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REGION 4 LEARNING SUPPORT CENTER

Reyes Irizarry Charles A. Amundsen Regional Superintendent Deputy Regional Superintendent

DRAFT

GLOBAL HISTORY

AND GEOGRAPHY 4 Recommended Calendar of Lessons

John-Paul Bianchi Regional Instructional Specialist (RIS) for Social Studies Region 4 718-391-8307 JBianch@nycboe.ne

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New York City Department of Education REGION 4 LEARNING SUPPORT CENTER

28-11 Queens Plaza North – 5th floor, Long Island City, NY 11101 Telephone · 718-391-8342 · Fax · 718-391-8436

Reyes Irizarry, Regional Superintendent Charles A. Amundsen, Regional Deputy Superintendent

TO: Global History and Geography Teachers: “Today, the most profound thing to me is the fact that a 14 year old in Romania or Bangalore or Russia or Vietnam has all the information, all the tools, all the software easily available to apply knowledge however they want,” said Marc Anderson a co-founder of Netscape and creator of the first commercial Internet browser. “That is why I am sure the next Napster is going to be out of left field. As bioscience becomes more computational and less about wet labs and as all the genomic data becomes easily available on the Internet, at some point you will be able to design vaccines on your laptop. Thomas L. Friedman It’s a Flat World After All The increased movement toward smaller high schools has provided an opportunity to organize curriculum to support social studies departments so that the delivery of instruction, in every high school, is similar and reflective of the highest standards. The movement of students between and within high schools and the rigors of a Regents course make the need for a common body of knowledge delivered in a regular time frame a necessity in all schools. This document is intended to provide all Global Studies 3 teachers with the essential framework to deliver content. This course of study is to be taught in the first semester of the tenth grade and includes units five and six of the New York State Core Curriculum for Global Studies. We encourage the members of the Social Studies community within your school to collaborate in planning the use of the pacing guide sharing their expertise and interest in the teaching of the content in this course. Each unit in the curriculum is divided into topics. Each topic is given a time frame for implementation. In order to meet the differentiated needs of the students, teachers are given a range of class periods to complete the topic. The document provides lessons with aims and student objectives for each topic. These objectives provide staff with the content knowledge that students should know to achieve the aim and ensure preparation for the Regents. We urge teachers to adhere to the lessons and supervisors to monitor their implementation. The suggested resources/documents section offers teachers a variety of locations to find background material and primary source documents for that lesson. The lessons are designed for student class periods of 45 minutes. Schools with different schedules should adjust the pacing of the lessons to meet their needs. Many of the lessons may require more that one class period. The depth of instruction and the needs of your students will determine the number of class periods needed to implement each lesson. We have built in some flexibility in the pacing of the lessons to guarantee completion of the course of study by June.

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Engaging and challenging students and student interaction in a lesson are the critical ingredients in providing quality instruction. Student participation through the use of documents has proven to be a successful tool to deliver content and understanding using higher level thinking skills. We have included a sample lesson plan based on Lesson # 42 as an illustration of how you can create a classroom activity based on this calendar. In an effort to assist you planning active learning we have provided you with Bloom’s taxonomy in order to better engage the students in higher level reasoning skills. Finally we would like to express our sincere appreciation to the following educators who gave of their time and expertise to develop this document. These are the most experienced social studies experts in the region and their tireless work will benefit all of our teachers and students. Edward Alvarez – Teacher Grover Cleveland High School Gregory Ambrosini – Teacher Grover Cleveland High School John-Paul Bianchi – Regional Instructional Specialist – Social Studies Arthur Green – Consultant Region 4 James Kincaid – Assistant Principal William C Bryant High School Dorene Lorenzoni – Assistant Principal Grover Cleveland High School Deon Mitchell – Assistant Principal Bushwick High School Annamaria Mule - ELLISS Region 4 Jay Lashinsky – Teacher W.C. Bryant High School Carmen Pinto – Teacher W.C. Bryant High School Lisseth Salas-Campo - Teacher Grover Cleveland High School Orlando Sarmiento – Assistant Principal Newcomers High School Steven Wolfson – Consultant Region 4 If you have any questions please contact Mr. John-Paul Bianchi, Regional Instructional Specialist Region 4, Social Studies at 718 391-8307 or Jbianch@nycboe.net Reyes Irizarry Regional Superintendent Region 4

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UNIT SIX: A HALF CENTURY OF CRISIS AND ACHIEVEMENT (1900 – 1945) CONTENT TOPIC D: World War II -- causes and impact Suggested Time: One class period LESSON # 1 AIM: How did the Allies treat the Axis powers after WWII? OBJECTIVES: Students will be able to:

Evaluate the reasons for occupation of Japan and Germany; division of Germany Discuss the importance of the Nuremburg War Trials. Identify the issues that led to differences of opinion (e.g. denazification, type of

government, etc.) Explain how the growing divisions among the Allies sewed the seeds of future conflict.

SUGGESTED RESOURCES/DOCUMENTS: http://www.law.umkc.edu/faculty/projects/ftrials/nuremberg/nuremberg.htm http://www.brainyencyclopedia.com/encyclopedia/n/nu/nuremberg_trials.html http://fcit.coedu.usf.edu/holocaust/resource/gallery/N1945.htm http://history.allianz.com/history/sp/en/themen/kapitel6/index_3.html http://www.zum.de/whkmla/histatlas/germany/194548.gif http://www.germany.info/relaunch/info/facts/facts/questions_en/questions.htm New York State Standard: 2, 3, 3, 4, 5 Themes: Change, Geography, Justice, Nationalism UNIT SEVEN: 20TH CENTURY SINCE 1945 CONTENT TOPIC A: Cold War balance of power Suggested Time: Six to eight class periods LESSON: #2 AIM: How did the Soviet Union seek to establish control of Eastern Europe? OBJECTIVES: Students will be able to:

Explain the geopolitical importance of Eastern Europe to the U.S.S.R. Explain key terms such as “Iron Curtain”, satellite states and “puppet governments.” Assess the imposition of a communist economy on Eastern European nations. Discuss the reasons for the mutual defense pacts (Warsaw Pact, NATO).

Examine the methods used by the U.S.S.R. to keep Eastern Europe under communist domination (Ex: Hungary in 1956 and Czechoslovakia in 1968. SUGGESTED RESOURCES/DOCUMENTS: Global History and Geography 4 Resource Guide-p.5, 10-12 http://www.historyplace.com/speeches/ironcurtain.htm http://www.encyclopedia.com/html/section/coldwar_TheIronCurtainandContainment.asp

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http://www.fordham.edu/halsall/mod/1955warsawpact.html http://www.nato.int/# New York Standards:2,3,4,5 Themes: Power, Interdependence , Change LESSON # 3 AIM: How can we explain the U.S. attempts to stem the spread of communism during the Cold War? OBJECTIVES: Students will be able to:

Define: containment, Truman Doctrine Describe the provisions of the Marshall Plan (ERP) Define brinkmanship and evaluate the risks that exist in using this strategy (ex: Berlin

Blockade and Airlift). Discuss other methods that could be used to stop the spread of

communism (propaganda, economic aid, use of surrogates, etc.).

Evaluate the early impact of the policy of containment. SUGGESTED RESOURCES/DOCUMENTS: Global History and Geography 4 Resource Guide-pp.6-7 http://www.bnt.com/marshall/speech.html http://www.teacheroz.com/BerlinAirlift.htm http://www.cnn.com/SPECIALS/cold.war/episodes/03/ http://college.hmco.com/history/us/resources/students/primary/trudoc.htm New York State Standards: 2,3,4,5 Themes: Needs and Wants, Political

Systems, and Decision Making LESSON: # 4 AIM: Was the Cold War inevitable? OBJECTIVES: Students will be able to:

Define the terms “Cold War,” superpowers. Describe the techniques employed by the superpowers which

came to be labeled Cold War (propaganda, foreign aid, covert operations)

Review the reasons for the Soviet expansion into Eastern Europe and the creation of “satellite states.”

