B.C./B.C.E.

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

civilizations

Compare and

Contrast

Multiple Resources

Linking the past to

the present

Solving conflicts

Thematic Essay –

Eulogy for the

Roman Empire

Connections to

Today

World History

Selected

Handouts and

Documents

Guest Speakers

Segment from the

movie:

"Spartacus"

Rome: and the

Roman Empire

(Week 18, 3

Weeks)

Standards

2.3.4.5

Human/

Physical

Geography

Urbanization

What was "Pax Romana"

Was there really Peace?

How do Empires Rise

and Fall?

Does History Repeat

Itself?

Rome:

31 B.C./B.C.E.-476 A.D./C.E.

The Empire

Lands from Spain, Britain to

Mesopotamia and from North Africa

to the Danube River and the

Mediterranean World:

Concepts/Terms

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,

47

Technology

Economic

System

Pax Romana, golden age, dictator,

Christianity, eastern and western

Roman Empires, monotheism, belief

systems

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

Documents and

Manuscripts

Photographs and

Drawings

Byzantine

Empire: The

Eastern

Empire

(Week 21, 2

Weeks)

Standards

2,3,4

Human/

Physical

Geography

Economic

System

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?

Byzantine Empire:

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

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 – Greco-

Roman /

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

48

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

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

49

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 Greco-

Roman 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, author-

ity, 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

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"

50

basis of these decisions?

What is Feudalism?

Pope or Emperor:

Separate or One?

What is the Holy Roman

Empire?

Policies Resulted in Persecution and

Migration

1. Church laws segregated

Jews

2. Leaders exploited and

frequently expelled Jews

from their nations

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

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

51

What is meant by: "From

Decline to Normalcy to

Total Devastation to

Rebirth?

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:

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

this period

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

Segments from

the movie:

"Kingdom of

Heaven"

Segments from

the movie: "Robin

Hood"

Multi-Language

Dictionary/Based

on the Romance

Languages

52

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?

Islam: Religious or

Political Movement or

Both?

Arabia:

570 A.D./C.E.-1761 A.D./C.E.

Islamic Empire

The spread of Islam to Europe, Asia,

Interpreting music,

poetry and art

Use of primary

sources

Interdisciplinary

Lesson with

Art/Music/Langu

age Arts/Math

Department

Textbooks:

World History:

People and

Nations

Connections to

53

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, architec-

ture, 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

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

54

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?

Did Hindus and Muslims

Clash? Why or Why Not?

What Role do New

Inventions Play in

Chinese Civilizations?

Mongols or Moguls are

they the Same?

What is Eurasia?

Who was Marco Polo?

India/A Sub-Continent in Asia:

1526 A.D./C.E.-1707 A.D./C.E.

Mogul Empire

Taj Mahal

Asia/China:

Sui Dynasty

Tang Dynasty

Sonj Dynasty

Jin Dynasty

New Inventions:

Grand Canal

Gunpowder

Printing

Civil Service Examinations

Mongols:

1294 A.D./C.E.-1500 A.D./C.E.

Use a time line to

track the progress of

various events

Group planning and

discussion

Mapping

Reading journal

entries

Quizzes

Cooperative

Learning Lesson:

Develop and

Design a Civil

Service

Examination

Plot Trading

Routes on Maps

Textbooks:

World History:

People and

Nations

Connections to

Today

World History

Selected

Handouts

Excerpts from: "A

Visit to Kublai

Khan's Palace"

Video Game:

"Adventures of

Marco Polo"

55

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?

Can an Island have a

Civilization and be a

Nation?

Can Civilizations Mirror

each other over

Thousands of Miles and

Indochina:

100 A.D./C.E/-1644 A.D./C.E.

Cambodia

Khmer

Laos

Vietnam

Thailand

Sequencing

Analyzing multiple

resources

Interpret charts and

graphs

Role play

Fact and Opinion

Test

Multiple Choice

Thematic Essay

Skit

Textbooks:

World History:

People and

Nations

Connections to

Today

World History

56

Years? Malaysia

Myanmar(Burma)

Ruins of Angkor Thom

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:

Peninsula

Selected

Handouts

Segment from the

movie: "The Last

Samurai"

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?

What forces contributed

to the rise and fall of

African kingdoms? How

did they compare with

the rise and fall of other

Africa:

200 B.C./B.C.E.-1500 A.D./C.E.

Egyptian Civilization

Islamic Influence in North Africa

Sub-Sahara Africa:

Sahara desert

Plateau

Basins

Rift Valley

Organizing data

Chronological order

Map reading

Understanding the

concept of oral

tradition

Connection to

Current Events

Research Paper

Storytelling

Textbooks:

World History:

People and

Nations

Connections to

Today

World History

Excerpts from the

"Pilgrimage of

Mansa Musa"

57

empires?

How did traditional art

reflect the beliefs of

African kingdoms?

What is meant by: "Sub-

Sahara 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

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

58

The effects of maritime and trans-

Saharan 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?"

To what extent can the

Aztec and Incan empires

be compared to earlier

Afro-Eurasian classical

civilizations in terms of

their organization and

achievements?

How widespread were

Aztec and Incan trade?

Who were the 1st Real

Asia-Americas:

"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

North America:

Examine accounts of

the Columbian

Encounter from

both Spanish and

Native-American

points of view

Gather information

Analyze data

Critical thinking

Writing Tasks:

DBQ – the

Encounter

Project on

creating a resume

for an absolute

monarch

Project: create a

newspaper the

describes the

social, political

and economic

Textbooks:

World History:

People and

Nations

Connections to

Today

World History

Field Trip:

United Nations

Segments from

the movie:

59

Americans?

Where did the Central

and South American

Civilizations Go?

Explorers: Heroes or

Destroyers? Neither? or

Both?

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?

1400 A.D./C.E.-1880 A.D./C.E.

Eastern Woodlands Indians

Great Plains Indians

Northwestern Indians

Southwestern Indians

Central and South America:

200 A.D./C.E.-1500 A.D./C.E.

Olmecs

Aztec

Maya

Toltecs

Inca/Macchu Pichu

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

Decision making

Drawing

conclusions

aspects of this

time period for

Europe, Asia,

Africa, and

America societies

Debate: “Was

Columbus a hero

or a villain?”

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 transat-

lantic trade

showing the

exchange of

goods; various

diaries;

Bartolomé de las

Casas, The

General History of

the Indies

60

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

61

economics

The political, economic and social

motives were embodied in imperialism

(old imperialism) (ethnocentrism and

the drive for profit led some Spaniards

to exploit the labor of Native

Americans and Africans and to

understand the brutality embodied in

this labor system).

The variety of ways world monarchs

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:

1350 A.D./C.E.-1700 A.D./C.E.

Political ideologies: global

absolutism

1. Human and physical

geography

2. Thomas Hobbes, The

Leviathan

3. Jacques-Benigne Bossuet:

Absolutism and Divine right

theory

4. Case studies: Akbar the

Great, Suleiman the Magnificent,

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

Linking the past to the

present to the future

Review

Test taking skills

Notebook

Check

Portfolio Check

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"

62

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,

Scientific

Inventions

63

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

64

65

66

Collaborative Curriculum Map 2006-2007

Mount Vernon City School DistrictGlobal History II / Grade 10

Units Essential Questions Content / Strategies Skills/Knowledge Assessments Resources & MaterialsUnit 4: TheFirst GlobalAge (1450 -1770)

(Week 1, 4Weeks

CoreCurriculumThe MingDynastyStandards2,3, 4,

Concepts

Human!PhysicalGeography

Cultural andIntellectual life

Conflict

Human Rights

Change

The Ming Dynasty

How did the Mingdynasty mark both thereturn and the end ofChinese rule in China?

What were the Mingachievements in scienceand engineering?

How did the expeditionsof Zheng He showChina’s advancement inmaritime technology?

How did China’s self-concept of the “middlekingdom” affect its politi-cal, economic, andcultural relationships withother societies in Easternand Southeastern Asia?

A. The Ming Dynasty(1368-1644)

1. Human and physicalgeography

2. Restoration of ChineseruleChinese world vision3. The impact of China onEast Asiaand Southeast Asia4. China’s relationshipwith the West5. Contributions6. Expansion of trade(Zheng He,1405-1433)

Students will be ableto

Construct and testhypotheses; collect,evaluate, and employinformation frommultiple primary andsecondary sources;and apply it in oraland writtenpresentations

Describe the role ofConfucian learning inthe Ming Dynasty

Describe theabsolutist governmentand strict law codes ofthe Ming dynasty

WRITING TASKS:

DBQ – ChineseCulture, Life,Government, andPhilosophy

Reflective Essay:

Explain why the Mingdynasty regained andlost Chinese rule inChina.

Persuasive essay:

Assume that you are agovernment advisorfor either China or aEuropean nation.Present the pros andcons of foreignrelations betweenChina and Europe.Based on yourresearch, write apersuasive essayurging either China orEurope on thecurtailment of thoserelations

Basal Textbook: WorldHistory: Connections to thePast, Prentice Hall, 2005

A) Suggested Documents:Photographs of blue andwhite porcelain,map showingvoyages of Zheng He;Excerpts from thetext Journey to the West byMatteo Ricci,

The Art of Printing Web Sitehttp:! ! academic.brooklyn.cuny.edu! core9! phalsall!texts! ric-prt.html

67

Unit 4The FirstGlobal Age(1450-1770)CoreCurriculumThe MingStandards,2,3, 4, 5

Concepts

Human!PhysicalGeography

Movement ofPeople andGoods

Conflict

Human Rights

Change

To what extent wasEurope more interested intrade with China, thanChina was interested intrade with the West?Why?

What factors made theMing turn away fromexpeditions of trade andexploration?

What was the Chineseview toward foreigners?How would this viewcause problems for theChinese?

How was the Mingdynasty affected byConfucian teachings andtraditions?

Major Ideas:

The early Ming was aperiod of militaryresurgence after theperiod of Mongoldomination.

Geographic factorsinfluence thedevelopment of culturalpatterns.

Factors of physical andhuman geographyshaped China'sCULTURALIDENTITY

Key Vocabulary Terms

Expansionist, tribute,autocratic, anti-authoritarian, xenophobia,xenophobic

.Analyze the impactof Confucianteachings andtraditions on the Mingdynasty.

Explain the ways inwhich the Mingdynasty encouragedeconomic growth.

Understand theimportance of bothoverland trade andmaritime expeditionsbetween China andother civilizations inthe MongolAscendancy and MingDynasty.

Evaluate the influenceof ethnocentrism onChina's relationshipwith other cultures.

Describe theachievements of theMing dynasty,including porcelain,painting, drama,astronomy andarchitecture.

Review the ideasfound in theDeclaration ofIndependence. Howdoes the "Mandate"idea differ?

Basal Textbook: WorldHistory: Connections to thePast, Prentice Hall, 2005

http://www.yutopian.com/history/ming.html - timeline ofevents in China and the worldduring Ming Dynasty

Unit 4The FirstGlobal Age(1450-1770)

Ottoman Empire

Were 400 years ofOttoman rule a blessing or

B. The impact of the B.Ottoman Empireon the Middle East andEurope (1300-1650)

Students will be ableto:

Show the importance of

Assessments

-Describe the expansionof Muslim rule through

Basal Textbook: WorldHistory: Connections to thePast, Prentice Hall, 2005

68

CoreCurriculumOttomanEmpireStandards1,2,3, 4, 5

Concepts

Human!PhysicalGeography

Movement ofPeople andGoods

Conflict

Human Rights

Change

a curse for the people ofEastern Europe, theBalkans and the MiddleEast?

Should the OttomanEmpire be placed in thecompany of ImperialRome, Han China, andother “great” empires ofworld history?

To what extent didgeography contribute tothe rise and fall of theOttoman Empire?

What impact did Ottomandomination have onEastern Europe? Whatimpact continues today?

To what extent were thefall of Constantinople tothe Ottomans andColumbus’s voyagesmajor turning points inglobal history?

Why was Suleiman Icalled the Magnificent byWesterners and Lawgiverby Ottomans?

How did Suleiman Icompare to other absoluterulers (Akbar, Louis XIV,Peter the Great)?

1. Human and physicalgeography2. Contributions3. Suleiman I (theMagnificent, theLawgiver)4. Disruption ofestablished traderoutes and Europeansearch fornew ones5. Limits of OttomanEurope

Major Ideas

The Ottoman Empireemerged as a political andeconomic powerfollowing the conquest ofConstantinople.

The Ottomans broughtmuch of Muslim territoryin Southwest Asia andNorth Africa under theirrule.

gunpowder in theTurkish conquest ofConstantinople in 1453.Explain the "Janissary"system and its use inmaintaining theirempire

Trace the historicalorigins of ethic conflictin the Balkans. Showhow the interaction ofTurks, Muslims, Serbs,Bosnians and Albanianscan explain thebitterness in the regiontoday..Describe how the Turksprofited by beingmiddle-men in theEuropean-Asian traderoute

Demonstrate howMuslim law was thebasis of the justicesystem.