Analyze how Soviet mistrust of the West led to a desire to create the Soviet Bloc Evaluate the importance of Yalta and Potsdam in the growing hostility Discuss the concepts of “balance of power” and “balance of terror.” Form a conclusion as to whether hostility between the two superpowers was inevitable.

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SUGGESTED RESOURCES/DOCUMENTS: http://history.acusd.edu/gen/20th/coldwar1.html http://history.acusd.edu/gen/20th/truman45.html http://www.ibiblio.org/expo/soviet.exhibit/coldwar.html http://www.historychannel.com/tdih/tdih.jsp?category=coldwar http://school.discovery.com/lessonplans/programs/reaganlegacy-starwars/ http://www.turnerlearning.com/cnn/coldwar/cw_thmes.html www.historywise.com/KoTrain/Courses/HT/HT_Foreign_Affairs.htm http://www.trumanlibrary.org/whistlestop/study_collections/berlin_airlift/large/docs.php http://history.sandiego.edu/gen/USPics2/58724.jpg New York State Standards: 2, 3, 4, 5 Themes: Change, Conflict, Power, Science

and Technology LESSON #5 AIM: Why was the United Nations created at the end World War II? OBJECTIVES: Students will be able to:

Discuss the goals of the UN as enumerated in its charter. Describe the structure of the UN (General Assembly, Secretariat, Security Council). Assess the strengths and weaknesses of the Security Council. Evaluate to what extent the UN improved upon the flaws of the League of Nations.

SUGGESTED RESOURCES/DOCUMENTS: Global History and Geography 4 Resource Guide-pp137-144 http://www.un.org/english/ http://usinfo.state.gov/usa/infousa/facts/democrac/53.htm http://www.historyplace.com/worldwar2/timeline/atlantic-chart.htm http://www.indiana.edu/%7Eleague/intro.htm http://worldatwar.net New York State Standards: 2, 4, 5 Themes: Interdependence, Power and

Decision Making LESSON #6 AIM: To what extent was the Korean Conflict a reflection of the Cold War? OBJECTIVES: Students will be able to:

Assess the impact of the creation of a communist state in China on the former WWII allies

Discuss the geopolitical importance of the Korean peninsula and the surrounding area in the context of the Cold War.

Discuss the reasons for partitioning Korea at the 38th parallel. Analyze the response of the U.N. to the North Korean invasion of the South in 1950.

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Evaluate the reasons for the limited scope of the military response (e.g. decision not to use nuclear weapons nor to invade China)

Assess the short term and long-term impact of the Korean Conflict. SUGGESTED RESOURCES\DOCUMENTS: Global History and Geography 4 Resource Guide-p.150 http://www.koreanwar.com/ http://www.trumanlibrary.org/whistlestop/study_collections/korea/large/index.htm http://www.americans-world.org/digest/global_issues/un/un4.cfm http://www.kimsoft.com/kr-ccrak.htm http://www.turnerlearning.com/cnn/coldwar/cw_thmes.html New York State Standards: 2, 3 Themes: Conflict, Human and Physical Geography, Political Systems LESSON # 7 AIM: How did Cold War rivalries impact on developing nations? OBJECTIVES: Students will be able to:

Define “developing nation”. Discuss how the U.S. and the U.S. S.R. tried to influence developing nations around the

world. Describe how developing nations might benefit from the U.S. –

Soviet rivalry (ex: foreign aid, technical assistance, military support).

Case studies: Evaluate the impact of this rivalry on any two of the following nations: Egypt, Congo, Angola, Chile, Iran, Iraq, and Guatemala.

Assess the advantages and disadvantages of the non-alignment policy pursued by India and other nations.

SUGGESTED RESOURCES\DOCUMENTS: http://www.spartacus.schoolnet.co.uk/2WWnasser.htm http://www.cnn.com/SPECIALS/cold.war/episodes/18/ http://www.rhodesian.net/katanga.htm http://www.digitalhistory.uh.edu/database/article_display.cfm?HHID=486 http://www.un.org/Docs/SG/setting.htm http://www.thirdworldtraveler.com/General/ThirdWorld_def.html http://school.discovery.com/lessonplans/programs/reaganlegacy-starwars/ http://www.turnerlearning.com/cnn/coldwar/cw_thmes.html New York State Standard: 2, 3, 4, 5 Themes: Power, Conflict, Political Systems

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UNIT SEVEN: 20TH CENTURY SINCE 1945 CONTENT TOPIC C: Economic issues in the Cold War and Post-Cold War era Suggested Time: Four to six class periods LESSON # 8 AIM: To What extent was the Cold War a war of economic philosophies? OBJECTIVES: Students will be able to:

Assess the nature of economic philosophies as projected by the superpowers (command vs. market economies)

Compare and contrast east and west Germany as reflections of the different economic philosophies.

Explain how the building of the Berlin Wall could be considered a symbol of East Germany’s lack of economic progress after World War II.

Discuss why European nations moved toward the welfare state. Describe the steps taken by western Europe towards economic integration (Common

Market vs. European Union)

SUGGESTEDRESOURCES/DOCUMENTS: http://encarta.msn.com/encyclopedia_761579567/European_Union.html www.pohl-projekt.de/ G_M_001.html http://school.discovery.com/lessonplans/programs/reaganlegacy-starwars/ http://www.mtholyoke.edu/~sgabriel/asia.html http://www.turnerlearning.com/cnn/coldwar/cw_thmes.html New York State Standard: 2,3,4 Theme: Economic Systems, Power LESSON # 9 AIM: How did Japan become an economic superpower? OBJECTIVES: Students will be able to:

Assess the effect of the United States occupation of Japan on the development of a democratic constitution.

Evaluate how these steps impacted on its recovery after World War II. Discuss the reasons for Japanese economic success (technology, trade, skilled workers,

etc) Evaluate the relationship between Japan’s economic success and its global status

SUGGESTED RESOURCE/DOCUMENTS http://www.history.navy.mil/photos/events/wwii-pac/japansur/js-6.htm http://wgordon.web.wesleyan.edu/papers/alliedoc.htm http://library.osu.edu/sites/rarebooks/japan/ http://www.infoplease.com/ipa/A0107666.html http://www.state.gov/r/pa/ei/bgn/4142.htm

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New York State Standard: 2,3,4,5 Theme: Political Systems, Economic SystemsLESSON # 10 AIM: Why has the need for oil impacted on global affairs? OBJECTIVES: Students will be able to:

Explain the reasons for the emergence of oil to as major commodity in the modern world. Explain the impact of oil on the Middle East (e.g. oil crisis of the 1970s) Discuss the reasons for the formation of OPEC Locate on a map the members of the Organization of Petroleum

Exporting Countries-OPEC (Algeria, Indonesia, Iran, Iraq, Kuwait, Libya, Nigeria, Qatar, Saudi Arabia, United Arab Emirates and Venezuela)

SUGGESTED RESOURCES/DOCUMENTS: http://en.wikipedia.org/wiki/1973_energy_crisis http://www.opec.org/home/ http://www.iea.org/ http://www2.sunysuffolk.edu/westn/oil.html http://www.makingthemodernworld.org.uk/learning_modules/geography/06.TU.06/?section=3 New York State Standard: 2,3,4,5 Theme: Needs and Wants, Scarcity, Science and Technology LESSON # 11 AIM: Why has the Pacific Rim become a major player in the global economy? OBJECTIVES: Students will be able to:

Discuss the meaning of the term “Asian Pacific Rim” Locate on a map regions of the Pacific Rim (include countries

in Asia, North and South America, Australia and New Zealand) Assess the influence of the Asian Pacific Rim on global trade and market

SUGGESTED RESOURCES/DOCUMENTS: http://fga.freac.fsu.edu/academy/auspac.htm http://wwwkms.bham.wednet.edu/lobby.htm http://www.pacificrimvoices.org/ http://en.wikipedia.org/wiki/Pacific_Rim http://geography.about.com/od/urbaneconomicgeography/a/econtigers.htm http://www.answers.com/topic/asia-pacific-economic-cooperation http://ieas.berkeley.edu/shorenstein/1994.09.html http://images.google.com/images?svnum=10&hl=en&lr=&q=Pacific+Rim+&btnG=Search UNIT SEVEN: 20TH CENTURY SINCE 1945 CONTENT TOPIC D: Chinese Communist Revolution

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Suggested Time: Six to eight class periods LESSON # 12 AIM: How did the Nationalists overthrow the Qing Dynasty? OBJECTIVES: Students will be able to:

Describe conditions in China under the Qing dynasty. Discuss why Sun Yixian is known as the father of modern China. Assess the reasons for the success of the Nationalist movement. Describe the goals outlined in the “Three Principles of the People” Discuss the failure of the Nationalist government to solve

problems in China (civil war, famine, great suffering among the peasants).