Describe the features ofOttoman mosques thatblend elements ofByzantine and Muslimartistic styles

military conquests andtreaties, emphasizingthe cultural blendingwithin Muslimcivilization and thespread and acceptanceof Islam and the Arabiclanguage.

Map Project

-On a map, locate theOttoman Empire’soriginal location in AsiaMinor and showexpansion intoSouthwest Asia,Southeastern Europe,Balkan Peninsula, andNorth Africa. Describethe Ottoman Empire.

69

Unit 4The First

Global Age

(1450-1770)CoreCurriculumSpain andPortugalStandards1,2,3, 4, 5

Concepts

Human!PhysicalGeography

Movement ofPeople andGoods

Conflict

Human Rights

Change

Spain and Portugal onthe eve of theencounterWhy was the Reconquistaa major turning point inSpanish and Europeanhistory?

How did Ferdinand andIsabella use theInquisition to try to bringreligious and politicalunity to Spain?

What effect did theexpulsion of Moors andJews have on Spain?

How did newtechnologies makeEuropean overseasexpansion possible?

How did advances inscience contribute tovoyages of exploration?

.How did competitionamong western Europeanpowers further encouragevoyages of explorationand colonialism?

How did the astrolabe,compass and sextonimprove navigation?

C. Spain and Portugalon the eve of theencounter

1. Human and physicalgeography2. Reconquista underFerdinand andIsabella3. Expulsion of Moorsand Jews4. Exploration andoverseasexpansiona. Columbusb. Magellancircumnavigates theglobe

Key Vocabulary Words

Inquisition, Moors,heretics, interregnum,anarchy, vellum,Reconquista, astrolabe,sexton, compass, miasma,caravel

Skills/Knowledge

Trace the history of thedecline of Muslim rulein the Iberian Peninsulathat culminated in theReconquista and therise of Spanish andPortuguese kingdoms.

Investigate key eventsand developments andmajor turning points inworld history

Understand thedevelopment andinteractions ofsocial/cultural, political,economic, and religioussystems in Spain andPortugal.

Create a flow chart onthe economics ofexploration.

Debate:“Resolved: theexpulsion of the Jewsand the Moors wasdetrimental to Spain.”

Assessments

Research an explorer(Vasco da Gama,Christopher Columbus,Hernando Cortez,Francisco Pizarro,Ferdinand Magellan,Francis Drake, andJacques Cartier) andcreate a poster orbrochure. Write a one-page paper about theperson's childhood,getting ready, journey,and discovery. Map thevoyage and add adrawing or clip art ofthe explorer.

Writing Task

Spain on the eve of theencounter underwentmajor changes thattransformed the nationinto one of the greatEuropean powers.Write an essayevaluating the accuracyof the statement. Referto the documents usedin this unit as well asyour knowledge ofsocial studies to supportyour answer.

Basal Textbook: WorldHistory: Connections to thePast, Prentice Hall, 2005

http://panorama.harrison.k12.co.us/mcdowell/Webpage/explorers.htm - list of websiteson the early Europeanexplorers

http://www.mce.k12tn.net/explorers/explorers.htm - goodchart of the explorers

http://www.mce.k12tn.net/explorers/explorers_start.htm -good site for quizzes

http://www.mariner.org//educationalad/ageofex -biographies, timelines, etc.

http://www.chenowith.k12.or.us/tech/subject/social/explore.html - extensive list ofexplorers associated withsponsoring countries

70

Unit 4The First

Global Age

(1450-1770)

CoreCurriculumRise ofMesoamericanEmpiresStandards1,2,3, 4, 5

Concepts

Human!PhysicalGeography

Movement ofPeople andGoods

Conflict

Human Rights

Change

D.The rise ofMesoamerican empires:Aztec and Incan empiresbefore 1500

How did theMesoamerican Empiresadapt to specificgeographic featureswithin their environment?

How did geographicfeatures influence theagricultural and economicsystems of theMesoamerican Empires?

. How did variations inthe climate influenceMesoamerican Empires?

How did the Olmec,Mayan, Aztec and IncanEmpires control theirpeople and territory?.

How did the religioussystems influence thestructure of their empires?

How were the politicalsystems of Mesoamericanempires organized?

What were the

D. The rise ofMesoamerican empires:Aztec and Incan empiresbefore 1500

1. Human and physicalgeography2. Organizationalstructure3. Contributions4. TradeUnit Concepts andUnderstandings

That before 1492, diversesocieties with, complexcivilizations existed in theAmericas

Skills/Knowledge

Identify the locations,landforms, and climatesof Mexico, CentralAmerica, and SouthAmerica and theireffects on Mayan,Aztec, and Incaneconomies, trade, anddevelopment of urbansocieties.

Analyze the roles ofpeople in eachsociety, includingclass structures,family life, warfare,religious beliefs andpractices, andslavery.

Explain how and whereeach empire arose andhow the Aztec and Incanempires were defeatedby the Spanish.

Describe the artistic and

oral traditions and

architecture in the three

civilizations.

Describe the Meso-Americanachievements inastronomy andmathematics,including thedevelopment of thecalendar and the

Assessment

Writing Tasks

Describe the artistic and

oral traditions and

architecture in the three

civilizations.

Describe the Meso-Americanachievements inastronomy andmathematics,including thedevelopment of thecalendar and theMeso-Americanknowledge ofseasonal changes tothe civilizations’agricultural systems.

Basal Textbook: WorldHistory: Connections to thePast, Prentice Hall, 2005

71

achievements of theOlmec, Mayan, Aztec andIncan Empires?

How did culturaldiffusion allow theEmpires to build upon theachievements of others?

Meso-Americanknowledge ofseasonal changes tothe civilizations’agricultural systems.

Understand theconnections, causal andotherwise, betweenparticular historicalevents and larger social,economic, and politicaltrends anddevelopments

Unit 4The First

Global Age

(1450-1770)

CoreCurriculumThe EncounterStandards1,2,3, 4, 5

Concepts

Human!PhysicalGeography

Movement ofPeople andGoods

Conflict

The encounter

What is the "ColumbianExchange" and what wereits effects on Europe andAmerica?

Why did the creation of aworld economicframework presentchallenges to everycivilization?

Why did the Europeancountries compete amongthemselves for coloniesaround the world?

What is "Triangle Trade",how does it work andwhat are its effects on all

E. The encounterbetween Euro p e a n sand the peoples ofAfrica, the Americas,and Asia

Case study: TheColumbian exchange

1. Human and physicalgeography2. European competitionfor coloniesin the Americas, Africa,East Asia,and Southeast Asia—The“oldimperialism”3 . Global demographicshiftsCase study: The triangulartradeand slavery4. The extent of European

E.Skills/Knowledge

Know the great voyagesof discovery, thelocations of the routes,and the influence ofcartography in thedevelopment of a newEuropean worldview.

Analyze the exchangesof plants, animals,technology, culture, andideas among Europe,Africa, Asia, and theAmericas in thefifteenth and sixteenthcenturies and the majoreconomic and socialeffects on eachcontinent

Assessment

Writing Tasks

Using the slogan, "God,Gold, Glory, and Gain,"explain the expansionof European empiresinto the Americas,Africa, and Asia. Whatwas the effect of thismigration andsettlement?

Create a two-columnchart on the ColombianExchange: Europe toAmerica and Americato Europe. Cite theproduct exchanged andthe impact of theexchange

Basal Textbook: WorldHistory: Connections to thePast, Prentice Hall, 2005

http://mobiletel2.mobiletel.com/~sal/

http://www.maps.com/reference/history/whistory - varietyof world history maps

www.euratlas.com –historical maps of Europe

http://www.freeeliterature.com/AtripThroughTime/Files%20and%20Maps/A%20Literary%20Trip%20Through%20Time.htm - world history maps

72

Human Rights

Change

parties involved?.

What is "mercantilism",how does it affect themother country and hercolonies respectively?

What is the"encomienda" system anddescribe its effects on thenative population?

expansionism5. European mercantilism6. Spanish colonialismand the introductionof the Encomienda systemto Latin America7. Dutch colonization inEast Asia(Japan and Indonesia)8. Exchange of food anddisease

Classroom StrategyNative Americans had anestablished social andpolitical system whenthey first came intocontact with Europeans.Divide the class into smallgroups of three or fourmembers. Using evidenceto support their point ofview, have the groupsdebate the following:

Why did Europeansassume that NativeAmericans should livelike Europeans? Whathappened to NativeAmerican cultures? DidEuropeans have a right toclaim lands in the NewWorld? Have the groupsargue this situation from theperspectives of bothEuropeans and NativeAmericans. Each groupshould present theirperspectives to the class.

-Distinguish validarguments fromfallacious arguments inhistorical interpreta-tions

Analyze importantevents anddevelopments in worldhistory as reported inliterature, diaries, letters,

debates, art and music,

Describe major changesin world politicalboundaries between1450 and 1770 andassess the extent andlimitations of Europeanpolitical and militarypower in Africa, Asia,and the Americas as ofthe mid-eighteenthcentury

Create a non-linguisticrepresentation oftriangular trade.

Identify the preciousmetals exported fromthe Americas. Explainthe impact of theexportation of preciousmetals from theAmericas

Compare and contrastthe treatment of theNative Americans inthe New World by theEnglish, French,Spanish, and Dutch inrespect to religion,government,economics, andintegration of cultures

73

74

Unit 4The First

Global Age(1450-1770

CoreCurriculumPoliticalideologies:globalabsolutismStandards1,2,3, 4, 5

Concepts

Human!PhysicalGeography

Movement ofPeople andGoods

Conflict

Human Rights

Change

Global Absolutism

How did absolutemonarchs achieve power?

How did they protecttheir power from thepeople?

How might an absolutemonarchy exist andsurvive today?

What advice wouldMachiavelli give anabsolute monarch oftoday?

How was the power of anabsolute monarchsupported by the theory ofdivine right?

Did the system ofabsolute monarchy,strengthen or weaken anation?

What did Hobbes meanby the "social contract"?

Why did Hobbes feel anabsolute monarchy wasthe most desirable form ofgovernment?What did the Stuartsmean by the "divine rightof Kings"?

F. Political ideologies:global absolutism

5. Human andphysical geography

6. Thomas Hobbes,The Leviathan

7. Jacques-BenigneBossuet: Absolutismand Divine righttheory

8. Case studies:Akbar the Great,Suleiman theMagnificent, Philip II,Louis XIV, Ivan theTerrible, and Peter theGreat

Classroom Activity

Provide students with copiesof The Prince to readparticular selections or inentirety. Students shouldthen write an outline ofMachiavelli’s concept ofautocratic government andhow his ideas justifiedabsolute monarchies infeudal Prussia, Russia, andSpain.Ask students to hypothesizeon how an individual orgroup might revolt againstautocratic government andwhy.

Construct a timeline toexplain and analyzehistorical periods inworld history

Prepare case studies onthe reign of Elizabeth Iof England and LouisXIV of France. Theymay identify incidentsor events that embodyprecepts described byMachiavelli in ThePrince

Describe the majorideas of philosophersand their effects on theworld

Compare historicalperiods or historicalconflicts in terms ofsimilar issues, actions,or trends in worldhistory

Assessment

Create a chart depictingand explaining the mostimportant concepts,people, and events ofthe Age of Absolutism:Louis XIV, Frederickthe Great, Peter theGreat.

Develop a chartshowing limits toabsolute power andwhen they developed inEuropean history. Thischart can be used as apoint of reference insubsequent study ofEastern Europe.

Basal Textbook: WorldHistory: Connections to thePast, Prentice Hall, 2005

http://www.constitution.org/mac/prince.txt - The Princeby Machiavelli

http://www.the-prince-by-machiavelli.com – Biographyof Machiavelli

http://history.evansville.net/enlighte.html#People – Goodsite for Age of Enlightenment

75

Key Ideas

The Age of Absolutismtakes its name from aseries of Europeanmonarchs who increasedthe power of their centralgovernments. In the 16thand 17th centuries, themonarchies of WesternEurope sought tocentralize the politicalPOWER of theirrespective POLITICALSYSTEMS.

Unit 5An Age ofRevolution(1750-1914)

CoreCurriculumThe Responseto AbsolutismStandards2,3, 4, 5

Concepts

Human!PhysicalGeography

Movement ofPeople andGoods

How might the rule of anabsolute monarch createmajor politicalrevolution?

Why did the Stuart kingsclash with Parliament?What were the long termand immediate causes ofthe English Civil War?

How was the Englishgovernment profoundlychanged by the "GloriousRevolution" and thepassage of English Bill ofRights?