SUGGESTED RESOURCES/DOCUMENTS: http://www.fordham.edu/halsall/eastasia/eastasiasbook.html hkuhist2.hku.hk/.../ japan/1997b/jap2.htm www.geledraak.nl/Republiek/ biografien_rep.html New York State Standard: 2 Theme: Change, Nationalism, Power LESSON # 13 AIM: Why were the communists successful in gaining power in China? OBJECTIVES: Students will be able to:

Discuss the reasons why the communist revolutionary movement in China gained strength (Chiang’s government and policies, the Soviet Union’s influence, the conditions of rural peasants, Mao’s role and achievements).

Evaluate the struggle between the Nationalists and the Communists (civil war, the Long March)

Assess the effect of World War II on the civil war. Explain the results of the civil war (creation of communist

government, creation of “two China’s”). Assess the effect of the established of the Peoples’ Republic of

China on world affairs.

SUGGECTED RESOURCES/DOCUMENTS: thc.worldarcstudio.com/.../ china_revolution1.htm www.uygurworld.com/ _sgt/m2m3_1.htm thc.worldarcstudio.com/. ../alevel/mao.htm www.atimes.com/atimes/ China/DK09Ad01.html New York Standard: 2 Theme: Nationalism, Change LESSON # 14 AIM: To what extent was China’s Great Leap Forward a “Great Leap Backwards?”

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OBJECTIVES: Students will be able to:

Assess the effectiveness of the communist transformation of Chinese society (5 year plans, equality for women, communist ideology).

Describe the “Great Leap Forward” and the reasons for its implementation.

Describe the impact of the Great Leap Forward and the extent to which it ended in success or failure.

SUGGESTED RESOURCES/DOCUMENTS: http://www.fordham.edu/halsall/mod/1949mao.html http://library.thinkquest.org/26469/movers-and-shakers/mao.html http://www.asiasource.org/society/mao.cfm http://www.newton.mec.edu/Angier/DimSum/Mao%20Zedong%20Bio.html http://www-chaos.umd.edu/history/prc2.html http://www.historylearningsite.co.uk/great_leap_forward.htm http://news.bbc.co.uk/hi/english/static/special_report/1999/09/99/china_50/great.htm http://www2.sjsu.edu/faculty/watkins/greatleap.htm New York State Standard: 2,4 Theme: Change, Economic Systems, Human Rights LESSON # 15 AIM: To what extent did the Cultural Revolution represent a great upheaval in China? OBJECTIVES: Students will be able to:

Discuss the reasons for the implementation of the Cultural Revolution. Describe tactics used by the Chinese government to root out opposition in China. Assess the degree of human rights violations that took place during this period. Explain the impact of the Cultural Revolution on the people of China. (the role of

women, rights of the citizen) SUGGESTED RESOURCES/DOCUMENTS: http://www.isop.ucla.edu/eas/documents/mao491216.htm http://library.thinkquest.org/26469/cultural-revolution/ http://depts.washington.edu/chinaciv/graph/9wenge.htm http://images.google.com/images?svnum=10&hl=en&lr=&q=Cultural+Revolution New York State Standard: 2,4 Theme: Change, Economic Systems, Human Rights LESSON # 16 AIM: How did China change under the leadership Deng Xiaoping? OBJECTIVES: Students will be able to:

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Describe the Four Modernizations and its impact on China’s economy. Explain the reasons why China adopted elements of the West’s

market economies but not their concept of democracy Discuss the impact of the Tiananmen Square demonstrations on

the democratic movement in China. Assess the effectiveness of Deng Xiaoping as an agent for

change in China.

SUGGESTED RESOURCES/DOCUMENTS:http://depts.washington.edu/chinaciv/graph/9conmain.htm http://www.isop.ucla.edu/eas/restricted/modern.htm http://www.freep.com/news/nw/dengxp/dengxp.htm http://www.cnn.com/WORLD/9702/19/deng.obit/ http://www.cbw.com/asm/xpdeng/contents.html New York State Standard: 2 Theme: Power, Change LESSON # 17 AIM: To what extent has the return of Hong Kong to China impacted on Taiwan? OBJECTIVES: Students will be able to:

Explain the relationship between Taiwan and China lessened. Define the “one country, two systems” as it relates to the Hong Kong’s status. Discuss how Hong Kong’s location and its proximity to China helped it develop into an

economic giant. Explain the global implications of the China – Taiwan dispute.

RESOURCES/DOCUMENTS http://en.wikipedia.org/wiki/Transfer_of_the_sovereignty_of_Hong_Kong http://www.gluckman.com/HKHandover02.htm http://www.atimes.com/atimes/China/GE11Ad01.html http://www.askasia.org/teachers/Instructional_Resources/Lesson_Plans/China/LP_china_1.htm http://www.atimes.com/atimes/China/FB03Ad01.html http://www.cia.gov/cia/publications/factbook/geos/tw.html http://www.gio.gov.tw/ http://www.etaiwannews.com/Taiwan/Politics/2005/09/27/1127786078.htm http://images.google.com/images?q=Taiwan&hl=en&lr=&sa=N&tab=wi New York State Standard: 2 Theme: Power, Conflict, Economic Systems

UNIT SEVEN: THE 20TH CENTURY SINCE 1945 CONTENT TOPIC E: Collapse of European Imperialism Suggested Time: Eight to ten class periods LESSON # 18

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AIM: Why did European colonial empires collapse after World War II? OBJECTIVES: Students will be able to:

Review the main causes for the new imperialism in the 19th and 20th century Examine on a map the important colonies European powers controlled in Africa and Asia

before World War II Evaluate advantages and disadvantages of European imperialism to the colonial peoples

in Asia and Africa Analyze the relationship between World War II and the collapse of European colonial

powers.

SUGGESTED RESOURCES/DOCUMENTS: http://astro.temple.edu/~barbday/Europe66/resources/imperialexpafricato.htm http://www.personal.psu.edu/users/l/e/les205/Final%20project/ http://regentsprep.org/Regents/global/themes/imperialism/africa.cfm http://regentsprep.org/Regents/global/themes/imperialism/seasia.cfm http://regentsprep.org/Regents/global/themes/imperialism/images/rhodes.gif http://www.fresno.k12.ca.us/schools/s090/history/br%20imperialism.gif http://www.nationmaster.com/encyclopedia/Imperialism-in-Asia http://www.nationmaster.com/encyclopedia/Imperialism New York State Standard: 2,3,4,5 Theme: Human and Physical Geography, Imperialism LESSON # 19 AIM: How did Gandhi’s principles of non-violence help India achieve independence from Britain? OBJECTIVES: Students will be able to:

Describe the historical development of the Indian independence movements (Muslim League and the Indian National Congress).

Define: passive resistance, civil disobedience, non- violent non-cooperation with evil (ahimsa)

Discuss Gandhi’s methods and plans for independence for India. e.g. Salt March, boycotts of British goods, civil disobedience.