G.The response toabsolutism: The rise ofparliamentarydemocracy in England

Glorious Revolution—John Locke and theEnglish Bill of Rights1.Background—MagnaCarta2.Divine Right ofMonarchy—Stuart rule3.Puritan Revolution—Oliver Cromwell4.Glorious Revolution—John Locke and theEnglish Bill of Rights

Classroom ActivityWrite the followingquotations on thechalkboard:“All men are created

Compare historicalperiods or historicalconflicts in terms ofsimilar issues, actions,or trends in worldhistory

Research and analyzeMachiavelli's "ThePrince" and apply itsbasic principles ofpolitical realism tovarious historical andcontemporary casestudies.

Ask the class to create agraphic organizer/chartthat compares andcontrasts the following:the importance of theEnglish Bill of Rights

Ask students to readabout the reigns ofFrederick the Great(Prussia), Peter theGreat (Russia), andLouis XIV (France).Using student input,guide discussionillustrating the plight ofpeasants, the power ofnobility, thecentralization ofauthority, militarism,the suppression ofenlightenedphilosophies, and freewill. Create a chartanalyzing thecharacteristics of eachmonarch.

List the principles ofthe Magna Carta, the

Suggested Documents

Documents: Maps of Russianexpansion, other politicalmaps; Extractsfrom Bossuet’s Work onKingship

The Art of PrintingExtracts from Bossuet’sWork on Kingship

76

Conflict

Human Rights

Change

equal.” (Jefferson)“Man is born free andeverywhere he is inchains.” (Rousseau)“I do not agree with thewords you say but willdefend with my life yourright to say them.”(Voltaire)“L’Etat, c’est moi.”(Louis XIV)

Ask students to interpreteach quotation. Ask themto consider how thequotes are similar anddifferent. How do thesequotes relate to our Bill ofRights or the English Billof Rights?

(1688) to theDeclaration ofIndependence (1776),the American Bill ofRights (1789), and theFrench Declaration ofthe Rights of Man andthe Citizen (1789).

English Bill of Rights(1689), the AmericanDeclaration ofIndependence (1776),the French Declarationof the Rights of Manand the Citizen (1789),and the U.S. Bill ofRights (1791).

Unit 5An Age ofRevolution(1750-1914)CoreCurriculumThe ScientificRevolutionStandards1,2,3, 4, 5

Concepts

Human!PhysicalGeography

Movement of

What role did science andtechnology play in thechanges that took place inEurope from 1450 to1770?

To what extent was theScientific Revolution arejection of traditionalauthority?

To what extent does thistension still exist?

To what extent did

A. The ScientificRevolution

1.The development ofscientific methods2.The work ofCopernicus, Galileo,Newton, and Descartes

Getting Information:Identify maps, useglobes & atlases anddevelop a geographicvocabulary related tothe European Age ofExploration, Discoveryand Colonialdomination of the NewWorld, Africa and Asia.

Using Information:Students will be able todistinguish betweenrelevant and irrelevantinformation/events andplace ideas in logical,sequential andchronological order.

Students will be able todemonstratecompetency andeventual mastery of thefollowing assessments:

To write DocumentBased Essay Questionsusing a variety ofprimary sourcedocuments andincorporating outsideinformation. The essaywill include a clearthesis statement,supporting proofs and aconclusion.To write a Thematicessay. The Social

Basal Textbook: WorldHistory: Connections to thePast, Prentice Hall, 2005

Nicolaus Copernicus, On theRevolutions of the HeavenlySpheres;

Galileo Galilei, Letter to theGrand Duchess Christina andDialogue Concerning theTwo Chief World Systems;

René Descartes, Discourseon Method

77

People andGoods

Conflict

Human Rights

Change

Europeans apply thisapproach to traditionalvalues and institutions?

Detectinginconsistencies betweenideology and practice ofabsolute monarchs.

Studies and EnglishDepartments will workcollaboratively to teachstudents how to write a"power" essay. Itshould include thefollowing elements:thesis statement,expositions, synthesis,summary andconclusion.

Unit 5An Age ofRevolution(1750-1914)

CoreCurriculumTheEnlightenmentin EuropeStandards2,3, 4, 5

Concepts

Human!PhysicalGeography

Movement ofPeople andGoods

Conflict

Human Rights

Change

To what extent was theScientific Revolutionrelated to theEnlightenment?What is natural law?

Can humans practicerational thought?

Should these ideas besuppressed underChristendom?

Why are these ideassuppressed under absolutemonarchs?

Why did the Reformationand Renaissance inEngland and France fosterthe application of naturallaw to human behaviorand society?

B. The Enlightenment inEurope

1.The writings of Locke,Voltaire, Rousseau, andMontesquieu2.The impact of theEnlightenmenton nationalism anddemocracy3. The enlighteneddespots—MariaTheresa and Catherine theGreat

Classroom Activity

Ask students to create aseries of timelines from1400–1800, illustratingthe growth of ideas andthe emergence ofrevolutions, such as

events in the Reformationand Counter-Reformationto 1648;

prominent artists and

Describe key featuresof the ScientificRevolution, and theAge of Enlightenment

Getting Information:Identify maps, globes,atlases and vocabulary.

Using sub-questionsand predictingcauses/consequences.

Identifyingrelationships among theparts of a whole topic(westernization inRussia vs. Traditionalforces in RussianSociety)

Students should be ableto speak on the notion"that the ends justifythe means". Europe'smiddle class rejectedthe medieval classstructure which denied

Complete ConstructedResponse Questions.participate inCooperative LearningActivities.Complete PerformanceBased Activities.Create, collect andpresent Portfolios ofexemplary work.Participate inInterdisciplinaryLearning whenever andwherever possible.

Computer Research andPresentation Skills.Study SkillsSocial Studies Researchand Resource Skills.

(B) John Locke, TwoTreatises of Government;Jean-Jacques Rousseau, TheSocial Contract; Voltaire,Treatise on Toleration; RenéDescartes, Discourse onMethod; for writings ofCatherine the Great see http:!! www.ford ham.edu! halsall!mod! 18catherine.html

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musicians to 1800;

prominent scientists to1800;

prominent philosophers to1800; and

revolutions to 1800.

them politic-alPOWER; they insistedupon their RIGHT toparticipate in agovernment controlledby an electedrepresentativelegislature.