Assess the effectiveness of Gandhi’s methods in achieving independence. . SUGGESTED RESOURCES/DOCUMENTS: Resource Guide, p. 35-36 http://www.mkgandhi.org/ http://165.29.91.7/classes/humanities/worldstud/97-98/imper/india/India.htm http://athena.english.vt.edu/~jmooney/3044home.html http://academic.brooklyn.cuny.edu/history/virtual/portrait.htm http://academic.brooklyn.cuny.edu/history/core/pics/0255/img0055.htm http://web.mahatma.org.in/index.jsp

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New York State Standard: 2, 5 Themes: Imperialism/Nationalism LESSON # 20 AIM: How did newly achieved independence create problems for India? OBJECTIVES: Students will be able to:

Identify problems India faced after independence: poverty, rapid population growth, deficiency in modernization, lack of investment capital for industrial growth, political instability, ethnic and religious intolerance, caste system

Review major beliefs of Hinduism and Islam. Discuss the role of religious conflict (Hindu/Muslim) and

economic factors in the partition of India and Pakistan (and the birth of Bangladesh)

SUGGESTED RESOURCES/DOCUMENTS http://www.quotationspage.com/quotes/Jawaharlal_Nehru/ http://workmall.com/wfb2001/bangladesh/bangladesh_history_birth_of_bangladesh.html http://www.hsph.harvard.edu/Organizations/healthnet/SAsia/suchana/0310/165/table1.html New York State Standards: 2, 5 Theme: Human/Physical Geography, Conflict

LESSON # 21 AIM: How did India’s leaders attempt to solve the problems of a newly independent nation?

OBJECTIVES: Students will be able to:

Assess the reasons for implementing a democratic system of government

Explain why the leaders of India chose a foreign policy of non-alignment with the world.

Discuss Jawaharlal Nehru’s plans to solve the problems India faced (e.g. modernization, mixed economy, outlawing of the caste system)

Identify Kashmir and Punjab and discuss reasons for continuing conflict in these areas

SUGGESTED RESOURCES/DOCUMENTS: http://en.wikipedia.org/wiki/Jawaharlal_Nehru http://www.quotationspage.com/quotes/Jawaharlal_Nehru/ http://workmall.com/wfb2001/bangladesh/bangladesh_history_birth_of_bangladesh.html http://www.hsph.harvard.edu/Organizations/healthnet/SAsia/suchana/0310/165/table1.html New York State Standards: 2, 5 Theme: Human/Physical Geography and Conflict

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LESSON# 22 AIM: To what extent was nationalism a major cause in the collapse of European imperialism in Africa? OBJECTIVES: Students will be able to:

Identify Pan-Africanism, Mau Mau, tribalism Discuss the conflict between tribal loyalties and the concept of

emerging nationhood (Kenya, Nigeria, Ghana) Discuss the roles of Kwame Nkrumah of Ghana and Jomo Kenyatta of Kenya Discuss and evaluate the role of ethnic tensions and nationalism in Nigeria (civil War) Identify ethnic cleansing as applied to Hutus/Tutsis, in Rwanda

SUGGESTED RESOURCES/DOCUMENTS: Resource Guide, p. 37-43 http://www.encyclopedia.com/html/P/PanA1fric.asp http://www.hartford-hwp.com/archives/30/index-fa.html http://en.wikipedia.org/wiki/Kwame_Nkrumah http://www.greatepicbooks.com/epics/november97.html http://en.wikipedia.org/wiki/Tutsis New York State Standards: 2,3 Theme: Nationalism/Conflict LESSON # 23 AIM: Why was the peaceful dismantling of apartheid seen as a great achievement? OBJECTIVES: Students will be able to:

Explain the historical circumstances that lead to the existence and adoption of racial segregation

Describe the effects of apartheid in South Africa Evaluate the role of the African National Congress in the dismantling of apartheid Assess the importance of leadership in the dismantling of

apartheid: Nelson Mandela, Desmond Tutu and F.W. de Klerk SUGGESTED RESOURCES/DOCUMENTS: http://en.wikipedia.org/wiki/Tutsis http://www.apartheidmuseum.org/ http://www.africanaencyclopedia.com/apartheid/apartheid.html http://php.educanet2.ch/enggybn/html/apartheid.html http://www-cs-students.stanford.edu/~cale/cs201/apartheid.hist.html http://www.guerrillalaw.com/Mandela.html http://nobelprize.org/peace/laureates/1993/mandela-bio.html http://en.wikipedia.org/wiki/Nelson_Mandela http://en.wikipedia.org/wiki/Desmond_Tutu New York State Standards: 2, 5 Theme: Change, Political Systems, Economic Systems,

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Human Rights, Justice LESSON# 24 AIM: Why was Vietnam plunged into decades of war? OBJECTIVES: Students will be able to:

Review background of Japanese and French occupation of Vietnam. Discuss the main causes and results of the war against the French (Dien Bien Phu,

Geneva Accords) Explain the reasons for U.S involvement in Vietnam. Describe and discuss the perspective of Ho Chi Minh and his followers.

SUGGESTED RESOURCES/DOCUMENTS: Global History and Geography 4 Resource Guide, p. 43-46 http://en.wikipedia.org/wiki/Vietnam_War http://www.vietnampix.com/mach.htm http://academic.brooklyn.cuny.edu/history/virtual/portrait.htm http://en.wikipedia.org/wiki/Ho_Chi_Minh http://www.pbs.org/wgbh/amex/vietnam/ http://www.vietnamwar.com/ http://www.historyplace.com/unitedstates/vietnam/index.html http://www.hochiminh.org/ http://www.discoveryindochina.com/vn/history.html http://www.vietnamopentour.com/english_info/dien_bien_phu_infor.htm New York State Standards: 2 Theme: Political Systems, Change LESSON#25 AIM: How wise was the decision to go to war in Vietnam? OBJECTIVES: Students will be able to:

Define: guerrilla warfare, escalation, de-escalation, “Vietnamization” Identify and trace on a map the countries in Indochina Review the Vietnam War as an example of Cold War tension e.g. domino theory Evaluate the short and long term effects of war on the region,

specifically focusing on human rights’ issues: Case study Cambodia (Pol Pot, Khmer Rouge), Laos and Burma (Myanmar)-discuss the jailing of Aung San Suu Kyi.

Discuss reasons for the U.S. withdrawal and the fall of South Vietnam Assess the wisdom of the U.S participation in the war.

SUGGESTED RESOURCES/DOCUMENTS: http://www.lib.utexas.edu/maps/asia.html http://en.wikipedia.org/wiki/Pol_Pot http://en.wikipedia.org/wiki/Pol_Pot http://en.wikipedia.org/wiki/Aung_San_Suu_Kyi

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http://www.pbs.org/battlefieldvietnam/ New York State Standards: 1, 2 Theme: Human Rights, Change, Power UNIT SEVEN: THE 20TH CENTURY SINCE 1945 CONTENT TOPIC F: Conflict and Change in the Middle East Suggested Time: Four to six class periods Lesson #26 AIM: What factors led to the development of the modern Middle East? OBJECTIVES: Students will be able to:

Locate the nations of the modern Middle East on a map Describe the major physical features of the area Discuss the strategic importance of the region Discuss the history of the region after the break-up of the

Ottoman Empire - creation of what will become Jordan, Egypt, Saudi Arabia, Lebanon

SUGGESTED RESOURCES/DOCUMENTS http://www.lib.utexas.edu/maps/middle_east.html http://en.wikipedia.org/wiki/Middle_East http://www.internetworldstats.com/middle.htm http://www.infoplease.com/atlas/middleeast.html http://www.ehistory.com/middleeast/index.cfm http://www.albany.edu/history/middle-east/ New York State Standards: 2, 3, 4, 5 Theme: Political Systems, Conflict, Interdependence, Nationalism LESSON #27 AIM: To what extent has nationalism served as a catalyst for conflict in the Middle East? (Case study: Arab – Israeli Conflict) OBJECTIVES: Students will be able to:

Examine events leading to the creation of the state of Israel, e.g. Zionism, Balfour Declaration, Palestinian Mandate, Holocaust, post-WWII struggle with Britain, U.N. Declaration

Assess the role and importance of Theodor Herzl, Golda Meir, David Ben-Gurion Assess the role of continuing Jewish immigration to Israel Discuss reasons for Arab resistance to the creation of Israel Show the effects of the wars of 1948, 1967 and 1973 on the region

SUGGESTED RESOURCES/DOCUMENTS

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Global History and Geography 4 Resource Guide -- p. 52-57 http://www.infoplease.com/atlas/middleeast.html http://www.ehistory.com/middleeast/index.cfm http://www.albany.edu/history/middle-east/ http://www.fordham.edu/halsall/mod/modsbook54.html http://www.yale.edu/lawweb/avalon/mideast/balfour.htm New York State Standard: 2, 3 Theme: Power, Human Rights, Conflict, Nationalism LESSON # 28 AIM: Can Israel and her neighbors live in peace? OBJECTIVES: Students will be able to:

Describe the continuing struggle between the Israelis and Palestinians e.g. rise of PLO and other groups, the Intifada

Summarize attempts to normalize relations in the area e.g. Camp David Accords (1978), Peace Accords (1993) “Road map” , role of the United Nations

Assess the likelihood of peace between the Palestinians and Israelis SUGGESTED RESOURCES/DOCUMENTS Global History and Geography 4 Resource Guide --- p. 52-57 http://www.yale.edu/lawweb/avalon/mideast/campdav.htm http://www.yale.edu/lawweb/avalon/mideast/israel.htm http://www.jewishvirtuallibrary.org/jsource/History/73_War.html http://en.wikipedia.org/wiki/Yom_Kippur_War New York State Standard: 2, 3 Theme: Power, Human Rights, Conflict, Nationalism LESSON #29 AIM: How did the Iranian Revolution lead to a Moslem theocracy? OBJECTIVES: Students will be able to:

Review the basic beliefs of the Islamic faith including the “Five Pillars” Define religious fundamentalism, theocracy, religious tolerance, and religious

intolerance. Discuss the Shah Mohammed Reza Pahlevi Identify Ayatollah Khomeini Describe the main causes of the Iranian Revolution and its impact under Khomeini. Analyze the role of Islam under Khomeini. Describe OPEC oil embargo, Iranian Hostage Crisis (1979) Analyze and compare the role of Islamic fundamentalism on any of the following

countries Libya, Afghanistan, Algeria, and Turkey. SUGGESTED RESOURCES/DOCUMENTS:

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Global History and Geography 4 Resource Guide--- p. 58,63 http://www.nationmaster.com/encyclopedia/Ayatollah-Khomeini http://www.strom.clemson.edu/events/seminar/pdf/Blackwood.pdf http://www.nationmaster.com/encyclopedia/Islamic-Revolution http://www.answers.com/topic/opec-oil-crisis http://news.bbc.co.uk/1/shared/spl/hi/picture_gallery/04/middle_east_iran_hostage_crisis/html/1.stm http://en.wikipedia.org/wiki/Islam http://www.fordham.edu/halsall/mod/modsbook54.html http://www.fordham.edu/halsall/islam/islamsbook.html http://www.fordham.edu/halsall/islam/islamsbook.html#Islamic%20History%20Maps http://www.twf.org/Library/Fundamentalism.html http://en.wikipedia.org/wiki/Fundamentalism New York State Standard: 2 ,3 Theme: Nationalism , Justice and Human Rights, Diversity, Conflict LESSON # 30 AIM: Why was Saddam Hussein seen as responsible for the Persian Gulf War? OBJECTIVES: Students will be able to:

Locate the Persian Gulf region. List the causes and effects of the Persian Gulf War e.g. invasion of Kuwait Identify the role of the United States and the United Nations in the Persian Gulf War. Discuss the whether the Persian Gulf War was an intervention or an American War.

SUGGESTED RESOURCES/DOCUMENTS: http://www.desert-storm.com/War/chronology.html http://www.desert-storm.com/War/nations.html http://www.desert-storm.com/Gallery/index.html http://www.multied.com/desert_storm/index.html http://www.pbs.org/wgbh/pages/frontline/gulf/ New York State Standard: 2, 3 Theme: Nationalism,, Justice and Human Rights, Diversity, Conflict UNIT SEVEN: THE 20TH CENTURY SINCE 1945 CONTENT TOPIC G: Collapse of Communism and the Breakup of the Soviet Union Suggested Time: Five to seven class periods LESSON # 31 AIM: How should we evaluate the policies of Khrushchev and Brezhnev? OBJECTIVES: Students will be able to:

Define the policies of “peaceful coexistence” and “détente”.

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Define the term dissent. Explain why dissension arose among the leadership of the U.S.S.R. after Stalin’s death. Explain how dissidents were treated under Khrushchev and Brezhnev. Explain Khrushchev role in building the Berlin Wall, the Cuban Missile Crisis. Discuss the impact these events had on Soviet-American relations.

SUGGESTED RESOURCES/DOCUMENTS: Global History and Geography 4 Resource Guide --- pp. 66-70 http://www.cnn.com/SPECIALS/cold.war/kbank/profiles/khrushchev/ http://members.aol.com/kwiersma/khrushchev.html http://library.thinkquest.org/11046/people/khrushchev.html http://www.fsmitha.com/h2/ch24t63.html http://en.wikipedia.org/wiki/Nikita_Kruschev http://www.lyceum.org/hdarchive/hd2004/2203/slides/10.htm http://en.wikipedia.org/wiki/Leonid_Brezhnev New York State Standard: 1, 2 Theme: Human/Physical Geography Economic Systems, Political Systems. Decisions Making, Conflict LESSON #32 AIM: How did Gorbachev’s policies lead to the breakup of the Soviet Union? OBJECTIVES: Students will be able to:

Describe the major ethnic, religious and national groups that made up the Soviet Union. Analyze the importance of Gorbachev and his policies of

Perestroika and Glasnost on easing international tension and the increase of nationalism of the peoples of the Soviet empire.

Locate the Soviet Baltic states. Explain why the Soviet Baltic states demanded and received independence. Compare the causes of the disintegration of the U.S.S.R. to the fall of the Roman Empire

and the Han Dynasty. SUGGESTED RESOURCES/DOCUMENTS: Global History and Geography 4 Resource Guide --- p. 72 http://en.wikipedia.org/wiki/Mikhail_Gorbachev http://www.ibiblio.org/expo/soviet.exhibit/perest.html http://www.worldnetdaily.com/news/article.asp?ARTICLE_ID=22844 http://www.infoplease.com/ce6/history/A0820965.html http://www.forerunner.com/forerunner/X0803_Baltic_States_Cry_fo.html http://en.wikipedia.org/wiki/Boris_Yeltsin New York State Standard: 2, 3 Theme: Human/Physical Geography, Economic Systems, Political Systems, Conflict LESSON #33

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AIM: How did Gorbachev’s policies influence change in other parts of the world? OBJECTIVES: Students will be able to:

Discuss the impact of glasnost on nationalism in Eastern Europe. Evaluate the impact of the fall of the Berlin Wall Explain what impact the reunification of Germany had on the rest of Europe and the

Soviet Union. Discuss the rise of Lech Walesa’s Solidarity Party in Poland as

symbolic of the changed status of the former Soviet Satellite nations.