Unit 5An Age ofRevolution(1750-1914)

CoreCurriculumPoliticalRevolutionsStandards1,2,3, 4, 5

Concepts

Human!PhysicalGeography

Movement ofPeople andGoods

Conflict

Human Rights

Change

In what ways did theFrench Revolutionoverturn the balance ofpower that had existed inEurope?

To what extent are thestages of the American,French, and LatinAmerican revolutionssimilar? Dissimilar?

C. Political revolutions

1.Human and physicalgeography of revolutions2.American Revolutiona .Impact of theEnlightenment on theAmerican Revolutionb. Impact of the AmericanRevolution on otherrevolutionsFrench Revolutiona. Causesb. Key individuals(Robespierre and LouisXVI)c. Impact on France andother nationsd. Rise to power ofNapoleon and his impact(Napoleonic Code)4. Independencemovements in LatinAmericaCase studies: SimonBolivar, ToussaintL’Ouverture, José de SanMartína. Causesb. Impacts

Recognizing andtolerating differentinterpretations or pointsof view. Review thecase of Galileo andunderstand the price ofintellectual freedom anddissent.

. Initiating Ideas: Is theRenaissance acontinuation of theMiddle Ages or thevortex of a crucialturning point in humanhistory?

Have students usesegments of JohnLocke's Two Treatiseson Government todefine social contract asa basis for government.Have them comparethis with the divineright theory. Using theDeclaration ofIndependence, studentsshould find evidence ofthe influence of Locke

To completeConstructed ResponseQuestions.4. To participate inCooperative LearningActivities.5. To completePerformance BasedActivities.6. To create, collect andpresent Portfolios ofexemplary work.7. To participateInterdisciplinaryLearning whenever andwherever possible.8. Computer Researchand Presentation Skills.9. Study Skills10.Social StudiesResearch and ResourceSkills.

Describe how theAmerican Revolutiondiffered from theFrench Revolution andthe impact both had onworld political

Basal Textbook: WorldHistory: Connections to thePast, Prentice Hall, 2005

(C)Bill of Rights; theDeclaration of the Rights ofMan and of Citizens; EdmundBurke, Reflections on theRevolution in France; SimonBolivar, Message to theCongress of Angosturahttp://www.fordham.edu/halsall/mod / 1819bolivar.html

79

Key Ideas

The American and FrenchRevolutions represented abasic CHANGE in theWestern relationshipbetween government andgoverned; with these tworevolutions, the Westmoved toward a moredemocratic system inwhich the equality andHUMAN RIGHTS ofCITIZENS wererecognized

The ideology of theFrench Revolution ledFrance to develop fromconstitutional monarchyto democratic despotismto the Napoleonic empire.

and other philosophersof his day on a politicalleader such as ThomasJefferson.

Development ofeconomic theory ofmercantilism

Promotions of marketeconomy, profit motive,private ownership ofand use of capital(capitalistic system

developments

Compare the AmericanRevolution to theFrench Revolutionregarding the following:

principles andphilosophies underlyingeach Revolution

previous experiencewith governing andgovernments

consequences of bothrevolutions (impact onSouth Americanrevolutions)

Unit 5An Age ofRevolution(1750-1914)

CoreCurriculumReactionAgainstRevolutionaryIdeasStandards1,2,3, 4, 5

Concepts

Human!Physical

What forces led to the19th-century failure ofdemocracy in LatinAmerica and Russia?.

What role did theindividual citizen play inthese revolutions?

D. The reaction againstrevolutionary ideas

1.Human and physicalgeography2.Balance of powerpolitics and the Congressof Vienna (Klemens vonMetternich)3.Revolutions of 18484.Russian absolutism:reforms and expansiona. Impact of the FrenchRevolution and Napoleonb.19th-century Russianserfdomc. Expansion of Russiainto Siberia

Have students usesegments of JohnLocke's Two Treatiseson Government todefine social contract asa basis for government.

Have them comparethis with the divineright theory. Using theDeclaration ofIndependence, studentsshould find evidence ofthe influence of Lockeand other philosophersof his day on a politicalleader such as Thomas

Compare and contrastthe Glorious Revolutionof England, theAmerican Revolution,and the FrenchRevolution and theirenduring effectsworldwide on thepolitical expectationsfor self-government andindividual liberty.

List the principles ofthe Magna Carta, theEnglish Bill of Rights(1689), the AmericanDeclaration ofIndependence (1776),

80

Geography

Movement ofPeople andGoods

Conflict

Human Rights

Change

Jefferson. the French Declarationof the Rights of Manand the Citizen (1789),and the U.S. Bill ofRights (1791).

Unit 5An Age ofRevolution(1750-1914)

CoreCurriculumWorld War IStandards1,2,3, 4, 5

Concepts

Human!PhysicalGeography

Movement ofPeople andGoods

Conflict

Human Rights

Change

What were theperspectives of varioussocial classes on therevolutions in LatinAmerica?

What role did peasantsplay in the MexicanRevolution?

How successful was thisrevolution?

What role didnationalism play in thisrevolution?

E. Latin America: Thefailure of democracy andthe search for stability

1.Human and physicalgeography2.Roles of social classes:land-holding elite,creoles, mestizos, nativepeoples, and slaves3.Roles of the Church andmilitary4.Role of cash cropeconomies in a globalmarket5.The MexicanRevolution (1910-1930)a. Cause and effectb. Roles of Porfirio Diaz,Francisco “Pancho” Villa,and Emiliano Zapatac .Economic and socialnationalism

Review the definitionof a nation—a peoplesharing culture andlanguage occupying aspecific region. Thenreview the definition ofa state—an areabounded by a singlegovernment. Finally,define nation-state. Askstudents if they canthink of a country thathas more than onenation within itsboundaries. Ask them ifthey can name a nationtoday that does not havea state.

Basal Textbook: WorldHistory: Connections to thePast, Prentice Hall, 2005

Unit 5An Age ofRevolution(1750-1914)

What role did nationalismplay in Europe, EasternEurope, Asia, Africa, and

F. Global nationalism

1.Human and physicalgeography

Understand theconnections, causal andotherwise, betweenparticular historical

81

CoreCurriculumGlobalNationalismStandards1,2,3, 4, 5

Concepts

Human!PhysicalGeography

Movement ofPeople andGoods

Conflict

Human Rights

Change

Latin America?

What role doesnationalism play today inthese regions?

2.Role in politicalrevolutions3.Force for unity and self-determinationa. Unification of Italy andGermany (CamilloCavour, Otto vonBismarck)b .Asian and MiddleEastern nationalism1) India (Indian National2) Turkey—Young Turks4.Zionism5.Force leading toconflictsa. Balkans before WorldWar Ib .Ottoman Empire as thepawn of European powers

events and larger social,economic, and politicaltrends anddevelopmentspredicated not upondivine right but uponthe consent of thegoverned.