Analyze how Cuba was affected by the fall of the Soviet Union. SUGGESTED RESOURCES/DOCUMENTS: Global History and Geography 4 Resource Guide --- p. 70, 71, 73-76 http://www.andreas.com/berlin.html http://www.newseum.org/cybernewseum/exhibits/berlin_wall/index.htm http://userpage.chemie.fu-berlin.de/BIW/wall.html http://en.wikipedia.org/wiki/Lech_Walesa http://www.4to40.com/legends/index.asp?article=legends_lechwalesa New York State Standard: 2 Theme: Human/Physical Geography, Economic Systems, Political Systems. Decisions Making, Conflict LESSON #34 AIM: What challenges are faced by a post-Communist Russia? OBJECTIVES: Students will be able to:

Contrast ideological differences between Boris Yeltsin and Gorbachev. Describe the changes occurring in Russia under Boris Yelstin and Vladimir Putin. Analyze the political, economic, and social changes occurring as Russia moves closer to

a free market economy. Discuss continuing problems of ethnic conflict- e.g.- Chechnya

SUGGESTED RESOURCES/DOCUMENTS: Resource Guide, p. 83-87 http://studentweb.tulane.edu/~dwrenn/ http://www.dw-world.de/dw/article/0,,660987,00.html http://www.cs.indiana.edu/~dmiguse/Russian/mgbio.html http://en.wikipedia.org/wiki/Gorbachev http://www.historyguide.org/europe/gorbachev.html http://www.answers.com/topic/boris-yeltsin http://www.answers.com/main/ntquery;jsessionid=f60ud4kkrpth?method=4&dsid=1648&dekey=vladimirputin&gwp=8&curtab=1648_1&sbid=lc04b&linktext=Vladimir%20Putin http://en.wikipedia.org/wiki/Boris_Yeltsin

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New York State Standard: 2 Theme: Human/Physical Geography, Economic and political system

LESSON #35 AIM: How successful has Eastern Europe been since the fall of Communism? OBJECTIVES: Students will be able to:

List and explain some of the problems facing Eastern Europe (ethnic conflicts, political, economic problems as they move from a communist to a market economy, pollution, war etc). Use a case study of a former communist satellite state e.g. Poland, Hungary, Czech Republic

Explain the causes and effects of “ethnic cleansing” in Bosnia-Kosovo in the former Yugoslavia.

Compare with other examples of ethnic cleansing (Hutus/Tutsis in Rwanda, Jews in Germany, Armenia and Kurds)

SUGGESTED RESOURCES/DOCUMENTS: http://cagle.slate.msn.com/news/yugo/ http://cagle.slate.msn.com/news/yugo/yugo1.asp http://cagle.slate.msn.com/news/yugo/yugo2.asp http://cagle.slate.msn.com/news/yugo/yugo5.asp http://en.wikipedia.org/wiki/Slobodan_Milosevic http://en.wikipedia.org/wiki/History_of_Bosnia_and_Herzegovina New York State Standard: 2 Theme: Human/Physical Geography, Economic Systems, Political Systems, Decision Making UNIT SEVEN: THE 20TH CENTURY SINCE 1945 CONTENT TOPIC H: Political and economic change in Latin America Suggested Time: Four to six class periods LESSON # 36 AIM: To what extent is Latin America a product of its geography and history? OBJECTIVES: Students will be able to:

Identify on a map the landforms that contribute to Latin America’s diversity (Andes Mountains, Amazon and Orinoco River systems, rainforests, plateaus, etc)

Identify major nations in Latin America Review Spanish and Portuguese colonial policies which have

made a deep impact on Latin American society and culture Describe issues that exist between societies (rich/poor, elite

upper class, urban/rural poor, growing middle class/urban

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working class, increasing population growth and poverty, urbanization, etc)

SUGGESTED RESOURCES/DOCUMENTS: Global History and Geography 4 Resource Guide --- p. 88-90 http://maps.google.com/ http://www.junglephotos.com/amazon/ammaps/ammodmaps/ammodmaps.shtml http://www.junglephotos.com/amazon/ampeople/ampeople.shtml http://schools.portnet.k12.ny.us/~rmclean/Latin_America/curriculummap.htm New York State Standard: 2, 3, 4 Theme: Human/Physical Geography, Conflict LESSON # 37 AIM: How should we evaluate the rule of Juan Peron in Argentina? OBJECTIVES: Students will be able to:

Explain the reasons for Juan Peron’s popularity Discuss the reasons for Juan Peron’s decline and the military takeover of the government Assess the success of the military’s use of a “dirty war” to maintain control Describe the purpose of the “mothers of Plaza de Maya” Discuss the impact of defeat in the Falkland Islands on Argentina

SUGGESTED RESOURCES/DOCUMENTS: Global History and Geography 4 Resource Guide --- p. 92 - 97 http://www.columbia.edu/~lnp3/mydocs/state_and_revolution/Juan_Peron.htm http://www.jlhs.nhusd.k12.ca.us/Classes/Social_Science/Latin_America/Evita%20Web/Relationship.html http://news.bbc.co.uk/1/hi/world/americas/country_profiles/1196005.stm http://www.globalsecurity.org/military/world/war/argentina.htm New York State Standard: 2, 3, 5 Theme: Conflict, Change, Political Systems LESSON # 38 AIM: To what extent did Fidel Castro’s Cuban Revolution impact on global affairs? OBJECTIVES: Students will be able to:

Identify the factors that contributed to Castro overthrowing Batista in Cuba. Explain the effect the Bay of Pigs invasion on relations between the U.S. and Cuba Describe Castro’s economic policies and its effects on emigration particularly to the

United States Discuss the causes and effects of the Cuban Missiles crisis. Assess Cuba’s relationship with Russia since the collapse of communism Evaluate the effectiveness of current U.S. policy towards Cuba

SUGGESTED RESOURCES/DOCUMENTS: Global History and Geography 4 Resource Guide --- p. 100, 101

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http://library.thinkquest.org/18355/fidel_castro.html http://library.thinkquest.org/11046/people/castro.html http://www.u-s-history.com/pages/h1765.html http://www.aetv.com/class/admin/study_guide/archives/aetv_guide.0038.html http://www.arthistoryclub.com/art_history/Fidel_Castro State Standard: 2, 3, 5 LESSON # 39 AIM: How were Cold War tensions played out in Central America? OBJECTIVES: Students will be able to:

Explain the goals of the Sandinistas in Nicaragua and how they rose to power. Discuss the role of the US in the Sandinista Revolution under President Reagan

(Iran/Contra affair). Identify Carlos Salinas de Gortari, Jose Napoleon Duarta, Violeta Barrios de Chamorro

and Camilo Torres Discuss the role of the US in Guatemala in 1954 Explain how the civil war that followed impacted on Guatemalan society. Define “liberation theology”. Explain the changing role of the Roman Catholic Church “Liberation Theology” in Latin

America Describe the impact of the return of the Panama Canal

SUGGESTED RESOURCES/DOCUMENTS: Global History and Geography 4 Resource Guide --- pp. 98, 99, 102 – 105, 107 http://lanic.utexas.edu/la/region/indigenous/ http://geography.about.com/library/weekly/aa071299.htm http://library.thinkquest.org/17749/lrevolution.html http://library.thinkquest.org/17749/revolution.html http://www.geocities.com/walkman109/ http://www.mexconnect.com/mex_/history/jtuck/jtbartolome.html http://www.answers.com/topic/violeta-chamorro http://www.bartleby.com/65/sa/Salinasd.html New York State Standard: 2, 3, 5 Theme: Political Systems, Decision Making NOTE TO TEACHER: As part of the planning for Unit 8 the teacher should consider incorporating Regents preparation. Unit 8 consists of a survey of contemporary global issues that lend themselves to incorporation into a Regents examination review. For example when teaching the issues involving ethnic and religious conflict a review of the history of the region and its peoples, the fundamental tenets of the religions involved is appropriate. This approach allows you to teach

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new content while spiraling previously learned concepts and facts into the fabric of these lessons. UNIT EIGHT: GLOBAL CONNECTIONS AND INTERACTIONS CONTENT TOPIC A: Social and political patterns and change Suggested Time: Nine to eleven class periods LESSON # 40 AIM: How are nations trying to cope with increasing population pressures? OBJECTIVE: Students will be able to

discuss the definition of overpopulation in reference to the use of space and allocation of resources

discuss the impact of science and technology on this area Evaluate population problems in China, India, Latin America,

Africa explain the connection of overpopulation to other problems such as poverty,

urbanization, political instability, social conflict assess the effectiveness of programs designed to control population growth such as one -

child policy (China), family planning movement (India) SUGGESTED DOCUMENTS/RESOURCES Global History and Geography 4 Resource Guide – pp. 188 - 205 http://www.peopleandplanet.net/doc.php?id=199&section=2 http://www.peopleandplanet.net/doc.php?id=2480 http://www.rand.org/publications/RB/RB5044/ http://www.populationconnection.org/Reports_Publications/Reports/report18.html http://www.rand.org/publications/RB/RB5045/ http://www.adopting.org/adoptions/china-eases-one-child-policy.html http://www.overpopulation.com/faq/Population_Control/one_child.html http://divemad.com/family_plan_3.htm http://dieoff.org/page57.htm New York State Standard: 3,4 Theme: Needs and Wants, Urbanization LESSON # 41 AIM: How can we explain the patterns of migration we see at the end of the 20th century? OBJECTIVES: Students will be able to:

trace the major migration patterns on a map including the Turkish and Italian migration to Germany, Russian Jews to Israel and the U.S., North African to France and the Latin American and Asian immigration to the U.S.

discuss the migrations and the rise of nativism and ethnic tensions in the receiving countries

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compare current migrations to earlier migrations explain the nature of ethnic conflicts and how they contribute to the current trends in

migrations .(e.g. Hutus and Tutsis) SUGGESTED DOCUMENTS/RESOURCES http://www.migrationinformation.org/GlobalData/ http://www.cis.org/ http://news.bbc.co.uk/1/shared/spl/hi/world/04/migration/html/migration_boom.stm http://www.migrationinformation.org/Profiles/display.cfm?ID=176 http://migration.ucdavis.edu/mn/comments.php?id=910_0_5_0_C http://old.mbconf.ca/mb/mbh3601/africa.htm New York State Standard: 1,2,3 Theme: Movement of Peoples and Goods LESSON # 42 AIM: To what extent societies balance the need for economic development with their need to preserve their culture? OBJECTIVES: Students will be able to:

discuss the threats to the culture posed by industrialization and modernization explain reasons for the need for economic development- impact on life expectancy,

standard of living, the natural environment describe the conflict over development between developing and

developed nations assess the possibility of sustainable economic development with regard to the

needs of future generations use a case study (e.g. Japan, a nation of the Middle East such as

Saudi Arabia, Egypt, Algeria, an African or Latin American nation

SUGGESTED DOCUMENTS/RESOURCES: http://www.explorejapan.com/land.htm http://en.wikipedia.org/wiki/Japan#Culture http://the-saudi.net/saudi-arabia/culture.htm http://en.wikipedia.org/wiki/Human_rights_in_Saudi_Arabia http://www.egyptvoyager.com/photogallery.htm Standard: 1-5 Theme: Change, Interdependence LESSON # 43 AIM: To what extent do ethnic tensions threaten stability? OBJECTIVES: Students will be able to:

Note to teacher: Use a case study to analyze current religious/ethnic tensions in two of the following:

o Northern Ireland

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o The former Yugoslavia (Serbs, Croats, Muslims) o Indonesia (Muslims, Christians, Chinese, native peoples o China, Mongolia o Iraq (Shiites, Sunnis, Kurds)

Discuss the role that economic and political development has played in these conflicts Determine the extent to which regions are in danger of splintering economically and

politically Assess the value of efforts made both domestically and by international organizations to

defuse these conflicts

SUGGESTED DOCUMENTS/RESOURCES: http://www.bostonreview.net/BR29.5/dewaal.html http://www.arhiva.serbia.sr.gov.yu/news/2004-03/01/333304.html http://www.inthesetimes.com/site/main/article/1789/ http://www.preventconflict.org/portal/main/background_intergroup_relations.php http://www.geohistory.com/GeoHistory/GHMaps/GeoWorld/ethnic.html Standard: 1-5 Theme: Change, Conflict, Power LESSON # 44 AIM: How can we explain the economic inequalities the world? OBJECTIVES: students will be able to:

Define: economic decision making, dichotomy explain the increasingly global aspect of economic decision making discuss the basis for economic decision making in the industrialized and

non-industrialized world assess the progress of developing free market economies in the

developing world analyze the connection between modernization and urbanization, social and political

inequality discuss the growing economic disparities between the developing and developed world

SUGGESTED DOCUMENTS/RESOURCES: http://www.irrawaddy.org/news/index.html? http://www.ifla.org/VII/dg/srdg/srdg4.htm http://www.eh.net/XIIICongress/Papers/vanderEng.pdf http://www.mqup.mcgill.ca/book.php?bookid=930 Standard: 1,2,4 Theme: Change, Economic Systems, Needs and Wants

LESSON # 45 AIM: How does the gap between the rich and poor nations affect the world? OBJECTIVES: Students will be able to:

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Identify on a map regions considered a part of the global north and the global south (North-Western Europe, North America, Japan and Australia; South-Asia, African and Latin America)

Describe the economic differences between the global north and the global south (market versus command economies)

Explain why emerging nations have difficulty reaching their economic goals (geography, population, poverty, economic dependence, lack of political stability)

Assess why some emerging nations view economic interdependence as a new form of imperialism.

SUGGESTED RESOURCES/DOCUMENTS: Global History & Geography Resource Guide --- pp. 155 -- 163 http://www.cnr.umn.edu/bp/courses/cd/ev7.html whalonlab.msu.edu/.../ 3rd_world_countries.htm www.mofa.go.jp/ policy/un/ldc/map.html Standard: 2, 3,4,5 Theme: Economic Systems, Needs and Wants, Human and Physical Geography LESSON # 46 AIM: How has economic development affected the role and status of women and children? (Case Study: South Korea and/or India) OBJECTIVES: Students will be able to:

Discuss the connection between economic development and child labor, “sweatshop” industries

Assess the effects of development on the status of women Describe the impact of democratic movements on the status of women

SUGGESTED DOCUMENTS/RESOURCES: http://unpac.ca/economy/g_migration.html http://www.pbs.org/now/classroom/women.html http://www.un.org/News/Press/docs/2003/wom1390.doc.htm http://www.childlaborphotoproject.org/ http://www.anti-slaverysociety.addr.com/tocclab.htm Standard: 2, 4,5 Theme: Human Rights, Justice, Economic Systems LESSON # 47 AIM: Is a fair balance between economic development and environmental needs possible? OBJECTIVES:: Students will be able to:

identify and explain the threats posed by industrialization and misuse of natural resources (water, land, air)

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analyze current global environmental problems – desertification (Sahel), deforestation (Amazon Basin), toxic waste, nuclear safety (Chernobyl), endangered species (Africa)

describe the conflict over development between developing and developed nations

evaluate the possibility of sustainable economic development with regard to the needs of future generations

SUGGESTED DOCUMENTS/RESOURCES: \ Global History and Geography 4 Resource Guide --- pp. 169 – 187 http://www.unep.or.jp/ietc/Publications/Integrative/EnTA/AEET/7.asp http://dieoff.org/page57.htm http://www1.oecd.org/publications/observer/213/Article1_eng.htm Standard: 2-5 Theme: Change, Interdependence, Environment and Society LESSON # 48 AIM: To what extent can we rely on science and technology to cure the ills of the 21st century? OBJECTIVES: Students will be able to:

discuss the many changes in science and technology and their impact on peoples’ lives, e.g. agriculture (Green Revolution), space exploration, medical breakthroughs (disease control, genetics)

analyze the problems associated with technology, e.g. global warming, increasing competition for dwindling resources, development of weapons of mass destruction etc.

SUGGESTED DOCUMENTS/RESOURCES: http://www.poptech.org/ http://ep.llnl.gov/bep/socsci/9/tImpact.html http://www.foodfirst.org/media/opeds/2000/4-greenrev.html http://www.nasa.gov/externalflash/cev_front/index.html http://vava.essortment.com/fossilfuelimpa_rhxu.htm http://www.indiantelevision.com/tube/y2k4/june/junetube51.htm http://www.nationalgeographic.com/xpeditions/lessons/18/g912/thys.html http://www.pbs.org/wnet/extremeoil/teachers/lp1.html Standard: 2-5 Theme: Change, Science and Technology

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NOTE: THE FOLLOWING MODEL LESSON IS BASED ON LESSON # 4 OF THIS PACING CALENDAR Aim of lesson: Was the Cold War inevitable? CONNECTION (5 Minutes)

After World War II Europe was in a state of destruction. Pounded by the ravages of war, victors as well as losers struggled to recover. Soviet troops remained in position throughout eastern Europe while Germany was divided with Allied troops in the west and the Soviets in the east. The great powers of the early 20th century had been weakened and exhausted making way for the emergence of what became known as the two superpowers that will dominate the world scene for the next fifty years (the United States and Soviet Union). This lesson will examine the nature of the relationship between those superpowers and the origins of what came to be known as the Cold War.