Development ofeconomic theory ofmercantilism

Promotions of marketeconomy, profit motive,private ownership ofand use of capital(capitalistic system

Unit 5An Age ofRevolution(1750-1914)

CoreCurriculumEconomic andSocialRevolutionsStandards1,2,3, 4, 5

Concepts

Human!Physical

What role did theIndustrial Revolution playin the changing roles ofmen and women

What impact did theIndustrial Revolutionhave on the expansion ofsuffrage throughout thelate-19th and early-20thcenturies?

To what extent did theIndustrial Revolution leadto greater urbanizationthroughout the world?.What geographic factorsexplain why

G. Economic and socialrevolutions

1.Human and physicalgeography2.Agrarian revolution3.The British IndustrialRevolutionCapitalism and a marketeconomyb. Factory systemc. Shift from mercantilismto laissez-faireeconomics—Adam Smith,The Wealth of Nationsd. Changes in socialclassese. Changing roles of men,

Define the termsconservatism,liberalism, democracy,nationalism,reactionary, and reform

Have groups of studentsexamine differentworks of literature andart which reflect bothpositive and negativeaspects of the IndustrialRevolution. Sane

Have students examineexcerpts from AdamSmith's The Wealth ofNations which describehis perception of amarket economy andhis concept of laissez-faire. Have themidentify the ways thathis reasoning reflectedthe scientificrevolution's emphasisupon the natural law

Have students researchand analyze how KarlMarx and FreidrichEngels would correct

(D)Political maps of theserevolutions reflectingadjustments and boundarychanges, before and after theCongress of Vienna

(E)Giuseppe Mazzini, YoungItaly; Carl Schurz, RevolutionSpreads to the German States

(F)Thomas Paine, CommonSense; the Declaration ofIndependence; the Congress,Moslem League)

82

Geography

Movement ofPeople andGoods

Conflict

Human Rights

Change

industrialization began inGreat Britain?

How did the Europeanarts respond to theIndustrial Revolution?

In what ways did socialclass impact on the waysvarious groups looked atthe Industrial Revolution?What impact didindustrialization have onthe environment?In what ways did theabuses of the IndustrialRevolution lead to suchcompeting ideologies asliberalism, conservatism,socialism, andcommunism?To what extent is theIndustrial Revolution stilloccurring in the non-Western world?What is meant by post-industrial economy?

women, and childrenf .Urbanizationg. Responses toindustrialization1)Utopian reform—Robert Owen2)Legislative reform3)Role of unions4)Karl Marx andFriedrich Engels andcommand economies5)Sadler Report andreform legislation6)Parliamentaryreforms— expansion ofsuffrage7)Writers (Dickens andZola)8)Global migrations (19thcentury)9)Writings of ThomasMalthus (Essay on thePrinciples of Population)3.Mass starvation inIreland (1845- 1850)a. Growth of Irishnationalismb. Global migration

examples are:

- The Sadler reportand/or other testimonythat led to the FactoryAct of 1833.

- Selections from such19th century novels asEmile Zola's Germinal,Charles Dickens' OliverTwist orDavidCq:perfield,George Eliot's SilasMarner.

The works of WilliamHogarth or KatheKollwitz; bothillustrated the uglierside of the IndustrialRevolution.

Impressionist paintingsthat give a morepositive view.

The IndustrialRevolution, like theNeolithic Revolution,brought radicalCHANGE not only tothe civilization ofEurope but to the natureof human society.

the abuses and miseriesof the IndustrialRevolution. Using TheCommunist Manifesto,students should defineclass struggle, includingthe groups involved,and the role of classstruggle in history.Have students identifythe predictions of theManifesto and assesstheir accuracy. Theeconomic proposalsmay be compared withthose of Colbert andAdam Smith.

Development ofeconomic theory ofmercantilism

Promotions of marketeconomy, profit motive,private ownership ofand use of capital(capitalistic system

(G)Resource maps, SadlerCommission, Report on ChildLabor; Friedrich Engels, TheConditions of the WorkingClass in England; Karl Marxand Friedrich Engels,Communist Manifesto;Thomas Malthus, Essay onthe Principles of Population;Adam Smith, The Wealth ofNations; Charles Dickens,Hard Times and Oliver Twist;Emile Zola, Germinal

Mercantilism is an economicsystem in which the nation-state carefully controls mosteconomic activities,especially the development ofcolonies, in order tostrengthen the nation'seconomic POWER andwealth, which was measuredby gold and

Unit 5An Age ofRevolution(1750-1914)

Core

To what extent is there arelationship betweenindustrialization andimperialism?

H. Imperialism

1.Reasons forimperialism—nationalistic, political,economic, “The White

Identify bias andprejudice in historicalinterpretations ofimperialistic documents

The spirit of

Have students examinestatistical evidence ofconditions resultingfrom the onset of theIndustrial Revolution,such as: British exports

Suggested Documents

Maps of migration, charts,graphs, rural and urbandemographics, maps ofcolonial possessions,

83

CurriculumImperialismStandards2,3, 4, 5

Concepts

Human!PhysicalGeography

Movement ofPeople andGoods

Economicsystem

Political System

Why did Japan turn toimperialism andmilitarism in the late-19thand early-20th centuries?

What was the relationshipbetween nationalism,industrialization, andimperialism?

Man’s Burden”, SocialDarwinism2.Spatial characteristics—“new imperialism”3.British in Indiaa. British East IndiaCompanyb. Sepoy Mutiny4.British, French,Belgians, and Germans inAfricaa. Scramble for Africab. The Congress of Berlinc. African resistance—Zulu Empired. Boer Ware. Cecil Rhodesf.19th-century anti-slavetrade legislation5.European spheres ofinfluence in Chinaa. Opium Wars (1839 -1842 and 1858 - 1860)and the Treaty of Nanjing1)Unequal treaties2)Extraterritorialityb. Boxer Rebellionc. Sun Yat-sen (SunYixian) and the ChineseRevolution (1910- 1911)6. Multiple perspectivestoward imperialisma. immediate/long-termchanges made underEuropean ruleb. Long-term effects inEurope and the rest of theworld

nationalism isfrequently reflected innational anthems. Havestudents examine thelyrics of the nationalanthems of Italy,France, West Germany,and Poland. What dothese songs say aboutthe nation, the nationalspirit, glory, andpatriotism? (Studentswith some backgroundknowledge of Canadawill find it interestingto note that the Frenchand English words for"Canada" have quitedifferent meanings;they may speculate whythis is true.)

in the 18th century; thehours and wages ofmen, women, andchildren; the conversionto steam pacer invarious industries; lifeexpectancy charts

Using a colonial map ofthe world in 1914,students should identifywhich Europeancountries were colonialpowers. Have themdiscuss the effects ofthe IndustrialRevolution andnationalism on the raceto acquire colonies.

Have students readRudyard Kipling' s TheWhite Man's Burdenand identifyresponsibilities that acolonial power shouldhave assumed

journals, writings of peopleand groups showingcontending perspectives onimperialism, Sun Yixian,History of the ChineseRevolution; RudyardKipling’s,“The White Man’sBurden”

A supply and demand chart,production process, andinteractive nature of colonialsystems can be illustratedwith diagrams, pictures, andhands-on

classroom exchanges

Mercantilism is an economicsystem in which the nation-state carefully controls mosteconomic activities,especially the development ofcolonies, in order tostrengthen the nation'seconomic POWER andwealth, which was measuredby gold and

Unit 5An Age ofRevolution

Why did the IndustrialRevolution occur in Japanbefore other Asian and

I. Japan and the Meijirestoration

Understand theconnections, causaland otherwise,

Suggested documents

84

(1750-1914)

CoreCurriculumJapan and theMejiRestorationStandards2,3, 4, 5

Concepts

Human!PhysicalGeography

Movement ofPeople andGoods

Conflict

Human Rights

Change

African nations?

What caused the conflictsbetween China, Russia,and Japan?

What impact did theRusso-Japanese War haveon the relative power ofRussia? Japan?

Why did Japan annexKorea? What policies didJapan follow in Korea(1910-1945)?

How does Japaneseimperialism of the pastinfluence Japan’srelations with her Asianneighbors today?

1. Human and physicalgeography2.The opening of Japana. Commodore MatthewPerryb .Impact upon Japan ofTreaty of Kanagawa3.Modernization,industrialization4.Japan as an imperialistpowera .First Sino-JapaneseWar (1894 - 1895)b. Russo-Japanese Warc. Annexation of Koread. Dependence on worldmarket

between particularhistorical events andlarger social,economic, andpolitical trends anddevelopments

Political maps of Japan andEast Asia; Millard Fillmore,Letter to the Emperor ofJapan; Ito Hirobumi,Reminiscence on Drafting ofthe New Constitution; 19th-century Japanese printsshowing contact with theWest

Unit 6Crisis andAchievementIncludingWorld Wars(1900-1945

CoreCurriculumWorld War IStandards1,2,3, 4, 5

What role didnationalism andimperialism play in WorldWar I?

What role did technologyplay?

To what extent were theissues that caused World

A. World War I

1.Europe: the physicalsetting2.Causes3.Impacts4.Effects of scientific &technological advances onwarfare5.Armenian Massacre6.Collapse of the OttomanEmpire7. The war as reflected in

Explain howImperialism and theIndustrial Revolutionare turning Points inWorld History. Describe how

Nationalismcontributed to theoutbreak of WorldWar I. List all the new

weapons and thetechnology of total

Explain howImperialism and theIndustrial Revolutionare turning Points inWorld History. Describe how

Nationalismcontributed to theoutbreak of WorldWar I. List all the new

weapons and thetechnology of total

Suggested Documents

Erich Maria Remarque, AllQuiet on the Western Front;Mustafa Kemal, Proclamationof the Young Turks;videotapes

85

Concepts

Human!PhysicalGeography

Movement ofPeople andGoods

Conflict

Human Rights

Change

War I resolved?

In what ways did WorldWar I raise fundamentalquestions regardingjustice and human rights?

To what extent wereWorld War I and theRussian Revolutionturning points?

What role did womenplay in the war?

To what extent was thecollapse of the OttomanEmpire like the fall of theHan and Roman empiresand the collapse of theSoviet Union?

literature, art, andpropaganda

Big Ideas

The defeat of Germanyand Japan in World WarII had fundamentalimpacts on the futurepolitical development ofboth these powers.Germany’s and Japan’snew constitutions reflectthese wartime and post-wartime experiences.

war and their effecton modern warfare.How were World WarI and the RussianRevolution a "turningpoints" in worldhistory? How did the

Armenian Massacreset the foundation forfuture genocides inthe 20th Century?Why was the OttomanEmpire called "Thesick man of Europe"? How did the

Armenian Massacreset the foundation forfuture genocides inthe 20th Century?Why was the OttomanEmpire called "Thesick man of Europe"?

war and their effecton modern warfare.How were World WarI and the RussianRevolution a "turningpoints" in worldhistory? How did the

Armenian Massacreset the foundation forfuture genocides inthe 20th Century?Why was the OttomanEmpire called "Thesick man of Europe"? How did the

Armenian Massacreset the foundation forfuture genocides inthe 20th Century?Why was the OttomanEmpire called "Thesick man of Europe"?

Unit 6GlobalConnections

CoreCurriculum

Revolution andChangeStandards,2,3, 4, 5

Concepts

What were the causes ofthe Russian Revolution?Why did a communistrevolution occur in Russiarather than a moreindustrialized nation?What steps did theCommunists take toindustrialize the SovietUnion?To what extent were thehuman rights of Russiansand other ethnic andnational groups respected

B. Revolution and changein Russia— causes andimpacts

1.Czar Nicholas II2.The Revolution of 19053.March Revolution andprovisional government4.Bolshevik Revolution5.V.I. Lenin’s rule inRussia6.Stalin and the rise of amodern totalitarian state:industrialization,

Understand theconnections, causaland otherwise,between particularhistorical events andlarger social,economic, andpolitical trends anddevelopments Compare the Soviet

system under Stalinwith the Romanovpolitical system. Notethe ways that each

Propaganda andviolent politicalpersuasion playedimportant roles inestablishing thepolitical supremacy ofthe Bolsheviks. Usinga collection ofpolitical cartoons andBolshevik sloganssuch as "All power tothe Soviets" and"Peace, Land andBread," students

Communist Political postersand art; V.I. Lenin, The Callto Power; Joseph Stalin, TheHard Line; Nikita S.Khrushchev, Address to theTwentieth Party Congress;for the Abdication of NikolaiII see http:! ! www.dur.ac.uk!~d ml0www! abdicatn.html