Whole Group MINI LESSON (10-12 Minutes) * Content- Skill Point * Set purpose for Document focus

We will analyze a series of documents that will help us understand the origins of the conflict between the United States and its allies and the Soviet Union. We will also understand why we call it the “Cold War.” I am now going to read to you a portion of what became known as the “Iron Curtain” speech delivered by British Prime Minister Winston Churchill in 1946. Let us see how we should analyze what he is saying. Read the following from the Global History and Geography 4 Resource Guide: Document 3, page 5, paragraph five, which begins, “From Stetting in the Baltic to Trieste in the Adriatic…” We analyze a document by asking ourselves, what is being said. So the first thing I would do is list some facts from this statement. Elicit these facts from students and write them on the board. Then ask the class, Why is Churchill alarmed? Why does he refer to this situation as an “Iron Curtain?” After a brief discussion explain, that the class will examine several documents in the same that will help us understand the focus of the lesson.

Small Group (18-20 Minutes) * Learners in pairs/groups read independently * Learners discuss documents in groups * Learners reconvene to interact on findings

Materials to be used: Global History and Geography Resource Guide, P. 3 – Document 1: Map of Europe 1945 P. 5 – Document 3: Churchill’s “Iron Curtain” Speech 91946) Selections from: http://history.acusd.edu/gen/20th/coldwar1.html - “The Cold War Begins” www.historywise.com/KoTrain/Courses/HT/HT_Foreign_Affairs.htm - “The Plain Speaking Man of Independence” http://www.trumanlibrary.org/whistlestop/study_collections/berlin_airlift/large/docs.php- “The Berlin Airlift” http://history.acusd.edu/gen/20th/truman45.html - “The First Year of the Cold War, 1945” http://history.sandiego.edu/gen/USPics2/58724.jpg - Cartoon/Map: “Trouble Spots” http://www.ibiblio.org/expo/soviet.exhibit/coldwar.html - “Cold War: Post-War

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Estrangement” Divide the class into groups of four. Distribute the map cited above to every group. In addition distribute two of the eight selections listed above. Each group will be asked to examine the documents and complete the chart below.

Reasons for U.S. Soviet Conflict

Each group will write a short persuasive essay, citing evidence in the documents they examined, taking a position expressing their opinions as to the inevitability of the conflict between the United States and the Soviet Union.

Whole group * Summarize learnings

In large group discussion, each group will explain their poster and read their essay. Using the essays as a basis of discussion students will debate the inevitability of the conflict. From this discussion, teacher will elicit from the class a definition of the term, “Cold War.” Homework Assignment: Students will read about the creation of the UN. Have them write a short writing piece for report explaining why there was optimism that an international organization might prevent future wars.

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SUGGESTIONS FOR REGENTS REVIEW A thorough review and preparation for the Regents Examination in Global History and Geography should be considered an absolute necessity and a major professional responsibility of the teacher. Although familiarization with Regents type skills and content should have been an ongoing process throughout your students’ global history experience, a concentrated review is now paramount. Planning the scope and sequence of the review carefully will go a long way in optimizing usage of time and resources. The teacher should keep in mind the following:

A sufficient amount of time must be allocated for review of two years work. It is recommended that a minimum of two to three weeks be set aside for this purpose. This would be exclusive of Unit Eight material.

Review is not re-teaching. The teacher should not expect to “cover” the material in the same way it was originally taught.

It is recommended that a review book be used in conjunction with other review activities. Several are available.

A number of internet sites are available to assist you and your students. Below is a list of some.

http://www.edusolution.com/ --- Resource for Regents Review http://www.emsc.nysed.gov/ciai/social.html --- New York State Education Department site for previous social studies exams, rubrics and answer keys. http://www.regentsprep.org --- contains a full program for Regents Review http://www.region4.nycenet.edu/instruction/socialstudies/ -- Region 4 Social Studies web site containing curriculum, glossaries and related web sites.

GLOBAL HISTORY AND GEOGRAPHY 4 SAMPLE REGENTS REVIEW LESSON Aim of lesson: How has nationalism proven to be a force for both good and evil?

CONNECTION (5 Minutes)

Throughout your study of World History we have examined how nationalism has both a positive and negative impact on people. Elicit from your students the definition of nationalism (Nationalism is a belief that each nationality or ethnic group is entitled to its own government and national homeland and can be a force to instill pride in one’s nation.) Today we will review historical trends related to nationalism and examine

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how it had either a positive or negative influence on the people of a nation or region.

Whole Group MINI LESSON (10-12 Minutes) * Content- Skill Point * Set purpose for Document focus

I will demonstrate to you how nationalism can be both a positive and negative force. Let us look at ways it can be a positive force:

Positive Negative Can unite a people People can achieve self determination Love of country can unite people in a common cause If dominated by another power may motivate them to push them out

People in one nation may think they are better than people in another Can create competition among nations Competition an lead to conflict

Now that I have shown you the process of how we might analyze nationalism let us look at the impact of nationalism in different parts of the world and throughout our study of global history. With your review book and the documents provided, examine the positive and negative impact of nationalism on the events listed

Small Group (18-20 Minutes) * Learners in pairs/groups read independently * Learners discuss documents in groups * Learners reconvene to interact on findings

List materials, books, documents to be used: Regents Review Book Notebook notes Materials from www.regentsprep.org/Regents/global/themes/nationalism/index.cfm Teacher will select and reproduce documents/materials as follows: Global History and Geography 3 Resource Guide pp. 116-140 Global History and Geography 4 Resource guide pp. 109-131 The role of Nationalism in the development of the Nation State Nationalism in France under Napoleon Latin American Independence Movements in the early 18th Century Unification of Italy and Germany Nationalism under Hitler and Mussolini 19th century Imperialism Independence movements in Africa and Asia after WWII Nationalism and the Balkans during the 1990s Relations among the peoples of the Middle East Students will be divided into groups of four. In each group they will research two of the topics. For each they must list the positive and negative aspects of nationalism as well as the reasons why nationalism played that role in the events surrounding the circumstances. Have them develop a topic specific “T” chart listing the positive and negative features in each movement. As a group they should write a paragraph, in the form of a report for information, explaining how these events demonstrate the positive or negative aspects of nationalism.

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Whole group * Summarize learnings *Discuss next lesson

During the whole group discussion, each group will present their report and explain their findings. The paragraphs will be collected, graded, duplicated and distributed to the class in a timely fashion. This will help provide the class with review notes. As a homework assignment, have students examine Regents examinations from their review books or on line at http://www.nysedregents.org/testing/socstre/regentglob.html and note all the short answer questions and essays that involve nationalism as a theme.

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The role of critical thinking in the teaching process

Studies suggest that young people perform best when they are involved. This refers to various aspects of active learning activities that will be suggested throughout this web guide. All of the active learning approaches require students to engage in critical thinking exercises that are essential to attain high levels of student achievement. Planning such activities will necessarily, involve the integration of various aspects of Bloom’s Taxonomy of High Levels Reasoning. Below is a summary of that material.

BLOOM'S TAXONOMY

In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning. Bloom found that over 95 % of the test questions students encounter require them to think only at the lowest possible level...the recall of information.

Bloom identified six levels within the cognitive domain, from the simple recall or recognition of facts, as the lowest level, through increasingly more complex and abstract mental levels, to the highest order which is classified as evaluation. Verb examples that represent intellectual activity on each level are listed here.

1. Knowledge: arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce state.

2. Comprehension: classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, translate,

3. Application: apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write.

4. Analysis: analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test.

5. Synthesis: arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, write.

6. Evaluation: appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate, core, select, support, value, evaluate.

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